1. INTRODUCTION

In today's globalised world, constant market fluctuations have transformed project management practices, leading to the emergence of process management in companies. A project begins with a diagnosis to identify problems, with the aim of investigating causes and proposing solutions such as improvement plans. Improvement projects are designed to progressively achieve quality and overall excellence, emphasising the relationships between processes and people to encourage continuous improvement in organisations [1].

Continuous improvement is implemented in order to continuously enhance the operations of the company without making major changes, through the implementation of small changes rather than large-scale innovations [2]. Continuous improvement helps to identify areas that need to be improved, plan the implementation of these improvements, verify the findings obtained from the implementation, and correct any deviations that may occur. One of the main tools used in all companies is the Deming cycle created by William Edwards Deming, also known by its acronym PDCA, which consists of Plan, Do, Check, Act.

Edward Deming proposed a model for continuous improvement consisting of four stages, which becomes a cycle as it repeats in the same order at the end of the fourth stage [3]. The Plan-Do-Check-Act (PDCA) cycle (see Figure 1) is suitable for all companies worldwide and provides for the continuous improvement of operational processes based on the need to continually review operational problems, reduce opportunity costs, streamline and other factors that together enable optimisation [4].

Source: [5].

This model is cyclical and dynamic, allowing its application to any organisation seeking continuous improvement of operational processes, reduction of opportunity costs and overall optimisation, allowing customers to develop responses to the needs arising from the current environment in order to offer a better product or service [6].

The successful implementation of continuous improvement and process optimisation are ultimately determining factors for business sustainability, which is based on the sale of its products and services. This is the revenue base that all companies need to achieve high-quality production and sales; otherwise, they will not be able to sell, meaning the company would have no revenue [7]. Thus, the sustainability of a company is intrinsically dependent on the effectiveness of its production and marketing processes.

Based on this concept, each business activity helps the company achieve real success or failure in the various activities carried out in this business area, such as planning, product design, production processes, quality control, equipment layout and arrangement, among others. It is assumed that this will be possible, especially the management of the materials needed for production, the technical and human skills, and the tools needed to achieve business objectives [8].

Within this framework, the industrialisation of cocoa represents a significant opportunity for Ecuador, a country that accounts for more than 70% of global production and is a leading exporter of cocoa beans. The states with the highest production are Los Ríos, Guayas, Manabí and Sucumbíos [9]. Figure 2 shows the 2022 ranking of chocolate companies, where there were 31 companies engaged in the manufacture of chocolate and its derivatives, 81% of which were located in the provinces of Pichincha (52%) and Guayas (29%), with potential for development in other regions, driven by the growth of the sector [10].

Source: [11].

In Ecuador, one of the existing pilot plants is located within the Comprehensive Cocoa and Coffee Quality Laboratory, located in the city of Mocache, Los Ríos. There, research is carried out on coffee and cocoa beans with the aim of developing new varieties and achieving greater production, as well as making the most of every part of these fruits. The University of Azuay has a cocoa and chocolate processing plant, which belongs to the Faculty of Science and Technology, whose purpose is to educate communities and students through the creation of these spaces, and because of the 4,017 hectares of cocoa that exist in Cañar [12].

In this context, universities play a fundamental role in connecting academic knowledge with industrial practice. In Ecuador, there are notable university initiatives, such as the Comprehensive Cacao and Coffee Quality Laboratory in Mocache and the cacao processing plant at the University of Azuay, which seek to educate and develop research on this valuable agricultural product [10].

In line with this vision, the higher education institution where our study is focused has a pilot plant equipped with a chocolate production line, founded in 2013. This infrastructure was initially conceived as a practical learning centre for students, a key space for training and skills development. However, external events such as an earthquake and the subsequent pandemic led to a gradual disconnection between this area and academic practices. This situation resulted in the underutilisation of existing machinery and tools, a lack of adequate maintenance and a consequent impact on production quality, which had a negative impact on the learning experience of students.

Given the importance of establishing this connection between education and practice in order to stimulate the motivation and interest of students, who seek learning environments that reflect the conditions of the world of work [13], there is a need to develop an improvement plan for the chocolate production line, which is justified by its potential to enrich the educational experience of students, facilitating the development of practical and research skills, and strengthening the link between theory and professional application.

