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The purpose of this paper is to review the historical development of Lean Six Sigma and to identify the relevant opportunities for the application of Lean Six Sigma within the university setting. The paper also discusses the challenges of Lean Six Sigma implementation in higher education, as well as the cultural changes necessary to provide an appropriate climate for its long-term success.

The paper contains a comprehensive discussion of the development of Lean Six Sigma over the past three decades. Additionally, the paper describes how Lean Six Sigma may be applied in the university setting to improve processes in curriculum delivery; business and auxiliary services; admissions and enrollment management; and research.

Lean Six Sigma can be applied to facilitate process improvements in curriculum delivery; business and auxiliary services; admissions and enrollment management; and research. While obstacles to Lean Six Sigma implementation exist, the process improvements and resulting cultural changes are worthwhile and noteworthy.

The paper serves as a guide for how Lean Six Sigma processes can be utilized in the higher education setting. Other researchers and practitioners may use the paper as a practical orientation to Lean Six Sigma in the university setting.

Due to the unique culture of higher education, the application of Lean Six Sigma to university processes has been sparse. The paper provides a needed orientation as to how Lean Six Sigma may be applied to improve some of the more important functional aspects of the university.

Little research has been contributed to how the behaviors associated with emotional intelligence may be practically applied to enhance both individual and group decision‐making. The purpose of this paper is to identify practical approaches to the application of emotional intelligence to the decision‐making process. These practical approaches are designed to instruct and aid decision makers in the utilization of emotional intelligence skills to improve decision‐making.

Goleman's and Boyatzis et al.'s four essential elements of emotional intelligence and their associated 20 behavioral competencies are utilized to develop a methodology for the practical application of emotional intelligence skills to decision‐making. A series of questions and observations are outlined to assist decision makers in the improvement of emotional intelligence awareness, as well as the utilization of emotional intelligence skills to enhance decision‐making processes.

Organizations and individuals may benefit from the development and utilization of behaviors attributed to emotional intelligence. The practical application of emotional intelligence skills can enhance individual and group decisions and outcomes.

The practical application of emotional intelligence skills becomes a strategy for the development of the individual's and organization's ability to assess the impact and consequences of decisions, while simultaneously improving the quality and effectiveness of the decision‐making process.

The leader of the knowledge‐based organization is faced with the continuing dilemma of delivering the highest quality and most technologically innovative products or services at the lowest possible cost in a rapidly changing environment. This paper aims to start with the identification of the complexities of managing the knowledge‐based organization, using emotional intelligence to balance the interests of the individual and organization, and it may also be redefined as an organizational development process rather than an outcome.

In order to be effective the knowledge‐based leader must possess the characteristics most often associated with the description of emotional intelligence and must also be effective at injecting these same characteristics throughout the organization. Utilizing the premises of Stewart's intellectual economy and adapting the work of Buckingham and Coffman to the knowledge‐based organization, a series of questions is outlined to assist leaders, managers and workers in the improvement of emotional intelligence awareness and the utilization of emotional intelligence as an organizational development process.

Knowledge‐based organizations may benefit from the utilization of behaviors most often attributed to emotional intelligence, and emotional intelligence may be redefined as a process rather than an outcome for organizational development.

The knowledge working environment must utilize innovative processes to maintain the engagement and effectiveness of the workforce. Applying emotional intelligence as an organizational development process rather than an outcome, it becomes a strategy for the development of the individual and the organization concurrently rather than treating them as opposing interests.

Investors’ decision-making is based on quantitative and rational analyses, and some other factors deriving from the market expectations are also contribute significantly on the shareholders’ response to market interactions. The present study aims to discover whether emotional intelligence and thinking style have a significant effect on the quality of investors’ decision-making.

To gather data, a questionnaire was designed and developed and distributed among the participants during the first half of 2015. Moreover, the SAS software and the log-linear method was used to test the hypotheses.

The results show that emotional intelligence, thinking style and quality of decision-making are not dependent and emotional intelligence and thinking style are not interdependent on each other.

The current study used a unique model to test the hypotheses, and the results may be different from those of previous studies.

The purpose of this article is to understand how academics in management deal with the concept of generation in the workplace. We begin by conducting an interdisciplinary literature analysis, thereby elaborating a conceptual framework concerning generational diversity. This framework consists of four levels of analysis (society, career, organisation and occupation) and three dimensions (age, cohort and event/period). We then conduct a meta-analysis using this conceptual framework to analyse papers from the management field. The results from this analysis reveal the existence of a diversity of generational approaches, which focus on the dimensions of age and cohort on a societal level. Four factors seem to explain these results: the recent de-synchronisation of generational dimensions and levels, the novelty of theoretical models, the amplification of stereotypes by mass media and the methodologies employed by researchers. In sum, this article contributes to a more realistic view of generational diversity in the workplace for both academics and practitioners.

The emergence of climate science denialism in the United States provides a challenge to STS theories of the relationship between scientific expertise and public policy because a situation of epistemic rift occurs: the capacity of scientific consensus to establish the grounds of political debate is broken, and the standard circulation of expertise from the scientists and funding from the state is interrupted. Three mechanisms for the containment of scientific expertise are studied: direct intellectual suppression of climate scientists, industry support of contrarian scientists and policymakers, and cutbacks on government research programs that support climate change. This situation politicizes climate scientists, who are drawn into the public sphere as a counterpublic to the effort to contain the circulation of their knowledge in the political field. Although the strategy of contained expertise has been effective in blocking climate legislation at the federal government level in the United States, it may be losing effectiveness, and an emergent alternative strategy based on adaptation may be coming to replace it. Factors that affect the reduction in the capacity to contain the circulation of scientific expertise are also analyzed.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

Effective discussion is inextricably linked to democracy. Social studies curriculum and instruction should engage students in practicing democratic skills and habits of mind. This case study provides a microanalysis of one U.S. History teacher’s commitment to fostering discussion in her classroom as a theorized pedagogical practice. A better understanding of what motivates teachers to engage students in classroom discussions paralleled with rich descriptions of how this teacher plans and implements discussion could encourage others to try this approach to teaching and learning.