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  • 1.
    Hellberg, Roland
    et al.
    Swedish Defence University, Department of War Studies and Military History, Functions and Perspective Division.
    Fauskanger, Eivind
    Department of Business, Strategy and Political Science, University of South-Eastern, (NOR).
    Learning of quality improvement theory: experiences with reflective learning from a student perspective2023In: International Journal of Lean Six Sigma, ISSN 2040-4166, E-ISSN 2040-4174, Vol. 14, no 6, p. 1207-1226Article in journal (Refereed)
    Abstract [en]

    Purpose

    The purpose of this study is to investigate how professionals who are continuing their education rate a higher education quality management course with an emphasis on reflective learning and real problem-solving. The audited course consists of module-based teaching, while students work on an improvement project at their workplace between course sessions. This study has a twofold aim: to contribute to the design of quality improvement courses based on doing as we learn and to offer insight into the use of a final grading method that consist of a folder with reports from the intermediate work steps and a final report.

    Design/methodology/approach

    After completing the course, students received a survey with questions and statements about the course content, delivery and final grading methods. They answered these questions on a seven-point Likert scale and also answered open-ended questions.

    Findings

    It is clear that professional students value the interweaving of theory with real-life training, and they value module-based teaching in which theory is reviewed and applied to practical problems. Reflective learning was achieved through feedback from both teachers and fellow students on various interim reports. Students’ employers benefit from the course, as students gain experience with quality improvement. The grading of a final report on the improvement project based on three sub-assignments was highly appreciated.

    Practical implications

    Developers in courses in quality improvement benefit from learning how this course is structured, assessed and how participants perceived its components.Originality/valueThe course design with modules and intermediate work steps, where the students apply theory in quality improvement to a real project at their workplace, is an original concept. The modules correspond to the plan, do, check and act (PDCA) methodology.

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