Search results

This paper proposes a decision support model that can be used to help decide the destination of defective products, for mass production industries. The objective of this model is to reduce the cost of the defect, and consequently reduce the total quality costs.

The decision model was developed based on the theory of quality costs and decision-making models, considering the practical aspects of reality through data collection, observation and experience in Industrial Pole of Manaus (Brazil) industries. A decision model adjusted to reality assists in the construction of the decision process, indicating the facts, data collection and the planning of the actions to choose the best alternative.

The specific contributions of this research are: (1) define a sequential structure of actions, effects and costs associated with defective items; (2) allow a comprehensive approach to failure costs, including various elements of lost opportunity costs; (3) minimize failure costs, and consequently reduce total quality costs, without necessarily investing in prevention and assessment; (4) describe the use and application of the built theory; (5) identify the quality cost elements most representative in existence of defective items; and (6) identify improvement points in the management of possible future defective items.

Much of the work of implementation of quality cost models do not emphasize the analysis of the destination of defective items. Also, there are no studies that use decision models with identification, accounting and evaluation of effects and criteria of quality, productivity and cost to define the destination of manufacture defective items.

The field of entrepreneurship is dotted across different paradigms. Measuring entrepreneurial intention automatically needs to incorporate insights from the psychological approach and behavioural approach. The purpose of this study was to develop and test a comprehensive structural equation model which combines both psychological and behavioural perspectives aiming to identify what variables have influence on entrepreneurial intention of secondary students.

This research was developed involving a sample of secondary students. The method of data collection was a survey by self‐administered questionnaire, to two secondary student classes, with several groups of questions related to demographic characteristics, behavioural and psychological constructs and entrepreneurial intention. Data was analysed using structural equation modelling (SEM).

The results show that need for achievement, self‐confidence, and personal attitude positively affect entrepreneurial intention. Furthermore, subjective norms and personal attitude affect perceived behavioural control. These findings could have a significant impact on knowledge of the contributions of behavioural and psychological theories to the entrepreneurial intention.

Understanding of the ways in which several psychological and behavioural characteristics influence the entrepreneurial intention could help to advance our knowledge of the entrepreneurial process. Educational systems need to be oriented to emphasize and value entrepreneurship in order to promote an enterprise culture. Methods to teach entrepreneurship should also be explored further.

This is one of the first studies to provide evidences of the entrepreneurial intention explained by several constructs related to psychological and behavioural characteristics in a 14‐15‐year‐old student population. Additionally, most studies of the entrepreneurial intention associated to these approaches have been mostly conceptual, and the few empirical studies have not used structural equation modelling. The use of these statistical tests helps to overcome the limitations evident in conceptual studies and provide evidence of the relationships between behavioural and psychological traits simultaneously.

The purpose of this paper is to investigate how gamification can influence entrepreneurial intentions (EI) of a group of users of an online platform provided by a private company.

A quantitative research strategy was used with a sample of 220 respondents. These respondents were tested before and after the gamification experience.

Main findings support literature suggesting a clear effect of attitudes towards behaviour and perceived behavioural control on EI, in line with the theory of planned behaviour (TPB). Once the basic assumptions of TPB were confirmed, the authors tested the effects of gamification comparing before and after results. Main findings highlight an increase of these effects after the gamification experience, aligned with the self-determination theory.

These findings suggest that gamification is able to influence entrepreneurial behaviours. This contributes to both companies and educators’ knowledge on training for EI with gamification and the use of online platforms to this effect. Recommendations are provided.

This is the first study that investigates the impact of gamification on EI and how gamification can influence the different relationships between the antecedents of EI.

The purpose of this paper is to test a model of entrepreneurial intentions among secondary students based on their psychological characteristics. Furthermore, this seeks to determine whether teenage students (14-15 years old) possess entrepreneurial characteristics and whether these characteristics correspond to entrepreneurial intentions.

A sample of secondary students was chosen ranging from 14 to 15 years old. Data were collected through a questionnaire and analysed by univarite statistics and structural equations modelling (PLS) to measure the relationship between the psychological characteristics and entrepreneurial intentions.

