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The purpose of this study is to investigate the sustainable entrepreneurial attitudes (SEA) and intentions of young women. The study aims to first explore the impact of the external environment on the SEA and then the intention of female tourism and hotel management students at Jordanian universities; and second, to examine the moderating role of prior entrepreneurial training (PET) in the relationship between the external perceived environment and SEA.

A quantitative approach, using a questionnaire with a total sample of 302 participants of female tourism and hotel management students at Jordanian universities, was used to collect data. SmartPLS was used to test the research model and hypotheses.

The findings revealed that the entrepreneurial attitude of young female students in tourism and hospitality toward sustainable entrepreneurship significantly influences their sustainable entrepreneurial intention (SEI). The perceived external environment, including access to finance, government policies and university educational support, has a nonsignificant effect on young women’s SEA; however, their SEA is significantly influenced by society’s perception. Their PET partially moderates the relationships between the perceived external environment and young women’s SEA (PET).

This study creates new insights and contributes toward understanding the SEA and SEI of young women in an emerging economy context, Jordan. It proposes integration and extension, through adding external environment and PET, of the theory of planned behavior to explore young female students’ attitudes and intentions toward sustainable entrepreneurship in tourism and hospitality.

In this paper, stochastic optimisation and risk estimation techniques are applied to the problem of hydroelectric generator design. Optimisation results from deterministic simulations can involve considerable risks due to unavoidable variations in system properties as well as environmental conditions. Therefore, stochastic simulation is used to include the effects of parameter scatter and noise effects in the computer models. This allows the evaluation of the scatter in performance and thus an assessment of reliability and quality of the simulated system.

This paper aims to examine the direct impact of entrepreneurship education on university students' entrepreneurial intention and the moderating role of perceived governmental support in terms of financial support and policies and regulations.

The study collected data using questionnaires from students enrolled in compulsory entrepreneurship courses at three public Jordanian universities. Structural equation modeling was used to analyze 1,228 valid questionnaires and test the hypotheses.

The study revealed that entrepreneurship education positively and significantly affects students' entrepreneurial intentions. On the other hand, perceived governmental support in terms of financial support and policies and regulations has a nonsignificant moderating role in the relationship between entrepreneurship education and students' entrepreneurial intention.

This study enriches the literature with new evidence that entrepreneurship education has a positive, direct impact on students' intention to become entrepreneurs. It also contributes to the body of knowledge as the first to examine the role governments’ play besides encouraging entrepreneurship education through their education policies.

Purpose: We respond to a call for studies of “embodied experiences of stigma in context” by investigating how transgender embodiment shapes perceived needs for access to and experiences of “sex-specific” cancer screenings (SSCS) (e.g., breast and prostate exams, Pap smears) in the North American healthcare system.

Design/Methodology/Approach: We analyze data from semistructured interviews with a diverse sample of 35 transgender-identified adults. Based on thematic narrative analysis, we explore four themes in relation to embodiment: discrimination; discomfort and hyperawareness of genitalia; strategic reframing and active management; and SSCS health care encounters as positive and gender affirming.

Findings: In relation to SSCS, transgender individuals experience discrimination, do emotion work, and actively manage situations to obtain needed health care, and sometimes forego care because barriers are insurmountable. Health care providers' responses to transgender embodiment can disrupt health care encounters, but they can also facilitate access and create opportunities for affirmation, agency, advocacy, and new forms of interaction. Embodiment- and gender-affirming interactions with health care providers, which varied by gender, emerged as key influences on participants' experiences of SSCS.

Research Limitations/Implications: Our sample primarily includes binary gender-identified individuals, and while our interview guide covered many topics, the SSCS question did not explicitly reference testicular exams.

Practical Implications: Cancer prevention and detection Cancer prevention and detection require health care professionals who are prepared for differently embodied persons. Preventive cancer screenings are not “sex-specific”; they are relevant to individuals with medically necessary needs regardless of gender identity or embodiment.

Social Implications

Originality/Value: Few medical sociologists have focused on transgender embodiment. Findings enhance our understanding of how transgender embodiment and minority stress processes influence access to needed SSCS.

