Relevant bibliographies by topics / Lean journeys

Academic literature on the topic 'Lean journeys'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Lean journeys"

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Saurin, Tarcisio Abreu, Guilherme Luz Tortorella, Marlon Soliman, and Jose Arturo Garza-Reyes. "Lean production myths: an exploratory study." Journal of Manufacturing Technology Management 32, no. 1 (November 25, 2020): 1–19. http://dx.doi.org/10.1108/jmtm-08-2020-0302.

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PurposeThis paper presents an exploratory investigation of myths on lean production (LP), by identifying, dispelling and assessing their pervasiveness.Design/methodology/approachA list of myths was proposed mostly based on seminal LP texts and our rich experience from researching, teaching and consulting in lean journeys. Complexity thinking was adopted as a lens for dispelling the myths, as it challenged generalizations implied in myths. An investigation of the pervasiveness of the myths was also conducted, based on a survey with 120 academics and practitioners.FindingsTen myths were identified and dispelled. Survey's results indicated that belief in lean myths was more common among less experienced practitioners (<10 years), while experience was not a relevant factor for academics.Research limitations/implicationsThe lean myths partly reflect the experience of the authors. Furthermore, a larger sample size is necessary for a full analysis of pervasiveness.Practical implicationsThe lean myths might be underlying barriers to LP implementation (e.g. lack of knowledge of managers and workers), and they might be proactively accounted for in lean training and education programs.Originality/valueThis is the first work to explicitly frame a set of lean myths.
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Kearney, Thomas, Stephen Dye, and Faisil Sethi. "Patient journeys within psychiatric intensive care: payments by results versus lean pathways development." Journal of Psychiatric Intensive Care 9, no. 01 (January 8, 2013): 4–11. http://dx.doi.org/10.1017/s1742646412000325.

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Haerizadeh, Milad, and Vijaya Sunder M. "Impacts of Lean Six Sigma on improving a higher education system: a case study." International Journal of Quality & Reliability Management 36, no. 6 (June 3, 2019): 983–98. http://dx.doi.org/10.1108/ijqrm-07-2018-0198.

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Purpose The purpose of this paper is to demonstrate the applicability and impact of Lean Six Sigma (LSS), a contemporary quality excellence methodology, for improving education system in a reputed University in Iran. Design/methodology/approach The paper follows a case study approach illustrating how theory has been put into practice, explaining how to implement the LSS define-measure-analyze-improve-control framework in a field-setting in a higher education institution (HEI), and to highlight the subsequent challenges occurred and lessons learned during the implementation. Findings The key finding from the study is the confirmation of LSS applicability in education systems. The goals of the LSS team were to baseline student satisfaction levels and improve the overall rating by 10 percent; to decrease student advising wait times by 15 percent; and increase enrollment by 5 percent. The application of the LSS methodology has delivered promising results to improve the education system of the University by achieving the set goals. Further, the implementation of LSS has demonstrated student-facing benefits of improved quality on the education system. Research limitations/implications LSS implementation in HEIs is relatively a new topic for research. Hence, this case study adds to the body of knowledge with directions to progress future research in this area. Practical implications The outputs of the case study have provided greater stimulus within the facilities for wider full-blown deployment of LSS as a strategic resource for problem solving. Additionally, this case study sets the foundation for many other future projects, and to trigger interest among the HEIs in their journeys for quality excellence. Social implications Higher education sector being a socially responsible field of service, LSS offers continuous improvement benefits, highlighted as part of this paper. Originality/value The applicability of LSS in HEIs is relatively an upcoming research area with immense potential and value. This paper would serve as a valuable means for both researchers and practitioners working in HEIs, in terms of understanding the systematic application of the LSS methodology, and implications in a real-world situation.
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Bruce-Golding, Judith. "Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship." Journal of Education 199, no. 2 (April 2019): 59–68. http://dx.doi.org/10.1177/0022057419834923.