The results demonstrate there is a relationship between (some) psychological characteristics and entrepreneurial intentions. The propensity to risk negatively influences entrepreneurial intentions, meanwhile self-confidence and the need for achievement positively influence the construct. The relationship between tolerance and ambiguity, locus of control and innovativeness with entrepreneurial intentions reported no statistical significance.

The results reinforce the idea that psychological characteristics (trait approach) influence entrepreneurial intentions. However, the model needs further development through the incorporation of behavioural characteristics. This would allow for the understanding of whether behaviour and trait theories oppose or complement each other.

The paper provides important evidence for improving entrepreneurship education for young students. First, it is important to incite and develop some psychological characteristics in order to promote entrepreneurial intentions. Second, entrepreneurship curricula should jointly develop both entrepreneurial characteristics and the awareness among students about the viability of an entrepreneurial career. This may be achieved not only by presenting entrepreneurs as role models, promoting an entrepreneurial culture but also by developing entrepreneurial skills that improve self-confidence.

This paper aims to explore the lean production paradigm as promoter of workers' creativity and thinking potential, and recognize this human potential as a fundamental asset for companies' growth and success, being a major factor to face the disturbing and unpredictable needs of current markets, providing companies with the necessary agility. The authors believe these thinkers are the base for an agile company and learning organization.

The objectives were achieved through a deep literature review, starting with the Toyota production system (TPS) origins. Some industrial lean case studies were also explored to show that the adoption of a lean culture promotes a pro‐active attitude and behavior that are so important for companies nowadays.

This paper explores the association between lean production and the promotion of thinkers. For a long period, and even nowadays, it is common to consider the worker as just another production factor that the companies explore to obtain the maximum utilization. This was a result from the distorted knowledge of the Taylor principles and the Ford assembly line model, seeing the worker as a gear in the “big machine”. Lean production was seen, for many years and by many authors, as an extension of this Taylorist/Fordist model but this paper highlights lean production as a work organization model where the worker assumes a position of thinker, continuously looking for improvement and continuously looking for wastes. By reducing wastes, the company will be prepared to accommodate changes and will attain agility.

This paper is mainly based on literature review and on some industrial case studies of lean implementations (recent or just a few years ago); a deep research is necessary on the cause‐effect relation between lean production adoption and promotion of thinkers.

Helping companies to recognize the importance of workers as thinkers will have relevant impacts through the reduction of waste and costs, improving quality and increase productivity and revenue. Also, for workers, this recognition means respect, self‐esteem and confidence, and, essentially, more satisfaction with work.

With lean production and agility, better products will quickly reach society, contributing thus to clients' satisfaction. Also, lean companies' CEO and workers looking for wastes will lead to a reduction of energy consumption, raw materials needs and gas emissions (reducing pollution of air, land and water), producing only what is needed. Being satisfied with their work they will be happier contributing to the raising of the country's happiness.

The authors are not aware of similar research. The paper is meant for those who are interested in improving their companies' operations and workers' relationships.

This paper aims to assess the needs for a lean continuous improvement professional certificate and/or lean leadership cognate for a Doctorate of Education in leadership focused in three main research questions: “What do organizational leaders need from a Lean graduate programming?”; “What are the preferable methods of delivery for Lean teaching/learning?” and “What are the main learner outcomes and do how these impact organizational and continuous improvement outcomes?”

A survey to 37 organizational leaders in a North-American state was conducted via telephone and email that were returned to the researcher. The survey was designed to target a solid cross-section of organizational decision makers in regard to the need for and type of lean training desired, if at all, for employees. Using a mixed methods approach, the survey was designed to collect both qualitative and quantitative information.

Respondents indicated that lean continuous improvement thinking and lean process-project management were most the desirable content options. The method of delivery was not as clear with on-ground and online relying on job-embedded, project-based methods as most desirable approaches. Learner outcomes of mastery of lean content along with the ability to impact organizational and continuous improvement outcomes were favored.

Lean leadership education is valued learning by organizational leaders. As so, higher education institutions must be aware of matching better organizational needs with learning experiences. This paper presents a survey that intended to do this in an original way.

Since few studies have explored and advanced on the development of measures of knowledge waste, the purpose of this paper is to develop and validate a scale for measuring the waste of knowledge.

