SIPOC MODEL IN MOROCCAN ENGINEERING EDUCATION CONTEXT: LEAN APPROACH

International Journal of Education (IJE) Vol.7, No.1, March 2019
DOI : 10.5121/ije.2019.7104 47
SIPOC MODEL IN MOROCCAN ENGINEERING
EDUCATION CONTEXT: LEAN APPROACH
Amine HADEK, Hind CHAIBATE, Soumia BAKKALI, Souad AJANA
Team of research in engineering education Engineering research laboratory ENSEM-
Hassan II University of Casablanca, Morocco
ABSTRACT
Morocco country faces a set of challenges related to the global economic crisis which strongly affects the
funding dedicated to different development sector. In this way, engineering schools are expected to respond
to higher education's heightened requirement while using the minimum amount of resources. Lean thinking
is a systematic approach to improve the efficiency of the educational process by promoting continuous
improvement. It can be applied both to learning and administrative steps to eliminate activities that do not
add value. In order to apply lean thinking principles in Moroccan engineering education we need to
understand how process activities create value and interact together. The process approach is a powerful
way of visualizing process flow and how inputs are transformed into outputs using different resources. The
purpose of this study is to introduce the first two principles of lean thinking, namely value definition and
process mapping, in Moroccan engineering education. Firstly we have chosen to study the ENSEM
(National Higher School of Electricity and Mechanics) processes. We have described its learning system in
order to define the value and elaborate the macro process mapping. Thereafter, we have built SIPOC
process map in the ENSEM context.
KEYWORDS
Lean thinking, Moroccan engineering education, Lean principles, ENSEM, Value, macro process mapping,
SIPOC.
1. INTRODUCTION
Moroccan engineering education faces challenges around delivering high performance while
using available resources. This sector is full of unnecessary and non-value added activities that
should be eliminated or at least reduced to accomplish high level of efficiency and effectiveness.
In this way, there is an evident need for engineering schools to adopt optimization and continuous
enhancement strategies to improve the services delivered to students, staff and other external
partners [1].
Lean is an improvement approach that aims at developing new ways of working and
standardizing the best practices. It is about how people within the process interact together in
order to build a culture of work based on continuous improvement and respect for people. Lean
can be applied to enhance administrative and learning processes [2].
Although many feedbacks and results have been accumulated on the profitability of implementing
lean thinking principles and tools in different Moroccan enterprises; no published studies are
available on how to benefit in concrete terms from lean thinking strategies to improve educational
performance.

48
This study aims to fill this gap and to present a case study by implementing lean thinking
principles and tools at a Moroccan engineering school. For this reason we have studied the
ENSEM (National Higher School of Electricity and Mechanics) educational system. We have
defined the value and elaborated the process map in the ENSEM context.
2. LITERATURE REVIEW
2.1. LEAN THINKING KEY SUCCESS
In order to drive effective lean initiative 3 keys success must be present:
-Prepare environment for transformation: Before thinking how to implement lean principles, lean
team and even the whole organization should be prepared for the change. The major challenge
here is to deal with human resources [3]. Everyone on the process must understand the reasons
behind this change to ensure engagement of all the members. Academic and non-academic staff
should learn how to implement lean principles by conducting learning and sensitization sessions.
-Lean culture: engineering education schools should adopt a lean culture where all stakeholders
are allowed to give suggestions and solutions [4]. In this transformation, manpower is a precious
resource able to make successful decision.
-Performance measurement: It is important to measure the level of performance progressively to
the change by choosing an efficiency indicator that should be continually updated. This step is
crucial in any change because it materialize achieved results in order to determine progress in
comparison to the objective [3].
To achieve successful results it’s important to start lean implementation with a small process and
then expand the approach to other processes or departments.
2.2. LEAN THINKING STEPS
Lean thinking is a systematic approach to improve organization’s efficiency and quality of
outputs by reducing lead times and liberating resources to promote growth and competitiveness. It
is based on fives principles: value identification, value stream mapping, flow creation, pull
establishment, pursuit of perfection. Figure 1 summarizes all these principles.

