Developing Co-Creation Model for Pre-service Teachers (Portégé) In Farhangian University: Working Together to Take Educational Society- Engaged Leadership Capacity

Document Type : Research Paper

Authors

1 Phd student of Educational Administration, Faculty of Education and Psychology, Shahid Chamran University, Ahvaz, Iran

2 Associate Professor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran

3 Associate Professor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran.

4 Assistant Professor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran.

Abstract

This study was conducted to identify the underpinning factors of co-creation and present a model for Farhangian University. Grand theory method has been used to collect and analyze data. The participants in this research were selected among the teacher-students and professors of Farhangian University in the academic year 2022-2023 by purposive sampling method. The required data were collected through semi-structured interviews. Theoretical saturation was achieved after in-depth interviews with 16 participants. The results of the research show that the key driver of co-creation of teacher-students in Farhangian University is intelligent, comprehensive and community-oriented interaction. This leads to the improvement of continuous teaching-learning process, academic optimism, social support, promotion of the status of Farhangian University, innovation, creation of ideas and development of educational leadership capacity in educational systems. Also, based on the findings of this research, it can be said that the above relative advantages can be achieved through very important strategies such as transparency and collective accountability, mentoring and coaching, branding, agility, as well as, relational thinking. Also, these are influenced by contextual, causal and interventional factors such as the network society, the individual capability and skill of teacher-students, as well as, the economic and social conditions of the society.