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Currently, the United Kingdom is experiencing an “education workforce and leadership crisis,” which spans from the beginnings of the teaching career to the higher echelons of senior leadership. The purpose of this study is to investigate the career trajectories and experiences of Deputy and Assistant Headteachers in Birmingham, England. This article draws from an original thesis and presents the findings from a narrative study on the career trajectories of 14 Deputy and Assistant Headteachers in Birmingham, England. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialisation experiences can determine whether they stay, leave, or climb the career ladder to Headship. This article suggests that Deputy and Assistant Headteachers lean toward displaying mainly Bonder, Bridger, or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws types of social capital.
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Terrien, Olivier. "A Lean Engineering Journey." INCOSE International Symposium 23, no. 1 (June 2013): 1631. http://dx.doi.org/10.1002/j.2334-5837.2013.tb03119.x.

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Wilson, A. "The journey to lean [manufacturing]." Manufacturing Engineer 81, no. 6 (December 1, 2002): 275–79. http://dx.doi.org/10.1049/me:20020609.

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Celinska, Angelica. "A long winding road." Early Years Educator 23, no. 14 (September 2, 2022): 42. http://dx.doi.org/10.12968/eyed.2022.23.14.42.

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Journeys into the early years sector are sometimes unexpected, often coming from the fascinations with the way children develop, learn and interact with the world around them. This journey is certainly one which has sparked curiosity and fascination, including children's experiences of gender in early childhood, learning through play and children's relationships with pets.
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Miles, John. "Typography for journals." Learned Publishing 7, no. 1 (January 1994): 11–16. http://dx.doi.org/10.1002/leap/70003.

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Jamali, Hamid R., Simon Wakeling, and Alireza Abbasi. "Why do journals discontinue? A study of Australian ceased journals." Learned Publishing 35, no. 2 (February 14, 2022): 219–28. http://dx.doi.org/10.1002/leap.1448.

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Coughlan, Tim, Kate Lister, and Mathijs Lucassen. "Representing the Unseen with “Our Journey”: a Platform to Capture Affective Experiences and Support Emotional Awareness in University-Level Study." Journal of Formative Design in Learning 5, no. 1 (June 2021): 39–52. http://dx.doi.org/10.1007/s41686-021-00055-9.

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AbstractStudent mental health is a critical issue that institutions are struggling to tackle proactively. The wellbeing of students is largely invisible to institutions unless specific mental health conditions are diagnosed and disclosed. In comparison to the importance placed on academic aspects, the affective experiences of education throughout the study journeys of students are rarely acknowledged. Approaches for students to develop emotional awareness, through which they learn to understand and manage their emotions, are limited. In this article, we describe the design and evaluation of Our Journey, a platform for students to represent their study journeys through describing the events and emotions they experience. The conceptual and user experience design of the platform was derived from participatory activities with students and staff and has been further refined via several physical and online iterations. In this paper, we report findings from an exploratory pilot trial of Our Journey with 54 students studying for a range of qualifications at an online learning institution. Through an analysis of the journeys that the students produced and a post-trial survey, we found that Our Journey can support representations of emotional awareness in relation to study events which prompted students to reflect on important aspects of their study and personal development. The design and use of the platform have also prompted important considerations around how emotion is represented, as well as how the privacy and ownership of these representations of personal experiences can be managed to support students and institutions to potentially benefit from novel tools such as Our Journey.
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Dissertations / Theses on the topic "Lean journeys"

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Inman, Margaret. "The journey to leadership : a study of how leader-academics in higher education learn to lead." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/158/.

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There has been a significant increase in interest in the development of Educational Leadership in recent years, not least in the school sector. However, little research exists on how leaders in higher education have learnt to lead, particularly those in ‘middle-leadership’ positions such as heads of faculties and departments. This study explores the journey to leadership of eighteen leader-academics within six chartered and statutory universities in the south of Wales and the west of England. Semi-structured biographical interviews were used between November 2005 and April 2006 to secure academics’ perceptions of their own life history, including the significance of their formative years, career trajectories, motivations, training and less formal learning, to equip them with the necessary attributes to lead. The findings show that the nature of leadership for middle-level leaders in higher education is complex and demanding and requires a combination of management and leadership skills. Formal professional development for leadership was relatively uncommon. The majority of what leaders do is learnt, self-taught and acquired throughout their life history. The influence of critical incidents and significant people has a profound effect on how leaders have learnt to lead. This study captures insights which should inform the future research agenda in higher education and highlights the possible inadequacies of formal leadership development for leader-academics in higher education. The challenge is to bring the informal processes of learning gained throughout a leader’s life history into a meaningful context for professional development. By doing so, training and development initiatives can be brought into the leader’s real world in a structured way to become more relevant and productive to those who participate. Strategies include the establishment of formal mentoring systems, encouraging the formation of networks and providing guided critical reflection on practice, whilst promoting opportunities for collective articulation and sharing of experiences. A suggested framework for integrated leadership development is proposed to enable middle-level leader-academics to experience more planned and meaningful development. This should then enhance those aspects of leadership which have been acquired through individual life histories and consequently should better equip them to support, manage and lead their faculties.
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Barker, Hazel. "A journey to learn about journeys : a practical examination of the nature of the relationship between the change manager and his change project." Thesis, University of Salford, 2000. http://usir.salford.ac.uk/26562/.