49
Figure 1. Lean thinking principles
 Value: value is defined from the point of view of the end customer, it’s is everything that he
is ready to pay for [5]. The use of Brainstorming or other quality tools can enable
organizations to define exactly what the customer sees as value
 Map the value stream: a value stream map identifies all the steps, processes, and resources
necessary to produce and deliver a good (product, services) to customers [5]. It enables
organization to reveal time delays and all activities that don’t create value to make serious
efforts to eliminate them
 Create flow: flow is a sequence of steps and activities that create value without anything
that can interrupt the flow of value [6]
 Establish pull: Produce what is actually needed by customer without overproduction [6],
this means start an activity only when there is a demand for it and according to customer
requirements (cost, time, quality)
 Seek perfection: The main objective of lean thinking approach is pursuit of perfection by
adopting strategies and technics that promote continuous improvement. The latter can be
achieved particularly by applying quality tools such as Plan-Do-Check-Act known as PDCA
cycle, capitalizing best practice and standardizing processes that are subject to human error
[7].

50
3. HIGHER EDUCATION IN MOROCCO
3.1. HIGHER EDUCATION DEGREES
Higher education in Morocco is regulated by Statute No 01-00. The latter consolidates the
educational, financial and administrative autonomy of universities by establishing a system for
courses accreditation and institution audit. The public higher education includes the system for
the training of future executives falling within the responsibility of specialized ministries and the
university system which fall under the responsibility of the Ministry of National Education,
Higher Education, Executive Training and Scientific Research [8, 9]. The system of higher
education is divided into three degree:
 Bachelor degree: it lasts for three years after the final school exam (baccalauréat), it
include two years of undergraduate diploma in general studies (DEUG) or in vocational
studies (DEUP) and one year of the bachelor degree in basic studies or the vocational
Bachelor degree that is provided in universities and in higher technology schools (Écoles
Supérieures de Technologie).
 Master degree: it lasts for two years after the Bachelor degree in basic or applied
disciplines.
 Doctorat degree: it lasts for three years after the master degree, the specialized Master
degree or an equivalent diploma.
3.2. RESPONSIBILITIES
The ministry of higher education elaborates and implements government policy in the area of
higher education and scientific research and ensures its application in partnership with the
ministries concerned. It is also responsible for coordinating and evaluating the activities of
higher-education institutions for training future executives. It supervises private higher education
institutions. During the Conference of University Presidents the heads of universities discuss all
issues concerning public higher education, coordinate universities activities and exchange
experiences related to cooperation and good governance [8, 9].
Universities are governed by Presidents who are assisted by vice-presidents in charge of
international cooperation and scientific research. Each university has a Governing Board (Conseil
d’Université) composed of the Dean, the heads of department and elected members. The
Presidents are appointed by the King after a call for applications. The Deans of each faculty and
the heads of schools are appointed following a call for applications [8, 9].
3.3. FINANCING
Public higher education in Morocco is free of charge. The state budget covers universities
investment and operating costs depending on the number of enrolled student in each institution.
University financing resources are composed of state subsidies, enrollment fees, scientific
research, service delivery, donations, and any profits generated by other operations authorized by
the law. Institutions with restricted access such as engineering schools receive additional funding
than those with unrestricted access [11].
3.4. QUALITY ASSURANCE AND ACCREDITATION
According to the Statute No 01-00, all programs leading to a national diploma at public
institutions should be accredited. Accreditation is also awarded to private high education
programs. It is granted by department of higher education in the ministry after having the view of

51
the National Coordination Commission of Higher Education (Public University Higher Education
Institutions), the Coordination Commission for Private Higher Education and the Coordination
Council of non-University Higher Education Institutions. The National Accreditation and
Evaluation Committee, placed under the authority of the ministry of higher education, is the last
instance that recommends accreditation granting or demand rejection [12]. The accreditation
process consists of the following steps:
 Elaboration of accreditation documents (description of the accreditation request,
evaluation guide, and evaluation charter)
 Presentation of the accreditation request by universities
 Evaluation of the accreditation request by two experts supervised by the sub-commission
coordinator of the concerned field
 Examination of the sub-commission proposals by the National Accreditation and
Evaluation Committee
 Decision of the ministry on the basis of the National Accreditation and Evaluation
Committee opinion
3.5. MOROCCAN ENGINEERING EDUCATION
3.5.1. Types of engineering institutions
Engineering schools are classified in two categories:
 Engineering institutions affiliated to universities under the supervision Ministry of Higher
Education, Scientific Research and Executive Officer Training.
 Engineering institutions affiliated to technical ministries supervised by the Ministry of
Higher Education, Scientific Research and Executive Officer Training
3.5.2. Admission
In order to access to the first year of an engineering career, students having successfully passed
the national competition of preparatory classes [13] or students holding an equivalent
qualification must succeed in an open competition. Students having a bachelor degree or
equivalent can also integrate the second year of an engineering training. Some engineering
schools have an integrated preparatory cycle and Candidates are selected according to the marks
obtained in their baccalauréat.
3.5.3. Curriculum content
Engineering courses last for three years (6 semesters) after preparatory classes (2 years after the
baccalauréat) or another equivalent career. Curricula must respect the educational standards
(cahier des normes pédagogiques) where the first five semesters are devoted to educate three
kinds of courses [14]:
 Technical modules composed of basic and scientific courses related to the specialty of
engineering degree. They represent between 60 % and 80 % of the overall hours of the
first five semesters.
 Managerial modules aim at teaching management principles to undergraduates and
improving their initiative spirit. They represent between 10 % and 20 % of the overall
hours of the first five semesters.

