Towards Lean Teaching: Non-Value-Added Issues in Education

Abstract

Lean Thinking is a methodology based on improving the efficiency of productive processes by removing non-value-added issues. This methodology was firstly applied in the manufacturing industry, but it has also been applied to many service companies, bringing very good results. In the last decade, some works have tried to research the adaptation of Lean principles and practices to teaching, especially in technology and other STEAM subjects. In this sense, the aim of this work is to deepen this new trend by establishing what issues are non-value-added (waste) ones in education and classifying these kinds of waste in order to be able to analyze how to eliminate them. For this purpose, we adapt the classification made in other kinds of processes and extend other authors’ findings regarding this topic.

The Effect of Teaching–Learning Environments on Student’s Engagement with Lean Mindset

“…However, multiple studies outline waste sources in HEIs without specifying the teaching environment. A research article published by Sanahuja expresses the need for continual improvement, aided by a Lean methodology, through the input of students [4]. In relation to online and hybrid teaching, unused talent was the waste factor that had the largest effect on student engagement, thus supporting the claim that student involvement in lectures develops continual improvement through a Lean approach.…”

“…Sanahuja investigated the sources of non-value-added issues (waste) within the education environment, focusing on subjects within the STEAM sector [4]. The overall aim of the work was to highlight the non-value-added issues within the teaching of STEAM subjects and recommend suitable measures to either minimize or eliminate these waste sources.…”

“…The overall aim of the work was to highlight the non-value-added issues within the teaching of STEAM subjects and recommend suitable measures to either minimize or eliminate these waste sources. Sanahuja differentiates between Lean teaching and Lean education, with the former focusing on the transmission of educational information from the teacher to the student in a classroom environment, and the latter focusing on the implementation of Lean initiatives in an educational system, thus 'making it work as a Lean enterprise' [4]. The study concludes that the conversion of Lean thinking into the education system begins with Lean teaching, as this is fundamental to the overall education system and only relies on the commitment and motivation of the teachers.…”

“…In order to maximize the adoption of Lean teaching, the teacher must continually be up to date with developing methodologies and technologies (such as virtual learning environments) to maximize the motivation and engagement of students, whilst also portraying the ability to outline abstract concepts. Likewise, the continual improvement demonstrated by Lean thinking within an educational context is promoted through the involvement of students and the critical input the students can have on Lean teaching, such as the 'design and progress of their own learning' [4]. This aspect of Lean teaching develops a 'model of cooperative and collaborative learning' [3], thus creating a fluid classroom environment between the student and teacher.…”

“…The methodology of implementing Lean thinking into an educational context consists of investigating and locating the non-valueadded issues within online learning, and recommending actions to minimize, or eliminate, the non-value-added issues. The process is then carried out again to develop the cause of new waste sources [4]. This is effective due to the continuous improvement Lean thinking demonstrates, and will therefore be beneficial to HEIs.…”