Applications of Quality Function Deployment for curriculum design and redesign: Review and analysis

DO THANH LUU Industrial and Systems Engineering Dept.

International University – VNU-HCM Email: [email protected]

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Quality Function Deployment (QFD)

   First developed and applied by the Japanese in the early 1970's.

A systematic process to design physical products.

Integrated information from:    Customer’s needs Company capability Competitor’s products 2

House of Quality

    Result of QFD is shown in some matrices.

The first matrix is so-called the House Of Quality (HOQ).

HOQ contains information of customer, design solutions and competitors.

The rest matrices consider manufacturing stages.

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1.

2.

3.

4.

5.

6.

Six steps to build the HOQ

Identify customer requirements.

Identify technical requirements (Technical solutions to satisfy the customer requirements) Relate the customer requirements to the technical requirements.

Conduct an evaluation of competing products or services Evaluate technical requirements and develop targets.

Determine which technical requirements to deploy in the remainder of the production/delivery process.

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Application of Total Quality Management (TQM) to Education

  1.

2.

3.

Thanks to its sucsess in manufacturing, TQM is fostered in service and education.

Three principles of TQM are accepted broadly: Customer focus Involvement by all people Continuous improvement 5

Adaptation of building HOQ in design curriculum

   Step 1: determine Identify the stakeholders program and expectations on the education program, and outcomes.

their The stakeholders could be employer, faculty, student, alumni and graduates, or other groups.

Step 2: Identify the courses constituting the curriculum of the education program.

Step 3: Determine the contribution level of each course to each program outcome.

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Adaptation of building HOQ in design curriculum (Ctnd)

   Step 4: Compare to the curriculum of the other educational institutions.

Step 5: Evaluate the current status of courses and the needs for change.

Step 6: Determine which courses to be received resources for improvement.

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  Step 3 plays a vital role in assuring the quality of education.

Therefore, it is selected to present the way QFD tool deals with it.

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The case study (Extracted)

   Objective of the case: To review the curriculum of a Master of Engineering Management program.

The number of program outcomes: 6.

The number of courses: 11.

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Six program outcomes

      1. Develop projects 2. System Solutions 3. Leadership 4. Quantitative Skills 5. Written/ Oral Communication 6. Teamwork/ Diversity 10

Eleven Courses

1.

2.

3.

4.

5.

6.

Simulation Engineering Economy Quality Control Project Management Technology Management Stochastic Processes 7.

8.

9.

10.

11.

Decision Science Operations Research Organizational Behavior Information Systems Logistics 11

Step 3.1: Determine the direct contribution level of courses on program goals   Using (9,3,1) scoring method:     “9” indicates high contribution of a topic on an objective, “3” indicates medium, “1” indicates small, and “0” indicates no contribution.

Result is shown in “ Table 1.doc

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Step 3.2: Determine interaction levels among courses

    Certain relationship among courses could lead to indirect impact to program outcomes.

Use (9,3,1) scores to judge.

Normalized the result: 9  0.692

(=9/(9+3+1), 3  0.231, 1  0.077.

Result is shown in “ Table 2.doc

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Step 3.3: Revise the contribution level of courses on program goals (outcomes) taking interaction effects    It is the sum of the products of direct contribution level of one specific course on one goal in Table 1 and the interaction level of each course to that specific course in Table 2.

E.g. Revised contribution level of “Simulation” course on “Develop projects” goal = 3*1 + 9*0.077 +…+ 3*0 + 3*0.231 = 8.8

Result is shown in “ Table 3. doc ” 14

Step 3.4: Evaluate the contribution level of all courses on each program goal     By summing up all individual contribution levels of courses on the related goal.

Then normalized the result.

Result is shown in “ Table 3.doc

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Application 1

each goal.

: Check for the compatibility of “Weight” and total impact of courses to 15

Step 3.5: Calculate the importance level of each course in obtaining the goal of the overall program     Normalized the result in Table 3, row by row.

Sum up the products of the normalized contribution level of each course to each program goal importance factor.

E.g., the importance of “Simulation” course = 0.08*0.2 + 0.08*0.1 + 0.06*0.2 + 0.13*0.25 + 0.08*0.1 + 0.02*0.15 = 0.08 Result is shown in “ Table 4.doc

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 

Application 2

result of course importance when needed.

: Usage of the assessment For example, if we want to replace one course with a new course, “Information Systems” should be the first course considered due to its least importance level.

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Conclusions

   To apply QFD in reviewing curricula we need three inputs and get two significant outputs.

Three inputs: 1.

2.

3.

Relative program outcome weights Direct contribution level of course on goals Interaction level among courses.

Two outputs: 1.

2.

The contribution level of all courses to each goal The importance level of each course to overall program goal. 18

Conclusions (Ctnd)

 1.

2.

The application can help us: Make our judgment through quantitative tools.

more rational Show evident as requested by education accreditation systems, e.g. from the AUN.

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