Purpose – Socialisation plays a significant role in education, especially for international students, as it helps them develop soft skills that are increasingly valued by employers in the global job market. Since value creation relies on the joint efforts of both the university and the student, these peer interactions play a crucial role in enhancing perceived value. Guided by Weidman’s (1989) seminal framework, this study explores the factors that influence the student’s socialisation process and examines its implications for value co-creation, as conceptualised through Vargo and Lusch’s Service-Dominant Logic. Design/methodology/approach – The post-pandemic (Covid-19) study is based on 33 in-depth interviews with international students in Australia. Findings – By focussing on the joint creation of value between students and institutions, the study highlights that employability extends beyond the mere acquisition of skills; it involves creating value through meaningful interactions, such as normative perspectives and socialisation processes, which affect students through informal and formal exchanges. Such interactions not only contribute to students’ development but also play a crucial role in building their employability confidence. The findings also highlight how socialisation contributes to understanding different personality traits among international students as they adapt to new academic and cultural environments. Originality/value – This study offers valuable insights into the co-creation of value in higher education, particularly as it relates to the socialisation experiences of international students. By integrating the concepts of socialisation and value co-creation, the research enriches existing knowledge on student engagement and development. Additionally, this study lays the groundwork for future research. © 2025 Clare D’Souza, Nkosinathi Sithole, Pam Kappelides and Tariq Halimi
Author Keywords
Index Keywords
