Design for Mass Customisation in Higher Education: a Systems-Thinking Approach

• Published in: Systemic practice and action research Vol. 31; no. 3; pp. 293 - 310
• Main Authors: Pham, Duong Thuy, Jaaron, Ayham A. M.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.06.2018; Springer Nature B.V
• Subjects: Business and Management; Customization; Higher education; Methodology of the Social Sciences; Organization; Original Paper; Sociology; Systems-thinking; Service delivery system; Student services; Mass customisation; Higher education institutions; Service operations
• ISSN: 1094-429X; 1573-9295
• DOI: 10.1007/s11213-017-9426-7

The point of this research is to investigate the impact of systems-thinking principles (Seddon 2003 ) on operationalising the ‘mass customisation’ capability of student services in higher education institutions. The research empirically contributes to student-service mass customisation in higher education through the findings of a case study conducted at the admission and academic registry service department of one of the UK’s leading universities. A qualitative methodology was employed with the use of semi-structured interviews, focus group, observations, and documentation supplements. It was found that the principles of systems-thinking are positively related to enhancement of mass customisation capability through the realisation of three different levels of service mass customisation determinants. These three levels are: employee level (i.e. micro determinants); operational level (i.e. meso determinants); and functional level (i.e. macro determinants). A conceptual model was developed to explain the relationships among these three organisational levels, supported by empirical evidences. The value of this paper is the introduction of a conceptual model that could operationalise ‘mass customisation’ in universities by integrating human resources, operational and functional dimensions in a systematic design to deliver customised services for students as individuals.