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This paper aims to reveal the philanthropy landscape processes for dealing with disasters and examine the influence of lean thinking in managing philanthropy for disasters. It sought to leverage continuous improvement and maximise disaster response and humanitarian logistics efficiency.

A sequential quantitative, qualitative research methods strategy was utilised involving data collection with literary analysis and two sets of online surveys with 212 NGO staff members in Malawi, Mozambique, South Africa and Zimbabwe. In addition, in-depth key informant interviews were conducted with 23 staff members at various management levels from these countries.

The study found that lean thinking had a positive, statistically valid influence at a 95% confidence level. Community incorporation, government support and collaboration with other philanthropic organisations were critical success factors. When lean thinking tools were applied (any tools), philanthropic organisations experienced waste reduction and value addition, where waste reduction accounted for 67% variation, and value-addition accounted for 58%, respectively. These were the same benefits experienced in other industries, thus, justifying lean thinking's applicability in the non-profit sector. Lean was most helpful about the communication and duplication of efforts challenges humanitarian or philanthropic organisations face when responding to a disaster.

The study equips leaders and philanthropic organisations with suggestions to manage and respond to disasters in a lean and effective manner. The study helps philanthropy leaders rethink their funding and response models to pursue lean policies catering to humanitarian organisations and the communities they serve.

The study closes significant gaps in the literature and practice by adopting a multi-sectoral lens that borrows from business and manufacturing tools into a non-profit context. It enables documentation of processes and logistical management by philanthropy organisations for continuous improvement and elimination of waste to ensure efficiency in the philanthropic role of alleviating the impact of disasters. The study also affirms the need for philanthropic organisations to incorporate community feedback, use lean tools to collaborate with other responding organisations and work closely with the local authorities to fulfil the government's supportive role: the primary source and executor in disaster response.

Integrated thinking involves a holistic, multi-capital approach to decision-making and operations to promote value creation and sustainability. This paper aims to outline a schematic which can be used to gauge the levels of integrated thinking by organisations.

The researchers partnered with an independent consulting firm (“Sustain-X”) which has developed a tool for evaluating integrated thinking. A two-stage mixed-method design is used to evaluate the tool. Firstly, in keeping with the exploratory nature of the paper, the tool’s integrated thinking principles and indicators are contrasted with findings from an extensive review of the integrated thinking research and interviews with experts on how integrated thinking is understood and operationalised. Secondly, the tool was applied to a sample of South African listed firms’ integrated reports and used to generate integrated thinking scores. These scores are evaluated by testing the strength of their association with other generally accepted proxies for integrated thinking.

The principles of the schematic include integrated awareness and understanding; integrated leadership commitment and capability; integrated structures; integrated organisational performance management; and integrated external communication. Empirical results show that the integrated thinking measures generated using the Sustain-X schematic are aligned with integrated report quality scores and ratings of the sophistication of organisations’ accounting, management and governance structures.

A combination of earlier research findings, detailed interviews (conducted independently of Sustain-X) and a battery of quantitative tests have been used to evaluate the schematic, but more refined testing using additional case studies or ethnographies has been deferred.

The tool offers a practical means for stakeholders to evaluate integrated thinking. It is flexible enough to be used with data collected during private engagements with companies or only publicly available information.

The schematic is one of the first to outline the dimensions of integrated thinking and should be useful for academics and practitioners concerned with the development and application of integrated thinking.

This paper adds to the literature on integrated thinking and answers the call for further research to evaluate integrated thinking practices.

The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education.

A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy.

The smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy.

This research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.

The purpose of this paper is to define a guideline for integrating ISO 9001 and lean thinking. It seeks to cross‐reference the guideline presented with ISO 9001 requirements and to integrate parts of the standard text with lean principles and tools.

Over the past nine years, a group of consultants has been collecting data and information from 107 manufacturing companies around Europe. The companies have been chosen from different European countries and they are of different sizes. All the companies are ISO 9001 certified and at a “mature” stage of lean implementation.

It is found that in general, lean thinking implementation affects documentation such as quality manual, procedures and work instructions. Furthermore, tools and principles such as value stream mapping, lean metrics, 5S and takt time are the most used inside the 107 companies. Jidoka and total productive maintenance are those that have been more formalised into ISO 9001 documents.

Practitioners and consultants could use the guideline for future lean thinking application within a quality management system, especially analysing the impact on documentation (e.g. quality manual, procedures and work instructions). Furthermore, practitioners and academics could use parts of the presented guideline in order to discuss and propose new ways for integrating lean thinking and ISO 9001.

This is one of the first attempts to understand the impacts of lean thinking on ISO 9001 and propose a guideline for their integration. The results of the paper propose many aspects to investigate.

The purpose of this paper is to demonstrate the vital linkage between six sigma and statistical thinking. The paper also explains the key characteristics required for statistical thinking and some of the common barriers in the implementation of the key principles of statistical thinking.

