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The purpose of this study is to investigate the impact of team psychological capital (PsyCap) on team innovation. The study also examines the mediating role of team learning, including exploratory and exploitative learning, in team innovation.

A sample of 272 team leaders of firms in Vietnam was surveyed to validate the measures via confirmatory factor analysis and to test the model and hypotheses using structural equation modeling.

The results demonstrate that team PsyCap has a positive effect on team innovation. Further, team exploratory learning mediates the relationship between team PsyCap and team innovation; however, team exploitative learning does not. Although team exploitative learning is explained by team PsyCap, it does not enhance team innovation.

The study findings suggest that, to enjoy a high level of team exploratory and exploitative learning and innovation, firms should develop team PsyCap. This could be undertaken by implementing leader–subordinate mentoring programs, together with creating a social context that helps in interacting and communicating among team members.

This study is among the first to examine the role of team PsyCap in team exploratory and exploitative learning and innovation, adding further insight to the literature on innovation at the team level.

The aim of this paper is to consider how exploitative and exploratory team processes contribute to adaptive and innovative outcomes. The paper integrates the team learning and team adaptation literature and examines factors that stimulate and support exploitative and exploratory processes in interdisciplinary and homogeneous teams. This has implications for team learning research and facilitation that fosters adaptation and innovation.

The paper reviews how teams learn to be exploitative and exploratory and the extent to which adaptive and innovative outcomes ensue. The paper suggests the value of teams understanding how different conditions (environment, leadership, member characteristics, and team composition) affect team members' interactions as they learn and apply exploitative and exploratory processes to produce adaptive and/or innovative outcomes.

Teams learn frames of reference for being exploitative and exploratory influenced by environmental conditions, leadership, particularly leadership that creates psychological safety, and team member characteristics and team. Interdisciplinary team composition and resulting possible subgroup formation pose challenges for exploitative and exploratory teams.

Future research should study teams over time to observe subgroup formation and integration, and facilitation by leaders, team members, and group dynamics professionals to support exploratory and exploitative frames and the emergence of adaptations and innovations.

Teams may be more successful in implementing innovations when they have learned how to weave between exploratory and exploitative frames of behavior.

The paper applies exploitative and exploratory processes to teams to increase their capacity to produce adaptive and innovative outcomes.

The purpose of this paper is to explicate the influence of diverse team on team-level ambidexterity and its curvilinear assessment, and test the mediating role of team reflexivity and the moderating role of shared meta-knowledge in the curvilinear relationship between team diversity and team ambidexterity.

The authors collected multisource and temporally separated data on 206 R&D teams within 28 high-tech firms in Taiwan.

This study found a complex, curvilinear, moderated mediation relationship that functional background diversity has with team ambidexterity. Furthermore, consistent with the notion from categorization-elaboration model, the authors found the curvilinear relationship that functional background diversity has with both team ambidexterity and team reflexivity. Finally, the authors also found that the curvilinear relationship between functional background diversity and team reflexivity was moderated by shared meta-knowledge, such that the positive relationship was strengthened and the negative relationship weakened, in higher shared meta-knowledge in teams rather than lower.

The results demonstrate that team diversity-team ambidexterity relationship is much more complicated than previous works have assumed or suggested. Overall, the authors contribute to a novel understanding about the importance of team diversity in ambidextrous teams by opening the black box of how and when functional background diversity and team ambidexterity.

This study aims to investigate the relationship between learning culture and teamwork context based on the mediating role played by dynamic capability in manufacturing teams of the industrial sector.

It proposes that dynamic capability is a key element for improving the performance of teams, which, in turn, is positively affected by learning culture and teamwork context. This study is based on data from a survey of 201 companies in the Brazilian industrial sector with manufacturing teams, and followed the partial least squares approach to model the structural equation that was used for data analysis.

The results indicate that dynamic capability has a strong positive influence on team performance, and also that, despite learning culture and teamwork context having no direct association with performance, they offer contributions mediated by dynamic capability.

