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This study examines the mediating role of three psychological contingent factors: collegiality, creativity, and job satisfaction, on the relationship between management control system (MCS) implementation and performance of study programs in higher education institutions (HEIs). This study also examines the impact of contingent factors from organizational aspects such as HEI types, lecturer’s age, experience and qualifications.

This study uses a survey method with 581 permanent lecturers who were subjected to MCS at HIEs as respondents. A partial least squares structural equation modeling (PLS-SEM) approach, with mediation analysis, is used to test the proposed hypotheses.

The results show that the implementation of MCSs, in both public and private HEIs, from the output and behavioral control dimensions is positively associated with the performance of the study programs, but input control is not. Additionally, creativity and job satisfaction are positively associated with the performance of the study programs, but not for collegiality. From the mediation analyses, creativity and job satisfaction mediate the relationship of all dimensions of MCS in relation to performance, except for one, namely, creativity does not mediate the relationship between behavioral control and performance. The analysis, however, reveals that collegiality does not mediate the relationship between all MCS dimensions and performance. The results of the multigroup analysis on different HEI types (public vs private) and demographic factors are discussed further.

The study’s findings offer valuable guidance for authorities on designing MCS models to enhance HEI study program performance. It highlights seven key contingent factors to consider: collegiality, creativity, job satisfaction, HEI type, age, experience and educational qualifications.

This study addresses the research gap related to the design of MCS in HEIs, and the inconsistencies of their role in performance by examining the influence of seven contingent factors addressed in prior literature. By so doing, this study provides new insights into the impact of collegiality, creativity, job satisfaction, different HEIs types (public vs private), age, experience and educational qualifications on the relationship between MCS implementation and performance of HEIs.

This study aims to determine the effect of bank ownership on the credit risk of Indonesian Islamic local banks (ILBs).

This study uses the system generalized method of moments (GMM) estimation technique with a sample of 155 Islamic local banks in Indonesia from 2012 to 2019.

The results show that commissioner board (D.COW) ownership has a negative effect on credit risk. This indicates that an increase in the number of shares of Islamic local banks owned by the commissioner board reduces credit risk. On the other hand, government ownership (D.GOW), the Sharia supervisory board (D.SOW) and the director board (D.DOW) do not affect credit risk.

The government, Sharia supervisory board and director board need opportunities to easily own more Islamic local bank shares. Therefore, the provisions regarding the share ownership rights of the government, Sharia supervisory board and director board need to be improved to increase their role in reducing credit risk.

Previous researchers have not studied the effect of government ownership, the commissioner board, the Sharia supervisory board and the ownership of directors on credit risk at the ILB in Indonesia.

The purpose of this paper is to investigate the process by which the level of immersion in virtual reality-based behavioral simulation (VR-BS) impacts on the non-cognitive and cognitive outcomes. The cognitive outcome is measured using the increase in the level of Sharia financial literacy, while the noncognitive outcome is measured using the behavioral intention to use VR-BS.

The method consists of two parts: First, the development of VR-BS, in the context of sharia financial literacy, using the waterfall model. Second, testing the effectiveness of VR-BS using the theory of interactive media effects framework. The participants were 142 students from three secondary schools (two Islamic religious schools and one public school) in Yogyakarta and Central Java, Indonesia. Partial least squares structural equation modeling was used for testing the hypotheses.

VR-BS creates a perceived coolness and vividness, which in turn has an impact on increasing the participants’ engagement. Also, the use of VR has an impact on natural mapping, which increases a user’s engagement through its perceived ease of use. As predicted, the user’s engagement affects VR’s behavior, mediated by the user’s attitude toward VR media. VR’s interactivity, however, does not impact on the cognitive aspect.

The participants were not randomly selected, as the data were collected during the COVID-19 pandemic. As a result, the majority of the participants had never tried VR before this study. The participants, however, were digital natives.

It is implied from the findings that Islamic financial business actors and the relevant government agencies (e.g. the Indonesian Financial Services Authority [OJK], the Ministry of Education, Culture, Research and Technology and the Ministry of Religious Affairs) should collaborate to best prepare the future generation of ummah by using VR-BS in their joint promotion and education programs. The results of the current study reveal that the use of VR-BS may attract people to engage in Islamic financial activities. By engaging in such activities, or at least engaging in real-life simulations/classes/workshops, people may gradually acquire more knowledge about Islamic finance.

As predicted, the user’s engagement has an impact on behavior toward VR-BS, which is mediated by attitude toward VR-BS.

This research aims to enhance the model of student learning behavior by expanding the traditional theory of reasoned action (TRA) to incorporate variables such as student mental well-being (SMW), attitude, subjective norms (SNB), perceived behavioral control (PBC) and climate change concerns. The study examines students’ intentions as a mediator variable and student area as a moderator variable in student learning behaviors.

A structured questionnaire was administered to 610 higher education students in Gujarat, exploring variables related to student characteristics, mental well-being, attitudes, SNB, PBC, Climate change concerns (CML), change concerns and intentions to study. Data analysis involved descriptive statistics, exploratory factor analysis and structural equation modeling with mediation and moderation analyses using SPSS 22 and AMOS 26.

The empirical findings support the hypothesized relationships within the expanded model, indicating significant contributions of SMW, attitude, SNB, PBC and CML to forming solid intentions to pursue education. Additionally, the study reveals a positive association between intention and subsequent learning behavior moderated by the student residence area.

