PurposeThe study aims to shed light on the role of university support (US), environmental concern (EC) and Sustainable Development Goal knowledge (SDGK) in forming students' intention (SI) to engage in sustainability-driven entrepreneurship. The authors attempted to blend the theory of planned behaviour (TPB) and social cognitive career theory (SCCT) as a potentially useful theoretical base for sustainability-driven entrepreneurial intention (SDEI) development.Design/methodology/approachThe responses were collected from university students in India using a self-administered questionnaire. Confirmatory factor analysis (CFA) and partial least squares structured equation modelling (PLS-SEM) are used to examine the data.FindingsThe university support strongly influences students' attitudes towards sustainable entrepreneurship (ATT) and outcome expectations (OEs). Also, the degree of understanding about SDGs among students was alarmingly low, which has crucial negative consequences for future SDG achievement.Practical implicationsThe findings of this study may assist academicians and environmental strategists in deciding the crucial factors influencing SI to start a sustainable business. The study highlights the importance of universities in promoting entrepreneurial sustainability decisions.Originality/valueThis research will add value to the prevailing literature in the area of sustainable entrepreneurship as it explores the effects of environmental concern, SDGK and the role of US on sustainable entrepreneurial intention (EI) among Indian engineering students.
PurposeThis research aims to look at how students feel about taking online learning (OL) while studying in higher education institutions (HEIs) using an extended technology acceptance model (TAM). The study looked into the factors that influence students' decisions to use OL, which helps meet their individual needs beyond the confines of the traditional classroom.Design/methodology/approachA study of 284 students from the universities of Gujarat in India was conducted using a self-administered questionnaire. The partial least square-structural equation modelling (PLS-SEM) was used to analyse the study's test results.FindingsThe result of the study confirms that perceived enjoyment (PE) has a fully significant relationship with the behavioural intention to use online learning (IOL), whereas self-efficacy (SE) is partially supported and system accessibility (ACC) has an insignificant impact on the IOL.Research limitations/implicationsThough the study focussed on the TAM to analyse the proposed model, future studies should address other constructs like ICT infrastructure, perceived behavioural control, experience, etc.Originality/valueThis research identified the key variables of students' intention to adapt to OL and offered a path to encourage higher education students to use online education as a classroom alternative. Educators in Indian administrative positions can better facilitate OL adoption amongst their student bodies by developing a keener awareness of students' goals and the factors influencing their views on the topic.
Purpose This study aims to identify factors affecting Generation Z (Gen-Z)’s online learning (OL) behavioural intention (BI) using the extended technology acceptance model by investigating gender differences in the BI of Indian students to adopt OL.Design/methodology/approach The proposed model was tested on 284 students from a higher education institution (HEI) in Gujarat, India, using the partial least square–structural equation modelling. Further, the subgroup analysis was conducted using Statistical Package for Social Sciences (SPSS) to determine male and female OL adoption variances.Findings Based on the research findings, all the constructs positively influence the BI of Gen-Z to adopt OL, except the influence of information technology infrastructure (INF) on perceived usefulness (PU). However, no substantial difference was observed in the BI adoption of OL amongst males and females. Also, when gender was kept as a moderator between computer self-efficacy (CSE) and PU, and INF and perceived ease of use (PEU), no substantial difference was observed in the OL of Gen-Z.Research limitations/implications The study will benefit HEIs and associated government departments from a deeper understanding of Gen-Z’s BI to speed up deployment and consider key elements essential while considering OL.Originality/value This article found major determinants of Gen-Z’s BI to adopt the OL in HEI. To the best of the author’s understanding, this is amongst the few studies to explore these ideas in the context of India. The uniqueness of the topic has been brought to light by the fact that “gender” has been employed as a moderator between attitude and BI, INF and PEU, and CSE and PU.
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