This study includes a reduced sample regarding the population of Brazilian industrial companies, being restricted to only one sector of activity. Future studies may obtain larger samples by working with different sectors in different countries.

This article alerts managers to the importance of dynamic capability for improving the performance of teams, and points out the role played by learning culture and teamwork context in this relationship.

This research presents new insights into how dynamic capability contributes to the performance of teams, based on antecedent factors (learning culture and teamwork context).

The aim of this study is to analyze a framework of team learning that includes three learning processes (adaptive, generative, and transformative), factors that stimulate these processes, and consequences of them. The variables provided a field study of the model.

In the field study, 69 project teams of 3 to 11 students and their instructors responded to surveys.

Positive learning stimuli were related to adaptive and generative learning processes, while negative stimuli were related to transformative learning processes. Learning processes were related to individual student learning outcomes. In addition, adaptive and generative learning processes were positively related to team and instructor ratings of outcome quality, while transformative learning was negatively related to team ratings of outcome quality.

The results were subject to the following limitations: cross‐sectional design, mostly self‐report measures, and the lack of control endemic to field research. As such, this study is viewed as an initial test of the team‐learning model in a field setting. Additional research, including longitudinal designs and experimental designs, are called for.

This study adds to the growing literature on group learning. Educators and managers need to be aware that there are different kinds of learning processes in which groups can engage and that these are stimulated to occur differently and have a different impact on outcomes.

Team learning is rarely assessed directly as a construct in its own right and there is a lack of empirical support delineating causes and consequences of team learning. This field study is a first step in this direction.

This chapter explores the circumstances in the global south that have been reshaping teaching and learning practices, with particular focus on the African context. Anchored on a literature review strategy, the chapter explores some of the key pressure points in the higher education context that have been the trigger of reforms in the core practice of teaching and learning in recent years. In particular, the chapter discusses the neoliberalism crisis associated with the coronavirus pandemic in higher education, drawing attention to the inequalities that it ignited: not all students were affected in the same way; not all universities or colleges were affected in the same way; and not all students had the learning technologies required to carry on their education in the same way. Alongside the COVID-19 concerns, the chapter reflects on other pressure points for change including developments in digital technologies and the internet and changing students and changing higher education markets in sub-Saharan Africa. It argues that these forces are among a wave of influences that higher education institutions across the African continent cannot ignore. They form a blend of neoliberal reforms that are pressurising academics to change pedagogical models and threatening certain core values of a university: academic freedom, autonomy, and truth. The chapter develops the argument that although multiple pressures – arising from the pervasive influences of technology and the COVID-19 pandemic – are mounting on the higher education sector to reform its pedagogical practices, it should not be at the expense of perpetuating injustices, particularly among students.

This study seeks to provide a narrative literature review of existing empirical research, in order to better understand the processes and theory of ambidextrous leadership, as well as its influence on followers, employees and organizations.

Data from 26 studies were extracted and synthesied providing a critical discussion about the methodological and theoretical aspects of the studies identified in the review.

It was revealed the attributes for an effective ambidextrous leader, it was presented the recently proposed concept of ambidextrous leadership theory and it was noticed the main criticisms against the findings of the extant ambidextrous leadership literature. It was also identified many research gaps in the literature which in turn can guide academics in the development of ambidextrous leadership.

The ambidextrous leadership theory represents a novel and unique approach to the domain of leadership for creativity and innovation. It is shared across hierarchical levels throughout the organization. Leaders have a significant effect on employees' behaviors and should determine its applicability to different situations. Organizations require ambidextrous managers who combine flexible, situational and versatile leadership styles developing ever increasingly new and divergent ideas. Many research gaps in the literature were also identified that can guide academics in the development of ambidextrous leadership.

Understanding that ambidextrous leadership is required to significantly influence ambidexterity and innovation allows organizations to direct their leadership selection and development.

This review contributes to the ambidextrous leadership literature by creating a holistic picture of where it has been and where it should go.

