I.M. Adekunle, O. Olorundare and C. Nwange
The aim of this paper is to assess the safety of commonly consumed green leafy vegetables in southwest Nigeria in relation to lead (Pb) contamination.
Abstract
Purpose
The aim of this paper is to assess the safety of commonly consumed green leafy vegetables in southwest Nigeria in relation to lead (Pb) contamination.
Design/methodology/approach
In total, 585 samples of five species of commonly consumed green leafy vegetable samples were procured from 15 outdoor markets and selected farms in three major cities (Abeokuta, Ibadan and Lagos) in the region. Samples were fragmented to two portions (water‐washed and unwashed) and subjected to acid digestion. The Pb in the digests was measured using a flame atomic spectrophotometer. Relevant information was elicited from traders by the administration of a structured questionnaire. Acceptable daily intakes of the metal from the vegetables were estimated using the FAO/WHO total diet study.
Findings
Lead concentrations in all the vegetable samples (6.35‐20.85 mg/kg) exceeded the recommended value of 0.3 mg/kg for green leafy vegetables. The estimated daily intakes of the metal (1.11×10−2 to 2.02×10−2 mg/kg bw) were also higher than the FAO/WHO safety threshold of 3.0×10−3 to 4.0×10−3 mg/kg bw for Pb. Washing the vegetables with water reduced Pb concentrations and EDIs by 11.36 to 43.52 per cent but did not bring the values below the recommended limit.
Research limitations/implications
It was impossible to evaluate the effect of distance from highways on metal concentration because traders were not restricted to a particular location in the outdoor markets in the country.
Originality/value
The study constitutes an evaluative probe into the degree of exposure of commonly consumed vegetables to Pb contamination, contributing to the database of knowledge on toxic metal daily intake from Nigerian foods and environmental contamination.
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Swati Gupta, Shubham Gupta, Shifali Kataria and Sanjay Gupta
The purpose of this study is to recognise the role of information and communication technology (ICT) tools in different sectors like Education, Health Care, Business, FMCG and…
Abstract
Purpose
The purpose of this study is to recognise the role of information and communication technology (ICT) tools in different sectors like Education, Health Care, Business, FMCG and Entertainment in the phase of social distancing. This study also attempts to provide a quantitative review of the scholarly literature on this topic.
Design/methodology/approach
A comprehensive literature evaluation was undertaken using a database encompassing 150 English-language papers with publication dates ranging from 2019 to 2021. The research profile and thematic analysis are presented through a comprehensive content analysis, resulting in four themes. The study reviews various research articles and reports related to social distancing and opens a discussion on the growing importance of ICT tools during this COVID-19 era.
Findings
ICT acts as a surviving tool for the economy by creating a virtual environment and helping people to stay socially connected during this pandemic. There is a lack of empirical evidence to support the facts so further research is required.
Research limitations/implications
There are two drawbacks to the current study. Firstly, this study established a rigorous review methodology in which the researchers opted to exclude any grey literature, non-peer-reviewed articles, books, notes and book chapters from consideration. These sources could have had pertinent literature. Secondly, even after protocol’s rigour and numerous rounds of checks by a team of academicians and researchers, an anomaly may have sneaked into the evaluation.
Originality/value
The current study contributes to the growing literature on ICT tools particularly in this phase of social distancing. This paper highlights the need for future research in this area supported by different statistics.
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Hind Abdulaziz Al Fadda, Rasha Osman Abdel Haliem, Hassan Saleh Mahdi and Reem Alkhammash
Substantial changes in the education system and the shift to online classes during the lockdown have raised teachers’ attention to the idea of practicing cooperative learning in…
Abstract
Purpose
Substantial changes in the education system and the shift to online classes during the lockdown have raised teachers’ attention to the idea of practicing cooperative learning in online environments. Cooperative learning activities enhance academic skills if designed effectively. This study aims to explore students’ attitudes toward cooperative learning in online learning environments.
Design/methodology/approach
This study is a descriptive study. A survey was administered to 50 graduate and postgraduate students of English as a Foreign Language.
Findings
Results indicated that the students had positive attitudes toward the integration of cooperative tasks in online environments. They also revealed no significant differences in the attitudes toward cooperative learning based on the students’ level (i.e. undergraduate or postgraduate) and that the students preferred small groups.
Originality/value
Cooperative learning is a widely researched topic, especially in higher education. However, most of the previous studies reported results of the implementation of cooperative learning in traditional classrooms. This study aimed to fill this gap by examining the impact of online tools on cooperative learning.
