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This study examines the criteria for evaluating the quality of servitization and the factors influencing the project–service system's success.

Evidence was collected through three rounds of Delphi consensus with 42 project managers.

The results indicate that the quality of servitization in project-oriented organizations is conceptualized as a cumulative construct driven by the product-service system's overall ability to offer more customer value. This value is defined by three interconnected dimensions: the service, the project and the integration system. The study also proposes a novel customer-oriented quality process with two connected levels comprising eight key factors influencing the quality of the project–service systems and nine key quality criteria that assist in evaluating the project–service systems.

Offering extra services is crucial for successful project-oriented organizations to deliver more customer value. The value of servitization is the combined value of products and services. The failure of one of these components to satisfy customers leads to the collapse of the whole system, which entails the need for a balanced-focus quality system toward projects and services.

This study contributes to the quality of servitization in project-oriented organizations, arguing that a balance between service orientation and project orientation is preferred to increase customer value and reduce the clash and ambiguity between project operations and service provision.

This paper explores the applications of lean thinking in re-evaluating the business school curriculum, syllabus and intended learning objectives to enhance the employability of graduates through identifying and eliminating non–value-added activities.

The research employed multilevel qualitative methodology, where 55 semi-structured interviews were conducted to collect data from academics, students and graduates from several private and public universities in Jordan.

The study finds that the application of lean thinking in the business school is twofold – it helps the developer of the school curriculum to get rid of many superfluous and non–value-added activities and also emphasises and reinforces the value-added activities. Value stream mapping, with a consideration for internal and external outputs, has been found to be a useful tool for developing an employability-focussed curriculum that equips business school students with the required competences and skills in the labour market.

The study is based on a qualitative research approach. The generalisability of the findings is difficult to assess, and future research would benefit from the insights obtained from the quantitative data

In practice, this study has identified different types of non–value-added and unnecessary activities in business school curriculum and has made suggestions for the development of a more employability-focussed curriculum.

This paper investigates the non–value-added activities of the business school curriculum, syllabus and the intended learning objectives to enhance the employability of graduates in Jordan.

This study aims to analyze the evolution and current state of talent management in learning organizations and the design of managerial curricula, highlighting the challenges and opportunities in the context of a rapidly changing global business environment.

A narrative literature review was conducted, tracing the conceptual evolution of learning organizations. Seminal works emphasizing continuous learning and transformation were highlighted, and the progression of managerial education was analyzed, from its early focus on ethics and soft skills to its current emphasis on sustainability, digital literacy and experiential learning.

The research reveals challenges in balancing foundational knowledge with emerging competencies in curriculum design. Tensions are evident in maintaining relevance in rapidly changing, globally interconnected environments. Notable limitations include the trade-offs in innovation and the need to cater to diverse student demographics.

This review uniquely synthesizes developments at the intersection of curriculum innovation, organizational learning and curriculum design, offering valuable insights for institutions aiming to nurture talent for modern learning organizations.

The main purpose of this study is to revisit Ishikawa's statement: “95% of problems in processes can be accomplished using the original 7 Quality Control (QC) tools”. The paper critically investigates the validity of this statement in higher education institutions (HEIs). It involves analysis of the usage of the 7 QC tools and identifying the barriers, benefits, challenges and critical success factors (CSFs) for the application of the 7 QC tools in a HEI setting.

An online survey instrument was developed, and as this is a global study, survey participants were contacted via social networks such as LinkedIn. Target respondents were HEIs educators or professionals who are knowledgeable about the 7 QC tools promulgated by Dr Ishikawa. Professionals who work in administrative sectors, such as libraries, information technology and human resources were included in the study. A number of academics who teach the 7 basic tools of QC were also included in the study. The survey link was sent to over 200 educators and professionals and 76 complete responses were obtained.

The primary finding of this study shows that the diffusion of seven QC tools is not widespread in the context of HEIs. Less than 8% of the respondents believe that more than 90% of process problems can be solved by applying the 7 QC tools. These numbers show that modern-quality problems may need more than the 7 basic QC basic tools and there may be a need to revisit the role and contribution of these tools to solve problems in the higher education sector. Tools such as Pareto chart and cause and effect diagram have been widely used in the context of HEIs. The most important barriers highlighted are related to the lack of knowledge about the benefits and about how and when to apply these tools. Among the challenges are the “lack of knowledge of the tools and their applications” and “lack of training in the use of the tools”. The main benefits mentioned by the respondents were “the identification of areas for improvement, problem definition, measurement, and analysis”. According to this study, the most important factors critical for the success of the initiative were “management support”, “widespread training” and “having a continuous improvement program in place”.

The exploratory study provides an initial understanding about the 7 QC tools application in HEIs, and their benefits, challenges and critical success factors, which can act as guidelines for implementation in HEIs. Surveys alone cannot provide deeper insights into the status of the application of 7 QC tools in HEIs, and therefore qualitative studies in the form of semi-structured interviews should be carried out in the future.

This article contributes with an exploratory empirical study on the extent of the use of 7 QC tools in the university processes. The authors claim that this is the first empirical study looking into the use of the 7 QC tools in the university sector.