Hina Munir, Shazia Nauman, Farough Ali Shah and Umair Zahid
Drawing on social cognitive career theory (SCCT), this study aims to examine how university students’ attitude towards entrepreneurship education (ATEE) consists of affective…
Abstract
Purpose
Drawing on social cognitive career theory (SCCT), this study aims to examine how university students’ attitude towards entrepreneurship education (ATEE) consists of affective, cognitive and behavioral components influences their entrepreneurial intentions. It further examines the role of entrepreneurial self-efficacy (ESE) as a mediator and social norms as a moderator in the ATEE – entrepreneurial intentions and – ESE relationships, respectively.
Design/methodology/approach
A sample of 428 university students from the new generational cohort entering workforce now (i.e. generation Z) from the four main cities of the province of Punjab, Pakistan, were considered using an online administered questionnaire. The study analyzes data using SPSS v25 and AMOS v22 and presents descriptive statistics, reliability, validity analysis and linear regression analysis. Furthermore, to test mediation and moderation hypotheses, Hayes’ PROCESS macro v3.0 was used.
Findings
The results confirm that individuals’ ATEE based on affective, cognitive and behavioral components have significant influence on entrepreneurial intentions. The findings also confirm the strong mediating role of ESE between the components of ATEE and entrepreneurial intentions. Furthermore, the conditional effects results confirm that social norms strengthened the positive relationships between the affective, behavioral and cognitive components of ATEE – ESE at three levels (low, medium and high).
Originality/value
This study is the first of its nature to unlock the missing link between ATEE’s components and entrepreneurial intentions using the theoretical foundations of SCCT. Furthermore, this study provides theoretical and practical implications specifically considering a developing country – Pakistan.
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Misbah Hayat Bhatti, Umair Akram, Muhammad Hasnat Bhatti, Tabassum Riaz and Nausheen Syed
The effect of empowering leadership on knowledge sharing is well defined, but factors that stimulate employees for knowledge sharing are still limited. Therefore, this study aims…
Abstract
Purpose
The effect of empowering leadership on knowledge sharing is well defined, but factors that stimulate employees for knowledge sharing are still limited. Therefore, this study aims to address to what extent empowering leadership is desirable to create a trustful and fair environment that is conducive for an employee’s knowledge sharing.
Design/methodology/approach
Through integration of social exchange, equity and uncertainty management theories develop a moderating mediating model that links empowering leadership to knowledge sharing. Three-wave data collection from the sample of 375 managers–subordinates’ dyads was done in Pakistan textile industries.
Findings
Hierarchal regression analysis and bootstrapping method were applied to test the hypotheses. The results indicate that affective trust partially mediates the relationship between empowering leadership and knowledge sharing. More especially, the findings demonstrate that the relationship between empowering leadership and knowledge sharing becomes strong with high level of distributive and procedural justices.
Practical implications
This research study uses empowering leadership as a proposed motivational pathway for stimulating employee’s knowledge sharing through development of affective trust and buffering effect of distributive and procedural justices.
Originality/value
Most of previous research in knowledge sharing just cynosure organizational-level elements like leadership and organizational justices but deteriorate individual factors like trust. Therefore, this study will combine both organizational- and individual-level factors for urging employees for knowledge sharing.
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Sobia Bano, Muhammad Zeeshan Mirza, Marva Sohail and Muhammad Umair Javaid
The coronavirus disease 2019 (COVID-19) epidemic has given an upsurge to online retailing in Pakistan. This shift has escalated the issues about privacy concerns among consumers…
Abstract
Purpose
The coronavirus disease 2019 (COVID-19) epidemic has given an upsurge to online retailing in Pakistan. This shift has escalated the issues about privacy concerns among consumers. Keeping in view the growing concerns, the objective of this study is to investigate customer patronage in online shopping and the role of privacy concerns in this relationship.
Design/methodology/approach
To generalize the relationship between antecedents and outcomes of privacy concerns, a cross-disciplinary macro model was used. Data were collected through a survey method from the consumers who used credit and debit cards during online shopping.
Findings
Results show that government regulations have a significant positive relationship with privacy concerns and customer patronage. Privacy concerns are found to have a significant negative relationship with organizational ethical care while customer patronage was found to have a significant positive relationship with organizational ethical care. Customer patronage was also found to have a significant negative relationship with privacy concerns. Privacy concerns mediated the relationship between government regulations and customer patronage, whereas privacy concerns does not mediate the relationship between organizational ethical care and customer patronage.
Originality/value
The research adds to the existing literature and highlights the customer behavior toward online shopping/e-commerce in developing economies. The research gives a direction to stakeholders to counter privacy concerns and ensure safer e-commerce practices.
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Amir Mahmood, Xiao Huang and Nadia Rehman
In 2002, Pakistan made a notable advancement toward inclusive education by approving the national policy for people with disabilities (Durrani et al., 2017). This policy, advised…
Abstract
Purpose
In 2002, Pakistan made a notable advancement toward inclusive education by approving the national policy for people with disabilities (Durrani et al., 2017). This policy, advised by the Ministry of Women’s Development, Social Work, and Special Education, aimed to integrate students with special needs into mainstream schools, emphasizing the significance of inclusive learning environments (Ashfaq and Rana, 2015). Despite these efforts, the practical application of this policy in high schools has encountered numerous obstacles. Effective integration of students with special needs requires more than just policy implementation; it demands effective educational practices. Teachers are crucial in this process as they are the primary facilitators of learning and significantly influence these students’ academic and social adaptation. Administrative support is essential in fostering an environment conducive to including and adapting students with special needs. This study aims to investigate these dynamics in high schools, focusing on the role of teacher interactions and administrative frameworks in supporting or hindering the adaptation process for students with special needs. Understanding these relationships is crucial for identifying gaps, challenges and opportunities within the current educational system, thereby contributing to the development of more effective strategies for inclusive education in Pakistan.