A research was carried out in Higher Education Institutions (HEIs) divided into five distinct stages, three qualitative and two quantitative. For the quantitative steps, a sample of 223 responses was obtained for the exploratory part and another sample of 614 responses for the confirmatory part of the study. Data analysis procedures involved Exploratory and Confirmatory Factor Analysis to test and validate the proposed scale.

A fifteen-item scale divided into four constructs was obtained after refinement of the proposed scale and validation procedures (convergent and discriminant validity). The scale also has satisfactory levels of reliability.

The resulting scale was validated in a single institutional culture environment (HEIs in Southern Brazil). So it still should be tested in different organizational contexts and cross-culturally in different countries. The scale may be useful for decision-making improvement about knowledge management and waste reduction.

A scale with a practical and quick application is provided. Additionally, a classification of the waste of knowledge level was developed and it could be easily applied in different sectors or organizations.

The literature on waste of knowledge is limited and often confused with knowledge loss. This study provides a clear distinction between these topics, and it advances on the explanation and definition of knowledge waste. Also, it is the first study to offer a scale to measure the elements of knowledge waste.

The purpose of this paper is to explore the start-up intention among the female population in Saudi Arabia using the social cognitive theory (SCT).

This paper is based on the Global Entrepreneurship Monitor nationwide survey of 1,835 adult females in 2017. This is one of the most comprehensive surveys for assessing the start-up climate across the globe including Saudi Arabia. The data have been analyzed using simple techniques such as chi-square statistics, correlation, and logistics regression. The factors affecting start-up intentions have been identified using the social cognitive theory (SCT).

Out of 1,835 adult females surveyed under Global Entrepreneurship Monitor, 568 of them have reported start-up intention, i.e. 31.9 percent. The profile of females with and without start-up intention has been mapped in terms of age, family size, working status, education level, region, and citizenship to understand the potential group. The results of the correlation coefficient indicated a significant and positive relationship between start-up intention (SI) among females and self-efficacy (SE), career choice (CC), employment generation (EG), and social welfare (SW). The regression estimates proved that both the constructs, i.e. self-efficacy beliefs and outcome expectations of the social cognitive model are positive and significant.

The result of this paper provides empirically meticulous evidence for understanding the start-up intention of females in Saudi Arabia based on the social cognitive theory. This study provides a key strategy for changing the start-up ecosystem for females in the Kingdom of Saudi Arabia. By focusing on the required knowledge, skill, and experience among females belonging to young, small family size, not-working and having higher family income may provide better start-up intention for all those who are willing to venture into a new business as a career choice, have the intention to create jobs and wish to solve social problems.

Considering the current focus of the government for establishing a knowledge-based economy by promoting new programs in the kingdom for start-ups and SMEs, the findings of this research can be valuable for the rapid acceleration of a new model of growth supported by the grass-root rise of women entrepreneurs.

The purpose of this paper is to make a lean assessment of a chemical analyst training laboratory in a higher education institution and identify the main types of waste on a daily basis and understand the lean maturity of the laboratory and establish priority areas of intervention to make the laboratory leanest.

A single descriptive case study methodology was used to carry out the lean laboratory evaluation. The lean manufacturing waste terminology was adapted to a lean analytical laboratory environment, and a lean waste assessment step-by-step procedure was developed to reach the study goal.

Three types of waste (i.e. transport, waiting and defects) were the main contributors of the problem. The Pareto analysis results showed that 37.5% of the different types of waste contributed to almost 51.4% of the problems. The case study allowed on diagnosing wastes, understanding the lean maturity in a teaching laboratory setting and priority areas of intervention

Some data collection methods were used, and tools were developed to answer the research questions. A waste measurement instrument was created to evaluate lean waste in a chemical analytical laboratory, and a lean classification scheme was built to understand the lean maturity of the laboratory. The lessons learnt of the lean assessment in a teaching laboratory and the developed tools will be helpful for future research and for practitioners in a teaching chemical analytical laboratory setting.

The number of lean assessment studies in teaching laboratories is not very significant, and this work contributes to overcome this gap illustrating the lean waste assessment foundation with a step-by-step procedure and tools used in a teaching laboratory to perform a lean assessment and identify opportunities for improvement. A generic roadmap to lean laboratory waste assessment and continuous improvement is proposed with the key elements to take into consideration.