Integrating enabling contexts and ambidexterity to create Intellectual Capital faculty’s competencies on undergraduate Business Management programs

Abstract

Purpose: This study aims to discuss a framework to promote ambidexterity through an intentional managed enabling context in order to develop university lecturers’ competencies and, at last, to improve students’ skills. Design/methodology/approach: A descriptive case study was performed based on literature review and the data collection was done through documentary and field participative research with the PACT working group. The paper reports the stage and maturity of the High Commonality of Themes Project (PACT) on a private Brazilian university in Rio de Janeiro. Consequently, since the faculty shares more qualified knowledge and the syllabus could be realigned without losing epistemological identity, the subjects expect that the students learning process performs on market demanded pragmatic and practical skills. Findings: Findings indicate PACT as a kind of improvement, since it makes possible, balancing Refined Interpolation with Disciplined Extrapolation, to promote the ambidextrous learning through an enabling context, thus allowing specialized lecturers to improve competencies in their core area. Research limitations/implications: As a case study, findings could not be widespread and limitations are related to the initial stages of the PACT implementation. Originality/value: The value and originality of the ambidexterity approach refer to the possibilities it could overlap the bottlenecks that faculty performance generates to students learning effectiveness: non-adherence by the faculty to the discipline they teach (Human Capital); way lecturers interact among courses and one another (Social/Relationship Capital); and development and practicality of the educational guidelines of the course – PPC (Structural Capital).

Keywords

• Ambidexterity, Enabling contexts, Intellectual capital, Business Schools