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Purpose - The purpose of this paper is to capture challenges faced and lessons learned when implementing Lean in higher education.Design/methodology/approach - During 2010-2014, faculty, staff, and administration from three commun...
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Purpose - The purpose of this paper is to capture challenges faced and lessons learned when implementing Lean in higher education.Design/methodology/approach - During 2010-2014, faculty, staff, and administration from three community colleges and four four-year universities attended Educational Lean workshops. Semi-structured interviews were conducted with the administrators who originally sought the training opportunity or their designee who coordinated Lean events.Findings - The paper provides insights from seven colleges and universities who have experience with implementing Lean in higher education. Organizational and personal elements are identified and discussed along with seven critical reflection questions to consider before implementing Lean. Research limitations/implications - Further research is needed to understand the role of the senior leadership team when implementing Lean as a continuous improvement strategy. This research provides some insight, but is limited to the factors identified by the seven institutions.Practical implications - The findings of this study can be used to assist higher education institutions considering a Lean initiative. Critical reflection questions include: Who will oversee the Lean initiative? How will human and financial resources be allocated? When and how will professional development opportunities be offered for senior leaders, facilitators, and employees? How will facilitators continue to develop their skills? How will projects be selected? How will Lean thinking be introduced into academic departments?Originality/value - This provides original research in the area of implementing Lean in higher education and its concurrent challenges.
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Purpose - The purpose of this paper is to investigate and understand the differences that exist between educational institutions in the methods and practices employed in the development and implementation of Lean projects. Whilst ...
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Purpose - The purpose of this paper is to investigate and understand the differences that exist between educational institutions in the methods and practices employed in the development and implementation of Lean projects. Whilst many Higher Education Institutions (HEIs) are now starting their journey towards effectively implementing Lean, Further Education Institutions (FEIs) have treaded this well worn path many years previously and so the aim of this paper is to find what key features and issues FEIs have put in place to assist them in implementing Lean projects and whether HEIs can learn from such institutions.Design/methodology/approach - The paper applies two research methods in an attempt to understand the differences between the institutions and hence understand the key features that can be used to better implement Lean initiatives. First, through a series of focus groups, the authors employ a low-level form of Group Consensus Theory in an attempt to understand the organisational dynamics surrounding the adoption of Lean. This is used to understand whether Lean improvement teams within FEIs implement such initiatives with the autonomy and support from senior management. Second, the same group members, detailed interviews were held in order to identify further and more specific information around the tools and techniques ejmployed in the implementation of Lean initiatives in both HEI and FEIs.Findings - The study found that although FEIs had touch more experience in the design, development and implementation of Lean initiatives, the organisational infrastructure and dynamics towards driving Lean in FEIs was less well embedded in to the culture of the respective institutions than first thought and, that Lean had been developed and driven initially by a consultancy-based approach and around a tool-driven mentality. It was seen that whilst HEIs were generally slower in getting off the mark, there seemed to be more enthusiasm and willingness to drive such initiatives forward and in a more systematic and holistic manner even though some of the projects were in their very early stages of implementation.Research limitations/implications - Whilst this work provides key information on how Lean initiatives are implemented across different institution types, the work has only looked at a very small sample of two teaching focused HEI and two FEIs. The work will need to be extended much more widely to incorporate a larger set of HEIs (both research and teaching focused) in order to provide a more complete map of Lean development in HEIs.Practical implications - The aim of the paper is to provide Lean project leaders in HEIs with some additional key insights towards the cultural and organisation dynamics that exist in educational institutions other than HEIs in order to assist them in developing further and more comprehensive Lean programmes.Originality/value - This paper is the first of its kind to study the organisational and cultural dynamics that exist between differing educational institutions in their approaches towards the implementation of Lean and business improvement programmes. The key features highlighted in this work raise important issues regarding the need and importance of developing team dynamics around project implementation.
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Nigerian higher education is plagued with many challenges. This paper discusses the various challenges facing higher education in Nigeria. To do this end, the researchers employed the use of secondary data. These data were sourced...
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Nigerian higher education is plagued with many challenges. This paper discusses the various challenges facing higher education in Nigeria. To do this end, the researchers employed the use of secondary data. These data were sourced from online and print materials. Inadequate funding, corruption, inadequate infrastructural facilities, shortage of academic staff, Strike actions, Brain-drain, poor research, weak administrators and insecurity. To resolve the challenges facing higher education in Nigeria, the following have been recommended: adequate funding of higher education, employment of more academic staff, provision of adequate infrastructural facilities, motivation of academic staff, appointment of qualified administrators, fight all forms of corruption in higher institutions, provision of adequate security in all higher institutions and implementation all agreement with union groups.
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Purpose - The purpose of this paper is to provide evidence from the experiences and the literature on organizational change and transformation to implement and sustain Lean higher education (LHE) initiatives designed to benefit th...
