Global Journal of Management and Business Research, G: Interdisciplinary, Volume 23 Issue 1

(Linke et al., 2017) The main motivation for dropping out of school is the lack of social inclusion, which makes the student feel outside the stimulus in relation to his social condition, and inferior to the others. The way in which the teacher prepares the pedagogical plan, that is, the way in which he will teach classes also influences the dropout rate. (Rizzotto & França, 2022) The school's institutional climate, represented by relationships with other students, is a predictor of student performance. Better performances favor permanence and reduce dropout. Source: Elaborated by the Authors, 2022 Making a synthesis of the causes presented in the studies above, we can see the incidence of factors inherent to: (i) students, such as financial problems, teenage pregnancy, difficulty in reconciling study and work; (ii) the social context, such as lack of social inclusion, institutional climate of the school, lack of social capital and suffering from symbolic violence; (iii) the school and educational context, such as classes that are not very motivating, mismatch between the requirements of the course and the repertoire of knowledge accumulated by students in previous stages of their schooling, and the pedagogical plan adopted by some teachers. It can be seen that such factors can occur concomitantly, requiring that the actions to combat evasion present a harmony so that a synergy between these actions is generated. One way to make this tuning possible is through the application of a theoretical body that coordinates actions in order to maximize the value co-created by the student during classes. Thus, this study suggests the application of the premises of Service Dominated Logic, whose characteristics are discussed in the following section. III. P remises and A xioms of S ervice- D ominant L ogic Service-dominated Logic - SD-L, represents a proposal for a paradigm shift, from the currently current Product-dominated Logic, to a Service-dominated Logic, in which service means the application of knowledge, skills and other resources in actions that benefit the other part and/or himself (Vargo, 2011). According to Vargo and Lusch (2006), the SD-L rejects the premise that only the producing organization can create value at the time of producing products or services. According to the authors, any product, tangible or not, is only part of the offer of a service. That is, what is really exchanged is always service for service, whose emerging value in the exchange context is co- created by the actors involved in the service ecosystem, at the moment when the resources of these actors are integrated. Thus, in the educational context, the educational institution does not create value by offering a certain course. This is determined by the beneficiary, in this case the student, when he/she integrates his/her resources with those of the educational institution, taking advantage of the service offered. The theoretical body of the LDS, according to Vargo and Lusch (2016), can be expressed through the following fundamental (or foundational) premises: • (P1): Service is the fundamental basis of exchange; • (P2): Indirect exchanges cover the fundamental basis of exchange of service for service; • (P3): Goods are service distribution mechanisms; • (P4): Operating resources are the fundamental sources of strategic benefit; • (P5): All economies are service economies; • (P6): Value is co-created by multiple actors, always including the beneficiary; • (P7): Actors do not guarantee the delivery of value, but rather participate in creating and offering value propositions; • (P8): A service-centric view is inherently beneficiary- oriented and relational; • (P9): All actors, social and economic, are resource integrators; • (P10): Value is uniquely and phenomenologically determined by the beneficiary; • (P11): Value co-creation is coordinated through institutions generated by actors and institutional logic. These foundational premises provide a framework to enable a new perspective of analysis of the exchange process and its role in society (Vargo & Lusch, 2016). It can be seen that according to premises P6, P7 and P10, despite different actors proposing value, the result is determined by the beneficiary, which has implications for the way companies approach the market and for the way they should offer your products and services. In LDS, the consumer moves from passive recipients of messages to active participants in the creation of experiences (Baron et al., 2010). The point is the organization understanding of its role as an enhancer of value creation, with an emphasis on understanding the potential for co-creation present in the experiences lived in service encounters (Payne et al., 2008). Therefore, the offer of courses needs to go beyond the notion of value transferred to the customer (student), to a notion in which value is created jointly with customers (beneficiaries) in the context of use. 31 Global Journal of Management and Business Research Volume XXIII Issue I Version I Year 2023 ( )G © 2023 Global Journals Student Dropout in Vocational High School from the Point of View of Service-Dominant Logic: A Theoretical Essay