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The aim of this study is to investigate the significance of entrepreneurial education on entrepreneurial intention between students of technical and nontechnical higher education…
Abstract
Purpose
The aim of this study is to investigate the significance of entrepreneurial education on entrepreneurial intention between students of technical and nontechnical higher education institution after exposure to entrepreneurial education.
Design/methodology/approach
This study adopts the TPB model and tests the difference in intention between two different samples after they have been exposed to entrepreneurial education. Therefore, the data were analyzed using linear regression and students T-test. Data were collected from students studying at technical and nontechnical higher education institutions in Nigeria at the end of the semester to verify that they have been exposed to entrepreneurial education.
Findings
The findings reveal a weak significant relationship between entrepreneurial education and entrepreneurial intention among nontechnical students, and no significant relationship was found among technical students after entrepreneurial education exposure. Further findings reveal no significant relationship between entrepreneurial education and entrepreneurial intention when the samples are combined.
Practical implications
In response to the volatile economy and uncertain employment opportunities for graduates in Nigeria, the ministry of education and the management of higher education institutions (universities and polytechnics) have to integrate into the entrepreneurial education curriculum change of mindset, needed entrepreneurial skills, capabilities and entrepreneurial competence that is able to nurture the intention of students toward entrepreneurship opportunities identification and exploration in their immediate and extended markets.
Originality/value
This study provides a comprehensive empirical evidence of effectiveness of entrepreneurial education and intention between students with technical and nontechnical education background after entrepreneurial education exposure. This study is among the first that will put the survey timing into consideration. Therefore, fills important gap in the entrepreneurship literature.
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Virginia Bodolica and Martin Spraggon
One of the most discernible initiatives of entrepreneurial universities constitutes the launch of innovation centers, where students and alumni can incubate their business ideas…
Abstract
Purpose
One of the most discernible initiatives of entrepreneurial universities constitutes the launch of innovation centers, where students and alumni can incubate their business ideas and collaborate on innovative projects with the purpose of converting them into start-up ventures. While incubators and accelerators are quintessential in Western academic contexts, educational institutions in emerging economies are lagging behind in the preparation of future-ready business leaders via the establishment of hubs that stimulate entrepreneurial intention and diffusion of innovation.
Design/methodology/approach
In this conceptual paper, the authors seek to contribute to the development of entrepreneurial education ecosystems in less advanced regions of the world through the activation of university-based centers of innovation. The authors rely on a general review of the specialized literature to identify best practice insights pertaining to curriculum design and draw on the combined expertise of the authors’ research team in delivering entrepreneurship and innovation (under)graduate courses and executive education programs in emerging countries.
Findings
The authors conceptualize the mission, vision and curriculum of an innovation hub that can be adopted by any institution of higher education from transitional and emerging market settings to build powerful entrepreneurial mindsets in the future generation of innovative leaders. The proposed innovation hub curriculum incorporates a number of practically relevant and learning boosting activities, including the “So, You Think You Can Innovate?” competition, networking events and guest speakers and training seminars and workshops.
Originality/value
To keep up with changing industry dynamics and secure the relevance of their programs, institutions of higher education in emerging economies need to embrace entrepreneurial models of instruction. They ought to allocate temporal, physical and mental spaces and infrastructure to students to facilitate the generation of innovative concepts and encourage them toward commercialization.
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Akuraun Shadrach Iyortsuun, Meshach G. Goyit and Reuel J. Dakung
Drawing on the human capital theory and the dual model of passion, this study aims to explore the mediating role of passion on the relationship between entrepreneurship education…
Abstract
Purpose
Drawing on the human capital theory and the dual model of passion, this study aims to explore the mediating role of passion on the relationship between entrepreneurship education programme and students’ attitude towards self-employment (SE).
Design/methodology/approach
The proposed research framework was tested on a sample of 445 higher education students in four universities in North-Central Nigeria.
Findings
The results indicated that learning and inspiration account for the variation in students’ attitude towards SE. Furthermore, the study revealed that harmonious and obsessive passion largely mediate the relationship between entrepreneurship education programme and attitude towards SE.
Practical implications
The policy implication is the scaling of policies targeted at encouraging the development of passion given its significant role in the entrepreneurship education programme and attitude towards SE link.
