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The purpose of this paper is to establish whether all the dimensions of individual learning behavior matter for self-employment practice among youths, using evidence from Uganda.

This study is a correlational and cross-sectional type. A questionnaire survey of 393 youths was used. The data collected were analyzed through SPSS.

The results indicate that meaning-oriented learning behavior, planned learning behavior and emergent learning behavior do matter for self-employment practice among youths in Uganda unlike instruction-oriented learning behavior.

This study focused on self-employed youths who have gone through tertiary education in Uganda. Therefore, it is likely that the results may not be generalized to other settings. The results show that to promote self-employment practice among youths, the focus should be put mainly on meaning-oriented learning behavior, planned learning behavior and emergent learning behavior.

This study provides initial evidence on whether all the dimensions of individual learning behavior do matter for self-employment practice among youths using evidence from an African developing country – Uganda.

Student in-class participation is a crucial aspect in the learning process, including in synchronous learning process. Several variables may hinder students from actively participating in synchronous learning including communication anxiety. As behavior, student in-class participation can be modeled using theory of planned behavior (TPB) with communication anxiety as barrier variable. The current study aims to investigate student decision-making process to actively participate in synchronous online learning using TPB frameworks and examine the effect of communication anxiety as part of extended TPB.

This was quantitative nonexperimental research conducted by gathering cross-sectional data through electronic survey. A total of 1,009 Indonesian college students voluntarily participate in the survey. Structural equation modeling was used to analyze the data and test the hypothesis.

The results indicate that there was significant and positive effect between TPB-related variables: (1) attitude, (2) subjective norms, (3) behavioral control, (4) intention and (5) behavior. Communication anxiety, as an additional variable in the extended model, shows significant and negative effects on behavioral control and active participation behavior. However, the communication anxiety indicates insignificant effect on students’ intention to participate in online synchronous learning. The findings support the evidence that students’ intention to actively participate in synchronous learning can be described using TPB and communication anxiety hinders student to actively participate in synchronous learning.

The paper extends TPB on student active participation. Prior research limited to original theory of planned behavior (TPB) on student in-class and massive open online course (MOOC) participations, whereas the current research includes communication anxiety as additional variable on extended TPB to understand students’ intention to actively participate in synchronous online learning.

This paper presents some preliminary findings of a study in the field of work‐related learning and management development from a managerial perspective. The interaction between individual and organisational characteristics builds the frame of reference to establish a management learning model, which offers insight in the dependence between the learning context and learning behaviour. Relationships between learning behaviour and learning opportunities are investigated. The results show that obstacles tend to increase the level of instruction oriented learning, and transitions seem to affect the level of meaning oriented learning in a positive way. From this explorative study is suggested that further research should test these findings in relation to job performance and career success.

Blended learning (BL) has been increasing in popularity and demand and has developed as a common practice in institutions of higher learning. Therefore, this study develops a model to evaluate the critical predictors that determine students' acceptance and deployment of BL in institutions of higher education based on the theory of planned behavior (TPB).

The empirical analysis entails data collected from 1,811 responses from an online survey questionnaire from students in Malaysian universities, colleges and polytechnics. Partial least square–structural equation modeling (PLS–SEM) was employed for data analysis.

The results reveal that the attitude, subjective norm, perceived behavioral control and self-efficacy were found to influence students' intention to accept BL. Moreover, results suggest that the intention of students to accept BL approach is significantly influenced by actual BL deployment.

Data were collected from students in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explored BL deployment in a Malaysian perspective.

Findings from this research not only add scientific evidence to BL literature but also provide a better understanding of the predictors that may motivate or discourage learners to deploy BL in institutions of higher learning.

Respectively, findings from this study aid students to acquire and apply knowledge on how to effectively improve BL initiatives in learning activities.

This study is one of the fewer studies that investigate students' behavioral intentions toward BL deployment in Malaysia. Additionally, this study contributes to the understanding of the predictors that influence students' intention to accept and deploy BL in their respective institutions.

Although entrepreneurial learning is widely believed as an important factor in shaping one’s entrepreneurial intention, research finds little consistent results on the direct effect of entrepreneurial learning on one’s entrepreneurial intention. To solve the conflicted effects of entrepreneurial learning, the purpose of this paper is to explore how entrepreneurial learning may impact individual entrepreneurial intention.

Drawing on the theory of planned behavior (TPB), the authors proposed and tested on a three mediating effect model, in which entrepreneurial learning is associated with entrepreneurial intention through attitude, subjective norm and perceived behavioral control toward entrepreneurship. Moreover, the moderating role of prior exposure to entrepreneurship was proposed and tested. Based on a sample of 200 university students who have taken entrepreneurial courses in Hong Kong, the hierarchical regressions and moderated mediation tests were used to test the hypotheses.

The authors find that the positive relationship between entrepreneurial learning and entrepreneurial intention is significantly mediated by attitude, subjective norm and perceived behavioral control toward entrepreneurship; and the mediating effects of entrepreneurial learning on entrepreneurial intention via attitudes and perceived behavioral control respectively, is moderated by exposure to entrepreneurship.

