Purpose
The purpose of this paper is to explain how the lean six sigma (LSS) methodology can be implemented in a teaching context to positively impact the experience of both the instructor and student. The paper focuses on: describing the application of the LSS methodology in streamlining the grading process; reporting the findings; and examining possibility of deploying the LSS methodology in additional aspects in the education sector.
Design/methodology/approach
The observations presented in this paper stem from a small-scale case study of LSS implementation in an instructional context.
Findings
The implementation of LSS methodology allowed the authors to generate a feedback system that is focused, scaffolding and cumulative while meeting the goal of requiring less time to produce for the instructor.
Research limitations/implications
This paper is based on an empirical study of a single process intervention with only a small sample in a single instructional context; therefore, the research results may lack generalizability. Further testing of the proposed propositions is encouraged.
Practical implications
The paper includes an analysis of current practice and implications for the deployment of DMAIC (define, measure, analyze, improve and control) method. A combination of lean and six sigma techniques were deployed in a post-secondary class setting to demonstrate how different techniques can be used to improve instructional processes.
Originality/value
This paper produces one more example for LSS implementation in an educational–instructional context for a small but growing base of literature.
