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Purpose-The purpose of this paper is to explore the fundamental challenges and critical success factors (CSFs) in the development of a Lean Six Sigma (LSS) initiative within a UK Higher Education Institute (HEI). The paper also illustrates examples of the types of projects completed and share some of the key lessons learned as part of the LSS journey. Design/Methodology/Approach-The authors have initially carried out an extensive literature review on the application of LSS in Higher Education to understand the existing body of work carried out by other scholars in the field. This is followed by presenting a case study explaining how a Higher Education Institute in the UK has embarked on its LSS journey as a process excellence methodology to improve the efficiency and effectiveness of core and supporting business processes. Findings-There has been a clear lack of support and commitment from senior management in the sustainability of LSS within the case study organisation. There was a general lack of understanding of the benefits of LSS in the Higher Education context and there is a lack of knowledge on the use of LSS tools for tackling process efficiency and effectiveness problems across the case study organisation. Although a number of LSS projects were executed across finance, administrative, and human resources, as well as IT and library services, no projects were carried out for improving academic processes such as teaching effectiveness. Research limitations-As the case study is limited to one Higher Education Institution, the findings of the study cannot be broadly generalized. Moreover, the paper does not report the findings of any strategic projects as most projects were carried out at the operational level. Originality/Value-This is possibly one of the first studies reporting project examples of Lean Six Sigma in a HEI. The results of the study can also be used to benchmark with similar studies in other HEIs to understand the impact of certain management practices of LSS.

Student engagement is understood as the interaction that a student has with their learning environment and the resources in terms of time, effort and degree of involvement on the part of students, teachers and institutions which can support or hinder their learning (Bryson & Hand, 2007; Schuetz, 2008; Solomonides, 2013). Positive engagement is seen as essential for enhancing the student experience, supporting successful outcomes for the student and enhanced reputation for the institution (Bryson & Hand, 2007; Thomas, 2012). Research interest in this area has grown considerably, prompted by widening access to higher education for students from non-traditional backgrounds who are the first in their family to go to university (