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The application of
university processes
Texas A&M University
Texas A&M University
Texas A&M University
Texas A&M University
Texas A&M University
ABSTRACT
The first student Six Sigma team (activated under
course and curriculum approval process. The goal
shorten process cycle time and reduce confusion about how the process works. Members of this
team developed flowcharts on how the process is supposed to work (by procedure) and how it
works in reality. The reality flowchart
two flowcharts were compared & integrated. Then the process was streamlined by making many
serial approval steps simultaneous. The team members briefed
their input, and validated the proposed process revision.
reduction of cycle time by 78.9%.
To fully implement the revised process, technological changes
Key Words: Six Sigma, University Processes,
Indicators, Stakeholders
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
application of Six Sigma methodologies to
university processes: The use of student teams
Mildred Golden Pryor
Texas A&M University-Commerce
Christine Alexander
Texas A&M University-Commerce
Sonia Taneja
Texas A&M University-Commerce
Sowmya Tirumalasetty
Texas A&M University-Commerce
Deepthi Chadalavada
Texas A&M University-Commerce
The first student Six Sigma team (activated under a QEP Process Sub-team) evaluated the
course and curriculum approval process. The goal was to streamline the process and thereby
shorten process cycle time and reduce confusion about how the process works. Members of this
team developed flowcharts on how the process is supposed to work (by procedure) and how it
works in reality. The reality flowchart was developed by interviewing process stakeholders. The
two flowcharts were compared & integrated. Then the process was streamlined by making many
serial approval steps simultaneous. The team members briefed process stakeholders, received
nd validated the proposed process revision. The revised process resulted in a
reduction of cycle time by 78.9%. The procedure has been written to reflect the new process.
To fully implement the revised process, technological changes are being made as wel
, University Processes, Student Teams, Key Performance
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 1
methodologies to
ms
team) evaluated the
mline the process and thereby
shorten process cycle time and reduce confusion about how the process works. Members of this
team developed flowcharts on how the process is supposed to work (by procedure) and how it
was developed by interviewing process stakeholders. The
two flowcharts were compared & integrated. Then the process was streamlined by making many
process stakeholders, received
The revised process resulted in a
The procedure has been written to reflect the new process.
made as well.
, Key Performance
INTRODUCTION
Drake, Sutterfield, and Ngassam (2008) emphasize that “Six Sigma is a discipline that
has revolutionized many corporations. It has literally transformed them from a state of loss to
one of profitability. It can be used to improve any process . . . whether one used for tangible
products or services” (p. 29). While universities are not typically viewed as “profit
institutions, their leaders have to be concerned with improving quality, reducing costs, and
meeting customer and other stakeholder requirements.
Bandyopadhyay and Lichtman (2007)
United States have been continuously striving for higher quality under the continu
public scrutiny, budget crunches
suggest that Six Sigma can be used to improve quality and producti
learning. The authors agree and suggest that Six Sigma can
accreditation efforts and (2) to involve students in the co
university processes. The involvement of stude
The Southern Association of Colleges and Schools
universities, colleges, and schools.
Plan (QEP). A sub-team of QEP at Texas A&M University
under the auspices of which are s
evaluated the course and curriculum approval process. Members of the team included
graduate students in the Department of Industrial and Engineering Technology
Management and Management Information
are Six Sigma Green Belts. An MBA student who is a Six Sigma Black Belt
supported the team. The Six Sigma champion was the Associate Vice President for Academic
Affairs. Faculty members in Management, Industrial and Engineering Technology, and
Management Information Systems were available as advisors as ne
in-depth discussion of the University
information about Six Sigma in universities and other educational institutions as well as a
literature review of the historical
HISTORY AND THEORETICAL FOUNDATION OF SIX SIGMA
Six Sigma may be categorized as an organization
initiative that is focused on financial results
and a statistical measure of process/product capability
from the work of many quality pioneers, Six Sigma aims for virtually error free performance. As
an initiative, Six Sigma originated at
challenge to reduce product-failure levels tenfold in five years. Meeting this challenge required
swift and accurate responses from Motorola employees (Harry, 2000).
Mikel Harry and Bill Smith were engineers who worked together at Motorola, the
company at which Six Sigma was first used both as an organization
and a statistical tool. According to
(2000), Bill Smith was the originator of the
requirements for top management support and structured implementation, Six Sigma
rigorous application of statistical tools to increase profits, reduce costs, and
speed. It uses a structured systems approach to problem solving and strongly links initial
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
Drake, Sutterfield, and Ngassam (2008) emphasize that “Six Sigma is a discipline that
corporations. It has literally transformed them from a state of loss to
It can be used to improve any process . . . whether one used for tangible
While universities are not typically viewed as “profit
institutions, their leaders have to be concerned with improving quality, reducing costs, and
meeting customer and other stakeholder requirements.
Bandyopadhyay and Lichtman (2007) state that “. . . universities and . . . colleges in the
d States have been continuously striving for higher quality under the continu
and cuts in private, state and federal funding” (p. 802). They
suggest that Six Sigma can be used to improve quality and productivity in institut
agree and suggest that Six Sigma can also be used (1) to support
to involve students in the co-management and improvement of
The involvement of students also supports accreditation efforts.
