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The purpose of this paper is to employ a longitudinal approach to assess the effects of entrepreneurship education (EE) on students’ entrepreneurial intentions (EIs) through the constructs of the theory of planned behaviour (TPB), which include attitudes towards behaviour (ATB), subjective norms (SN) and perceived behavioural control (PBC). Specifically, this study aims to achieve two objectives: first, to determine if students’ ATB, SN, PBC and EIs would increase significantly after their exposure to EE; and second, to establish whether students’ ATB, SN and PBC mediate the relationship between EE and their EIs.

This longitudinal study employed a one-group pretest-posttest experimental research design. A self-reported questionnaire was administered to a randomly selected sample of 250 National Diploma students from five polytechnics in the North Central part of Nigeria before and after they were exposed to EE. To achieve the objectives of this study, repeated-measures t-test and partial least squares structural equation modelling were performed using Statistical Package for the Social Sciences and SmartPLS, respectively, for data analysis.

The results of the paired-samples t-test showed that students’ ATB, SN, PBC and EIs increased significantly after their exposure to EE. Also, further data analysis revealed that EE had a significantly positive relationship with students’ ATB, SN, PBC and EIs. Similarly, the results of the structural model indicated that ATB had a significantly positive link with students’ EIs and also mediated the relationship between EE and students’ EIs. SN and PBC had a positive but not statistically significant relationship with students’ EIs and did not mediate the relationship between EE and students’ EIs.

The findings of this study provide interesting implications for EE and entrepreneurship policies in Nigeria. More specifically, the findings provide some practical implications for the Nigerian government and the EE curriculum developers. To achieve greater impact of EE on students’ EIs at the tertiary education level, the Nigerian government should incorporate EE into the curricula at the primary and secondary education levels. Equipping students at the primary and secondary education levels with entrepreneurial knowledge, competencies and skills would enable them to develop a strong entrepreneurial mindset even before they gain admission to tertiary institutions.

It is one of the few studies that have tested empirically both the direct and the indirect effects of EE on students’ EIs in a single study. Thus, it helps to further clarify the links between EE and EIs. Besides, it is among the first studies to adopt a longitudinal approach to assess the effects of EE on students’ EIs through the constructs of the TPB (i.e. ATB, SN and PBC) in the Nigerian context.

The present study investigates the impact of financial soundness variables on bank performance in emerging countries.

This study uses macro-level panel data from 17 countries from 2011 to 2020. The analysis adopts six models. While four models include bank profitability, the dependent variable of the other models is Bank Z Scores. Regulatory Capital to Risk-Weighted Assets, Liquid Assets to Total Assets, Non-Performing Loans to Total Gross Loans and Non-Interest Expenses to Gross Income are proxies of financial soundness variables.

The authors estimate fixed and random effects models with the Arellano, Froot and Rogers methods. Empirical results show that Non-Performing Loans to Total Gross Loans harm ROA and ROE. Regulatory Capital to Risk-Weighted Assets negatively affects ROE. Non-Interest Expenses to Gross Income on Bank Z Scores have a significant and negative effect. Moreover, Inflation, Foreign Direct Investment and GDP are macroeconomic variables that increase bank profitability.

This study contributes to the literature in different aspects. The first is the model of the study. The authors contribute to the literature regarding the variables used to measure financial soundness. Secondly, emerging countries are samples in the study. A significant part of the studies on financial soundness has focused on developed countries. Finally, the authors analyze the macro-level data. Bank soundness studies mainly investigate country-level variables. Macro-level analysis may provide an advantage in combating global financial crises.

Due to the environmental issues caused by petroleum lubricants used in lubrication, the concept of creating various bio-lubricants requires research globally. Thus, this study aims to develop, characterize and test the base ficus carica oil (fig oil) for its ethylene vinyl acetate copolymer (EVA) and sodium dodecylbenzene sulfonate (SDBS) content.

