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This study aims to present the Chinese entrepreneurial environment and explore Chinese tertiary students’ online-startup motivation on live streaming platforms. Based on the COM-B behaviour changing theory, this paper discovers various influencing factors from environmental opportunity and personal capability aspects. It analyses their effects under the cooperative system established among official departments, industries and universities. Meanwhile, considering social and cultural control, it also refers to the uncertainty-avoidance dimension from the Hofstede cultural theory and re-evaluates its influence on Chinese tertiary students’ online-startup motivation.

The authors analyse 474 responses from online questionnaires through partial least squares path modelling and variance-based structural equation modelling. The paper claims that environmental opportunity and personal capability factors positively affect students’ online-startup motivation, but uncertainty-avoidance thinking plays a negative role. The study also measures the importance-performance map analysis to explore additional findings and discuss managerial implications.

Both platform support and official department support positively impact Chinese tertiary students’ online-startup motivation and entrepreneurial skills learned from universities are beneficial for them to build online-startup confidence. Meanwhile, influenced by the cooperative system implemented among official departments, industries and universities, official department support positively affects platform support and entrepreneurial skills. Conversely, influenced by Chinese traditional Confucian culture, uncertainty-avoidance thinking negatively affects tertiary students’ online-startup motivation.

This paper demonstrates the analysis of Chinese tertiary students’ online-startup motivation drawing on the COM-B behaviour changing and Hofstede cultural theories. Specifically, this study divides influencing factors into three specific aspects as follows: environmental opportunity, personal capability and social and cultural control. Unlike existing research applying traditional research models, the combination of the COM-B behaviour changing theory and the Hofstede cultural theory could be conducive to making the research model reflect influencing factors and present their different relationships.

The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic.

The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study.

The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning.

The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era.

This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics.

As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.

Might a country’s economic growth performance differ depending on the evolution of its human capital? This paper aims to consider education as a channel for human capital improvement and then for economic growth. The authors hypothesize the existence of a threshold for education, after which point the characteristics of economic growth change.

To address this question, the authors turn from a linear framework to a nonlinear one by applying smooth transition specifications.

This empirical analysis for Spain points to the existence of nonlinearities in the relationship between education and economic growth at country level, for both secondary and tertiary education. Next, as different patterns emerge in different regions, the authors provide a regional analysis for a number of representative Spanish regions. The results show that both secondary and tertiary education matter for economic growth and that nonlinearities in this relationship should be taken into account.

What is learnt from using Smooth Transition Regression models for the education-economic growth link is that the educational level of the population can be understood as a source of nonlinearities in the economic activity of a country (and of a region). Thus, depending on national and regional educational levels, economic growth behaves differently.

Although the importance of nonlinearities has been identified, linearity is usually assumed in this field of the literature. This paper calls into question the linearity assumption by using time series techniques for 1971-2013 in Spain, an OECD country, and testing whether the results at country level hold for different regions within Spain as a robustness check.

This systematic literature review aims to identify the pattern of data mining (DM) research by looking at the levels and aspects of education.

This paper reviews 113 conference and research papers from well-known publishers of educational data mining (EDM) and learning analytics-related research using a recognized literature review in computer science by Carrera-Rivera et al. (2022a). Two major stages, planning and conducting the review, were used. The databases of Elsevier, Springer, IEEE, SAI, Hindawi, MDPI, Wiley, Emerald and Sage were searched to retrieve EDM papers from the period 2017 to 2023. The papers retrieved were then filtered based on the application of DM to the three educational levels – basic, pre-tertiary and tertiary education.

EDM is concentrated on higher education. Basic education is not given the needed attention in EDM. This does not enhance inclusivity and equity. Learner performance is given much attention. Resource availability and teaching and learning are not given the needed attention.

This review is limited to only EDM. Literature from the year 2017 to 2023 is covered. Other aspects of DM and other relevant literature published in EDM outside the research period are not considered.

As the current trend of EDM shows an increase in zeal, future research in EDM should concentrate on the lower levels of education to identify the challenges of basic education which serves as the core of education. This will enable addressing the challenges of education at an early stage and facilitate getting a quality education at all levels of education. Appropriate EDM techniques for mining the data at this level should be the focus of the research. Specifically, techniques that can cater for the variation in learner abilities and the appropriate identification of learner needs should be considered.

Content sequencing is necessary in facilitating an easy understanding of concepts. Curriculum design from basic to higher education dwells much on this. Identifying the challenge of learning at the early stages will facilitate efficient learning. At the basic level of learning, data on learning should be collected by educational institutions just as it is done at the tertiary level. This will enable EDM to accurately identify the challenges and appropriate solutions to educational problems. Resource availability is a catalyst for effective teaching and learning. The attributes of a learner will enable knowing the true nature of the learner to determine the prospects of the learner.