Keywords

References

Abbaspour, A., Shakeri, M., Rahimian, H. & Farasatkhah, M. (2015). Qualitative Study of Accountability Strategies of Public Universities from the Viewpoint of Higher Education Experts Accountability Strategies of Public Universities. Research on Educational Leadership and Management, 1(3), 1-27. https://doi.org/10.22054/jrlat.2015.1993 [In Persian]
Adib, Y., Fathiazar, E., & Arefnajad, S. (2017). Professional Identity of Teachers from the Perspective of Student Teachers of Farhangian University of East Azerbaijan Province. Teacher Education Policy, 1(1), 147-162. https://dorl.net/dor/20.1001.1.26457725.1396.1.1.7.4 [In Persian]
Akhilesh, K. B. (2017). Co-Creation and Learning. Springer.
Albinsson, P. A., Perera, B. Y., & Sautter, P. T. (2016). DART scale development: Diagnosing a firm’s readiness for strategic value co-creation. Journal of Marketing Theory and Practice, 24(1), 42-58. https://doi.org/10.1080/10696679.2016.1089763
Anarinejad, A., Sadeqnejad, A., & Moslemi, Z. (2015). Investigating the relationship between the quality of the university environment and the academic performance of students and teachers at Farhangian University of Fars. The first scientific research conference on psychology, educational sciences and community pathology. Kerman. [In Persian]
Arabzadeh, A., Hosseini, S. R. & Oladian, M. (2022). Designing and Explaining the Model of Reflective Teacher Training Practicum Curriculum in Farhangian University. Educational and Scholastic studies, 11(3), 37-66. https://dorl.net/dor/20.1001.1.2423494.1401.11.3.2.8 [In Persian]
Barnett, R., & Maxwell, N. (2013). Wisdom in the university. Routledge.
Bazargan, A. (2018). An Introduction to Qualitative and Mixed Research Methods: Common Approaches in Behavioral Sciences, Tehran: Didar Publishing. [In Persian]
Bovill, C. (2020). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher education, 79(6), 1023-1037. https://doi.org/10.1007/s10734-019-00453-w
Bowden, J. L. H., & D'Alessandro, S. (2011). Co-creating value in higher education: The role of interactive classroom response technologies. Asian social science, 7(11), 35 - 51. https://doi.org/10.5539/ass.v7n11p35
Daneshmandi, S., Fathi Vajargah, K., Khorasani, A., & Qhlichli, B. (2017). Exploring the Interaction between Mentor & Mentee in Mentoring of New Hired Faculty Members of Universities: Qualitative Approach. Quarterly Journal of Training and Development of Human Resources, 14(2), 55-29. [In Persian]
Dollinger, M., Lodge, J. & Coates, H. (2018). Co-creation in higher education: towards a conceptual model. Journal of marketing for higher education, 28(2), 210-231. https://doi.org/10.1080/08841241.2018.1466756
Eacott, S. (2015). Educational leadership relationally: A theory and methodology for educational leadership, management and administration. Springer.
Elsharnouby, T. H. (2015). Student co-creation behavior in higher education: the role of satisfaction with the university experience. Journal of Marketing for Higher Education, 25(2), 238-262. https://doi.org/10.1080/08841241.2015.1059919
Emamjomeh, S. J., Shahramnia, A. M., & Safariani, R. (2016). Good governance model, cooperative society and efficient government in development management. Specialized Political Sciences, 12(36), 40-7. [In Persian]
Fagerstrom, A., & Ghinea, G. (2013). Co-creation of value in higher education: using social network marketing in the recruitment of students. Journal of Higher Education Policy and Management, 35(1), 45-53. https://doi.org/10.1080/1360080X.2013.748524
Farhadirad, H., Hashemi, S. J., & Rahmati, F. (2018). A common model of best teaching practices: causes, factors and strategies. Education and Evaluation, 11(42), 91-115. [In Persian]
Fathi, M. R., Kiāmanesh, A. & Jomehri, F. (2019). Comparison of human agency and its components among Farhangiān and State University students. Journal of Educational Innovations, 17(4), 61-90. [In Persian]
Hasanbandi, H. B., Farhadirad, H., & Rahimidoost, G. H. (2022). The Identifying and structural analyzing Good Governance drivers in Iran’s Education System using cross-impact analysis approach.  New Approaches in Educational Administration, 13(2), 107-87. https://doi.org/10.30495/jedu.2022.27834.5577 [In Persian]
Hassanzadeh Foroughi, A. (2014). Educational Supervision and Guidance in Today's Schools. Tehran: Ava. [In Persian]
Hoy, W. K., & Tarter, C. J. (2011). Positive psychology and educational administration: An optimistic research agenda. Educational Administration Quarterly, 47(3), 427-445. https://doi.org/10.1177/0013161X10396930
Hoy, W. K., Miskel, C. J. (2014). Educational Administration: Theory, Research and Practice. Translated by Nader Soleimani, Mahmoud Safari, & Morteza Nazari. Tehran: SAMT Publications. [In Persian]
Izadpanah, A. (2022). A critical analysis of the opportunities and possibilities of pluralistic education in the theoretical foundations of formal education in Iran. Curriculum Research, 12(2), 256-278. https://doi.org/10.22099/JCR.2023.6964 [In Persian]
Khadivi, A. K., & SeyedKalan, S. M. (2018). Affecting Factors on teaching quality in Farhangian University (Case Study: College of Ardabil). Educational and Scholastic studies, 7(1), 39-70. https://dorl.net/dor/20.1001.1.2423494.1397.7.1.2.6  [In Persian]
Khalili, E., Khorsandi Taskoeh, A., Ghiyasi Nadushan, S., & Arasteh, H. (2018). How power is exercised in university autonomy in the Iranian higher education system: A critical discourse analysis. Journal of Research in Educational Systems, 12(43), 7-24. https://doi.org/10.22034/jiera.2018.83761 [In Persian]
Khavari, S. A., Arasteh, H., & Jafari, P. (2017). Factors affecting achieve Agile Universities with an Emphasis on the Role of Educational Planning. Educational Development of Judishapur, 8(1), 136-142. [In Persian]
