【作者】 何刚；

【导师】 左莉；

【作者基本信息】 北京交通大学 ， 工商管理（专业学位）， 2022， 硕士

【摘要】 当前,我国正在以高远站位和战略眼光,积极推动信息技术与教育的深度融合,加快教育数字化转型的步伐。传统教育机构、技术服务企业等各种利益相关者从两种不同的角度进入教育服务这个领域,但目前各主体都在跑马圈地以争取各自利益的最大化,影响了用户的服务体验和学习效果,背离了教育服务数字化转型的根本目标。目前的相关研究也仅局限于技术的转型,缺乏对用户高质量的教育服务体验的重视,也缺乏对整个教育服务生态系统的重视。赋能是近些年较为热门的一种价值创造手段,如何通过赋能促进传统型教育和互联网型教育实现不同参与主体间的价值共创,使资源与能力更加有效的整合,从而帮助二者实现高阶发展与把握市场机遇,最终使教育服务的本质目标——提升教育服务质量,保证高质量的教学服务体验得到落实,这与“双减”政策的目的也是相一致的。针对这一研究缺口,本文结合赋能理论和价值共创理论,采用探索式双案例研究方法,对这两个不同类型的教育机构进行阶段性分析,研究两个教育机构在不同阶段运用了哪些方式进行赋能,使不同参与主体之间的价值共创的进程得到落实,以完成教育资源的有效整合,最终实现对这两个教育机构价值共创路径的重塑。本文对这两种不同类型的教育机构打造高质量教育服务体验的发展进程进行了梳理,发现二者的发展进程均表现出三个不同的层次:微观顾客赋能、中观平台赋能和宏观生态赋能,并立足于此,结合赋能理论与价值共创理论,对教育机构如何通过赋能实现价值共创的路径,以及在此过程中赋能与不同层次的价值共创的交互关系和作用机理进行分析,最后总结出教育机构实现价值共创的路径模型。更多还原

【Abstract】 At present,China is actively promoting the deep integration of information technology and education with a lofty and strategic perspective,and speeding up the pace of education digital transformation.Traditional education institutions,technical service enterprises and other stakeholders enter the field of education service from two different perspectives,but each subject is presently in a race to maximize their own interests,which affects the service experience and learning effect of users,and deviates from the fundamental goal of the digital transformation of education service.The current researches are limited to the transformation of technology,and lack of attention to users’ high-quality educational service experience,as well as the whole educational service ecosystem.Empowerment is a popular way to create value in recent years,how to promote the traditional education and internet education to realize the value between different main participants by empowerment,make the integration of resources and capabilities more effectively,so as to help both achieve advanced development and grasp the market opportunities,eventually make the essential target of education service--improve the quality of education service,ensure the implementation of high-quality teaching service experience,which is consistent with the purpose of the "double reduction" policy.For this research gap,this paper combines empowerment theory and value co-creation theory,using exploratory case study method to summarize the two different types of education institutions periodically,and analyse how to implement the process of value co-create between the different types of participants by empowerment in every period,so as to complete the effective integration of educational resources,and finally realize the reconstruction of the value of these two educational institutions.This paper summarizes the development process of these two different types of educational institutions to create high-quality educational service experience,and finds that the development process of the two shows three different levels: micro customer empowerment,medium platform empowerment and macro ecological empowerment.And based on this,this paper combines the empowerment theory and value co-create theory,analyses the path of education institutions to make value co-creating by empowerment,the interactive relationship and mechanism between empowerment and value co-creating from different levels,finally summarizes the value co-creating model of education institutions.更多还原