Programa del congreso

To achieve both short- and long-term success, managers must strike an optimal balance between exploitative and explorative activities, in short, be ambidextrous. These ambidextrous managers are more likely to perform better in the firm than other managers who only focus on exploitative or explorative activities. The aim of this research is to analyse, with the FsQCA methodology, which set of antecedents is the most optimal for achieving manager ambidexterity and, consequently, higher organizational performance. To do so, we conduct an empirical study to analyze what combination of these antecedents affects manager ambidexterity and how manager ambidexterity, in this case, as an antecedent, affects organizational performance. We empirically demonstrate how the integration of a shared vision, and the existence of incentivised reward systems enable managers to achieve ambidexterity and the positive effects it has on performance. Furthermore, we demonstrate the importance of bottom-up and horizontal knowledge flows for exploration activities.

Ambidextrous organizations need ambidextrous managers, but we still know relatively little about the emergence of ambidextrous behaviors among top management team (TMT) members. The purpose of this study is to gain a deeper understanding about how the character of the Chief Executive Officer (CEO) contributes to the ability of its team to deal successfully with the exploration-exploitation paradox. 844 top management team members of 422 companies from different sectors replied to a survey. Results reveal that to have a paradox mindset, being creative and have passion at work are necessary characteristics of the CEO who want to create a team that deal with explorative and exploitative strategies equally well. The framework of this paper also incorporates the role of TMT cohesion reinforcing the relationship among CEO creativity and the levels of ambidexterity in his/her team.

In this paper we present an analysis about the learning environment, self-regulation and engagement of undergraduate and master's degree students in the areas of Management and Engineering at a Spanish university, Universitat Politècnica de València. The learning environment is a multidimensional concept that includes aspects such as physical environment, technological environment, socioemotional environment, teaching-learning planning and student-oriented learning, and influences students' self-regulation and engagement. A questionnaire consisting of three parts was used for data collection: 1) questions on multidimensional learning environment, translated, through our own protocol, from the original questionnaire in Portuguese by Santiago (2021); 2) Inventory of Self-Regulation of Learning Processes (IPAA); 3) statements on student feelings in the academic context to reflect engagement. The results found in the answers to the questionnaires are interesting to better understand the presence of the dimensions of the learning environment in our classrooms, of our students' self-regulation and their engagement.

• Goal. This study aims at deepening into the understanding of knowledge management (KM) challenges faced by the University Third Mission, whereby project work and temporary forms of collaboration are common, focusing on Latin America.

• Theoretical framework. In a knowledge-driven society, maintaining competitive advantage hinges on effectively creating and managing organizational knowledge. Yet, the unique traits of universities pose notable challenges to KM. The Third Mission serves as the link between universities and society, aiming to drive socioeconomic development.

• Methodology. From a qualitative, inductive approach, under a multiple case study strategy, the Third Mission was analyzed in three public Colombian universities, based on the perceptions of key actors at these institutions.

• Results/implications. Our findings showed that institutional guidelines neglect KM Third Mission projects, and that there is substantial knowledge loss in the Third Mission of all three universities studied. Our investigation also has limitations, given the specific project conditions and university particularities that framed our KM analyses. Further studies could deepen into the mechanisms needed to convert project-generated knowledge into organizational knowledge, eventually useful for society. This study contributes to the complex field of KM, exploring non-business scenarios, and deepening into the understanding of project-based dynamics of the University Third Mission.