Nghiên cứu Big 5 Personality Traits và đồng sáng tạo thương hiệu ĐH

BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC KINH TÉ TP. HÒ CHÍ MINH BÁO CÁO TÔNG KẾT ĐÈ TÀI NGHIÊN cứu KHOA HỌC THAM GIA XÉT GIẢI THƯỞNG “NHÀ NGHIÊN cứu TRẺ UEH” NĂM 2024 HOW DO BIG 5 PERSONALITY TRAITS IMPACT UNIVERSITY BRAND VALUE CO-CREATION INTENTION? Thuộc nhóm chuyên ngành: 1. Kinh tê TP. HỒ Chí Minh, tháng 2/2024 I ABSTRACT Recent research has taken an interest in the topic of utilizing personality traits to predict an individual’s engagement in value co-creation activities, but the empirical findings concerning the directionality and significance of these relationships still need to be more conclusive.

This study, building upon the five-factor theory (FFT) of personality, aims to refine our understanding of the nomological network underpinning the association between personality traits and students’ value co-crcation willingness (VCC). The quantitative research is adopted using partial least squares structural equation modeling (PLS-SEM) to analyze the influence of the five-factor model (FFM), student involvement (SI), and student adaptiveness (SA) on their value co-creation willingness within the university brand context. The analysis was based on survey data collected from 375 formal training, master’s, and Ph. students in Ho Chi Minh City.

The findings indicate student involvement and student adaptiveness have been confirmed as potential mediators in determining students’ value co-creation willingness via personality traits tied to the five-factor theory. Moreover, all proposed personality traits of students positively influence student involvement and, ultimately, their value co-creation willingness with the university brand. However, concerning student adaptiveness, we found that agreeableness and neuroticism have no impact on this construct. This study theoretically implicates the feasibility of utilizing involvement and adaptiveness as mediators to understand an individual’s willingness to co-create value via the big five personality traits.

Additionally, this study also suggests strategies for higher education institutions to engage with their learners effectively to co-create value for their branding. Keywords: Big five personality traits, Value co-creation. University brand II TABLE OF CONTENTS ABSTRACT. I TABLE OF CONTENTS.

II LIST OF TABLES.V LIST OF FIGURES. VI LIST OF ABBREVIATION. VII CHAPTER 1: INTRODUCTION. 5 CHAPTER 2: LITERATURE REVIEW.

Brand Value Co-creation. Willingness to brand co-create value with the University brand. THEORETICAL FOUNDATIONS AND HYPOTHESES DEVELOPMENT. Theoretical foundations: Five-factor theory (FFT).

The role of mediator: Student involvement. The role of mediator: Student adaptiveness. Measurement scale of Openness (OP). Measurement scale of Conscientiousness (CS).

Measurement scale of Extraversion (EX). Measurement scale of Agreeableness (AG). Measurement scale of Neuroticism (NE). Measurement scale of Student Involvement (SI).

Measurement scale of Student Adaptiveness (SA). Measurement scale of Value Co-creation Willingness (VCC). DATA COLLECTION PROCESS. DATA ANALYSIS TECHNIQUE.

27 CHAPTER 4: RESEARCH RESULTS. ASSESSMENT OF MEASUREMENT MODEL. Discriminant Validity - HTMT. ASSESSMENT OF STRUCTURAL MODEL.

Path coefficient and hypothesis testing. 42 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS.89 V LIST OF TABLES Table 1: Descriptive statistics. Descriptive statistics of Openness. Descriptive statistics of Conscientiousness.

Descriptive statistics of Extraversion. Descriptive statistics of Agreeableness. Descriptive statistics of Neuroticism. Descriptive statistics of Student Involvement.

Descriptive statistics of Student Adaptiveness. Descriptive statistics of Value Co-creation Willingness. Results of Outer Loadings. 35 Table 11: Reliability and Convergent Validity of Constructs.

