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

Antony, Jiju; Ashby, Stephanie; Ghadge, Abhijeet; Cudney, Elizabeth A.

doi:10.1142/9781786348500_0011

Cited by 15 publications

(34 citation statements)

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“…The study utilized Six Sigma DMAIC methodology to collect the data related to various defects occurring in the manufacturing line to reduce them. Antony et al (2018) explored the various challenges and CSFs in the development of LSS initiatives in UK higher education institutes. The study explored how LSS improves the process performance of HEIs located in the UK.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating the effect of critical failure factors associated with sustainable Lean Six Sigma framework implementation in healthcare organization

Swarnakar

Singh

Tiwari

2020

IJQRM

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PurposeThe purpose of this study is to develop a structured hierarchical interrelationship-based model to evaluate the critical failure factors (CFFs) that affect the sustainable Lean Six Sigma (SLSS) framework implementation in a healthcare organization. Further, solution approaches have been provided that guide to eliminate them.Design/methodology/approachThe CFFs has been identified through empirical study and clustered into six major categories for their better understanding. The interrelation among CFFs has been developed through total interpretive structural modeling (TISM) and classifies the nature using MICMAC technique. Further, prioritized the CFFs based on its driving and dependents power. The methodology enabled the decision-makers, practitioners to systematically analyze the CFFs and develop a structural model for implementing SLSS in the healthcare environment.FindingsA total of 14 leading CFFs have been identified, and 7-level structured interrelationship-based model has been formed. The experts have provided the solution approach after careful analysis of the developed model. Based on the analysis, it was observed that the significant CFFs affect the deployment of the SLSS framework in healthcare organizations.Research limitations/implicationsThe structured model and methodological approach have been tested in a healthcare organization. In the future, the approach can be applied in the different service sectors.Practical implicationsThe present study has been conducted in a real-time industrial problem. The practitioners, decision-makers and academicians expressed the usefulness of methodology for understanding the CFFs interrelation and their effect on SLSS implementation. This study also guides decision-makers to systematically tackle related problems.Originality/valueThe development of a structured CFFs based model for SLSS framework implementation using the integrated TISM-MICMAC with a detailed solution approach is a unique effort in a healthcare environment.

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Section: Literature Reviewmentioning

confidence: 99%

Evaluating the effect of critical failure factors associated with sustainable Lean Six Sigma framework implementation in healthcare organization

Swarnakar

Singh

Tiwari

2020

IJQRM

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“…• Lack of researchalthough lean implementation is increasingly prevalent in the manufacturing and service sectors and a notable number of success stories have emerged, the scholarly literature on lean implementation in educational institutions is still in its early stages (Danese et al, 2017). Furthermore, nearly all work devoted to education has appeared in the study of HEIs (Antony et al, 2018;Balzer et al, 2015;Emiliani, 2004aEmiliani, , 2005Radnor and Bucci, 2011), with only trivial empirical or simple research done on P&SE (LeMahieu et al, 2017).…”

Section: Research Gapsmentioning

confidence: 99%

Lean thinking for education: development and validation of an instrument

Sfakianaki

Kakouris

2019

IJQRM

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Purpose The purpose of this paper is to respond to the increasing demands that education currently faces and develop a structured approach for the implementation of lean thinking (LT) in primary and secondary education (P&SE) and empirically validated it. Design/methodology/approach An extended literature review was conducted of studies on LT in education, service and manufacturing, in which a preliminary list was formed of LT dimensions, which were subsequently reviewed by a focus group. An instrument was generated, which was distributed to 1,400 education professionals, and 394 replies were received. The measures were tested for validity and reliability. After the first round of analyses, measures were tested further to strengthen the proposed instrument. Findings The findings confirmed that the instrument developed is both valid and reliable and that the proposed measures consist actual dimensions of LT in P&SE. A number of success factors that would be required for LT initiatives to be implemented effectively within the P&SE context in a holistic perspective were revealed. Practical implications Although a number of studies have been developed on LT in the manufacturing or service sector, its implementation in education and particularly in P&SE remains scant. The instrument developed provides sufficient knowledge of which are the most important dimensions to consider when pondering LT in education. Originality/value While LT has been the subject of previous research in education, this study represented the first look at lean in P&SE and was the first of its kind to develop and validate in a real environment a lean implementation instrument for use in educational institutions. Researchers and practitioners can use the proposed instrument to build models of facilitating practices to improve performance while contributing to economic growth and enhancing social empowerment.

