Organizational Ambidexterity: A study in Brazilian Higher Education Institutions
The purpose was to understand how the ambidexterity degree (exploration + exploitation actions) can explain the variance of the number of students. As theoretical foundation, it was considered the arguments proposed by March (1991) and Tuschman and O’Reilly III (2004) about organizational ambidexter...
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Universidad Alberto Hurtado
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doaj-11a8d6f0db3940e0b6a555a71fb20fbb2021-02-16T21:51:10ZengUniversidad Alberto HurtadoJournal of Technology Management & Innovation0718-27242018-10-0113310.4067/S0718-272420180003000361124Organizational Ambidexterity: A study in Brazilian Higher Education InstitutionsJuliano Lima Soares0Dálcio Roberto dos Reis1João Carlos da Cunha2Pedro José Steiner Neto3Universidade Federal de Goiás, Goiás, BrazilUniversidade Positivo, Curitiba, Parana, BrazilUniversidade Positivo, Curitiba, Parana, BrazilUniversidade Positivo, Curitiba, Parana, BrazilThe purpose was to understand how the ambidexterity degree (exploration + exploitation actions) can explain the variance of the number of students. As theoretical foundation, it was considered the arguments proposed by March (1991) and Tuschman and O’Reilly III (2004) about organizational ambidexterity (balance of incremental and radical innovation initiatives). About the methodology, a quantitative approach was used, and the sample counted with 79 executives of higher education institutions (HEI). For data analysis, descriptive statistics, chi-square, cluster analysis, correlation analysis and multiple linear regression were used. As outcome, the confirmation that ambidexterity can explain variance of the number of students in 20.6%. However, it was also observed that it cannot explain variation of the main index of teaching quality: General Course Index. Finally, there is a proposition of a maturity degree for ambidexterity, subdivided into four levels: I - Embryonic, II - Structured, III - Semi-developed and IV - Developed.https://www.jotmi.org/index.php/GT/article/view/2724Innovation managementOrganizational ambidexterityHigher education institutions. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Juliano Lima Soares Dálcio Roberto dos Reis João Carlos da Cunha Pedro José Steiner Neto |
spellingShingle |
Juliano Lima Soares Dálcio Roberto dos Reis João Carlos da Cunha Pedro José Steiner Neto Organizational Ambidexterity: A study in Brazilian Higher Education Institutions Journal of Technology Management & Innovation Innovation management Organizational ambidexterity Higher education institutions. |
author_facet |
Juliano Lima Soares Dálcio Roberto dos Reis João Carlos da Cunha Pedro José Steiner Neto |
author_sort |
Juliano Lima Soares |
title |
Organizational Ambidexterity: A study in Brazilian Higher Education Institutions |
title_short |
Organizational Ambidexterity: A study in Brazilian Higher Education Institutions |
title_full |
Organizational Ambidexterity: A study in Brazilian Higher Education Institutions |
title_fullStr |
Organizational Ambidexterity: A study in Brazilian Higher Education Institutions |
title_full_unstemmed |
Organizational Ambidexterity: A study in Brazilian Higher Education Institutions |
title_sort |
organizational ambidexterity: a study in brazilian higher education institutions |
publisher |
Universidad Alberto Hurtado |
series |
Journal of Technology Management & Innovation |
issn |
0718-2724 |
publishDate |
2018-10-01 |
description |
The purpose was to understand how the ambidexterity degree (exploration + exploitation actions) can explain the variance of the number of students. As theoretical foundation, it was considered the arguments proposed by March (1991) and Tuschman and O’Reilly III (2004) about organizational ambidexterity (balance of incremental and radical innovation initiatives). About the methodology, a quantitative approach was used, and the sample counted with 79 executives of higher education institutions (HEI). For data analysis, descriptive statistics, chi-square, cluster analysis, correlation analysis and multiple linear regression were used. As outcome, the confirmation that ambidexterity can explain variance of the number of students in 20.6%. However, it was also observed that it cannot explain variation of the main index of teaching quality: General Course Index. Finally, there is a proposition of a maturity degree for ambidexterity, subdivided into four levels: I - Embryonic, II - Structured, III - Semi-developed and IV - Developed. |
topic |
Innovation management Organizational ambidexterity Higher education institutions. |
url |
https://www.jotmi.org/index.php/GT/article/view/2724 |
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