Purpose: The purpose of this research paper is to apply the Six Sigma methodology to identify the attributes of a lecturer that will help improve a student's prior knowledge of a discipline from an initial "x" per cent knowledge to a higher "y" per cent of knowledge. Design/methodology/approach: The data collection method involved a one-on-one, in-depth interview based on the Kano questionnaire with a sample of 170 undergraduate and graduate students aged between 25 and 40 years in two Ghanaian universities. The Kano questionnaire contained the critical to quality (CTQ) and the 25 functional requirements (FRs). The analytical Kano (A-Kano) questionnaire was adopted for the purpose of improving learning outcome with a student-lecturer interaction. The CTQs in this study, from the customer (student) perspective, will correspond to Bloom's (1956) categories in the cognitive domain made up of remember, understand, apply, analyze, evaluate and create. The configuration index, which provides a decision factor for selecting the 25 FRs that contribute to improving learning outcome made up of the American Society of Quality's six leadership competencies (navigator, communicator, mentor, learner, builder and motivator) and 19 attributes from previous research studies on service quality in higher education. This study used the varimax and quartimax factor analysis rotation methods to generate the principal components (PCs). Findings: Out of the 25 FRs, four (communicator, mentor, builder and motivator) of the American Society of Quality (ASQ) leadership competencies were found to be exciters or attractive and when applied by the lecturer would exceed customer (student) expectation. Research limitations/implications: The study involved only a judgment sample of 170 undergraduate and graduate students from two universities drawn in Accra, Ghana; hence, the outcome cannot be generalized to the entire student population in Ghana as a whole. Practical implications: The Kano results from this study corroborates with previous findings that students perceive "Fostering of Team Work", "Expertise in Other Subject Areas", "Variety of Teaching Methods", "Friendliness" and "Humor" as either exciters or attractive attributes. Social implications: Some of the benefits from this study include the fact that lecturers may improve classroom experience knowing what their students regard as satisfactory and dissatisfactory attributes or they may have a better understanding of the student's perspective. The concept of student satisfaction addressed in this study should therefore always be seen as a "means to an end", with the end being the transformation of students. Originality/value: This study contributes to the literature by examining how the student's approach to learning or acquiring new knowledge has a significant effect on the learning outcome using factor analysis rotation methods to generate the PCs.