Originality/value
The study has established the importance of human capital theory in explaining the attitude towards SE phenomenon using a multi-theoretical approach and has advanced the theoretical field of affect and its relevance in the field of entrepreneurship.
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Innocent Otache, Kadiri Umar, Yakubu Audu and Ugbede Onalo
The purpose of this paper is to employ a longitudinal approach to assess the effects of entrepreneurship education (EE) on students’ entrepreneurial intentions (EIs) through the…
Abstract
Purpose
The purpose of this paper is to employ a longitudinal approach to assess the effects of entrepreneurship education (EE) on students’ entrepreneurial intentions (EIs) through the constructs of the theory of planned behaviour (TPB), which include attitudes towards behaviour (ATB), subjective norms (SN) and perceived behavioural control (PBC). Specifically, this study aims to achieve two objectives: first, to determine if students’ ATB, SN, PBC and EIs would increase significantly after their exposure to EE; and second, to establish whether students’ ATB, SN and PBC mediate the relationship between EE and their EIs.
Design/methodology/approach
This longitudinal study employed a one-group pretest-posttest experimental research design. A self-reported questionnaire was administered to a randomly selected sample of 250 National Diploma students from five polytechnics in the North Central part of Nigeria before and after they were exposed to EE. To achieve the objectives of this study, repeated-measures t-test and partial least squares structural equation modelling were performed using Statistical Package for the Social Sciences and SmartPLS, respectively, for data analysis.
Findings
The results of the paired-samples t-test showed that students’ ATB, SN, PBC and EIs increased significantly after their exposure to EE. Also, further data analysis revealed that EE had a significantly positive relationship with students’ ATB, SN, PBC and EIs. Similarly, the results of the structural model indicated that ATB had a significantly positive link with students’ EIs and also mediated the relationship between EE and students’ EIs. SN and PBC had a positive but not statistically significant relationship with students’ EIs and did not mediate the relationship between EE and students’ EIs.
Practical implications
The findings of this study provide interesting implications for EE and entrepreneurship policies in Nigeria. More specifically, the findings provide some practical implications for the Nigerian government and the EE curriculum developers. To achieve greater impact of EE on students’ EIs at the tertiary education level, the Nigerian government should incorporate EE into the curricula at the primary and secondary education levels. Equipping students at the primary and secondary education levels with entrepreneurial knowledge, competencies and skills would enable them to develop a strong entrepreneurial mindset even before they gain admission to tertiary institutions.
Originality/value
It is one of the few studies that have tested empirically both the direct and the indirect effects of EE on students’ EIs in a single study. Thus, it helps to further clarify the links between EE and EIs. Besides, it is among the first studies to adopt a longitudinal approach to assess the effects of EE on students’ EIs through the constructs of the TPB (i.e. ATB, SN and PBC) in the Nigerian context.
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Despite the inclusion of entrepreneurship education (EE) in the curricula of tertiary education institutions in Nigeria, graduate unemployment is still an issue of serious…
Abstract
Purpose
Despite the inclusion of entrepreneurship education (EE) in the curricula of tertiary education institutions in Nigeria, graduate unemployment is still an issue of serious concern. This calls into question the effectiveness of EE in influencing students’ entrepreneurial intentions (EIs) and behaviours. Perhaps, the issue is with the EE lecturers. The questions, which should be answered include: are the lecturers who teach EE entrepreneurially inclined? Can lecturers who are not entrepreneurially inclined teach students to become entrepreneurs? The purpose of this paper, therefore, is to empirically explore the role of entrepreneurial lecturers in the relationship between EE and students’ EIs.
Design/methodology/approach
This study adopted a quantitative approach. Thus, a self-reported questionnaire was administered to a randomly selected sample of 256 Higher National Diploma II students of the Federal Polytechnic, Idah, Nigeria, who were exposed to EE. To analyse the data collected, partial least squares structural equation modelling (PLS-SEM) was performed using SmartPLS 2.0.M3 software.
Findings
Data analysis showed a significantly positive relationship between EE and students’ EIs on the one hand and between EE and perceived entrepreneurial lecturers (PELs) on the other hand. It was also found that PELs had a significantly positive link with students’ EIs. Further analysis indicated that PELs had a mediating effect on the relationship between EE and students’ EIs.
Research limitations/implications
This study was a single institutional study. Thus, the generalisability of its findings to other institutions is limited. Extending the research to other institutions and countries might be required to validate the findings presented.
