Entrepreneurship creates a significant opportunity for individuals to achieve financial independence and benefit the economy by contributing to job creation, innovation, and economic growth. Most universities offer courses and programs in entrepreneurship. However, there is little understanding of the factors that affect students’ intentions of becoming entrepreneurs and the role of their family business background on students’ entrepreneurial attitudes and intentions. Thus, the objective of this study is to analyze entrepreneurial intention among both undergraduates and graduate students of business in Pokhara Valley. The sample size of the study is 150 has been taken as a purposive sampling technique. Along with that, questionnaires have been distributed to the business students of Pokhara. This study applied descriptive and analytical research design, which uses a quantitative method to meet the objective. The data analysis found that respondents are highly interested in entrepreneurship as a career and they prefer to become entrepreneurs most rather than going abroad or do a job. From the analysis of the study, the dependent variable entrepreneurial Intention has a significant relationship with independent variables personal attitude and interest and relational support whereas; it doesn’t have any significant relationship with structural support, entrepreneurship education, and family occupation. Therefore, through the data analysis concerning entrepreneurship, the results have many implications. First, since business students are persuaded towards entrepreneurship as a career, they should be given tremendous opportunities and environment. Second, entrepreneurship education should be improved with additional training to fulfil the intention of entrepreneurship. Thus, this study has tried to present the real scenario of the entrepreneurial intention of business students in Pokhara.

A quality teaching staff is the foundation of a successful educational system. For the development of quality teaching, faculty attention has to be paid to their QWL to confirm their job satisfaction and commitment to their University. It is a common conviction that the QWL of faculties largely depends upon the quality of the people one works with, assisting colleagues in the workplace, the salary structure of an organization, the nature of work, provision for respect, and achievement. But there are some other significant dimensions of QWL, such as the autonomy of the work, relation, cooperation, fair and adequate compensation, and work environment, which also have an impact. Therefore, the present study aimed to investigate the perceptual difference in QWL among teaching faculty of universities. The data were collected from full-time academicians working on selected campuses in the Pokhara Valley. A structured Google form questionnaire was used to gather the data. Four hundred questionnaires were distributed, out of which only 204 questionnaires were found to be complete and usable for the analysis. Data were analyzed using SPSS, in which a one-way ANOVA test. The findings of the study pointed out that there is no perceptual difference in QWL among university professors, associated professors, and lecturers. They will serve as valuable inputs for the universities in identifying the key workplace issues to develop strategies to address and improve the quality of working conditions and raise the quality of work-life of the faculty members in their universities.