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Many real-world processes generate autocorrelated and/or Weibull data. In such cases, the independence and/or normality assumptions underlying the Shewhart and EWMA control charts are invalid. Although data transformations exist, such tools would not normally be understood or employed by naive practitioners. Thus, the question arises, "What are the effects on robustness whenever these charts are used in such applications?" Consequently, this paper examines and compares the performance of these two control charts when the problem (the model) is subjected to autocorrelated and/or Weibull data. A variety of conditions are investigated related to the magnitudes of various parameters related to the process shift, the autocorrelation coefficient and the Weibull shape parameter. Results indicate that the EWMA chart outperforms the Shewhart in 62% of the cases, particularly those cases with low to moderate autocorrelation effects. The Shewhart chart outperforms the EWMA chart in 35% of the cases, particularly those cases with high autocorrelation and zero or high process shift effects.

During the past decade, critical thinking has received increasing recognition in the marketing education literature. However, much of the extant literature emphasizes techniques tied to implementing critical thinking approaches, while questions exist regarding the processes by which students are influenced through participation in critical thinking pedagogies. This study merges attitudes, norms, and self-identity literature as a means of addressing the question of how students come to view themselves as critical thinkers. Specifically, the authors hypothesize that attitude strength should moderate the influence of attitudes on normative beliefs. Normative beliefs, in turn, are posited to mediate the influence of the Attitude × Attitude Strength interaction on student self-identity as a critical thinker. Thus, students with strong and positive attitudes regarding critical thinking will have strong normative beliefs associated with the skill, and these beliefs, in turn, will affect self-identity as a critical thinker. Results, based on a sample of students participating in critical thinking-oriented classes, support these hypotheses. Findings hold implications for academics and future researchers attempting to understand how to effectively leverage critical thinking pedagogies in marketing classes.