Drive Out Fear: Deming’s TQM Cultural Challenge

TQM consists of two dimensions - a 'hard' or technical dimension and a 'soft' dimension. The soft dimension can be described as a philosophy of management. At the heart of this philosophy is organisational culture. It is this cultural aspect that is the focus of this paper. Successful implementation of TQM requires the right organisational culture. Today management by fear is ubiquitous and micromanagement the norm. Such behaviours and cultures lead to sub-optimal performance. This paper revisits Deming's contention that it is the primary duty of every manager to remove fear from the workplace. It looks at how managers can avoid creating a blame culture and instead create culture that will allow TQM to flourish. The paper looks at the influence of national culture on organisational culture and TQM implementation and how national culture traits that are the antithesis of a TQM culture can be overcome. Serbia is used as an example for illustrative purposes. Key to successful TQM application is identified as the role of management and an equal emphasis on both 'hard' and 'soft' dimensions

Waste Identification and Elimination in HEIs: The Role of Lean Thinking

Purpose – The purpose of this paper is to translate the eight wastes of Lean for Higher Education Institutions (HEIs), identify some examples of each waste and to propose appropriate Lean solutions to those wastes. Design/methodology/approach – To identify wastes within HEIs a combination of observation and cause-and-effect analysis utilising brainstorming were employed using a convenience sample of HE academic staff. Findings – Once all eight wastes were successfully translated for HEIs a range of examples were identified in both academic and support services, including excessive movement of people, over production of materials, excessive inventory and waste of human resources. Appropriate Lean solutions to the identified wastes include the use of 5S, point-of-use-storage, process mapping/value stream mapping and level scheduling. Research limitations/implications – The cited examples come from a limited number of observations in only a few HEIs. More valid and reliable data would come from a more extensive sample of HEIs. Practical implications – In order to improve bottom-line performance in times of constrained resources HEIs can reduce waste and hence costs of poor quality by using Lean thinking and accessing, what Joseph Juran (1962) called, “The gold in the mine”. This can be done without reducing the level of services. Social implications – Particularly in a recession, HEIs need to show that they are using government funding (public money) in the most efficient and effective way possible. Lean thinking can help achieve both these objectives. Originality/value – Previous papers on Lean thinking applied to HEIs have concentrated on individual processes such as curriculum design or student assessment. This paper takes a holistic view demonstrating how Lean thinking theories can be practically applied across both academic and administrative areas of HEI operations

Mystery Shoppers: an evaluation of their use in monitoring performance

Abstract Purpose – The purpose of this paper is to examine what mystery shopping is, why it is used and how mystery customers are trained and how the information collected is fed back to the client organisation. Design/methodology/approach – The approach was to use an online survey of mystery shoppers compares the reality of the situation with the best practice identified from the extant literature. Findings – The main outcome was that results identify good and bad practices in all areas of the process and guidelines for the recruitment, training and monitoring of mystery shoppers are proposed including in-depth training in all aspects of the job. Research limitations/implications – A sample of 85 mystery shoppers was used and only in the UK. It would be interesting to widen this out internationally. Practical implications – Mystery shoppers are used worldwide by services to evaluate the performance of their front-line people and processes but are their evaluations valid and reliable? This research identifies good and bad practice which should help managers to design their training for mystery shoppers

Lean Six Sigma implementation in East Africa: findings from a pilot study

Purpose – This paper reports the results of a pilot study on the implementation of Lean Six Sigma (LSS) in East African service and manufacturing organizations. The purpose of this paper is to determine the critical success factors for implementation of such a strategy as well as any barriers. A further aim was to determine the knowledge, usage and usefulness of LSS tools and techniques within those organizations. Design/methodology/approach – A quantitative approach was taken utilizing a survey questionnaire which was sent to a sample of organization employees who had attended Yellow, Green or Black Belt LSS training courses organized by the Kenya Institute of Management in Nairobi. Employees attending such courses came from Kenya, Uganda, Tanzania and Rwanda. Findings – Results indicate that the most useful tools are most of the original seven tools of quality improvement proposed by Ishikawa over 50 years ago and the most important factor for successful implementation of LSS is management involvement and participation. Research limitations/implications – The main limitation is that this is a pilot study so to confirm the findings a full survey of East African organization needs to be undertaken. Practical implications – The findings have implications for trainers, consultants and practitioners with regards to the implementation of LSS within organizations as well as the focus of the content of LSS training courses. Originality/value – This paper reports the first study on the implementation of LSS in East Africa and will be of value to practitioners, trainers, consultants and researchers of LSS in East Africa and beyond

