نقش چابکی یادگیری در ارتباط میان تجربه خدمات و هم آفرینی ارزش در مصرف کنندگان با نقش تعدیلگری عجین شدن شناختی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
چابکی یادگیری به دلیل تأثیرات چشمگیری که بر سازگاری و موفقیت دارد، یک حوزه مهم برای مطالعه در میان مصرف کنندگان است. بررسی چابکی یادگیری در بازاریابی در حال افزایش است؛ اما تاکنون توجه کمی به پیش بینی کننده ها و پیامدهای چابکی یادگیری شده است؛ بنابراین هدف از پژوهش حاضر بررسی نقش میانجی چابکی یادگیری بر ارتباط بین تجربه خدمات و هم آفرینی ارزش مشتریان با در نظر گرفتن نقش تعدیل کننده عجین شدن شناختی است. روش پژوهش حاضر همبستگی است که به صورت میدانی انجام شده است. جامعه آماری مشتریان باشگاه های ورزشی بود که تعداد 417 نفر به عنوان نمونه با استفاده از روش نمونه گیری طبقه ای انتخاب شدند. در این مطالعه از پرسشنامه های تجربه خدمات Klaus & Maklan (2012)، چابکی یادگیری Gravett & Caldwell (2016)، هم آفرینی ارزش Nysveen & Pedersen (2014) و عجین شدن شناختی Hollebeek et al. (2014) استفاده و برای سنجش روایی و پایایی آنها از روش های آلفای کرونباخ، پایایی ترکیبی، بار عاملی گویه ها و روایی افتراقی بهره گرفته و درنهایت، پرسشنامه ها تأیید شد. در این مطالعه برای تجزیه و تحلیل داده ها از نرم افزارهای اس پی اس اس نسخه 18 و ام پلاس نسخه 7 استفاده شد. نتایج نشان داد که تجربه خدمات بر چابکی یادگیری و هم آفرینی و چابکی یادگیری بر هم آفرینی ارزش تأثیر دارد. همچنین، علاو بر این، چابکی یادگیری بر ارتباط بین تجربه خدمات و هم آفرینی ارزش نقش میانجی دارد. در نهایت، عجین شدن شناختی بر ارتباط بین تجربه خدمات و هم آفرینی ارزش نقش تعدیلی ندارد. پژوهش حاضر نشان داد که تجربه خدمات به عنوان یک عامل کلیدی نقش مهمی در چابکی یادگیری دارد و این امر منجر به هم آفرینی ارزش با مصرف کنندگان خدمات ورزشی می شود.The Role of Learning Agility in the Relationship between Service Experience and Value Co-Creation in Consumers with the Moderating Role of Cognitive Engagement
Learning agility is a crucial area of study among consumers due to its significant impact on adaptation and success. While research on learning agility in marketing is growing, there has been limited attention to its predictors and consequences. This study aimed to examine the mediating role of learning agility in the relationship between service experience and customer value co-creation, while also considering the moderating role of cognitive engagement. The research employed a correlational method and was conducted in the field. The statistical population consisted of customers from sports clubs with a sample of 417 individuals’ selected using stratified sampling. The study utilized established questionnaires: the Service Experience Questionnaire by Klaus and Maclan (2012), the Learning Agility scale by Caldwell and Gravett (2016), the Value Co-Creation measure by Nysveen and Pedersen (2014), and the Cognitive Engagement scale by Hollebeek et al. (2014). The validity and reliability of these instruments were assessed using Cronbach's alpha, composite reliability, item factor loading, and discriminant validity methods, all of which were validated. Data analysis was performed using SPSS version 18 and Mplus 7 software. The results indicated that service experience positively influenced both learning agility and value co-creation. Furthermore, learning agility significantly mediated the relationship between service experience and value co-creation. However, cognitive engagement was found not to moderate the relationship between service experience and value co-creation. This study highlighted the importance of service experience as a key factor that enhanced learning agility, ultimately fostering value co-creation among consumers of sports services.IntroductionResearch has demonstrated that learning agility is crucial for enhancing workforce efficiency and job performance (Ghosh et al., 2021). This trait is recognized as a key competency for success in leadership, particularly during challenging times (Harvey & Valerio, 2022). Learning agility is considered a significant predictor of performance and leadership potential, making it an essential component of leadership development (De Meuse, 2017). In the consumer context, learning agility can play a vital role in fostering innovative behavior (Jo & Hong, 2022). It is believed that learning agility serves as a personal resource that stimulates employee engagement (Jo & Hong, 2022). From a broader perspective, learning agility benefits both individuals and organizations. It is recognized as a key factor in facilitating organizational learning (Hamad & Yozgat, 2017). Organizations that prioritize agile learning strategies are better equipped to respond to changes in their external environment and can react swiftly and effectively to uncertainties (Armanious & Padgett, 2021). While research on learning agility spanning various fields and studies and specifically focusing on learning agility in marketing are on the rise, there has been limited attention given to its predictors and outcomes. This highlights a scientific gap in the literature. Consequently, this study aimed to investigate whether learning agility mediated the relationship between service experience and value