PurposeThis paper investigates the combined effect of internal environmental management (IEM) and green human resource management (GHRM) on corporate reputation (CR), environmental performance (EP) and financial performance (FP). The paper further explores the indirect effects of CR and EP between the direct paths.Design/methodology/approachData are garnered from 164 firms from three industries in Ghana. Partial least square structural equation modeling (PLS-SEM) is the methodological technique used to test the hypothesized relationships.FindingsThe result demonstrates that unlike IEM which has a significant effect on FP when implemented in isolation, GHRM does not have a significant effect on FP. However, the joint implementation of IEM and GHRM can provide better results in terms of improved CR, enhanced EP and significant FP improvement. CR and EP were further found to mediate the relationship between the direct paths.Practical implicationsThe results suggest that the joint implementation of IEM and GHRM is critical for firms that seek to enjoy superior reputation, enhance their environmental sustainability and achieve financial gains. Consequently, managers are strongly encouraged to create a sustainable and vibrant company via significant and rational investment in green initiatives like IEM and GHRM.Originality/valueThis study happens to be one of the first to develop a research model that investigates the joint effect of IEM and GHRM within the context of CR, environmental sustainability and FP.

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Orientation: Research has highlighted the significant role of entrepreneurship education and training (EET) in transforming individual lives, communities and nations.Research purpose: The purpose of the study was to explore the impact measurements of entrepreneurship education outcomes by exploring its indicators and methodological approaches and its associated challenges.Motivation for the study: The impact measurement of entrepreneurship education is an under-researched area of study. This study intends to close this gap.Research design, approach and method: A scoping review was conducted on 80 articles and dissertations using the Arksey and O’Malley framework to explore the extent, range and nature of literature on the impact measurements of entrepreneurship education.Main findings: The study found three leading impact measurement indicators of entrepreneurship education – the subjective, objective and institutional-framework. The most commonly utilised methods of measuring the impact of entrepreneurship education are the pre and post-test or post-test, longitudinal and experimental designs. The findings also reveal that the primary challenge of impact measurement studies is self-selection of individuals who participate in EET programmes because of their desire to pursue entrepreneurial activities.Practical/managerial implications: The impact measurement indicators of entrepreneurship education should be tailored to a specific audience and stakeholders’ perspectives and also assess the participant’s development, society and the national economy. The article, situated on the premise of the constructivists’ recommendation that learners are not tabula rasas; the measurement of the impact of entrepreneurship education should instead focus on ex-post results and not pre-post results.Contribution/value-add: The study could assist entrepreneurship education curriculum evaluators to understand the various indicators and methods of measuring the impact of entrepreneurship education.

This study examines the factors that influence the intention and actual use of e-learning in entrepreneurship education by undergraduate students. The paper relies on a predictive study design and the partial least squares structural equation modelling to analyse data from a cluster sample of 599 students from the University of Cape Coast, Ghana. The results demonstrate that all the independent variables, assessed within a framework of an extended unified theory of acceptance and use of technology, determine students’ intention to use e-learning in entrepreneurship education. Of particular importance are the preponderant effects of hedonic motivation, facilitating conditions and social influence on students’ intention as well as the effect of intention and facilitating conditions on actual use of e-learning. A key implication of the findings is that students’ continuous acceptance and use of e-learning in undergraduate entrepreneurship course delivery is contingent upon adequate presence of all the examined predictors of technology usage.