Geographical region

References

Target of the intervention (processes, outcomes)

Universities/countries involved

Preferred tools

Results documented

Americas

[19] [23] [24] [25] - [31]

Primary processes (operational)

・ Student admissions

・ Improving course content

・ Review of marks

・ Service requests by students at guidance/health centres

・ Distribution of bursaries and financial support

Tactic decisions

・ Program improvement

・ Hiring of professors

Processes of assistance

・ Moving students into

・ residences

・ Purchasing, payroll, payment, contractual agreements for architecture and engineering services

・ Distribution of keys

・ Budgetary exercises

Retention of students

Improving information flow within project courses

Mexico

UPAEP U.

USA

Oakland U., South Dakota State U., U. of Central Oklahoma, U. of Iowa, U. of New Orleans, Bowling Green State U., U. of Scranton, Rensselaer Polytechnic Institute, Old Dominion U., California Polytechnic State U.

Value stream mapping, Five why’s, Kaïzen, Four waste categories, Poka-yoke, Jidoka

Before intervention, 72% of the undergraduate mark review process and 90% at the graduate level was non-value-adding.

The process of student moves into residences used to take 4 hours and now takes 1.5 hours. 96% of the new process now includes value-added activities.

The employee payroll process has been reduced from 20 days to 45 minutes from request to the actual pay process.

Review of the faculty member hiring process led to reducing the number of steps from 30 to 25 and the file processing time by 54%.

Waiting time for a first appointment at a student service was 16 days. Requests are now processed and students get an appointment the same day. For health services the waiting time was reduced from 20 min to 2 min.

The response times at admissions passed from 2 - 3 weeks to 1 day.

Before the intervention, 35% of project course management activity was non-value-adding. After an electronic platform of information and document exchange between students and professors was set up, these activities were decreased to 6%

Europe

[9] [21] [22] [32] [33] [34]

Primary processes (operational)

・ Student admissions

・ Delivery of feedback on student assignments

・ Exam rewrites

・ Administration of research financing

・ Evaluation of sabbatical leaves

Tactic decisions

・ Program improvement

・ Hiring of personnel

・ Decision-making by various committees

Assistance process

・ Financial data reports

・ Planning of building maintenance work

・ Offering extension programs

・ Payroll and employee payment

United Kingdom

Royal Institute of Technology, Cardiff U., Nottingham Business School, Portsmouth Business School, U. of St Andrews, Warwick Business School

Finland

Turku U. of Applied Sciences

Rapid improvement workshops/events, Process mapping, Value stream mapping, Flow charts, Written process cards, Five why’s, Fishbone diagram, Nominal grouping techniques, Six thinking hats, Competency framework, Log frame matrix, Visual management, Team information boards, Root cause analysis