Student education, value co-creation, and student – university identification: the mediating role of self-efficacy and trust in lecturer

Purpose Grounded in service-dominant logic, this study aims to explore how student education can lead to students’ value co-creation, which in turns impacts student–university identification. Design/methodology/approach A quantitative methodology was used, utilizing a sample of 614 business students from key public and private universities in Vietnam. Partial least squares structural equation modeling was applied to test the hypotheses. Findings The study reveals that student education exerts a direct impact on students’ value co-creation. Furthermore, self-efficacy and trust in lecturer serve as mediators in the relationship between student education and students’ value co-creation. In addition, student–university identification is identified as a consequence of students’ value co-creation. Practical implications The study provides evidence for universities in making strategic decisions regarding the adoption of a co-creation approach in current setting. These findings have practical significance for education managers and instructors in determining how to encourage the active participation of students in learning. Originality/value This study is one of the first to examine direct and indirect impacts of student education on value co-creation through self-efficacy and trust in lecturer, and consequently, on student–university identification. These findings provide insight into mechanism that enhances value co-creation between students and higher education institutions.