This study aimed to explain predictors of co-creation and examine its consequences in academia. The population comprised all faculty members of the University of Birjand (N=341), with a sample of 186 selected via random sampling.

Method: This descriptive-survey, applied research collected data using standard questionnaires measuring co-creation (Taherpour, 2021), social capital (Fandio et al.2015), knowledge sharing (Kim & Lee,2013), organizational self-esteem (Pierce et al.1989), systems thinking (Goldman, 2005), organizational innovation (Okas and Sack, 2013), organizational learning (Pham and Sweizszek, 2006), and cohesion (Captain, 2005). Confirmatory factor analysis established construct validity, and Cronbach's alpha (0.78–0.97) confirmed reliability. Data were analyzed using Structural Equation Modeling (SEM) with AMOS.

Results: Findings identified social capital (β=0.53), knowledge sharing (β=0.52), organizational self-esteem (β=0.29), and systems thinking (β=0.21) as significant predictors of co-creation. Co-creation positively predicted organizational innovation (β=0.65), learning (β=0.84), and cohesion (β=0.74). Model fit indices (CMIN/df=3.37, CFI=0.76, RMSEA=0.09) indicated acceptable fit.

Conclusions: Co-creation is not spontaneous; it requires enabling social, knowledge-based, psychological, and cognitive contexts. Institutionalizing co-creation enhances macro-organizational capabilities—deep learning, continuous innovation, and internal cohesion. University administrators can foster a co-creation culture by strengthening these predictors, effectively transforming the university into a learning, innovative, and cohesive organization.