Index

Lean Six Sigma in Higher Education

ISBN: 978-1-78769-930-4, eISBN: 978-1-78769-929-8

Publication date: 30 November 2020

This content is currently only available as a PDF

Citation

(2020), "Index", Antony, J. (Ed.) Lean Six Sigma in Higher Education, Emerald Publishing Limited, Bingley, pp. 223-228. https://doi.org/10.1108/978-1-78769-929-820201014

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Jiju Antony. Published under exclusive licence


INDEX

ABI/INFORM databases
, 25

Academic freedom
, 47–48

Academic institution
, 13–14

Academic leadership
, 44–45

authors’ perspective
, 20

changing world in twenty-first century
, 14–15

characteristics and environment of academic leaders
, 17–20

future and need for leadership
, 15–17

AlliedSignal
, 2–3

Alternative hypothesis
, 96

Alumni
, 130–131

Analysis of variance (ANOVA)
, 179

Assessment
, 145

Attribute control charts
, 84

Awareness of Lean Six Sigma
, 161–163

Bank of America
, 3

Barriers within Irish University’s Grant Application Process
, 104–106

Benchmarking
, 28

Big Data. See also Six Sigma Big Data (SSBD)
, 8, 171–172

challenge
, 172–173

Six Sigma and
, 175

‘Black box’ effect
, 174

Box plot
, 94–96

Business case
, 62

Capability maturity model
, 145–146

Case studies

DMAIC in HEI
, 185–190

DMAIC in improving library utilisation in HEI
, 215–220

of Lean Six Sigma maturity model
, 142–145

LSS methodology to improving service process in higher education
, 192–214

of VOC in higher education
, 138–139

Cause and effect analysis
, 71–74, 206

Certification for LSS
, 6–7

Challenges

in deployment of LSS
, 43, 45–46

within Irish University’s Grant Application Process
, 104–106

Change management
, 18–20, 142

Characteristics of academic leaders
, 17–20

Coaching
, 19

Collaborative learning
, 38

College of Agriculture and School of Veterinary Medicine (AVPC)
, 199

College of Business (COB)
, 70

“Common cause variation”
, 83–84

Communication
, 19, 46

Constant improvement
, 180

Consumerism
, 132

Continuous improvement (CI)
, 103, 141, 185

strategy
, 132, 134–135

Control charts
, 82–85

Correlation analysis
, 78–80

Cost of poor quality
, 34

Critical Customer Requirements (CCRs)
, 175

Critical success factors
, 32–33

Critical-to-quality (CTQ)

characteristics
, 5, 45

factors
, 125–126, 132–133

items
, 165–166

Cross-functional maps
, 65

Customers
, 49, 56–57, 126–128

alumni
, 130–131

employees
, 131

employers
, 130

government
, 130

in Higher Education Sector
, 128–131

parents of students
, 129–130

students
, 129

Cycle time
, 69

Data revolution
, 171

Decentralisation of education
, 16

Defects, Overproduction, Waiting, Not utilizing talent, Transportation, Inventory, Motion, Excess processing (DOWNTIME processing)
, 86–87

