Teacher's service-dominant orientation

Scale Development and Validation

Datos Bibliográficos

ID4097201
AutoresMaria De Fátima Cruz (0000-0002-6306-4904, University of Beira Interior, autor de correspondencia), Helena Alves (0000-0001-5192-2310, University of Beira Interior), Ricardo Gouveia Rodrigues (0000-0003-1508-1387, University of Beira Interior)
Año2025
Volumen50
Número8
Páginas1743-1761
Fecha de publicación2025-08-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2024.2398684
OpenAlexW4402489143
IdiomaEN
Citas recibidas2
Referencias citadas99

The literature suggests that the co-creation of higher education value, from the perspective of the service-dominant logic (SDL), begins in the teaching-learning process, and the results of this process shape the entire ecosystem of higher education value for economic and social development. From this perspective, it is important to identify strategic tools that foster the co-creation of services and value during the teaching-learning process. As a contribution, this article presents the first proposal for a scale to measure teachers’ service-dominant orientation (SDO) in higher education. This proposal was operationalised using a literature review and qualitative and quantitative empirical approaches involving six stages and supported by three studies. Conceptualised as a portfolio of interaction capabilities that teachers can strategically develop to foster co-creation in higher education, the Teacher S-D Orientation scale is presented, made up of five capacities: individual interactions (four items), relational interactions (four items), ethical interactions (three items), empowered interactions (three items) and developmental interactions (four items). Considering that from the SDL perspective, the strength of the student-teacher relationship is a decisive factor in co-creation during the teaching-learning process, the external validation of the SDO scale was ensured, with the results suggesting that the teacher’s SDO has a significant impact on the relationship quality in higher education. The scale validation has implications for both marketing and educational literature. The article concludes with recommendations for teachers and management of higher education institutions

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