A university can treat its graduates as the “product” of its educational processes and apply the same
quality‐management and lean principles described in the four texts to ensure those graduates
consistently meet defined standards. Below is a structured approach in four interrelated stages:
1. Define and Specify Graduate “Quality”
First, the university must translate broad graduate‐profile goals (critical thinking, subject mastery,
employability, ethical reasoning, etc.) into concrete, measurable quality characteristics—much as
operations managers define product attributes (e.g., reliability, durability) for cars or airline journeys .
For graduates, these might include:
● Academic achievement: GPA thresholds, capstone project scores, or professional exam pass
rates.
● Skill proficiency: Demonstrated competency in research methods, communication, teamwork
(assessed via rubrics).
● Graduate outcomes: Employment or further‐study rates within a specified timeframe.
These characteristics become the basis for setting precise quality standards—analogous to ISO 9001’s
requirement that organizations “consistently turn out product that satisfies customers’ expectations” .
2. Measure and Control at Key “Inspection” Points
Next, the university implements source inspection and process controls throughout the student
lifecycle (much like source inspection in manufacturing, where each operator treats the next stage as its
customer) . Critical control points include:
● Admissions screening: Ensuring incoming students meet baseline academic standards (akin to
inspecting incoming materials).
● Formative assessments: Regular quizzes, assignments, and peer reviews to catch learning gaps
early—before “irreversible” stages (e.g., final exams) .
● Capstone/project evaluations: Rigorous, standardized rubrics applied by multiple evaluators to
ensure consistency.
● Graduation audits: Verifying all degree requirements and learning outcomes have been met
prior to conferral.
Sampling or full inspection decisions mirror those in industry: for high‐stakes courses, 100%
compliance checks (every thesis is reviewed), whereas for large introductory courses, representative
sampling and control charts (e.g., tracking grade distributions over time) may suffice .
3. Continuous Improvement via PDCA and Kaizen
Quality isn’t static—universities must embed a Plan‐Do‐Check‐Act (PDCA) cycle into their
curriculum and support services :
● Plan: Identify areas for enhancement (e.g., low pass rates in a core module).
● Do: Pilot curriculum changes or pedagogical innovations (flipped classrooms, peer mentoring).
● Check: Measure impact through student performance data and feedback surveys.
● Act: Roll out successful changes more broadly, then begin the next cycle (kaizen).
This mirrors the lean belief that “any improvement must be made in accordance with the scientific
method, under the guidance of a teacher, and at the lowest possible level in the organization” .
4. Eliminate Waste and Engage Stakeholders (Lean Principles)
Applying lean synchronization to academic administration can reduce non‐value‐adding activities
(“waste”)—such as redundant paperwork, unnecessary course prerequisites, or excessively long
internal approval cycles . Techniques include:
● 5S of the academic workplace: Sort (remove obsolete courses), Straighten (streamline
enrollment systems), Shine (maintain clear, accessible learning resources), Standardize
(establish uniform syllabus templates), Sustain (regular audits of process adherence) .
● Pull‐based learning: Allow students to “pull” advanced modules only when foundational
knowledge is solid, akin to kanban signals in manufacturing, ensuring resources focus where
demand is genuine.
● Empowerment and involvement: Form faculty and student quality circles to identify
bottlenecks in teaching delivery, support services, and career placement—ensuring that those
closest to the process can suggest and enact improvements .
By combining rigorous definition of graduate outcomes, systematic measurement and control at critical
points, an ongoing PDCA‐driven improvement cycle, and lean organization of processes and people, a
university can “build quality into” its educational system and ensure its graduates consistently meet
both academic standards and stakeholder expectations.
