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Purpose - The purpose of this paper is to propose a service quality measuring and evaluating framework for courses that are not part of the regular end-of-semester course evaluation system because of their special characteristics....
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Purpose - The purpose of this paper is to propose a service quality measuring and evaluating framework for courses that are not part of the regular end-of-semester course evaluation system because of their special characteristics. The results of an academic year-long application are also to be demonstrated. Design/methodology/approach - Based on the SERVQUAL methodology and specific models proposed in the literature, altogether 26 statements related to project works were formulated, in case of which, students rated both the importance and performance addressed in each statement on a seven-point Likert scale. With an average 68 per cent response rate and more than 500 filled out questionnaires, importance-performance analyses complemented with statistical analysis were executed to investigate whether there are any differences between the different levels of project work courses, programmes, levels of studies and sub-departments. These results were then followed by focus group interviews by further addressing the importance issues. Findings - Based on the joint conclusions drawn from the statistical analyses and extracted from focus groups, those statements were highlighted that can be considered as dealing with critical to quality issues. The results have been utilized to adjust the questionnaire according to the "voice of students". Research limitations/implications - A complex approach is adopted to measure and evaluate service quality on a course level in the form of a post-course questionnaire. The first results lay the foundation for managerial decisions related to project work courses and supervising processes according to the plan-do-check-act philosophy. Originality/value - During project works, students can master the necessary professional knowledge and those inevitable soft skills that are needed to be successful in the labour market. Therefore, the measurement and evaluation of project work courses may provide new information on course-level service quality and may be linked to total student experience results.
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Purpose - Using Lean Six Sigma (LSS) implementation literature as an organising framework, the purpose of this paper is to explore the initial steps in a continuous improvement (CI) journey taken by an Irish university in order to...
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Purpose - Using Lean Six Sigma (LSS) implementation literature as an organising framework, the purpose of this paper is to explore the initial steps in a continuous improvement (CI) journey taken by an Irish university in order to identify the motivations, highlight key challenges and considers the capabilities required to initiate and sustain a CI programme. Design/methodology/approach - This study focusses on one case organisation. A participative approach is adopted to learn from the initial steps taken in the establishment of a CI programme. Given this approach, the researchers had access to all documents and related archives associated with this initiative. Hence an iterative learning approach is adopted with the analysis of data from the first 12-month plan informing the next planning and implementation phase. Findings - This paper provides a reflective account of why and how a university went about commencing a CI programme. The motivation to establish the CI programme not only reflects the current fiscal environment but also one characterised by a need to respond to a number of increasingly demanding stakeholders. The insights gained highlight the importance of alignment with strategy, role of specialists and use of a structured method informed by a LSS approach. Of particular note is the role of expertise, both internal and external, and within this context the interplay between a formal top-down approach and the coming together enthusiast staff, some of whom had CI experience from previous employment. A number of practical implications were identified as a result of the study including the key role of the project sponsor; the criticality of an understanding of the fundamental LSS concepts and tools and techniques by management; and the key role played by improvement specialists. Originality/value - While in recent times a strong case for the application of LSS in HEIs has been made, there is a paucity of case studies based on the reflective practice in the field. This paper is novel in that it aims to address this and contribute to an emerging body of CI literature in the HEI area.
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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 - Lean is considered as a major management approach for improving operational productivity and organizational performance. It is a systemic philosophy that emphasizes on fulfilling customer needs, waste minimization, and a...
