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Investigating the beginning of project management (app. 30 BC) with a focus on business models similar to the “PDCA” cycle, the purpose of this paper is to find an approach which could be used as a new standard procedure for the eradication of projects in Lean project management.

Based on literature research of models similar to Walter A. Shehwart’s three-step and Edward W. Deming’s four-step (PDC(A)) wheel, the investigated models are interconnected to form a new concept which represents an innovative cycle logic proposed to be applied in Lean project management. This new cycle logic is rolled out on three different levels, which are transferred from the Lean management hoshin kanri model to Lean project management. In addition to literature research, semi-structured interviews were performed to get an indication as to the integration of Lean management (with a focus on PDCA) in project management today.

It was found that the “Check Plan Do” cycle is a Lean variant of the “Plan Do Check Act” model that is already used in consulting projects in practice, partially appears in project management standards, in governance models of ambulance, fire services, human aid and military forces and in quality management models of Six Sigma, design for Six Sigma and an excellence model of the European Foundation for Quality Management. To ensure continuous improvement it was found that the new CPD cycle can be used on different “planning” levels in analogy to the hoshin kanri logic.

To the best of the author’s knowledge, a discussion as to how the PDCA cycle can be adapted to Lean project management, considering the implication of business models similar to the PDCA wheel, has not yet been conducted within the field of project management.

This study explores a pedagogical approach to teaching students a collaborative information delivery process in the context of BIM. The objectives were to understand how students approach this complex, open-ended problem of planning their collaborative process and then identify strategies for improving their process through a plan-do-check-act cycle and reflecting on the applicability of industry standards.

The authors present a longitudinal case study based on qualitative data from the 3 consecutive years of teaching a senior undergraduate course in a construction engineering program.

The findings offer a rich picture of how students approached this collaborative process and emphasize the complex nature of teaching BIM as information management process. The authors present instances of how students made sense of BIM standards through applied experience. The findings also demonstrate the value of an outcome-based approach whereby knowledge is gained through an iterative plan-do-check-act cycle. Here, the BEP and model deliverables served only as vehicles to test and apply a range of skills by making them more explicit.

The research contributes to the literature on mechanisms that support students in planning, managing and improving collaborative information strategies in a BIM context. Specifically, the authors illustrate a tension in how to pedagogically deploy industry-oriented process planning methods to establish relevance for students in order to effectively engage in interdisciplinary teams.

In this paper, the authors argue that teaching students how to plan, design and enact effective BIM collaboration information delivery is firmly nested within pedagogical management and communication skills. The authors illustrate with examples how students make sense of BIM approaches by making them concrete and meaningful to their own experience.

This conceptual paper aims to propose the evidence-based benchmarking model that bridges standard benchmarking practices with evidence-based management (EBMgt) principles and lessens tensions between two opposite views of benchmarking as a useful management tool vs a management hype and fashion.

This conceptual paper is based on the critical reasoning, analysis and integration of so far largely separated research fields of benchmarking and EBMgt. The author employs a method of conceptual model building to identify connections between standard benchmarking model and EBMgt practices and to explain how a sequence of benchmarking events supplemented by EBMgt principles might lead to more reliable managerial decision-making.

The author argues that although there are no common benchmarking procedures, it is possible to identify a standard benchmarking model that resonates in most contemporary benchmarking procedures and consists of four main phases: plan, do, check and act (PDCA). The author integrated this standard model with EBMgt practices of searching for evidence in four sources of information and a six-step critical thinking process to put forward the model of evidence-based benchmarking.

The proposed model is a novel, comprehensive framework that puts together so far incompatible practices of benchmarking and EBMgt. The model clears up existing conceptual confusions around “casual” benchmarking and advances contemporary understanding of benchmarking practices. The model of evidence-based benchmarking might act as a practical, heuristic tool improving the quality of the managerial decisions and thus positively influencing the bottom line of business performance.

This paper aims to outline the current status of the implementation of sustainability practices in the context of Italian public universities, highlighting the strengths and gaps.

Based on a qualitative approach, an exploratory study design has been outlined using the model of Glavič and Lukman (2007) focusing on the Deming Cycle. The Plan–Do–Check–Act components of the model were used as a framework for collecting and analyzing data from the official Web sites and other related Web pages of Italian universities.

The results of this exploratory study allow one to depict a university system addressing the challenge posed by international agendas in a fragmented way, even if many universities are showing a strong commitment to the sustainability challenge. Sustainability is mainly detected at the “Do” dimension, when referring to training programs and research projects associated to the sustainability issue.

Limitations of the data collection method are addressed when the timeliness of update of Web sources and the different emphases that universities can put on Internet disclosure are considered. However, the study contributes to the debate on sustainability by providing findings at a national level, which were derived from the official Web sites of Italian public universities. Furthermore, the study could have implications for policy makers and universities’ decision makers.

