Ethical Development and Diversity Training for Educational Leaders

In the 21st century schools must meet the challenges of current and anticipated increases in racial and ethnic student populations. In turn, school principals must be prepared to lead diverse student populations to high levels of achievement. To facilitate adequate leadership preparation, therefore, the diversity training of educational leaders in given settings must be reworked so that the achievement gap between non-white and white students can be closed. Furthermore, restructuring of principal training is best accomplished through consensus within the profession, based on the tenets of the democratic values of respect, acceptance, and appreciation of diversity. The purpose of this paper is to add to the body of knowledge in educational leadership degree and certification programs in regard to diversity standards and social justice relevance. This paper provides an overview of a social justice agenda that includes five key elements. The first is a discussion of the term diversity and American demography. The second element is a summary of the sociopolitical context of social justice. The third element is an examination of multicultural education. The fourth element is an overview of educational administration programs. The last element is a review of the moral and ethical leadership standards for educational administrators

Lean Engineering Education : bridging-the-gap between academy and industry

This paper presents Lean Engineering Education (LEE) as an curricular innovation in the Engineering courses. It provides a discussion, mainly based on literature and informal dialogues, about the disconnected world of academy and industry and the demands for new educational methods and strategies. Additionally, it defines LEE as also the principles inherent to this and describes how LEE addresses two complex challenges faced by Higher Education Institutions: the globalized marketplace and the right skills from industry perspective for engineering graduates

The Lean Production multidisciplinary: from operations to education

Lean Engineering (LE) had its roots in Toyota automobile production where the main objective is to standardize operations, so that wastes in the production processes can be identified and eliminated. Pursuing standardization in a systematically and continuous way, companies enter a continuous improvement mode of operation where input from all affected parties across the value stream is sought; this requires personnel on all levels of the organization to be prepared to be active learners. As LE has exceeded its original focus and application in the automotive industry, it has transformed manufacturing industries as well as service providers, including travel agents, health care, and many others. Yet, although engineers and non-engineers alike rely on LE principles and tools almost daily, LE has not yet transforme d Engineering Education. In this paper, the authors review their concept of Lean Engineering Education which they have based on the three-step of ethics, system-thinking and sustainability. The paper concludes with recommendations for curriculum innovations to improve engineering students’ competencies.National Funds - Portuguese Foundation for Science and Technology, under Project Pest-OE/EME/UI0252/2011

Lean engineering education: DNA for change

The Lean Engineering Education (LEE) model is advocated by the authors of a book in press, Lean Engineering Education: DNA for Change (Flumerfelt, et al., 2014) as a methodology to allow for students’ parallel content and competency development, based on the double helix DNA image (Figure 1). This LEE methodology targets the shortcomings in the professional development of engineering students as evidenced in several data sets, such as the ASME’s Vision2030 survey results (2010, 2011). (...

Sense-Making between and across Stakeholder Perspectives

The CX Tool© provides a visual Tool© for creating congruence between what is known, thinking, and what is done, doing, within a socio-technical system. It guides the analyst by identifying six elements contained within thinking, Organizational Intelligence, and doing, Performance Management, dimensions. Three elements define Organizational Intelligence: Essential Ideas; Essential Processes/Protocols/Structures; and Essential Assessments/Audits. Three elements define Performance Management: Essential Actions; Essential Standards; and Essential Deliverables. The CX Tool© allows analysts to assign congruency scores between elements horizontally and vertically while allowing comparisons between current and desired state of the system. The CX Tool© does not distinguish between stakeholders’ perspectives, a feature that, when faced with complex and/or complicated systems, may prove critical. In this research the authors propose a conceptual framework to incorporate different stakeholders’ perspectives into the CX Tool©. A short case study is presented to illustrate how different stakeholders’ perspectives can be incorporated and quantified

Lean education: An overview of current issues

This edited volume presents a structured approach to a new lean education curriculum, implemented for the education of engineers, managers, administrators as well as human resources developers. The authorship comprises professors and lecturers, trainers and practitioners who educate future professionals in Lean Thinking principles and tools. This edited book provides a platform for authors to share their efforts in building a Body of Knowledge (BoK) for Lean Education. The topical spectrum is state-of-the-art in this field, but the book also includes a glimpse into future developments. This is a highly informative and carefully presented book, providing valuable insight for scholars with an interest in Lean Education.(undefined)info:eu-repo/semantics/publishedVersio

A Complementarist Approach to Lean Systems Management

Effective systems management is a desirable, but often lacking, individual and organizational behaviour. An effective management system informs decision making for human, information, technology and machine processes, thus requiring a systemic approach. The consequences for a lack of systems competency are considerable in costs, delays, failures, etc.  In this paper, the authors present a complementarist lean systems management approach.  As a knowledge engineering approach, it combines the CX tool, Transition-Phase Management model (TPM) and Cascading Failure Model (CFM) methodologies into a meta-methodology to manage lean systems. The CX tool is a system model of both current and desired future states in an organization that aspires to be lean. Based on the Plan-Do-Check-Adjust organizational learning loop, the CX tool provides a means to analyse any current or new system, process or project.  The “C” stands for congruence or “equal state” and “X” for all the possible combinations in which the congruence can be developed or improved.  TPM provides a mean to manage process change processes; while CFM allows identifying robust process networks.  Together they quantify specific gaps to inform continuous improvement. The meta-methodology proposed is a pluralistic approach that integrates all phases of process improvement: diagnosis, solution design, implementation and control while combining social sciences, engineering management and systems engineering disciplines

Conclusions and new developments

This edited volume book on Lean Education presented several courses, educational models and projects implemented as part of engineering, management, administration, human resources and other education delivery providers. The authors are professors, lecturers, researchers, educators and trainers that educate future professionals in Lean Thinking principles and tools.(undefined)info:eu-repo/semantics/publishedVersio

Transdisciplinary perspectives on complex systems: new findings and approaches

This book presents an internationally comprehensive perspective into the field of complex systems. It explores the challenges of and approaches to complexity from a broad range of disciplines, including big data, health care, medicine, mathematics, mechanical and systems engineering, air traffic control and finance.The book's interdisciplinary character allows readers to identify transferable and mutually exclusive lessons learned among these disciplines and beyond. As such, it is well suited to the transfer of applications and methodologies between ostensibly incompatible disciplines. This book provides fresh perspectives on comparable issues of complexity from the top minds on systems thinking.The present author would like to thank the Faculty of Science and Technology of the New University of Lisbon (UNL) and the Portuguese Foundation for Science and Technology (FCT) through the Strategic Project no. UID/EMS/00667/2013. Their support helps make our research work possible.info:eu-repo/semantics/publishedVersio