The purpose of this study is to contribute to the research of knowledge management in higher education institutions (HEIs) by studying the enablers of knowledge entrepreneurship. Anchored in the dynamic capability theory, knowledge entrepreneurship is heterogeneously distributed in HEIs and is critical for the sustenance of organizations in the knowledge economy. This aim is realized by understanding the determinants of knowledge entrepreneurship and empirically investigating the relationship of knowledge-sharing behaviour and entrepreneurial leadership with knowledge entrepreneurship.

Data was collected through structured questionnaires from 550 faculty members of HEIs in Pakistan by adequately representing the sample size through regional stratification and proportionate sampling. Data was analyzed through the Analysis of Moment Structures software where the data validation and reliability were achieved using correlations, confirmatory factor analysis and structured equation modelling to generate generalizable results.

The findings revealed that knowledge sharing is an important component in developing knowledge entrepreneurship. Entrepreneurial leadership is pivotal in providing the support, vision and autonomy to individuals with personal and professional capabilities to ensure the creation of new knowledge, collaboration and innovation.

The study contributes to an understanding of relationship of knowledge sharing and entrepreneurial leadership that leads to promotion of knowledge entrepreneurship in HEIs of Pakistan. In addition, the findings of the study extend the existing literature on knowledge entrepreneurship by offering the positive mediating role of entrepreneurial leadership in the universities of Pakistan, hence, addressing the specific challenges and opportunities faced by the HEIs of a developing country like Pakistan. The theoretical framework of the study elucidates the importance of knowledge sharing and entrepreneurial leadership by using the dynamic capabilities theory and extends the scope of the aforementioned theory in entrepreneurial leadership realm.

By generating an understanding of the dynamics of knowledge entrepreneurship this study tries to help policymakers and educational leaders to develop strategies to cultivate a culture of knowledge sharing and entrepreneurial leadership in Pakistani HEIs. Building the entrepreneurial ecosystem entails prioritizing knowledge creation, knowledge sharing and retention that can lead to innovative solutions for local and global challenges.

The study used dynamic capabilities theory to link the knowledge and resources together for the education sector for sustainable outcomes in the knowledge economy. To the best of the authors’ knowledge, this is the first study to empirically study the behaviour of HEIs to create and support knowledge entrepreneurship in the presence of entrepreneurial leadership in the context of a developing country, Pakistan. Becoming a knowledge-based society will help Pakistan upgrade itself to the list of developed countries.

Strategic human capital analytics (SHCA) has proven to be promising for improved organizational performance; however, research remains unclear about its influence on new venture performance. Building on the dynamic capabilities view (DCV), this study investigates the relationship between SHCA and new venture performance via generative capabilities with the moderating role of dual nationality founding members.

A quantitative research study has been carried out. Data was collected via a survey form from 313 founding members of new tech ventures and analyzed using Hayes process macro model.

Research results show that the generative capability mediates the linkages between SHCA and new venture performance. Whereas, the dual nationality of a founding member strengthens the linkages between SHCA and generative capability due to their diverse perspective, larger networks, cognitive flexibility, and resilience, which are important for generative capabilities and SHCA.

The originality of these results lies in the exploration of the linkages between dual nationality and generative capability, as well as the special elements, such as diverse perspectives, larger networks, cognitive flexibility, and resilience, which are highlighted as possible advantages of dual nationality in the context of SHCA and new venture performance.

Delving into the captivating landscape of entrepreneurship education, digital literacy and digital transformation, this study aims to investigate their interplay with entrepreneurial propensity and the moderating effect of school support among Jordanian school students aged 15–17. Anchored in the theory of planned behavior (TPB) and the human capital theory (HCT), this work illuminates the intricate web of influences that shape students’ entrepreneurial mindset.

The study adopts a quantitative approach and uses a “paper-and-pencil" translated questionnaire to collect data from a convenience sample of (n = 650) school students in Jordan. Covariance-based structural equation modeling (CB-SEM) through Statistical Package for the Social Sciences (SPSS) Analysis of Moment Structures (AMOS) v28 was utilized to scrutinize the variables' direct, mediating and moderated mediated impact.

The three structural models revealed that (1) entrepreneurship education has a positive effect on students’ entrepreneurial propensity; (2) digital literacy and digital transformation mediate the interaction between entrepreneurship education and entrepreneurial propensity; (3) school support moderates the mediating effect of digital literacy, and digital transformation, on the link between entrepreneurship education and entrepreneurial propensity.