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This research is concerned with finding out about the nature of the relationship between the change manager and the change project. An action learning approach to the investigation and analysis was adopted throughout in order to achieve a 'practitioner's perspective' in a range of inter-related learning environments. The research tracks the progress of six change managers. To attempt to minimise the variables, six smaller organisations (i.e. those employing fewer than 250 employees) from the manufacturing and production sector were recruited; all were based within a 20 mile radius; and all were attempting to change to meet the key indicators of a national performance standard from a similar starting point. Please see Table 1 below for further details. From the work with the change managers and the action learning set, all of whom acted as co-researchers during the analysis phase, some conclusions were drawn. The most significant being that the relationship between the change manager and the change project could be described as being essentially symbiotic in its nature, insofar as the change project impacted directly and indirectly upon the change manager, and the change manager's direct and indirect actions influenced the degree of success of the change project. From the conclusions drawn, and as might be considered to befit an action learning approach to research, a practical solution was proposed for achieving more successful organisational change outcomes - a framework to enable the change manager to develop, within the context of the demands of the change project. The framework was not intended to be a constant, but rather a guide for action. Some conclusions were also drawn about the form of the development which might be required by those advising on change, as a consequence of the findings.
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Harland, Kirk. "Journey to learn : geographical mobility and education provision." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494590.

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School education is commonly seen in national news headlines as one of the major political debating topics. Changes in policy since the introduction of the 1988 Education Reform Act have created a quasi-competitive market within which schools now operate. The 1988 EducationRefonn Act also devolved much responsibility away from Local Authorities to individual schools. More recently, the 2007 School Admissions Code incorporated mandatory provisions |fie first time, ensuring that school oversubscription policies are implemented in", so as to not disadvantage particular sections of society. This has produced an environment where Local Authorities have less direct control over schools but more responsibility to ensure that education provision is commensurate with demand in their areas, in the face of a changing pupil population. rhis PhD thesis uses advanced spatial analysis techniques to examine the Pupil Level Annual School Census data for the Leeds study area in conjunction with pupil preference data supplied by Education Leeds.
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Pendlebury, Kathleen Sarah. "Reading nonsense a journey through the writing of Edward Lear." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002249.

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In this thesis I have addressed some of the problems that have arisen in critical approaches to the nonsense works of Edward Lear from the late nineteenth century. I have entitled it “Reading Nonsense” because my central concern is with how best to apprehend the paradoxes inherent in literary nonsense, which inevitably raises interpretative questions. Because nonsense is a “basic type of communication” whose essence is “unresolved tension between [the] presence and absence of meaning” (Tigges, Anatomy 51), we are called upon either to “make sense of” that which claims to offer up no meaning or to surrender ourselves to meaninglessness. Broadly, critical approaches to nonsense fall into two classes: those that maintain that nonsense is not, in fact, “not sense”, but rather a kind of symbolic language that can be reconciled into meaning; and those which uphold the nonsensicality of nonsense, maintaining that certain ambiguities and paradoxes cannot be accounted for, and it is inappropriate to try to do so. In addition, Lear’s texts are situated in various traditions of writing for children and adults and in the distinctive setting of the Victorian era; and these cultural and literary influences play an important role in the interpretation and misinterpretation of nonsense. My first chapter comprises a mise en scène of the genre of literary nonsense; while in Chapter 2 I turn to the cultural backdrop of Lear’s nonsense in particular, and examine one of the claims frequently made in nonsense criticism: that Lear’s literary nonsense is distinctively “Victorian”. Chapter 3, “How to Read a Learian Limerick”, rests on the exegesis of nonsense that appears in Chapter 1, for here I propose a technique for reading Lear’s limericks that preserves both their “sensical” and nonsensical elements in contrast to critical analyses that attempt to reconcile the nonsense into a code. In Chapter 4 I examine Lear’s songs from the critical perspectives of nonsense and of romanticism. Finally, in conclusion, I consider the role and significance of humour in nonsense, and gesture towards further possible explorations, including in the appendix my essay on the nonsense poetry of South African writer Philip de Vos.
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Nilsson, Pernilla Driel Jan H. van. "Learning to teach and teaching to learn : primary student teachers' complex journey from learners to teachers /." Norrköping : Linköping University, Department of Social and Welfare Studies, 2008. http://www.bibl.liu.se/liupubl/disp/disp2008/sste19s.pdf.

