1223|Int. J. of Multidisciplinary and Current research, Vol.3 (Nov/Dec 2015) International Journal of Multidisciplinary and Current Research Research Article ISSN: 2321-3124 Available at: http://ijmcr.com Kaizen: Potentiality in Utilization of Human Prospects to Achieve Continuous Improvement in the Quality of Higher Education Hossain Mohammed Omar Khayum Faculty of Business Studies, Bangladesh University of Professionals (BUP), Mirpur Cantonment, Dhaka- 1216, Bangladesh Accepted 28 Nov 2015, Available online 08 Dec 2015, Vol.3 (Nov/Dec 2015 issue) Abstract The paper contains definition of Kaizen, describes its philosophy and a brief of basic terms. Kaizen strives to empower the subordinates, increase their satisfaction, facilitates a sense of accomplishment and thereby creates a pride of work. The most important idea of the paper is utilization of these human potential to achieving continuous improvement and competitiveness in the field of quality education in different universities, where it is intended to reach through Kaizen philosophy. Kaizen can help higher educational institutions compete more effectively against both traditional non-profit and newer for-profit sources of higher education. In conclusion, the paper summarizes some practical examples of improvements and benefits, reached through Kaizen and emphasizes general thoughts of Kaizen. Although there were limitations of time, knowledge, experience and resources, the study is to prove the worthiness of the people in an organization. Keywords: Kaizen, Continuous improvement, human potential, higher education 1. Review of Literature Discussing Related Topics According to Imai (1986), Kaizen is a continuous improvement process involving everyone. Broadly defined, Kaizen is a strategy to include concepts, systems and tools within the bigger picture of leadership involving and people culture, all driven by the customer. The philosophy of Kaizen has kindled considerable interest among researchers because it increases productivity of the company and helps to produce high- quality products with minimum efforts. Several authors have discussed the concept of Kaizen including Deniels (1996) and Reid (2006) etc. Newitt (1996) has given a new insight into the old thinking. The author also has stated that Kaizen philosophy in the business process management will liberate the thinking of both management and employees at all levels and will provide the climate in which creativity and value addition can flourish. Wickens (1990) describes the contribution of teamwork to make the concept of Kaizen. Teamwork and commitment do not come from involving the representatives of employees, but from direct contact and communication between all the individuals and their upper level supervisors (or anyone to whom they are accountable or responsible to report). Watson (1986) says that the origin of Plan-Do-Check- Act (PDCA) cycle or Deming cycle can be traced back to the eminent statistics expert Shewart in the 1920s. Shewart introduced the concept of PDCA. The Total Quality Management (TQM) guru Deming modified the Shewart cycle as: Plan, Do, Study and Act. The Deming cycle is a continuous quality improvement model consisting of a logical sequence of these four repetitive steps for Continuous Improvement (CI) and learning. The PDCA cycle is also known as Deming Cycle, the Deming wheel of CI spiral. In ‘Plan phase’, the objective is to plan for change, predict the results. In ‘do phase’, the plan is executed by taking small steps in controlled circumstances. In ‘study/check phase’ the results are studied. Finally in ‘act phase’, the organization takes action to improve the process. Bassant and Caffyn (1994) define the CI concept as ‘an organization-wide process of focused and sustained incremental innovation’. Many tools and techniques are developed to support these processes of incremental innovation. The difficulty is the consistent application of CI philosophy and CI tools and techniques. As an organization wide process, CI requires the efforts of all employees at every level. Now, in the context of the sustained growth and diversification of higher education systems, civil society is increasingly concerned about the quality of programs offered to students. Institutions may implement schemes or evaluation mechanisms to identify and promote good teaching practices. The institutional environment of higher education institutions can also lead to enhancement of quality of the teaching in higher