Understanding student satisfaction and dissatisfaction : an interpretive study in the UK higher education context

This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study. The data were captured and analysed using the qualitative critical incident technique to capture the voice of the student and identified the critical determinants of quality within higher education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; and Communication. A number of new determinants of quality have been identified out of the research by three independent judges, namely motivation, reward, social inclusion, usefulness, value for money and fellow student behaviour

Understanding student satisfaction and dissatisfaction: An interpretive study in the UK Higher Education Context

This article represents a cross-sectional study of undergraduate students across two North West University Business Schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study. The data was captured and analysed using the qualitative critical incident technique to capture the voice of the student and identified the critical determinants of quality within Higher Education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; and Communication. A number of new determinants of quality have been identified out of the research by three independent judges, namely motivation, reward, social inclusion, usefulness, value for money and fellow student behaviour

Essential Ingredients for the Implementation of Quality 4.0: A narrative review of literature and future directions for research

Purpose Quality 4.0 is concerned with managing quality in the Industry 4.0 era. Specifically, its focus is on which digital tools are used to enhance an organization’s ability to reliably give customers high-quality products. The purpose of this paper is to investigate the key ingredients for the effective implementation of Quality 4.0. Design/methodology/approach A narrative literature review was conducted on the extant works to collate and analyse previous studies in this relatively new field. Findings The study revealed eight key ingredients for the effective implementation of Quality 4.0 in organizations, namely: (1) handling big data, (2) improving prescriptive analytics, (3) using Quality 4.0 for effective vertical, horizontal and end-to-end integration, (4) using Quality 4.0 for strategic advantage, (5) leadership in Quality 4.0, (6) training in Quality 4.0, (7) organizational culture for Quality 4.0 and, lastly, (8) top management support for Quality 4.0. These findings have provided a steer for the future research agenda of Quality 4.0. Practical implications Organizations can use the eight ingredients to perform a self-assessment on the current state of each element within their own organization. When implementing Quality 4.0, each ingredient should be effectively analysed, and measures taken so that the implementation of Quality 4.0 is effective. Originality/value The paper makes the first attempt to present the key ingredients an organization should possess to effectively implement Quality 4.0

Acute effects of exercise on appetite, ad libitum energy intake and appetite-regulatory hormones in lean and overweight/obese men and women

Background: Acute exercise does not elicit compensatory changes in appetite parameters in lean individuals; however, less is known about responses in overweight individuals. This study compared the acute effects of moderate-intensity exercise on appetite, energy intake and appetite-regulatory hormones in lean and overweight/obese individuals. Methods: Forty-seven healthy lean (n=22, 11 females; mean (s.d.) 37.5 (15.2) years; 22.4 (1.5) kg m−2) and overweight/obese (n=25, 11 females; 45.0 (12.4) years, 29.2 (2.9) kg m−2) individuals completed two, 8 h trials (exercise and control). In the exercise trial, participants completed 60 min treadmill exercise (59 (4)% peak oxygen uptake) at 0–1 h and rested thereafter while participants rested throughout the control trial. Appetite ratings and concentrations of acylated ghrelin, peptide YY (PYY) and glucagon-like peptide-1 (GLP-1) were measured at predetermined intervals. Standardised meals were consumed at 1.5 and 4 h and an ad libitum buffet meal was provided at 7 h. Results: Exercise suppressed appetite (95% confidence interval (CI) −3.1 to −0.5 mm, P=0.01), and elevated delta PYY (95% CI 10 to 17 pg ml−1, P<0.001) and GLP-1 (95% CI 7 to 10 pmol l−1, P<0.001) concentrations. Delta acylated ghrelin concentrations (95% CI −5 to 3 pg ml−1, P=0.76) and ad libitum energy intake (95% CI −391 to 346 kJ, P=0.90) were similar between trials. Subjective and hormonal appetite parameters and ad libitum energy intake were similar between lean and overweight/obese individuals (Pgreater than or equal to0.27). The exercise-induced elevation in delta GLP-1 was greater in overweight/obese individuals (trial-by-group interaction P=0.01), whereas lean individuals exhibited a greater exercise-induced increase in delta PYY (trial-by-group interaction P<0.001). Conclusions: Acute moderate-intensity exercise transiently suppressed appetite and increased PYY and GLP-1 in the hours after exercise without stimulating compensatory changes in appetite in lean or overweight/obese individuals. These findings underscore the ability of exercise to induce a short-term energy deficit without any compensatory effects on appetite regardless of weight status