The results offer actionable enlightenments for educators and policymakers in Jordan to tailor entrepreneurship education, digital literacy and support frameworks, effectively nurturing students' entrepreneurial mindset and aspirations.

This study contributes to understanding the complex dynamics between education, technology and entrepreneurship. Our modest contribution links the findings to a real-world case of two 15-year-old students in Jordan who were inspired by the book “Rich Dad Poor Dad” to start their own business.

To analyze the changes in craniofacial morphology during speaking and wearing masks using three-dimensional head data and to develop a design method for ergonomic face shields.

Around six types of face postures for three-dimensional measurement were selected; a total of 180 head data of 40 men in their 20s and 30s were used. About 17 landmarks and 23 body dimensions were measured for analysis.

Among the 23 anthropometric dimensions, eight in posture “a,” two in posture “i,” seven in posture “u,” ten in KF94 and ten in N95 were found to change significantly. Previous studies and public health recommendations selected three key dimensions for face shield design. A face shield design method using selected dimensions as parameters was developed.

To improve public health and enhance social interaction during pandemics or in environments requiring facial protection. This can lead to increased compliance with public health guidelines and reduce discomfort and communication barriers caused by ill-fitting face shields.

By developing an ergonomic face shield design that accommodates variations in craniofacial morphology during speaking and mask, the study addresses the need for more comfortable and effective protective equipment. The face shield designed using the methodology developed in this study was verified on a digital head model to demonstrate a good fit.

The study seeks to conduct an empirical investigation on the impact of entrepreneurship education (EE) through its components, i.e. entrepreneurial knowledge (EK) and business planning (BP) on entrepreneurial intentions (EI) in India.

An electronic questionnaire was used to collect data from 340 engineering students and partial least square-structural equation modeling (PLS-SEM) was used to analyze the collected data.

The findings revealed that EK and BP have no direct impact on EI, however, they have an indirect influence through attitude towards entrepreneurship (ATE) and perceived behavioral control (PBC), whereas subjective norms (SN) have no mediation impact on the relationships.

This research has been conducted on students of engineering background only, future studies can be carried out by incorporating more attitudinal and environmental determinants with larger data sizes from diverse educational streams.

This study is of immense significance to policymakers and educational establishments in designing the purposefully designed EE courses that can drive the entrepreneurial intentionality of students.

The study adds to the paucity of research on the systematic elaboration of EE construct underlining the specific impact of EK and BP as EE dimensions on students' EI. To the best of authors' awareness, this kind of investigation has not been conducted in indian higher educational institution (HEI) context.

The purpose of this paper is to adopt the theory of planned behavior to close the entrepreneurial attitude–intention–behavior gap in the entrepreneurship field as well as test the key moderators of the entrepreneurial process, starting from entrepreneurial attitude and intention to behavior to engage in entrepreneurial activities – namely, entrepreneurship education.

The research used a sample of 2,566 students from 16 universities in Vietnam. First, Cronbach’s alpha and confirmatory factor analysis have been used to test the reliability and validity of scales. Then the coefficient paths in the conceptual framework were tested through structural equation modeling, and indirect associations were estimated via the PROCESS bootstrapping approach.

The research illustrated that both attitudes toward entrepreneurship and entrepreneurial intention serve as the central antecedents in the formation of entrepreneurial behavior. Also, when students are more entrepreneurially educated, the linkage between attitude toward entrepreneurship and entrepreneurial behavior was hypothesized to become stronger, yet the relation between entrepreneurial intention and behavior was weakened.

This research suggests useful recommendations for educators and policymakers to encourage university students’ favorable attitudes toward entrepreneurial activities, their intention to engage in them and their subsequent entrepreneurial behavior.

This research is expected to make a significant contribution to the entrepreneurship literature by closing the entrepreneurial attitude–intention–behavior gap as well as enriching our understanding of the influence of entrepreneurship education on the entrepreneurial process. Importantly, this research reveals that entrepreneurial education significantly moderates the effects of attitude toward entrepreneurship and entrepreneurial intention on entrepreneurial behavior.