Dynamic Capability Framework for Indonesian School Adaptation in Unstable Public Policy Times

Abstract

ABSTRACT This research endeavors to disclose the key organizational components of three selected schools and their responses to considerable public policy flux. It aims at integrating key aspects of learning from change situations into systemic approaches to the organizational design of schools in Indonesia. Using dynamic capability framework, this research delves into an overarching question of how Indonesian schools adjust its internal and external context to unstable public policy times. Using a qualitative multiple case study approach, this research gathered data through interviews and focus group discussions. The analysis is structured in three stages namely in case analysis, cross case analysis, and finding formulation. The findings suggested that the area of adaptation could be formulated within the following phases: a) questioning and understanding the situation; b) identifying and defining school identity to guide adjustment efforts; c) maximizing communication, network, and school resources; and d) insights into the school structure. The important actions implemented by the schools correspond with dimensions of dynamic capability namely sensing, seizing, and transforming. This study also highlights the significance of a particular approach to organizational design that features dynamic capabilities and substantive capability to help schools manage their resources to successfully adapt within unstable environmental periods.