Within a research context dominated by an increasing interest in innovative learning methodologies in management education, an individual’s capacity to establish links between existing and new knowledge, that is, absorptive capacity (AC), has been surprisingly neglected in management (higher) education inquiry. This study helps to close this gap by investigating the role of management students' AC on their academic performance. The study also examines the moderating effect on this relationship of using traditional learning methodologies (such as lectures), innovative learning methodologies (such as interacting with digital platforms), and having a cooperative climate in the classroom. Secondary and primary data are combined from samples of students enrolled in a strategic management course. Results show that students with higher AC achieve higher levels of academic performance. This relationship is moderated by the intensive use of traditional learning methodologies and by cooperative climates. Students who have higher AC benefit more from traditional learning methodologies and from a classroom with a cooperative climate than those with lower AC. Results will be useful to management education instructors, higher education administrators, and policymakers, when revising current educational programmes.
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