Dynamic capabilities, organizational learning and ambidexterity in a higher education institution

Souza, Carla Patricia da Silva; Takahashi, Adriana Roseli Wünsch

doi:10.1108/tlo-03-2018-0047

Cited by 40 publications

(46 citation statements)

References 34 publications

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“…Reconfiguring capability may enable a firm to upgrade or reconstruct its core capabilities in response to the changing environment [93]. The purpose of reconfiguring capability attainment is to commercialise the new processes, ideas, products, and services that can be used in firms, further increasing their intellectual capital [89,91]. These findings strengthened the existence of the indirect implication of reconfiguring capability on intellectual capital.…”

Section: Implication Of Reconfiguring Capability On the Relationship Between Intellectual Capital And Innovation Performancementioning

confidence: 92%

“…Hence, financial firms need some strategies to use all the resources for seizing the opportunities that occur in the markets [83,90]. According to the resource-based view, intellectual capital is a type of knowledge resource transformed to gain values and profits [91].…”

Section: Implication Of Seizing Capability On the Relationship Between Intellectual Capital And Innovation Performancementioning

confidence: 99%

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Dynamic Capabilities and Their Impact on Intellectual Capital and Innovation Performance

et al. 2021

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There is a high tendency for conversion from a statistical economy based on measuring tangible assets into investigating non-tangible capital drive in the present economic status worldwide. The implications of intellectual capital on innovation performance have widely attracted attention among researchers in the global arena. The present study investigated the impacts of intellectual capital on innovation performance in the banking sector as influencing non-tangible assets. Besides, the role of dynamic capabilities in moderating the relationship between intellectual capital and innovation performance was examined. A purposive sampling technique was applied to 364 participants from Iraqi commercial banks as the research context. Thereafter, structural equation modelling (SEM) was utilised to analyse the collected data from the survey questionnaire using SPSS.v25 and AMOS.v24. The study found that the employees’ levels of intellectual capital significantly increased toward innovativeness through the moderating role of dynamic capabilities between intellectual capital and innovation performance in the commercial banking sector for better competitive advantages. Consequently, the study provides valuable insights and guidance for academicians and practitioners on the impacts of developing intellectual capital on enhancing competitive performance, especially in the context of Iraqi commercial banks.

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Section: Implication Of Reconfiguring Capability On the Relationship Between Intellectual Capital And Innovation Performancementioning

confidence: 92%

Section: Implication Of Seizing Capability On the Relationship Between Intellectual Capital And Innovation Performancementioning

confidence: 99%

Dynamic Capabilities and Their Impact on Intellectual Capital and Innovation Performance

et al. 2021

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“…Review 2 provides additional evidence of the paucity of fieldwork-based studies of OL/ LO that take steps to maximize data trustworthiness. Of the 50 articles considered, only four (viz., Fannoun and Kerins, 2019;Kunttu and Neuvo, 2019;Morland et al, 2019;Souza and Takahashi, 2019) adopt the kinds of approaches suggested by Guba and make more than passing reference to OL/LO.…”

Section: Tlo 273mentioning

confidence: 99%

Using fieldwork to deepen understanding of organizational learning and/or the learning organization

Field

2020

TLO

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Purpose In an effort to encourage more probing studies of organizational learning and the learning organization (OL/LO), this paper aims to highlight the value of extended periods of fieldwork and suggest priorities for future fieldwork-based research into OL/LO. Design/methodology/approach The paper draws on the author’s research and consultancies in the OL/LO field and on systematic reviews of OL/LO literature. Findings Evidence is presented to justify the following four priorities for future fieldwork-based studies of OL/LO: to obtain trustworthy data, to bring the role of time and place into sharp focus, to explore the relationship between organizational learning and interests and to identify strategies for improving organizational learning in particular contexts. Originality/value The paper suggests priorities for a research approach that is not often used to study organizational learning and the learning organization, namely, to undertake extended periods of fieldwork in individual organizations or parts of organizations, gathering trustworthy data and interpreting it with the help of extant OL/LO theory.

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“…The link between OA and OL is elaborated by an empirical examination of how dynamic capabilities interact with OL and how this relationship results in OA in the article "Dynamic capabilities, sensemaking and organizational ambidexterity in a higher education institution" (Souza and Takahashi, 2019). Using qualitative data including in-depth interviews, observations and documentary research covering 15 years, Souza and Takahashi offer a conceptual model which suggests how dynamic capabilities, OL and OA are connected.…”

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confidence: 99%

Guest editorial

Sætre

Nguyen

2019

TLO

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Organizational ambidexterity: two modes of learningConnecting organizational ambidexterity and organizational learning That organizations must be ambidextrous was first suggested by Duncan (1976), who proposed a contingency model of organizational structure according to which innovation required a different structure characterized by higher complexity, less formalization, and less centralization than in the exploitation, or in Duncan's terms, the implementation stage. But it was March's seminal (1991) article "Exploration and exploitation in organizational learning"in a special issue of Organization Science on organizational learning (OL), guest-edited by Michael Cohenthat opened the field of balancing exploration-exploitation (ambidexterity) in established organizations. In so doing, this article firmly established learning as a key element of exploration and exploitation, but in recent research learning in exploration-exploitation has been understudied. This special issue of The Learning Organization, "Organizational ambidexterity: two modes of learning," contains articles that develop our understanding of the link between OL and organizational ambidexterity (OA), for example, similarities and differences between them, or how OL can help achieve and sustain ambidexterity over time. Gibson and Birkinshaw (2004) note that OA has increasingly been used to mean an organization's ability to do two different things at the same time.Huber (1991, p. 89) defines learning by stating, "An entity learns if, through its processing of information, the range of its potential behaviors is changed." His definition of learning appeared in the same special issue of Organization Science as March's (1991) article and helped us separate learning from habitual behavior embedded in organizational competencies and routines. We are pleased to add to the literature of OL and OA these fine papers in our special issue with the hope of facilitating the development of knowledge on how to achieve ambidexterity through OL. We elaborate the contribution of these articles in the following discussion of three important themes that connect OA and OL in this special issue: categorizing ambidexterity, learning for ambidexterity, and an integrative approach to ambidexterity. TLO 26,4 330

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Dynamic capabilities, organizational learning and ambidexterity in a higher education institution

Cited by 40 publications

References 34 publications

Dynamic Capabilities and Their Impact on Intellectual Capital and Innovation Performance

Dynamic Capabilities and Their Impact on Intellectual Capital and Innovation Performance

Using fieldwork to deepen understanding of organizational learning and/or the learning organization

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