The Southern Association of Colleges and Schools (SACS) is an accrediting agency
universities, colleges, and schools. One of the requirements of SACS is a Quality Enhancement
team of QEP at Texas A&M University-Commerce is the Process Team
student Six Sigma teams. The first student Six Sigma team
evaluated the course and curriculum approval process. Members of the team included
students in the Department of Industrial and Engineering Technology (Technology
Information Systems tracks). Three of the student team members
are Six Sigma Green Belts. An MBA student who is a Six Sigma Black Belt at a local factory
The Six Sigma champion was the Associate Vice President for Academic
Affairs. Faculty members in Management, Industrial and Engineering Technology, and
Management Information Systems were available as advisors as needed. This article provides an
niversity’s first Six Sigma improvement project. It also includes
information about Six Sigma in universities and other educational institutions as well as a
ical and theoretical foundations of Six Sigma.
HISTORY AND THEORETICAL FOUNDATION OF SIX SIGMA
may be categorized as an organization-wide improvement initiative,
initiative that is focused on financial results, a statistically-based process improvement method,
and a statistical measure of process/product capability and variability. Incorporating elements
from the work of many quality pioneers, Six Sigma aims for virtually error free performance. As
Six Sigma originated at Motorola in the 1980s in response to a CEO
failure levels tenfold in five years. Meeting this challenge required
swift and accurate responses from Motorola employees (Harry, 2000).
mith were engineers who worked together at Motorola, the
company at which Six Sigma was first used both as an organization-wide improvement initiative
and a statistical tool. According to Harry (http://www.isixsigma.com) and Harry and Schroeder
ll Smith was the originator of the Six Sigma concept in 1984. In addition to the
requirements for top management support and structured implementation, Six Sigma
rigorous application of statistical tools to increase profits, reduce costs, and improve quality and
It uses a structured systems approach to problem solving and strongly links initial
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 2
Drake, Sutterfield, and Ngassam (2008) emphasize that “Six Sigma is a discipline that
corporations. It has literally transformed them from a state of loss to
It can be used to improve any process . . . whether one used for tangible
While universities are not typically viewed as “profit and loss”
institutions, their leaders have to be concerned with improving quality, reducing costs, and
state that “. . . universities and . . . colleges in the
d States have been continuously striving for higher quality under the continuous pressure of
in private, state and federal funding” (p. 802). They
vity in institutions of higher
to support
and improvement of
nts also supports accreditation efforts.
is an accrediting agency for
is a Quality Enhancement
Commerce is the Process Team
The first student Six Sigma team
evaluated the course and curriculum approval process. Members of the team included four
(Technology
Three of the student team members
at a local factory
The Six Sigma champion was the Associate Vice President for Academic
Affairs. Faculty members in Management, Industrial and Engineering Technology, and
eded. This article provides an
. It also includes
information about Six Sigma in universities and other educational institutions as well as a
wide improvement initiative, a quality
s improvement method,
Incorporating elements
from the work of many quality pioneers, Six Sigma aims for virtually error free performance. As
Motorola in the 1980s in response to a CEO-driven
failure levels tenfold in five years. Meeting this challenge required
mith were engineers who worked together at Motorola, the
wide improvement initiative
and Harry and Schroeder
concept in 1984. In addition to the
requirements for top management support and structured implementation, Six Sigma includes the
improve quality and
It uses a structured systems approach to problem solving and strongly links initial
improvement goal targets to bottom
2000).
As a statistical measurement, Six Sigma had its foundation in the work of Carl Frederick
Gauss whose pioneer work include
probability distribution which has a symmetric distribution about its mean
foundation that Shewhart (1931, 1939, 1980
Laboratories, introduced the use of the normal curve as the basis of statistical process control to
measure and explain process variability.
Shewhart as the Father of Statistical Quality Cont
Electric “was a breeding ground for many quality leaders including Joseph M. Juran, W.
Edwards Deming, and Walter A. Shewhart” (p. 39).
1920s and 1930s, there was Western Electric, its Hawthorne Works, and a committee puzzling
over how to use statistics to solve quality problems” (p. 73).
about the quality improvement efforts and notes
May 16, 1924” and that it was a “p chart
Dr. W. Edwards Deming (1986, 1993) wh
(quality) control and specifically the use of control charts to describe variability in processes.
