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Kaizen group enquiry based learning, primary data analysis & research led outputs; lessons from an undergraduate final year module based upon strategic supply chain management investigation utilising a hybridised Kaizen group model for plural participatory inclusion

Lookup NU author(s): Dr Graeme Heron

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Abstract

Purpose: Our research sets out to investigate student performance, irrespective of gender, age, experience, cultural and social norms as members of hybridised Kaizen groups required to gather primary data to analyse an organisation’s approach to its supply chain strategic focus. The work is assessed as part of a 20 point final year module. A review of the extant literatures revealed research around teaching of operations management to students and teaching of Kaizen in the workplace. Nevertheless there is a clear research gap in the application of hybridised Kaizen practices promoting plural participation, collaboration and innovation amongst students reading for undergraduate logistics and supply chain degrees. Research Approach: We have adopted an action research approach as teaching practitioners, analysing both quantitative and qualitative data in our scrutiny of student group member profiles, group marks and individual assignment marks supplementary to the group work requirements. Further, we have interviewed alumni currently employed in industry, as well as three students who are now reading for PhDs. We are currently awaiting data sets from partner institutions to allow for further modelling and analysis. Findings and Originality: Our research is ongoing, yet in addressing the aforementioned research gap, we reveal transferability of archetypical workplace strategy, interpretation and technical learning paradigms through a process of acculturation of continuous improvement prevalent in equal participatory Kaizen, thereby contributing to enquiry based learning. Ceteris paribus, we find that a diverse student profile including full-time students, direct entry students and part-time working students derive broadly equal benefit. Pedagogically, we find good progression through this module relies upon total commitment from students and tutors, both in the delivery of teaching, support away from the classroom and regular formative feedback or intervention as a group progresses. Research Impact: The research led output resultant of a group’s enquiry based analysis of primary and secondary data extends beyond the module itself. The nature of the Kaizen group’s structure overcomes barriers between different student profiles, ages, experiences and cultural predisposition of receiving didactic pedagogy in non-European students. This is important as it allows plural participation and engagement without patronisation, which is particularly relevant for Hong Kong and Singapore, where we have many part-time students working in industry. Practical Impact: Benefits also include preparedness for dissertations and students more closely aligned with the requirements of industry, thus shortening the ‘bedding in’ phase and closing the gap between industry wants and pedagogical processes in higher education. Experience has shown that some organisations see this approach as a form of consultancy; a trade-off for accepting the students interview requests. There are many success stories of industry adopting group research leading to supply network reconfiguration, process redesign, service redesign, new logistics models etc. Importantly, this has occurred across a range of organisations from those with global brands to micro sized companies, clearly underpinning our previous assertion that value lies within the depth of the Kaizen group’s research, not organisational scale.


Publication metadata

Author(s): Heron G, Bennett D, Yuen S, Swamy M

Publication type: Conference Proceedings (inc. Abstract)

Publication status: Published

Conference Name: Society for Research into Higher Education

Year of Conference: 2015

Print publication date: 10/12/2014

Online publication date: 10/12/2014

Acceptance date: 01/07/2014

Publisher: SRHE

URL: http://www.srhe.ac.uk/conference2014/conference-papers.asp


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