The study confirms the proposed relationships within the expanded model, with SMW significantly influencing students’ academic intentions. Factors like attitude, SNB and climate change are crucial in shaping educational pursuits. The research enriches educational psychology by detailing the complex influences on student learning behavior, offering insights for enhancing educational strategies and outcomes as the academic environment evolves.

This research offers an innovative approach by expanding the traditional TRA to explore the influences on student learning behavior in education comprehensively. Integrating variables such as SMW, attitude and CML provides a nuanced understanding, contributing to theoretical development and practical educational implications.

This study pioneers examining the relationships between psychological factors, cognitive processes and entrepreneurial mindset to enhance an understanding of the underlying mechanisms contributing to successful entrepreneurship.

Amos software applied a quantitative approach to analyze the fit indices for the hypothesized model, while SPSS conducted descriptive and factor analysis. Eventually, the primary survey technique was performed with quantitative research, collecting 413 numerical data through a structured, closed-ended Likert scale questionnaire delivered to the target respondents.

Results have shown that data analysis verifies the positive relationships between psychological factors and the entrepreneurial mindset (hypothesis H1) and cognitive processes and the entrepreneurial mindset (hypothesis H2). These findings contribute to understanding the mechanisms underpinning the entrepreneurial mindset and have implications for entrepreneurship development and support initiatives. The study findings also underscore the importance of understanding the covariance between psychology and cognition in the context of the entrepreneurial mindset – a complex and engaging aspect of the research that is crucial for a comprehensive understanding of entrepreneurship.

It is important to note that the measuring tools used to evaluate these characteristics may have issues with common technique biases, self-report biases or limitations in fully reflecting their complexity. Awareness of these potential challenges is crucial for future research in this area.

This study's findings have significant practical implications for entrepreneurship training, education and policy-making initiatives. Their practicality will equip the reader with the necessary knowledge to succeed in entrepreneurship.

Entrepreneurial intention is crucial in both entrepreneurship literature and practice. However, limited information exists regarding entrepreneurs’ intentions in the realm of social enterprise creation. This study aims to determine the social entrepreneurial intentions of Generation Z students within the Indian environment by utilising the theory of planned behaviour (TPB) and its applicability using personality factors like risk-taking ability, proactivity, empathy and emotional intelligence.

A survey method was used, and data was collected by Generation Z individuals at three public universities in India using a self-administered questionnaire. The study used a purposive sampling technique, and further, the model was tested using the partial least square-structural equation modelling technique.

The study findings supported the proposed model of extended TPB, demonstrating that factors such as emotional intelligence, risk-taking ability and proactiveness are found prominent in Indian students. Furthermore, the role of gender as a control variable reflected no effect on social entrepreneurial intentions.

This research enhances the literature on social entrepreneurship by offering novel insights into social entrepreneurial intention. It is among the pioneers of its type to examine social entrepreneurial intent concerning personality factors among students of higher education institutions. This study provides interesting insights for universities and policymakers since they play a crucial role in promoting these antecedents through education and stimulation by enhancing entrepreneurial culture in developing countries.

There is a pressing need for research on the difference in entrepreneurial performance influenced by the integration of migrant workers’ psychological capital and entrepreneurial opportunity identification. In addition, there is limited research on the association of entrepreneurial performance with different dimensions of psychological capital and how these dimensions affect the entrepreneurial performance of migrant workers. This research will partially address this gap in knowledge by assessing the influence of psychological capital and entrepreneurial opportunity identification on the entrepreneurial performance of migrant workers in China.

This paper conducts a theoretical analysis of psychological capital, entrepreneurial opportunity identification and entrepreneurial performance and proposes a theoretical model of entrepreneurial opportunity identification acting as the intermediary role between psychological capital and the entrepreneurial performance of migrant workers. Based on the data collected from 899 rural households in Shaanxi Province, a structural equation model and a bootstrap method are used to verify the association between psychological capital, entrepreneurial opportunity identification and entrepreneurial performance.

Both entrepreneurial opportunity identification and psychological capital are conducive to the improvement of entrepreneurial performance. However, the entrepreneurial opportunity identification is found to exert a more significant impact on the entrepreneurial performance of migrant workers than psychological capital does. Findings have also revealed that the intermediary role of entrepreneurial opportunity identification is more prominent in the relationship between adventure and innovation and the entrepreneurial performance of migrant workers than that of self-confidence and optimism and entrepreneurial performance of migrant workers.

Based on the results of empirical analysis, the paper proposes corresponding policy recommendations for guiding migrant workers to capitalize on their psychological capital, identify entrepreneurial opportunities, weigh up entrepreneurial risks and ultimately improve their entrepreneurial performance.

Prioritization of technological skills in China has led to scarce resources for art education. In this study, we tested whether personality traits were associated with creative learning and creative thinking skills, and whether these aspects of creativity were linked with academic achievement. We considered self-efficacy and 21st-century skills as mediating and moderating factors.

498 art school coaches were recruited from 12 Chinese universities. Coaches reported on their students’ Big Five personality traits, creative thinking skills, creative learning and self-efficacy, 21st-century skills and academic achievement. Data were analyzed with partial least squares structural equation modeling.

High openness, low conscientiousness, high extraversion and high agreeableness were associated with creative thinking skills, while high openness, low conscientiousness, high agreeableness and low neuroticism were associated with creative learning. Creative thinking and learning skills were both positively associated with academic achievement. Self-efficacy partially mediated the association between creative thinking skills and academic achievement. No moderation effects were identified.

Findings imply that art education would benefit from deeper consideration of individual differences and the promotion of learning environments conducive to creativity.