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Literature on strategic planning and management is prolific. Articles deal with various aspects of strategic planning, its definition, process, and application. However, many of these articles concentrate on the theory and on the strategic planning models rather than deal with practical application or problems experienced at implementation levels. My interest in reviewing this literature is to identify studies which offer significant key approaches and relate them to the field of education planning. Can we learn something from the way in which strategic plans are formulated and implemented in the business world and apply this knowledge to planning and operation of academic institutions?

In this paper, we argue that work should be recognized as “commons.” We call for a new approach to how managers define their role and responsibility regarding the problem of work flexibility and of its societal implications. We argue that, in the global and digitized economy, it is in the best interest of all the company’s stakeholders that managers choose combinations of work arrangements and human resource policies considering the externalities of these decisions. Managers’ responsibility spans to the costs and risks that the broader social system of organizational stakeholders will bear because of their decisions. When labor market institutions are “thin,” it is management’s responsibility to contribute structuring and shaping them, so that the interests of workers, independent of the work arrangements, are considered.

The paper argues with those US iconoclasts who would destroy all educational institutions and start again. Much of what is there is redeemable – in any case much of what they are arguing for already exists.

As opposed to general literature reviews, by narrowing down the context only around the resources related to Six Sigma tools, this study aims to offer a strong discussion about Six Sigma toolbox which has a vital role in the success of Six Sigma.

Based on a comprehensive literature research, the most used tools; classification of tools; flow of tools with respect to define, measure, analyze, improve and control (DMAIC) steps; tools as critical success factors and reasons of ineffective use of tools are reviewed. To stay focused and not to diverge from the research aim, 60 articles which are suitable to the context and flow of the discussion are selected during the construction of the study.

The study provides a detailed and integrated review of Six Sigma articles about tools. The most used tools are listed from different perspectives and resources, and the role of these tools has been discussed. After a broad review, a more practical and combined classification of Six Sigma tools is proposed. Next, the issue of using which tools during which steps of DMAIC is systematically addressed. Finally, emergence of tools as a critical success factor and the gaps in the literature related to tools of Six Sigma are pointed out.

Addressing important statistics and the facts related to the tools of Six Sigma helps new practitioners in particular to build a strategic filter to select the most proper tools throughout their projects.

This study is unique in investigating only Six Sigma toolbox and providing a literature review on this subject.

The narratives that would give meaning to at least four generations of scholars and practitioners are amplified in the discourse growing out of the elements of technical rationality, pragmatism, evolution, and the rush of different ideas and new institutions that punctuate the Progressive period. The narratives explored below persist in public administration from the beginning of the twentieth century: preparation for the rise of national institutions, the citizen-state relationship, reconciling democracy and administration, and science and scientific management. Throughout the paper, the author's interest in the reconciliation of freedom and order is explored in the relationship between self and community, citizen and nation, and politics and administration.

Discusses changes that will affect the Academy in the new Millennium. Explores the impact of the Internet on many aspects of academic life, including scholarly communication and publications, collaborative research, e‐education, and entrepreneurship in education.

Considers the role of universities in a changing environment and the deconstruction of the traditional Academy. Suggests that universities are now operating more like commercial enterprises; that at one time The Academy was supported by the institution, but now the intellectual element is just one aspect of the institution. Explores the notion of clicks and bricks.

Looks at the impact the internet has had on education and learning. Notes that knowledge has become ubiquitous with the rise of the internet and that lifelong learning has become increasingly popular. Observes that the industry is in a state of great change but questions whether this will result in positive or negative outcomes.

This editorial continues the consideration of forces acting upon the university, both internally and externally. Particularly focuses on the impact of partnering. Suggests that outsourcing is now a firm part of the delivery of higher education and the issue is to what extent this has or will continue to occur. Looks also at the concept of “co‐opetition” where institutions in one country have partnered with those in another. Suggests that the nature and rate of change present difficulties in terms of future planning for universities.

This editorial looks at some of the forces that are acting on the university, both internally and externally. We look at the impact of globalization in this article.