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Disputats, Linköpings universitet, 2008.
PCK: Pedagogical content knowledge. Serien udg. af: Nationella forskarskolan i naturvetenskapernas och teknikens didaktik, FontD. Med litteraturhenvisninger.
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Nilsson, Pernilla. "Learning to Teach and Teaching to Learn : Primary science student teachers´ complex journey from learners to teachers." Doctoral thesis, Norrköping : Department of Social and Welfare Studies, Linköping University, 2008. http://www.bibl.liu.se/liupubl/disp/disp2008/sste19s.pdf.

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Moore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.

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This study sought to develop a deeper understanding of the phenomenon of professional growth in pre-service teachers during their final practicum. The research was situated in a primary school and involved three pre-service teachers with widely differing backgrounds who brought differing experiences to the practicum. The study identified personal and contextual variables that affected the pre-service teachers’ professional growth and explored how professional discourse within a learning community of peers, informed by multiple perspectives on teaching practice that were facilitated by video, influenced professional growth. This qualitative research project used a broad phenomenological approach in that the methods used were designed to illuminate the process of a pre-service teacher becoming a teacher. Data were gathered over a six month period using semi-structured pre and post interviews, direct observations, video recordings of lessons, audio recordings of video discussion meetings, student questionnaires, and written feedback and reflections. Triangulated data from multiple sources were collated for each case, then open coded and grouped into themes. Cross-case analysis identified patterns in the emerging themes across all three cases, forming the basis for the discussion. This study found that pre-service teachers’ beliefs about the roles of teachers and learners influenced their approach to teaching during their final practicum; their approach to the use of feedback for their own learning; and, their response to pressure during their practicum. Pre-service teacher motivation and capacity to interpret and act on mentor feedback was shaped by the mentoring relationship, which in turn was influenced by mentors’ beliefs about their own role, and their expectations of pre-service teacher capabilities upon arrival. The inclusion of video in a purposeful, reflective process enabled pre-service teachers to relive their experiences and to recall the affective factors that influenced their thoughts and actions as they were brought back into the moment of noticing, reasoning and acting. This decreased pre-service teachers’ reliance on mentor feedback and gave them an opportunity to triangulate evidence about their practice and interpret that evidence in a way that continually refined their understanding of teaching and learning. Importantly, this study found that pre-service teachers’ capacity to adapt practice, and to grow as a teacher, is filtered through an affective lens.
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Medina, Reales Yennadim. ""Pray you now, Forget and Forgive": Forgiveness, redemption and restoration in Shakespeare's King Lear and O'Neill's Long Day's Journey into Night." Tesis, Universidad de Chile, 2014. http://repositorio.uchile.cl/handle/2250/130550.

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Hoque, Shana. "An exploration into the experience of an eating disorder and journey into treatment for British South-Asian women : What can we learn?" Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9900.

