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The paper aims to empirically investigate the influence of ownership concentration and identity on firm performance using a sample of 99 of the most active publicly listed companies on the Egyptian Exchange (EGX).

Firm performance of the sampled companies was measured by two different accounting measures, namely return on assets “ROA”, return on equity “ROE”, then the ordinary least square (OLS) regression analysis and the two‐stage least square (2SLS) regression analysis were employed.

OLS and 2SLS regression analyses show that ownership concentration has significant impact on firm performance when measuring by ROE. Regarding ownership identity, OLS regression analyses by both ROA and ROE show that the overall ownership identity has a significant impact on firm performance, as well as particular types of investors such as funds. Further, ownership identity and firm performance (when measured by ROA) had a significant endogeneity problem supporting the use of 2SLS as an effective analysis tool for such investigation.

Findings of such research may not be generalizable to different countries at different stages of development, or with different business environments and cultures. Also, the sampled companies, 99 Egyptian companies, may be a small number which needs to be extended in a future research.

This paper provides an empirical investigation on the association between ownership structure and firm performance in the Egyptian context. It examines the role played by two aspects of ownership structure: the fraction of shares owned by the three largest shareholding interests (ownership concentration) and the fraction of shares owned by different type of shareholders (ownership identity) including seven separate groups of owners.

For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define–measure–analyse–improve–control (DMAIC) methodology, to improve students’ satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University.

The study first defines the problem and develops the project charter. Then the study visualizes the students’ learning experience process that is defined using a flow chart and a value stream map. Students’ voices were captured through a modified version of a survey developed by Levitz (2015-2016) that covered different aspects of the students’ learning experience. Next, Pareto analysis and cause-and-effect diagrams were used to identify the few vital factors affecting students’ satisfaction. The net promoter score was chosen as a primary metric to measure students’ satisfaction regarding their learning experience.

The analysis results revealed that there were eight areas of dissatisfaction: poor catering services, improper physical environment, students’ feedback being overlooked, inappropriate measures for course delivery, absence of appropriate advice about future career, inefficient field experience and finally and poor academic support. Based on these results, an improvement plan was prepared and the first stage of the plan was implemented. The success of the plan was investigated by measuring the net promoter score which was increased by about 11.9 per cent after implementation of the first stage of the plan.

The study emphasizes that the DMAIC methodology can be applied successfully to improve students’ learning experience and to discover additional value for students.