Editorial note for the special issue on "Lean Six Sigma for higher education"

2015 ◽  
Vol 32 (9) ◽  
Author(s):  
Jiju Antony
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Lean Six Sigma ◽  
Editorial Note ◽  
Special Issue

Lean Six Sigma in higher education institutes: an Irish case study

2019 ◽  
Vol 10 (4) ◽  
pp. 948-974 ◽  
Author(s):  
Seamus J. O’Reilly ◽  
Joe Healy ◽  
Tom Murphy ◽  
Rónán Ó’Dubhghaill
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Single Case ◽  
Lean Six Sigma ◽  
Research Approach ◽  
Content Type ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to contribute to a developing literature on continuous improvement (CI), enabled by Lean Six Sigma (LSS), in higher education institutions (HEIs). It reports on the key learning points arising from the initial steps taken by an Irish university on its CI journey. Design/methodology/approach A case study strategy was adopted following a participatory research approach. This approach supports reflexivity and also provides access to all relevant documentation and staff within the case university. Thematic analysis was supported by data reduction and display techniques. Findings The introduction of a LSS approach rather than a reliance on lean alone introduced a structured methodology (DMAIC) that supported simplification of a number of administrative processes. A number of specific improvements were achieved including: Cycle time and cost reduction; customer or employee satisfaction; and rework and error reduction. The findings support the importance of the Readiness Factors as identified by Antony (2014), with particular insight into the role of senior and middle management, the impact of training and deployment of expertise. Research limitations/implications This paper is based on an ongoing, longitudinal, empirical study of a single case study in Ireland. Originality/value This paper tracks the development of CI in a HEI in a longitudinal manner and adds to the emerging the literature in this area. The paper evaluates the role of management at various levels, analyses the use of LSS tools and techniques and evaluated the role of training and capacity building. Implications for Management are shared including: design and role of training programmes, role of champions at various organisational levels, including key functional areas and sustaining momentum.

Lean Six Sigma Journey in a UK Higher Education Institute: A Case Study

2020 ◽  
pp. 171-194
Author(s):  
Jiju Antony ◽  
Stephanie Ashby ◽  
Abhijeet Ghadge ◽  
Elizabeth A. Cudney
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Lean Six Sigma ◽  
Uk Higher Education

Lean Six Sigma Leadership in Higher Education Institutions

2020 ◽  
pp. 129-137
Author(s):  
Jing Lu ◽  
Arush Saxena ◽  
Chad Laux ◽  
Jenny Daugherty ◽  
Lin Qian
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Higher Education Institutions ◽  
Lean Six Sigma ◽  
Leadership In Higher Education

How to use lean Six Sigma methodology to improve service process in higher education

2019 ◽  
Vol 10 (4) ◽  
pp. 883-908
Author(s):  
Na Li ◽  
Chad Matthew Laux ◽  
Jiju Antony
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Six Sigma ◽  
Lean Six Sigma ◽  
Service Process ◽  
Bottom Line ◽  
Content Type ◽  
Root Cause ◽  
Lessons Learnt

Purpose The purpose of this paper is to use a practical case study approach to demonstrate the power to use lean Six Sigma (LSS) to improve service process in a higher education institution (HEI). The paper also illustrated the barriers and challenges met and lessons learnt for the LSS adoption in this HEI. Design/methodology/approach Prior to the study, extensive literature review was conducted to understand various aspects of LSS in HE industry. The authors use a single descriptive case study as methodology to explain how DMAIC was applied within a HEI environment. Findings In this LSS case study, the team found HEI service process contains a large human behavior component, which dramatically increases the unpredictability of the entire service delivery process and increases the complexity of the process and the ability of the improvement team to identify the root cause. This case study demonstrates the numerous challenges will occur in working with the intangible factors that are both hard to recognize, quantify and rarely tracked by organization. Practical implications During the research, the pre-award service process was studied, data were recorded and various statistical tool and techniques were used to discover and resolve the root cause. The lessons learnt of the LSS adoption in this service process in HEI and the problems encountered were all recorded in this study, which will be helpful for future research in HEI industry. Originality/value From the literature review, LSS has been widely adopted in manufacturing industry, increased adoption in service, but there has been limited academic research about the implementation in nonprofit, service sectors, particular to higher education industry. The major benefit of implementation LSS in both manufacturing and service is considerable improvement to the bottom line. However, in this HEI case study, it has opened up the direction to implement LSS to better serve your customer as ultimate mission instead of financial gains.