The objective of this project is to propose an improvement plan for the chocolate production line of a higher education institution, with a view to reactivating and optimising its operations, enriching student experimentation and increasing opportunities for scientific research. By fostering a culture of knowledge generation and innovation, the development of this project is expected to significantly benefit the institution's educational and productive framework, encouraging the creation of new formulations and products that respond to local market needs and promote entrepreneurship. Ultimately, the reactivation and optimisation of this production line will bridge the gap between academia and practice, positioning this institution as a benchmark in the training of competent professionals who can contribute to the socio-economic development of the region [14], [15].

2. MATERIALS AND METHODS

This research used a mixed approach through an empirical method, combining a literature review with data collection techniques such as observation, surveys, and interviews. The four key steps that structure this study are detailed below:

This first phase focused on gaining a thorough understanding of the current state of the chocolate production line and its challenges, using the following techniques and tools:

• Literature review: an exhaustive search of literature on process management, continuous improvement, business sustainability, and technologies in the chocolate industry to establish a solid theoretical framework.
• Direct observation: through on-site visits to the chocolate pilot plant, documenting the physical condition of the machinery, tools, and the general environment of the production line. A checklist was used to evaluate the functioning, maintenance status, and operability of each piece of equipment.
• Photographic record: photographs were taken to visually document the problems detected, such as damaged equipment and disorganised areas.
• Interviews with lecturers: semi-structured interviews were conducted with lecturers from the Food, Industrial, and Chemistry programmes to gather their perceptions about the current state, problems identified, and priority areas for improvement.
• Student surveys: structured surveys were administered to students in the seventh level of the Food, Industrial and Chemical Engineering programmes in order to determine their knowledge and participation in chocolate production activities.
• Population and sample: the target population consisted of 386 students enrolled in the respective subjects. A stratified probability sampling method was used with a confidence level of 95% and a margin of error of 5% [16].

• Processing of survey and interview data: quantitative survey data were tabulated and analysed to identify trends and patterns in student perceptions. Lecturer interviews were transcribed and analysed.
• Identification of problems and root causes: a cause-and-effect diagram (Ishikawa or fishbone diagram) was applied to determine the causes related to labour, machinery, methods, materials, environment, and measurement.

• Definition of improvement objectives: areas for improvement were identified and clear and measurable objectives were established.
• Design of the improvement plan: strategies and actions were formulated based on continuous improvement and the PDCA cycle, including infrastructure improvements, equipment maintenance, staff training, and process standardisation.

• Do: execution of improvement actions such as maintenance, staff training, and implementation of operational protocols.
• Act: monitoring of results, standardisation of successful practices, and identification of new opportunities for improvement.

Source: [17], [18].

Sample Calculation

Using a non-experimental field design, techniques such as student surveys, lecturer interviews, and observation were used to collect data (in situ) where the events took place. A stratified probability analysis was performed to select the sample. This means that the population from which a sample is chosen is divided into area strata, for which the sampling areas are selected using a simple random procedure. This type of random sampling reduced the possibility of areas without samples or areas with a high concentration of samples [16]. In this context, a segment directly related to the area of processes from the seventh level onwards in the Food, Industrial and Chemical Engineering programmes was analysed (see Table 1), with a total of 386 students legally enrolled in the corresponding subjects, establishing a confidence level of 95% with a margin of error of 5%. This facilitated the understanding and projection of the results obtained from primary sources.

Table 1. Study Population

Source: own elaboration.

The formula used to obtain the sample is shown in Equation (1):

Where:

• Population size (N) = 386
• 95% confidence level (Z) = 1.96
• Expected proportion (P) = 0.5
• Complement of P (Q) = 0.5
• Precision or margin of error (E) = 0.05
• Sample size (n) = ?

After performing the calculation for the sample, a total of 193 students were selected for the survey. To distribute them by strata, the relative frequency for each subject was calculated by dividing the number of students by the total population, obtaining the values shown in Table 2. Once the relative frequency values had been calculated, each one was multiplied by the corresponding number for the sample, thus obtaining the number of students to be surveyed by subject.

Table 2. Sampling Calculation

Source: Faculty General Secretariat.

3. RESULTS

To develop this section, a diagnosis was made of the current situation of the area used for chocolate production procedure, through an on-site visit, where a checklist was used to verify the condition of the machines in order to collect data. Likewise, instruments were used to gather relevant information from those involved, both lecturers (interviews) and students (surveys).

