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The present study discusses the benefits and importance of sociotechnical thinking for the integration of industry 4.0 (I4.0), and their subsequent usefulness in analyzing the value-added activities and related quality issues, and their implications in the quality 4.0 (Q4.0), product-service systems (PSS) in the organization level/complex systems in the era of I4.0. I4.0 pushed the traditional manufacturing models toward product-service systems; for this transition, social and economic factors influence more, and technological advancements are going more rapidly than the social developments needed for the transition. The integration of social-technical system perspective with I4.0 technologies adoption would improve the value cocreation of PSS. The balance among the sociotechnical systems theory (STST) and I4.0 technologies are necessary for production and logistics organizations. This can be attained by sociotechnical systems thinking because it gives a comprehensive overview for integrating I4.0 and related quality issues in the production and logistics service systems.

Organizational culture is defined as the shared values and beliefs that guide behavior within each organization, and it matters because it is related to performance. While culture is generally considered important, it is mysterious and intangible to most leaders. The first step toward understanding organizational culture is to measure it properly. This chapter describes methods for measuring culture in health care organizations and how these methods were implemented in a large academic medical center. Because of the consistent empirical link between the dimension of communication, other culture dimensions, and employee satisfaction, special attention is focused in this area. Specifically, a case study of successful communication behaviors during a major “change management” initiative at a large academic medical center is described. In summary, the purpose of this chapter is to demystify the concept of culture and demonstrate how to improve it.

The entrepreneurial vision, strategic goals, organizational capabilities and processes, alone, will not be adequate to attain business success, unless there is a quality management philosophy in the company (Al-Dhaafri, Al-Swidi, & Yusoff, 2016). Successful entrepreneurial endeavours essentially rest on action, assertiveness, persistence and know-how of leadership (Azyan, Pulakanam, & Pons, 2017) who comprehend the application of quality management methods as a long-term ‘quality journey’. The appropriate implementation of a quality management system (QMS) or total quality management (TQM) system results in enhanced organizational performance (Sahoo & Yadav, 2017).

A wide range of small and medium-sized enterprises (SMEs) have nowadays been aware of the indisputable importance of quality and have reaped the benefits of TQM, having in mind that TQM is not just a method or a tool but a whole business philosophy. TQM is a systematic approach that focuses on continuous improvement of the organizational processes with the participation and contribution of all the stakeholders, so as to manage and enhance quality, productivity and customer satisfaction. It is the best way for the enterprise's growth and domination in the contemporary national and international competitive marketplace (Kriemadis, Thomopoulou, & Sioutou, 2017). According to several studies, by embracing the TQM philosophy, SMEs can compete in the global competitive environment (Womack & Roos, 1990; as cited in Karani & Bichanga, 2012; Sainis & Kriemadis, 2019; Pashiardis & Kriemadis, 1999).

The present study aims to develop a generic TQM model for SMEs in order to improve their competitiveness, productivity and quality as well as to enhance their entrepreneurial orientation.

Higher education (HE) in Slovakia is undergoing a second massive wave of transformation that is a direct post-socialist response to the Standards and Guidelines for Quality Assurance in the European Higher Education Area (EHEA) (ESG, 2015). In Slovakia, these standards have led to the end of the previous accreditation model and the emergence of a new accreditation agency. It is through the new forms of assessment and assessment standards that one can observe the second wave of the neoliberalisation of HE in Slovakia that stems from the Bologna Process (BP). The chapter describes the nature and consequences of this second wave. The question is whether the new accreditation standards in Slovakia take into account the idea of social justice in HE and what type of effects the second wave of ‘Bologna’ neoliberalisation is having on social justice. The chapter relies on a thematic analysis of the following types of documents issued between 2002 and 2020: strategic government documents, internal regulations of the accreditation agency and course accreditation manuals. It compares the discourses on the accreditation criteria in both waves of the neoliberalisation of HE in Slovakia. The results of the analysis show that the meaning of social justice in these discourses lacks the emphasis on the social dimension particularly in the second phase of the BP in Slovakia.

This chapter explores the reconstruction of the illy’s coffee supply chain in Brazil. The original supply chain was disrupted by fluctuating prices and inefficiencies and renovated based on network relationships between the focal company and the coffee growers. It describes the peculiar experience of illycaffe (an international coffee roaster based in Italy) in building social capital into its supply chain and resulting in a more sustainable network.

The chapter summarizes the development of different types of social capital and applies the concepts to understand illy’s journey towards quality and supply chain sustainability. The research design is consistent with theory elaboration from a single case study.

The chapter applies social capital theory to food commodity supply chains. The evolution to a more reliable and sustainable supply chain for illy’s Arabica coffee in Brazil suggests that supply chain relationships are a crucial asset for the focal firm, the local communities, and society at large. Results also show that developing such relationships might lead to better product quality, supply chain sustainability, and improved supply base capabilities.

The findings of this chapter contribute to the definition of a relational governance model for global food commodity supply chains. From a research standpoint, the empirical setting allows analyses of antecedents and consequences of different social capital components in the food supply chain. In addition, the case may help executives understand how to leverage supply chain relationships and identify a path to product quality and supply chain sustainability.

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.