The role of absorptive capacity for ICT-knowledge management in schools: Does collaboration matter?

• In Event: Networks as Sites of Leadership Learning: Failures, Readiness and Absorptive Capacity

Abstract

Objective
This study examined the role of ICT-knowledge absorptive capacity (ACAP) for technology integration (TI) in schools. The aim was to contribute to the international debate on ACAP as a critical factor for organizational learning in schools and for the implementation of innovations in schools (e.g. author(s), 2023a) by integrating external knowledge generated in networks.
The following research questions (RQs) were addressed:
R1. Does ICT ACAP positively relate to TI in schools?
R2. Does ICT ACAP mediate the relationship between external knowledge and TI in schools?
R3. Does the magnitude and effect of ICT ACAP on TI depend on contingency factors?

Theoretical framework
Absorptive capacity (ACAP) is defined as a set of organizational routines and processes by which organizations “acquire, assimilate, transform, and exploit knowledge to produce a dynamic organizational capability” (Zahra & George, 2002: 186). Three contingency factors are typically considered relevant (Crain-Dorough & Elder, 2021; Todorova & Durisin, 2007; Zahra & George, 2002): activation triggers, social integration mechanisms, and regimes of appropriability, with the last two exploring the importance of networks in the context of ICT-ACAP. However, there is a lack of consensus regarding the precise functioning of these factors. While ACAP as organizational learning and driver of innovation has so far mainly been investigated in studies on management and performance in business settings (e.g. Sancho-Zamora et al., 2021; Cohen & Levinthal, 1990), studies on effects in educational contexts are rare (e.g. Crain-Dorough & Elder, 2021).

Methods and data sources
The analyses were based on a random sample of n=411 school leaders that is representative of Germany. The data was collected in Autumn 2021 by forsa Institute for Social Research and Statistical Analysis in accordance with ESOMAR guidelines. First, the relationship between external knowledge, ACAP and TI in schools was investigated using a structural equation model (SEM; RQ 1 and 2). Next, the role of contingency factors in the relationship between external knowledge, ACAP and TI in schools was analyzed using classification and regression trees (CART) as machine learning in R (RQ 3).

Results
Findings indicate that ICT ACAP has a positive effect on TI in schools (RQ1) and serves as a mediator in the relationship between external knowledge (modeled via the variables Open Innovation Depth and Open Innovation Breadth) and TI (RQ2). A higher value for ACAP was associated with a higher value for TI (r=0.139, p<.01). SEM results showed a statistically significant relationship between Open Innovation Depth and ICT-ACAP (β=.382, SE=.093, p<.001) and between ICT-ACAP and TI in schools (β=.152, SE=.055, p<.01). The results for RQ3 indicate that the impact of ICT-ACAP on TI is contingent upon the presence and efficacy of knowledge-sharing mechanisms within the school, as well as the extent to which schools engage in collaborative efforts with competitors (coopetition).

Significance
The insights of this study have implications for policymakers and educational leaders, who could prioritize building ACAP and fostering collaborative networks like research-practice partnerships or professional learning networks (e.g. author(s), 2023b) to create more adaptable and innovative school environments.

Authors

• Sandra Fischer-Schöneborn, IU International University of Applied Sciences

• Marcus Pietsch, Leuphana University - Lueneburg

• Chris Brown, University of Southampton

• Burak Aydin, Ege University

• Stephen W. MacGregor, University of Calgary