Rethinking the university–student relationship in Morocco: a qualitative analysis of value co-creation

Abstract

Study objective: This study aims to explore how value co-creation is conceptualized and enacted within Moroccan higher education. Drawing on the integrative model of (Dollinger et al., 2018), it pursues three objectives: exploring how students and faculty perceive value co-creation; identifying concrete practices and mechanisms; and examining perceived facilitators, barriers, and expected outcomes. Methodology/approach: An interpretive qualitative approach was adopted. Twenty semi-structured interviews were conducted with students and faculty members from one public and one private Moroccan university, using purposeful maximum variation sampling. Main results: Co-production remains largely informal, constrained by hierarchical culture and limited formal participation. Value-in-use depends on relationship quality, trust, and student involvement, with collectivist traits amplifying interpersonal bonds. A public-private divergence exists regarding flexibility. Theoretical/methodological: contributions This research represents the first empirical validation of the (Dollinger et al., 2018) model in an Arab-African context, confirming its relevance while proposing contextual refinement through explicit integration of cultural and institutional mediating variables. Relevance/originality: This is the first qualitative application in Morocco of the (Dollinger et al., 2018) co-creation model, addressing a significant gap since co-creation frameworks have predominantly been tested in Western contexts. Sustainable Development Goals (SDGs): This research aligns with SDG 4 (Quality Education), particularly targets 4.3 and 4.4 on access to quality higher education and relevant skills for employability. It also supports SDG 8 (Decent Work and Economic Growth), target 8.6, as co-creation practices hold potential for improving graduate employability in Morocco.