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Purpose - Lean is considered as a major management approach for improving operational productivity and organizational performance. It is a systemic philosophy that emphasizes on fulfilling customer needs, waste minimization, and a commitment to a culture of continual improvement. In recent years, many higher education institutions (HEIs) have leveraged on the use of technology to provide flexibility in learning and just-in-time training for learners in the efforts to improve both the internal processes of course delivery and enhance the provisions of education quality. In recognizing these trends in HEIs, the purpose of this paper is to identify the key factors that facilitate the conversion of printed learning resources to e-learning resources in a HEI. Design/methodology/approach - This study used a qualitative exploratory case study approach and examined a unique case of a HEI that is undergoing the transformation process from printed learning resources to digital sources to simplify the processes involved in educational service delivery and operational complexity. Data sources include semi-structured interviews with key personnel directly involved in the project of converting printed learning resources to digital sources, notes taken from informal discussions, and secondary data such as minutes of meetings, learning resource archives, and relevant literature. A retrospective perspective was adopted in the case analysis since the HEI has already completed 50 percent of the conversion phase when this study was carried out. Findings - Abductive reasoning approach and well-established lean principles were used to make sense of the digital transformation process of the HEI. Based on the retrospective case analysis, the authors found evidence that characterizes lean management principles and identifies the critical factors (CFs) that have facilitated the HEI to achieve the key milestones in the conversion journey. These include common vision, top management support and leadership, timely information sharing, and relationship management with key stakeholders in the transformation processes. Research limitations/implications - Since this research is an exploratory case study, the results obtained cannot be generalized. Future research can be conducted to provide an impact analysis of the potential risk factors of a system that employs only the use of e-study materials. In addition, future studies can also assess the quality of the learning services that is supported by the e-resources by gathering student feedback on their e-learning experience that is supported by the online digital learning resources and learning management system. Practical implications - This study provides managerial insights into the levers to engender the transformation from a traditional print learning resources model to leaning with digital e-learning resources. The insights into the CFs aid education managers to introduce process innovations and encourage behavioral changes that will benefit learners, instructors, and administers. Originality/value - The study is one of the first to apply lean management principles in making sense of the transformation processes involved in the use of digital innovation in higher education context. The findings provide a holistic view of the process transformations.
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Purpose Continuous improvement initiatives such as Lean in Higher Education (HE) institutes are an emerging topic for research. Under pressure to do more with less, institutes of HE are increasingly adopting the tools and methods ...
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Purpose Continuous improvement initiatives such as Lean in Higher Education (HE) institutes are an emerging topic for research. Under pressure to do more with less, institutes of HE are increasingly adopting the tools and methods of lean to improve their quality practices. Nevertheless, institutes of HE differ significantly from business organizations. The purpose of this study was to examine the critical success factors (CSFs) of continuous improvement in this homogeneous industry. Two other contextual factors, implementation approach and national culture, are examined.Design/methodology/approach A mixed methods approach, combining Q-methodology, online surveys and interviews, was used to investigate the CSFs of lean implementation in HE. Participants were recruited from an international network of lean practitioners in HE. Using Q-methodology, three perspectives of CSFs in HE were identified.Findings Lean implementation at institutes of HE is characterized by a bottom-up approach, involving mostly supporting processes. Contrary to business organizations, the role of management in the implementation of Lean in HE is limited and attention should instead be directed to employee empowerment and customer focus. The findings also showed that, at least for institutes of HE, organizational culture is more influential than national culture.Practical implications When management involvement is limited, a bottom-up implementation of lean is recommended, centered on improving university-wide supporting processes, promoting cross-departmental cooperation and overcoming the silo mentality. This approach requires an emphasis on a specific set of CSFs, namely, employee empowerment, sharing success stories and training.Originality/value The study findings enrich conceptually based lean implementation frameworks for HE that advocate a top-down implementation approach.
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Six Sigma is a continuous improvement methodology aimed at reducing process variation. As Six Sigma implementation has spread from manufacturing to service and healthcare, the need for teaching the methodology in higher education ...
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Six Sigma is a continuous improvement methodology aimed at reducing process variation. As Six Sigma implementation has spread from manufacturing to service and healthcare, the need for teaching the methodology in higher education emerged to prepare students for industry. The purpose of this paper is to present a systematic review the relevant literature of Six Sigma in higher education. Insights on best practices and trends for integrating Six Sigma in higher education systems are also provided.
