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This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.

The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.

This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

Education 4.0 (E 4.0) represents a new paradigm in the field of education, which emphasizes a student-centric approach that allows learners to access education anytime, anywhere, tailored to their individual needs through modern-day technologies. The purpose of the study was to unearth the critical success factors (CSFs) essential for the successful implementation of E 4.0.

The CSFs were unearthed using a literature review and further the interrelationships were analysed using multi-criteria decision making (MCDM) approach.

The study unearthed 15 CSFs for the successful implementation of E 4.0. The most important factor for the successful implementation of E 4.0 was personalized learning which was found to be the casual factor. The other causal CSFs were clear vision and leadership for E 4.0, stakeholder involvement, data analytics in teaching and learning, inter-disciplinary learning and blended learning environments. The effect factors were digital citizenship-based education, teacher training and development for E 4.0, supportive environment, curriculum redesign for E 4.0, open educational resources, digital technologies, formative assessments, infrastructure for E 4.0 and sustainability in education.

This is the first study which unearthed the CSFs and found the interrelationships among them, thus contributing to the theory of technology organization environment.

This study represented a pioneering effort in understanding the CSFs underpinning the successful adoption of E 4.0, paving the way for a more personalized, tech-savvy and effective education system.

The purpose of this paper is to evaluate the causal relationship between Lean practices and team performance. Specifically, the authors tried to demonstrate which practices act as enablers of continuous improvement and waste elimination and what is their impact on team performance.

A survey was carried out in a Higher Education Institution (HEI) in Southern Brazil. The authors obtained a sample of 785 respondents. The data analysis procedures involved confirmatory factor analysis and structural equations modeling.

The results of the research provided support for the positive influence of continuous improvement on waste elimination and of these two practices on team performance. In addition, empirical support was obtained for the effect of leadership support, employee involvement and internal process customers on continuous improvement.

Data collection was carried out online, so we were not able to maintain full control of the research respondents. This research generates relevant insights for decision-makers in the HEI environment, especially concerning Lean practices and team performance. The effects analyzed are even more relevant given the pandemic context.

This study shows how some higher education Lean practices can positively affect continuous improvement and better team performance. The results raise important insights for decision-makers to offer better higher education public services, especially given the context and changes imposed by the pandemic situation.

This paper initiates the discussion about enablers of continuous improvement and waste elimination in HEI and demonstrates their impact on team performance.

The present paper concerns the domestic and international accreditations of business schools to find the commonalities in various accreditation standards. The study also addresses cost involvement and comparisons between various accreditations.

The research examined the requirements, methods and preparations for many national and international accrediting authorities. The accreditation criteria, history and guidelines were collected from secondary data sources. The content analysis was used to draw conclusions about the similarities and differences between the data sources and identify any differences and similarities between various accreditations.

The study found commonalities across accreditation standards and cost analyses, helping institutions achieve suitable accreditations. To unify the administrative procedure at the institutional level and reduce duplicates for schools seeking multiple accreditations, similarities in all accreditation requirements are analysed. The comparison helps organisations determine which accreditation standard best suits their needs and goals. Schools with limited budgets might compare accreditation costs to determine which are worth pursuing.

This study is limited to comparing a few accreditation bodies related to management education. In future research, the study may be extended to other areas. The use of the approach developed in this study for evaluating accreditation agencies of different streams, such as engineering, science and medicine, will be the study's future implications.

The research indicates that schools can streamline accreditation by identifying commonalities, aligning procedures, comparing standards and conducting cost assessments. These insights aid efficient accreditation and inform accrediting bodies' framework enhancements. Standards facilitate global performance comparisons.

This is likely the first study to compare Indian and international accreditations using the accreditation frameworks and cost analyses using comparative analysis. The study recommends strategies for achieving academic benchmarks through continuous improvement activities and success in international competition.

This study aims to identify the perception of people in a Portuguese company regarding the main barriers to the effectiveness of the existing performance measurement system (PMS) and whether those perceptions are dependent of people’s hierarchical levels, education levels, work shifts, gender and department.

Primary data was collected through structured interviews (adapted to three levels of interviewees in the company hierarchy) and Likert scale questionnaires. Descriptive statistical analysis of the collected data was performed as well as a chi-square test.

The results provide an insight on the perception of barriers to the PMS effectiveness in the company. After performing interviews and questionnaires it was possible to identify that the main perceived barriers were: poor communication system and issues on target definition, lack of trained resources, employee involvement, indicators understanding and use for improvement.

This study is the starting point to develop actions aiming to eliminate, or at least mitigate, the impact of the barriers on the PMS effectiveness.

PMSs play an essential role in an organization, so it is essential to identify what hinders its effectiveness. This study opens the discussion by diagnosing the company’s perception of the barriers to PMS effectiveness.

Although training is essential to continuous improvement, scant literature examines post-training facilitators for continuous improvement. The study aims to explore the relationship between training and continuous improvement, the mediating role of self-efficacy and the moderate role of training transfer climate.

This study utilizes the questionnaire survey of 455 Vietnamese employees to test the link between continuous improvement training and continuous improvement, the moderate role of the training transfer climate and the mediating role of self–efficacy.

Research results reveal that training positively influences continuous improvement. Furthermore, self-efficacy fully intervenes in the link between training and continuous improvement. Finally, the training transfer climate positively moderates this link.

Although the link between training and continuous improvement is suspicious, there is scant research on post-training facilitators of continuous improvement applications. To the best of the author's knowledge, this study is one of the first to explore the moderation role of transfer climate and the mediation role of self-efficacy in the relationship between training and continuous improvement.

Globally, higher education institutions have become reliant on a quality assurance (QA) system over the past four decades. QA is considered to be one of the most important drivers of continuous improvement and an essential tool for promoting excellence in teaching, learning, and research. It provides a framework for establishing and maintaining standards, and for assuring stakeholders that programs and services meet or exceed these standards. Despite the wide range of quality assurance models available to higher education institutions, there remains considerable debate over which model is the most effective, as well as what criteria should be used for evaluating the effectiveness of these models. Universities in the Middle East have tried to adopt different models of QA that can meet their needs and expectations and provide a framework for continuous improvement. A major objective of this book is to provide an overview account of the QA process as implemented in the higher education systems of a number of Middle East countries, including Egypt, Iraq, Lebanon, Saudi Arabia, and the United Arab Emirates. This book lays out essential theoretical and practical insights into the role of QA policies and practices in higher education in the Middle East countries and builds upon this idea to provide a blueprint for future academic leaders in these countries and other Middle Eastern countries to enhance their QA policies and practices and drive higher education in those countries forward.

This paper aims to present a conceptual model, called LOOP, an acronym for Leadership, Organization, Operation and People, regarding the pull system implementation in Lean companies. Lean should be holistically implemented to achieve the performance for what it is known. Pull is one of the Lean thinking principles, and it is the production control system underneath the Lean philosophy. However, to implement pull, an organizational transformation in companies’ different areas is needed.

This model was developed following up a case study of a representative example of a multinational company which has been implementing Lean for a long time but without achieving a well-succeeded pull implementation.

Based on that, the authors developed the LOOP model that is an integrated framework with the goal to promote a Lean culture, which includes four dimensions: leadership, organization, operation and people.

Based on the LOOP conceptual model, a different, and hopefully more effective, perspective is presented, establishing some proposals for the four dimensions and for the production and control system selection criteria to implement Lean.

Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET.

This qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions.

While the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values.

Despite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context.

This study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement.

The constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality.

This paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.