However, Deming rightfully credited Shewhart with the development of theories of statistical
process control and their use in manufacturing organizations
As a statistical tool, Six S
Traditionally companies accepted three or four sigma performance levels as the
fact that these processes created between 6,200 and 67,000 problems per mi
The intent of Six Sigma is to improve customer satisfaction by reducing defects
performance target of Six Sigma
means an average of 3.4 defective parts per million
Although the goal is zero defects
levels of customer satisfaction as well as
While Six Sigma originally focused on product defects, the emphasis is currently on
service and process defects as well. In order to streamline processes, Six Sigma includ
of flowcharts, trend charts, cause and effect diagrams, Pareto charts, synchronous as opposed to
serial process steps, and many other statistical and non
SIX SIGMA IN HIGHER EDUCATION
Little (2003) emphasizes that “First Si
Then it addresses improving the capability of that process” (p. 106).
there are three key elements to achieving
employees. Customers define quality and expect
competitive prices, on-time delivery, service,
105). Jenicke, Kumar, and Holmes (2008) emphasize that customer definition is one o
challenges in the implementation of Six Sigma in an academic environment. They list other
challenges as the difficulty in measuring quality and analyzing data, the limitations of academic
reward systems, and the influence of uncontrollable factors o
even organizational success (Jenicke,
Jenicke, et al (2008) suggest
Sigma in an academic environment
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
improvement goal targets to bottom-line results (http://www.isixsigma.com; Harry & Schroeder,
s a statistical measurement, Six Sigma had its foundation in the work of Carl Frederick
Gauss whose pioneer work included Gaussian statistics based on the normal curve
has a symmetric distribution about its mean. It is from this
1931, 1939, 1980), a statistician who worked at Western Electric, Bell
introduced the use of the normal curve as the basis of statistical process control to
process variability. The American Society for Quality (2010)
Shewhart as the Father of Statistical Quality Control. Folaron (2003) indicated
Electric “was a breeding ground for many quality leaders including Joseph M. Juran, W.
s Deming, and Walter A. Shewhart” (p. 39). Juran (1997) suggests it is
1920s and 1930s, there was Western Electric, its Hawthorne Works, and a committee puzzling
over how to use statistics to solve quality problems” (p. 73). Juran (1997) offers specific details
about the quality improvement efforts and notes that “Shewhart invented the control chart on
May 16, 1924” and that it was a “p chart – a chart of percent defective (product)” (p. 79).
Dr. W. Edwards Deming (1986, 1993) who publicized the usefulness of statistical process
(quality) control and specifically the use of control charts to describe variability in processes.
However, Deming rightfully credited Shewhart with the development of theories of statistical
in manufacturing organizations, particularly at Western Electric
Sigma (6 σ) is used to measure the variability in process
Traditionally companies accepted three or four sigma performance levels as the norm, despite the
fact that these processes created between 6,200 and 67,000 problems per million opportunities.
improve customer satisfaction by reducing defects. The
gma is virtually defect-free processes and products since
defective parts per million or 99.99966% good quality.
zero defects, Six Sigma also drives organizations toward achieving higher
as well as reducing cycle time and operational costs.
While Six Sigma originally focused on product defects, the emphasis is currently on
service and process defects as well. In order to streamline processes, Six Sigma includ
of flowcharts, trend charts, cause and effect diagrams, Pareto charts, synchronous as opposed to
serial process steps, and many other statistical and non-statistical tools.
SIX SIGMA IN HIGHER EDUCATION
Little (2003) emphasizes that “First Six Sigma focuses on reducing process variation.
Then it addresses improving the capability of that process” (p. 106). According to Little (2003),
there are three key elements to achieving (Six Sigma) quality: customers, processes and
define quality and expect – among other things – performance, reliability,
time delivery, service, and clear and correct transaction processes” (p.
Jenicke, Kumar, and Holmes (2008) emphasize that customer definition is one o
challenges in the implementation of Six Sigma in an academic environment. They list other
challenges as the difficulty in measuring quality and analyzing data, the limitations of academic
reward systems, and the influence of uncontrollable factors on student success, faculty success,
even organizational success (Jenicke, et al, 2008).
(2008) suggest that a framework is needed to successfully implement Six
Sigma in an academic environment. They propose such a framework in terms of implementation
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 3
; Harry & Schroeder,
s a statistical measurement, Six Sigma had its foundation in the work of Carl Frederick
the normal curve, a continuous
It is from this
, a statistician who worked at Western Electric, Bell
introduced the use of the normal curve as the basis of statistical process control to
2010) lists
indicated that Western
Electric “was a breeding ground for many quality leaders including Joseph M. Juran, W.
because “In the
1920s and 1930s, there was Western Electric, its Hawthorne Works, and a committee puzzling
offers specific details
that “Shewhart invented the control chart on
a chart of percent defective (product)” (p. 79). It was
o publicized the usefulness of statistical process
(quality) control and specifically the use of control charts to describe variability in processes.
However, Deming rightfully credited Shewhart with the development of theories of statistical
, particularly at Western Electric.
used to measure the variability in processes.
norm, despite the
llion opportunities.
. The ultimate
since Six Sigma
See Chart 1.
toward achieving higher
operational costs.
While Six Sigma originally focused on product defects, the emphasis is currently on
service and process defects as well. In order to streamline processes, Six Sigma includes the use
of flowcharts, trend charts, cause and effect diagrams, Pareto charts, synchronous as opposed to
x Sigma focuses on reducing process variation.
According to Little (2003),
quality: customers, processes and
performance, reliability,
clear and correct transaction processes” (p.
