Limitations and Future Lines of research 1. Limitations

156 study were primarily concerned with GBL techniques. GBL, which is not addressed in most student satisfaction in HE studies. Moreover, our analysis uncovered a number of students’ perception of value consequences.

At the level of student co-creation, previous research has yielded different findings on the importance and impact of this factor on the education system. This thesis lists and classifies the various strategies and platforms for students to co-create their HE experience. In addition, the analysis in the second Systematic Literature Review (Section 4) identified motivational and educational benefits for students and educational and competitive benefits for HEIs. The presented results are considered to be the most comprehensive results, since in addition to the facilities and recreational activities that have already appeared in the literature, it encompasses co-creation antecedents identified.

Moreover, Section 4 maps co-creation strategies in HE for the first time.

This thesis critically analyzes and critically discusses the state of the art of student co-creation in HE and the approaches that higher education institutions use to engage students. This study helps to clarify the model of student co-creation in HE and to identify research gaps and further research opportunities by providing a map of existing research. The third review of the systematic literature (Section 5) sheds light on the process and approaches of co-creation in HE used by HELs. In addition, the findings provide a map of the co-creation patterns that students play and their co-creation behaviors.

7.3. Limitations and Future Lines of research

157 The current thesis implements methodologies that use quantitative techniques. This approach results in a number of delimitations. For instance, the adopted scales that measure the studied factors are sourced from previous scales in the related literature. No qualitative research has been done to generate new scales. This serves the methodological approach that was followed. In addition, the longitude of the survey might also make some people more willing to take and complete the survey.

Understanding student satisfaction can contribute towards understanding how to attract and impact students’ perceptions of the value, therefore, improving the decisions made by HEIs planners and managers. The current thesis focuses only on five student perception of value of GBL. However, image value was not included in the analysis.

Moreover, the conducted research focuses on students’ point of view; yet, it has not looked at this issue from the universities perspective. Therefore, this could be a limitation for not giving a full picture of clarifying the primary perspectives identified with the effective implementation of satisfaction from both sides i.e., customers and service providers or universities’ reputation and brand image.

The empirical research has been completed in the years 2019-2021 which were impacted by the COVID-19 pandemic. This short time period may neglect numerous others facts and the pandemic situation may impact the study results. Evaluations and descriptions made will be made from the perspective of the data accessible at the time the examination is led. The points and objectives cover an extensive variety of components, with the research design requiring various investigations to be done. Almost certainly, further research ought to be done once a potential market is recognized, narrowing the scale and scope of another single area. Relating to data analysis, various levels of interpretation are incorporated. Every effort will be made to ensure that specialist bias has not gone into the examination, and it is pertinent to take note that there are no personal stakes held by the analyst in any of the areas.

7.3.2. Future Lines of research

This study revealed some gaps in the literature that need to be further addressed. Our systematic

158 literature reviews’ descriptive analysis revealed that the number of published articles in area of student perception of value and student co-creation behavior are still limited. Based on our study, we propose some directions for further research:

 This study focus on student satisfaction with GBL and analyse the impact of student co-creation behavior on student satisfaction with GBL. The results do not confirm any relationship between student co-creation behavior and student satisfaction with GBL. Future studies would formulate student satisfaction scales measurements to measure student satisfaction with their co-creation performance.

 There would be an interesting insight to identify the impact of students’ perception of value on their co-creation behavior in GBL or other dynamic learning approaches.

 Future studies could focus on the relationship between utilization of GBL in HEIs and their brand equity.

 This is an interesting insight into how the demographic effects will be on students' perceptions of value in GBL in HE. In addition, it is extremely important to study how multinational partners behave in different contexts, such as other countries, cultures and religions. There will be interesting insights into how perceptions of benefits and risks are influenced by different cultures and what borderline conditions or regulatory factors are.

 Further research efforts are needed to better understand the student's perception of value in HE using various active learning approaches such as GBL, project-based learning, problem-based learning, and so on. Understanding students’ perception of value in HE by using a variety of active learning approaches, helps HEI provide innovative, high-quality learning approaches that dynamically meet students' perceived needs and value. In this regard, it encourages more calls for research. The studies can then examine the clear documentation of the initial motivations and results of each approach to adopting a participatory plan based on existing knowledge.

 A better understanding of the factors that affect students' perceptions of value is needed. In particular, another consequence of this study stems from a recent stream of research focused

159 on the impact of demographic effects on students' perceptions of value in HE. Further discussion on the benefits and costs perceived by different ages, genders and marital status.

 Most of the works considered are case studies or concept development articles, while research aimed at exploring a wider data set is scarce. Hence, more research efforts are needed to better understand co-creation in HE with respect to each aspect covered in the present study.

 Analysis of measurement of co-creation in HE performance and other outcomes such as student satisfaction and perceived value and employability is still in its infancy. Despite the introduction of models and processes of analysis by some researchers, the issue of measuring the effectiveness of co-creation in HEI remains and there is a need for increased research efforts. This question is of particular importance to staff and academics, as it may help strengthen HEI's co-creation performance and the commitment of HEIs to co-creation practices. Future studies could focus on the relationship between brand attitudes and outcomes, such as negative word of mouth, and on advancing employability development and understanding the potential for new power dynamics.

 HEIs have been using different strategies to involve and engage students to co-create their HE experience. More research efforts are needed to further the understanding of co-creation strategies and platforms in HE with regard to every aspect covered in the present review.

Examples include collaborative learning projects, namely inter-institutional and international projects, digital platforms, new approaches such as game-based methodologies, open educational resources, etc.

 Future studies can investigate the initial motivations, process, and outcomes of co-creation in HE to adopt participatory design. In order to incorporate other antecedents, such as culture and ethical values — which would provide interesting insight into how the process is affected by the different cultures of a nation —, it would be useful to investigate the boundary conditions or moderating factors that could impact students’ motivation to co-create their HE experience.

 Future studies would answer the following questions: How does cognitive dissonance and

160 satisfaction/dissatisfaction influence students’ co-creation behaviors and roles? What is the opinion of faculty, governing bodies, employees, alumni and staff or industries regarding the co-creation process?

161