Define, Measure, Analyze, Improve, and Control (DMAIC)
, 3, 62–63

application
, 185–190

framework
, 176

in HEI
, 185–190

in improving library utilisation in HEI
, 215–220

key outcomes and lessons learning
, 190

methodology
, 23, 27–28, 215–220

Department of Education and Skills (DES)
, 104

Deployment flowcharts
, 65

Design for Six Sigma (DFSS)
, 28–29

Design of Experiments (DoE)
, 179

Detailed flowcharts
, 65

Dewey Decimal Classification (DDC)
, 218–219

Employees
, 131

Employers
, 130

Engagement
, 48

Estimated benefits
, 63

Experiential learning
, 32

Expression of interest (EOI)
, 117

Factors
, 145–146

Failure mode and effect analysis (FMEA)
, 91–94, 196

Fishbone analysis
, 188

Fishbone diagram. See Cause and effect analysis

Fisher’s exact test
, 33

Flow
, 103

General Electric (GE)
, 3, 23

Globalisation
, 14–15

Goal statement
, 63

Google Scholar
, 25

Government
, 130

Health Research Board (HRB)
, 105

Higher education (HE). See also Times Higher Education (THE)
, 126–127, 141, 199

case study of VOC in
, 138–139

Lean approaches in
, 29–32

Lean Six Sigma tools for
, 62–98

LSS approaches in
, 32–36

RFs for implementation and deployment of LSS in
, 54–59

Six Sigma approaches in
, 26–29

VOC in
, 131–134

Higher Education Authority (HEA)
, 104

Higher education institutions (HEIs)
, 45, 54, 62–63, 101, 126–127, 200–202

DMAIC in
, 185–190

DMAIC in improving library utilisation in
, 215–220

Higher education sector (HES)
, 43

customers in
, 128–131

viewpoints
, 43–51

Histogram
, 77–79

Holistic improvement strategy and methodology
, 7–8

Honeywell
, 2–3

Human variation
, 9

Hypothesis tests
, 96–98

IEEE Explore databases
, 25

Imbalanced workload
, 204, 211–212

Improvement
, 102–103

In-frame diagram
, 91

Initialization
, 164–166

Innovation
, 6

Input-Process-Output (IPO)
, 186, 186

Institutional involvement
, 18

Intangible benefits
, 63

International Journal of Productivity and Performance Management
, 37

International Journal of Quality and Reliability Management
, 25, 37

Involvement
, 20

Irish Research Council (IRC)
, 105

Irish University’s Grant Application Process, challenges and barriers within
, 104–106

Kano analysis
, 180

Knowledge
, 14–15

economy
, 17

Knowledge Transfer Partnerships (KTPs)
, 130

Language
, 144–145

of change
, 19

Lead time
, 69

Leadership. See also Academic leadership
, 18, 20, 108, 141

future and need for
, 15–17

mental models
, 47–48

models
, 18

Lean
, 3–4, 23–24, 141

approaches in higher education
, 29–32

learning academy
, 30–31

management principles
, 31

marriage
, 4–5

principles
, 24

production system
, 24

Lean Six Sigma (LSS). See also Six Sigma (SS)
, 1, 2, 6, 24, 43, 53, 61, 103, 141, 185

analysis of literature
, 36–37

approaches in higher education
, 32–36

aspects
, 2

awareness and readiness
, 161–163

case study findings
, 142–145

conducting review
, 26

culture
, 9

current state
, 5–7

development of conceptual model
, 145–146

DMAIC methodology
, 35, 196–214

future
, 7–9

history
, 2–10

implementation
, 166–167

initialization
, 164–166

literature review
, 26–36

maturity model
, 141, 147

methodology
, 24–26

methodology to improving service process in higher education
, 192–214

planning review
, 25

preparation
, 163–164

process view
, 5

project management
, 166–167

for public sector organisations
, 5–6

research methodology
, 142–145

revised
, 149

RFs for implementation and deployment of LSS in HE
, 54–59

roadmap
, 161–162

standards for LSS certification
, 6–7

sustaining
, 8–9

sustenance
, 167–168

testing conceptual maturity model
, 148–149

Lean Thinking (LT)
, 1

Levels
, 145–146

MAIC
, 2

Man, Material, Machine, Methods, Measurement, and Mother Nature (6 Ms)
, 73

Management by Objectives (MbO)
, 49

Management commitment and resources
, 56

Manufacturing Extension Partner (MEP)
, 71

Market
, 126

segments
, 126

Master Black Belts (MBBs)
, 141

Master of Business Administration (MBA)
, 27

Mathematics programme
, 126

Mentoring
, 19

Milestones
, 63

Motorola
, 2, 23

Multi-criteria decision-making methodology
, 31–32

Non-value added activities (NVA activities)
, 199

Null hypothesis
, 96

Objective Key Results (OKR)
, 49

Objective-Setting and Review model (OSaR model)
, 142

Observational data
, 8

Open innovation
, 179

Operational Excellence (OE)
, 1, 53, 56

linking operational excellence to university’s strategy
, 57–58

OPEX. See Operational Excellence (OE)

Opportunities for Improvement (OFIs)
, 188–189

Organisational

culture
, 58

environment
, 16

Out-frame diagram
, 91

p-value
, 96–97

Parents of students
, 129–130

Pareto analysis
, 75–77, 216–218

Pay-per-click marketing (PPC marketing)
, 70

Performance of research grant applications
, 103–104

Phenomenological research approach
, 106

Plan Do Check Act model (PDCA model)
, 143

Postgraduate Mathematical programmes market
, 126

Pre-Award centres on campus: College of Engineering (EPC)
, 199

Predictive models
, 172–173

Primary Investigators (PIs)
, 108

Principle Investigators (PIs)
, 192

Problem statement
, 62–63

Process cycle efficiency (PCE)
, 206

Process Improvement Unit (PIU)
, 144

Process map(ping)
, 65–66

Product, Price, Place, Promotion, People, Process, Physical Environment, and Productivity (8Ps)
, 73

