Organizational ambidexterity and student achievement: Do knowledge exploration and exploitation in schools make a difference?
Küçük Resim Yok
Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Elsevier Espana
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
While studies on ambidexterity and its impact on outcomes have been ubiquitous in organizational research, the literature regarding its nature in schools has been scarce and has lacked information about its impact on student achievement. To address this research gap, this study examined the interactive role of the two dimensions of ambidexterity-exploration and exploitation-in accounting for variations in school-level average student achievement in language and math. Additionally, we investigated the moderating role of several school-context variables (school size, school location [rural or urban], student poverty, and school type). We used data from a random sample of 295 schools in Chile, estimated structural equation models, applied response surface analysis, and employed machine learning. The results showed that a high integration of exploration and exploitation, and hence ambidexterity, was significantly related to student achievement. In high-poverty schools, a focus on acquiring new knowledge and exploring innovations can function as a catalyst for reducing the achievement gap. We conclude that the integration of exploration and exploitation in schools could help schools increase student achievement and reduce educational inequalities.
Açıklama
Anahtar Kelimeler
Ambidexterity, Exploitation, Exploration, Knowledge, Poverty, Student achievement
Kaynak
Journal of Innovation & Knowledge
WoS Q Değeri
Q1
Scopus Q Değeri
Q1
Cilt
10
Sayı
1
Künye
Pietsch, M., Aydin, B., Montecinos, C., & Bellibas, M. S. (2025). Organizational ambidexterity and student achievement: Do knowledge exploration and exploitation in schools make a difference? Journal of Innovation & Knowledge, 10(1)
