Promoting Knowledge Sharing and Value Co-creation Between University and Learners: A Learning Model Based on Communities of Practice and Service-Dominant Logic

Abstract

Learning is a continuing social action that takes place through interactions between the lecturers and the community of students and knowledge sharing is an integral part of the learning process for a class in the university to engage in co-creating of learning values. Research and industry experience on knowledge sharing confirm the benefits of knowledge sharing for generating new ideas, team building & silo breaking, creating sense of purpose, and avoiding making the same mistakes several times, to name a few. Although it seems trivial that there are many benefits of knowledge sharing, in practice it is not easy to encourage students to do so because of the organizational, technical and cultural barriers. The literature shows tertiary students are not naturally willing to share knowledge voluntarily. Numerous studies have been carried to identify barriers to knowledge sharing, but there is a scarcity of research conducted to help students, working in a classroom setting, to overcome those barriers that are important for the co-creation of learning value. Forming communities of practice (CoPs) among students can contribute significantly to both knowledge sharing and learning. When students are able and willing to share knowledge, then an innovative learning environment can be created to encourage students to engage in value co-creation. This paper takes a closer look at service-dominant (S-D) logic frameworks and their application to students in the university, in order to facilitate co-creation of learning value. Drawing on the conceptual basis of CoPs and S-D logic, this paper proposes a learning model that may offer the opportunity for promoting knowledge sharing and co-creating of learning value between university and students working in a classroom setting.