The study points out the importance of managing the sustainability process in all its phases (planning, activities, monitoring, further actions), and highlights the elements that are relevant for measuring and monitoring the process of implementation of sustainability in the specific context of higher education.

The paper can contribute to increase the academics’ awareness of the sustainability actions, and stimulate them to fill the gaps.

This study explores sustainability issue in the Italian university system, and it is based on a Web-based method of data collection, whereas other contributions are based on case studies.

Offers a case study describing how the Fossil and Hydro Power (F&HP) Organization of the Tennessee Valley Authority ‐ a finalist for the 1995 Presidential Award for Quality ‐ has taken information from feedback reports and other sources, and developed a strategy for implementing areas of opportunity into its core business. The strategy expands the plan‐do‐check‐act logic into a plan‐do‐knowledge‐act model which couples assessment information with theory ‐ in the form of the conceptual guidelines of the Baldrige criteria ‐ to create knowledge. Details how the model has been implemented at F&HP over the past three years, and describes the resulting accomplishments.

The frequent and increasingly potent cyber-attacks because of lack of an optimal mix of technical as well as non-technical IT controls has led to increased adoption of security governance controls by organizations. The purpose of this paper, thus, is to construct and empirically validate an information security governance (ISG) process model through the plan–do–check–act (PDCA) cycle model of Deming.

This descriptive research using an interpretive paradigm follows a qualitative methodology using expert interviews of five respondents working in the ISG domain in United Arab Emirates (UAE) to validate the theoretical model.

The findings of this paper suggest the primacy of the PDCA Deming cycle for initiating ISG through a risk-based approach assisted by industry-wide best practices in ISG. Regarding selection of ISG frameworks, respondents preferred to have ISO 27K supported by NIST as the core framework with other relevant ISG frameworks/standards forming the peripheral layer. The implementation focus of the ISG model is on mapping ISO 27K/NIST IT controls relevant IT controls selected from ISG frameworks from a horizontal and vertical perspective. Respondents asserted the automation of measurement and control mechanism through automation to assist in the feedback loop of the PDCA cycle.

The validated model helps academics and practitioners gain insight into the methodology of the phased implementation of an information systems governance process through the PDCA model, as well as the positioning of ITG and ITG frameworks in ISG. Practitioners can glean valuable insights from the empirical section of the research where experts detail the success factors, the sequential steps and justification of these factors in the ISG implementation process.

Many organizations are investing much time and effort in the management of quality. A few enlightened ones even have a vision to be the best. G. Howland Blackiston, the president of the Juran Institute, noted recently that, “All around the world companies are waking up to ‘quality’. Everyone is touting quality. Many are attempting it. Some organizations have gotten enviable results by using the concepts of ‘managing for quality’ dramatically to lower their costs, increase their profits and become more competitive in an increasingly competitive market. For these winners, quality has become an integral part of their business strategy”.

This paper relates the main findings of a literature review of policy deployment. The search revealed that less than 20 papers in the English language had been written on the subject, policy deployment appears to be under‐researched and that a number of those writing on the subject do not fully understand its true operating characteristics. Among the main findings is that policy deployment is the application of the plan‐do‐check‐act cycle to the planning and execution of strategic organisational objectives and that the success of the process depends on senior management leadership and effective communication throughout the process.

Corporate environmental benchmarking is difficult with the range and inconsistency of environmental information available, even from facilities within the same firm. Environmental management systems can assist firms in organizing internal corporate benchmarking efforts. They attempt to capture environmental impacts from activities throughout a facility under a single system and generally follow traditional benchmarking cycles of plan, do, check, and act. However, the systems lack important features that enable benchmarking. Based on a critical analysis of environmental management systems, the article recommends minor changes to extend environmental management systems for corporate environmental benchmarking. Consistent goals should be encouraged at all facilities to produce common metrics. Procedures should require data collection and reporting to a central office. Management review should monitor performance and determine where leading facilities can transfer better processes to lagging facilities.

This paper is one of seven in this volume that aims to elaborate different approaches to quality improvement in education. It delineates a methodology called Lean for Education.

The paper presents the origins, theoretical foundations, core concepts and a case study demonstrating an application in US education, specifically dealing with the problem of improving technology supports and services for instructional purposes in a school district system.

An approach borrowed from manufacturing, Lean is aimed at creating and delivering the greatest value to the clients or “customers” in education systems while consuming the fewest resources and eliminating waste. Simultaneously, the method engages the organization in continuous problem solving, learning and making quality improvements with Plan-Do-Check-Act cycles. The core concepts that organize the Lean for Education approach are: continuous improvement and respect for people (Emiliani, 2005).

Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement in other fields that might have potential value in improving education systems internationally, such as large grade kindergarten-to-12 education systems in the USA. This paper fills this gap by elucidating one promising approach. The paper also derives value as it permits a comparison of the Lean for Education method with other quality improvement approaches treated in this volume.