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There is a range of methodologies and techniques aimed at improving the effectiveness and efficiency of operational activity. Examples are business process reengineering, total quality management and organisation development. Such methods differ from each other in how “improvement” should be achieved and implemented and even what to improve. In this paper a number of improvement methods, together with their aims and implementation processes, are discussed. It becomes apparent from a review of these methods, based on the literature available, that none of the methods presented is particularly adept at identifying what to improve – how to find potential improvement areas. The paper describes a performance factor model and a measurement model designed to fill this gap; they are guides as to what to analyse and how to measure in improvement work.

Many methodologies and techniques for improving operational performance have been developed over the years – these provide structured ways of improving company performance, but they do not explicitly tell us where to start. To be able to improve performance effectively, it is important to identify the particular factors of performance to work with. Furthermore, it is important to find those factors that have a high impact on performance. The paper presents a definition of performance, productivity and profitability and two main views of the relationships between the terms – a hierarchical view and a subset view. Each has its merits. Offers brief descriptions of some improvement techniques to show where the ideas for the suggested improvement method are taken from, i.e. a part of the analysis and synthesis process. Most of the techniques described are analysis tools, as the focus here is on identifying areas to improve – when it comes to the actual improvement, the actual solution is often quite easy. Finally, proposes a methodology for improvement work – this is to be evaluated in later research.

David M. Gordon advanced labour economics with his theory of labour market segmentation, in which jobs rather than the marginal productivity of individual workers were the unit of analysis. He advanced economic historiography and macroeconomics by conceptualising social structures of accumulation – a framework built on the foundation of his institutionalist training and enriched by his study of Marxist economics. By appropriating methods from other social science disciplines into econometrics, he augmented empirical analysis in economics. He was a founding member of the Union of Radical Political Economics and its journal, the Review of Radical Political Economics – that advanced and promoted heterodox, radical, and Marxist economists in the United States. His contributions to economics, to organised labour, and to the New School for Social Research, where I studied with him, were stunning.

Part 1 lays out some context about the New School Graduate Faculty where Gordon taught. Part 2 explores what historical forces, including his family, led to his expansive creativity. Part 3 summarises how he expanded labour economics to include the relations as well as the technology of production, linked his understanding of the production process to a historical materialist view of labour in the United States, then extended that to econometric analyses of the US macroeconomy. Part 4 presents a bibliometric analysis to provide some idea of the impact of his work. I end with some concluding remarks.

The idea that worker co‐operatives offer the possibility of increasing productivity without sacrificing workers' safety and health is investigated. Ten worker co‐operatives and four conventional capitalist firms in the Pacific Northwest plywood industry are studied. Co‐operatives have worse productivity and safety records than conventional firms. Lower productivity is due to the unexpected behaviour that emerges in co‐operatives relying heavily on hired labour. Higher levels of accidents are due to different reporting practices arising from different social relations in production. Co‐operatives tend to over‐report their accidents whereas conventional firms under‐report accidents.

This paper aims to investigate the roles of leadership in enabling sustainability transformation of universities and higher sustainability management education. It advocates research into the role of leadership for a university’s sustainability transformation by exploring interactions between university members and institutional contexts.

Using a case study approach, this study explores the sustainability transformation of a university and its influence on the MBA Sustainability Management by applying Mintzberg’s leadership framework.

The findings suggest that leaders can strongly influence a process of change in mindsets, practices and curricula to incorporate sustainability into higher business education institutions. Whereas bottom-up leadership initiatives are crucial, leadership support from top management is seen as important to enable larger, more radical steps of transformation.

It is worthy noting that in the medium run strategic leadership to develop good sustainability management education programs requires a consistent institutional commitment for sustainability.

Today, multilateral institutions and governments of industrial countries seem to agree on the need to reorient macroeconomic and structural policies in order to achieve a more balanced growth of the global economy. At the same time, developing countries and civil society organizations have raised questions about the effectiveness of the current multilateral system. As well, new social and political concerns are reshaping our views about globalization processes. This paper looks at the ongoing process of global economic integration and demonstrates that new forces are reshaping the economies of the world and raising challenging questions about ethics, governance and security that will require corporations to respond with new strategies.

This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same research comprehensive university. The scholarships that the students in our convenience sample received were awarded by six National Science Foundation grant programs in the United States. A literature review tracing the effects of scholarships, instrumentalism, and the core purpose of education sets the context for this narrative investigation. The four pillars comprising the theoretical framework are value, experience, story, and identity. The seven stories of impact that emerged from the narrative inquiry reveal multiperspectival insights into the value of scholarships to students' lives, careers, and selves. Moreover, we also explore how scholarship recipients established their sense of value in autonomous and committed ways while promoting their personal welfare and seeking the common good of others. All of these important considerations contribute to the national and international literature relating to diversity, higher education, STEM careers, and the power of scholarship grants to transcend instrumentalism privileging workforce demands.

Examines the ways in which the concepts of “productivity” and “performance” are dealt with in the literature, demonstrating that terms used within these fields are often vaguely defined and poorly understood.

Reviews related performance literature from the past 30 years (of both an academic and a practical nature).

Clarifies the meaning of five terms (productivity, performance, profitability, efficiency, effectiveness) and shows how they are inter‐related.

The creation of a common grammar is not an easy task; one must therefore still accept the fact that people will continue to interpret the terms described in this paper in slightly various ways.

Measurement and improvement regimes are often built without a clear understanding of what is being measured or improved. This can be regarded as simply a pragmatic approach to improvement, or a missed opportunity to fully understand and then optimise important factors relating to competitiveness and success.

The paper creates a terminology that reduces the existing confusion within the field. Certainly, within academia and industry, a shared vocabulary and grammar are helpful in ensuring rigorous and robust development of shared understanding.

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.