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Purpose – This study seeks to develop and describe the benchmarking approach of enhancement-led evaluation in higher education and to present a cross-evaluation process for degree programmes. Design/methodology/approach – The be...
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Purpose – This study seeks to develop and describe the benchmarking approach of enhancement-led evaluation in higher education and to present a cross-evaluation process for degree programmes. Design/methodology/approach – The benchmarking approach produces useful information for the development of degree programmes based on self-evaluation, evaluation visits and analyses. Findings – The cross-evaluation of degree programmes can result in recommendations not only for the improvement of the degree programme, but also for that of the whole institution and the evaluation process. Originality/value – The results of the study are useful for those who want to improve the quality culture of higher education institutions.
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Quality experts believe that, 'measuring customer satisfaction at an educational establishment might be regarded by educators as one of the greatest challenges of the quality movement' (Cloutier & Richards, 1994, p. 117). This challenge is only one of several that surround quality improvement efforts in higher education. This paper focuses on identifying and evaluating techniques used to take on the challenges of quality improvement in higher education. This paper also examines two primary difficulties: first, definition of the customer; and second, measuring customer qu...
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Quality experts believe that, 'measuring customer satisfaction at an educational establishment might be regarded by educators as one of the greatest challenges of the quality movement' (Cloutier & Richards, 1994, p. 117). This challenge is only one of several that surround quality improvement efforts in higher education. This paper focuses on identifying and evaluating techniques used to take on the challenges of quality improvement in higher education. This paper also examines two primary difficulties: first, definition of the customer; and second, measuring customer quality perceptions. An examination of representative historical applications of quality techniques was conducted as well as identification of the differences and similarities surrounding quality improvement efforts in each of three service areas typically found in higher education: academic, administrative, and auxiliary functions. While recognising these higher education areas differ from the typical business environment, positive research findings on the application of quality techniques for these areas were discovered.
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Quality assurance of higher education has been carried out across the world in the past few decades. Therefore, setting up an effective internal quality assurance (IQA) system that fosters improvement in teaching and learning is o...
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Quality assurance of higher education has been carried out across the world in the past few decades. Therefore, setting up an effective internal quality assurance (IQA) system that fosters improvement in teaching and learning is of great significance. This research examined whether the IQA system was associated with the continuous improvement in the quality of academic programs in Vietnamese higher education institutions (HEIs). The study looked into the IQA system’s infrastructure, its instruments and its efforts at program improvement across different types of HEIs including infrastructure, instruments, and continuous quality improvement efforts in academic programs that are implemented across the different types of institutions. A total of 715 responses from the survey and 46 interviews were analyzed for this paper. The findings demonstrated that the IQA of academic programs in Vietnamese higher education built the fundamental infrastructure and used indirect instruments but did not frequently use the IQA results to continuously improve educational quality. On the basis of these findings, recommendations are made to improve the IQA system of academic programs.
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The paper utilises a form of Action Research, known as the 'Constructive Research Approach' (CRA), to explore how project teams could engender the development of process improvement (PI) routines in a higher education context. The...
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The paper utilises a form of Action Research, known as the 'Constructive Research Approach' (CRA), to explore how project teams could engender the development of process improvement (PI) routines in a higher education context. The methodology of Mediated Discourse Analysis (MDA), an ethnographic approach to researching practice, is used to trace the development of PI routines over time. The findings showed that process owners and actors who were engaged because of 'power' of an initial pre-project Kaizen event, then became more passive participants in the ensuing traditional improvement project, with reduced performances of the PI routines. The main contrition stemming from the work was the abduction of a hybrid model of participatory engagement, that of a 'Kaizen series'. This extended series of events affords the development of two key routines, 'the working with a process map' and the process analysis routine, by increasing opportunity for actors to perform these routines both within and between events, and by balancing the facilitation and empowerment routines. In addition, the Kaizen series is not dependent on any individual PI methodology. The resulting Kaizen series offers PI practitioners an opportunity to blend the best aspects of two different modes of engagement, Kaizen events and project improvement teams.
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