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

In short, the argument presented by SD-L is that one must overcome the traditional supplier-consumer view (in the case of this study, the educational institution-student view), for a systemic approach of networks of actors interacting in an ecosystem of service. Therefore, it is necessary to conceptualize important elements in the LDS, such as ecosystem (and context), value (and value proposition), resource (and integration of resources) and institutional logic (and institutions). With regard to value, in the traditional view of Product-dominant Logic, value is created only by the organization that produces the good or service, and the customer is responsible for destroying this value (Bettencourt et al., 2014). But if the product or service is not consumed, will it still have value? Or does value manifest itself only in the presence of a consumer? For Vargo and Lusch (2014), the organization, with its resources, offers a value proposition, which, when experienced by a beneficiary, integrating its resources with those of the organization and other actors (government, family, other organizations), leads to the co-creation of value by that beneficiary. Regarding resources, the fact that individual and firm resources are considered to be integrated during the application of a service refers to Bourdieu's (1989) concepts of social, cultural and economic capital. Social capital refers to skills and knowledge related to social interactions and networks. Cultural capital, on the other hand, refers to particular combinations of skills and knowledge, which combined with economic and social capital serve as the basis for social configurations called habitus (Bourdieu, 1984). Depending on the current context, actors have greater or lesser facility to integrate resources. In LDS, resources can be classified as operant and operand. Operant resources are mainly represented by people, with their skills and knowledge. Operand resources, in turn, are represented by raw materials and tools. To generate benefits, knowledge and skills are needed to “find, extract, cultivate, invent, manufacture and use operated resources, that is, the benefits derive from the application of operating resources in operated resources” (Vargo & Lusch, 2006, p. 45). Regarding institutional logics, Maglio and Spohrer (2008) state that both service and value co- creation result from the integration of resources (operant and operand) from multiple actors, which requires communication and coordination. The co-creation of value is necessarily a joint activity, which depends on the establishment of mutual understanding (instructions) for different entities to achieve common goals. On the other hand, mutual understanding is also co-created, because it is achieved through shared institutional logics, such as experiences, context and information, as well as other shared resources such as, for example, a language created specifically by a group that facilitates connection among members (Maglio & Spohrer, 2008). In short, bringing the above arguments to the educational context, it is clear that if the ecosystem presents gaps, such as the lack of actors that offer values (and value propositions) more aligned with the student's need, or the lack of resources (and integration of resources) by the actors (students, teachers, managers of educational institutions, government and legislators) for the co-creation of a greater value, or coordination lead by wrong institutional logic (and institutions), probably the student's motivation to their permanence is reduced, favoring an increase in the dropout rate. Thus, in the following chapter, reflection and discussion are made about the applicability of the theoretical body of the SD-L in the phenomenon of student dropout. IV. D iscussion on SD-L and S tudent D ropout In the case of the value proposition by the educational institution, it is difficult to find a basis for quantifying it. It cannot be measured in monetary terms, as the teaching and learning process encompasses many aspects in addition to financial ones. Thus, the proposal of this work is that the co-created value cannot and need not be measurable in monetary terms, as Achrol and Kotler (2006) mention, this is a phenomenon influenced by individual and social aspects. According to McColl-Kennedy et al. (2012), the co-created value can be expressed in the form of perceived benefits, such as, for example, improvement in professional qualification, which in turn can lead to an improvement in quality of life. The search for professional qualification, however, is not always successful. Despite the efforts of actors such as the government, civil society, educational institutions and the students themselves, the latter are not always able to complete the qualification courses (Dore & Lüscher, 2011). From the point of view of the SD-L, it can be inferred that the value is not being co- created by the beneficiary, and it is even possible for the co-destruction of value to occur. Co-destruction is defined as “a process of interaction between service systems that results in a decline in at least one of the welfare systems (which, given the nature of a service system, may be individual or organizational)” (Plé & Chumpitaz Cáceres, 2010, p. 431). According to a plan issued by the Federal Audit Court in 2011, the government has a target of 90% for the completion rate (and therefore, 10% of dropout and retention) provided for in the Draft Law of the National Education Plan 2011- 2020 However, according to data available on the Ministry of Education portal for 2019, in 2018 the annual dropout rate of vocational technical 32 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