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

Abstract

Purpose

This paper aims to analyse how dynamic capabilities (DC) affect organizational learning (OL) in a Brazilian higher education institution (HEI) and how this relationship affects organisational ambidexterity (OA).

Design/methodology/approach

The research strategy involves a qualitative, single case study. Data were collected through in-depth interviews, documentary research over a 15-year period and nonparticipant observation. Data were analysed using narrative analysis.

Findings

The results show that founders and managers influence the activities related to sensing, seizing and reconfiguring DC. They interpreted the new opportunities and shared them with other individuals. Gradually, a collective sense about the new ideas was constructed. New academic and administrative routines were created and an OL process took place at the HEI, which resulted in a valuable balance between exploration and exploitation (OA) for the organisation.

Originality/value

The study offers insight into how DC, OL and OA can be related. Although each construct has its own independent definition, there are similarities between them. The case study demonstrates how these theories were affected, and the research, therefore, makes a new methodological contribution regarding how to study DC, OL and OA as an integrative phenomenon.

Citation

Souza, C.P.d.S. and Takahashi, A.R.W. (2019), "Dynamic capabilities, organizational learning and ambidexterity in a higher education institution", The Learning Organization, Vol. 26 No. 4, pp. 397-411. https://doi.org/10.1108/TLO-03-2018-0047