Lean for education

Abstract

Purpose This paper is one of seven in this volume that aims to elaborate different approaches to quality improvement in education. It delineates a methodology called Lean for Education. Design/methodology/approach The paper presents the origins, theoretical foundations, core concepts and a case study demonstrating an application in US education, specifically dealing with the problem of improving technology supports and services for instructional purposes in a school district system. Findings An approach borrowed from manufacturing, Lean is aimed at creating and delivering the greatest value to the clients or “customers” in education systems while consuming the fewest resources and eliminating waste. Simultaneously, the method engages the organization in continuous problem solving, learning and making quality improvements with Plan-Do-Check-Act cycles. The core concepts that organize the Lean for Education approach are: continuous improvement and respect for people (Emiliani, 2005). Originality/value Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement in other fields that might have potential value in improving education systems internationally, such as large grade kindergarten-to-12 education systems in the USA. This paper fills this gap by elucidating one promising approach. The paper also derives value as it permits a comparison of the Lean for Education method with other quality improvement approaches treated in this volume.

Findings of quality management studies in primary and secondary education: a systematic literature review

“…A percentage of 20.3% of the sample articles did not address educational level but referred generally to the education system (such as those of Cuttance, 1994; Knipprath and Arimoto, 2007; Peter and Brockling, 2017; Suominen et al , 2017). In addition, some articles which are included in the category “other,” studied simultaneously institutions from different educational levels meaning higher, secondary, primary, vocational or technical education (Yoshida, 1994; Thonhauser and Passmore, 2006; Thonhauser, 2008; Biltagy, 2012; Sarrico and Rosa, 2016; LeMahieu et al , 2017). It is apparent from the present SLR that almost equal percentages of QM studies were devoted to the whole education system, both primary and secondary education, primary education only and secondary education only.…”

“…There is a need for an effective change management that makes all the stakeholders adopt the new practices with regard to QM (Makoelle, 2014). Driven through a TQM philosophy or a QMS or adopting organizational learning or lean approaches, are cases of significant changes (Toremen et al , 2009; Cheng and Yau, 2011; Ngwenya, 2013; Cruz et al , 2016; LeMahieu et al , 2017). Confidence in the status quo, suspicion or inability to change are important factors determining the resistance to change (Sulaiman et al , 2013; Pourrajab et al , 2015).…”

“…It is evident that TQM principles such as teamwork, continuous improvement, training, collaboration between management and pupils, management commitment and school culture have been put into practice in schools successfully (Nawelwa et al , 2015). TQM tools and techniques, proposed mainly by Crosby and Deming, lead to greater quality outcomes in academic areas (Yoshida, 1994; Crawford and Shutler, 1999; Hofman et al , 2008; LeMahieu et al , 2017). Expanding the quality journey, it has also been proposed that Lean philosophy can be applied in the education sector to improve classroom teaching (LeMahieu et al , 2017) and control the cost, bureaucracy and waste associated with managing educational institutions (Srichai et al , 2013).…”

“…TQM tools and techniques, proposed mainly by Crosby and Deming, lead to greater quality outcomes in academic areas (Yoshida, 1994; Crawford and Shutler, 1999; Hofman et al , 2008; LeMahieu et al , 2017). Expanding the quality journey, it has also been proposed that Lean philosophy can be applied in the education sector to improve classroom teaching (LeMahieu et al , 2017) and control the cost, bureaucracy and waste associated with managing educational institutions (Srichai et al , 2013).…”

Large Online First Year Learning and Teaching: the Lived Experience of Developing a Student-Centred Continual Learning Practice

“…•Adopt, amend, document -move to plan mode for continual improvement Act Plan Do Study are improved. Many support the ongoing relevance of PDSA as a model for managing quality, change and continual improvement in the learning and teaching environment (Deming 1994;LeMahieu et al 2017;Sharabi 2013). Implementing PDSA supports an evergreen commitment to learning and the importance of acquired knowledge through questioning, feedback and reflection (Cunliffe 2002).…”