This study’s purpose is to measure entrepreneurial intention in near and distant time scales using temporal construal theory and the theory of planned behavior. It examines new patterns to measure individual intentions to become an entrepreneur, which are classified into short-term entrepreneurial intention and long-term entrepreneurial intention, using a two-country study. A cross-sectional study of 447 university students in business and non-business disciplines from Pakistan and Vietnam was conducted. Structural equation modeling and the partial least squares model were used to present path modeling and multigroup analysis. The proposed model for entrepreneurial temporal intention was tested using the theory of planned behavior dimensions with the potential temporal spectrum of short-term and long-term intentions. The results indicated differences in individual entrepreneurial temporal intentions across the two lower middle-income countries. The findings depict that short-term entrepreneurial intention significantly mediates the effect between the theory of planned behavior dimensions and long-term entrepreneurial intention, and more specifically, that long-term entrepreneurial intention is higher than short-term entrepreneurial intention in both countries. In comparison, the theory of planned behavior dimensions indicated more power in Pakistan’s student sample. This paper presents a new perspective to compare differences in entrepreneurial intention with time fluctuation and thus provides support in identifying potential nascent entrepreneurs based on their psychological distance in thinking and primitive action.

This study measures field saturation and education-occupation mismatch in Vietnam's labor market, a country with a transitional economy. Using data from the 2018 Labour Force Survey, the study employs both the Job Analysis (JA) and Direct Self-Assessment (DSA) methods to measure education-occupation mismatch. A logistic regression model is applied to identify factors influencing mismatch, including provincial-level field saturation. The results reveal that the highest level of field saturation occurs among graduates in pedagogy and educational sciences. Saturation levels are generally lower for individuals with vocational training but significantly higher within the public sector. The econometric analysis indicates that living in provinces with greater field saturation increases the likelihood of job mismatch. Based on the JA method, the mismatch probability is higher for all other fields compared to pedagogy, except for social sciences, business, and law. The DSA method confirms similar patterns, with an exception for the health and welfare field. Field saturation contributes significantly to education-occupation mismatch in Vietnam’s labor market, particularly in the public sector and highly saturated fields. Policies should prioritize improving labor market transparency, offering stronger incentives for proactive job search behaviors, and expanding on-the-job training to bridge skill gaps.

The study aims to delve into the factors influencing self-perceived employability among university students in Vietnam, while also scrutinizing potential gender disparities in these determinants. Employing a cross-sectional design, the research employs structural equation modeling to analyze data gathered from 306 students across various academic disciplines. The study evaluates constructs including perception of employability skills, perception of university support, self-efficacy, and selfperception of employability. Furthermore, a multigroup analysis is conducted to discern any variations in the relationships between these constructs across genders. Results from the structural equation modeling unveil noteworthy gender differences in these relationships. Specifically, while the perception of employability skills significantly impacts the self-perception of employability among males, self-efficacy emerges as a more influential predictor among females. Additionally, the multigroup analysis suggests that the influence of perception of university support on self-perception of employability remains consistent across genders. Nonetheless, a slight gender discrepancy is observed in the relationship between perception of employability skills and self-efficacy, prompting further exploration. These findings illuminate the intricate interplay of employability-related factors and gender in shaping students' perceptions of their employability. The study advocates for tailored interventions that account for these gender-specific influences to enhance employability outcomes among university students.