Contributing to the literature of entrepreneurship education, this study identifies individuals who exposed to the same entrepreneurship education may perform differently in entrepreneurial learning. The findings also help us to better understand the mechanism through which and under which context one’s entrepreneurial learning may enhance his/her entrepreneurial intention.

Neurodiversity can be considered a cognitive disability that marginalizes people who experience and interpret the world differently. An estimated 19% of all US college students have disclosed a disability (NCES, 2021). Typical forms of neurodiversity are attention-deficit hyperactivity disorder (ADHD), autism, and dyslexia. There is a growing belief that entrepreneurship is well suited for neurodivergent individuals because they can specifically design and control their environments resulting in a better fit and more positive outcomes (Austin & Pisano, 2017). There is also the belief that neurodivergent people’s unique perspectives and “superpowers” lead to new innovative ways of thinking and doing business. These superpowers can allow neurodivergent people to hyper focus and outperform others (Austin & Pisano, 2017).

However, real challenges counter these positive outcomes. For example, while those with ADHD are often drawn to being entrepreneurs because they can quickly initiate, improvise, and seek novelty – their ability to engage in reflection, thoroughness, and efficiency is strained. Thus, ADHD helps and hinders entrepreneurs (Hunt & Verhuel, 2017). The same holds true for other types of neurodiversity.

Entrepreneurship education becomes more nuanced as it matures and grows. An example is the “learn by doing” method of teaching entrepreneurship. Grounded in self-determination and planned behavior theories, “learn by doing” highlights the importance of autonomy, competence, and relatedness when engaging in entrepreneurship endeavors. Heutagogy (self-guided learning) and andragogy (applied learning) approaches have an effective impact on this type of entrepreneurship pedagogy. However, these open-ended approaches present barriers for neurodivergent learners who need more structure with projects broken down into small steps.

This chapter presents a case study view of how Universal Design for Learning (UDL) frameworks support “learn by doing” approaches to build a neurodivergent-friendly entrepreneurship mindset on campus. It includes a combination of approaches that support executive function (EF) mastery, assessment, and self-development, including multimodal ways of teaching (visual, audio, and kinesthetic), self-regulation, and social interactions. Here, the authors demonstrate how neurodivergent students learn to anticipate, manage, and benefit from their differences using the UDL engagement–regulation–persistence Framework. The lessons shared in this chapter can help entrepreneurship educators see ways various teaching methods can benefits all learners and how the addition of various programs can be more inclusive for neurodivergent students.

The central challenge of management development is to control and manage the learning process of managers, focused on individual development and career success and/or reaching organisational goals. This article examines the two seemingly opposed assumptions that either management development comes with experience, job‐rotation and learning on the job or as a result of coaching, mentoring and tacit development programmes that tend to attract younger recruits. It concludes that each assumption includes a part of the truth. Thus, the job, the work environment, and the individual employee characteristics play a role. The article seeks to improve the understanding of the influence of these factors. It focuses on the interaction between developmental characteristics of the job, the learning behaviour of individuals, and the consequences of this interaction for career success of managers.

Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning.

Low-educated workers of three different organizations (n=359) filled out a questionnaire at three different points in time, with a half-yearly interval. Regression analyses were used to establish the effects of training participation and learning experience on learning self-efficacy.

Training participation alone did not affect low-educated workers’ learning self-efficacy, but a positive learning experience did contribute to workers’ post-training learning self-efficacy. These results support the relevance of positive learning experiences.

Follow-up studies could focus on the effects of learning self-efficacy for subsequent learning activities, establish which aspects of training contribute to a positive learning experience, and include contextual characteristics that may predict learning self-efficacy.

To stimulate learning among lower educated workers, it is necessary that they have confidence in their ability to successfully complete their training. Trainers and training developers working for this specific target group of lower educated workers should aim to provide training that is a positive experience, besides being a learning exercise.

The study is the first to analyse the longitudinal effects of training participation and learning experience on post-training learning self-efficacy among low-educated workers.

This study aims to investigate the effects of quality blended learning systems (QBLS) on the improvement of undergraduate students’ skills through the use of the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) model.

The study sample includes 1,200 subjects of which 126 and 1,074 are lecturers and students, respectively. The subjects were selected from seven post-secondary institutions in Nigeria. A stratified sampling technique was used in data collection. Collected data were analysed using exploratory and confirmatory factor analyses.

The results reveal that QBLS influences the perceived ease of use, perceived usefulness, attitude, subjective norms and perceived behavioural control towards intentions that culminate in the usage of blended learning tools (BLTs).

The study supports the belief that QBLS enhances users’ behaviour towards system usage with the TAM and the TPB predicting real usage of BLTs via users’ intentions. Practically, teachers should adjust the existing BLTs not only to create new ones but also to suit personalized teaching and learning activities.