Yigit KazancogluYeşim Deniz Özkan-ÖzenOzkan-Ozen, Yesim DenizKazancoglu, Yigit2025-10-062019096848830968-48831758-766210.1108/QAE-12-2016-00892-s2.0-85061606071https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061606071&doi=10.1108%2FQAE-12-2016-0089&partnerID=40&md5=3aad35755eeb73e1b5f7fe3e530837b3https://gcris.yasar.edu.tr/handle/123456789/9436https://doi.org/10.1108/QAE-12-2016-0089Purpose: This research aims to investigate and define the eight wastes of lean philosophy in higher education institutions (HEIs) by proposing a multi-stage model. Design/methodology/approach: The authors have used a specific multi-criteria decision-making method fuzzy decision-making trial and evaluation laboratory to investigate the cause–effect relationships and importance order between criteria for wastes in HEIs. In total 22 criteria were categorized under eight wastes of lean. The study was implemented in a business school with the participation of faculty members from different departments. Findings: The results showed that the most important wastes in the business school selected were repeated tasks unnecessary bureaucracy errors because of misunderstanding/communication problems excessive number of academic units and creation of an excessive amount of information. Another important result was that all the sub-wastes of talent were in the causes group while motion and transportation wastes were in the effect group. Practical implications: A road map to guide lean transformation for HEIs is proposed with a multi-stage model and potential areas for improvement in HEIs were presented. Originality/value: This study proposes a multi-stage structure by applying multi-criteria decision-making to HEIs focussing on wastes from a lean perspective. © 2021 Elsevier B.V. All rights reserved.Englishinfo:eu-repo/semantics/closedAccessFuzzy Dematel, Higher Education, Lean, WasteWasteHigher EducationLeanFuzzy DEMATELArticle