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While (customer) engagement has been proposed as a volitional concept, our structuration theory/S-D logic-informed analyses of actors’ (e.g. employees’) engagement in service innovation reveal engagement as a boundedly volitional theoretical entity, which arises from actors’ structural and agency-based characteristics and constraints. In line with this observation, the purpose of this paper is to develop a conceptual model of actor (i.e. customer, firm, employee) engagement with service innovation.

Based on the observed gap, the authors propose an integrative S-D logic/structuration theoretical model that outlines three particular service innovation actors’ (i.e. customers’, the firm’s and employees’) engagement, which comprises institution-driven (i.e. fixed) and agency-driven (i.e. variable) engagement facets. In addition, the authors integrate the key expected characteristics of positively (vs negatively) valenced service innovation engagement for each of these actor groups in the analyses.

The authors develop a 12-cell matrix (conceptual model) that outlines particular service innovation actors’ institution-driven and agency-driven engagement facets and outline their expected impact on actors’ ensuing positively and negatively valenced engagement.

The authors discuss key theoretical implications arising from the analyses.

Outlining service innovation actors’ structure- and agency-driven engagement facets, the authors’ model can be used to explain or predict customers’, the firm’s or employees’ service innovation engagement-based activities.

This study aims to propose a service-dominant logic (S-DL)-informed framework for teaching innovation in the context of human–computer interaction (HCI) education involving large industrial projects.

This study combines S-DL from the field of marketing with experiential and constructivist learning to enable value co-creation as the primary method of connecting diverse actors within the service ecology. The approach aligns with the current conceptualization of central university activities as a triad of research, education and innovation.

The teaching framework based on the S-DL enabled ongoing improvements to the course (a project-based, bachelor’s-level HCI course in the computer science department), easier management of stakeholders and learning experiences through students’ participation in real-life projects. The framework also helped to provide an understanding of how value co-creation works and brought a new dimension to HCI education.

The proposed framework and the authors’ experience described herein, along with examples of projects, can be helpful to educators designing and improving project-based HCI courses. It can also be useful for partner companies and organizations to realize the potential benefits of collaboration with universities. Decision-makers in industry and academia can benefit from these findings when discussing approaches to addressing sustainability issues.

While HCI has successfully contributed to innovation, HCI education has made only moderate efforts to include innovation as part of the curriculum. The proposed framework considers multiple service ecosystem actors and covers a broader set of co-created values for the involved partners and society than just learning benefits.