The sample characterization was done using the Fourier transmission infrared spectrum, whereas the morphologies of the EVA, SDBS particles and lubricated surfaces were carried out under scanning electron microscope equipment. To ensure the homogeneity of the solution (base oil and additives), the formulations were subjected to the sonication process. The anti-friction and anti-wear properties of EVA and SDBS particles as lubricant additives were investigated using a ball on a flat high-frequency reciprocating rig tribo-tester.

According to the findings, the base oil’s anti-friction and anti-wear capabilities can be greatly enhanced by the additions. revealed that the best results were obtained when 1.2% EVA + 2% SDBS was applied for the examination of wear (597.8 µm) and friction coefficient (0.106). Commercial references were used, nevertheless, and the results were excellent. This is because the particles in the contact area during lubrication have strong solubility and quickly penetrate the contact zone. The lubricating mechanisms were explained by a tribological model of the EVA + SDBS and SDBS particles.

The coefficient of friction and wear reduction caused by the use of the additives will certainly enhance system performance and protect the machine components from excessive wear that could cause damage or failure.

The originality and uniqueness of this work are officially affirmed by the authors. The authors’ autonomous and original contribution to the development of sustainable lubrication is represented in this work. To the best of the authors’ knowledge, no other study has been published or made publicly available that duplicates the precise scope and goals of our research, and this conclusion is based on a thorough literature assessment.

The purpose of this study is threefold: first, to determine whether civic education has a positive impact on voting intentions among the electorate; second, to establish whether attitudes towards voting behaviour (ATVB) mediate the relationship between civic education and voting intentions; and third, to determine whether educational level moderates the relationship between civic education and voting intentions.

This study adopted a survey research design and a quantitative approach. Data were collected from a sample of 1,450 registered voters from the six geopolitical zones of Nigeria. A regression-based approach was adopted to test the study hypotheses using Hayes-PROCESS Macro 3.5.

The results indicate that civic education is positively associated with voting intentions. Further analysis reveals that ATVB significantly mediates the association between civic education and voting intentions. Additionally, educational level positively moderates the relationship between civic education and voting intentions.

The findings offer implications for governments and democratic institutions.

To the best of the authors’ knowledge, this is the first study to provide empirical evidence of the mediating effect of ATVB and the moderating effect of educational level on the relationship between civic education and voting intentions. This study provides useful insights into the factors that influence voting intentions.

This paper aims to examine issues of bribery, cronyism and nepotism in one of the most corrupt countries in Africa.

This is a single-country case study, drawing on material dating from the mid-1970s, including court cases.

The corruption is pervasive and systemic, showing severe problems with governance in general, in the sector and against corruption. Nonetheless, two operators, one South African and one Nigerian, have delivered extensive access to mobile networks.

The system of governance requires significant structural reforms, if the burden of corruption is to be reduced.

This paper sheds new and explicit light on the complex history of telecommunications in Nigeria. It adds to the small base of material on corruption in the telecommunications sector. It identifies issues that could usefully be taken up by institutions in Nigeria.

Agriculture in Ghana is dominated by smallholder farmers in rural areas. Majority of these farmers are resource-poor and faced with serious challenges in accessing formal financial services towards farming needs attributed to the stringent requirements. To bridge this gap, village savings and loan associations (VSLA) have been promoted in rural areas as an alternative to meeting the credit needs of smallholder farmers. Credit plays a vital role in input acquisition among farmers for improved agricultural value productivity. This study assesses the contribution of VSLA to agricultural value productivity in the Northern Region of Ghana.

The methodology is a primary cross-sectional data collected with the help of a semi-structured questionnaire. This study, therefore, applied a propensity score matching (PSM) to assess the effects of VSLA on agricultural value productivity.

Results from the PSM revealed that extension contact, contract farming, television set ownership, participating in “Planting for Food and Jobs” and nature of roads, including receiving VSLA information from members' increases participation decision of farmers in VSLA. Conversely, age of a farmer, household size, distance to output market and farmers in the Sagnarigu Municipality have negatively influenced VSLA participation. The propensity score matching estimates showed that members of VSLA obtained 38.2% higher agricultural value productivity than non-members.

Village savings and loans associations can be promoted among smallholder farmers as an effective alternative to formal financial service for inclusive development.

The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.

A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.

Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.

This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.