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Service recovery is a challenge to organizations because customers will respond to recovery processes and outcomes differently. Yet, there are few studies that examine the antecedents of customer co-recovery. Hence, the purpose of this paper is to adopt a customer-dominant logic to explore the antecedents of customer co-creation of service recovery (CCSR) and its effects on perceived justice and satisfaction.

The authors reviewed the service management literature and proposed a theoretical model that links customer involvement with service failure (CISF), customer CCSR, perceived justice, to customer satisfaction with service recovery (CSSR). The sample included 594 customers who had recent experience of service failure and service recovery in Hong Kong. The research model was tested using structural equations modeling.

The results of structural equation modeling showed that CISF had an effect on customer CCSR in the form of information sharing and co-production, and this effect influenced customers’ justice perceptions, which in turn affected CSSR.

The findings supported the notion that service management should be viewed from customer-dominant logic and effective facilitation shall be deployed to engage and support customers in service recovery processes.

The study contributes to service management by identifying the salient role and form of customer co-creation in making customers feel satisfied with service recovery.

There has been rapid proliferation of Lesson Studies and Learning Studies over the world. Do they really help teachers’ professional development and student learning? The purpose of this paper is to review studies from 2000 to 2010 on Lesson Study and Learning Study to unravel their benefits on teachers and students.

Relevant studies were screen and extracted on available electronic databases to evaluate outcome of Lesson Study and Learning Study. The results were based on nine studies which examined the achievement of Learning Study and Lesson Study.

All reviews identified positive evidence supporting the benefits of Lesson Study and Learning Study as powerful tool to help teachers examine their practices and enhance student learning. Although all nine studies showed positive effects of Lesson Study and Learning Study on teaching, learning or both, different outcome measures were employed and the study designs varied in qualities.

More well-controlled studies with consistent and validated outcome measures were recommended in the future to address the short- and long-term effects of Lesson Study on students, teachers, and school level. Efforts should be focussed on unveiling the relationship between what is taught and what is learned. Studies using these approaches with more vigorous procedures in randomization and blinding should be implemented.

This study aims to use the framework of customer dominant logic to explore the mediating role of service co-creation on the relationships between customer involvement and perceived service performance and between customer involvement and word-of-mouth (WOM). It also investigates the moderating role of customer relational-motivational orientation on the relationship between customer involvement and service co-creation.

A questionnaire survey was conducted to collect responses from 289 Hong Kong's customers in different service settings. Structural equation modeling was used to test the proposed research model.

The results of structural equation modeling showed that the freedom of co-creation and the degree of collaboration fully mediated the effect of customer involvement on perceived service performance and WOM. Additionally, relational-motivational orientation moderated the relationships between customer involvement and the freedom of co-creation and between customer involvement and the degree of collaboration.

This research provides implications to managers on how to facilitate an environment that stimulates customer co-creation. Customer-contact employees must be trained with the necessary interpersonal skills to serve customers with different levels of relational-motivational orientation.

The study is one of the first to identify customer involvement as a key antecedent of service co-creation attributes and the moderating role of relational-motivational orientation on the relationships between customer involvement and service co-creation attributes.

Narratives are useful to educate novices to learn from the past in a safe environment. For some high-risk industries, narratives for lessons learnt are costly and limited, as they are constructed from the occurrence of accidents. This paper aims to propose a new approach to facilitate narrative generation from existing narrative sources to support training and learning.

A computational narrative semi-fiction generation (CNSG) approach is proposed, and a case study was conducted in a statutory body in the construction industry in Hong Kong. Apart from measuring the learning outcomes gained by participants through the new narratives, domain experts were invited to evaluate the performance of the CNSG approach.

The performance of the CNSG approach is found to be effective in facilitating new narrative generation from existing narrative sources and to generate synthetic semi-fiction narratives to support and educate individuals to learn from past lessons. The new narratives generated by the CNSG approach help students learn and remember important things and learning points from the narratives. Domain experts agree that the validated narratives are useful for training and learning purposes.

This study presents a new narrative generation process for a high-risk industry, e.g. the construction industry. The CNSG approach incorporates the technologies of natural language processing and artificial intelligence to computationally identify narrative gaps in existing narrative sources and proposes narrative fragments to generate new semi-fiction narratives. Encouraging results were gained through the case study.

The purpose of this paper is to investigate the development process of the fire whirl in the fixed-frame facility and focus on the impacts of the fire whirl’s vortex core on the formation and flame structure of the fire whirl.

The complex turbulent reacting flame surface is captured by the large eddy simulation turbulence closure coupled with two sub-grid scale (SGS) kinetic schemes (i.e. the chemistry equilibrium and steady diffusion flamelet). Numerical predictions are validated thoroughly against the measurements by Lei et al. (2015) with excellent agreements. A double maximum tangential velocity refinement approach is proposed to quantify the vortex cores’ instantaneous location and region, addressing the missing definition in other studies.

The numerical results show that the transition process of the fire whirl is dominated by the vortex core movement, which is related to the centripetal force. The unsteadiness of the fully developed fire whirl was found depending on the instantaneous fluctuation of heat release rate. The steady diffusion flamelet scheme is essential to capture the instantaneous fluctuation. Furthermore, the axial velocity inside the vortex core is the key to determining the state of fire whirl.

Due to intensive interactions between buoyant fires and ambient rotating flow, the on-set and formation of fire whirl still remain largely elusive. This paper focused on the transition process of fire whirl between different development stages. This paper provides insights into the transition process from the inclined flame to the fire whirls based on the centripetal force.

This paper presented and compared two SGS kinetic schemes to resolve the fire whirl development process and the unsteadiness of its vortical structures. The modelling framework addresses the shortcoming of previous numerical studies where RANS turbulence closure and simplified combustion kinetics was adopted. Numerical results also revealed the fire whirl transition process and its relationship to centripetal force.

Aims to develop a framework that can provide a total conception of home‐school partnership and can be used to re‐engineer the existing superficial and fragmentary practice of home‐school co‐operation in both Hong Kong and international contexts. Argues that, using this framework to re‐engineer the traditional home‐school relationship and achieve total home‐school partnership, the school, family, education authority, as well as the community should each take on new and differentiated roles and should fulfil the functions and expectations as described in the framework. Addresses how the total home‐school partnership can contribute to the effectiveness of school education according to the seven models of school effectiveness: the goal model, the system‐resource model, the process model, the strategic‐constituencies model, the legitimacy model, the organizational learning model and the ineffectiveness model.