Co-creation through non-dyadic service experiences using service design
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Updated: Aug 30, 2025

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
Published on: September 4, 2019
Udo Rainer Gottlieb1, Amanda Beatson1, Marianella Chamorro-Koc1
1Queensland University of Technology, George Street, Brisbane 4000, Australia.
Abstract:
Scant empirical research has examined non-dyadic multi-actor service experiences within the food industry. Drawing from the theories of multi-actor co-creation, service dominant logic and service experience, this paper investigates the meal-kit industry and its role in enhanced food well-being among consumers. Specifically, it answers the following research questions; 1) which stages are there in food preparation and consumption routine when using meal-kits and 2), how do these relate to the components of FWB. This exploratory study used service design tools including mind maps, prompt cards, cultural probes, and a cognitive mapping activity with interviews, to examine the food experience of participants within the meal-kit industry over the period of a week. The findings indicate five stages of food preparation and consumption that through multi-actor interactions, even when deviant to the intended purpose, lead to food experiences that can enable the co-creation of emotional, social, and cognitive benefits specifically contributing to Food Socialisation, Food Availability and Food Literacy from the FWB framework. The investigation into contextual influences and interactions with the resources within the consumer's network across all phases of food consumption, reflects the consumer's changing food experiences over time and the consumer's improved relationship with food, helping in turn to predict their food well-being. This research provides insights as to how consumer interactions with service offerings and actors within their network develop new applications of a service's value propositions based on one's specific needs and situational context.
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