Practical implications
This research work has some insightful implications for the teaching of EE. By implication, it provides an answer to the question: who should teach EE? To achieve greater impact of EE on students’ EIs and behaviours, entrepreneurial lecturers are required. It implies that EE lecturers should be entrepreneurially inclined. They should demonstrate sufficient entrepreneurial attitudes, intentions and behaviours.
Social implications
It has been argued that graduate unemployment constitutes a social problem to the society. In this regard, the suggestions made in this paper, if applied, would help resolve the problem of graduate unemployment in Nigeria and other countries.
Originality/value
This study is the first to provide empirical evidence of the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. It has demonstrated that entrepreneurial lecturers could transfer the influence of EE to students’ EIs. Also, it has confirmed that EE lecturers are critical in the EE-students’ EIs relationship. Overall, this study makes a significant contribution to the discussion on how to enhance the effectiveness of EE in influencing students’ EIs and behaviours.
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The purpose of this study is to explore the mediating role of self-confidence in the relationship between the constructs of the theory of planned behaviour (TPB) (i.e. attitudes…
Abstract
Purpose
The purpose of this study is to explore the mediating role of self-confidence in the relationship between the constructs of the theory of planned behaviour (TPB) (i.e. attitudes towards behaviour [ATB], subjective norms [SN] and perceived behavioural control [PBC]) and the entrepreneurial intentions (EIs) of hospitality management students.
Design/methodology/approach
This study adopted a quantitative approach. A self-reported questionnaire was used to collect data from a randomly selected sample of 126 hospitality management students from two federal polytechnics in Nigeria. To test the hypotheses formulated, partial least squares structural equation modelling was performed using SmartPLS software.
Findings
The results indicated that ATB and PBC had significantly positive links with EIs. The link between SN and EIs was only positive but not statistically significant. Further analysis showed that self-confidence had a significantly positive link with EIs and mediated the relationships between ATB and EIs and between PBC and EIs.
Practical implications
The findings have policy and practical implications for governments, policymakers and administrators of higher education institutions in Nigeria and other countries.
Originality/value
To the author’s best knowledge, this is the first study to provide empirical evidence of the mediating effect of self-confidence on the relationship between the TPB constructs and students’ EIs. Theoretically, the findings of this study lend credence to the applicability of the TPB in predicting students’ EIs across different contexts. More importantly, this study has modified the TPB by demonstrating that the effectiveness of the TPB constructs in influencing EIs depends on the degree of self-confidence that prospective entrepreneurs possess.
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Hongming Gao, Hongwei Liu, Haiying Ma, Cunjun Ye and Mingjun Zhan
A good decision support system for credit scoring enables telecom operators to measure the subscribers' creditworthiness in a fine-grained manner. This paper aims to propose a…
Abstract
Purpose
A good decision support system for credit scoring enables telecom operators to measure the subscribers' creditworthiness in a fine-grained manner. This paper aims to propose a robust credit scoring system by leveraging latent information embedded in the telecom subscriber relation network based on multi-source data sources, including telecom inner data, online app usage, and offline consumption footprint.
Design/methodology/approach
Rooting from network science, the relation network model and singular value decomposition are integrated to infer different subscriber subgroups. Employing the results of network inference, the paper proposed a network-aware credit scoring system to predict the continuous credit scores by implementing several state-of-art techniques, i.e. multivariate linear regression, random forest regression, support vector regression, multilayer perceptron, and a deep learning algorithm. The authors use a data set consisting of 926 users of a Chinese major telecom operator within one month of 2018 to verify the proposed approach.
Findings
The distribution of telecom subscriber relation network follows a power-law function instead of the Gaussian function previously thought. This network-aware inference divides the subscriber population into a connected subgroup and a discrete subgroup. Besides, the findings demonstrate that the network-aware decision support system achieves better and more accurate prediction performance. In particular, the results show that our approach considering stochastic equivalence reveals that the forecasting error of the connected-subgroup model is significantly reduced by 7.89–25.64% as compared to the benchmark. Deep learning performs the best which might indicate that a non-linear relationship exists between telecom subscribers' credit scores and their multi-channel behaviours.
Originality/value
This paper contributes to the existing literature on business intelligence analytics and continuous credit scoring by incorporating latent information of the relation network and external information from multi-source data (e.g. online app usage and offline consumption footprint). Also, the authors have proposed a power-law distribution-based network-aware decision support system to reinforce the prediction performance of individual telecom subscribers' credit scoring for the telecom marketing domain.