Magala, S. (2009). The management of meaning in organizations. Palgrave Macmillan.
Mehrmohammadi, M. (2013). Rethinking the teaching-learning process & teacher education. Tehran: Madreseh Publications. [In Persian]
Moghtadaie, L. and Jamshidian, A. (2020). The Role of Structural Equation Modeling in the Relationship between Co-creation and Social Capital (Case Study: Faculty Members of the University of Isfahan). Higher Education Letter, 13(50), 67-89. [In Persian]
Mullen, C. A., & Klimaitis, C. C. (2021). Defining mentoring: a literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19-35. https://doi.org/10.1111/nyas.14176
Namdari Pezhman, M., Mirkamali, S. M., Pourkarimi, J., & Farastkhah, M. (2023). A Model to Guarantee Student-Teachers' Quality of Preparation in Iran's Educational System. Quarterly Journal of Education, 38 (4): 7-28. https://dorl.net/dor/20.1001.1.10174133.1401.38.4.1.5 [In Persian]
Neyestani, M. R. (2012). Principles & foundations of dialogue: way of knowing & educating. Isfahan: Amookhteh Publishing. [In Persian]
Nikkhah, M. & Liaqtadar, M. J. (2017). Study of the quality of perfomance of the new elementary education curriculum of Farhangian University: Case study of Chaharmahal and Bakhtiari Province. Teacher Education Policy, 1(3), 105-134. https://dorl.net/dor/20.1001.1.26457725.1396.1.3.4.5 [In Persian]
Pate, C. M., Glymph, A., Joiner, T., & Bhagwandeen, R. (2023). Students as co-creators of educational environments. In Handbook of School Mental Health: Innovations in Science and Practice (pp. 187-200). Springer.
Prahalad, C. K., & Ramaswamy, V. (2004). Co-creation experiences: The next practice in value creation. Journal of interactive marketing, 18(3), 5-14. https://doi.org/10.1002/dir.20015
Ramaswamy, V. (2008). Co-creating value through customers’ experiences: the Nike case. Strategy Leadership, 36(5), 9–14 https://doi.org/10.1108/10878570810902068
Ramaswamy, V., & Gouillart, F. J. (2010). The power of co-creation: Build it with them to boost growth, productivity, and profits. Simon and Schuster.
Ramaswamy, V., & Ozcan, K. (2018). What is co-creation? An interactional creation framework and its implications for value creation. Journal of Business Research, 84, 196-205. https://doi.org/10.1016/j.jbusres.2017.11.027
Safarnavadeh, M., Musapoor, N., Azhari, M. and Mohammad Shafiei, A. (2019). The Students’ Experience of the New Program of Internship on the Teacher Education in the Farhangian University of Iran. Journal of higher education curriculum studies, 10(19), 149-169. https://dorl.net/dor/20.1001.1.25382241.1398.10.19.7.5 [In Persian]
Safi, A. (2019). Hundred Years of Teacher Training in Iran: Opportunities, Threats, and Future Outlook. Quarterly Journal of Education and Training, 2(138), 83-106. https://dorl.net/dor/20.1001.1.10174133.1398.35.2.4.3 [In Persian]
Sarasvuo, S., Rindell, A., & Kovalchuk, M. (2022). Toward a conceptual understanding of co-creation in branding. Journal of Business Research, 139, 543-563. https://doi.org/10.1016/j.jbusres.2021.09.051
Senge, P. (2015). The Fifth Commandment: Creating a Learning Organization, Translated by Hafez Kamal Hedayat and Mohammad Roshan. Tehran: Industrial Management Organization Publications. [In Persian]
Shavaran, S. H. R., Rajaeepour, S., Kazemi, I., & Zamani, B. E. (2012). Determining Multi Relationships among Faculty Trust, Faculty Efficacy and Collective Efficacy at the Universities. Quarterly Journal of Research and Planning in Higher Education, 18(2), 19-44. https://doi.org/10.23542//10.61838/irphe1[In Persian]
Statement on the Future of Universities in Iran (2020). National Science Policy Research Center. Tehran. [In Persian]
Statutes of Farhangian University (2012). Tehran: Ministry of Education. [In Persian]
Strauss, A., & Corbin, J. (2014). Principles of Qualitative Research Method: Grounded Theory, Procedures, and Methods. Translated by Buyuk Mohammadi, Tehran: Institute for Humanities and Cultural Studies. [In Persian]
Taheriniya, A. B., & NamdariPejman, M. (2022). Realization of Scientific Authority in the Context of Nth Generation of Universities. Rahyaft, 32(3), 91-100. https://doi.org/10.22034/rahyaft.2023.11413.1434  [In Persian]
Taherpour, F. (2018). The relationship between social undermining and co-creating with mediating role of organizational self- esteem among faculty members of selected Iranian universities. Public Management Perspectives, 1(33), 109-128. https://dorl.net/dor/20.1001.1.22516069.1396.9.1.5.6  [In Persian]
Taherpour, F. (2021). Developing and Validation of co-creation Questionnaire. Public Management Perspectives, 12(1), 135-155. https://doi.org/10.48308/JPAP.2021.100827 [In Persian]
Taherpour, F., & Asgari, A. (2018). Co-creation in universities, The Third International Conference on Dynamic Management, Accounting and Auditing, Tehran. [In Persian]
Taherpour, F., & Nasehian, H. (2022). Analysis relationship between Sustainable leadership Skills & Co-creation with Mediation of Cognition-Based Trust. Public Management Perspectives, 13(4), 59-35. https://doi.org/10.52547/JPAP.2022.227484.1194  [In Persian].
Torkzadeh, J., Saadeghiaan, S. M., Marzooghi, R., Jahaani, J. (2019). Identification of Problems faced by Graduates of Farhangian University (Case study: Chaharmahal & Bakhtiari). Quarterly journal of education, 35 (1), 31-50. https://dorl.net/dor/20.1001.1.10174133.1398.35.1.2.9 [In Persian].
Zare, M., Parsa, A., & Safaei Moghaddam, M. (2017). Who’s Responsible for Teacher Training? Ministry of Education, or Higher Education? Theory and Practice in Curriculum, 4(8), 85-118. https://doi.org/10.18869/ACADPUB.CSTP.4.8.85 [In Persian]
 

Files

Share

How to cite

Statistics