Lean Six Sigma leadership in higher education institutions

2017 ◽  
Vol 66 (5) ◽  
pp. 638-650 ◽  
Author(s):  
Jing Lu ◽  
Chad Laux ◽  
Jiju Antony
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Higher Education Institutions ◽  
Lean Six Sigma ◽  
Quality Of Education ◽  
Leadership Model ◽  
Content Type ◽  
Wide Range ◽  
Leadership Framework

Purpose The purpose of this paper is to critically evaluate whether a Lean Six Sigma (LSS) leadership model could be effectively utilized to resolve efficiency and effective issues like rising costs, quality of education, graduation and retention rates encountered in higher education institutions (HEIs) in the modern era. Design/methodology/approach The authors systematically reviewed the literature on key concepts of LSS and leadership in HEIs in to develop a theoretical model using an inductive theory-building approach in accordance with the exploratory nature of the study. Findings The results of the study proposed a conceptual LSS leadership framework, which provides a basis for testing of LSS leadership representations in HEIs. The results suggest that LSS leadership has advantages for HEI to overcome currents issues and challenges. Research limitations/implications This research is a theoretical study based on the existing literature that identified characteristics that may be adopted in higher education. The proposed LSS leadership framework is based upon leadership, statistical thinking, continuous change and improvement. This model is based upon service and the concepts of adaptive, rather than technical work, of leaders in higher education. Practical implications The proposed LSS leadership framework brings new aspects and perspectives of leadership in HEIs. LSS leadership model has its practical meaning in providing a fundamental base for HEIs to overcome challenges, fulfill missions, and sustain improvements. Social implications HEIs are a foundation for principles of democracy, equality and diversity. HEIs have been a path for citizens but HEIs are facing challenges that are reducing the ability of individuals to improve themselves. Leadership of HEI needs to incorporate new principles to adapt to a changing society. Originality/value LSS project leaders have achieved improved bottom line results and customer satisfaction in a wide range of industries, but LSS application in the HEIs remains to be explored. This paper proposes an effective LSS leadership model, which can help improve the quality of education, reduce non-value added costs and enhance operational efficiency of HEIs.

Lean Six Sigma and Assurance of Learning (AoL) in higher education: a case study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iman Adeinat ◽  
Naseem Al Rahahleh ◽  
Tameem Al Bassam
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Six Sigma ◽  
Lean Six Sigma ◽  
Lessons Learned ◽  
Content Type ◽  
Team Members ◽  
Institutional Goals ◽  
Assurance Of Learning

PurposeThis study aims to present a case study using a Lean Six Sigma (LSS) process to manage the Assurance of Learning (AoL) process in higher education. The case study highlights the value that LSS can bring to the higher education context in respect to making the AoL process more efficient and more effective. The article also illustrates lessons learned in relation to adopting LSS in higher education institutes (HEIs).Design/methodology/approachThe case study presented is part of a larger undertaking implemented by the Faculty of Economics and Administration (FEA) at King Abdulaziz University in Saudi Arabia to improve its curricula for all its programs as the graduate and undergraduate level in line with the 2013 Association to Advance Collegiate Schools of Business standards. The FEA project team implemented the AoL process using an LSS methodology – define–measure–analyze–improve–control (DMAIC).FindingsThe experience of the FEA as described in the case study suggests that the DMAIC framework can be very useful in managing the AoL process. Three aspects of LSS used in the AoL context are identified as critical in ensuring that the process achieves its stated institutional goals. Firstly, it is necessary to clearly identify which team members have which areas of responsibility in relation to, for example, sponsoring, implementing, managing and monitoring the project. Secondly, the common language provided by LSS is essential to fostering collaboration among members of a cross-disciplinary team. Lastly, quantifiable priorities should be identified.Research limitations/implicationsThe experience of the FEA as described in the case study suggests that the DMAIC framework can be very effective in advancing and managing the AoL process. For example, writing the project charter, mapping the process using the suppliers, inputs, process, outputs, customers model and using various LSS tools and techniques to measure and control the assessment were critical to improving the AoL process.Practical implicationsThis paper provides a guide to the range of practices cited in the literature on implementing LSS in relation to AoL as a comprehensive means of assessing, evaluating and improving curriculum design and delivery. The importance of this process to accreditation is explored and recommendations are offered focused on realizing both short- and long-term benefits through the initial assessments and subsequent iterations.Originality/valueThe defining contribution of this paper to the literature is its consideration of LSS implementation in the HEI context through the development and management of the AoL process.

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