نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه مدیریت بازرگانی، دانشکده مدیریت و حسابداری، دانشگاه علامه طباطبائی، تهران، ایران
2 گروه مدیریت بازرگانی، دانشکده مدیریت و حسابداری، دانشگاه شهید بهشتی، تهران، ایران
3 گروه مدیریت بازرگانی، دانشکده مدیریت و حسابداری، دانشگاه شهید بهشتی
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Introduction
In recent years, numerous studies have been conducted in human resources field within organizations. The growing volume of such studies, along with the evolving organizational perspective toward skilled employees, has led to a shift in this area from traditional human resource management to human capital management. This shift highlights the critical role that employees play in advancing organizational programs and achieving strategic objectives within today’s complex environments. Within this context, universities and their employees are no exception. Educational institutions—particularly universities—are responsible for transferring knowledge to society by conducting high-quality research and cultivating skilled human capital to support societal development. Consequently, knowledgeable and competent employees constitute a distinctive resource for universities, enabling them to maintain service quality, conduct research at a global level, improve their standing in international rankings, and simultaneously achieve a competitive advantage. For this reason, employees play a pivotal role in the realization of these institutions’ objectives. So, the growing complexity of organizational work environments and the need for employees to perform multiple roles simultaneously underscore the importance of strengthening organizational capabilities through human capital. In educational institutions, where tasks are inherently interactive and multifaceted, fostering employee ambidexterity can help mitigate challenges such as multitasking, overload, procrastination, and job burnout, while also creating greater opportunities for innovative behavior. Although organizational cognitive capital and related cognitive skills play a critical role in shaping ambidextrous capability, this relationship and its underlying dimensions remain underexplored. Therefore, the present study aims to investigate the relationship between cognitive resilience and employee ambidexterity within State Universities.
Methodology
This research is applied in its purpose and descriptive–survey in its data collection method. Adopting a quantitative–deductive approach within the positivist paradigm, the study targeted employees of State Universities, with the statistical population comprising staff members from Allameh Tabataba’i University and Shahid Beheshti University. Through simple random sampling, 370 employees were selected as the study sample, and questionnaires were administered accordingly. Following data collection, the conceptual model was examined using structural equation modeling (SEM). The measurement analysis confirmed that the research instrument demonstrated satisfactory validity and reliability.
Discussion and Results
The findings of this study demonstrate that cognitive resilience has a positive and significant impact on employees ambidexterity in State Universities. Moreover, the results of hypothesis testing across the dimensions of these two constructs revealed that “individual competencies,” “spiritual influences,” and “tolerance of negative emotions” exert a positive and significant effect on ambidexterity, whereas “positive acceptance of change” and “control and restraint” showed positive but statistically insignificant effects. Additionally, demographic factors—such as age, gender, organizational type, job position, educational level, and work experience—were found to significantly influence the relationship between cognitive resilience and employee ambidexterity, thereby introducing certain limitations and considerations in interpreting the results. The analysis further highlighted that the two universities examined exhibited substantial and statistically significant differences in some relationships, the nature of which could not be explained by other variables.
Conclusion
The findings of this study suggest that strengthening cognitive skills and human capital through individualized, targeted programs—rather than broad, one-size-fits-all approaches—can enhance both employees’ current performance and their ability to seize emerging opportunities. Initiatives such as developing personal competencies, fostering workplace spirituality, and improving adaptability to challenging conditions can play a critical role in addressing common challenges faced by employees in State Universities, including procrastination, multitasking, and work–life imbalance.
The findings of this study enrich the existing body of knowledge on the interplay between cognitive capital and organizational capabilities. As one of the first empirical attempts to explore the link between cognitive resilience and employee ambidexterity in State Universities, this research advances the literature by going beyond simple correlation analysis. Specifically, demographic variables were incorporated as moderating factors to capture the complexity of relationships within the proposed conceptual model. Ultimately, the study provides valuable insights for developing practical solutions to challenges faced by employees in educational settings, offering managerial implications grounded in the enhancement of cognitive capital and organizational capabilities.
This study is subject to several limitations. First, it did not examine other potential variables that may influence the relationship between cognitive resilience and employees ambidexterity in State Universities. Incorporating such variables would have made the research model overly complex and difficult to test. Second, the issue of generalizability should be noted: as the study was conducted in the context of State Universities, extending the findings to other organizations or industries should be done with caution. Third, reliance on self-reported data may have introduced response bias due to the conscious nature of participants’ answers. Finally, the study was unable to determine the underlying reasons for the significant differences found between the two universities investigated, and it is recommended that future research explore organizational context as a possible explanatory factor.
کلیدواژهها [English]
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