Table 3 shows the balance of the condition of machinery and tools, where it was found that the industrial kitchen requires repairs to grills and knobs, although the three burners are working properly and the LPG tank is in good condition. The semi-industrial extractor needs maintenance due to dust accumulation, and the rods that support it must be protected, as must the axial fan.

The cocoa bean receiver needs maintenance due to its bearing system, although its structure is adequate. The roaster and shelling machine require complete repairs due to vibrations, cracks, and the need for lubrication in their bearings. The electric mill also needs repair due to wear on the grinding discs.

Table 3. Balance sheet of machinery and tools.

Source: own elaboration.

The press requires cleaning and corrective maintenance, and it is suggested that it be replaced with a more efficient system. The moulds must be retired due to their deterioration and age (since 2014), and it is recommended that they be replaced with silicone moulds. Finally, an infrared thermometer is necessary for temperature control, as the current one is defective and must be replaced. The information is summarised in Table 4 to facilitate the visualisation of the results.

A survey was conducted to assess students' engagement with academic practices in the chocolate production line at a higher education institution. The summarised results are presented below:

Table 4. Areas for improvement with regard to the academic services offered by the Pilot Plant.

QUESTION	RESULTS AND FINDINGS	FIGURE
Did you know that a higher education institution has a production line for making chocolate?	The vast majority are unaware that there is a line dedicated to chocolate production, and therefore consider it to be an underutilised area. However, with the right adjustments, it could be put to better use, allowing students to apply the knowledge they have acquired in the classroom by putting it into practice and transforming raw materials into final products.
Does the chocolate production line at a higher education institution have adequate areas for academic internships?	Forty-three percent of the student sample knows that the higher education institution does have areas for academic internships, 48% say they do not know, and 9% consider them inadequate. These results indicate that the vast majority of students are not involved with these spaces, which are the link between theory and practice.
In which production line of the higher education institution have you carried out practical training during your studies?	The results of this question indicate that the vast majority of students have not completed internships during their studies, making it crucial to offer a higher quality practical experience, consolidating its role as a fundamental pillar of practical training.
Do you think it is important to have spaces where students can carry out their academic internships?	All the students surveyed recognise the importance of these spaces, which validates the need for infrastructure such as the chocolate production line. This leads to the conclusion that there is an unmet demand for practical opportunities, and that optimising the chocolate production line would not only respond to an institutional need, but also to a fundamental educational expectation and requirement for future professionals.
Do you believe that the chocolate production line at a higher education institution complies with food production standards?	There is a divided perception regarding compliance with quality standards. A considerable percentage of students do not believe that standards are being met, or are simply unsure. It is crucial to address this perception through improvements that ensure compliance with all food safety and quality regulations, which is essential for any university and commercial production.
Do you consider proposing improvements to be an alternative solution for the chocolate line to be operational?	A large majority sees the need for improvements in the chocolate line. This is a compelling finding that demonstrates strong support from the student body for the initiative to propose and implement improvements to the chocolate line. The vast majority who perceive this as a viable and necessary solution directly validate the objectives of the research. The implication is that there is a favourable climate and receptiveness among direct users (students) towards the optimisation proposals. This facilitates the justification of the project and underlines the need for concrete actions to reactivate and improve the line's operability.

Source: survey conducted among students.

Interview results

After the survey was conducted, an interview was held with each lecturer who teaches subjects related to the processes, with the aim of evaluating the academic services offered by the Pilot Plant, for which the criteria established in Table 4 were developed. Based on this, it was observed that the machines are not in order and the area is completely inoperative, so the regulations required by ARCSA must be complied with in order for this line of processes to meet the quality required for food products, seeking to technify the operations in the process of transforming raw materials into final products.

On the other hand, the survey indicated that 89% of students demand the implementation of practices that can direct this knowledge towards scientific research. The survey confirms that university students are unaware that there are areas dedicated to chocolate production, so it is suggested that the products made there be promoted. Based on these suggestions, the criteria were divided into three groups, as shown in Table 5, and then broken down into fundamental aspects and areas of interest for this research project in order to prioritise their implementation.

Table 5. Aspects to be improved with regard to the academic services offered by the Pilot Plant.

Source: own elaboration.

