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The purpose of this paper is to devise a robust statistical process control methodology that will enable service managers to better monitor the performance of correlated service measures.

A residuals control chart methodology based on least absolute value regression (LAV) is developed and its performance is compared to a traditional control chart methodology that is based on ordinary least squares (OLS) regression. Sensitivity analysis from the goal programming formulation of the LAV model is also performed. The methodology is applied in an actual service setting.

The LAV based residuals control chart outperformed the OLS based residuals control chart in identifying out of control observations. The LAV methodology was also less sensitive to outliers than the OLS approach.

The findings from this study suggest that the proposed LAV based approach is a more robust statistical process control method than the OLS approach. In addition, the goal program formulation of the LAV regression model permits sensitivity analysis whereas the OLS approach does not.

This paper shows that compared to the traditional OLS based control chart, the LAV based residuals chart may be better suited to actual service settings in which normality requirements are not met and the amount of data is limited.

This paper is the first study to use a least absolute value regression model to develop a residuals control chart for monitoring service data. The proposed LAV methodology can help service managers to do a better job monitoring related performance metrics as part of a quality improvement program such as six sigma.

This paper aims to solve the web service selection problem using an efficient meta-heuristic algorithm. The problem of selecting a set of web services from a large-scale service environment (web service repository) while maintaining Quality-of-Service (QoS), is referred to as web service selection (WSS). With the explosive growth of internet services, managing and selecting the proper services (or say web service) has become a pertinent research issue.

In this paper, to address WSS problem, the authors propose a new modified fruit fly optimization approach, called orthogonal array-based learning in fruit fly optimizer (OL-FOA). In OL-FOA, they adopt a chaotic map to initialize the population; they add the adaptive DE/best/2mutation operator to improve the exploration capability of the fruit fly approach; and finally, to improve the efficiency of the search process (by reducing the search space), the authors use the orthogonal learning mechanism.

To test the efficiency of the proposed approach, a test suite of 2500 web services is chosen from the public repository. To establish the competitiveness of the proposed approach, it compared against four other meta-heuristic approaches (including classical as well as state-of-the-art), namely, fruit fly optimization (FOA), differential evolution (DE), modified artificial bee colony algorithm (mABC) and global-best ABC (GABC). The empirical results show that the proposed approach outperforms its counterparts in terms of response time, latency, availability and reliability.

In this paper, the authors have developed a population-based novel approach (OL-FOA) for the QoS aware web services selection (WSS). To justify the results, the authors compared against four other meta-heuristic approaches (including classical as well as state-of-the-art), namely, fruit fly optimization (FOA), differential evolution (DE), modified artificial bee colony algorithm (mABC) and global-best ABC (GABC) over the four QoS parameter response time, latency, availability and reliability. The authors found that the approach outperforms overall competitive approaches. To satisfy all objective simultaneously, the authors would like to extend this approach in the frame of multi-objective WSS optimization problem. Further, this is declared that this paper is not submitted to any other journal or under review.

The main purpose of this paper is to construct a conceptual model that addresses one of the most urgent matters for contemporary organizations, which is how organizations are to learn and integrate sustainability in its’ working processes. The guiding research question reverberates around how organizational learning (OL) and corporate entrepreneurship (CE) can promote and facilitate sustainability practices in organizations.

This paper uses knowledge from OL and CE theories representing tools to think with for an exploration of how to actualize sustainability practices in organizations.

This paper construes and presents a four-phase multilevel conceptual model for the analysis and creation of sustainability practices using insights from OL and CE. OL contributes with vital parts for creating sustainability practices in organizations delineated by continuous feedback and feedforward loops on individual, group, organizational and societal levels. CE prompts essential process and concrete working elements accentuating the importance of acquiring sustainability in all phases of the change process.

The outlined conceptual model is general and need to address the deeper complexities and context dependencies of sustainable practice in organizations in a more elaborate form. Thus, the proposed model calls for empirical scrutiny and further theoretical development.

Derived from two interrelated fields of research, this paper contributes with a novel model addressing how sustainability practices can be conceptualized and facilitated in organizations. By using OL theory in combination with CE studies, the proposed model seeks to capture key elements to guide new understandings of and transitions to sustainable practices in organizations.

This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.

Two parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.

Findings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.

The study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.

Here is a new conceptual framework for organizational learning (OL) that applies to both planned reform and emergent change. It integrates strategic and operational, micro and macro perspectives. It has three parts: (a) a revised definition and typology of OL, (b) seven reform stories that define stages and tasks, (c) a management and assessment guide demarcating four areas of OL: (i) action learning within core operations; (ii) sharing learning and innovations across the organization; (iii) mission/s-beyond ambidexterity; (iv) integration-managing mission conflicts and other paradoxes, which ensure endogenous change. Dynamic capability is therefore intrinsic to this view of OL that is illustrated from two cases: NYPD and public school reforms.

