Abstract
Higher education involves multiple actors participating in collaborative, deep-learning resource integration activities. From a Service-Dominant logic perspective, students are not passive receivers of knowledge but active participants in their own learning experiences. Therefore, universities cannot create value in isolation but only provide value propositions. Educational institutions and lecturers must clearly and effectively communicate value propositions that motivate students to realize as much value as possible within the educational context. To develop and formulate value propositions, universities must understand students’ motivation to integrate resources and develop reward systems that incentivize wanted behavior, which would be deep learning in the case of education. Students learning through deep learning processes achieve deep domain-specific competencies and transferable competencies that increase their likelihood of becoming knowledgeable, skilled workers suited for the challenges of the twenty-first century and contribute to the viability of society.
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Findsrud, R., Tronvoll, B. (2022). Deep Learning in Higher Education: A Service-Dominant Logic Perspective. In: Gummesson, E., Díaz-Méndez, M., Saren, M. (eds) Improving the Evaluation of Scholarly Work. Springer, Cham. https://doi.org/10.1007/978-3-031-17662-3_9
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