Introduction Lean Thinking has been applied across various sectors to optimize processes and improve efficiency; however, its implementation in higher education still faces methodological and structural challenges. Methods This study developed and validated an instrument to measure the application of Lean Thinking in Ecuadorian higher education institutions. A cross-sectional empirical design was used, involving 315 university students who responded to a 42-item questionnaire. Data were analyzed through exploratory and confirmatory factor analyses. Results The results revealed an eight-dimensional factorial structure addressing leadership, long-term thinking, continuous improvement, waste elimination, student value, teaching, research, and community engagement. The instrument showed high reliability (Cronbach’s α = 0.94; factor loadings 0.40), convergent validity (AVE 0.40), and discriminant validity (HTMT 0.85). Model fit indices confirmed its robustness (CFI = 1.000, TLI = 1.008, RMSEA = 0.000). Leadership was the highest-rated factor ( M = 7.53, SD = 1.09), while research scored the lowest ( M = 7.25, SD = 1.13). Discussion This validated tool provides a reliable means to assess Lean adoption in higher education. Findings suggest that Lean implementation enhances institutional efficiency and student experience, though sustained impact requires long-term strategies.
Noles et al. (Tue,) studied this question.