Mintzberg’s version of emergent strategy is based on the idea that strategies are contingent on circumstances that change from time to time often very rapidly and therefore papers focused on strategy and detailed planning are limited in their practical application. The word strategy as far as Mintzberg is concerned is anathema, therefore, introducing a concept that has a misconception embedded in it. This paper claims that education for sustainable development and higher education institutions’ survival depends on adopting postmodern thinking, in other words, digital transformation. This conceptual paper proposes a blueprint of a process for developing a series of agile potentially short-term conceptual solutions thereby embracing the expectation that the rate of change in societies is accelerating. This paper scrutinizes (a) the applicability of emergent strategy/strategic approach to higher education institutions, (b) how postmodernism influences higher education institutions to become digital hubs of commoditization of knowledge and (c) how the integrated capabilities of digital transformation build sustainability in education delivery. Structural Equation Methodology is proposed to examine the impact of postmodernism on the sustainable delivery of education in higher education institutions, and the need to foster relevant emergent strategies is also justified. The paper also develops new research propositions and managerial implications for driving optimistic digital education. Ultimately, it offers a framework for spear-leading effective and leading post-modernistic digital transformation. Emerging education technology, sustainable digital transformation and advanced use of robotic-human cognitive collaboration are experiencing a significant transformation. Universities play a vital role in enhancing engagement within higher education. One of the managerial implications of the results and discussion is the need for higher education institutions to provide taught leadership and planning in emergent strategy formulation and implementation. The findings confirm the significant importance of linking the Structural Equation Method and the postmodern strategic context in which we argue that higher education institutions require emerging rethinking.

The purpose of this study is to develop a nested theoretical model (LSS-DC) by critically examining two distinct theoretical concepts, including Lean Six Sigma (LSS) and Dynamic Capabilities (DC), for achieving organizational sustainable performance optimizations (PO). The robust integration of this dynamic concept is achieved using a systematic literature review, synthesis, and empirical evidence derived from 2005 to 2022. The vital benefits of LSS-DC are identified. This study utilizes a systematic literature review method adapted. It reveals the cross-sectional literature search strategy deploying selective keywords DCs, LSS, DCs and LSS, DCs and LSS and PO. In this niche domain employing descriptive and thematic analysis, key insights are extracted from the literature, encompassing a total of 21 peer-reviewed journals. The selection criteria revolve around three aspects: ‘Purpose’, ‘Authorship’, and ‘Credibility and Accuracy’. The authors gathered the secondary data from credible databases such as Scopus, Web of Science, PubMed, ERIC, and IEEE using the keyword search. The study reveals the robust integration of theoretical concepts of LSS and DCs and their impact on organisational performance. The findings suggest that integrating the micro-foundations of DCs (sensing, seizing, and transforming) with LSS allows organisations to not only identify improvement opportunities but also efficiently and effectively act upon them, ultimately leading to sustainable performance optimisation across various aspects of the business. The specific type of DC integration with LSS depends on the organisation’s goals and priorities. The findings of this study are subjective to some extent due to the applied research methodology. Further empirical research is needed to gain a deeper understanding of the phenomenon. This study considers LSS as DC providing an empirical (LSS-DCs) model for sustainable performance optimisation. This is achieved by robustly integrating two distinct theoretical concepts derived from an extensive literature review and the analysis of the data-driven implementation. Finally, the study offers a deeper understanding in terms of how contextual organisational characteristics enhance the outcome of LSS-DC.

This conceptual paper examines how Enneagram as a personality typing system could be adopted as a meta-model across multiple domains. The enneagram strategy is a structural typology that many organisations and individuals use to effectively understand their business profiles and interpersonal patterns, despite scholars showing concerns about its robustness and dynamism. This paper extends the argument as to how the mechanics of the Enneagram are intrinsically interrelated with (a) organisational systems and networks, (b) organisational grammar, (c) supply chains, and (d) creativity. It also emphasizes the importance/close association of the Enneagram tool with interdependence, business model, networks, statics, and system dynamics. The paper uses a combination of research methods (theoretical, exploratory, and descriptive) to evaluate the adaptability of the enneagram. The findings demonstrate that enneagram as a strategy could be applied to various business phenomena but requires more cross-domain empirical research. The enneagram can also be used to develop meta-models/toy models that can relate to the organisational outcomes by integrating tangible and intangible process assets. This paper reliably lays a set of principles/foundations to launch the enneagram approach to a complex, broad, systematic, and creative scope.

This study explores the application of the dynamic capabilities (DCs) sensing, seizing, and transforming in strategic public sector procurement (SPSP) and examines whether these capabilities represent a tangible reality or a conceptual myth. Drawing on qualitative data from six Welsh local authorities (WLAs), this research investigates the extent to which DCs enable organizations to navigate complex procurement environments and achieve strategic transformation. The findings reveal significant variations in the operationalization of DCs. Larger authorities demonstrated robust sensing and seizing capabilities, leveraging market intelligence, collaborative initiatives, and innovative procurement strategies to align with broader organizational objectives. Conversely, smaller authorities faced institutional barriers, such as resource limitations and leadership turnover, which hindered their ability to implement and sustain DCs effectively. While transformative initiatives, including category management and innovative service models, were evident in some cases, challenges in leadership stability and cultural adaptability limited their widespread application. This study highlights the gap between theoretical frameworks and practical implementation, emphasizing the need for tailored approaches to building DCs in diverse public sector contexts. By mapping procurement DCs and proposing an integrated conceptual framework, this research contributes to the literature on strategic management in public procurement and offers actionable insights for policymakers and practitioners. Future research should explore DCs in broader public sector settings.

The circular economy (CE) represents a transformative approach to sustainability, emphasizing the reduction in waste and the continual use of resources. Higher education institutions (HEIs) play a crucial role in disseminating knowledge and fostering skills for CE. Nevertheless, little consideration has been given to how CE education is presented, advanced, or cultivated within transitional or resource-constrained systems. This study investigates the current state of integration of CE principles into teaching practices within HEIs in Albania, an emergent EU candidate, representing post-communist and developing contexts. Using a mixed-methods approach, it maps current pedagogical frameworks, identifies challenges, and offers strategic recommendations. The study included 252 students who studied in public and private HEIs in Albania, 27 academics teaching in these institutions, and 15 stakeholders grounded in the quadruple helix model. Findings reveal uneven incorporation of CE concepts across disciplines and limited institutional support, but also spotlight emerging innovations, especially in interdisciplinary approaches and student-led sustainability projects. Conceptual frameworks for mapping CE education, as well as for advancing it, are proposed, offering transferable tools for institutions in comparable systems. This research contributes to global efforts to mainstream CE in higher education by showcasing the specific pathways, gaps, and opportunities that characterize transitional contexts. The Albanian case offers insight into how low-resource higher education systems can position themselves as agents of circular transformation despite policy, capacity, and curricular constraints.