52
 Language and communication modules represent an opportunity to improve students’
communication skills. They represent between 10 % and 20 % of the overall hours of the
first five semesters.
The sixth semester is dedicated to the final year project that should be defended before jury
members.
3.5.3. Cooperation school- enterprise
Morocco is more aware of the importance of involving the job market in scientific research and
courses design in order to ensure alignment between training and employers requirements. The
cooperation school-company is achieved through the company traineeship scheduled each year
especially the last year where it lasts for 6 months. The international cooperation plays a relevant
role in facilitating students’ mobility and staying competitive in the global market [8, 9].
4. LEAN THINKING AT MOROCCAN ENGINEERING EDUCATION
4.1. Case study
4.1.1. Presentation of the ENSEM engineering school
In this study we will show how lean thinking can be rolled out at a Moroccan engineering school
(National Higher School of Electricity and Mechanics (ENSEM)). The latter is a public and
French-speaking institution, under the aegis of the Hassan II university .It works towards
advancing engineering education and research in four broad areas: mechanical engineering,
electrical engineering, industrial engineering and computer engineering.
Established in 1986, the school is still trying to enhance its performance and promote continuous
improvement. ENSEM provides its students with a variety of facilities such as accommodation,
refectory, and health services. Campus is within short walking distance of the teaching rooms.
ENSEM provides two kinds of training:
 Initial training: it includes engineering degree and doctorate degree
 Continuing training: it includes professional bachelor degree and specialized master
degree
In our study we will be especially interested in the engineering degree.
4.1.2. Admission to ENSEM
Admission to the ENSEM School of Engineering is selective. Figure 2 details the admission
process.

53
Figure 2. ENSEM's engineering admission process
Students may be admitted to an engineering degree program as freshmen (first year) students.
Admissions for students holding a bachelor degree or a university technology degree are
selective. Demands are judged on several factors, such as academic record at high school and
university level. Students having successfully passed the national competition of preparatory
classes are directly selected to integrate the school's courses. Students having a general university
degree or an equivalent qualification must succeed in an open competition [10].
4.1.3. Staff and services at ENSEM
The work of management staff is divided into the activities around planning, leading, organizing
and controlling. It is also responsible for managing quality assurance programs, researching new
strategies to improve school’s efficiency and setting budgets and managing cost. Figure 3
presents the ENSEM's organizational structure.

54
Figure 3. ENSEM's organizational structure
ENSEM management staff is composed of the head of institution, the audit service, the
directorate of studies, the directorate of research, cooperation and doctoral studies center, the
directorate of continuing training and the general secretariat that is related to the human
resources’ service, the stewardship service and the internship and restoration service.
The academic staff comprises Professor of Higher Education (Professeur de l'Enseignement
Supérieur (PES)), professors entitled to supervise a thesis (professeurs habilité), assistant
professors (newly recruited teachers), and associated professors (teachers recruited temporary to
teach a specific subject (vacataires)). Doctoral students are initiated to teaching practice by
providing some courses training; they also participate in supervising exams.
4.2. VALUE IN THE ENSEM CONTEXT
4.2.1. Quality definition
Quality can be defined in the engineering education context as the ability to meet the
beneficiaries’ requirements [15, 16]. It can be ensured if a quality approach is applied to all the
educational processes such as teaching, evaluation, and resources management.
Lean thinking is a quality management approach, which can be deployed to improve the
engineering education field [17]. The motivation for engineering schools to apply lean thinking is
to ensure that staff members had the necessary tools and methods for improving the services
delivered to different customers (student, staff, industry partners, universities…) and reducing the
administrative overhead.

