{"id":7750,"date":"2026-08-05T20:38:54","date_gmt":"2026-08-05T20:38:54","guid":{"rendered":"https:\/\/urudata.com\/?p=7750"},"modified":"2026-08-05T20:48:11","modified_gmt":"2026-08-05T20:48:11","slug":"mejorar-la-docencia-con-itil-una-experiencia-de-mejora-continua-en-launiversidad-con-herramientas-de-gestion-de-ti","status":"publish","type":"post","link":"https:\/\/urudata.com\/en\/mejorar-la-docencia-con-itil-una-experiencia-de-mejora-continua-en-launiversidad-con-herramientas-de-gestion-de-ti\/","title":{"rendered":"Enhancing Teaching with ITIL: A Real-World Continuous Improvement Experience Beyond IT"},"content":{"rendered":"

In our industry, we are already used to being bombarded with new technologies\nand ways to manage them. ITIL has long been the most widely adopted IT Service\nManagement framework, though certainly not the only one \u2014 coexisting with other\nwidely used approaches such as Lean, ISO standards, and more. But if there is\none thing they all have in common, it is their focus on continuous improvement\nbased on the Deming cycle (Plan-Do-Check-Act, aka PDCA).<\/p>\n\n\n\n

Beyond these IT-focused frameworks, continuous improvement is not the exclusive\ndomain of technology and its services \u2014 it spans every area of life and, of course,\nof work in general. That is why, when embarking on improvement projects,\nquestions like "Where do we even start?" inevitably arise. Not relying on a practical\nguide can be decisive in determining the success or failure of a project, where the\nbest intentions are launched into the void without a parachute. This time, I would\nlike to show you how a well-used tool can transcend the world it was conceived for\nand help us in a wide range of scenarios.\u00a0

Recently, I took on the leadership of a teaching improvement project within a\nuniversity-level course. The first step was to find a methodological framework that\ncould guide us through this challenge. The chosen approach was to build on ITIL's\n7-Step Improvement Method. It is worth noting that in essence it is equivalent to\nothers such as Lean's DMAIC for problem-solving or the Kaizen event from the\nsame methodology (all rooted in the PDCA cycle mentioned above), but we chose\nITIL's 7-step model for the level of granularity it provides in the given context.

The 7-Step Model Proposes:<\/p>\n\n\n\n

    \n
  1. Define a vision.<\/li>\n\n\n\n
  2. Establish a baseline.<\/li>\n\n\n\n
  3. Define, based on the vision and the current situation, S.M.A.R.T. objectives\n(Specific, Measurable, Achievable, Relevant to the vision, and Time-bound).<\/li>\n\n\n\n
  4. Generate the actions deemed necessary to meet those objectives.<\/li>\n\n\n\n
  5. Execute.<\/li>\n\n\n\n
  6. Measure throughout the established project timeframe to determine whether\nobjectives are being met.<\/li>\n\n\n\n
  7. Sustain the momentum.<\/li>\n<\/ol>\n\n\n\n

    The vision was defined as the long-term expectation sought through the project\n(strategy).

    The baseline was established through surveys of students and faculty, as well as\ncollaborative sessions where impressions and experiences from previous course\ndeliveries were shared. In addition, classroom observations were conducted by\nsubject-matter experts to complete the "snapshot" of strengths and weaknesses,\nwith the goal of mitigating the latter by leveraging the former. It is worth noting that\nthe vision was set at the course level, so the observations resulted in an\nanonymized report on classroom findings.

    All of this information was used to generate both quantitative and qualitative\nindicators \u2014 having both is essential to balance objectivity with lived experience.\nIt also served as the basis for defining:<\/p>\n\n\n\n

    <\/p>\n\n\n\n