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Kerala is one of India's most advanced states in human development and other social indices. This study aims to look at the management education scenario in Kerala from a macro-perspective and examines the existing trends, major issues and present challenges facing the sector.

The study is driven by previously unexplored secondary data published by India's apex technical education regulator–All India Council for Technical Education (AICTE). Qualitative and quantitative assessments are assimilated from the organization, dissection and categorization of unit-level data.

Business schools (B-schools) in the state are facing acute distress in enrolments. There are intra-regional variations in institution count and occupancy rates. The vast majority of the institutions have no accreditation at all. The entire sector is facing a protracted decline.

The study has relied primarily on descriptive statistics considering a single discipline within the higher education sector in Kerala. Future studies should look at other disciplines (engineering, medicine) simultaneously. Use of statistical methods like panel data regression would be beneficial to find hidden trends in cross-sectional and longitudinal time-series data.

Management education in Kerala is facing an existential crisis. This has implications for the state's economic development. The paper creates strong imperatives for government policymaking to forestall the complete decline of the sector.

A highly literate state with advanced human development indices need not be a suitable location for building a knowledge-based economy. Government policy has strong implications for the development and sustenance of higher education. The relationship between government and business schools are symbiotic.

The paper maps the progression of B-schools from local to global. A typology of privately funded B-schools is proposed. The conceptual framework advanced in this study can contribute to further literature development. The suggested policy initiatives are applicable not only to Kerala but also to other tightly regulated markets.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

To reminisce about my entrepreneurial career with appropriate self-importance, I might note that I have helped create companies and jobs. This contributes in a small way to economic growth. Economic growth is, however, an often illusive concept to characterize. Job growth is an essential component of a dynamic, innovative process. In the late 1970s jobs growth research suggested that the vast majority of new jobs are created by small business formation. Such empirical research is difficult to support with theoretical constructs. Classic macroeconomics analysis discounts size-offirm as irrelevant. Entrepreneurial contribution is therefore difficult to assess.

The purchase of green products is not the finale of green consumer behaviour but the environmental concern is crucial in post-purchase behaviour. Studies on pro-environmental purchase behaviour are abundant and but studies on environmental concern in use, evaluation and disposal are scarce. This paper aims to examine the pro-environmental factors influencing post-purchase behaviour and their impact on green consumer behaviour.

Data for this study was collected from the respondents with the help of a structured questionnaire. Data is analysed using factor analysis to examine the important factors influencing post-purchase variables and green consumer behaviour and the multiple regression to understand the contribution of post-purchase variables to green consumer behaviour.

Eco-conscious, risk and comfort in user behaviour, satisfaction and eco-appraisal in evaluation behaviour and eco-conscience, disposal challenges and eco-responsible in disposal behaviour are the vital factors. Eco-conscious and comfort in use, satisfaction in evaluation and eco-conscience, disposal challenges and eco-responsible behaviour in disposal are positively related to green consumer behaviour and risk in use and eco-appraisals in the evaluation are insignificant.

Considering the very limited studies on green post-purchase behaviour, this study provides insights into the pro-environmental post-purchase behaviour and its contribution to green consumer behaviour.

Models of Child Health Appraised (MOCHA) defines school health services (SHSs) as those that exist due to a formal arrangement between educational institutions and primary health care. SHSs are unique in that they are designed exclusively to address the needs of children and adolescents in this age group and setting.

We investigated SHSs have been provided to schools and how they contribute to primary healthcare services for school children. We did this by mapping the national school health systems against the standards of the World Health Organization, and against a framework measuring the strength of primary care, adapting this from an existing, adult-focused framework.

We found that all but two countries in the European Union and European Economic Area have SHSs. There, however, remains a need for much greater investment in the professional workforce to run the services, including training to ensure appropriateness and acceptability to young people. Greater collaboration between SHSs and primary care services would lead to better coordination and the potential for better health (and educational) outcomes. Involving young people and families in the design of SHSs and as participants in its outputs would also improve school health.