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Learning theory suggests that organizations learn when the activities and experiences of individuals become assimilated into the routines, systems, and policies of the organization (Grant, 1996). A premise of study 1 is that the greater the attention a firm devotes to developing new knowledge and to exploiting existing knowledge, the greater its learning. This premise is consistent with prior theory which holds that the amount of information learned and the ease of its retrieval depend upon the intensity of effort expended in its acquisition (Cohen & Levinthal, 1990), and with the notion that a firm's behavior can be envisioned as the pattern of effort and attention devoted to specific activities (Ocasio, 1997). The extent to which firms devote attention to learning in the international as well as domestic marketplace can be considered as critical outcome variables, and an important question pertains to how several factors affect this ‘learning effort.’

Entrepreneurial education in higher education has emphasized following the prospect of entrepreneurship as one of the determinants of countries' economic growth. Therefore, it is considered necessary to assess how the current education system and learning orientation improve student's motivation to become entrepreneurs. This study evaluates all indicators included in the variables of entrepreneurial education, learning orientation, and entrepreneurship intention. While the curriculum represents entrepreneurial education, teaching method, educator competencies, and university support system, learning orientation consists of learning commitment, knowledge sharing capability, critical thinking, and vision sharing, and entrepreneurship intention are measured by abilities in writing a business plan, generating business ideas, identifying business opportunities, and innovation and business startup. The data was harvested from questionnaires completed by 123 entrepreneurship program students and was processed using PLS. This study finds that (1) curriculum significantly influences student's learning commitment and business plan writing ability, (2) teaching method influences individual knowledge sharing and business idea generation ability, (3) educator competencies do not significantly affect students critical thinking and ability to identify a business opportunity, but critical thinking influences their skill in identifying business opportunities, (4) university support system does not significantly influence student intention to innovate and start new businesses, but it significantly affects their ability to share their visions, and the ability significantly influences their intention to innovate and start new businesses.

Purpose: The COVID-19 pandemic has been a good example of a Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) world. Higher educational institutions (HEIs) have faced a massive hit because the jobs in this industry have become unexpected. Considering the most valuable assets ‘Teachers’ crunched in the VUCA crisis, the study intends to determine if personal harmony (PH) and organisational citizenship behaviour (OCB) would enhance teachers’ job satisfaction (JS).

Design/methodology/approach: Data are collected from the teachers of Indian HEIs and teachers who have experienced the impact of the COVID-19 catastrophe (VUCA). Considering the pandemic restrictions, data have been collected through an online survey (N = 364).

Practical Implications: PH is an individual’s internal quality and attribute that cannot be developed on force or situational need. Even in an uncertain situation, teachers have tried their best to contribute through professional service. Hence, people who possess PH contribute their best even though unsatisfied with their jobs.

Originality/value: This study has focused on finding the relationship between two different variables, PH and OCB (which has not been explored in Asian countries, majorly in India, where it has a vast cultural diversity and structure influencing the educational policies) that hinders the factors influencing JS, where these two variables are highly influenced by hygiene factors such as values, culture, ethical standards, personal belief, leadership styles, and fair treatment showcased by the organisations/institutions.