For over 30 years, authors have documented continuous improvement techniques that can help to improve the performance of the manufacturing sector. However, recent research has found that the uptake of these available techniques for the purpose of improving business performance is comparatively low as a result of barriers preventing their adoption by manufacturing SMEs. The aim and focus of this research is to develop a user-friendly framework which would guide both industry practitioners and other researchers to achieve business process improvements in an SME manufacturing environment. The framework developed in this study consists of four stages: 1) review of the current process to be improved; 2) identification of possible improvement in terms of prompts; 3) knowledge know-how to support transfer of proven continuous improvement techniques; and 4) continual review of the process to quantify the improvements. The framework uses a combination of three continuous improvement techniques: histograms, brainstorming and Five Whys to identify actions for management implementation. Such techniques have been merged to speed up and simplify the process of root cause analysis, thus encouraging SMEs to document their successes. This will enable other SMEs to learn from their experiences as well as from the knowledge gained by being part of the communities of practice. The methodology used in this research is mixed methodology and involves a combination of literature review, pilot study, a postal questionnaire with 50 respondents and two case studies. These case studies were then used to validate the framework, based on five structured interviews. Case studies involving two manufacturing SMEs include manufacturers of high-volume, low-cost components and low-volume, high-cost components. It was concluded that the root cause of a problem can be found by using: brainstorming, histograms and Five Whys. Sometimes, it was also possible to merge these techniques as one, thus reducing the analysis time. The case studies generated substantial savings, £27,500 and £1,366,055 for SME 1 and 2 respectively. Overall the benefits of the framework to SMEs include: using the developed user-friendly framework for improved business performance, knowledge transfer of learning continuous improvement techniques, learning about other SME successes and potential cost savings that could accrue for SMEs when they apply it. The framework developed in this research, therefore, has reduced some of the barriers which have prevented uptake of innovative techniques over the last 30 years.

Class of 2016 Abstract / Objectives: Discover what is working within the class, and what is not working in the class. Methods: Three focus groups were held on the University of Arizona College of Pharmacy campus in January 2016. Participants were recruited via electronic mail invitation and given the opportunity to attend in person or call in via conference call. During each focus group participants were asked a series of questions designed to illicit a discussion regarding their opinions of the course and identify which areas of the curricula they still utilize. These focus groups were recorded via hand-held digital recording device. The recordings were transcribed verbatim into a word processing computer program, with all names and other identifying agents removed to maintain anonymity. The transcriptions were then imported into Atlas.Ti analysis software for descriptive coding. Once coded, the quotations were organized into a network to identify trends in answers. Results: A total of 8 students participated in the three focus groups. Students were able to reflect on both the course and project as well as explain and demonstrate their application of the knowledge they learned as a result, as well as areas in which they feel the course can be improved. Conclusions: The QI course taught the students how to perform a formal quality improvement research project, while performing the project helped solidify skills learned not only in the class but also previous courses. The students still utilize the skills they learned in both the class and project as they continue on in their professions outside a classroom setting.

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Researchers are finding that the No Child Left Behind legislation's mandatory testing provision has resulted in many schools reducing art instruction (Abrams, Madaus, & Pedulla, 2003). In addition to the reduction of art instruction in formal curricula, incorporation of art into classroom teaching strategies has also declined (Barksdale-Ladd & Thomas, 2000). While many schools neglect art to focus on subject areas addressed by No Child Left Behind mandated tests, others have embraced the arts as an instructional strategy to improve test scores (Rabkin & Redmond, 2006). Mississippi's Whole Schools Initiative, a school improvement program that infuses art throughout the curriculum, has stimulated and enriched student learning when it is seriously and systematically implemented (Corbett, Morse, & Wilson, 2004). This study investigated the process through which art infusion is taking place in a Mississippi Whole Schools Initiative model school. The research design was descriptive. The participating school was purposively selected. The emerging analysis of collected data directed the selection of key informants. Observations, interviews, informal conversations, and an examination of documents and other artifacts were used to collect data. The study found the following: (a) the school's staff felt art infusion is a more effective way to teach because it motivates students, involves parents and the community, addresses student learning styles and multiple intelligences, and enhances staff morale; (b) the site administrator was particularly concerned with hiring staff, staff development, planning, finances, and parental and community support; and (c) staff development, planning, specialists, artists in residence, fund raising, resources, parental and community support, classroom management, and instructional strategies are particularly important areas in infusing art throughout the curriculum. Recommendations are the following: (a) making Mississippi educators aware of the potential of art infusion as a school improvement strategy, (b) including art infusion instruction strategies in teacher education programs, (c) including art infusion strategies in local school district's professional development plans (d) employing at least one certified art teacher in every Mississippi public school, (e) increasing funding for Mississippi schools addressing school improvement through art infusion, and (f) conducting further research on specific strategies for enhancing instruction through art infusion.

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Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

This project was carried out in order to complete the requirements of the Master of Engineering Management degree at the University of Canterbury. The project objective was to examine the reasons for Attainment to Plan (ATP) misses at the Meadow Fresh Christchurch plant, specifically the Fresh Beverages division. ATP is a measure of how closely the production team follows the daily packing plan, and is a site Key Performance Indicator (KPI). This report describes the action plans that were developed to decrease the number of misses to the target value, an analysis of the success of these plans, and recommendations which were made around the purchase of plant equipment in order to further improve the ATP results.

This thesis analyzes the movement for Trinity River improvement and describes the methods used to promote the project.