ID171 Embedding Continuous Improvement as a Core Organisational Capability

The Idea

I propose that Keele University adopts Continuous Improvement (CI) as a core institutional capability, not as a standalone initiative, but as a strategic discipline embedded across people, processes, systems, and culture. Continuous Improvement is recognised across higher education and industry as a proven approach for increasing efficiency, reducing friction (re-work), and enabling organisations to adapt more quickly and confidently to change. By formalising CI within Keele’s strategy, the University can develop a culture where improvement becomes routine and innovation is shared. The strategic intent is for Keele to become a university where staff at every level feel equipped, empowered and supported to identify opportunities, solve problems collaboratively, and improve the way we work continuously. In doing so, Keele would build the capability that will help us to strengthens performance, enhances the student and staff experience, and supports long term resilience in an increasingly dynamic sector. 

This interpretation is supported by the current state assessment of Continuous Improvement at Keele, which indicates that while improvement activity is taking place across many areas of the University, it is not yet consistently embedded or applied in a systematic way. Activity is often reactive and locally driven, with variation in approaches, tools, and levels of maturity between teams. Staff demonstrate a clear willingness to contribute and feel encouraged to identify opportunities for improvement; however, this is not yet underpinned by a shared understanding, consistent methodology, or clearly defined roles and responsibilities. The most significant barriers relate to lack of time and capacity, alongside gaps in skills, training, and visibility of impact, meaning improvement is frequently viewed as additional to core responsibilities rather than integral to them. There is also limited use of standard tools, metrics, and mechanisms to track and demonstrate benefits, which restricts the ability to scale and sustain improvements. Overall, this suggests Keele is at an emerging to partially embedded stage of CI maturity, with strong engagement and intent, but requiring a more structured, visible, and supported approach to fully realise Continuous Improvement as a core institutional capability. 

To formalise this approach, the CI Framework will provide a structured, organisation wide approach to embedding improvement into day to day work, supported by clear governance, defined roles, and practical tools for all staff. Improvement will be aligned to institutional priorities and overseen through existing governance, while teams are enabled to identify and deliver improvements using simple methods, guidance, and light touch tracking. The approach balances top down direction with bottom up contribution, with leaders setting priorities and creating capacity, and staff empowered to identify opportunities and improve processes. By integrating CI into management practice, building capability through training and networks, and increasing visibility of impact, improvement will become part of how Keele operates, rather than an additional activity, enabling it to become sustainable over time.

Why This Idea Should Be Considered

The higher education landscape has operational pressures, regulatory demands, digital disruption, and changing student expectations around both value and experience. Many universities nationally have already embedded structured Continuous Improvement approaches to meet these challenges and build organisational agility. Keele is at a point in time where change can become possible and has the opportunity to: 

• Commitment to service enhancement and digital transformation 
• Influence cross departmental relationships that can accelerate shared problem solving 
• Develop a community of staff motivated to reduce inefficiencies, improve processes, and modernise our operating model 

By embedding CI now, it would enable Keele to: 

• Strengthen financial sustainability through smarter, more efficient processes 
• Improve student experience by reducing friction points across the student journey. For example, students have highlighted the need for better administration, improved organisation of processes and activities, clearer communication when changes are made, and a more user-friendly KLE.  
• Increase capacity by removing low value work and freeing colleagues to focus on what matters 
• Build confidence and organisational readiness for transformation activities 

Current sector trends and practice around CI are: 

• Deepening use of Lean, PDCA, and process improvement methodologies - providers are adopting CI frameworks such as Lean, PDCA cycles, root‑cause analysis, and data‑driven decision‑making to improve teaching quality, research productivity, and administrative efficiency. https://higherednewshub.com/continuous-improvement-strategies-in-higher-education/  
• Student expectations for personalised, seamless, and connected experiences - students expect faster, clearer, and more joined up experiences from admissions and timetabling to support services and careers. Findings show a demand for stronger links between learning and career outcomes, significant frustration with slow or complex processes and an increased use of AI tools for advising and analytics. Continuous improvement can offer the mechanisms to reduce friction points, test and refine interventions, and build more student centred services. https://www.tcs.com/content/dam/global-tcs/en/pdfs/what-we-do/industries/Education/uk-study-report.pdf   
• Increasing financial strain requiring smarter, more efficient operations - Universities face rising costs and pressure to do more with fewer resources. This drives the need to eliminate inefficiencies, improve process consistency across departments, develop stronger cross-functional collaboration and identification of waste and duplication. https://www.deloitte.com/us/en/insights/industry/articles-on-higher-education/2026-higher-education-trends.html  
• Universities across the UK (including the Open University through its strategic enabler of continuously improving operational ways of working) are embedding structured approaches to change, experimentation and improvement as part of institutional strategy. Keele has the opportunity to position itself as a sector leader by making CI a defining strategic capability. 