55
4.2.2. Customers identification
Students can be seen as customer, raw material and product from different perspectives [18, 19,
20]. Students intend school in order to develop a set of skills and abilities, they are considered as
the immediate internal customer of the teachers in the classroom. On the other hand, students go
through a number of courses to be converted into the final product called engineering graduates to
meet employer’s needs.
If engineering institutions want to ensure the quality of their services, they must devote
considerable efforts to understand their customers’ needs. In this context, customers can internal
or external to the institution [21]. Table 1 identifies the relevant customers of engineering
education and their corresponding requirements.
Table 1. Customers of engineering education
Customers Needs
Internal customers
Students -Develop the technical and managerial skills
needed by employers
-Benefit from good school facilities: dormitories,
refectory, sports activities, healthcare, security,
libraries, access to internet
Lecturer (teachers) -Respect recognition and good compensation
-Autonomy and adequate educational materials
and supports
-students with the necessary prerequisite for
course elaboration
-Opportunities for career growth
-School facilities : sport activities, bookstores,
libraries, security
Departments -Cooperation, collaboration and communication
between departments
Non-academic staff Good work conditions (compensation, security,
career growth, personal development,
recognition, active involvement in school
strategies)
Administrators -Respect, recognition and appropriate
compensation for their works
-Support and suggestions from all stakeholders of
the institution to elaborate management strategies
and face difficult challenges
External
customers
Employers Qualified engineers who have technical and
managerial skills, a good spirit of lifelong
learning and can be easily integrated in their
workstation
Schools and universities Engineers with a set of research skills and
abilities such as autonomy, critical thinking,
problem solving, perseverance, initiatives
Community Contribution to economic growth by filling the
skills gap
Contribution to social development by promoting
social mobility
Responsiveness of engineering school to
governmentalstrategies
Institutional autonomy
Education of future leaders, engineers, decision
makers and good citizens

56
4.3. PROCESS MAPPING
4.3.1. Process mapping levels
Process map is a powerful method to visualize activities and steps required to provide or to
develop a product or a service. In this way, a process is seen as a set of activities that require
resources (material, human, funding, data, energy, etc.) to convert inputs into outputs trending
towards satisfying customer needs. Process map should be created in a way to be easily
understood by different stakeholders. We can have recourse to it for many reasons:
 It enables stakeholders to understand their missions and contribution in the process
 It can be used as a training tool for new recruit
 It helps decision-makers to easily identify process dysfunctions
 It can help users to find new ideas for the process improvement
According to the level of detail on a process map we can distinguish between three kinds of
process maps: macro process map, process map, micro process map [22]
 Macro process map, called the Level 1 Map, it illustrates major steps of the process by
giving minimal details. It can be used to understand how the product or service is
provided or built in a global context.
 Process map, called the Level 2 Map, It’s created from the point of view of the worker.
This map details each macro process into a coordinated sequence of processes.
 Micro process map, called the Level 3 Map, it shows inputs, outputs, and steps required
to perform a process. It is a necessary map to improve process performance because it
gives a clear vision about value creation.
4.3.2. Types of process mapping
Process mapping is a relevant step to understand the behavior of the process and find ways for
improving quality [22]. For now we just want to introduce briefly three principal types of process
maps, we will study them in detail in the case study during this work:
 Linear Flow Process Map: is a basic and simple process map that presents the process
flow in sequence of steps. It’s a starting point for the process mapping.
 SIPOC “Supplier –Input –Process –Output –Customer” Process Map: SIPOC stands for
Supplier-Input-Process-Output-Customer; it is a mapping diagram that gives a brief
overview of the process flow. It can be used after either a level 1 or level 2 map because
it enables to collect more information about the process in conjunction with its relevant
parts inputs, outputs, customers, and suppliers.
 Value stream mapping: is a graphic tool for visualizing, in great detail, all the steps
required to bring a product to the customer. It’s a powerful way to construct the micro
process map. It is especially useful to understand many performance data and identify
process wastes in order to make improvements to the process.
4.4. ENSEM’S PROCESS MAPPING
In this paper we will elaborate the macro process map, the linear flow process map and the
SIPOC process map of ENSEM in collaboration with the management staff. During a
brainstorming session, team members often fill all the necessary map parameters. The value
stream map requires in-depth study of process steps to identify the micro processes and their
performance data. This study step will be described in future works.

