Intention is a human behavior. Measurement of intention in terms of entrepreneurial mindset is becoming a researchable topic. During the past years, the factors namely lack of fund, lack of raw materials, unskilled employees etc. were mostly considered to be the deterrents of initiation and development of entrepreneurial activities. But, with the various development provisions are made by the concern authorities, it leads to the emergence of entrepreneurial intention as an important factor. The present paper is a humble effort to develop a research model of the relationship between entrepreneurial intention, job satisfaction and organisation commitment.

No abstract

This study aimed to scrutinise entrepreneurial intention among the postgraduate management students in India. In this research activity, the theory of planned behaviour questionnaire with 21 items was adopted. Data were collected through Google Forms questionnaire from 310 postgraduate management students of 8 Central universities in northeastern region of India. Cronbach’s alpha reliability test, correlation, regression and analysis of variance were used to analyse the collected data. As a result of analyses, the independent variables, namely attitude towards the behaviour, subjective norm and perceived behavioural control, had a positive relationship with entrepreneurial intention of the respondents. The study concluded that the respondents had significant positive entrepreneurial intention. It was also found that only 47% of entrepreneurial intention could be measured by the three independent variables of theory of planned behaviour, and 53% were the other factors remained behind that could not be identified by these variables.

The importance of e-learning has become very significant across the globe in recent decades. India, with a burgeoning learning environment and huge prospect of human capital is at the forefront of such changes. As a result, stakeholders are increasingly opting for extensive use of available technologies in this context. The objective of this study is to draw the factors influencing the adoption of e-learning technologies by school teachers. Data collected from 85 teacher respondents through Google Forms questionnaire were analysed. Principal Component Analysis with Varimax rotation was then applied for the study. As a result of analysis, five factors were drawn and renamed as Prospects: perceived and real; Facilities: availability and accessibility; Material challenges; Assured outcomes and Skill-based challenges. The overall findings of the study conclude that these five factors influence the adoption of e-learning technologies.

No abstract