A BRIEF UNDERSTANDING OF ORGANIZATIONAL AMBIDEXTERITY AND DYNAMIC MANAGERIAL CAPABILITIES, AND HOW THEY RELATE?

Organizational and Managerial Processes and the Development of Dynamic Capabilities

Open innovation adoption from strategy to practice: Implications from organizational ambidexterity and dynamic capabilities

The aim of this paper is to explore if ambidextrous strategy can support structured open innovation practices through dynamic capabilities. Drawing on multi-disciplinary literature with complementary theoretical roots, open innovation is linked to higher level organizational ambidextrous strategy and organizational processes that encompass dynamic capabilities. A theoretical framework is develo...

Function Spaces – and How They Relate

We’re not interested in a function here or a function there. We’re interested in the collection of all functions to R or to C. Why are we interested in these? Functions describe lots of things. For example, a function on a “physical body” could be used to describe the temperature at every point on the body. Functions to R or C are scalar-valued: they have their image in a field. We are often in...

Toward A Dynamic View of Organizational Ambidexterity: Promoting a Sense of Balance and Contingency Toward A Dynamic View of Organizational Ambidexterity: Promoting a Sense of Balance and Contingency

A substantial body of work has examined how exploitative and exploratory learning processes need to be balanced within an organization in order to increase innovation, productivity, and firm performance. Since exploration and exploitation require different resources, structures, and processes, several approaches to balancing these activities have been suggested; one of which is simultaneous imp...

diagnostic and developmental potentials of dynamic assessment for writing skill

این پایان نامه بدنبال بررسی کاربرد ارزیابی مستمر در یک محیط یادگیری زبان دوم از طریق طرح چهار سوال تحقیق زیر بود: (1) درک توانایی های فراگیران زمانیکه که از طریق برآورد عملکرد مستقل آنها امکان پذیر نباشد اما در طول جلسات ارزیابی مستمر مشخص شوند; (2) امکان تقویت توانایی های فراگیران از طریق ارزیابی مستمر; (3) سودمندی ارزیابی مستمر در هدایت آموزش فردی به سمتی که به منطقه ی تقریبی رشد افراد حساس ا...