Heterotrait-Monolrait Ratio Matrix. Collinearity Statistics: variance inflation factor (VIF) result. Path coefficients results (direct effect). Path coefficients results (indirect effect).41 VI LIST OF FIGURES Figure 1.

20 VII LIST OF ABBREVIATION No. Abbreviations Words 1 AG Agreeableness 2 AVE Average variance extracted 3 cs Conscientiousness 4 EX Extraversion 5 FFM Five-factor model 6 FFT Five-factor theory 7 HE Higher Education 8 HTMT Heterotrait-Monotrait 9 NE Neuroticism 10 OP Openness 11 SA Student Adaptiveness 12 SEM Structural Equation Modeling 13 SI Student Involvement 14 vcc Value Co-Creation Willingness 15 VIF Variance inflation factor 1 CHAPTER 1: INTRODUCTION 1. OVERVIEW In today's dynamic and highly competitive higher education landscape, the significance of university branding has skyrocketed. As institutions vie for students on both domestic and international fronts, it has become imperative to understand the true essence of university branding and the profound impact it can have on an institution's success (The Brand Education, 2023).

Co-crcation has emerged as a new theoretical signpost by which Higher Education Institutions (HEIs) can bring together different perspectives, enhance the ability to gather and exploit scarce resources, and find a long­ term solution that would be satisfactory for all stakeholders (Kasnakoglu & Mercan, 2020b). In this manner, student co-creation activities have recently become a major research priority in marketing and higher education (HE) research (Zarandi et al. By actively participating in the co-creation process, students feel a sense of ownership and connection (Foroudi et al. Further, value co-creation helps service providers better understand their customers' needs (Buhalis et al.

Following the co-creation process, HEIs are vying for more students, primarily as a result of marketization and globalization (Faham et al., 2017b; Yu et al. Universities have been attempting to promote customer/student participation in building and delivering their university experiences to provide a distinctive and memorable student experience (Fagerstr0m & Ghinea, 2013, Tuan & Thang, 2021). According to the literature on service-dominant marketing, one-way service delivery is significantly inferior to two-way service delivery, which is thought to produce and add more value to the service quality (Smith et al., students) in the creation of university education helps to tailor the educational service to students’ needs and wants; hence, students' co-creation behavior may play an important role in helping students experience their HE uniquely and satisfactorily (Elsharnouby, 2015). Their value co-crealion behavior may contribute greatly to themselves, the university, and other students (De Silva & Rossi, 2018; Oh et al., 2015a; Oh et al., 2015b; Osei-Frimpong et al.

Existing and prospective students value co-creation behavior and hence consequently influence community members' potential behaviors (Plewa et al. However, little research has been conducted to explore the influence of student personality factors on the co-creation of university brand value. 2 By investigating the relationships between individual personality traits and the act of co-creating brand value, this research aims to provide valuable insights into the drivers and dynamics of the co-creation process. The findings of this study will contribute to the existing body of knowledge on branding in higher education and shed light on the role of individual differences in shaping the perceptions and behaviors of stakeholders involved in co-creating university brand value (Kapferer, 2012).

Furthermore, the insights gained from this research may have practical implications for university administrators, marketers, and communication professionals, enabling them to develop tailored strategies that resonate with the personalities of their target audience. RESEARCH GAPS Due to the pressures of an increasingly competitive and globalized environment, universities are finding it more and more important to implement unique marketing strategies that highlight the educational experience of their students (Simões & Soares, 2010). Universities have used a variety of business concepts to improve competitive advantage and project a superior image that draws students (Nguyen et al. However, universities and students still lack a mutual platform for both sides to listen to each other and work towards a common goal of creating a positive university image.

