Engaging Students through Activity Design: A Service-Dominant Logic Perspective

Consistent with service-dominant logic, we examine how cocreated higher education learning experiences facilitate student engagement and enhance students’ value perceptions. Through moderated regression analyses, this study finds that effective faculty support, event format, and awards strengthen the relationship between student value perceptions of an extracurricular activity (i.e. the One Day Challenge) and engagement in word-of-mouth activity. Creating meaningful learning experiences through extracurricular activities is a challenging endeavor. This study provides theory-based empirical evidence of the ability to mitigate those challenges by designing engagement activities that place learners at the center of the educational experience.