co-creation, while also considering the moderating role of cognitive processing as one of its inherent dimensions. Materials & MethodsThis research was quantitative in nature, descriptive in its purpose, and correlational in its strategy. Conducted in a field setting, it was classified as applied research based on its orientation. The statistical population comprised customers of sports clubs across 5 cities: Baghdad, Karbala, Najaf, Basra, and Kazemayn, representing a total of 152 sports clubs. Using Cohen's formula (effect size of 0.15, statistical power of 0.80, confidence level of 0.05), a minimum sample size of 411 individuals was determined. Participants were selected through stratified sampling from all cities. The cities were divided into 5 regions (North, South, East, West, and Central), and 5 clubs were randomly selected from each city—one from each region—resulting in a total of 25 clubs. Ultimately, 417 complete and valid questionnaires were collected for analysis. Data were gathered using the following standardized questionnaires:Value Co-Creation: A 5-item questionnaire developed by Nysveen and Pedersen (2014)Learning Agility: A 25-item questionnaire by Gravett and Caldwell (2016), which included 4 sub-components: 6 items on mental agility, 6 on change agility, 7 on results agility, and 6 on people agilityService Experience: A 19-item questionnaire by Klaus and Maklan (2012) comprising 4 sub-components: 6 items on peace of mind, 5 on real moments, 4 on outcome focus, and 4 on product experienceCognitive Engagement: A 3-item questionnaire developed by Hollebeek et al. (2014) Research FindingsThe research findings revealed that 288 (69%) of the 417 participants were male and 129 (31%) were female. In terms of educational background, 122 individuals (29.2%) held a high school diploma or associate degree, 213 (51%) possessed a bachelor's degree, 71 (17%) had a master's degree, and 12 (2.8%) had earned a doctoral degree. Regarding age distribution, 71 participants (17%) were under 20 years old, 153 (36.7%) were aged 21-30 years, 93 (22.3%) were aged 31-40 years, 63 (15.1%) were aged 41-50 years, and 37 (8.8%) were over 50 years old. When examining club membership history, 65 participants (15.6%) had been members for less than 1 year, 79 (18.9%) for 1-2 years, 103 (24.7%) for 2-3 years, 110 (26.3%) for 3-4 years, and 70 (16.8%) for more than 4 years. Structural model analysis using Mplus software yielded the following fit indices: a chi-square to degrees of freedom ratio of 1.71 (χ² = 1152.121, p > 0.05), a Comparative Fit Index (CFI) of 0.92, a Tucker-Lewis Index (TLI) of 0.91, a Standardized Root Mean Square Residual (SRMR) of 0.06, and a Root Mean Square Error of Approximation (RMSEA) of 0.047, indicating an acceptable model fit. The results demonstrated that service experience had a direct, positive, and significant effect on both learning agility and value co-creation. Additionally, learning agility significantly influenced value co-creation and served as a mediator in the relationship between service experience and value co-creation. However, cognitive engagement did not appear to moderate the relationship between service experience and value co-creation.Discussion of Results & ConclusionThe results indicated that service experience significantly impacted learning agility, contributing to the existing literature on this topic (Pooladi et al., 2022). Service experience offered diverse learning opportunities that enhanced individuals' learning agility (Hansen et al., 2003). Additionally, the study found that service experience influenced value co-creation, thereby enriching the value framework proposed by Woratschek et al. (2014). Kolyperas et al. (2019) highlighted the importance of understanding how fans evaluated their experiences and which value dimensions were significant for sports service providers. This aligned with the concept of value co-creation within service ecosystems (Horbel et al., 2016) where processes of value co-creation were actively shaped. Moreover, the research underscored the role of learning agility in influencing value co-creation, adding depth to the existing literature on this subject (Behnam et al., 2023). From the perspective of service-dominant logic, value co-creation involves collaborative dialogue processes where both parties actively engage, learn together, and directly influence one another. This emphasizes the importance of continuous learning and adaptation within the value co-creation process. Finally, learning agility served a mediating role in the relationship between service experience and value co-creation. This finding offers new insights into previous research on service experience and value co-creation (Horbel et al., 2016). The capacity for value co-creation is enhanced through learning, highlighting the significance of integrating knowledge within networks (Lund, 2010). In service contexts, where interactions between service systems are crucial, learning agility emerges as a central element in facilitating value co-creation.
تبلیغات