Priority A: Physical plant upgrades and standardisation (41%)

This category emerges as the top priority, with 41% of responses, underscoring respondents' perception of critical deficiencies in the line's physical infrastructure. The high priority given to physical adaptations validates the need for direct intervention in the infrastructure and equipment. It is essential to address these issues to ensure the safety, hygiene and efficiency of the production process, which is a prerequisite for any academic or commercial activity. Failure to address these basic improvements will limit any other initiatives, reinforcing the justification for investing in the modernisation and certification of the plant.

Priority B: Spaces dedicated to scientific research (33%)

This category, with 33% of responses, highlights the respondents' vision of the line's potential beyond production. This finding is powerfully complemented by survey information indicating that 100% of students demand the implementation of practical training, allowing them to direct this knowledge towards scientific research. These results demonstrate that there is a latent and significant demand to convert the chocolate line into a dynamic space for applied research and business development. Therefore, these improvements must consider the line's capacity to facilitate research projects, the development of new products/prototypes, and the incubation of student ventures. Hence, the preparation of technical lecturers emerges as a critical factor in enabling this vision, which implies specific training programmes.

Priority C: Dissemination of manufactured products (26%)

Although it is the third priority with 26%, the ‘dissemination of manufactured products’ remains a relevant issue, as concerns about the quality and safety of the final product remain latent. Once the physical plant is adequate and the process standardised, dissemination becomes a logical and necessary step. This involves not only marketing and commercialisation, but also the validation of product quality and safety through laboratory testing, which is essential to gain consumer confidence and comply with health regulations. The subsequent dissemination of practical processes becomes a key element in demonstrating the academic value and impact of the line. Figure 4 graphically shows the results of the interview conducted with the teachers who teach the subjects related to the processes and the laboratory assistant, who are directly involved in the processing activities with the students.

Source: own elaboration.

With the application of the techniques, the cause-effect diagram was outlined (see Figure 5), which identified the causes for which the chocolate line is inoperative. These causes were identified according to four areas: machinery, spaces, supplies and raw materials, and finally human resources, which are part of the production process of the chocolate production line.

Source: own elaboration.

Machinery

Identified causes: “Lack of maintenance of equipment and machinery”, “Underutilised machinery”, and “Insufficient equipment and machinery”.

These causes are directly correlated with priority A. The students' perception of doubts about the adequacy of the facilities finds a technical explanation here: lack of maintenance and insufficient or underutilised machinery prevent optimal and modern operation.

Spaces

Identified causes: “Lack of changing rooms and laboratory facilities” and “Area unfit for food production and handling”.

The identification of “areas in unsuitable conditions” validates the community's perceptions about “doubts regarding the suitability of the facilities for the practices” and the “divided perception regarding compliance with quality standards”, directly alluding to failures in infrastructure and biosafety, which are critical for any food production process.

Inputs and Raw Materials

Identified causes: “Lack of suppliers” and “No purchasing plan proposal exists”.

Connection to previous findings: The lack of inputs and poor purchasing management are fundamental operational barriers. These causes impact the line's ability to produce consistently and with quality, which in turn would affect the “Distribution of manufactured products” (Priority C), as there would be no sustained production to distribute.

Human Resources

Identified causes: “Lack of staff training in chocolate production” and “Lack of awareness of the importance of having a chocolate production line”.

The “lack of training” is a critical link that is linked to the suggestion of “Preparation of technical teachers through programmes and/or agreements by the University”. For the line to be a space for research and idea generation, the staff (teachers, technicians) must be highly qualified.

Development of the proposal

After addressing the comprehensive situational diagnosis, opportunities for improvement were analysed, leading to the development of this proposal, taking into account the technical standards for the distribution of machines and the requirements suggested by ARCSA.

This proposal was entitled:

“Rehabilitation of the chocolate production line as an area for the development of academic practices and research”.

To carry this out, the following objectives were established:

• To develop an improvement plan for the refurbishment of the chocolate production line, ensuring an organised and safe space that complies with food product regulations.
• To redistribute the machines in the area.

Table 6 details the improvement plan with regard to the academic services offered by the Pilot Plant.

Table 6. Areas for improvement with regard to the academic services offered by the Pilot Plant.

Source: [19].

