Revistes Catalanes amb Accés Obert (RACO)

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

José Rezende, Adriana Torres, Alexandre Correia, Alexandre Nicolini, Rui Bernardes


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: 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

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