How We Would Implement This Idea

I propose a multi layered approach that embeds CI as a permanent feature of Keele’s organisational landscape: 

1. Establish a Keele Continuous Improvement Framework (currently work in progress) 

To make sure the CI Framework is visible and easy for people to use, it will need to be supported by a simple, central way for staff to engage with it. This could be a dedicated digital space (Innovate at Keele hub) where colleagues can log ideas, access tools and guidance, track progress, and see what improvements are happening across the University. 

This would be supported by a small CI function and the Change Network, providing practical support, training, and facilitation to help teams apply the framework in their day to day work. Alongside this, regular communication and visibility, such as sharing examples / best practices, recognising success, and linking CI into existing processes will help build momentum. 

Importantly, this isn’t just about a system or tool, but about how we work. By integrating CI into management practice, creating regular opportunities to identify improvements (that can form part of an individuals’ SPRE), and ensuring staff have the time and support to take part, we can build a simple, sustainable approach where improvement is visible, shared, and part of everyday activity across Keele. 

A simple, Keele-specific CI model that outlines common language, expectations, principles (e.g., user‑centred design, evidence‑based decision making, cross‑functional collaboration), and a consistent approach to problem solving. 

2. Introduce a university wide CI capability programme 

Develop training pathways (introductory, practitioner, advanced) for staff 

Build confidence in tools such as process mapping, root cause analysis, PDCA cycles, hypothesis testing, and service design methods 

Provide access to facilitation support for teams working on improvements 

Responsibility for a university wide CI capability programme would sit across both Transformation and Organisational Development, reflecting the need to balance delivery and cultural change. 

The Transformation function would lead on developing the framework, providing tools and facilitation support, and ensuring improvement activity is structured and aligned to institutional priorities. Organisational Development would play a key role in embedding CI into leadership practice, supporting on training and culture, ensuring that capability is built sustainably across the University. 

3. Launch cross functional Improvement Sprints 

Small, time bound, collaborative events focused on high impact around student or staff pain points. 

4. Embed CI into existing strategic and operational processes 

Incorporate CI expectations holistically into the organisation, for example the SPREE process 

Surface improvement opportunities through structured feedback loops 

Make the identification of improvements part of team discussions 

5. Establish a visible pipeline of improvement projects 

A transparent view of improvements underway, their expected benefits, and their outcomes. This builds confidence, reduces duplication, and increases institutional learning, whilst enabling the existing Transformation team to work on large scale transformation programmes and projects. 

How CI could work in practice (using Faculty Administration as an example) 

• Identify the problem 
  A faculty administration team recognises that processing coursework extensions is slow, inconsistent, and involves multiple handoffs. 
• Raise an improvement opportunity request 
  The team logs the issue through a simple CI route (e.g. CI pipeline, form, or contact with the CI team), outlining the pain points and impact. 
• Initial support and triage 
  The CI team reviews the request and works with the team to scope the problem, confirm priorities, and agree the level of support required. 
• Build capability and understanding 
  The team is provided with light-touch training or guidance (e.g. short sessions or practical support) on key CI tools such as process mapping and root cause analysis, enabling them to actively contribute. 
• Understand the current process 
  With CI support, the team maps the end-to-end process to identify inefficiencies, duplication, and bottlenecks. 
• Identify root causes 
  The team explores why issues occur (e.g. unclear ownership, inconsistent criteria, manual steps) rather than just addressing symptoms. 
• Test improvements (PDCA cycles) 
  Small, practical changes are tested in short cycles (e.g. standardising criteria, simplifying forms, introducing a single point of coordination). 
• Measure and review impact 
  The team tracks simple measures (e.g. processing time, number of handoffs, staff effort) to understand whether improvements are working. 
• Refine and embed changes 
  Successful improvements are refined, documented, and built into standard ways of working. 
• Share learning and scale 
  Outcomes and learning are shared through the CI network or the Communications team, allowing other teams to adopt similar approaches and avoid duplication. 

What Success Would Look Like

For students: 

• More streamlined, consistent, and supportive administrative experiences 
• Clearer pathways, fewer delays, better communication 
• Improved student satisfaction levels 

For staff: 

• Reduced “busy work” and administrative burden 
• Greater professional autonomy and problem solving capability 
• Increased wellbeing due to more efficient workflows and clearer processes 
• More time to focus on teaching and research, through reduced administrative burden 
• Greater ability for Academics to identify and improve aspects of their own work, enhancing delivery and innovation in teaching and research 

For Keele as an institution: 

• Documented improvements delivering measurable gains in efficiency, cost avoidance, and service quality 
• Higher staff engagement in shaping how the University works 
• A track record of cross team collaboration and innovation 
• Strengthened financial resilience through smarter ways of working 
• Recognition as a sector leader in operational excellence and organisational learning