Abstract
The present study was designed to examine the significance of emotional intelligence (EI), perceived organizational support (POS), and its impact on organizational ambidexterity of faculty members working with standalone business schools in southern India. The study argues that the moderating effect of emotional intelligence (EI) is significant in the association between perceived organizational support and two antecedents of organizational ambidexterity of faculty members. The research on institutional exploration and exploitation ambidexterity variants highlights vital ways to realize organizational ambidexterity. Very few researchers have investigated organizational ambidexterity in the higher education sector, and no research is available on standalone business school faculty members. The study proposes a novel research framework, and the findings reveal that perceived organizational support is highly influencing two antecedents of organizational ambidexterity. The research also observes a slight moderating effect of emotional intelligence between the association of perceived organizational support and organizational ambidexterity and the positive relationship identified among emotional intelligence, perceived organizational support and organizational ambidexterity.
Highlights
The findings revealed that emotional intelligence (EI) was directly and completely associated with perceived organizational support and organizational ambidexterity, which proved hypothesis 4
The findings revealed that EI was linked to perceived organizational support and organizational ambidexterity directly and favorably [17,36,38]
For the faculty working in autonomous business schools, EI may be a valuable personal resource [66] that can help them believe in perceived organizational support and organizational ambidexterity, not just directly and indirectly
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. The major goal of Sustainable Development Goal (SDG) 4 is to guarantee that all people have access to high-quality education and that lifelong learning opportunities are available to them. India has the third largest higher education system after the United States of America and China [1]. India’s education strategy is based on the belief that great education is the cornerstone for improving the lives of 1.3 billion residents [2,3].
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
