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Purpose: This study aims to discuss a framework to promote ambidexterity through an\udintentional managed enabling context in order to develop university lecturers’ competencies\udand, at last, to improve students’ skills.\udDesign/methodology: A descriptive case study was performed based on literature review and\udthe data collection was done through documentary and field participative research with the\udPACT working group. The paper reports the stage and maturity of the High Commonality of\udThemes Project (PACT) on a private Brazilian university in Rio de Janeiro. Consequently, since\udthe faculty shares more qualified knowledge and the syllabus could be realigned without losing\udepistemological identity, the subjects expect that the students learning process performs on\udmarket demanded pragmatic and practical skills.\udFindings: Findings indicate PACT as a kind of improvement, since it makes possible,\udbalancing Refined Interpolation with Disciplined Extrapolation, to promote the ambidextrous learning through an enabling context, thus allowing specialized lecturers to improve\udcompetencies in their core area.\udResearch limitations/implications: As a case study, findings could not be widespread and\udlimitations are related to the initial stages of the PACT implementation.\udOriginality/value: The value and originality of the ambidexterity approach refer to the\udpossibilities it could overlap the bottlenecks that faculty performance generates to students\udlearning effectiveness: non-adherence by the faculty to the discipline they teach (Human\udCapital); way lecturers interact among courses and one another (Social/Relationship Capital);\udand development and practicality of the educational guidelines of the course – PPC (Structural\udCapital).Peer Reviewe

Integrating enabling contexts and ambidexterity to create Intellectual Capital faculty’s competencies on undergraduate Business Management programs