Lean Education An Overview of Current Issues 1st Edition by Anabela Carvalho Alves, Shannon Flumerfelt, Franz-Josef Kahlen 3319458304 9783319458304

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ISBN-10 :  3319458304 

ISBN-13 :  9783319458304

Author:  Anabela Carvalho Alves, Shannon Flumerfelt, Franz-Josef Kahlen 

This edited volume presents a structured approach to a new lean education curriculum, implemented for the education of engineers, managers, administrators as well as human resources developers. The authorship comprises professors and lecturers, trainers and practitioners who educate future professionals in Lean Thinking principles and tools. This edited book provides a platform for authors to share their efforts in building a Body of Knowledge (BoK) for Lean Education. The topical spectrum is state-of-the-art in this field, but the book also includes a glimpse into future developments. This is a highly informative and carefully presented book, providing valuable insight for scholars with an interest in Lean Education.

Lean Education An Overview of Current Issues 1st Table of contents:

1 Introduction
1.1 Contextual Issues
1.1.1 Engineering Education Challenges
1.1.2 Gaps of Traditional Engineering Education Systems
1.1.3 Demands for New Educational Methods and Strategies
1.2 From Lean Operations to Lean Education
1.2.1 Lean Production: Origins, Principles and Tools
1.2.2 Lean Production Extended
1.2.3 Lean Education
1.2.4 Lean Engineering Education
1.2.4.1 Definition
1.2.4.2 Lean Thinking Principles to Educational Services
1.2.4.3 Lean Engineer Profile
1.3 Lean Education: Some Cases
1.4 Responding to the “What, Who, When, Where, How and Why”
References
2 Lean Education for Applied Science Universities: A Proposal by Federal Institutes of Applied Scien
2.1 Introduction
2.2 About Lean
2.2.1 Lean in Education
2.3 Evolution of Brazilian Vocational Education
2.3.1 From Schools of Apprentice Crafters to Institutes of Applied Sciences
2.3.2 Instituto Federal Fluminense: Structure and Mission
2.4 Lean for Vocational Education in Applied Science Universities
2.5 Outcomes
References
3 Lean Education in a University in the Philippines
3.1 Introduction
3.2 Pedagogical Framework
3.3 Lean Projects
3.3.1 Design of the Course
3.3.2 Syllabus of Lean Manufacturing, Graduate Level
3.4 Hurdles Encountered
3.5 Student Outcomes
3.6 Organizational Feedback About the Competencies of Our Engineering Graduates
3.7 Conclusion: Lessons Learned
References
4 Using Student-Active Simulations in Lean Education
4.1 Introduction
4.2 Practice Lean Principles
4.3 Theory as Presented in Textbooks
4.4 Eliminate Waste
4.4.1 Removing Complexity
4.4.2 Removing Cost
4.4.3 Removing Non-valued Added Activity
4.5 Quick Cadence Learning Cycles
4.6 Success After Challenge
4.7 Implementation
4.8 Summary
References
5 Lean Teaching Experiences in Universidade NOVA de Lisboa and the TRIZ-LEAN Model
5.1 Introduction
5.2 Post-graduate Studies in Lean Management
5.3 “Lean and Six Sigma Methodologies” Discipline
5.4 Education and Research of the Joint Use of Systematic Innovation with Lean Management
5.5 Students Internships and Dissertations in Lean
5.6 Conclusions
Acknowledgments
References
6 Lean Learning at Oakland University
6.1 Introduction
6.2 Pawley Lean Institute
6.2.1 Mission
6.2.2 Student Academics
6.2.3 Student Engagements
6.2.4 Continuous Improvement
6.3 Other Initiatives
6.4 Faculty Scholarship
6.5 Conclusion
References
7 Application of Lean Education in ECAM Lyon for Development Lean Management Training
7.1 Introduction
7.2 Lean Education: An Efficient Response for the Development of Responsible and Sustainable Organiz
7.3 Lean Education: A New Approach to Construct New Business Case and Continuous Improvement—The I
7.4 Typologies and Methodologies for Lean Education
7.4.1 The Training of Engineering Students (Lean Education Methodology/Learning Methodology)
7.4.2 Advanced Training for Students and Employees: Lean Education Methodology/Learning Methodology
7.4.3 Continuous Improvement of Lean Management Training that Is Certified and Recognized by the Fre
7.5 Lean Education: A Means for Development of the Student’s Employability and Employees Skills
7.5.1 Research Chair for Students and Employees
7.5.2 The Employability of Students
7.5.3 The Development of Employee’s Skills
8 Sawhney Lean Educational Maturity Model at the University of Tennessee
8.1 Lean System Failure to Sustain
8.2 The Role of Educational Institutions in Developing Lean Maturity
8.3 The Sawhney Lean Maturity Educational Model
8.3.1 Core Lean Skills
8.3.1.1 The Role of Metrics
8.3.1.2 Aligning Values with Lean Implementation
8.3.1.3 Core Lean Principles
8.3.1.4 Requirements for Successful Lean Implementation
8.3.2 Critical Lean Problem Solving Skills
8.3.2.1 Defining the Problem
8.3.2.2 Implementing the System
8.3.2.3 Sustaining the System Design and Implementation
8.3.2.4 The DRIVES Model
8.3.3 Systems Skills
8.3.3.1 Cause and Effect: Systems Engineering
8.3.3.2 Non-conventional Environments for Lean Implementation
8.3.4 Leadership Skills
8.3.4.1 Values
8.3.4.2 Culture
8.3.4.3 Principles
8.3.4.4 Leadership
8.4 Lean Curriculum for Higher Education
8.4.1 Teaching Methodology
8.4.2 Curriculum Design
8.4.2.1 Introduction to Lean Systems
8.4.2.2 Lean Enterprise Systems Summer Program
8.4.2.3 Reliability of Lean Systems
8.4.2.4 Lean Production Systems
8.5 Conclusions
Appendix: Modified Toyota Production System
References
9 Lean Education in the Faculty of Mechanical Engineering and Aeronautics of Rzeszow University of T
9.1 Introduction
9.2 Necessity of Lean Education Implementation in the Region
9.3 Business Community Input in Lean Education
9.4 Lean Learning Academy
9.5 Engagement of Employees and Students in Lean Course Development and Implementation
9.6 Lean Learning Course Modules
9.7 Stages of Student Education Enhanced with Lean Education
9.8 Serious Games on Lean Manufacturing
9.8.1 Organization of the Production of a New Product
9.9 Lean Learning Academy Involvement in Offering Lean Education
9.10 Project Realized for Companies
9.11 The Program Assessment and Accreditation
References
10 Lean Education at University of Minho: Aligning and Pulling the Right Requirements Geared on Comp
10.1 Introduction
10.2 Background
10.3 Operational Setting
10.3.1 Lean Content: Key Elements
10.3.2 Learning Methodology and Delivery
10.4 Students, Industry and Academic Feedback
10.5 Lean Principles Applied to Teaching/Learning Methodology
10.5.1 Learning and Research Methodologies Aligned with Lean Thinking Principles
10.5.2 Lean Principles in the Classes—An Experience
10.5.2.1 Methodology
10.5.2.2 Assessment System
10.5.2.3 Results
10.6 Concluding Remarks
Acknowledgments
References
11 Conclusions and New Developments

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