Asee peer logo

Lean Thinking And Quality Control Strategies For Improving Engineering Educational Processes

Download Paper |

Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Pedagogy

Page Count

8

Page Numbers

10.871.1 - 10.871.8

Permanent URL

https://peer.asee.org/15071

Download Count

96

Request a correction

Paper Authors

author page

Mohamed El-Sayed

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Lean Thinking and Quality Control Strategies for Improving Engineering Educational Processes

Mohamed El-Sayed, Maciej Zgorzelski , K. J. Berry, Paul H. Zang

Department of Mechanical Engineering Kettering University, Flint, MI 48504

Abstract

The quality of a product, in general, depends on the quality of the input materials and the quality of the processes used to realize the product. To improve or control the product quality, continuous monitoring of both the input material and the various processes is essential. The monitoring process itself requires establishing control mechanisms and feedback links to the proper process checkpoints.

Similarly, the quality of the educational process in any field usually follows the same principles. In other words the quality of both the individual and the educational process determines the quality of the educational outcome. The improvement of the engineering education outcome is directly linked to controlling the quality of educational processes. These educational outcomes, however, should be directly linked to the desired attributes and quality standards defined by the end receivers of the education process. To meet the educational objectives based on the desired outcome requires departmental structure with empowered process ownership and continuous communication strategies.

In this paper a quality improvement and control process for engineering education based on lean thinking principles is presented. The three lean thinking areas of development needed to achieve the educational process quality are discussed. The developed quality measures and feedback are linked to the educational process outcomes established based on the receivers input. Through continuous communication and feedback with empowered process ownership, academic program quality improvement and control can be achieved.

Introduction

Engineering education institutions are under tremendous pressure to produce industry ready engineers equipped with the knowledge of the emerging new tools and technologies. At the same time these institutions need to minimize the curriculum total number of hours to stay competitive. The ultimate success of any education institution, However, depends totally on the intrinsic and perceived quality of its graduates.

El-Sayed, M. (2005, June), Lean Thinking And Quality Control Strategies For Improving Engineering Educational Processes Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15071

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015