This study uses a simultaneous equations approach to examine the price‐earnings relationship of non‐U.S. firms that directly list their securities in U.S. capital markets or trade as American Depository Receipts (ADRs). The Hausman test shows that price changes and earnings changes are endogenously determined, thus the simultaneous equations approach is used to estimate the earnings response coefficient (ERC) and the returns response coefficient (RRC). Under the ordinary least squares (OLS) estimation, the parameter estimates are biased downward because the OLS fails to correct for endogeneity. In general, our results show that the joint estimation procedure mitigates some of the single‐equation bias. The estimated ERC and the RRC are higher under the three stage least regression (3SLS) than under the OLS regression. In addition, the product of the ERC and the RRC coefficients approaches its theoretical value of one when using the 3SLS estimation. The evidence also shows that institutional factors affect the way the market value information for these firms. We find that the ERC and RRC are insignificant for the common law non‐ADR firms and significantly positive for common law ADR firms.

This paper aims to take a critical view of the concepts of the Learning Organisation and Organisational Learning (LO/OL) and respond to two questions about their current state: are existing perspectives on LO/OL still fit for purpose? What are the possibilities for an alternative paradigm of LO/OL?

The paper critically reviews the literature of LO/OL and uses the concept of problematisation together with some guiding principles from ancient wisdoms to articulate an alternative paradigm.

Two waves of LO/OL are identified. A first wave rests on a series of assumptions that have shaped a predominant understanding of LO/OL, including the suppositions that all learning is good; that those organisations adopting LO/OL strategies are engaged in useful work and in pursuing socially valuable ends; and that neo-liberal beliefs favouring market-based solutions are the most appropriate response to organisational problems. A more reflexive approach to LO/OL has challenged these predominant views, and although it has had little impact on practice, it paves the way for a possible second wave perspective. With the help of a theoretical excursion of Taoism and Buddhism, the authors portray a possible picture of a new paradigm for LO/OL.

Whilst existing critical accounts have problematised the mainstream assumptions of LO/OL, they have not clearly indicated any different perspectives. Drawing upon ancient wisdom, the paper identifies some guiding principles for an alternative LO/OL paradigm and discourse.

This study investigated the impact of the virtualization requirements of the learning process on students' satisfaction and their intention to continue using online learning.

A research model was developed using the process virtualization theory (PVT); it was validated empirically using data obtained from an online questionnaire-based survey of 489 undergraduate students.

The main results support the role of representation for sensory requirements, sensory requirements, reach, representation for relationship requirements and relationship requirements on shaping students' satisfaction, which all also have a significant influence on students' intention to continue using online learning. Relevance factors are responsible for 61.6% of the variance in students' satisfaction and 83.6% of the variance in their intention to continue using online learning. However, neither the synchronism requirements nor the identification and control requirements had a significant effect on students' satisfaction or on their intention to continue using online learning.

The present research focused on PVT in an online learning context; consequently, a new set of factors that influenced students' satisfaction with and intentions to continue using online learning was empirically tested for the first time. This research contributes to the literature on information systems because it advances the generalizability and applicability of the PVT in a new context and new cultural setting. Moreover, the research apprises researchers and practitioners of new factors, which should be understood and fulfilled to make virtual learning equivalent to the face-to-face learning experience.

In this article the monetary approach to the exchange rate is tested for the franc‐pound, dollar‐pound and franc‐dollar exchange rates over the period February 1921 to August 1925. It is shown that the estimation technique utilised is very important. Some out of sample forecasts from a variety of exchange rate models are also presented; a simple purchasing power parity model out‐performs the alternatives.

This study aims to examine the effect of proximity and spatial dependence on the house price index for the nascent market Dar es Salaam, Tanzania. Despite the ongoing housing market transactions, there is no single house price index that takes into account proximity and spatial dependence. The proximity considerations in question are proximal to arterial roads, public hospitals, an airport and food markets. Previous studies on sub-Saharan Africa have focused on the ordinary least squares (OLS)-based hedonic model for the index and ignored spatial and proximity considerations.

Using the OLS and spatial econometric approach, the paper tests for the significance of the two effects – proximity and spatial dependence in the hedonic price model with year dummy variables from 2010 to 2019. The paper then compares the three indices in the following configurations: without the two effects, with proximity factors only, and with both effects, i.e. proximity and spatial dependence.

The inclusion of proximity factors and spatial dependence – spatial autocorrelation – seems to improve the hedonic price model but does not significantly improve the house price index. However, further research should be called for on account of the nascent nature of the market.

The paper brings new knowledge by demonstrating that it may not be necessary to take into account proximity factors and spatial dependence for the Dar es Salaam house price index.