Readiness factors for the Lean Six Sigma journey in the higher education sector

Abstract

Purpose – The purpose of this paper is to reveal the readiness factors (RFs) which are required for the successful introduction and development of a Lean Six Sigma (LSS) initiative within the context of higher education (HE) sector. These RFs are a pre-requisite for the successful implementation, deployment and sustainability of LSS in higher education institutions (HEIs). Design/methodology/approach – The author uses secondary data from literature to justify the need for RFs before any HEI invests on continuous improvement (CI) methodologies such as LSS. The author would argue that these RFs must be assessed properly to understand the strengths and weaknesses of the HEI. Findings – The paper presents the RFs which are essential for the implementation and sustainability of LSS. It is important to note that RFs are prior to embarking on a CI initiative whereas success factors are determined once the senior management team decides to invest on a specific CI initiative (Lean, LSS, etc.) Research limitations/implications – This is a very theoretical paper based on the existing literature and authors’ experiences in the HE sector. The next stage of the research is to carry out empirical studies in a number of HEIs to determine the RFs for LSS as a business process improvement methodology. Originality/value – This paper makes an attempt to derive the RFs for the successful development of LSS in the HE sector from the current literature. The RFs would assist any HE sector who would like to launch a LSS journey for improving the efficiency and effectiveness of business processes across the business.

A Continuous Improvement Journey in the Higher Education Sector: A Case Study of a University in Ireland

“…The role of expertise, from many quarters, is a recurring theme. The findings support the need for improvement specialists consistent with previous research that had outlined the importance of staff trained and experienced in various roles, including Project Sponsors, Project Champions, Master Black Belts, Black Belts, Green Belts and Yellow Belts (Wu and Lin, 2009) and ultimately the importance of selecting the right people (Antony, 2014).…”

“…For example the steering group, now working in the next phase of development, seek a full-time LSS expert (Black Belt level) supported by central resources. The inclusion of the CI programme in the university 5-year strategy and subsequent effort to align projects to the strategy framed the entire endeavour supporting Antony's (2014) emphasis on leadership, alignment with strategy and commitment of resources. The role of expertise, from many quarters, is a recurring theme.…”

“…In addressing these challenges Antony (2014) put forward a useful set of readiness factors that can both assist institutions prepare for LSS deployment and support ongoing evaluation of such deployment. These key readiness factors are considered as pre-requisite to the successful implementation, deployment and sustainability of LSS in HEIs, they are: (i) leadership and vision; (ii) management commitment and resources; (iii) linking Lean Six Sigma to University strategy; (iv) customer focus; and (v) selecting the right people.…”

A Lean Six Sigma program in higher education

“…Lean is a powerful methodology in reducing waste, non-value adding activities in business processes, and solves visible problems in an economical manner (Antony, 2014). Womack et al (1990) defined Lean as a "dynamic process of change, driven by a set of principles and best practices aimed at continuous improvement."…”

“…Lean Six Sigma (LSS) was defined by Snee (2010) as "a business strategy and methodology that increases process performance resulting in enhanced customer satisfaction and improved bottom line results." The main aims of LSS are to achieve efficient and effective process, improve customer satisfaction and to increase the bottom-line (Antony et al, 2012;Antony, 2014).…”