57
4.4.1. Macro process map
The structure of the ENSEM school is characterized by a number of interrelated and interacting
processes, which transform inputs (engineering student) into outputs (engineers). Figure 4
describes ENSEM’s engineering macro process mapping.
Figure 4. ENSEM’s engineering macro-process mapping
ENSEM’s macro processes can be classified into the following types:
 Management process: it includes processes relating to strategic planning, objectives
setting, curriculums definition, and courses accreditation. This process is supported by
the general direction, the direction of studies, the heads of departments, and the heads of
field.
 Education process: in accordance with the accreditation standards of each engineering
field, the school identifies the need for teachers and manages its educational resources.
On the other hand, selected students complete their enrolment and registration procedures
in order to attend the training sessions. After that students go through the assessment
process to be graduated and obtain the engineering degree.
 Support process: It includes all the processes that ensure the availability of the resources
required for the achievement of the objectives of the school, such as human and financing
resources management, cooperation school-enterprise, international cooperation

58
4.3.2. SIPOC process map
The acronym SIPOC stands for Suppliers, Inputs, Process, Outputs and Customer. It is a visual
tool used to identify all relevant elements of a process from beginning to end. In order to
construct a SIPOC diagram there are 5 steps [23]:
 Identify the process to be studied describe briefly it’s key steps by drawing a simple
flowchart without going into too much details (The training process, the engineers
assessment process)
 Identify the key outputs of the process (The engineering schools provide skilled
engineers, statistics on their laureates, scientific knowledge)
 Identify the costumers or the people who benefit from the process (The student is the
schools customer, and the employer is the schools customer)
 Identify the inputs required to start the process
 Identify the suppliers of the inputs
4.3.3. ENSEM’s SIPOC model
The first step to understand the process variables and implement lean tools is to construct a
process map for engineering education. The latter, starts with supplying raw materials (inputs)
and ends with delivering outputs to the customer. Figure 5 illustrates a version of Suppliers-
Inputs-Process-Outputs-Customers (SIPOC) diagram from the engineering education perspective.
Figure 5. ENSEM’s engineering SIPOC model
In this SIPOC model students are seen as raw materials which will be converted into outputs
called engineering graduates. EE has a number of complementary customers as mentioned above
in table 1. Suppliers refer to all stakeholders that provide the necessary process Inputs. The
potential suppliers of engineering education are educational institutions such as universities, high
schools of technology, and high schools of preparatory classes. The input consists of new first
year student, teachers, and transfer students. Suppliers are listed in the suppliers’ column and the
same for other SIPOC elements.

59
The elaboration of ENSEM’s SIPOC diagram has enabled us to identify the key processes of
ENSEM. The latter will be deeply studied in order to establish the ENSEM’s value stream
mapping and identify non value added activities.
5. CONCLUSION
Moroccan engineering schools can meet the challenge of doing more with less by applying lean
thinking approach. The latter is a quality improvement strategy based on continuous improvement
and respect for people. In this study we have defined lean principles in a Moroccan engineering
school context. Firstly we have described higher education in Morocco (degrees, responsibilities,
financing, quality assurance and accreditation) especially engineering training (admission,
curriculum content…). Moreover, we have defined value as the ability to meet the requirements
of school’s beneficiaries (students, teachers, non-academic staff, administrators, employers,
schools, universities, community). In order to understand the ENSEM process we have construct
the macro process map including the execution process, the education process and the support
process. Finally, we have elaborated the SIPOC process map that provides more information
about the process in relation with its relevant parts inputs, outputs, customers, and suppliers.
Following to this work, we will elaborate the value steam mapping that need a deep study of each
process in order to define and eliminate wasteful activities and promote continuous improvement.
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AUTHORS
Amine HADEK
• PhD Student, Research team on Engineering Education at ENSEM,Engineering Research
Laboratory (LRI),Hassan II University Casablanca, Morocco.
• Specialist of bill of materials management and car homologation at Altran, Morocco
• Mechanical Engineer in 2014, ENSEM
Hind CHAIBATE
• PhD Student, Research team on Engineering Education at ENSEM, Engineering Research Laboratory
(LRI), Hassan II University Casablanca, Morocco.
• Industrial Engineer in 2015, ENSEM
Soumia BAKKALI
• PhD in micro-electronic from the HassanII University Casablanca in 1996. • Since 1997,
professor at ENSEM.
• Member of research team on Engineering Education and member of the system
architecture team at ENSEM, Hassan II University, Casablanca, Morocco.
• She gives the following courses: analog electronic, fiber optic telecommunication and
physic of semiconductor.
Souad AJANA
• Since 1987, professor at ENSEM, Hassan II University Casablanca, Morocco.
• Pedagogical Skills in Industrial Hydraulics, Control and Measurement Techniques and
Materials Resistance • Head of the Laboratory of Metrology at ENSEM
• Fields of research: Hybrid bearings in laminar and turbulent regimes Ex Member of the
Rheology and Plastic Materials Research team Since 2014, Creation and Head of
the research team on engineering education (ERFSI) attached to the Engineering Research
Laboratory (LRI) • In 1987, PhD in Fluid Mechanics, Lille 1 University

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