Waste identification and elimination in HEIs: the role of Lean thinking

Abstract

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-usestorage, process mapping/value stream mapping and level scheduling.Research limitations/implications -The cited examples come from a limited number of observationsin 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.

Revisión de la implementación de Lean Six Sigma en Instituciones de Educación Superior

“…El desperdicio se define como cualquier actividad humana que absorbe recursos, pero no crea valor [34]; sin embargo, es necesario revisar este concepto en las IES [35]. Diferentes autores ya han dado sus aportes en su definición, algunos ejemplos de desperdicios en IES se resumen en la Tabla 2.…”

Purchasing manages and optimises existing product variance

“…The state of the art is an approach which focuses on cost optimisation across the procurement chain through the elimination of product variance from the beginning of the product development process, abbreviated PDP (Douglas et al, 2015;Christopher, 2005;Droege, 1999;Liker, 2004, Wang et al, 2011. For Adobor and Mc Mullen (2014), Danilovic (2006), Sjoerdsma and van Weele (2015) and Wynstra et al (1999) this problem could be covered within the supply chain by early supplier integration in the PDP.…”

“…In order to meet this challenge is an agile supply chain strategy necessary which is defined through flexibility by adapting quickly, effectively to rapidly changing customer needs (Krieg, 2004) and a cost optimisation approach across the procurement chain (Huang et al, 2002;Christopher and Towill, 2000;Droege, 1999). One important approach of cost optimisation across the procurement chain is the elimination of waste in form of reduction of unnecessary product variants (Douglas et al, 2015;Christopher, 2005;Droege, 1999;Liker, 2004, Wang et al, 2011. In parallel, companies increasingly rely on externally supplied services and products, which often account for more than half of the company's spend (Schiele, 2007;Bals et al, 2009;Cox et al, 2005;Smeltzer and Ogden, 2002).…”

exploration of the application of lean continuous improvement in higher education

“…Changes in demographics, technology, teaching modalities, and financial pressures have led to unfilled positions and layoffs (2013; Lu, Laux, & Antony, 2017;Vyas & Campbell, 2015). The reduction in manpower illuminates the systemic and procedural issues, and students and employees who receive services are negatively impacted (Balzer, 2010;Douglas, Antony, & Douglas, 2015).…”

“…Administrators at universities and colleges around the world are discovering that 30 -70% or more of time spent serving students is wasted; in other words, it is time employees spend working on things that do not create value for the students (Balzer, 2010;Douglas, Antony, & Douglas, 2015;Flinchbaugh & Carlino, 2006) Waste does not exist in higher education alone, of course; 80% of gross domestic product in the United States is in the service industry, yet service is much less productive than manufacturing (Suárez-Barraza, Smith, & Dahlgaard-Park, 2012). This also does not mean that university employees or faculty are intentionally misusing time, resources, or not working as efficiently as they can; it is quite the opposite.…”