Lean Six Sigma Leadership in Higher Education Institutions

Lü, Jing; Saxena, Arush; Laux, Chad; Daugherty, Jenny L.; Qi, Lin

doi:10.1142/9781786348500_0008

Cited by 17 publications

(37 citation statements)

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“…More specifically, according to Waterbury (2015), who examined LT in several case studies in HE and comparing the results with similar evidence from lean implementation in the manufacturing and health sector, the magnitude of leadership is undisputed. This corresponds with the findings of Lu et al (2017), who intended to provide a leadership model for potential adoption by HEI leaders, elevating the importance of this principle. As Womack and Jones (2005) explained, leaders need to understand effective implementations of LT first hand.…”

Section: Discussionsupporting

confidence: 82%

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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Section: Discussionsupporting

confidence: 82%

Lean thinking for education: development and validation of an instrument

Sfakianaki

Kakouris

2019

IJQRM

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“…HEIs are considered the fundamental aspect of attaining the desired outcomes of the community (Lu et al, 2017). Deore and Ratnalikar (2010) emphasised that leadership is a crucial factor that determines the success or failure in higher education.…”

Section: Leadership Competencies In Heismentioning

confidence: 99%

“…Higher education is one of the educational sectors that is responsible for the advancement of countries. It is considered as a cornerstone for developing countries by educating individuals and enhancing the economic and technological growth (Lu et al, 2017). The primary aim of higher education institutions (HEIs) is to create qualified individuals who possess the desired learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Can academic leadership competencies have effect on students' cognitive, skill and affective learning outcomes? Higher education perspective

Radwan

Ghavifekr

Razak

2020

JARHE

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PurposeThe main purpose is to analyse the effect of academic leadership competencies (LCs) on student learning outcomes (SLOs) in terms of cognitive, skill and affective aspects.Design/methodology/approachThe study utilised quantitative research that focussed on correlation design by randomly distributing questionnaires containing 53 items to a total of 496 faculty members in Saudi Arabia public higher education institutions (HEIs). The data was analysed using SPSS (V.24) and SEM-AMOS.FindingsResults show a direct and significant effect of academic LC on students' cognitive, skill and affective learning outcomes in public HEIs.Research limitations/implicationsThe main limitation was that the participants of public HEIs were from Saudi Arabia. However, the findings have provided valuable understandings and a comprehensive conclusion about the impact of academic LC on SLOs in terms of cognitive, skill and affective aspects. The study recommended that different LC should be further developed. Future studies proposed to investigate the factors that support academic leaders to affect SLOs directly in HEIs.Originality/valueThe findings contribute to the body of knowledge regarding the significant and direct effect of academic LC on SLOs in HEIs. The findings have the potential to reflect positively on the academic leaders in public HEIs. The findings act as a guide for HEIs in terms of the importance of academic LC for having desirable SLOs. This study is crucial for educational policymakers and practitioners of academic leadership as the academic leaders' effort will greatly contribute to the HEIs as well as the nation's development in general.

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“…In an environment characterized by rising higher education costs and declining operational budgets, pressure is put on attracting and retaining students through academic programs (Lu et al , 2017). Focusing on merely attracting students, however, is neglecting the critical role universities play in developing a knowledge-based economy (Langstrand et al , 2015), which can be achieved by instilling in students the technical knowledge and developing the skill sets organizations need (Borror et al , 2012; Langstrand et al , 2015).…”

Section: Introductionmentioning

confidence: 99%

Bridging theory and practice with Lean Six Sigma capstone design projects

León

2019

QAE

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Purpose The purpose of this paper is to gain a better understanding of the challenges academics face today in developing a knowledge-based economy. In response to these challenges, the authors developed a collaborative approach to enhancing the learning experience for engineering management (or industrial engineering) capstone design courses. The core of this approach is the problem-based learning through the execution of Lean Six Sigma (LSS) projects implemented via university–industry partnerships. The ultimate goal of this approach is to facilitate the integration and application of theoretical knowledge while promoting the development of professional skills in undergraduate students as demanded by business organizations. Design/methodology/approach The framework is firmly grounded in theory and methods from project management and quality management, and LSS literature and was tested in an engineering and management capstone design course at the author’s university. The case study presented here offers a detailed analysis of the design and implementation of the proposed framework. The authors also present the results of a survey conducted to assess the extent to which the proposed approach contributes to bridging the gap between theory and practice. Findings Results from the pilot implementation and survey results revealed that students who took the enhanced LSS capstone course felt that their projects helped them gain a better understanding on how to apply the theory to practical situations while preparing them to approach and solve problems in real-world settings confidentially. The authors also found that the LSS green belt certification helped recent graduates to transition to the workforce more easily, gain more credibility among coworkers and supervisors and make contributions quicker than other new hires, get the job they wanted faster and overall advance in their careers. Originality/value The framework is a composition of best practices used in a variety of universities and industries. While the majority of the LSS university-based programs are typically offered at the graduate level and with limited (support for) project executions, the framework proposed here provides the infrastructure for solid company staff-student team collaborations on projects executed from inception to implementation.

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Lean Six Sigma Leadership in Higher Education Institutions

Cited by 17 publications

References 0 publications

Lean thinking for education: development and validation of an instrument

Lean thinking for education: development and validation of an instrument

Can academic leadership competencies have effect on students' cognitive, skill and affective learning outcomes? Higher education perspective

Bridging theory and practice with Lean Six Sigma capstone design projects

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