Jenicke, Kumar, and Holmes (2008) emphasize that customer definition is one of the
challenges in the implementation of Six Sigma in an academic environment. They list other
challenges as the difficulty in measuring quality and analyzing data, the limitations of academic
n student success, faculty success,
that a framework is needed to successfully implement Six
hey propose such a framework in terms of implementation
level, Six Sigma methodology, and key performance indicators. They also provide examples of
strategic objectives and performance indicators by levels of implementation for the DMAIC
(Define, Measure, Analyze, Improve, and Control) process.
framework is needed and offer Chart 2 as an indication of some of the elements that
in such a framework, particularly stakeholders, processes, and key performance indicators.
In spite of the challenges and difficulties of implementing Six Sigma in an academic
setting, the literature indicates that there are Six Sigma project successes in selected universities.
Various authors have written articles about Six Sigma in education
role of academia in Six Sigma education, including e
2004); Six Sigma in experiential learning (Box, 2006); a Six Sigma framework for academic
institutions (Jenicke, et al, 2008);
improving self service at university libraries (Kumi & Morrow, 2006);
Sigma concepts in management, statistics, and other classes (Weinstein, Castellano, Petrick &
Vokurka, 2008; and Zahn , 2003).
colleagues develop process thinking skills.
SIX SIGMA CASE BACKGROUND
Year 1. A junior faculty member at the University was charged with creating a new
graduate program, a Master of Science D
After much research and several meetings of the MIS faculty, courses
descriptions were created, and other paperwork
program were completed. However, the paperwork went nowhere.
Year 2. There was still a push underway for an MS/MIS degree. Course titles
descriptions were reviewed, faculty excitement was high, and paperwork was modified to reflect
changes.
Year 3. The idea of an MS/MIS program, though no longer on the front burner, was still
attracting attention. Someone mentioned in passing that the new course and new program process
had changed several years earlier from being a paper based process to being
process. The junior faculty member made several inquiries before finding out how to gain access
to the online system. The data was entered. The submit button was clicked.
nothing happened. The department chair ha
system requiring his approval. The notification had to be made
submitting changes or the department chair had to be extremely proactive in logging into and
monitoring the online system. Notification was made to the department chair. Approval was
received from the Associate Dean.
growing level of frustration among the MIS faculty. It seemed as if the process
changes to course descriptions or adding new courses to the course catalog was a closely guarded
secret. It was obvious that this was a
frustration and the desire to create a much needed d
for a Six Sigma project!
STUDENT TEAM SIX SIGMA PROJECT
The project followed the
and Control (DMAIC). See Figure 5.
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
level, Six Sigma methodology, and key performance indicators. They also provide examples of
strategic objectives and performance indicators by levels of implementation for the DMAIC
Analyze, Improve, and Control) process. The authors agree that a
framework is needed and offer Chart 2 as an indication of some of the elements that
in such a framework, particularly stakeholders, processes, and key performance indicators.
In spite of the challenges and difficulties of implementing Six Sigma in an academic
setting, the literature indicates that there are Six Sigma project successes in selected universities.
Various authors have written articles about Six Sigma in education from the perspectives of the
role of academia in Six Sigma education, including e-learning (Burns, 2005; Little, 2003; Mitra,
2004); Six Sigma in experiential learning (Box, 2006); a Six Sigma framework for academic
, 2008); using Six Sigma to design university housing (Johnson, 2006);
improving self service at university libraries (Kumi & Morrow, 2006); and the integration of Six
Sigma concepts in management, statistics, and other classes (Weinstein, Castellano, Petrick &
a, 2008; and Zahn , 2003). Zahn (2003) feels that professors need to help students and
colleagues develop process thinking skills.
SIX SIGMA CASE BACKGROUND
A junior faculty member at the University was charged with creating a new
program, a Master of Science Degree in Management Information Systems
After much research and several meetings of the MIS faculty, courses were identified, course
created, and other paperwork and forms related to the creation
However, the paperwork went nowhere.
. There was still a push underway for an MS/MIS degree. Course titles
, faculty excitement was high, and paperwork was modified to reflect
. The idea of an MS/MIS program, though no longer on the front burner, was still
attracting attention. Someone mentioned in passing that the new course and new program process
had changed several years earlier from being a paper based process to being a partially
process. The junior faculty member made several inquiries before finding out how to gain access
to the online system. The data was entered. The submit button was clicked. Weeks later . . . still
. The department chair had not been notified that there was anything in the new
system requiring his approval. The notification had to be made manually by the faculty member
or the department chair had to be extremely proactive in logging into and
Notification was made to the department chair. Approval was
received from the Associate Dean. Weeks later . . . still nothing happened – nothing
growing level of frustration among the MIS faculty. It seemed as if the process for making
changes to course descriptions or adding new courses to the course catalog was a closely guarded
It was obvious that this was a long drawn out business process that was broken.
frustration and the desire to create a much needed degree program was born the perfect candidate
STUDENT TEAM SIX SIGMA PROJECT
The project followed the five steps of Six Sigma – Define, Measure, Analyze, Improve,
See Figure 5. In Step one, the students worked with customers and
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 4
level, Six Sigma methodology, and key performance indicators. They also provide examples of
strategic objectives and performance indicators by levels of implementation for the DMAIC
agree that a
framework is needed and offer Chart 2 as an indication of some of the elements that are needed
in such a framework, particularly stakeholders, processes, and key performance indicators.
