Examining Organizational Absorptive Capacity Construct: A Validation Study in the School Context

Da’as, Rima’a; Qadach, Mowafaq

doi:10.1080/15700763.2018.1554155

Cited by 9 publications

(18 citation statements)

References 84 publications

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“…This research enhances our understanding of the effects of leadership on organizational learning processes, two important, but heretofore largely separately researched topics (Crossan et al, 2011). Specifically, despite previously considered theoretical links between leadership and organizational learning phenomena (Da'as and Qadach, 2018a;Vera and Crossan, 2004), there have been only a few studies examining such links, and specifically innovative behavior-the cognitive process that leads to the application of new or significantly improved ideas (Barak et al, 2013), which is viewed as central to learning and working in today's global and rapidly changing environment (Tang and Werner, 2017). In other words, where principals perceive themselves as having the ability to think and behave innovatively, create and lead an effective learning climate, their teachers will be more involved in school learning processes.…”

Section: Discussionmentioning

confidence: 71%

“…In other words, where principals perceive themselves as having the ability to think and behave innovatively, create and lead an effective learning climate, their teachers will be more involved in school learning processes. School learning is a critical component to achieving school effectiveness, as schools that function as learning organizations have been shown to perform better (Da'as and Qadach, 2018a).…”

Section: Discussionmentioning

confidence: 99%

“…In this sense, an important leadership capacity for principals is the ability to initiate collective learning among school members (Schechter, 2008). Therefore, an evaluation of the climate of learning may serve as a scaffold for accountability purposes but, even more importantly, for a better integrated approach to collaboratively transforming data to knowledge from the teacher level to the school level and vice versa (Da'as and Qadach, 2018a). Furthermore, as noted by Shapira-Lishchinsky ( 2013), an ethical climate reduces withdrawal behavior; in the present study, we extend this to the climate of learning and its effect on decreasing teachers' absence and intent to leave.…”

Section: Discussionmentioning

confidence: 99%

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Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Da’as

Watted

Barak

2020

IJEM

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PurposeThe study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.Design/methodology/approachData were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).FindingsThe analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence.Originality/valueThis research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Da’as

Watted

Barak

2020

IJEM

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“…Secondly, in a dynamically changing environment, organisations should recognise new external knowledge, assimilate it and apply it to organisational processes (Cohen and Levinthal, 1990; Da’as and Qadach, 2020), which is defined as absorptive capacity. However, along with increasing competition in dramatic change, absorptive capacity is not sufficient.…”

Section: Literature Reviewmentioning

confidence: 99%

Market orientation and capacity for change in higher education performance in Indonesia

Sukoco

Choirunnisa

Mudzakkir

et al. 2021

JABS

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Purpose Changes are inevitable and organisations should develop their organisational capacity for change (OCC) to survive. This paper aims to test the effect of market orientation on OCC (learning, process and context), as well as the impact of OCC on organisational performance. Design/methodology/approach This research used a survey of 314 heads of study programmes in Indonesia’s highest-ranked universities to test the proposed hypotheses. Findings The results of this research demonstrate that OCC is determined by customer orientation and cross-functional coordination (market orientation), while competitor orientation influences the learning dimension of OCC. Moreover, only the context dimension of OCC positively influences organisational performance in addition to serving as a mediator between market orientation (customer orientation and cross-functional coordination) and organisational performance, whereas competitor orientation positively influences organisational performance. Originality/value This paper empirically tested the three dimensions of OCC (learning, process and context) that had previously been discussed only conceptually. Furthermore, the organisation should be market-oriented to possess the capacity for change. Finally, the paper proposes and demonstrates that organisational context (culture) plays a significant role in OCC in developing organisational performance.

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“…Our study advances research into AC in schools, which so far has mainly focused on efficiency, effectiveness, responsiveness, organizational learning and competitive advantage (Harris and Jones, 2018; Schleicher, 2015; Stoll and Kools, 2017). Recently meanwhile, researchers have called for a shift of focus towards the antecedents to AC (Da’as and Qadach, 2018; Farrell et al , 2019; Rezaei-Zadeh and Darwish, 2016; Zuckerman et al , 2018). This is necessary to better understand where AC stems from and subsequently how it can be shaped/developed.…”

Section: Implications and Concluding Remarksmentioning

confidence: 99%

In search of virtuous learning circles: absorptive capacity and its antecedents in the education sector

Lenart-Gansiniec

Czakon

Pellegrini

2021

JKM

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Purpose This study aims to identify context-specific antecedents to schools’ absorptive capacity (AC) and to show how those can enact “a virtuous learning circle.” Design/methodology/approach The study uses a mixed method: an exploration based on semi-structured interviews with educational experts; the development of a measurement scale and a partial least squares structural equation modelling to test the impact of the antecedents. Findings The results yielded four empirically-grounded antecedents and their measurement scales, namely, prior knowledge, employees’ skills, educational projects and interactions with the environment (Studies one and two). All antecedents are significantly and positively related to AC processes (study three). Using the organizational learning theory perspective, the results have been interpreted as an AC “virtuous learning circle.” Practical implications With increasing pressures to adapt, a case of which was the COVID-19 pandemic, schools can greatly benefit from absorbing knowledge flows. This suggests the construction a favourable environment for AC. To this end, the individual (employees’ prior knowledge and skills), organizational (educational projects) and institutional level of managerial action (interactions with the environment) can be effective when create a recursive organizational learning circle. In addition, this study offers an expert-validated measurement scale for self-assessment of a school’s specific contingencies, and thus, for planning of punctual interventions to develop AC. Originality/value This study advances the existing body of knowledge management in the educational context by rigorously identifying and validating a scale for measuring the antecedents of AC and developing an interpretive approach to the AC “virtuous circle.”

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Examining Organizational Absorptive Capacity Construct: A Validation Study in the School Context

Cited by 9 publications

References 84 publications

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Market orientation and capacity for change in higher education performance in Indonesia

In search of virtuous learning circles: absorptive capacity and its antecedents in the education sector

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