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A relatively large body of research has highlighted the high (or equal) risk of disordered eating in South-Asian populations in comparison to Caucasians, particularly in the UK. The literature review aimed to examine the empirical evidence for eating disorders and body dissatisfaction in South-Asian populations over the past decade. Through systematic searching a total of 16 studies were identified that met the inclusion criteria. These studies, not without limitations, highlighted the high level of disordered eating in young South-Asian populations compared to disordered eating in other ethnicities. The finding of higher body dissatisfaction in more Westernized South-Asian populations was also evidenced. Despite the findings that South-Asians are at equal risk as other ethnic groups for eating disorders, they remain under-represented in treatment services in the UK. The aim of the research report was to explore the eating disorder experience and journey into treatment for British South-Asian women who were in treatment in eating disorder services. Interpretative Phenomenological Analysis was used to analyse the transcripts from six participants. Three overarching themes emerged: the critical Asian society; the parental response: rejecting, tolerating and accepting; and the role of self and voicing needs. Implications for eating disorder services were made based on the experiences of these participants. The critical appraisal was an account of the research journey. Specifically, it highlighted the difficulties encountered along the process and how the present researcher managed these. It also incorporated the dilemmas for the present researcher in using a qualitative methodology.
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Mendes, Miguel Filipe Ribeiro. "A journey towards Lean: the case of a Small-Medium Enterprise (SME)." Master's thesis, 2018. http://hdl.handle.net/10071/17914.

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Purpose: The purpose of this paper is to examine whether it is feasible to implement Lean in a small and medium-sized enterprise (SME), although literature mentions that it is uncommon and unlikely. Additionally, this paper explores how Lean has been progressively applied to a single SME, if there is room for improvement and how it can be accomplished. Finally, this paper seeks to understand if Lean can be a part of the management system. Methodology: This investigation covers one SME in Portugal. It operates in the cold-refrigerator industry. A qualitative methodology was used to conduct the research, supported on a case study. Data were collected from tape-recorded interviews and from written documentation provided by the company. Findings: It was found that it is possible to implement Lean in a SME, despite some difficulties. Moreover, improvements on how to implement Lean in the field site were suggested, based on literature and on innovative practices found in the organization. Concluding, Lean proved to be crucial to successfully implement a quality management system, dully integrated into the management system. Research Implication: This paper shows that SME’s can also apply Lean processes and techniques. This conclusion is very important for academics and for practitioners, particularly in manufacturing organizations. Originality/Value: There is a gap in the literature regarding the application of Lean in SME’s. Very little research has been conducted on this subject. This paper shows that SME’s can successfully implement Lean techniques.
Objetivo: O principal objetivo deste trabalho é examinar se é viável a implementação de Lean numa pequena e media empresa (PME), apesar da literatura sugerir que tal implementação é pouco comum e provável. Além disso, este papel explora com o Lean tem sido progressivamente aplicado a uma PME, se há espaço para melhorias e como podem ser alcançadas. Finalmente, este trabalho procura perceber se o Lean pode fazer parte do sistema de gestão. Metodologia: Esta investigação foca-se numa PME em Portugal, a qual opera na indústria de refrigeração. Foi utilizada uma metodologia qualitativa na elaboração deste trabalho e foi suportada com um estudo de caso. Foi colecionada informação através de entrevistas gravadas e documentação fornecida pela empresa. Conclusões: Concluiu-se que é possível implementar Lean numa PME, apesar das dificuldades encontradas. Ainda, baseado na literatura e práticas encontradas na empresa foram sugeridas melhorias como implementar Lean. Concluindo, o Lean mostrou-se crucial para implementar com sucesso um sistema de gestão de qualidade, integrado no sistema de gestão. Implicações de Investigação: Este trabalho mostra que PMEs também podem implementar processos e técnicas Lean. Esta conclusão é muito importante para os académicos e para os práticos, particularmente em empresas industriais. Originalidade/Valor: Existe um gap na literatura no que toca à aplicação de Lean em PMEs. Muito pouca investigação é está feita nesta matéria. Este trabalho mostra que PMEs podem implementar técnicas Lean com sucesso.
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Books on the topic "Lean journeys"

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Wellman, Joan, Pat Hagan, Howard Jeffries, and Cara Bailey. Leading the Lean Healthcare Journey. Second edition. | Boca Raton : Taylor & Francis, 2017. |: Productivity Press, 2016. http://dx.doi.org/10.1201/9781315369303.

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Lewis, James K. Story of a lean journey. Dearborn, Michigan: Society of Manufacturing Engineers, 2008.