In spite of the challenges and difficulties of implementing Six Sigma in an academic
setting, the literature indicates that there are Six Sigma project successes in selected universities.
from the perspectives of the
learning (Burns, 2005; Little, 2003; Mitra,
2004); Six Sigma in experiential learning (Box, 2006); a Six Sigma framework for academic
ng Six Sigma to design university housing (Johnson, 2006);
and the integration of Six
Sigma concepts in management, statistics, and other classes (Weinstein, Castellano, Petrick &
Zahn (2003) feels that professors need to help students and
A junior faculty member at the University was charged with creating a new
egree in Management Information Systems (MS/MIS).
identified, course
related to the creation of a new
. There was still a push underway for an MS/MIS degree. Course titles and
, faculty excitement was high, and paperwork was modified to reflect
. The idea of an MS/MIS program, though no longer on the front burner, was still
attracting attention. Someone mentioned in passing that the new course and new program process
partially online
process. The junior faculty member made several inquiries before finding out how to gain access
Weeks later . . . still
d not been notified that there was anything in the new
manually by the faculty member
or the department chair had to be extremely proactive in logging into and
Notification was made to the department chair. Approval was
nothing that is, but a
for making
changes to course descriptions or adding new courses to the course catalog was a closely guarded
long drawn out business process that was broken. Out of
he perfect candidate
, Measure, Analyze, Improve,
In Step one, the students worked with customers and
stakeholders to define the problem, to determine what the customers and stakeholders needed,
and what the project goals should be. As a r
that Six Sigma tools and methodologies should be applied to the course and curriculum approval
processes where the following problems were identified
(1) Confusion existed among faculty members and others in terms of what the
processes were, what forms need to be c
were.
(2) Discrepancies (or perceived discrepancies) existed between processes
described in procedures and the actual processes that
submitting course and curriculum changes. Actual processes
as reality processes.
(3) There was potential to streamline the course and curriculum processes by
eliminating non-value
process steps instead of serial ones.
PROJECT DESCRIPTION
As a part of stages one and two (Define and Measure),
goals of the Six Sigma project and fully expected their achievement: (1)
in process cycle time; (2) reduction in confusion and frustration of
curriculum changes; and (3) the elimination of discrepancies between the reality processes and
the procedural processes. To continue measurement and data analysis (Steps two and three),
students began to collect relevant proc
the internal customers and suppliers in the process (Pryor, Toombs, Cooke, & Humphreys,
2010). Their intent was to analyze cause
process problems existed and to use their data analysis to improve the process (Step 4). Finally,
the students proposed a new process (Step 4)
the new process, and the procedure was validated and
(Step 5) that the students made their final presentation to
university executive council, and the
and explained to them the necessity for teaching proc
tracking results over time. Students completed the following
Sigma project (See Figure 5):
� Reviewed the procedures for course and curriculum approval;
� Documented those procedu
� Interviewed process stakeholders
� Documented the reality processes through the use of flowcharts;
� Compared the reality processes wit
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
stakeholders to define the problem, to determine what the customers and stakeholders needed,
and what the project goals should be. As a result of the definition phase, the students determined
Sigma tools and methodologies should be applied to the course and curriculum approval
where the following problems were identified:
Confusion existed among faculty members and others in terms of what the
, what forms need to be completed, and who the contact people
Discrepancies (or perceived discrepancies) existed between processes
described in procedures and the actual processes that were used by those
submitting course and curriculum changes. Actual processes were refer
There was potential to streamline the course and curriculum processes by
value-added steps and/or utilizing parallel (i.e., simultaneous)
process steps instead of serial ones.
As a part of stages one and two (Define and Measure), the students listed the following as
goals of the Six Sigma project and fully expected their achievement: (1) a significant r
reduction in confusion and frustration of people submitting course and
the elimination of discrepancies between the reality processes and
To continue measurement and data analysis (Steps two and three),
students began to collect relevant process data from procedures and process stakeholders
the internal customers and suppliers in the process (Pryor, Toombs, Cooke, & Humphreys,
intent was to analyze cause-and-effect relationships in order to understand why
existed and to use their data analysis to improve the process (Step 4). Finally,
the students proposed a new process (Step 4). In (Step 5) a procedure was written documenting
, and the procedure was validated and published. It was in the control phase
made their final presentation to the executive leadership team, the
university executive council, and the associate vice president who was the Six Sigma champion
and explained to them the necessity for teaching process stakeholders the new process and for
Students completed the following activities in Steps 2
Reviewed the procedures for course and curriculum approval;
Documented those procedures through the use of flowcharts;
process stakeholders to determine reality processes;
Documented the reality processes through the use of flowcharts;
Compared the reality processes with the procedural processes;
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 5
stakeholders to define the problem, to determine what the customers and stakeholders needed,
the students determined
Sigma tools and methodologies should be applied to the course and curriculum approval
Confusion existed among faculty members and others in terms of what the
ompleted, and who the contact people
Discrepancies (or perceived discrepancies) existed between processes
used by those
referred to
There was potential to streamline the course and curriculum processes by
added steps and/or utilizing parallel (i.e., simultaneous)
he students listed the following as
a significant reduction
people submitting course and
the elimination of discrepancies between the reality processes and
To continue measurement and data analysis (Steps two and three),
process stakeholders (i.e.,
the internal customers and suppliers in the process (Pryor, Toombs, Cooke, & Humphreys,
effect relationships in order to understand why
existed and to use their data analysis to improve the process (Step 4). Finally,
a procedure was written documenting
control phase
the executive leadership team, the
associate vice president who was the Six Sigma champion
ess stakeholders the new process and for
Steps 2 – 5 of the Six
� Analyzed process steps
� Created a proposed course and curriculum approval process
� Created a flowchart documenting the
� Reviewed and refined
� Briefed process stakeholders including the
Associate Vice President for Academic Affairs), the
presidents, the University Executive Council,
representatives of the College of Arts and Sciences, College of Business
Technology, and College of Education;
� Used feedback from stakeholder briefings
� Reviewed and validated the
and curriculum approval process
� Published the new procedure.
