Purpose: This research intends to contribute to the literature of entrepreneurial intentions through determining the factors impacting the entrepreneurial intentions among students in different academic programs. This is in order to enhance and improve entrepreneurship-related procedures within relevant universities.Design/methodology/approach: The study was conducted by a structured survey questionnaire on 261 students in the University of Hail. The questionnaire was developed based on previous studies. The proposed hypotheses were tested by the use of the structured equation modeling (SEM) via using Amos software.Findings: The results of the current study support the theoretical integration of the model as most of the hypotheses have been accepted. The results of the survey also show that attitudes toward behavior, self-efficacy, autonomy, risk-taking, pro-activeness and competitive aggressiveness are expressively related with entrepreneurial intention. Yet, social norms and innovativeness are not considerably connected with entrepreneurial intention.Research limitations/implications: This study seeks to contribute to the relevant literature by integrating the theory of planned behavior (TPB) and the entrepreneurial orientation model (EO). This is in order to identify the factors impacting the intention of entrepreneurship among Saudi university students. As the case in many studies, this present study has some limitations. The main limitation lies in that it would not be possible to generalize the study's findings. This is due to the fact the research is the outcome of examining and studying one Saudi university. Therefore, it would be better to conduct similar studies in other Saudi universities in order to generalize the findings of the study.Practical implications: The study's results could be of value to policymakers and university administrators in Saudi Arabia universities by which they could be enabled to allocate resources, develop strategies and provide all requirements for the sake of improving entrepreneurial skills among university students. This comprehensive model can be used as a tool for planning and prioritizing resources in bid for providing the required support as this support would reinforce the entrepreneurial opportunity of university students. As such, students would have better thinking about entrepreneurial work and thus would be assisted in achieving their professional goals and the broader goal of nation building.Originality/value: Since today's youth are viewed as the potential future entrepreneurs, they should be encouraged to achieve the Saudi Kingdom's goals through creating suitable employment opportunities for them by supporting entrepreneurship. Therefore, pointing out the factors impacting the entrepreneurial intention of students will contribute to developing the field of entrepreneurship among young people in Saudi Arabic in general. In addition, realized outcomes would create an exciting new knowledge with regard to the entrepreneurial intention among the youth at the university level.

Driving fatigue is a serious issue for the transportation sector, decreasing the driver’s performance and increasing accident risk. This study aims to investigate how fatigue mediates the relationship between the nature of work factors and driving performance. The approach included a review of the previous studies to select the dimensional items for the data collection instrument. A pilot test to identify potential modification to the questionnaire was conducted, then structural equation modelling (SEM) was performed on a stratified sample of 307 drivers, to test the suggested hypotheses. Based on the results, five hypotheses have indirect relationships, four of which have a significant effect. Besides, the results show that driving fatigue partially mediates the relationship between the work schedule and driving performance and fully mediates in the relationship between work activities and driving performance. The nature of work and human factors is the most common reason related to road accidents. Therefore, the emphasis on driving performance and fatigue factors would thereby lead to preventing fatal crashes and life loss.

This research aims to develop a safety culture model by investigating the relationship between safety culture and driving performance. In previous studies, safety culture has been one of the factors that determine safety issues. These issues were then contextually transformed via a pilot study and organized in the form of a theoretical model. The data were collected from 307 oil and gas tanker drivers in Malaysia through questionnaire surveys. Consequently, structural equation models of partial least squares (PLS-SEM) were applied to statistically assess the final model of this study. The results showed that the implementation of safety culture contributes to driving performance at a substantial level; there is a strong association with an effect of 67.3%. The findings of this research would serve as a benchmark for decision-makers in the oil and gas transportation sector, as promoting an awareness of safety culture should boost the efficiency of drivers. This research fills a gap in knowledge by identifying that positive safety culture practices and mindset are direct antecedents for the improvement of driver performance and, thus, the avoidance of road accidents.

Knowledge sharing within the academic community is necessary for achieving academic excellence in today’s knowledge-based environment. Knowledge sharing requires teamwork in research, collaboration and joint publications, which suggests building trust among academics. Thus, the present study develops a model based on the Theory of Social Exchange that addresses the contribution of trust to knowledge sharing. The study adopted a quantitative research design in collecting and analyzing data from 380 respondents who are academics in the five Malaysian research institutions. Structured equation modelling (SEM) via SmartPLS software was utilized to examine the study hypothesis. The results showed that trust (TR) has a positive and significant relationship with knowledge sharing (KS). Furthermore, trust significantly predicts organizational citizenship behaviour (OCB), which was found to influence KS significantly. Moreover, the study results show an indirect relationship between TR and KS. OCB variable’s mediation effect is statistically significant. The current study establishes a link between trust and knowledge sharing. This area of research is limited in Malaysia, and research identifying the mediating role of OCB between trust and knowledge sharing behaviour within academic and research institutions in Malaysia is limited. The study’s outcome applies to higher academic institutions and other academic and industrial corporations where knowledge sharing is required to ensure higher performance.

The integrated ECM and the TAM were being used to identify the determining factors predicting students' intention to use the Learning Management System. The independent study was conducted solely focused at Gombe State University's Faculty of Art and Management Science in Nigeria. This was a quantitative research design wherein the online questionnaires were distributed to 500 selected post-graduate students through convenient sampling with the additional support of the snowballing sampling technique. The data collected was analysed using SPSS Version 22 and Amos Version 21. This study reveals that the broadly defined integrated model variables can influence a large percentage of high school students using LMS. However, one of the integral factors in the Expectation Confirmation Model (ECM), “Confirmation,” is discovered to be completely unimportant in the comprehensive integrated model. This research study outlines the various important benchmarks throughout the LMS design phase as well as a strongly proposed optimum approach to a fully utilised LMS process at universities as well as higher education institutions. The study suggested that students and teachers are essential participants for whom the continued involvement tends to increase the interactions and exchange of knowledge of teaching and learning information within and between teaching staff and students.