The purpose of this paper is to critically evaluate university leadership performance using the Lean Six Sigma (LSS) framework. University leadership performance management (PM…
Abstract
Purpose
The purpose of this paper is to critically evaluate university leadership performance using the Lean Six Sigma (LSS) framework. University leadership performance management (PM) framework incorporates strategy formulation, lecturers, administrative services and the learning outcomes to achieve service quality excellence.
Design/methodology/approach
A theoretical investigation in literature was accomplished comparing PM and LSS frameworks. Through extant literature review, the authors identified five constructs (lecturers, administration staff, projects, programs and facilities) being offered by a university to evaluate the service quality excellence. Using these constructs, a student exit survey was conducted yielding a response rate of 56%. Five hypotheses were tested. The survey results evaluated reliability, convergent validity and discriminant validity of the constructs and were found to be satisfactory. To test the model fit and hypotheses between the constructs, the authors used structural equation modelling (SEM).
Findings
The LSS framework was found to be effective when compared with the PM framework, and for aligning university processes to achieve service quality excellence. The SEM result shows that there is a strong evidence to support the hypothesized model where facilities, projects and program had significant relationship with service quality excellence. The empirical evidence strongly supports that there is a relationship between the PM and the LSS frameworks.
Research limitations/implications
This research is based on a cross-sectional exit survey; future research could explore a longitudinal survey with treatment conditions to consider different genre of university leadership.
Practical implications
To achieve service quality excellence, university leadership will need to embrace LSS framework to satisfy their stakeholders. This could bring multifold organizational and social benefits.
Originality/value
Not too many studies have used the PM and the LSS framework to evaluate university leadership performance in terms of service quality excellence. This study identified constructs associated with LSS and empirically validated the scales to build on theory.
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Godson A. Tetteh, Kwasi Amoako-Gyampah and Juliet Twumasi
The purpose of this study is to demonstrate in the context of quality assurance (QA), how stakeholders define quality education and its connections to maximize value for the…
Abstract
Purpose
The purpose of this study is to demonstrate in the context of quality assurance (QA), how stakeholders define quality education and its connections to maximize value for the stakeholder using a grounded theory approach.
Design/methodology/approach
A four-stage research design using grounded theory methodology was used to develop and elicit a theory, after which a single-case study design with embedded coding and analysis was used to examine the QA – Maximize Value for stakeholder’s relationships. The sample consisted of 16 participants who had visibility over the entire QA – Maximize Value relationship, were knowledgeable, willing to participate and had between 4 and 12 years’ higher education experience. The data was collected through focus, elite groups and in-depth interviews based on the participants’ perspectives of their experiences. The collected data was subjected to content analysis. The following research questions focused on: definition of QA, the definition of quality education and stakeholders’ expectations for the education setting.
Findings
The study identified 10 categories that drive the QA – Maximize Value for stakeholder relationships in higher education settings. The categories are, namely, the definition of QA; definition of quality management; value for governing council; value for lecturers and staff; value for students; value for employers; value for government; definition of quality education; continuous improvement; and QA in universities. The main findings of the research related to “how” and “why” QA create value for stakeholders. The results of the study indicate that the governing council representatives’ (key stakeholders) expected value creation through improved management and proper education policy. The expected value creation for lecturers and university staff included career advancement, good working conditions of service, remuneration and the excellent performance of students. The paper finds that QA in higher education is contingent on senior management commitment to the strategic decision on overall objectives, management of the facility, financial and human resources, which are geared toward ensuring effective teaching, student learning and value maximization for all stakeholders.
Research limitations/implications
The limitation of the study is that the major stakeholders considered were all from universities. Other stakeholders such as employers from the industry and other sectors should be included in a future study.