Programme Governance
, 166–167

Project

charter
, 62–64, 196

identification
, 164–166

metric
, 62

prioritisation
, 164–166

project-based learning
, 33

resourcing
, 18

scope statement
, 62

selection
, 18

timelines
, 63

title
, 62

types
, 18

Project team
, 63

formation
, 164–166

‘Proposal Effort Score’
, 206–208

Public sector organisations, LSS for
, 5–6

Quacquarelli Symonds (QS)
, 101

World University Rankings
, 103

Qualitative research
, 142

Quality Approaches in Education
, 37

Quality assurance in HE
, 49

Quality function deployment (QFD)
, 24, 137–138

“Random cause variation”
, 83–84

Ranking schemes
, 101

Rapid improvement events (RIEs)
, 143

Readiness
, 53–54

for assessment
, 145

of Lean Six Sigma
, 161–163

Readiness factors (RFs)
, 33, 53–54

for implementation and deployment of LSS in HE
, 54–59

managerial implications
, 59

Research and development (R&D)
, 134

Research funding
, 106

Research grant applications
, 101

challenges and barriers within Irish University’s Grant Application Process
, 104–106

implications of study
, 116

key drivers
, 102–103

key findings
, 107–116

Lean Six Sigma supporting
, 103–104

limitations of study
, 116

methodology
, 106–107

online survey results
, 107–109

recommendations and directions
, 116–118

semi-structured interviews
, 109–116, 110–115

Research grant awards
, 107

Research-led universities
, 102–103

Reward and recognition
, 20

Risk priority number (RPN)
, 212–213

Root cause analysis (RCA)
, 73–75

Run charts
, 80–82

Scatter plots
, 78–81

Science Direct
, 25

Science Foundation Ireland (SFI)
, 105

Selecting Right People
, 58–59

Service
, 103

Silo mentality
, 46, 51

Six Sigma (SS). See also Lean Six Sigma (LSS)
, 1, 4, 173, 179

approaches in higher education
, 26–29

and Big Data principles
, 175

challenges
, 173

launch
, 2–3

marriage
, 4–5

methodology
, 23

Six Sigma Big Data (SSBD)
, 174

proposition
, 173–181

Social cognitive theory
, 53–54

Specific, Measurable, Aggressive but Achievable, Realistic, and Time-bound (SMART)
, 63

Spinouts
, 15–16

Sponsored Program Services (SPS)
, 192

Standard operating procedures (SOPs)
, 85–86, 219–220

Statistical hypothesis testing
, 96

Statistical process control (SPC)
, 181

Statistical regression
, 172–173

Structure of leadership
, 20

Student Records and Examinations Office (SREO)
, 185–186

Student(s)
, 129

retention
, 133

Succession plan
, 9

Supplier–Inputs–Process–Outputs–Customers (SIPOC)
, 65–69, 199

Surroundings, Suppliers, Systems, Service policy, and Skills (5 Ss)
, 73

Sustainability
, 180

of LSS
, 7

Sustenance of LSS
, 167–168

Swim-lane diagrams
, 65–66

Takt time
, 69

Tangible benefits
, 63

Team structure
, 18

Testing conceptual maturity model
, 148–149

TIM WOODS
, 187–188

Times Higher Education (THE). See also Higher education (HE)
, 101

University Impact Rankings
, 103

University Rankings
, 103

World Reputation Ranking
, 103

Tools of Lean Six Sigma
, 61–62

for higher education
, 62–98

Top-down flowcharts
, 65

Total Quality Management (TQM)
, 23

Toyota Production System (TPS)
, 1, 73–75

Training and development
, 19

Transcripts process
, 188

Unbalanced workload
, 208

Universities
, 13, 17, 101

ranking
, 101, 103

strategy
, 57–58

university-wide surveys
, 133

University College Cork (UCC)
, 185

University of North Alabama (UNA)
, 70

VA ration. See Process cycle efficiency (PCE)

Value
, 101, 103

stream
, 49

Value stream map(ping) (VSMs)
, 68–71, 70

Value-added process time (VA process time)
, 199

Variable control charts
, 84

Vice Chancellor (VC)
, 144

Visionary leadership
, 55–56

Voice of the Customer (VOC)
, 5, 29, 56–57, 125–126, 176–177, 196–197

case study
, 138–139

current state
, 131–132

customers
, 126–128

customers in Higher Education Sector
, 128–131

in HE
, 131–134

stages to developing VOC strategy
, 134–138

Waste
, 101, 103–104

analysis
, 86–90, 216

Web of Science
, 25

Whisker plot
, 94

Work in process (WIP)
, 89, 211

Xerox
, 6