Examination and Prioritization of the Components of the Indigenous Model of Organizational Ambidexterity Antecedents in Education Using IPA and OPA Approaches.
Subject Areas : Education
somayeh dinari
1
,
najme Hajipour
2
,
Vida Andishmand
3
,
hamdollah ManzariTavakoli
4
1 - PhD Candidate in Educational Management, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Associate Professor, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Assistant Professor, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
4 - Assistant Professor, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
Keywords: ntecedents of Ambidexterity, Education, Prioritization, Importance-Performance Analysis.,
Abstract :
Introduction: Organizational ambidexterity refers to the organization's ability to balance and integrate the exploration of new opportunities with the exploitation of existing ones. This concept encompasses the organization's capacity for innovation and discovering new methods to perform daily tasks, make changes, and apply modern techniques to its ongoing processes.This study aims to investigate and prioritize the components of the indigenous model of organizational ambidexterity antecedents in the education system using IPA and OPA approaches.
research methodology: This study is a descriptive-survey research. The statistical sample consisted of 176 employees from the Kerman province's Department of Education, selected through non-random convenience sampling. The data collection tools included two 48-item Likert-scale questionnaires designed to assess the importance and performance of the indigenous model of organizational ambidexterity antecedents in education, and a six-item questionnaire to prioritize the model’s main components. The OPA technique was used to rank the primary components of the indigenous model of organizational ambidexterity antecedents in the education system.
Findings: The LINGO analysis ranked contextual factors, dynamic ambidextrous capabilities, managerial competencies, structural factors, human resource strategies, and social capital from first to sixth. Key findings showed that while ambidextrous social capital, dynamic capabilities, and structural factors were highly important, they had low performance. Managerial competencies exhibited both high importance and performance, whereas human resource strategies were rated low on both counts.
Conclusion: To improve organizational ambidexterity, the education sector should prioritize ambidextrous social capital, dynamic capabilities, and structural factors. Additionally, it is essential for the organization to sustain its strong performance in the managerial competencies index.
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