The procedural flowchart
approval process and the revised flowchart for the streamlined course and curriculum approval
process are in Figures 1, 2, 3, and 4
process stakeholders. The streamlined process reduced cycle time by 7
was revised and validated to reflect the new process.
new process.
CONCLUSIONS AND RECOMMENDATIONS
Time for collecting data is an issue in an academic environment because the course and
curriculum approval process usually occurs only once a year. Inputs to the process were
categorized as controllable or uncontrollable
influenced. The length of time required
universities since you have to deal with the startup and phase down times associated
semesters (Kukreja, Ricks, Myer 2009).
Six Sigma at universities are: (1)
Sigma as an organization-wide, structured, top down
universities for a Six Sigma initiative to be owned at the executive leadership team level
thereby given the required priority
scarce and do not necessarily include support for improvement initiatives. (3). Six Sigma
requires specific knowledge in terms of theories and tools and the application of those theories
and tools. It is difficult in terms of money and time to involve faculty members, staff and
administrators in Six Sigma training and projects
black belts, and master black belts. (4). Key performance indicators must be utilized. University
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
Analyzed process steps to determine ways to streamline the processes;
course and curriculum approval process;
a flowchart documenting the proposed process;
d the proposed process;
Briefed process stakeholders including the Six Sigma champion (i.e., the
Associate Vice President for Academic Affairs), the President and his vice
presidents, the University Executive Council, and the deans and curriculum
representatives of the College of Arts and Sciences, College of Business
, and College of Education;
Used feedback from stakeholder briefings to improve proposed new process;
Reviewed and validated the proposed procedure for the streamlined course
and curriculum approval process; and
Published the new procedure.
rocedural flowchart and reality flowchart for the original course and curriculum
process and the revised flowchart for the streamlined course and curriculum approval
Figures 1, 2, 3, and 4. The proposed process and flowchart were approved by
process stakeholders. The streamlined process reduced cycle time by 78.9%. The procedure
was revised and validated to reflect the new process. Technology was identified to support
CONCLUSIONS AND RECOMMENDATIONS
me for collecting data is an issue in an academic environment because the course and
curriculum approval process usually occurs only once a year. Inputs to the process were
categorized as controllable or uncontrollable as well as whether they were capable of being
required to complete Six Sigma projects is a problem at
universities since you have to deal with the startup and phase down times associated
semesters (Kukreja, Ricks, Myer 2009). Other problems associated with the implementation of
(1). It is difficult to create a compelling reason to implement Six
structured, top down approach. As a result, it is difficult in
initiative to be owned at the executive leadership team level
thereby given the required priority. (2). Resources to support educational initiatives are often
scarce and do not necessarily include support for improvement initiatives. (3). Six Sigma
quires specific knowledge in terms of theories and tools and the application of those theories
and tools. It is difficult in terms of money and time to involve faculty members, staff and
administrators in Six Sigma training and projects in order for some of them become green belts,
black belts, and master black belts. (4). Key performance indicators must be utilized. University
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 6
ays to streamline the processes;
Six Sigma champion (i.e., the
President and his vice
deans and curriculum
representatives of the College of Arts and Sciences, College of Business and
to improve proposed new process;
procedure for the streamlined course
course and curriculum
process and the revised flowchart for the streamlined course and curriculum approval
ere approved by
The procedure
Technology was identified to support the
me for collecting data is an issue in an academic environment because the course and
curriculum approval process usually occurs only once a year. Inputs to the process were
capable of being
Six Sigma projects is a problem at
universities since you have to deal with the startup and phase down times associated with
implementation of
It is difficult to create a compelling reason to implement Six
As a result, it is difficult in
initiative to be owned at the executive leadership team level and
educational initiatives are often
scarce and do not necessarily include support for improvement initiatives. (3). Six Sigma
quires specific knowledge in terms of theories and tools and the application of those theories
and tools. It is difficult in terms of money and time to involve faculty members, staff and
become green belts,
black belts, and master black belts. (4). Key performance indicators must be utilized. University
personnel are accustomed to measurements required by accrediting agencies, legislatures, boards
of education, boards of trustees, etc. These
needed to significantly improve processes. (5).
difficult and time consuming to get them implemented because they often require additio
computer support (e.g., online applications and approvals, including eSignatures). So,
problem involves more than process changes and the potential negat
It also involves the time and money that are required to implemen
Procedures often must be updated to document process changes
what the new process entails. At this stage, i
implemented. (7). Recognition and rewards for im
impacting the extent to which stakeholders are eager to be involved in improvement initiatives.
