Organizational ambidexterity and student achievement: Do knowledge exploration and exploitation in schools make a difference?

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dc.authorid0000-0003-4462-1784
dc.authorid0000-0003-1281-4493
dc.authorid0000-0002-9836-6793
dc.authorid0000-0001-8382-1848
dc.contributor.authorPietsch, Marcus
dc.contributor.authorAydin, Burak
dc.contributor.authorMontecinos, Carmen
dc.contributor.authorBellibas, Mehmet Sukru
dc.date.accessioned2025-02-25T11:59:19Z
dc.date.available2025-02-25T11:59:19Z
dc.date.issued2024
dc.departmentEge Üniversitesi, Eğitim Fakültesi
dc.description.abstractWhile 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.
dc.identifier.citationPietsch, 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)
dc.identifier.doi10.1016/j.jik.2024.100636
dc.identifier.endpage14
dc.identifier.issn2530-7614
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85211069457
dc.identifier.scopusqualityQ1
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.1016/j.jik.2024.100636
dc.identifier.urihttps://hdl.handle.net/11454/116223
dc.identifier.volume10
dc.identifier.wosWOS:001373427200001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorAydin, Burak
dc.institutionauthorid0000-0003-4462-1784
dc.language.isoen
dc.publisherElsevier Espana
dc.relation.ispartofJournal of Innovation & Knowledge
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAmbidexterity
dc.subjectExploitation
dc.subjectExploration
dc.subjectKnowledge
dc.subjectPoverty
dc.subjectStudent achievement
dc.titleOrganizational ambidexterity and student achievement: Do knowledge exploration and exploitation in schools make a difference?
dc.typeArticle

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