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dc.contributor.authorRaiden, Anien
dc.contributor.authorRaisanen, Christineen
dc.contributor.authorKinman, Gailen
dc.date.accessioned2019-04-11T10:22:59Z
dc.date.available2019-04-11T10:22:59Z
dc.date.issued2019-04-08
dc.identifier.citationRaiden A, Raisanen C, Kinman G. (2019) 'Behavioural ambidexterity: effects on individual wellbeing and high performance work in academia', Journal of Further and Higher Education, 44(4), pp.568-582.en
dc.identifier.issn0309-877X
dc.identifier.doi10.1080/0309877X.2019.1596232
dc.identifier.urihttp://hdl.handle.net/10547/623234
dc.description.abstractAcademic work demands behavioural ambidexterity: the ability to simultaneously demonstrate exploration (creativity in research and/or in innovative teaching and learning practice) and exploitation (compliance with quality assurance). However, little is known about the effects of behavioural ambidexterity on the well-being of individual employees. We explore the experiences of men working in academic roles at universities in Sweden and the UK. More specifically, we examine the relations between behavioural ambidexterity and perceptions of well-being using an interpretative approach based on narrative analysis. Despite societal differences between Sweden and the UK, academics in both countries felt ill-equipped to fulfil the demands for ambidexterity. This resulted in mixed performance outcomes with serious implications for well-being. We identify and discuss the influence of personal circumstances and the role of agency in work design as two key antecedents of positive well-being outcomes.
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/0309877X.2019.1596232en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectwellbeingen
dc.titleBehavioural ambidexterity: effects on individual wellbeing and high performance work in academiaen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.contributor.departmentNottingham Trent Universityen
dc.contributor.departmentChalmers University of Technologyen
dc.identifier.journalJournal of Further and Higher Educationen
dc.date.updated2019-04-10T10:49:49Z
html.description.abstractAcademic work demands behavioural ambidexterity: the ability to simultaneously demonstrate exploration (creativity in research and/or in innovative teaching and learning practice) and exploitation (compliance with quality assurance). However, little is known about the effects of behavioural ambidexterity on the well-being of individual employees. We explore the experiences of men working in academic roles at universities in Sweden and the UK. More specifically, we examine the relations between behavioural ambidexterity and perceptions of well-being using an interpretative approach based on narrative analysis. Despite societal differences between Sweden and the UK, academics in both countries felt ill-equipped to fulfil the demands for ambidexterity. This resulted in mixed performance outcomes with serious implications for well-being. We identify and discuss the influence of personal circumstances and the role of agency in work design as two key antecedents of positive well-being outcomes.


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