Practical implications
Based on the study findings, two major implications for training of senior management, deans and heads of departments in the concepts of QA to maximize value for all stakeholders; and the QA system selected for the university must be “fit for purpose” were drawn, leading to recommendations for future practice. These findings can help universities to develop strategies that improve educational quality and maximize value for all stakeholders. The authors suggested some propositions that can be examined in-depth in future research endeavors so as to enhance the understanding of the predictors of QA in education and the expectations of different stakeholders.
Originality/value
The originality of the study lies in the perspective of experienced participants who had visibility over the entire QA –Maximize Value relationship and were knowledgeable. Based on the use of the grounded theory approach and the view of major stakeholders used in this research, the findings emphasize the stakeholders’ – driven definition of quality education that focuses on value maximization for all stakeholders. This is different from the majority of the existing definitions in the quality literature that are primarily standard-driven, focusing on meeting a pre-defined set of standards, specifications, requirements and are set internally or externally. The approach provides an opportunity to increase the credibility and rigor of grounded theory research.
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The purpose of this paper is to investigate the relationship between a student’s study time and the learning outcome from a perspective that will correspond to Bloom’s (1956…
Abstract
Purpose
The purpose of this paper is to investigate the relationship between a student’s study time and the learning outcome from a perspective that will correspond to Bloom’s (1956) taxonomy and how teaching can be developed using variation theory.
Design/methodology/approach
The author designed a learning study using an experiment with three different classes of students. The experimental research question was “Does a student’s study time (massed or distributed spacing) have an impact on the learning process?”
Findings
Results indicated that students in the “strictly supervised study time” grouping improved on their learning outcomes more than those in the “not strictly supervised study time” equivalent and those in the control group. It is important for students to manage their own learning activities and follow a regular study routine to improve their learning outcomes.
Research limitations/implications
This study used undergraduate students at a university in Ghana, and its findings may not necessarily be applicable to other populations. One other limitation was that the author did not control for the lecturer’s expectations and how these may have influenced students’ learning outcomes. Another potential limitation was that total quality management was the only subject area used for this study.
Practical implications
The objective of the study was to use the motivated strategies for learning questionnaire (MSLQ) approach by Pintrich et al. (1991) to determine the relationship between a student’s study time and the impact on their learning outcomes. The results imply that students must take more active roles in their learning by having regular study time.
Originality/value
Currently, to the best of the author’s knowledge, there are not many experiment-based research studies on a student’s study time using the MSLQ approach by Pintrich et al. (1991). This study contributes to the existing literature by examining how a student’s study time (massed or distributed spacing) has an impact on the learning outcome as a lesson and learning study.
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Godson A. Tetteh, Kwasi Amoako-Gyampah and Amoako Kwarteng
Several research studies on Lean Six Sigma (LSS) have been done using the survey methodology. However, the use of surveys often relies on the measurement of variables, which…
Abstract
Purpose
Several research studies on Lean Six Sigma (LSS) have been done using the survey methodology. However, the use of surveys often relies on the measurement of variables, which cannot be directly observed, with attendant measurement errors. The purpose of this study is to develop a methodological framework consisting of a combination of four tools for identifying and assessing measurement error during survey research.
Design/methodology/approach
This paper evaluated the viability of the framework through an experimental study on the assessment of project management success in a developing country environment. The research design combined a control group, pretest and post-test measurements with structural equation modeling that enabled the assessment of differences between honest and fake survey responses. This paper tested for common method variance (CMV) using the chi-square test for the difference between unconstrained and fully constrained models.
Findings
The CMV results confirmed that there was significant shared variance among the different measures allowing us to distinguish between trait and faking responses and ascertain how much of the observed process measurement is because of measurement system variation as opposed to variation arising from the study’s constructs.
Research limitations/implications
The study was conducted in one country, and hence, the results may not be generalizable.
Originality/value
Measurement error during survey research, if not properly addressed, can lead to incorrect conclusions that can harm theory development. It can also lead to inappropriate recommendations for practicing managers. This study provides findings from a framework developed and assessed in a LSS project environment for identifying faking responses. This paper provides a robust framework consisting of four tools that provide guidelines on distinguishing between fake and trait responses. This tool should be of great value to researchers.