Distribution of machines in the area

Currently, the area where chocolate was produced before the earthquake is not suitable for operation, as there are machines, equipment, tools, and other utensils that do not belong in the area. Given the current context of the pilot plant, it is subject to low production volume and low variety, therefore, the layout of the machines must be fixed. In this context, Figure 6 proposes a redistribution of the plant, complying with current worker safety regulations. The physical space comprises a total of 43.75 square metres of production area and 19.5 square metres of lobby space.

Figure 6. Proposed layout.

4. DISCUSSION

The implementation of the improvement plan for the chocolate production line at the Higher Education Institution is a crucial step towards revitalising both the production process and the academic and practical training of students [12].

The initial diagnosis revealed that 96% of respondents consider an improvement plan to be essential, highlighting the positive perception of the need to optimise the chocolate line. This response is in line with the literature that highlights the importance of having these spaces that can link this synergy between education and practice, suggesting that a learning environment that reflects the conditions of the world of work and business is essential to maintain student interest and motivation and to train competitive professionals [13], [15].

The CAPDo methodology, based on the Deming cycle, was used to structure the improvement process, allowing the continuous review of operational problems and the implementation of effective solutions, which is essential for continuous improvement in any organisation [3]. This coincides with other research suggesting that the application of this cycle seeks to foster a culture of innovation and knowledge generation among students and lecturers [1].

The proposal for adjustments and standardisation in the physical plant, including equipment repairs and the creation of suitable spaces for research, is essential to ensure a safe and efficient learning environment. It also allows safety regulations to be met and enforced in order to comply with the standards required by regulatory bodies such as ARCSA [7], [17].

Furthermore, it is important to highlight the need to train teachers and students in the use of new technologies and processes, as continuous training is key to maintaining competitiveness and quality in production [8]. Therefore, it is important to take into account the collaboration between the university and the productive sector, as this can facilitate access to resources and knowledge that benefit both students and the community in general [14].

The differential value of this research lies in the adaptation of the CAPDo cycle to the educational-productive context, representing a pioneering application that goes beyond typical industrial implementation, creating a replicable model for other higher education institutions. This research proposes a comprehensive framework that simultaneously considers technical, educational, and organisational factors, laying the foundations for long-term sustainable development with the potential for scalability to other academic programmes.

Among its practical implications is that it strengthens the creation of a learning environment that simulates real working conditions and university-business links, which, by complying with production standards, generates additional income for the university through efficient production, contributing to economic development through the training of qualified professionals.

Empirical evidence, reflected in 96% support for the improvement plan, underscores the validity and relevance of this initiative. However, the true transformative impact lies in its ability to create a learning ecosystem that transcends the traditional classroom, establishing a new paradigm in technical higher education with the integration of industrial production, which offers a replicable model that could transform the way universities approach practical training and resource generation. The implications of this study provide a roadmap for other institutions seeking to modernise their production facilities while improving the quality of their education.

5. CONCLUSIONS

The current condition of the machinery and equipment necessitates comprehensive repairs and the acquisition of new machinery/equipment to complete the process. It is also necessary to increase the space available to create a changing room area in order to improve academic services and mobility within the processing area.

This proposal contributes to the organisation and continuous improvement of the pilot plant, creating areas that comply with the regulations required by government agencies and consolidate the scientific work carried out by teachers and students.

The proposal is suitable for implementation, with the Faculty of Engineering and Applied Sciences and the Vice-Deans of the relevant degree programmes, such as Industrial Engineering, Chemical Engineering and Food Engineering, being responsible for the start-up of the plant.

The implementation of this improvement plan will enrich the educational experience of students, bridge the gap between theory and practice, and contribute to the socio-economic development of the region. The combination of a solid methodological approach, the adaptation of spaces and continuous training are key elements for the success of this initiative.

Acknowledgements and Funding

The authors would like to thank the higher education institution under study for its invaluable contribution to the research. In particular, we acknowledge the support of the academic staff of the Industrial Engineering programme for facilitating access to the chocolate production line facilities and providing the necessary technical documentation.

This research was funded with the authors' own resources and logistical support from the higher education institution under study. No external funding was received from public or private entities for the completion of this study.

Conflicts of Interest

The authors declare that there are no personal, academic, financial, or institutional conflicts of interest that have influenced the results presented in this article.

Statement of Authorship

Valeria Esther Vera Vargas and Héctor Leodey Vinces Pacheco participated equally in the design of the study, the collection and analysis of data, the writing of the manuscript, and the final review of the document. Both authors approve the final version and are responsible for the content of the article.