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The purpose of this paper is to gain a better understanding of the challenges academics face today in developing a knowledge-based economy. In response to these challenges, the authors developed a collaborative approach to enhancing the learning experience for engineering management (or industrial engineering) capstone design courses. The core of this approach is the problem-based learning through the execution of Lean Six Sigma (LSS) projects implemented via university–industry partnerships. The ultimate goal of this approach is to facilitate the integration and application of theoretical knowledge while promoting the development of professional skills in undergraduate students as demanded by business organizations.

The framework is firmly grounded in theory and methods from project management and quality management, and LSS literature and was tested in an engineering and management capstone design course at the author’s university. The case study presented here offers a detailed analysis of the design and implementation of the proposed framework. The authors also present the results of a survey conducted to assess the extent to which the proposed approach contributes to bridging the gap between theory and practice.

Results from the pilot implementation and survey results revealed that students who took the enhanced LSS capstone course felt that their projects helped them gain a better understanding on how to apply the theory to practical situations while preparing them to approach and solve problems in real-world settings confidentially. The authors also found that the LSS green belt certification helped recent graduates to transition to the workforce more easily, gain more credibility among coworkers and supervisors and make contributions quicker than other new hires, get the job they wanted faster and overall advance in their careers.

The framework is a composition of best practices used in a variety of universities and industries. While the majority of the LSS university-based programs are typically offered at the graduate level and with limited (support for) project executions, the framework proposed here provides the infrastructure for solid company staff-student team collaborations on projects executed from inception to implementation.

Many of the benefits of Six Sigma (SS) programs stem from the proper use of tools within team‐based improvement projects. However, teams often struggle with selecting and integrating the best tools to use in their projects, compromising not only the project completion but also the solution implementation and sustainability over time. The purpose of this paper is to present a systematic approach to articulate SS tools based on team learning, in order to facilitate tool selection and alignment, team collaboration, solution ownership, and overall solution quality and sustainability.

The action research approach was adopted to explore the link between team learning practices and tool application that combined participation in and reflection upon a successful SS project from the electronic manufacturing industry.

SS tools can be more effectively aligned and integrated with team learning practices. Team discussions and dialogues on SS tool outcomes are pivotal to the development of practical interpretations, allowing the team to create new knowledge, change mental models regarding pre‐conceived solutions, and enable team members to collectively select and interpret tools in a coherent way, leading to the buy‐in of the final solution and the SS program as a whole.

The paper yields value to practitioners and researchers interested in successful SS project execution and program sustainability, by providing a team‐learning approach for effective tool integration. In addition, this paper highlights the need for additional research on team learning within SS programs.