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Adrian S. Choo
Researcher at Michigan State University
Publications - 22
Citations - 2873
Adrian S. Choo is an academic researcher from Michigan State University. The author has contributed to research in topics: Six Sigma & Quality management. The author has an hindex of 13, co-authored 22 publications receiving 2667 citations. Previous affiliations of Adrian S. Choo include J. Mack Robinson College of Business & University of Minnesota.
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Six Sigma: A goal-theoretic perspective
TL;DR: In this paper, the authors developed an understanding of the Six Sigma phenomena from a goal theoretic perspective, and applied these concepts to Six Sigma, and suggested some propositions for future research, which can help serve as a foundation for developing scientific knowledge about Six Sigma.
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Six Sigma: Definition and underlying theory
TL;DR: In this paper, the authors use the grounded theory approach and the scant literature available to propose an initial definition and theory of Six Sigma, and argue that although the tools and techniques in Six Sigma are strikingly similar to prior approaches to quality management, it provides an organizational structure not previously seen.
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Method and context perspectives on learning and knowledge creation in quality management
TL;DR: This research develops theoretically how a comprehensive quality program such as Six Sigma can produce dissimilar types of learning and knowledge, and how a quality advantage can become more sustainable.
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Integrating quality management practices with knowledge creation processes
TL;DR: In this paper, an integrated view of quality and knowledge using Nonaka's theory of knowledge creation is proposed to illuminate how quality practices can lead to knowledge creation and retention, and the knowledge perspective also provides insight into what it means to effectively deploy quality management practices.
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Method and Psychological Effects on Learning Behaviors and Knowledge Creation in Quality Improvement Projects
TL;DR: This study investigates two mechanisms of knowledge creation---one that is method driven and the other that is psychologically driven, and suggests that the value of adhering to a method may lie in modifying the learning behaviors that subsequently create knowledge.