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The purpose of this study is to explore the role of entrepreneurial skills and entrepreneurial education on students’ intention to become entrepreneurs through the theory of planned behaviour and the mediating effect of subjective norms on the relationship between entrepreneurial education and students’ entrepreneurial intentions.

A total of 257 students in the Higher Institute of Management at Gabès University participated in this study by means of a questionnaire. The hypotheses were tested using structural equation modeling.

Subjective norm was found to be the strongest predictor of student’s entrepreneurial intentions followed by entrepreneurial skills and entrepreneurial education. Moreover, the findings revealed that the relationship between entrepreneurial education and entrepreneurial intentions was mediated by subjective norm.

It is expected that the findings of this study can help policy makers, researchers and academicians in better understanding the intentions of nascent entrepreneurs.

This study is one of the few studies that have empirically tested the indirect effects of entrepreneurial skills and entrepreneurship education on students’ entrepreneurial intentions using the theory of planned behaviour in developing countries, particularly in Arab countries. The results suggest that subjective norms mediate the relationship between entrepreneurial education and entrepreneurial intentions of students. It is an unexplored issue to date, and helps to understand how and why entrepreneurial intentions emerge.

The purpose of this study is to investigate the degree of knowledge of competitive intelligence in Tunisian companies.

This exploratory study was conducted using semi‐in‐depth interviews and focus group with six executives in six companies in Tunisia. Three sectors were chosen for this study: communication technologies, manufacturing and commercial retailing. These companies are prevalent in Tunisia and are very different.

The results show that Tunisian managers are conscious of the importance of competitive intelligence in the management of their companies. Second, managers believe that internal sources of information are more valuable than external sources information and personal source information is deemed most valuable. Third, the results of the process and structure questions indicate that companies may not yet be investing appropriately in building the internal infrastructure required for fully effective intelligence efficacy. Finally, this practice is not organised in a separate department and, if it is mostly done in the marketing department.

To know and develop this practice, a company must, on the one hand, build internal competitive intelligence process. On the other hand, develop a sensitisation programme that is continuous and that should focus on telling employees what competitive intelligence is, what they can, and should, contribute and demonstrate the value in sharing information.

This study is the first to investigate competitive intelligence in Tunisia. The results lead to a number of recommendations to develop competitive intelligence in Tunisian companies. Various methods are proposed including awareness and training program, recognising by managers the value of competitive intelligence as an important tool to develop competitive intelligence.

The aim of the study is to examine the intention of students toward the online education system with emphasis on online examination in higher education. The study investigated different constructs that have an influence on the use of the online platform for learning to the specific domain that mitigates the personal needs of the learners outside the physical class boundaries.

Data were collected through a self-administered structured questionnaire in a single cross-sectional survey from 430 students of higher educational institutions in India. The partial least square approach was used for path modeling to examine the relationships in the proposed research model using Smart PLS-3.3.2.

Attitude, ease of use and usefulness have a significant relationship with the behavioral intention to use the online education system. However, nature of residential status, use of devices and use of network have an insignificant impact on the intention to use the online educational system.

Though the study focused on the technology acceptance model (TAM) to examine the relationship in the proposed model, there is a need to consider the other constructs such as perceived behavioral control, past experience, etc. in future studies.

This paper identified the major determinants of students' intention to adapt to the online education system with special reference to the examination system and proposed a direction to encourage the higher education students to use online education as an alternate of physical classroom education.

The study is done to investigate the factors that affect the intention of higher education students towards online education. The research also focuses on the importance of students' stability and students' resilience on perceived usefulness and perceived easiness of use that frame the attitude towards the intention to use online education.

Online survey method is employed using Google form link with a sample of 686 students of higher education. Excluding the outliers (univariate and multivariate), the final sample size (N = 679) considers the empirical results of the study. Partial least square structural equation modelling (PLS-SEM) is applied to unearth the relationship in the proposed research model of the study.

The empirical results indicate that perceived usefulness and perceived easiness of use have a direct impact on students' intention to use online education platform. Moreover, perceived usefulness and perceived easiness of use also have a positive influence on the students' attitude, which has a strong influence on students' intention to use online mode of education system. Also, students' stability and students' resilience have mixed impact on the level of perceived usefulness and perceived easiness of use that are the most useful determinants of attitude towards the intention to use online education.

The study counts on the technology acceptance model (TAM) where constructs like behavioural controllability, past exposure and perceived accordance are not considered for measuring the intention of students in adapting to online education.

This paper employs the extended model of technology acceptance with additional determinants, namely, students' stability and students' resilience, to investigate the intention to use the online form of education as an alternative to the offline mode.