<![CDATA[Transformasi digital dan perubahan kebutuhan kompetensi menuntut pendidikan tinggi vokasi membangun organizational agility. Namun, bukti mengenai mekanisme pembentukannya melalui high-performance work system (HPWS) masih terfragmentasi dan didominasi konteks bisnis. Penelitian ini bertujuan mengembangkan model konseptual yang menjelaskan hubungan HPWS, kapabilitas modal manusia, kapabilitas organisasi, dynamic capability, dan organizational agility melalui kajian literatur integratif berorientasi theory building. Penelusuran terstruktur pada Mei 2026 mengidentifikasi 286 rekaman, dengan 24 studi inti dianalisis dan didukung 18 sumber teori, metode, serta kebijakan. Data dikodekan secara deduktif-induktif dan diuji melalui konsistensi konstruk, triangulasi teori, serta analisis kasus negatif. Hasil sintesis menunjukkan bahwa praktik ability, motivation, dan opportunity dalam HPWS membangun kapabilitas modal manusia, yang kemudian dilembagakan melalui pembelajaran organisasi, koordinasi, berbagi pengetahuan, kemitraan industri, dan adaptasi digital. Dynamic capability selanjutnya mengubah kapabilitas tersebut menjadi kemampuan sensing, seizing, dan transforming, yang menghasilkan respons institusi secara cepat dan tepat. Model juga memasukkan kepemimpinan, otonomi tata kelola, kematangan digital, kemitraan industri, kecukupan sumber daya, serta risiko intensifikasi kerja dan kelelahan sebagai kondisi batas. Penelitian menghasilkan sembilan proposisi yang dapat diuji dan merekonseptualisasi HPWS sebagai infrastruktur kapabilitas pendidikan tinggi vokasi. Digital transformation and rapidly changing competency demands require vocational higher education institutions to develop organizational agility. However, evidence on the mechanisms through which high-performance work systems (HPWS) foster organizational agility remains fragmented and is largely drawn from business settings. This study develops a conceptual model explaining the relationships among HPWS, human capital capability, organizational capability, dynamic capability, and organizational agility through an integrative literature review adopting a theory-building approach. A structured literature search conducted in May 2026 identified 286 records, of which 24 core studies were analyzed, supported by 18 theoretical, methodological, and policy sources. Data were coded using a deductive–inductive approach and validated through construct consistency, theoretical triangulation, and negative case analysis. The synthesis indicates that the ability, motivation, and opportunity (AMO) dimensions of HPWS develop human capital capability, which is institutionalized through organizational learning, coordination, knowledge sharing, industry partnerships, and digital adaptation. Dynamic capability subsequently transforms these capabilities into sensing, seizing, and transforming capacities, enabling institutions to respond rapidly and effectively. The model further incorporates leadership, governance autonomy, digital maturity, industry partnership intensity, resource adequacy, and the risks of work intensification and employee burnout as boundary conditions. The study proposes nine testable propositions and reconceptualizes HPWS as a capability infrastructure for vocational higher education.]]>
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