This research has not been published in any journal. The information presented is the original knowledge of the authors. However, a pre-print of the work is in Research Square.

This paper aims to identify skills and competencies perceived relevant by tourism graduate employees and tourism employers for providing quality tourism services in Kenya.

This paper investigates the moderating role of institutional quality in the relationship between public education financing and educational quality in Sub-Saharan Africa (SSA).

This paper uses a two-step system generalised method of moments (GMM) to investigate the dynamic relationships among the variables using data from the World Bank covering the periods 2002–2020 for 46 SSA countries.

The results show that institutional quality moderates the effect of public education financing on educational quality at SSA’s primary, secondary and tertiary levels. This finding shows that improved institutional quality enhances the effectiveness of public educational investments.

The findings of this study imply that policymakers seeking to enhance educational quality must not only increase educational investments but also institute measures to improve institutional quality.

Prior studies fail to examine the moderating role of institutional quality in the nexus between public education financing and educational quality. This study analyses the role of institutional quality in the public education financing–educational quality nexus in SSA. The findings of this study contribute to improving the return on public education financing in SSA.

The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action

The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, undertook a homework assignment, wrote a reflective journal, and sat the GET2 test twice.

Quantitative and qualitative analysis suggests that students developed more enterprising attitudes as result of participating in the course. This paper makes an argument in favour of entrepreneurship as a subject for all, a transformative experience capable of shaping the mindset in all who participate.

This paper shows how a course on entrepreneurial education based on a “through” approach can be taught at a tertiary level in places other than economics faculties or business schools. Most tertiary courses rely on “about” and “for” approaches to entrepreneurial education, are teacher-centred, and follow a behaviouristic or cognitive learning paradigm of knowledge transmission, as opposed to the student-centred constructivist approach deployed and described here.

The aim of this descriptive study is to identify Arab tertiary students’ perceptions of the qualities and practices of teachers whom they judge to be effective. The data was collected from 136 Arab freshman students attending the intensive English program in the University of Sharjah in the United Arab Emirates (UAE) to prepare them for their career programs. A content analysis of the data revealed a set of perceived characteristics and practices that were ranked according to their frequency rate. These results show that although teachers’ ability to teach and help students understand are seen to be essential, certain human aspects of teachers and their attitudes toward their students are seen as crucial for judging their effectiveness. These Arab students considered the human element of their teachers as a very important component of their effectiveness.

Over the past decades, the Internet has had a profound impact on tertiary education, with the emergence of a new format of distance education. With the broadband-connected World Wide Web, students can now pursue their learning, whether formal or informal, more comfortably and effectively. Also, the rapidly emerging technologies offer academics and educational institutions much greater choice in their instructional approaches and learning environments.

Micro lectures are considered to be one of the most effective modes in blended learning. This paper examines our practice of integrating micro lectures into our English for Business course, using an exploratory case study approach. The study focuses on four fields: learning content with technology; learning support services; learning management; and students' learning experiences. The findings indicate that the great majority of students were satisfied with micro lecture learning, and that the flippedclassroom based on micro lecture learning resources can optimize the learning process. We believe that it is time to integrate micro lectures into formal learning in both online learning and face-to-face classroom teaching.

Job satisfaction is indispensable in the daily life of the workforce, and the mechanism that drives job satisfaction requires the attention of the management of corporate organisations. The purpose of this paper is to investigate the predictors of work environment on job satisfaction among nurses in both federal and state tertiary hospitals in Lagos State.

The study used the longitudinal research design to elicit information from the respondents. The research instrument used is a nursing work index scale by Aiken and Patrician which has been established to have a high internal reliability coefficient. The simple random sampling strategy was used to administer the research instrument to 364 nurses. The study used hierarchical multiple regression to analyse the data obtained.

This study discovered that all the variables collectively determined nurses job satisfaction; however, the salary was the most fundamental essential predictor that drive nurses’ job satisfaction followed by advancement and promotion. All seven predictors, namely, socio-political climate; administrative and managerial support, autonomy and responsibility, salary, supervision and working condition, recognition and achievement, advancement and promotion, collectively exert positive relationship with nurses’ job satisfaction. The study concluded that to retain and prevent turnover intention among nurses, and other health-care workers, the management of hospitals must pay due attention to issues relating to job satisfaction, as this is likely to increase health-care system effectiveness, boost mental and social health of the nurses.

This study shows that job satisfaction in the workplace comes from diverse techniques, as other factors have been proven effective other than salary in international cultures and regions, but in Nigeria, salary and career promotion take pre-eminence above other factors. This is because of Nigerian socio-cultural realities and that is another paradigm shift.