PurposeThe paper aims to explore how business intelligence (BI), integration and agility influence supply chain performance.Design/methodology/approachThe study was performed by the exploratory sequential mixed method in two phases including meta-synthesis as a qualitative method and survey as a quantitative method. Data were collected through a survey of 369 Iranian companies across various industries. Structural equation modeling was used to test hypotheses.FindingsThe results show that BI, integration and agility play an important role in achieving better supply chain performance. In the meantime, BI has the greatest impact on supply chain performance. Additionally, BI has a positive and significant effect on the integration and agility of the supply chain. The study also found that integration has a direct effect on supply chain agility.Originality/valueTo the best of the authors' knowledge, the paper theoretically and empirically presents a new conceptual model of the relationship between BI, integration, agility and supply chain performance. The study helps researchers and practitioners to achieve insights into supply chain performance improvement.

PurposeThe purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.Design/methodology/approachThis study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.FindingsChallenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.Originality/valueWhile lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.

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