1 / 13

Lean knowledge How to enable students, teachers and researchers to achieve more with less

Lean knowledge How to enable students, teachers and researchers to achieve more with less. Paper to be presented at the Lean in Services and Higher Education Conference, Portsmouth, January 2012 Michael Wood, University of Portsmouth Business School

teagan-obrien
Download Presentation

Lean knowledge How to enable students, teachers and researchers to achieve more with less

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lean knowledgeHow to enable students, teachers and researchers to achieve more with less Paper to be presented at the Lean in Services and Higher Education Conference, Portsmouth, January 2012Michael Wood, University of Portsmouth Business School http://woodm.myweb.port.ac.uk/presentations.htm http://woodm.myweb.port.ac.uk/LeanKinHE.pdf 27 January 2012

  2. Lean in HE could be applied to: • Admin • Learning and teaching • Research • Conferences, publications, etc • Knowledge (the core product) I’m not an expert on lean, but would like to share some thoughts on lean knowledge ..

  3. Much knowledge is unnecessarily complex ... so make a lean version … • Examples • Desired features of lean knowledge and suggested tactics for achieving them • Importance is • Saves time for students, teachers, researchers • And / or time saved could be used to practise and improve understanding • Enables faster progress (the growth of knowledge will probably slow down or stop unless we get better at cutting corners)

  4. Examples where lean knowledge might be a good idea • Roman vs Arabic numerals. (pi?) • Lengthy and extensively referenced statements of the obvious • Six sigma (like eiπ+1 ?) • P values or confidence levels • Positivism in research Many more examples but the fat versions need a lot of explanation!

  5. Process sigma – the measurement linked to the Six Sigma philosophy The process sigma for this process is 4.833 What on earth does this mean? It means there are 430 dpmo (defects per million opportunities). Use this Sigma calculator So why not just say 430 dpmo? Keep it simple! But this would be dumbing down. Life is difficult and we mustn’t join the modern trend of trying to make it easier. Why not?The complicated version adds nothing except confusing the uninitiated. (Similar comments apply to Cpk.) ... which must be a good thing!

  6. P values and confidence levels • “Life expectancy was 3.9 years longer for Academy Award [Oscar] winners than for other, less recognized performers (79.7 vs 75.8 years; P = 0.003)” (Redelmeier and Singh, 2001: 955). Or … • The data suggests that Oscar winners have a greater life expectancy with a confidence level of 99.85%.

  7. Positivism in research “There are two main approaches to research: positivism and social constructivism. Positivist research is objective, quantitative, deductive and uses formal hypotheses to establish general truths. Social constructivism is subjective .... etc, etc .… The approach in this research will be positivist ….” But this dichotomy is not really a dichotomy , and it complicates, confuses and restricts the argument unnecessarily ...

  8. Why not simply say ... “In this research I want to establish the general view among the population, so I will use random sampling and statistical methods to achieve this.” or something along these lines. Only bother with more general frameworks if these really help, which they often don’t.

  9. Desired features of lean knowledge • Research papers, textbooks etc to • be short, readable and easy to understand • require little pre-requisite knowledge • Knowledge to be • powerful, reliable and fit for purpose • quick and easy to use – consider power/hassle quotient Obviously limits to what’s possible, but the lean aims don’t seem to be on the agenda

  10. How to make knowledge leaner … Conceptual reengineering: using more appropriate concepts. Ignoring history: learning an academic discipline often involves retracing the tortuous route by which it was developed, which may be a waste of time and effort. References should be lean. Shallow hierarchies: understanding something typically involves mastering a hierarchy of pre-requisite concepts – the simpler this hierarchy is the better. Minimum value: some things make too little contribution to be worth bothering with. Using aids for processing and memory: the use of the web and computer applications make much learning redundant. Just-in-time learning: life is too short and things are changing too fast to justify learning lots of things just in case they are needed – better to learn what we need when we need it. Plus two more in the abstract

  11. In summary • People’s time, energy and patience is limited (Simon (1996) suggests that typical professionals have ten years to learn their trade and can absorb between 50,000 and 1.8 million “chunks” of information.) • Therefore knowledge should be quick and easy to learn and / or use • Then we could achieve more, or save time • The core product of universities is knowledge: I think this needs to become leaner if universities are to be useful in the future

  12. Challenge Choose an area of knowledge or expertise • Can you make a leaner version? • E.g. • Lean theory itself • .....

  13. References and articles on a similar theme • Redelmeier, D. A., & Singh, S. M. (2001). Survival in Academy Award-winning actors and actresses. Annals of Internal Medicine, 134, 955-962. • Simon, H. A. (1996). The sciences of the artificial. Cambridge, Massachusetts: MIT Press. • Wood, M., Capon, N., & Kaye, M. (1998). User-friendly statistical concepts for process monitoring. Journal of the Operational Research Society, 49(9), 976-985. • Wood, M. (2002). Maths should not be hard: the case for making academic knowledge more palatable Higher Education Review, 34(3), 3-19. • Wood, M. (2002, August 30). I'll make it simple.Times Higher Education. • Wood, M. (2012). Why can’t measurements based on mathematical models be more user-friendly? Problems, causes and suggestions. Draft on SSRN

More Related