To be successful in universities and colleges, Six Sigma and other improvement
initiatives should be aligned with element
(e.g., accreditation efforts and/or institutional effectiveness departments which are responsible
for data analyses and report submissions).
and national quality initiatives, including
Finally, students should be involved in Six Sigma and other excellence initiatives. After all,
students are the ultimate stakeholders. They are customers, in
co-managers of the teaching/learning process, and final products as they graduate and seek
employment.
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Harry, M. and Schroeder, R. (2000).
Revolutionizing the World’s Top Corporations,
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The application of Six Sigma methodologies, Page
personnel are accustomed to measurements required by accrediting agencies, legislatures, boards
, etc. These measurements are not necessarily the metrics that a
needed to significantly improve processes. (5). Once resolutions for problems are identified, it is
difficult and time consuming to get them implemented because they often require additio
computer support (e.g., online applications and approvals, including eSignatures). So,
process changes and the potential negative reactions against them.
the time and money that are required to implement even simple changes. (6).
Procedures often must be updated to document process changes; and stakeholders must learn
what the new process entails. At this stage, improvements can be stalled or even never
implemented. (7). Recognition and rewards for improvement are limited, thus negatively
the extent to which stakeholders are eager to be involved in improvement initiatives.
To be successful in universities and colleges, Six Sigma and other improvement
gned with elements that are an integral part of their respective systems
(e.g., accreditation efforts and/or institutional effectiveness departments which are responsible
lyses and report submissions). Also, university leaders should be involved in state
ational quality initiatives, including applications for various quality/excellence awards.
Finally, students should be involved in Six Sigma and other excellence initiatives. After all,
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managers of the teaching/learning process, and final products as they graduate and seek
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personnel are accustomed to measurements required by accrediting agencies, legislatures, boards
are not necessarily the metrics that are
Once resolutions for problems are identified, it is
difficult and time consuming to get them implemented because they often require additional
computer support (e.g., online applications and approvals, including eSignatures). So, the
ive reactions against them.
t even simple changes. (6).
; and stakeholders must learn
mprovements can be stalled or even never
negatively
the extent to which stakeholders are eager to be involved in improvement initiatives.
To be successful in universities and colleges, Six Sigma and other improvement
that are an integral part of their respective systems
(e.g., accreditation efforts and/or institutional effectiveness departments which are responsible
niversity leaders should be involved in state
applications for various quality/excellence awards.
Finally, students should be involved in Six Sigma and other excellence initiatives. After all,
ess material as they learn,
managers of the teaching/learning process, and final products as they graduate and seek
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S.A.M. Advanced Management
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Quality
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Jenicke, L.O., Kumar, A., and Holmes, M.C. (2008). A framework for applying six sigma
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462. Retrieved October 1, 201
Johnson, J A. (2006). Designing new housing at the University of Miami: A
dmadv/dfss case study. Quality engineering, 18(3):
Juran, J.M. (1997). Early SQC: A historical supplement,
Jenicke, L.O., Kumar, A., and Holmes, M.C. (2008).
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Kukreja, A., Ricks, J.M., and Meyer, J.A. (2009
improvement in business curriculum: A case study,
25.
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Little, B. (2003). Six Sigma Techniques Improve the Quality of E
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Pryor, M.G., Hendrix, M., Alexander, C.
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Concepts in an MBA Quality Management Class,
March/April, 2008: 233-238.
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influence should it be having?
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improvement methodology in an academic environment, The TQM Journal,
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Retrieved
APPENDIX
Chart 1: Defects per Million Opportunities at Various Sigma Levels
Sigma Level
One Sigma
Two Sigma
Three Sigma
Four Sigma
Five Sigma
Six Sigma
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
Chart 1: Defects per Million Opportunities at Various Sigma Levels
Defects per Million Opportunities
690,000
308,000
66,800
6,210
230
3.4
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 9
Defects per Million Opportunities
Chart 2: Selected Key Stakeholders, Processes, and Key Performance Indicators (KPI’s)
Institutional Levels
Key
Stakeholders
University/Institution
level
And
College/School Level
Alumni
Employer
Students
Faculty
Administrators
Board of Trustees
Board of
Education
Legislature
(Public
institutions)
Departmental Level Alumni
Employer
Students
Faculty
Administrators
Source: Adapted from Jenicke, L.O., Kumar, A., and Holmes, M.C. (2008). A framework for
applying six sigma improvement methodology in an aca
Journal, 20(5): 459.
