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This research examines the drivers of electric vehicle (EV) acceptance in the Kingdom of Saudi Arabia (KSA) by applying the unified theory of acceptance and use of technology (UTAUT) model, contextualized for the EV setting. The study aims to provide insights supporting the transition to sustainable transportation and identifying consumer perceptions and behavioral intentions toward EV adoption.

Based on survey data from a convenience sample collected from undergraduate and MBA students in a major university of KSA, the authors use seemingly unrelated regressions to provide novel insights on electric vehicle acceptance.

The study shows UTAUT constructs influence purchase intentions and attitudinal outcomes. Results indicate that perceived EV sustainability plays an important role in the relationship between UTAUT constructs and purchase intention alongside attitudes toward EV technology. Technological innovativeness enhances the impact of EV attitude and weakens the effect of perceived EV sustainability on purchase intention.

The study benefits researchers on sustainable technology acceptance and stakeholders facilitating sustainable transportation shifts. The insights guide the promotion of eco-friendly transportation solutions.

The research contextualizes and extends the UTAUT model constructs to understand drivers of EV acceptance. The study contributes to understanding sustainable innovation acceptance, considering the mediating role of perceptions of EV sustainability and the moderating role of technological innovativeness in driving purchase intentions.

This paper aims to use the origin story of Dalhousie’s Faculty of Management as a foil for unpacking the tensions between deep disciplinary specialization and liberal education in business schools in Canada and the USA. Ultimately, the paper reveals that those tensions are not irreconcilable, and that through the fortunes of historical contingencies and deliberate decision-taking, a faculty can embrace the benefits of both breadth and depth.

The paper proposes a critical organizational history of management education through a case study. By drawing on secondary literature and archival sources, the authors focus on moments in business education, such as the founding of the Wharton School of Business, the release of the Carnegie and Ford Reports and the trend towards increased specialization to situate a case study of Dalhousie University’s Faculty of Management.

The authors find that the evolution of business education in North America from its broad, liberal origins towards narrow, specialization has come at a cost to some of the benefits of business and management education. An alternative approach, one reflected in the design of Dalhousie’s Faculty of Management, its programme offerings and its interconnection with other disciplines, enables the advantages of deep disciplinarity to co-exist (and cross-inform) with the advantages of liberal approach to knowledges.

The Dalhousie model offers business schools an example of a faculty that balances the rich insights of liberal interdisciplinarity with the need for sophisticated approaches to more granular, often disciplinary, topics. In addition, the paper offers the story of a multidisciplinary management faculty, some explanation for how that faculty was maintained despite pressures towards specialization; and in doing so, contributes to the limited historical research of management education, particularly in Canada, post-2000.