The objectives of the paper have been achieved in several ways. The paper provides the key principles of statistical thinking and then discusses the possible reasons for lack of statistical thinking in modern organizations. The paper then illustrates the linkage between the statistical principles and six sigma. The tools and techniques of six sigma used within statistical thinking are also highlighted in the paper.

The key findings of this work include the relationship between the two key powerful methodologies: six sigma and statistical thinking, reasons for lack of applications of statistical thinking in organizations, the future role of managers and engineers in companies with regard to statistical thinking era and the commonalities in the application of tools and techniques between these two methodologies.

The paper needs more justification through surveys and case examples and this will be the future step of this study. In fact, one of the co‐authors is currently conducting a survey in the UK organizations to investigate the relationship between statistical thinking and six sigma.

The paper is very practical in nature and it does yield a great value to those people who are currently embarking on six sigma program, especially at senior manager and executive levels.

Very little is published in the field of statistical thinking in the UK academic world. In fact, there is a cognitive gap in this field and this paper certainly forms a good platform for further research that will enable to bridge the gap.

The purpose of this research is to improve the success rate and quality of outcome when strategy tools are used in practical situations.

Draws on post‐experience teaching and uses conceptual reasoning to propose a typology of tool applications.

The paper finds that strategy tools need to be used differently according to the problem needs, and hence proposes five generic modes of tool application. These draw on seven dimensions to codify the functions and cognitive characteristics in a given tool application.

The modes of application are conceptually rather than empirically derived. The paper provides conceptual background that could be used in much‐needed empirical work on tool use in the strategy activity.

The typology could be used in teaching or facilitation to encourage and help with the design of tool adaptations that are coherent and well adapted to the situation. It provides a means for prior reflection on tool choice and application that could help reduce detrimental framing effects.

The paper highlights the centrality of user adaptation of tools and begins to codify the effects of tool enactment. It moves debate from the tools themselves to the application of tools, which has seldom been addressed in a systematic fashion. For practitioners it provides explicit guidance on the tool adaptation process.

This paper seeks to provide a timely review of developments to the theory of constraints (TOC) body of knowledge, particularly the TOC thinking processes as reported in the public domain peer‐reviewed literature, and to present an analysis of the nature of the thinking processes (TPs), and their methodological and applicatory evolution.

Research reported in the public domain from 1994 to early 2006, as peer‐reviewed journal articles or as papers published in refereed conference proceedings, was reviewed to summarize key research issues that have been studied and to suggest future research. The literature is categorized along several dimensions and according to several emergent and self‐defined clusters that relate to application area, methodology and epistemology.

This paper presents a comprehensive review of the TP literature, identifies specific publication and research gaps as they relate to the defined classification and also provides some future research topics.

The review addresses only the peer‐reviewed literature spanning a limited period from 1994 to the time of the current work in early 2006 – that is the period since the publication of Goldratt's It's Not Luck. In doing so, the review complements the work of others for the period to 2000, extends previous reviews beyond 2000, whilst providing an additional focus on the TPs.

This paper provides useful insights about the development of the TOC body of knowledge, especially as it relates to the development and reported use of the TPs as stand‐alone tools or in tandem with other tools or methods. It provides a valuable summary, for academics and practitioners, of the developing TOC body of knowledge that has been reported in the peer‐reviewed literature.

The development of the TOC body of knowledge has been largely practice‐led, manifested not only in the diverse nature of application areas and in the diverse use of TOC tools, but also in the broader evolution of TOC methodology, methods and tools. Earlier reviews of the literature in this journal preceded many of the developments documented here. This paper will help position the many TOC methods and tools in relation to one another, as well as capturing developments in multi‐methodological usage across several domains.

The purpose of this paper is to share findings from empirically driven conceptual research into the implications for English teachers of understanding generative AI as a “tool” for writing.

The paper reports early findings from an Australian National Survey of English teachers and interrogates the notion of the AI writer as “tool” through intersectional feminist discursive-material analysis of the metaphorical entailments of the term.

Through this work, the authors have developed the concept of “coloniser tool-thinking” and juxtaposed it with First Nations and feminist understandings of “tools” and “objects” to demonstrate risks to the pursuit of social and planetary justice through understanding generative AI as a tool for English teachers and students.

Bringing together white and First Nations English researchers in dialogue, the paper contributes a unique perspective to challenge widespread and common-sense use of “tool” for generative AI services.

In an environment characterised by flux and uncertainty, a capacity for innovative, divergent strategic thinking rather than conservative, convergent strategic planning is seen as central to creating and sustaining competitive advantage. As the case study of Communications Co. illustrates, scenario planning is one tool that many organisations, committed to redesigning their strategic planning processes, are using with some success. However, scenario planning requires both left‐ and right‐brain thinking styles. The elements of left‐brain thinking reflect the planning side of strategy making, while right‐brain thinking mirrors the thinking component of strategy making. The relationship between the factors that enable strategic thinking and the level of “emotional intelligence” of business leaders is also considered. The Communications Co. case findings appear to support the view that while strategic thinking capabilities can be nurtured and diffused through an organisation, it will need business leaders with a high degree of emotional intelligence to lead the way.