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
Chart 2: Selected Key Stakeholders, Processes, and Key Performance Indicators (KPI’s)
Stakeholders
Selected Processes
Key Performance
(KPI’s)
Employer
Administrators
Board of Trustees
Education
Legislature
institutions)
Alumni donation
process
Student placement
process
Student recruitment
and retention processes
Faculty hiring process
Faculty tenure &
promotion process
Financial/Budgetary
process
Alumni satisfaction
# of alumni making donations
Total of alumni contributions
# of employers
Career Day
Level of employer satisfaction
with students they hire
# of job offers pending graduation
# of students recruited
% of students retained
Student satisfaction
# of qualified applications per job
Length of (cycle time) of hiring
process
% approved for tenure on initial
application
% denied tenure
% of employees who understand
financial/budgetary process
% reduction in budget required by
stakeholders
Employer
Administrators
Course development
process
Curriculum
development process
Research & publication
process
Financial/Budgetary
justification process
Cycle time to develop courses
and get them approved
Cycle time to develop curricula
and get them approved
Employer satisfactio
student readiness
Productivity (# of scholarly
articles per faculty member)
% increase/decrease in budget
Source: Adapted from Jenicke, L.O., Kumar, A., and Holmes, M.C. (2008). A framework for
applying six sigma improvement methodology in an academic environment,
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 10
Chart 2: Selected Key Stakeholders, Processes, and Key Performance Indicators (KPI’s)
Key Performance Indicators
Alumni satisfaction
# of alumni making donations
Total of alumni contributions
# of employers recruiting on
Level of employer satisfaction
with students they hire
# of job offers pending graduation
# of students recruited
% of students retained
Student satisfaction
# of qualified applications per job
Length of (cycle time) of hiring
% approved for tenure on initial
% denied tenure
% of employees who understand
financial/budgetary process
% reduction in budget required by
Cycle time to develop courses
and get them approved
Cycle time to develop curricula
and get them approved
Employer satisfaction with
student readiness
Productivity (# of scholarly
articles per faculty member)
% increase/decrease in budget
Source: Adapted from Jenicke, L.O., Kumar, A., and Holmes, M.C. (2008). A framework for
demic environment, The TQM
Figure 1: Procedural Flowchart (Process Cycle Time = 19 Weeks)
FACULTY
DEPARTMENTAPPROVAL
COLLEGEEXECUTIVECOUNCIL
PROVOSTOFFICE
COUNCIL ONTEACHER
EDUCATION(January)
FACULTYSENATE
(February)
DEAN’S COUNCIL
ACADEMICVICE PRESIDENT
PRESIDENT
PROVOST OFFICE
TEXAS A&M UNIVERSITY
SYSTEMS STAFF
TAMUS BOARD OF REGENTS
THECB & SACS
CATALOG
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
Figure 1: Procedural Flowchart (Process Cycle Time = 19 Weeks)
GRADUATECOUNCIL(March)
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 11
Figure 2: Reality Flowchart – Variable Cycle Time
START OF CURRICULUM CHANGE PROCESS(FALL – 1 YEAR PRIOR TO
CHANGE EFFECTIVE DATE)
LOG INTO CURRICULUM INVENTORY WEB SITE
CHECK WHETHER COURSES ARE IN THE
CURRICULUM INVENTORY
ADD COURSES TO CURRICULUM INVENTORY USING
APPROPRIATE DOCUMENT
CHANGING COURSES IN CURRICULUM INVENTORY USING
APPROPRIATE DOCUMENT
APPROVALS FROM DEPARTMENT HEAD,
ASSOCIATE DEAN OR DEANGRADUATE SCHOOL
(DEADLINE NOVEMBER)
APPROVAL FROM GRADUATE COUNCIL(DEADLINE MARCH)
APPROVAL FROM DEAN’S COUNCIL
CURRICULUM UPDATES ENTERED INTO CATALOG
END OF CURRICULUM CHANGE PROCESS
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
Variable Cycle Time – 19 Weeks or More
START OF CURRICULUM CHANGE PROCESS
LOG INTO CURRICULUM INVENTORY WEB SITE
TO CURRICULUM INVENTORY USING
IN CURRICULUM INVENTORY USING
CURRICULUM UPDATES ENTERED INTO
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 12
Figure 3: Recommended Flow Chart
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies, Page
: Recommended Flow Chart
Journal of Case Studies in Accreditation and Assessment
methodologies, Page 13
Figure 4: Six Sigma DMAIC Steps for Course and Curriculum Process Improvement
Who: Student Team,
Customers, Stakeholders
What: Document &
implement proposed process
Who: Student Team,
Customers, Stakeholders
What: Review & refine
proposed process; Validate
proposed process
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies
: Six Sigma DMAIC Steps for Course and Curriculum Process Improvement
Who: Student Team,
Customers, Stakeholders
What: Define problem;
determine needs; identify goals
Who: Student Team,
Customers, Stakeholders
What: Review & document
current procedures; Review
& document current
process
Who: Student Team
What: Analyze current
procedure & process; Identify
improvement opportunities;
Create proposed process
proposed process; Validate
Journal of Case Studies in Accreditation and Assessment
The application of Six Sigma methodologies
: Six Sigma DMAIC Steps for Course and Curriculum Process Improvement
: Student Team,
Customers, Stakeholders
: Review & document
current procedures; Review
& document current
: Analyze current
procedure & process; Identify
improvement opportunities;
Create proposed process
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