Measuring the Impact of Project-Based Learning in Six Sigma Education

Cudney, Elizabeth A.; Kanigolla, Dinesh

doi:10.1080/19488289.2014.930546

Cited by 23 publications

(21 citation statements)

References 11 publications

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“…Examples of such HEIs are St. Andrews University (Scotland), Cardiff University (Wales), Coventry University (England), University of Portsmouth (England), Central Connecticut State University (USA), Bowling Green State University (USA), MIT (USA), and Oklahoma State University (USA), to name a few. Several studies have also been performed to measure the impact of methods, such as project based learning, to teach Lean (Kanigolla et al, 2014;Gadre et al, 2011) and Six Sigma (Kanigolla et al, 2013;Cudney and Kanigolla, 2014). Although Lean has been widely accepted by a number of HEIs, our research has shown that very few universities are integrating Lean with Six Sigma for improving the efficiency and effectiveness of university processes.…”

Section: Lean Six Sigma In Higher Education: a Critical Review Of Litmentioning

confidence: 99%

Lean Six Sigma journey in a UK higher education institute: a case study

Antony¹,

Ghadge²,

Ashby³

et al. 2018

IJQRM

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Purpose-The purpose of this paper is to explore the fundamental challenges and critical success factors (CSFs) in the development of a Lean Six Sigma (LSS) initiative within a UK Higher Education Institute (HEI). The paper also illustrates examples of the types of projects completed and share some of the key lessons learned as part of the LSS journey. Design/Methodology/Approach-The authors have initially carried out an extensive literature review on the application of LSS in Higher Education to understand the existing body of work carried out by other scholars in the field. This is followed by presenting a case study explaining how a Higher Education Institute in the UK has embarked on its LSS journey as a process excellence methodology to improve the efficiency and effectiveness of core and supporting business processes. Findings-There has been a clear lack of support and commitment from senior management in the sustainability of LSS within the case study organisation. There was a general lack of understanding of the benefits of LSS in the Higher Education context and there is a lack of knowledge on the use of LSS tools for tackling process efficiency and effectiveness problems across the case study organisation. Although a number of LSS projects were executed across finance, administrative, and human resources, as well as IT and library services, no projects were carried out for improving academic processes such as teaching effectiveness. Research limitations-As the case study is limited to one Higher Education Institution, the findings of the study cannot be broadly generalized. Moreover, the paper does not report the findings of any strategic projects as most projects were carried out at the operational level. Originality/Value-This is possibly one of the first studies reporting project examples of Lean Six Sigma in a HEI. The results of the study can also be used to benchmark with similar studies in other HEIs to understand the impact of certain management practices of LSS.

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Section: Lean Six Sigma In Higher Education: a Critical Review Of Litmentioning

confidence: 99%

Lean Six Sigma journey in a UK higher education institute: a case study

Antony¹,

Ghadge²,

Ashby³

et al. 2018

IJQRM

View full text Add to dashboard Cite

show abstract

“…Initially the process-oriented standards were created for the industry and later, they were adapted to the teaching with great success. Examples are Total Quality Management (TQM) [25], Six Sigma [26], European Foundation for Quality Management (EFQM) [27], Malcolm Baldrige [28], Deming [29] or International Organization for Standardization (ISO) 9000/9001 [30].…”

Section: Introductionmentioning

confidence: 99%

Process-Oriented Quality in e-Learning: A Proposal for a Global Model

Vagarinho

Nistal

2020

IEEE Access

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Nowadays, all the universities that offer courses in the e-learning modality seek to improve and differentiate more and more from their competitors. One possible way forward is without doubt to implement standards and good practices. These allow us to guarantee the quality in the implementation or maintenance of the entire e-learning system. The problem is the diversity of existing standards and good practices because they can generate confusion in the selection of the most appropriate. The ideal would be to have a global quality model so that it would be easy to identify what is really needed to implement, maintain, ensure or adequately compare quality across all universities, regardless of their geographical location. In this work, an initial proposal of such a model is presented. In this sense, a set of 15 standards and good practices from all the continents were studied, using a quantitative and qualitative methodology. As a result, this proposal had a total of 15 dimensions and 93 criteria, and it was verified that no standard or good practice encompasses all the criteria. This initial model was validated by the opinion of experts through an on-line questionnaire. Taking into account the results of this validation, the proposed model was divided into three basic groups according to the importance of the dimensions, and in turn divided into other three groups according to the importance of the criteria, structured as a pyramid of levels, where the top or core model consists of 5 dimensions and 9 criteria. This proposal for a global model helps all who are interested in quality in e-learning to make decisions to improve or adjust the entire educational process in a university or teaching institution. INDEX TERMS E-learning, quality assurance, quality, standardization, process-oriented. 10) C-RAC: COUNCIL OF REGIONAL ACCREDITING COMMISSIONS CRAC is a US regional accrediting agency created to improve the quality of e-learning programs. It promotes

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“…Six Sigma training using projects is more effective than traditional statistical courses and is even used in a master's level courses [16], [17]. Cudney and Kanigolla found that inclusion of a Lean Six Sigma project had a positive impact on students' learning of concepts included in the course [18,19].…”

Section: Introductionmentioning

confidence: 99%

Using A Fun Six Sigma Project to Teach Quality Concepts, Tools, and Techniques

Shraim

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Research has shown that students learn better if they are engaged in, and motivated to struggle with, their own learning [5]. For this reason, if no other, students appear to learn better if they work cooperatively in small groups to solve problems. Furthermore, learning quality engineering concepts, such as variation, using traditional methods can be challenging for many college students with no prior background. It makes it even more challenging when methods such as statistical process control, process capability analysis, and design of experiments are involved. This paper presents a Six Sigma project utilizing a catapult as a process with multiple controllable factors as input variables and the distance where a ball lands as the output (dependent variable). The aim is to minimize variation and attain a target distance. The Six Sigma improvement model: Define-Measure-Analyze-Improve-Control (DMAIC) was employed. Each member of the team assumed the role of a project leader for at least one of the DMAIC phases. In addition to applying quality tools manually, students also utilized a statistical software to analyze experimental data. Results show that students were able to take an existing process and make significant improvements in terms of reducing variation and centering the process using the tools and techniques learned in class throughout the semester. In their presentations and feedback, teams commented on how this learning-by-doing experience has helped them see how such tools can be used together.

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Measuring the Impact of Project-Based Learning in Six Sigma Education

Cited by 23 publications

References 11 publications

Lean Six Sigma journey in a UK higher education institute: a case study

Lean Six Sigma journey in a UK higher education institute: a case study

Process-Oriented Quality in e-Learning: A Proposal for a Global Model

Using A Fun Six Sigma Project to Teach Quality Concepts, Tools, and Techniques

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