An overview of articles and their approach to ambidexterity
| No. | Manuscript | Definition of OA | OA approach | Connection to OL | Contribution |
|---|---|---|---|---|---|
| 1 | Brix (2019) “Ambidexterity and organizational learning: Revisiting and reconnecting the literatures” | The process consisting of two components: exploration and exploitation. Balancing these two activities is the main argument for achieving improved performance | Synthesis (Harmonic, cyclical, partitional, reciprocal, inter-organizational) | Similarities and differences between OA and OL (Table I) call for cross-fertilizing opportunities | Adding inter-organizational learning perspectives to organizational ambidexterity: interactive and integrative |
| 2 | Kerry and DeSimone (2019) “Learning organizational ambidexterity: A joint-variance synthesis of exploration-exploitation modes on performance” | The process of reciprocal exploration and exploitation | Sequential | These two learning modes (exploration and exploitation) should be framed as reciprocal, i.e. sequential and mutually reinforcing processes | Proposing joint-variance as a measure for exploration-exploitation reciprocity, which explains the organizational performance better |
| 3 | Seidle (2019) “Sequences of learning types for organizational ambidexterity” | The approach to balance tensions between short-term certainty and long-term investment inherent in the exploitation-exploration paradox | Structural | How learning types (experiential and vicarious) are mobilized as inputs into the technological innovation process in sequence (Figure 1) | Suggesting how firms might utilize ambidextrous structure successfully by sequencing learning types and choose ideal timing of external knowledge sourcing and internal process development |
| 4 | Souza and Takahashi (2019) “Dynamic capabilities, sensemaking and organizational ambidexterity in a higher education institution” | The ability to find the relevant balance between exploration and exploitation practices | Contextual | OL is the process occurred during the dynamic capabilities activities which results in OA | Connecting DC, OL, and OA in the context of a Brazilian Higher Education Institution |
| 5 | Kakkar (2019) “The Goblet and Two Faces: Understanding Transcendence and Paradox from the perspective of Advaita Vedanta” | The ability to balance current demands and maintain future adaptability by pursuing contradictory goals of exploration and exploitation simultaneously | Contextual | “Affirmation followed by recension” is the learning method for gaining intuitive experience of transcendence in order to create cognitive tolerance towards paradoxes in ambidexterity | Connecting ambidexterity and paradox to literature of Indian philosophy |
| 6 | Cunha, Bednarek, and Smith (2019), “Integrative ambidexterity: One paradoxical mode of learning” | The enabler for organizations to simultaneously learn and unlearn, explore and exploit | Structural | Integrative ambidexterity is an organizational approach to emphasizing the entwinements of exploration and exploitation. Learning as an integration mechanism | Offering a pathway towards a paradoxical mode of learning for integrative ambidexterity, involving novelty founded on memory, agility that draws on both flexibility and focus and improvisation that both maintains and changes systems |
| No. | Manuscript | Definition of OA | OA approach | Connection to OL | Contribution |
|---|---|---|---|---|---|
| 1 | The process consisting of two components: exploration and exploitation. Balancing these two activities is the main argument for achieving improved performance | Synthesis (Harmonic, cyclical, partitional, reciprocal, inter-organizational) | Similarities and differences between OA and OL ( | Adding inter-organizational learning perspectives to organizational ambidexterity: interactive and integrative | |
| 2 | The process of reciprocal exploration and exploitation | Sequential | These two learning modes (exploration and exploitation) should be framed as reciprocal, i.e. sequential and mutually reinforcing processes | Proposing joint-variance as a measure for exploration-exploitation reciprocity, which explains the organizational performance better | |
| 3 | The approach to balance tensions between short-term certainty and long-term investment inherent in the exploitation-exploration paradox | Structural | How learning types (experiential and vicarious) are mobilized as inputs into the technological innovation process in sequence (Figure 1) | Suggesting how firms might utilize ambidextrous structure successfully by sequencing learning types and choose ideal timing of external knowledge sourcing and internal process development | |
| 4 | The ability to find the relevant balance between exploration and exploitation practices | Contextual | OL is the process occurred during the dynamic capabilities activities which results in OA | Connecting DC, OL, and OA in the context of a Brazilian Higher Education Institution | |
| 5 | The ability to balance current demands and maintain future adaptability by pursuing contradictory goals of exploration and exploitation simultaneously | Contextual | “Affirmation followed by recension” is the learning method for gaining intuitive experience of transcendence in order to create cognitive tolerance towards paradoxes in ambidexterity | Connecting ambidexterity and paradox to literature of Indian philosophy | |
| 6 | The enabler for organizations to simultaneously learn and unlearn, explore and exploit | Structural | Integrative ambidexterity is an organizational approach to emphasizing the entwinements of exploration and exploitation. Learning as an integration mechanism | Offering a pathway towards a paradoxical mode of learning for integrative ambidexterity, involving novelty founded on memory, agility that draws on both flexibility and focus and improvisation that both maintains and changes systems |
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