Unifying the that-trace and anti-that-trace effects

This article proposes a unified analysis of the that-trace and anti-that-trace effects in English. Unification of these two seemingly diametrically opposed effects remains an outstanding problem. It is argued that complement and relative clauses in English exhibit systematic variation in terms of how articulated their C-domains are. This, combined with Spec-to-Spec Anti-locality, leads to a novel analysis of the anti-that-trace and that-trace effects. The analysis has interesting theoretical implications for phase theory and the mechanics of successive cyclicity, particularly concerning the position of the phase escape hatch, which is claimed to be the specifier of the complement of the phase head, and not the specifier of the phase head as in standard phase theory.This research was carried out as part of my PhD at the University of Cambridge, which was funded by the AHRC (award reference number 04271)

Student satisfaction and dissatisfaction - a study in the higher education context

This application for PhD by publication is the culmination of a series of investigations concerning the development of a conceptual model of student satisfaction with their higher education (HE) experience. The five core papers that sequentially contributed to knowledge are presented within this application, together with their supporting papers. In particular, the investigations focussed on what were the main determinants of student satisfaction utilising critical incident technique (CIT). New determinants of quality within higher education were identified as a result, namely motivation, praise/reward, social inclusion, usefulness, value for money and fellow student behaviour. The resultant research papers have made an original contribution to knowledge in the area of quality in HE. The rationale for using CIT to gather and analyse data was to investigate its effectiveness in triangulating with existing methods used in HE to measure student satisfaction. The CIT research was triggered by previous research that had developed and tested a student satisfaction questionnaire. CIT is used to gather data that is defined as ‘rich’. It is ideal when researching new areas. The questionnaire was based on the work of Sasser et al (1978) who proposed that service delivery consisted of a ‘bundle’ of goods and services, which incorporated distinct elements (the facilitating goods, the sensual service and the psychological service). The CIT survey instrument subsequently adopted, built upon the seminal work by Flanagan (1954) who developed it to assess the psychological impact (on pilots) when learning to fly. Both survey instruments were used to identify the determinants of quality in higher education from a student’s point of view and ultimately what was considered “critically critical” (Edvardsson & Nilsson-Wittel, 2004). An evaluation of teaching quality was carried out as part of this series during the mid-2000 era, and a comparison made of some of the existing measurement methods used at the time, such as student feedback questionnaires and peer review practices. A review of the potential use of mystery students in higher education was also carried out. This particular study highlighted the lack of confidence (by teaching personnel) in the existing methods for evaluating teaching quality as well as some mistrust of the concept of using mystery students in a classroom setting. A multi-method approach was chosen for this series of studies, because of the merits in using both quantitative and qualitative studies to generate data. Using such an approach provided a sequential method of analysing and presenting the data for this cross-sectional study. The initial student satisfaction questionnaire was a quantitative instrument and gathered data on importance and satisfaction ratings (using a five-point Likert scale) which were further analysed used quadrant analysis. The CIT survey was largely qualitative in nature and gathered written narratives from students about their positive and negative experiences; the resulting data used interpretive thematic analysis to identify key themes and any resulting patterns that could be coded quantitatively for input into the statistical software package SPSS. Each piece of research was underpinned by the existing literature at the time; this has inevitably progressed since then. CIT has been widely used in the service sector and additional determinants of quality within higher education have been identified within the current literature. A number of papers presented with this application have generated academic discussion in the field and these are evidenced by the number of citations for the applicant’s work. Moreover, the applicant’s additional supplementary papers also appended for background information have also been cited within the academic literature. The findings can be applied to teaching practice and within policy documents that support front-line teaching (and other) personnel in higher education