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The average mark in the mid-semester examination of a group of total quality management students turned out to be 52 percent with a SD of 11 percent. They are to score a minimum…
Abstract
Purpose
The average mark in the mid-semester examination of a group of total quality management students turned out to be 52 percent with a SD of 11 percent. They are to score a minimum of 60 percent to enable them graduate with a diploma. The purpose of this paper is to investigate the vital Xs or variables that will help improve a student’s score from 52 to 60 percent.
Design/methodology/approach
The main objective of the study is to relate variables that will improve the learning outcome, hence the author chose a structural equation modeling using 15 latent constructs (Pintrich et al., 1991) to identify the vital Xs.
Findings
Results show that students study time, learning motive, and learning strategy will have significant effect on the learning outcome.
Research limitations/implications
This study is restricted to students in a particular university in Ghana, and may not necessarily be applicable universally.
Practical implications
This study used the (Pintrich et al., 1991) Motivated Strategies for Learning Questionnaire to gather information about student’s study habits, learning skills, and motivation for schoolwork. Students who participated in the study were provided with the necessary feedback to help improve on their examination scores.
Originality/value
This study contributes to literature by examining how the attitude(s) of the student in the classroom has a significant effect on the learning outcome.
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The purpose of this research paper is to apply the Six Sigma methodology to identify the attributes of a lecturer that will help improve a student’s prior knowledge of a…
Abstract
Purpose
The purpose of this research paper is to apply the Six Sigma methodology to identify the attributes of a lecturer that will help improve a student’s prior knowledge of a discipline from an initial “x” per cent knowledge to a higher “y” per cent of knowledge.
Design/methodology/approach
The data collection method involved a one-on-one, in-depth interview based on the Kano questionnaire with a sample of 170 undergraduate and graduate students aged between 25 and 40 years in two Ghanaian universities. The Kano questionnaire contained the critical to quality (CTQ) and the 25 functional requirements (FRs). The analytical Kano (A-Kano) questionnaire was adopted for the purpose of improving learning outcome with a student–lecturer interaction. The CTQs in this study, from the customer (student) perspective, will correspond to Bloom’s (1956) categories in the cognitive domain made up of remember, understand, apply, analyze, evaluate and create. The configuration index, which provides a decision factor for selecting the 25 FRs that contribute to improving learning outcome made up of the American Society of Quality’s six leadership competencies (navigator, communicator, mentor, learner, builder and motivator) and 19 attributes from previous research studies on service quality in higher education. This study used the varimax and quartimax factor analysis rotation methods to generate the principal components (PCs).
Findings
Out of the 25 FRs, four (communicator, mentor, builder and motivator) of the American Society of Quality (ASQ) leadership competencies were found to be exciters or attractive and when applied by the lecturer would exceed customer (student) expectation.
Research limitations/implications
The study involved only a judgment sample of 170 undergraduate and graduate students from two universities drawn in Accra, Ghana; hence, the outcome cannot be generalized to the entire student population in Ghana as a whole.
Practical implications
The Kano results from this study corroborates with previous findings that students perceive “Fostering of Team Work”, “Expertise in Other Subject Areas”, “Variety of Teaching Methods”, “Friendliness” and “Humor” as either exciters or attractive attributes.
Social implications
Some of the benefits from this study include the fact that lecturers may improve classroom experience knowing what their students regard as satisfactory and dissatisfactory attributes or they may have a better understanding of the student’s perspective. The concept of student satisfaction addressed in this study should therefore always be seen as a “means to an end”, with the end being the transformation of students.
Originality/value
This study contributes to the literature by examining how the student’s approach to learning or acquiring new knowledge has a significant effect on the learning outcome using factor analysis rotation methods to generate the PCs.
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This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or…
Abstract
Purpose
This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance.