Based on the leader-members exchange (LMX) theory, the purpose of this paper is to examine the impact of ambidextrous leadership on employee creativity through ambidextrous behavior. The study also investigates an organizational culture that amplifies the positive influence of ambidextrous leadership on employee creativity.

Primary data were collected form 300 permanent employees of the local government department of Azad Jammu and Kashmir (AJK). Hypotheses were tested by using Hayes PROCESS macro.

Results indicated that ambidextrous style of leadership and employee creativity is mediated by ambidextrous behavior of employees. The findings of the study also established the fact that the relationship of ambidextrous leadership and employee creativity is subject to the organizational culture.

The current study was carried out in the local government department; researchers can conduct research by studying multiple government departments at once. In addition, the present study is cross-sectional; scholars in future can take a longitudinal approach to capture employee creativity at different points of time.

For establishing a welcoming innovation atmosphere and assist workers' creative behaviors, ambidextrous leadership should be practiced by leaders from day-to-day operations. Leaders must create flexible abilities to adapt internal resources (knowledge and values) in the public sector into new behavioral patterns that encourage employee creativity.

This is the first study that investigates the ambidextrous behavior as a vital intervening mechanism in the ambidextrous leadership–employee creativity linkage. Further, this study provides first empirical evidence by study the organizational culture as a moderator in determine the impact of ambidextrous leadership on employee creativity.

This study aims to investigate a mediation model in which generative learning positively affects marketing innovation and both organizational control and relationship openness mediate the relationship between learning intent and generative learning of international joint ventures (IJVs) in emerging markets. We also decipher the degree of necessity of these factors for generative learning and of generative learning for marketing innovation.

A sample of 181 marketing managers of IJVs in Vietnam, an emerging market, was surveyed to collect data. Partial least squares structural equation modeling (PLS-SEM) was employed to test the net effect, and necessary condition analysis (NCA) was used to decipher the degree of necessity.

The PLS-SEM results demonstrate that the effect of learning intent on generative learning is fully mediated by organizational control and relationship openness, which in turn leads to marketing innovation. The NCA findings reveal that all three factors, namely learning intent, organizational control and relationship openness, serve as necessary conditions for generative learning. However, generative learning does not play the role of a necessary condition for marketing innovation.

The study findings suggest that IJVs in emerging markets should pay attention not only to the net effects of those factors but also to their degrees of necessity for generative learning in order to achieve marketing innovation.

The study contributes to the literature by confirming the mediating roles of organizational control and relationship openness in the relationship between learning intent and generative learning. Furthermore, it is among the first to decipher the degrees of necessity of these factors for generative learning and of generative learning for the marketing innovation of IJVs in emerging markets.

The purpose of this paper is to further understand the joint effect of project‐level exploratory and exploitative learning in new product development. It aims to examine the complicated relationships among exploratory learning, exploitative learning and new product performance at a single project level. In addition, it seeks to shed light on the contextual effects of a firm's market orientation on the relationship between joint occurrence of both learning activities and new product development performance.

The paper is based on a questionnaire survey/analysis of a sample of 298 projects from high‐tech firms in Taiwan.

The findings suggest that the joint occurrence of both learning activities has a positive effect on new product performance and depends upon a high level of one learning activity coupled with a small dose of the other. Drawing on cultural and behavioral perspectives of market orientation, the results also indicate that market orientation may enhance the joint effect of both learning activities on new product performance.

This paper offers insight to project managers with regard to the importance of rationally mixing with exploratory and exploitative learning during new product development. Furthermore, the study argues that market orientation is an alternative of organizational design that fosters the positive joint effect of both learning behaviors.

The results empirically support the theoretical argument that a high‐low matching of exploratory and exploitative learning can enhance performance at the level of a single project. The study provides a multiple‐level framework to understand how the firm‐level MO strengthens the positive effects of joint occurrence of project‐level exploratory and exploitative learning activities during new product development.