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Erickson, Steve. Leap year. London: Futura, 1989.

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McGovern, Kate. A Public-Sector Journey to Lean. 1 Edition. | New York : Taylor & Francis, [2019]: Productivity Press, 2018. http://dx.doi.org/10.4324/9781351008242.

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Ar y lein. Caerdydd: Hughes a'i Fab, 2004.

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Carroll, Louann. Journeys: The adventures of Leaf. St. Paul, Minn., U.S.A: Weasel Books, 1992.

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Leap year. New York: Poseidon Press, 1989.

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Erickson, Steve. Leap year. New York: Avon Books, 1991.

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The lean leader: A personal journey of transformation. Boca Raton: CRC Press, 2015.

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Pessôa, Marcus Vinicius Pereira, and Luis Gonzaga Trabasso. The Lean Product Design and Development Journey. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46792-4.

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Book chapters on the topic "Lean journeys"

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Englebach, Bella. "Small Steps, Long Journey." In Creatively Lean, 117–21. New York, NY : Routledge, 2020.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429296567-18.

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Furuta, Nate. "Your Lean Journey." In Welcome Problems, Find Success, 147–58. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003202967-6.

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Pessôa, Marcus Vinicius Pereira, and Luís Gonzaga Trabasso. "Project: Your Lean Journey." In The Lean Product Design and Development Journey, 227–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46792-4_14.

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Mahadevan, Ganesh, and Kalyana C. Chejarla. "Commencing the Lean Journey." In Management for Professionals, 51–81. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4340-9_5.

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Pessôa, Marcus Vinicius Pereira, and Luís Gonzaga Trabasso. "Lean Thinking." In The Lean Product Design and Development Journey, 43–53. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46792-4_3.

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McGovern, Kate. "Lean for Leaders." In A Public-Sector Journey to Lean, 103–18. 1 Edition. | New York : Taylor & Francis, [2019]: Productivity Press, 2018. http://dx.doi.org/10.4324/9781351008242-7.

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Cifone, Fabiana Dafne, Alberto Portioli-Staudacher, and Alberto Silla. "Lean Healthcare: How to Start the Lean Journey." In Proceedings of the 6th European Lean Educator Conference, 321–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41429-0_32.

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Burns, Cynthia. "Mastering the Journey Toward Lean." In Materials & Equipment/Whitewares: Ceramic Engineering and Science Proceedings, Volume 23, Issue 2, 67. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2008. http://dx.doi.org/10.1002/9780470294734.ch16.

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Joyce, David. "A Journey to Systemic Improvement." In Lean Enterprise Software and Systems, 52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16416-3_8.

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Bindra, MJS, and Ekroop Kaur. "Lean Transformation Journey of Perfect Gear Company." In The Lean Business Guidebook, 437–55. New York: Productivity Press, 2022. http://dx.doi.org/10.4324/9781003221746-18.

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Conference papers on the topic "Lean journeys"

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Bandis, Eleftherios, Nikolaos Polatidis, Maria Diapouli, and Stelios Kapetanakis. "Data Stream Harmonization For Heterogeneous Workflows." In 35th ECMS International Conference on Modelling and Simulation. ECMS, 2021. http://dx.doi.org/10.7148/2021-0042.

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Transport infrastructure relies heavily on extended multi sensor networks and data streams to support its advanced real time monitoring and decision making. All relevant stakeholders are highly concerned on how travel patterns, infrastructure capacity and other internal / external factors (such as weather) affect, deteriorate or improve performance. Usually new network infrastructure can be remarkably expensive to build thus the focus is constantly in improving existing workflows, reduce overheads and enforce lean processes. We propose suitable graph-based workflow monitoring met­hods for developing efficient performance measures for the rail industry using extensive business process workflow pattern analysis based on Case-based Reasoning (CBR) combined with standard Data Mining methods. The approach focuses on both data preparation, cleaning and workflow integration of real network data. Preliminary results of this work are promising since workflow integration seems efficient against data complexity and domain peculiarities as well as scale on demand whilst demonstrating efficient accuracy. A number of modelling experiments are presented, that show that the approach proposed here can provide a sound basis for the effective and useful analysis of operational sensor data from train Journeys.
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Garcia, Patrick, Dirk Wiemeler, and John Drogosz. "Tenneco's Lean Engineering Journey." In SAE World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2008. http://dx.doi.org/10.4271/2008-01-1129.

