{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,27]],"date-time":"2026-04-27T22:44:06Z","timestamp":1777329846002,"version":"3.51.4"},"reference-count":173,"publisher":"Emerald","issue":"7","license":[{"start":{"date-parts":[[2022,10,5]],"date-time":"2022-10-05T00:00:00Z","timestamp":1664928000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJEM"],"published-print":{"date-parts":[[2022,11,7]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>In today\u2019s global and highly competitive climate among universities, educational developers and instructors have focused more on trying to make the student experience more engaging. In this manner, student co-creation activities have recently become a major research priority in marketing and higher education (HE) research. The purpose of this study is to present a systematic review of the literature on student co-creation roles and behaviors in HE in order to map extant research on this topic and offer a consolidated view of the co-creation process and approaches that can be employed by HEIs to motivate students to co-create their HE experience.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>A Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) approach was followed to classify, select, synthesize, analyze and assess the most relevant studies on student participation in co-creation in HE.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>This study\u2019s analysis has identified that the co-creation process in HE includes dialog, access, risk and transparency. The main approaches used by higher education institutions (HEIs) to motivate students to co-create their HE experience are student involvement, cognitive engagement, university affiliation and emotional engagement. Our review also shows that student co-creation behaviors are mainly participation and citizenship behavior, and their co-creation roles include those of co-producers, participants, change agents and partners.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This systematic literature review analyses and critically discusses the state of the art in student co-creation roles in HE and the approaches HEIs use. By providing a map of existing research, the paper contributes both to the clarification of student co-creation roles and behaviors in HE and the identification of research gaps and opportunities for further research.<\/jats:p><\/jats:sec>","DOI":"10.1108\/ijem-08-2021-0317","type":"journal-article","created":{"date-parts":[[2022,10,4]],"date-time":"2022-10-04T08:07:05Z","timestamp":1664870825000},"page":"1297-1320","source":"Crossref","is-referenced-by-count":21,"title":["Student roles and behaviors in higher education co-creation \u2013 a\u00a0systematic literature review"],"prefix":"10.1108","volume":"36","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4762-5978","authenticated-orcid":false,"given":"Negin","family":"Zarandi","sequence":"first","affiliation":[]},{"given":"Ana 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