Short presentation on lean education

1. Dr. Shantha Yahanpath
Lou Coenen, MSc., MAICD
Shan Yahanpath, MBA
Australia and New Zealand Business and Social Science
Research Conference, Novotel Sydney Central
17 September 2016
Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 1

2. Motivation
Today’s environment – multiple pressures on all
• Focus is on “in-classroom” optimization of:
• Time / money / effort - Need to do more with less
– Learners
– Teachers / Academics
– Administration
• Comparison of experiential findings with current research
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3. Lean Education Objectives
– Meet Learner, Teacher, and University Needs
– Support diverse groups: national origin, culture, language,
and educational backgrounds.
– Education – not just training
– Provide incentives for life-long learning
Result = Positive Feedback and Results
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4. Lean Principles
Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 4
Continuous
Improvement
Respect for
People
Focus On Customer
Requirements

5. Emerging Challenges in Teaching
• Learner Pressures:
– Diverse backgrounds: language, cultures, wider age range,
educational style, skills
– Increasing stakeholder expectations
• Faculty Pressures:
– Time and “expense” of active class preparation in dynamically
changing environment
– Balance of teaching with research
• University Pressures:
– Dual burdens of teaching AND research-heavy activities.
– Increasing complexities: competition for students, multiple
stakeholder concerns, rising costs, etc.
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6. Methodology and Research Questions
• Research Methodology – (Bryman 2006)
– Triangulation – Quantitative, Qualitative, Multi-method
• General Research Questions:
1) Can Lean Education deliver better learning experiencesat a lesser
cost/effort? What are customer and stakeholder benefits?
2) How would Lean Education assistthe recent developments and
trends in higher education classrooms?
3) Is Lean Education consistentwith traditional pedagogic practice
4) How should the qualitative informationbe interpreted? What
lessons might be learned from results using Lean?
5) What risks might diminishfor traditional universities from this
research? How might it assisttheir market positioning?
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7. Literature Review
• Emiliani (2015)
– Lean teaching methods can improve student engagementand
outcomes
– Improving value of higher education involves key stakeholder/ student
satisfaction
• Shirky (2008)
– Increasing class effectiveness can be achieved through group work
• Selingo (2012)
– Teacher competence improves by embracing Lean techniques
because it empowers the student and teacher
• Christensen and Eyring (2011)
– Online learning can be combined with existing methods to improve
student outcomes
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8. Literature Review (cont’d)
• Dragomir and Surugiu (2012)
– Identified and examined three cases of successful Lean
implementation - in different parts of the University
• Doman (2011)
– Lean Principles have been used to optimise a university’s grade change
admin process
• Maguad (2007)
– Highlighted that teaching and learning are the most critical school
activities
– Lean techniques improve operational efficiencies through elimination
of waste
• Braverman (2007)
– Continuing education plays a critical role in improving the corporate
performance thru continuous improvement practices
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9. Step 1 – Explanation
– Pre- and initial class “welcome” contact describing course, expectations,
and “process”.
– Course core content and support materials available prior to each
course session
– Establish “learning groups / teams”
Step 2 – Modelling
– Review material – and show when /why / how it is applicable
Step 3 – Guided Practice
- Use case studies and other examples of application in class and
workshops
Step 4 – Independent Practice
– At home exercises and assessments
(Marzano 2007)
Lean Pedagogy - Consistent with past
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10. Emerging / Evolving Tools
Cognitive Surplus
– Use of available / re-used “spare time” to achieve outcomes
– Includes readily available videos, guest speakers, external articles,
etc. (Shirkey 2008)
On Line Support
– Easy and quick access to world class resources
– Facilitates student collaboration and access to teacher /
academics
Wider variety
– Easily accessible diversity of teaching tools and learning content
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11. Lean Education Social Benefits
Lean Education helps behaviorism, socio-cultural learning and
happiness.
• For the Student:
– Demonstrated enhanced results and topic retention from
effective learning through active involvement in process
(Yahanpath and Yahanpath 2015)
– Consistent with Gen Y and Gen Z mindset plus emergence of
quality educational support material.
– Provides a more flexible learning experiences through a variety
of communication media and devices
– Encourages life-long learning
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12. Lean Education Social Benefits (Cont’d)
• For the Teacher
– Elevates role of teacher from one of “presenter” to one of
“advisor”, “coach”, and “facilitator”
– Minimises time pressures to develop unique student topic
material by leveraging existing resources and tools
– Assists teachers to handle more classes per week while being
able allocate more time for research
• For the University
– Enhances student and stakeholder satisfaction
– Improves cost efficiency to provide quality education
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13. Ongoing Research
Topics undergoing further research
• Further findingsvalidation through in-class observations
• Results comparison with executive coaching programs
• Structuredinterviews
• Observationsfrom international teaching (Germany,
Singapore, Sri Lanka, etc.)
• Additional input from conference participants
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14. Yahanpath, Coenen, Yahanpath Lean Approach to Tertiary Learning 14
Thank You