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Purpose -To analyze the main elements of continuous improvement (CI) in higher education and the concerns of academia's stakeholders in the implementation of such an approach. Suggests guidelines for the development of a culture more receptive to the implementation and maintenance of a CI approach in higher education. Design/methodology/approach -A review of published literature facilitates identification of elements of CI, and concerns of academia's stakeholders for the adoption of a CI approach in higher education. The reviewed sources are grouped into three major sections: the CI approach, implications of CI, and an illustrative example -EQUIS. Findings -The adoption of a CI approach in higher education requires not only upper administration commitment, but also uncovering the current underlying culture and examining the appropriateness of the objectives to adopt CI. A culture of a long-term commitment to CI implies engaging the administrative and academic systems and all the stakeholders of the institution. This was identified as a major road-block for quality initiatives. Research limitations/implications -There is a wide range of stakeholders to consider and some stakeholders have diverse objectives in pursuing a CI approach. Future research should explore these agendas to identify core issues needing to be addressed to speed up the shift towards a CI culture. Practical implications -Required accreditations in colleges and universities offer an increasingly important role to a CI approach in higher education and its impact on academic stakeholders. Originality/value -This paper fulfils an identified information/resources need and offers practical help to colleges of business seeking accreditations and institutions of higher education pursuing CI initiatives.

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