Design/methodology/approach
Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis.
Findings
Students’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome.
Research limitations/implications
This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study.
Practical implications
This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class.
Originality/value
This paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.
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This paper aims to clarify the relationship between the student’s study time and the learning process in the higher education system by adapting the total quality management (TQM…
Abstract
Purpose
This paper aims to clarify the relationship between the student’s study time and the learning process in the higher education system by adapting the total quality management (TQM) principles-process approach. Contrary to Deming’s (1982) constancy of purpose to improve the learning process, some students in higher education postpone their studies till the last few weeks of an examination.
Design/methodology/approach
The paper opted for an experimental study with three different classes of business school students. The experimental research question was “Do student’s study time (massed or distributed spacing) has an impact on the learning process?”
Findings
Results indicated that students in the “Strictly supervised study time” group improved on their learning process more than the “Not Strictly Supervised study time” and the control group. It is important for students to manage their own learning activities and follow a regular study time and constantly improve their learning process as proposed by Deming (1982).
Research limitations/implications
This study used restricted to undergraduate business school students in a university in Ghana, and may not necessarily be applicable universally. One other limitation was that the authors did not control for lecturer’s expectancies and how these may have influenced the students’ learning process. Another potential limitation was that TQM was the only subject area used for this study.
Practical implications
This objective of the study is to use the TQM principles of process approach, the Learning Theory and the Learning Strategies from the Motivated Strategies for Learning Questionnaire (MSLQ) – Pintrich et al. (1991) – to support theoretical and practical implications of the relationship between the student’s study time and the learning process. The results imply that students must take a more active role in their learning by having a regular study time.
Originality/value
Currently, to the best of the authors’ knowledge, there are not many experiment-based studies on a student’s study time using the MSLQ-Pintrich et al. (1991) approach. This study contributes to the literature by examining how a student’s study time (massed or distributed spacing) has an impact on the learning process.
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Godson Ayertei Tetteh and Frederick Asafo-Adjei Sarpong
The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay…
Abstract
Purpose
The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student’s approach to learning and the teacher’s approach to teaching are concepts that have been widely researched, few studies have explored how the type of assessment (true or false, multiple-choice, calculation or essay questions) and stress would manifest themselves or influence the students’ learning outcome to fulfill Bloom’s taxonomy. Multiple-choice questions have been used for efficient assessment; however, this method has been criticized for encouraging surface learning. And also some students complain of excelling in essay questions and failing in multiple-choice questions. A concern has arisen that changes may be necessary in the type of assessment that is perceived to fulfill Bloom’s taxonomy.
Design/methodology/approach
Students’ learning outcomes were measured using true or false, multiple-choice, calculations or essay questions to fulfill Bloom’s taxonomy and the students’ reaction to the test questionnaire. To assess the influence of the type of assessment and the stress level factors of interest, MANOVA was used to identify whether any differences exist and to assess the extent to which these differences are significantly different, both individually and collectively. Second, to assess if the feedback information given to respondents after the mid-semester assessment was effective, the one-way ANOVA procedure was used to test the equality of means and the differences in means of the mid-semester assessment scores and the final assessment scores.
Findings
Results revealed that the type of questions (true or false, multiple-choice, calculations or essay) will not significantly affect the learning outcome for each subgroup. The ANOVA results, comparing the mid-semester and final assessments, indicated that there is sufficient evidence means are not equal. Thus, the feedback given to respondents after the mid-semester assessment had a positive impact on the final assessment to actively improve student learning.
Research limitations/implications
This study is restricted to students in a particular university in Ghana, and may not necessarily be applicable universally.
Practical implications
The practical implications of this research is that assessments for learning, and the importance of assessment impact not only on students, but also on teachers and the literature.
Originality/value
This study contributes to the literature by examining how the combination of the type of assessment (true or false, multiple-choice, calculation or essay) and stress contributes to the learning outcome.