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Purpose - The purpose of this paper is to provide evidence from the experiences and the literature on organizational change and transformation to implement and sustain Lean higher education (LHE) initiatives designed to benefit the university, its employees, and the individuals it serves. Design/methodology/approach - The authors present organizational development literature and examples of success and challenges to better support the effective application of LHE. Findings - The authors address the importance of and techniques for first, assessing and improving institutional readiness; second, enhancing leadership awareness, understanding, and support for LHE; third, strategic planning, Lean leadership, and getting help for LHE; and fourth, facilitating an institution-wide transition to LHE.Originality/value - A structured, step-by-step approach offers practical guidance for implementing institution-wide Lean initiatives in HE.
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One of the main missions of higher education is to prepare the young (but not exclusively them) for future challenges. It not only has the potential to change individual lives but it can also make the social fabric more resilient ...
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One of the main missions of higher education is to prepare the young (but not exclusively them) for future challenges. It not only has the potential to change individual lives but it can also make the social fabric more resilient and adaptive. However, presently this future is highly uncertain and fraught with risks. This radical uncertainty makes it difficult to identify future-proof knowledge, skills and capacities. Moreover, it also raises questions about the possible roles higher education should play in future societies.We argue that higher education should be an active agent in shaping future society. In order to fulfil its potential as such, this type of agency-orientation should transcend its core activities, like research and teaching, currently built into its institutional settings. This special issue highlights certain possible directions for change as far as HEIs are concerned. These future possibilities are in relation to learning, ethics, fairness, community involvement and the role of research at institutions which were formerly teaching-oriented. These can be seen as first steps towards understanding what organisational changes are needed for HEIs to maintain their social relevance and to actively shape their environment.
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PurposeThis paper aims to analyze the main challenges faced by two business schools and a higher education institution when implementing education for sustainability (EfS). Also, it seeks to identify facilitating elements that con...
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PurposeThis paper aims to analyze the main challenges faced by two business schools and a higher education institution when implementing education for sustainability (EfS). Also, it seeks to identify facilitating elements that contribute to minimizing or eliminating barriers faced by these institutions when implementing EfS.Design/methodology/approachA qualitative research approach is used of a descriptive nature and a multicase study is used as research strategy. Data were collected through interviews with the individuals responsible for EfS process in the institutions studied and were analyzed by the content analysis technique.FindingsThe data allowed identifying new challenges, such as those related to the governance of educational institutions, as well as divergent values of higher education institutions (HEIs) and of EfS.Originality/valueThe identification of facilitating elements to mitigate challenges faced by business schools and HEIs provide insights for other institutions who long for implementing EfS. Also, the lack of actions aimed at mitigating resource-related challenges shows the need to improve educational public policies to help embed EfS in HEIs and business schools.
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Purpose Recently, there has been an increasing interest in the concept of Lean; however, the Lean concept in higher education institutions (HEIs) is still not very popular, and these institutions face challenges in implementing Le...
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Purpose Recently, there has been an increasing interest in the concept of Lean; however, the Lean concept in higher education institutions (HEIs) is still not very popular, and these institutions face challenges in implementing Lean activities. The purpose of this study is to identify worldwide experiences of Lean implementation in HEIs and to share best practices of Lean implementation. Design/methodology/approach The research was conducted by surveying 34 Lean practitioners from HEIs. Findings This study outlined the importance of the complexity of the community and its processes as the main barrier for Lean implementation in the HEI. The study highlighted that Lean determined positive change in the institutions and that strong leadership, commitment of top management as well as good communication and teamwork were the keys to successful implementation of Lean. Research limitations/implications This study provides valuable insights and aspects of implementation and maintenance of Lean initiatives in HEIs around the world; however, a detailed analysis would require a larger number of respondents. Practical implications This study proposes that practitioners implementing Lean in HEIs should identify barriers, plan their activities and take into account success factors. According to the results of this study, managers of HEIs should deal with the main barrier - the complexity of the community and its processes. In addition, they should carry out employees' and Lean facilitators' training on Lean and ensure that the main success factors such as strong leadership practices, senior management's commitment, good communication and teamwork are present. Originality/value This study adds to the existing knowledge on global experiences of applying Lean in HEIs.
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Purpose - The purpose of this paper is to review the historical development of Lean Six Sigma and to identify the relevant opportunities for the application of Lean Six Sigma within the university setting. The paper also discusses...