In recent years, the concept of value co-creation has emerged as a dynamic platform for universities and students to act as partners and contribute to the university's image through the active sharing of suggestions and novel ideas (Dollinger et al., 2018; Zarandi et al. Consequently, for the value co-creation process to be successful, the need for understanding students’ characteristics during partnerships, their reception of co­ creation offerings, and their willingness to co-creale is cardinal (Vermehren el al. To better understand this phenomenon, recent personality psychology studies have now taken a focus on individual differences in value co-creation behavior (Ranjan & Read, 2019; Oertzen et al., 2020; Guzel et al., 2021; Al-Kumaim et al., 2021; Ogunbodede et al., 2022; Skandalis, 2023; Ribeiro et al., 2023; Chandra & Rahman, 2024; Zhou et al. Notably, researchers have utilized the use of the five-factor theory (FFT; Costa Jr., 2010), which helped establish the five trans-contextually stable personality traits, to investigate individuals' behavior in the value co-creation process.

These studies have also provided preliminary' evidence for the relevance of the FFT in co-creation research by examining the role of the so- 3 called Big Five Personality Traits-openness, agreeableness, conscientiousness, extraversion, and neuroticism (Norman, 1963; Digman, 1990; McCrae & John, 1992; Goldberg, 2013)—in the process of value co-creating. Nevertheless, while existing review studies offer valuable insights into the value co-creation concept, they fall short of providing a cohesive understanding of the different behaviors associated with the value co-creation process using the FFT. Therefore, this study aims to identify the correlations between personality characteristics and students’ willingness to co-create value, especially in the context of partnerships between universities and students. Additionally, this paper will also shed light on the effect of student involvement and student adaptiveness as mediators in explaining the mechanisms between personality traits and willingness to co-create brand image value.

RESEARCH QUESTIONS This research can be divided into five questions: 1. What objectives can the university achieve by involving students in value co-creation through the Big Five traits? 2. What are the relevant types of personality traits of students impacting university value co-creation (by level of impact)? 3. What are the main common techniques the university uses for value co-creation? 4.

What kind of value do student personalities in co-creation bring to the university? Can we speak about value dimensions other than economics? 5. What are the consequences of perceptions from students about the university’s institutional image on value co-creation behavior? 1. RESEARCH OBJECTIVES This research explores the impact of the five big personality factors on the act of co-creating value with the University brand. The five big personality factors, namely extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience, have been widely studied in the field of psychology and have shown significant effects on individual behaviors, attitudes, and perceptions (Costa & McCrae, 1992; Goldberg, 1990).

Understanding how these personality factors influence the co-creation of university brand value is crucial for universities to develop effective branding strategies 4 and engage stakeholders in a more targeted manner (Kapferer, 2012). The research objectives include: Identify the aspects of Big 5 personality traits affecting student behavior. Indicate which mediator is suitable for the relationship between the Big 5 personality groups and their willingness to co-create university brand value. Measure the influence of these factors on the development of the university brand by understanding student behavior and willingness to co-crcatc value with the university through personality factors.

Find out the most influential factors of the Big 5 personality traits on students’ willingness to co-create value. Test the mediating variables to see whether they have an impact and find out which variables have the most influence on the relationship between personality and students' willingness to co-create value for the university brand. RESEARCH CONTRIBUTIONS As an exploratory approach, our study not only provides theoretical implications but also provides a series of practical implications. From a theoretical perspective, our research topic may contain information that can potentially be used to support related research studies.

In addition, it also complements the scales measuring big 5 traits, student involvement, student adaptiveness as well as value co-creation willingness. From a practical perspective, our research aims to enhance students’ involvement and adaptiveness based on their big 5 personality traits, thereby contributing to increasing students' willingness to co-create brand value and developing a sustainable university through understanding students profoundly. The value of the research can be useful for universities desiring to improve their brand image, especially when students' personalities indirectly influence brand value co­ creation willingness. Researching students' perceptions about value co-creation with recent competition in the context of universities in Vietnam can facilitate the investigation of students' preferences and behavior, creating more involvement and adaptiveness.

Additionally, this study sought to verify two conclusions: the Big 5 personality traits of students influence their involvement and adaptiveness and these factors can lead to a flow that stems from their personalities and positive willingness to co-create value. RESEARCH STRUCTURE This study comprises five main chapters.