Entrepreneurship is an essential aspect of economic growth because of its contribution to people’s welfare through employment opportunities. Universities offer compulsory entrepreneurship subjects for students with the support of government policies. Therefore, this study aimed to determine the factors that influence the students’ intentions to become green entrepreneurs using contextual aspects as moderators. The applied theoretical model was the planned behavior (TPB) that adds cultural values and cognitive knowledge. The sample included 305 students from 10 private universities in Jakarta. The results showed that green entrepreneurial intentions are affected by perceived behavioral control (PBC), cultural values, cognition knowledge, and contextual factors. However, they lack a significant effect on attitudes toward behavior and subjective norms. Second, the contextual factors can moderate the relationship between variables and significantly affect green entrepreneurial intentions. Third, they moderate attitudes toward behavior and cognitive knowledge with green entrepreneurial intentions. Contrastingly, other factors had no effect when contextual factors moderated the relationship.

The advancement of information technology and communication and the changing in education paradigm have influenced the process and method of learning. Online learning is one of the innovations for this recent changing paradigm. In this study, Structural Equation Modelling (SEM) is applied to examine the determinants of students' perceived learning outcomes and satisfaction in the context of university online course. Independent variables include instructor facilitation, technical support, course structure, instructor feedback, self-motivation, peer support, and interaction as potential determinants of online learning. A total of 400 BINUS Online Learning students were surveyed. The structural model result reveals that instructor facilitation, technical support, instructor feedback, and self-motivation affect the learning outcomes, and instructor facilitation, technical support, self-motivation, and peer support significantly affect the students' satisfaction.