Dynamics and valence of actor engagement

Abstract

In the increasingly networked service networks, actors continually interact and engage with one another to craft their value propositions, co-create their service experience, and contribute to the formation of system institutions. This thesis is comprised of three papers which study different facets of actor engagement, with the findings of one paper partially informing the next. The first study explores the dynamics of multi-actor engagement. An abductive theorizing approach is used that draws on the contemporary literature on engagement, service-dominant logic and value propositions, and the longitudinal exploratory case study, to enable the process where the theoretical framework and empirical evidence evolve simultaneously. The developed framework shows that engagement conditions, via actors' appraisals, lead to engagement properties and result in engagement outcomes as the new conditions for the next iteration. Also, it is suggested that the valence of engagement influence both the process of engagement among multiple actors in the network and the network's evolution, which motivates the second study. The second study conceptualises engagement valence in actor networks. It defines the conceptual domain, deepens the understanding and provides an agenda for future research into the valence of engagement among actors in networks. The study recognises the institutional influences on actor engagement valence, and contributes to an understanding of the nature of actors' psychological dispositions and how their valence determines the actors' behavioural engagement manifestations. The identified conceptual distinction between positive and negative actor engagement points to the need of conceptualisation and operationalisation of negative actor engagement, thus informing the third study. Finally, the third study conceptualizes and operationalizes negative actor engagement in the context of knowledge sharing platforms such as student learning service platform. Negative student engagement is conceptualized as students' psychological dispositions towards the engagement platform as their negative emotions and cognitions during their interactions on the platform. The study also shows that negative student engagement disposition is a second-order formative construct consisted of four first-order reflective constructs (annoyance, anxiety, failed expectation and futility). Further, the relationship between negative engagement dispositions and its relational, behavioral consequence of negative word of mouth is established.