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Mourão, Carlos Alexandre M. do A., Antonio N. de Miranda Filho, Rebeca Nara Nogueira, José de P. Barros Neto, and Jorge Moreira da Costa. "Using Storytelling to Understand a Company´s Lean Journey." In 29th Annual Conference of the International Group for Lean Construction (IGLC). International Group for Lean Construction, 2021. http://dx.doi.org/10.24928/2021/0140.

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Barth, Karina B., Marcus P. Sterzi, Carlos T. Formoso, Juan I. Alliende, Daniela Bertín, and Jorge Del Rio. "Implementation of Production System Design in House Building Projects: A Lean Journey in Chile." In 28th Annual Conference of the International Group for Lean Construction (IGLC). International Group for Lean Construction, 2020. http://dx.doi.org/10.24928/2020/0124.

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O’Reilly, Seamus, Joe Healy, Tom Murphy, and Ronan O’Dubhghaill. "A Continuous Improvement Journey in the Higher Education Sector: A Case Study of a University in Ireland." In Fourth International Conference on Lean Six Sigma for Higher Education. Purdue Scholarly Publishing Services, 2017. http://dx.doi.org/10.5703/1288284316371.

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Paschkewitz, John J. "Ensuring Reliability in Lean New Product Development." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63696.

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Many companies have begun their lean journey. This typically begins on the shop floor with lean manufacturing methods. This soon leads to applying lean to other processes including new product development. Lean New Product Development (Lean NPD) creates value and eliminates waste by creating knowledge up front to enable informed design decisions and eliminate rework loops. From a quality and reliability perspective, this should be viewed positively because it offers the opportunity to do what is needed up front to ensure robust and reliable products. This paper provides an introduction to Lean NPD and shows how it can be applied to reliability needs definition, design decisions, risk assessment and mitigation, critical characteristics and process control, product testing, failure analysis and corrective action to improve product reliability and robustness. Lean product development changes the focus of how design and development are done, and reliability and robustness tasks are part of the up front knowledge development that facilitates better decisions to get the product right the first time and eliminate the waste of rework and repeated development loops.
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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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"Which Clicks Lead to Conversions? - Modeling User-journeys Across Multiple Types of Online Advertising." In International Conference on e-Business. SCITEPRESS - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004504901410152.

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Williams, Dean S. "A Simple Approach to LEAN in the Laboratory?" In NCSL International Workshop & Symposium. NCSL International, 2013. http://dx.doi.org/10.51843/wsproceedings.2013.28.

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Whether a commercial calibration laboratory or an in-house corporate laboratory, and whether we like it or not, the realities of today's economy demand we embrace continuous improvement efforts. But how do you go about it? Where do you start? And where do you find the time, resources, budget and most importantly the corporate backing to undertake a comprehensive process improvement program? The author describes his Lab's journey through the continuous process improvement maze, why LEAN became the next logical step for the Duke Energy Lab, and why you don't need to have a black belt in LEAN-SIX SIGMA to get started. The author provides a simple primer on the background and principles of LEAN. The seemingly complex collection of Japanese words and ideas will be demystified and the difference between words like Muda, Mura, and Muri, or Kanban, Kaizen, and Kaikaku will be explained in plain English. Value Stream Mapping and how it can help you spot areas for improvement will be described, and why the concept of Pull is so important to reducing inventory and turn-times. The author then details a few of the specific LEAN initiatives that were designed and implemented at the Duke Energy Standards Lab, showing how these initiatives reduced waste, improved effectiveness of the overall operation, and provided the customer with a higher level of service with no additional man-power resources and little out of pocket costs. Finally the author provides some resources and helpful hints for implementing LEAN in a simple and effective way.
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McKinnon, M. M., Manuel de León, D. M. de Diego, and R. M. Ros. "The LEAP of Pulsars in the Milky Way." In MATHEMATICS AND ASTRONOMY: A JOINT LONG JOURNEY: Proceedings of the International Conference. AIP, 2010. http://dx.doi.org/10.1063/1.3506073.