Design/methodology/approach
This study used a correlational research strategy to investigate the effects of administrative and teacher support on the adaptation capabilities of high school students with special needs. The correlational design was chosen to explore the relationships between different types of support and students’ adaptation capabilities without manipulating any variables (Seeram, 2019). The study involved 230 participants, comprising 170 educators and 60 support staff. Stratified random sampling ensured that the sample represented various school types and experience levels (Sharma et al., 2017). This sampling method helps provide a more accurate and comprehensive understanding of the population under study. The demographic characteristics of the sample are summarized in Table 1. Participants were categorized based on sex, level of education, age and experience level to ensure a comprehensive understanding of the sample’s diversity.
Findings
This study reveals that teacher and administrative support significantly impact students’ adaptation capabilities. Teacher support emerged as a strong predictor (ß = 0.502, p < 0.001), highlighting its crucial role in enhancing students’ adaptability. Administrative support also showed a positive and significant effect (ß = 0.211, p < 0.001), and its interaction with teacher support (ß = 0.102, p < 0.001) suggests that administrative support amplifies the positive effects of teacher support. These findings underscore the importance of a holistic support system within schools. While teachers provide direct instructional support and foster an inclusive learning environment, administrative support ensures teachers have the necessary resources and institutional backing to support students effectively (Carter et al., 2022). The interaction between these forms of support suggests that administrative efforts to support teachers can significantly enhance the overall adaptation capabilities of students (Gibbs, 2023b).
Research limitations/implications
Several limitations should be considered when interpreting the findings of this study. First, the data were collected using self-reported questionnaires, which may be subject to biases such as social desirability or recall bias. Second, the study’s cross-sectional design limits the ability to establish causality between the variables. Longitudinal studies would be beneficial in exploring the causal relationships between teacher and administrative support and students’ adaptation capabilities. In addition, the study was conducted within a specific context and population, which may limit the generalizability of the findings to other settings. Future research should aim to replicate this study in different educational contexts to validate and extend the findings.
Practical implications
The practical implications of these findings are significant. Schools should prioritize developing comprehensive support systems that include robust teacher support mechanisms and strong administrative backing. Professional development programs should focus on enhancing teachers’ skills in differentiated instruction, formative assessment and the use of technology in the classroom. Moreover, administrative policies should aim to provide continuous support for teachers through resources, training and collaborative opportunities. This dual approach ensures that teachers are well-equipped to address the diverse needs of students with special needs and that students receive consistent, high-quality support across their educational experience.
Originality/value
This study uniquely explores the combined effects of administrative and teacher support on the adaptation of high school students with special needs in mainstream education, highlighting the synergistic relationship between these support systems. Using a robust correlational design and stratified random sampling, it provides valuable insights into the dynamics of inclusive education within a Pakistani context. The findings emphasize the critical role of holistic support systems, offering practical implications for enhancing educational policies and practices. By addressing gaps in existing research, this study contributes significantly to the discourse on inclusive education and the development of effective support frameworks for special needs students.
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Basharat Ullah and Faisal Khan
This paper aims to present an overview of permanent magnet linear flux-switching machines (PMLFSM), field excited LFSM and hybrid excited LFSM (HELFSM) topologies as presented in…
Abstract
Purpose
This paper aims to present an overview of permanent magnet linear flux-switching machines (PMLFSM), field excited LFSM and hybrid excited LFSM (HELFSM) topologies as presented in literature for transportation systems such as high-speed trains and maglev systems.
Design/methodology/approach
The structural designs of different configurations are thoroughly investigated, and their respective advantages and disadvantages are examined. Based on the geometry and excitation sources, a detailed survey is carried out. Specific design and space issues, such as solid and modular structures, structure strength, excitation sources placement, utilization of PM materials, and flux leakage are investigated.
Findings
PMLFSM provide higher power density and efficiency than induction and DC machines because of the superior excitation capability of PMs. The cost of rare-earth PMs has risen sharply in the past few decades because of their frequent use, so the manufacturing cost of PMLFSM is increasing. Owing to the influence of high-energy PMs and magnetic flux concentration, the efficiency and power density are higher in such machines. PM is the only excitation source in PMLFSM and has constant remanence, limiting its applications in a wide speed operation range. Therefore, the field winding is added in the PMLFSM to flexibly regulate the magnetic field, making it a hybrid excited one. The HELFSM possess better flux linkage, high thrust force density and better flux controlling ability, leading to a wide speed range. However, the HELFSM have problems with the crowded mover, as PM, field excited and armature excitation are housed on a short mover. So, for better performance, the area of each excitation component has to compete with each other.
Originality/value
Transportation of goods and people by vehicles is becoming increasingly prevalent. As railways play a significant role in the transportation system and are an integral part of intercity transportation. So, this paper presents an overview of various linear machines that are presented in literature for rail transit systems to promote sustainable urban planning practices.