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Purpose - The purpose of this paper is to review the historical development of Lean Six Sigma and to identify the relevant opportunities for the application of Lean Six Sigma within the university setting. The paper also discusses the challenges of Lean Six Sigma implementation in higher education, as well as the cultural changes necessary to provide an appropriate climate for its long-term success. Design/methodology/approach - The paper contains a comprehensive discussion of the development of Lean Six Sigma over the past three decades. Additionally, the paper describes how Lean Six Sigma may be applied in the university setting to improve processes in curriculum delivery; business and auxiliary services; admissions and enrollment management; and research. Findings - Lean Six Sigma can be applied to facilitate process improvements in curriculum delivery; business and auxiliary services; admissions and enrollment management; and research. While obstacles to Lean Six Sigma implementation exist, the process improvements and resulting cultural changes are worthwhile and noteworthy. Research limitations/implications - The paper serves as a guide for how Lean Six Sigma processes can be utilized in the higher education setting. Other researchers and practitioners may use the paper as a practical orientation to Lean Six Sigma in the university setting. Originality/value - Due to the unique culture of higher education, the application of Lean Six Sigma to university processes has been sparse. The paper provides a needed orientation as to how Lean Six Sigma may be applied to improve some of the more important functional aspects of the university.
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Purpose - The purpose of this paper is to propose the development and adoption of a Lean Six Sigma Framework (LSSF) that attempts to create a more balanced and integrated approach between Lean and Six Sigma and one that is capable...
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Purpose - The purpose of this paper is to propose the development and adoption of a Lean Six Sigma Framework (LSSF) that attempts to create a more balanced and integrated approach between Lean and Six Sigma and one that is capable of achieving improved efficacy of curriculum and programme development in a higher education environment. The implementation of the LSSF is new to the higher education sector. Design/methodology/approach - Using the standard DMAIC cycle as the key driver in the implementation process, most in-depth Lean Six Sigma (LSS) case studies have focussed on manufacturing and engineering-based problems and solutions. This case study offers a detailed analysis of the design and implementation of an integrated LSSF within higher education and focusses primarily on the curriculum design and delivery of a new undergraduate engineering programme in a subject university. As such, this offers a unique perspective of LSS implementation in Higher Education Institutions (HEIs) which drives systems improvements in to the heart of the teaching and learning process. Findings - The design, development and subsequent application of the LSSF enabled the curriculum development team to comprehensively apply LSS in to a subject institution. The Shainin Key Variables Search Technique (KVST) more specifically enabled the team to prioritise the key variables by way of order of importance and, this allowed the team to apply the most appropriate tools and techniques at the key points within the LSSF in order to obtain maximum performance. Research limitations/implications - Whilst this work provides key information on how LSS initiatives are implemented across different institution types, the work has only focussed at a very small sample of HEIs and the case study only being applied to one institution. The work will need to be extended much more widely to incorporate a larger set of HEIs (both research and teaching focussed) in order to provide a more complete map of LSS development in HEIs. Practical implications - The aim of the paper is to provide LSS project leaders in HEIs with a coherent and balanced LSSF in an attempt to assist them in implementing comprehensive LSS programmes thus maximising the improvements in efficiency and operational performance of departments within HEIs. Originality/value - This paper is the first of its kind to study the application of Shainin's KVST in the implementation of LSS programmes in HEIs. The key features highlighted in this work raise important issues regarding the need and importance of developing a balanced LSSF for HEI project implementation.
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Purpose - The purpose of this paper is to translate the eight wastes of Lean for Higher Education Institutions (HEIs), identify some examples of each waste and to propose appropriate Lean solutions to those wastes.Design/methodolo...
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Purpose - The purpose of this paper is to translate the eight wastes of Lean for Higher Education Institutions (HEIs), identify some examples of each waste and to propose appropriate Lean solutions to those wastes.Design/methodology/approach - To identify wastes within HEIs a combination of observation and cause-and-effect analysis utilising brainstorming were employed using a convenience sample of HE academic staff.Findings - Once all eight wastes were successfully translated for HEIs a range of examples were identified in both academic and support services, including excessive movement of people, over production of materials, excessive inventory and waste of human resources. Appropriate Lean solutions to the identified wastes include the use of 5S, point-of-use-storage, process mapping/value stream mapping and level scheduling.Research limitations/implications - The cited examples come from a limited number of observations in only a few HEIs. More valid and reliable data would come from a more extensive sample of HEIs. Practical implications - In order to improve bottom-line performance in times of constrained resources HEIs can reduce waste and hence costs of poor quality by using Lean thinking and accessing, what Joseph Juran (1962) called, "The gold in the mine". This can be done without reducing the level of services.Social implications - Particularly in a recession, HEIs need to show that they are using government funding (public money) in the most efficient and effective way possible. Lean thinking can help achieve both these objectives.Originality/value - Previous papers on Lean thinking applied to HEIs have concentrated on individual processes such as curriculum design or student assessment. This paper takes a holistic view demonstrating how Lean thinking theories can be practically applied across both academic and administrative areas of HEI operations.
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