Process improvement capability: a study of the development of practice(s)

Purpose The purpose of this paper is to report on a research project, using intervention research (IR), which aims to identify how a higher education institution could develop process improvement (PI) capability. Design/methodology/approach The paper adopts a practice perspectives of routines, and classifies and catalogues the potential routines that could form PI capability. The development of these routines are investigated using the constructive research approach, a form of IR), in the action research mode. Within this approach, the methodology of mediated discourse analysis was employed to trace the empirical trajectory of the routine development, in a student management office within the context of an improvement project by the institutions PI unit. Findings Of relative significance is the implication that there is a small group of initialising PI practices which are accessible to practitioners, in contrast to a large set of critical success factors. Second, these PI practices transcend particular methodologies, meaning their development can be incorporated into customised, contextualised methodologies, by individual organisations. Practical implications - The set of PI practices identified are able to be enacted by practitioners and are not dependent on macro-management factors. Second they are relatively simple to understand and are not associated with any particular improvement fad or fashion. Originality/value The study contributes to the appreciation of PI in higher education as a capability, and outlines the potential array of routines that could constitute that capability. It provides a theoretical view on how key PI routines are developed in an organisational field, and a more nuanced and richer view of "process mapping" and its effect on other PI practices.