120 likes | 252 Views
Application of Lean Management to Improve Educational Operations Case Study: Marine Propeller Course. By: Bill Woods and Mouafak Zaher UNITEC Applied Technology Institute Auckland, New Zealand. I - Introduction.
E N D
Application of Lean Management to Improve Educational OperationsCase Study: Marine Propeller Course By: Bill Woods and Mouafak Zaher UNITEC Applied Technology Institute Auckland, New Zealand
I - Introduction Development of lean management principles originated in Japan manufacturing companies after the II-World War. The philosophy was established in response to the deficiency in human capacity, and financial resources. It established the following five elements: *Specify value, *Identify the value stream, *Flow, *Pull, and Perfection
II - Application Although lean management systems have been predominantly implemented in manufacturing industries, it is currently reported that service industry like education have similarly been improved using lean management systems.
UNITEC Applied Technology Institute (UATI) developed its Marine courses to exploit the strengths found in its discipline and its applied nature. One example is the Marine Propeller course which covered topics such as: Boundary layer, Wing theory, Propeller characteristics, and cavitation.
This presentation describes the collaborative and active learning techniques employed in this course using the five elements of lean management.
III – Applying Five Fundamental Concepts A) Specify Value: Collaborative learning removes the tutor as ‘expert’ on course material and empowers students with control of their own understanding of both basic and advanced concepts.
One of the main concepts involved in collaborative learning is the emphasis of having students work together to get a job done: This is realised by five basic tenets: • Positive interdependence • Face to face promotive interaction • Individual accountability • Collaborative skills • Group processing
B) Identify value stream: This encompasses all actions and interactions conducted during different stages, or may target one specific task. Group processing involved both in-class and out-of-class assignments. Students were asked to find information jointly as a group and then compare and contrast the advantages and disadvantages of the competing components, systems, and processes.
C) Flow: The concept of flow is then applied to enhance efficient additions of value through each stage of the learning process. Practical and laboratory activities were broad design-oriented laboratory assignments. Both system design and design methodologies were emphasised through the laboratory portion of the course
D) Pull: The pull-oriented philosophy reduces the amount of waste caused by conducting unnecessary work. The students exceeded our expectations and showed us the level at which they can understand and digest complex information.
E) Perfection: The institution must apply the final fundamental concept in lean management and strive to achieve perfection. The final stages of the course were devoted to the design and implementation of a working propeller system.
IV - Conclusion The application of lean management to improve educational process is a total approach designed to identify and change forms of classroom behaviors in order to sustain a better quality of learning and improve student’s satisfaction. There is a definite benefit to include teams along with subject matter. Collaborative and active learning techniques proved effective in establishing desired levels of competencies in the students.