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Reports on the topic "Lean journeys"

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Clark, Louise, Jo Carpenter, and Joe Taylor. Learning From Responsiveness to a Rapidly Evolving Context: IDRC’s Covid-19 Responses for Equity Programme. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/core.2022.004.

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This report summarises key institutional lessons that emerged from a Learning Journey commissioned by the International Development Research Centre (IDRC) for its Covid-19 Responses for Equity (CORE) programme. Learning Journeys are a research method developed by the Institute of Development Studies (IDS) to support collaborative scoping processes and provide participants with structured spaces to learn, discuss issues, and to reflect on their day-to-day work and how to apply learning. CORE was designed as a rapid response mechanism to address the sudden global shifts caused by the Covid-19 pandemic. The initiative supports 21 research projects with Southern partners across 42 countries. It seeks to understand the socioeconomic impacts of the pandemic, improve existing responses, and generate better policy options for recovery. The CORE Learning Journey was managed by the ‘Knowledge Translation’ (KT) supplier for CORE, the UK-based IDS. It brought together grantees, IDRC senior management, Regional Directors (RD), Program Officers (PO), and IDS staff, to share experiences and reflect on the successes and challenges of the CORE programme. It was framed around a central learning question: What are the key lessons to emerge from the IDRC experience of funding CORE as a responsive mechanism to provide innovative Southern-led policy and practice solutions in the context of a rapid onset and rapidly evolving global crisis?
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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Donti, Olyvia, Andreas Konrad, Ioli Panidi, Petros Dinas, and Gregory Bogdanis. Is there a window of opportunity for flexibility development in youth? A systematic review with meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2021. http://dx.doi.org/10.37766/inplasy2021.9.0032.

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Review question / Objective: To examine if there is a difference in the effect of stretching training on flexibility during childhood (6-11 years of age) and adolescence (12-18 years of age). Condition being studied: We are going to examine whether there is a greater response to stretching training (i.e. ‘window of opportunity’) during childhood, compared with adolescence. Information sources: Two review team members will independently screen the titles and abstracts of the retrieved publications to select the eligible publications. One review team member will act as a referee in case of disagreement between the review team members. We will also ensure that any retracted publications are identified and excluded from the selection outcome. Furthermore, we will locate the full texts that will not be immediately accessible, via emails to the lead authors and/journals of publication. A full list of the excluded publications will be provided in the final version of the systematic review.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Alarcón, Lía, Patricia Alata, Mariana Alegre, Tamara Egger, Rosario Fassina, Analía Hanono, Carolina Huffmann, Lucía Nogales, and Carolina Piedrafita. Citizen-Led Urbanism in Latin America: Superbook of civic actions for transforming cities. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004582.

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This is a publication about citizen-led urbanism processes in Latin America. It follows the recent life of a movement originating from, and driven by and for citizens, who out of a compelling love for their cities, have brought together actors from all fields to co-create new, more inclusive and equitable public space models. By using tools such as innovation, creativity and co-responsible solidarity, citizen-led urbanism has been able to complement the traditional approaches to urban planning and city governance. This publication also invites us to move from the theory and concepts that provide the rationale for citizen-led urbanism to the actual practical experiences which are helping to shape it and consolidate it as a regional movement. It thus takes us on a journey through successful projects developed in different places and contexts of Latin America and looks at the experience of the first urban innovation labs, as a means to consider the paths that may lead to new horizons of an inclusive future, in view of the challenges, both known and yet to be known, of the first half of the 21st century. In less than one decade, with their impressive diversity and vigorous urban activity, members of the citizen-led urbanism movement have brought about changes in the streets, neighborhoods and cities where they live: changes in the way of thinking of authorities and fellow citizens; changes in public policies, which have an impact not only on the urban landscape, but also on how we relate to each other through our relationship with what we call “the urban” and with ecosystems, with our individual needs and with the urgency of organizing ourselves collectively to identify solutions for the common good. This is why this book became a superbook, i.e., an extensive compilation about a fabulous collective adventure, undertaken by thousands of people whose common denominator is creativity and their will to think and do things differently. We hope it may serve as an inspiration to its readers so that they, too, may take a leading role in this story.
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