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“…Moreover, core transformations in the business environment, such as globalisation, new forms of organisations, growth in computerisation and artificial intelligence have a significant impact on the world of work and the employment market (Antony, 2014). Hence, there is a fundamental concern regarding the level of knowledge and skills graduates have in the context of modern requirements within the employment market (Etzkowitz et al, 2000;Sinha and Mishra, 2013;Antony et al, 2018). These forces are pushing business schools towards revolutionising their education systems and providing more real-world training and experience with high-tech tool, with a view to provide graduates with the latest professional Lean thinking and business school education and technical skills for employability (Delello et al, 2015;Carrie et al, 2017;Antony et al, 2018;Wurdinger, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The first is that employment skills are multiple, context-specific and continually rehabilitated (Cranmer, 2006). It cannot be confined to the school curricula, and it is better to provide students with the knowledge and skills that help them with self-development, experiential learning and continuous active learning ability, which contribute towards the development of advanced employment skills in the future (Bridgstock, 2009;Oates and Durcan, 2013;Hansen, 2019;Ornellas et al, 2019).The second perspective argues that school curricula should evolve to provide students with the necessary skills that qualify them for the labour market (Delello et al, 2015;Carrie et al, 2017;Antony et al, 2018;Wurdinger, 2018). This perspective is based on the premise that universities can and should produce employable and work-ready students.…”

Section: Introductionmentioning

confidence: 99%

“…One of the systematic mechanisms to improve the business school curriculum is to emphasize value-added activities and remove non-value-added activities. The application of lean thinking in the context of higher education and business schools has been widely recognised (Emiliani, 2004;Bailey et al, 1999;Walker and Black, 2000;Hawawini, 2005;Antony et al, 2018;Brink et al, 2018;Gupta et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Lean thinking and higher education management: revaluing the business school programme management

Zighan

EL-Qasem

2020

IJPPM

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PurposeThis paper explores the applications of lean thinking in re-evaluating the business school curriculum, syllabus and intended learning objectives to enhance the employability of graduates through identifying and eliminating non–value-added activities.Design/methodology/approachThe research employed multilevel qualitative methodology, where 55 semi-structured interviews were conducted to collect data from academics, students and graduates from several private and public universities in Jordan.FindingsThe study finds that the application of lean thinking in the business school is twofold – it helps the developer of the school curriculum to get rid of many superfluous and non–value-added activities and also emphasises and reinforces the value-added activities. Value stream mapping, with a consideration for internal and external outputs, has been found to be a useful tool for developing an employability-focussed curriculum that equips business school students with the required competences and skills in the labour market.Research limitations/implicationsThe study is based on a qualitative research approach. The generalisability of the findings is difficult to assess, and future research would benefit from the insights obtained from the quantitative dataPractical implicationsIn practice, this study has identified different types of non–value-added and unnecessary activities in business school curriculum and has made suggestions for the development of a more employability-focussed curriculum.Originality/valueThis paper investigates the non–value-added activities of the business school curriculum, syllabus and the intended learning objectives to enhance the employability of graduates in Jordan.

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

Cited by 15 publications

References 0 publications

Evaluating the effect of critical failure factors associated with sustainable Lean Six Sigma framework implementation in healthcare organization

Evaluating the effect of critical failure factors associated with sustainable Lean Six Sigma framework implementation in healthcare organization

Lean thinking for education: development and validation of an instrument

Lean thinking and higher education management: revaluing the business school programme management

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