The field of entrepreneurship is gaining acceptability among the youth of India. While the initiation, funding and success and failure of a start-up have been studied extensively, the entrepreneurial ecosystem that support, nurture and prepare entrepreneurs requires further examination. One such component of this ecosystem is the institutes of higher education that play a crucial role in preparing the future entrepreneurs of India. Though there seems to be a need for education programmes specifically designed to expand students’ skills in entrepreneurship, there is limited research on the entrepreneurial intention (EI) of students in India. In this article, we discuss the impact of implicit and explicit ways through which the entrepreneurship education in the institutes of higher education can influence EI among students in India. On the basis of the extant literature, the focus of this article is anchored in the four different aspects of EI among students: (a) Ability to have a grand vision (GVS); (b) Intentions to exploit opportunities (OEX); (c) Perseverance and operational focus (POF) and (d) Willingness to take risk (RST). In general, it is observed that the presence of EI is greater among students pursuing major in studies on entrepreneurship, whereas business students are mostly trained towards exploring the risk-taking component of EI.

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Regardless of theoretical grounds that presumed a positive relationship between government spending and economic growth, the extant research on this nexus is inclusive. This article re-examines the relationship between public expenditure and economic growth using more copious panel data set covering 59 countries in 1990–2019. Our empirical results confirm the unidirectional causality between economic growth and government expenditure where the causation runs between public spending and GDP growth. The results at large support the Keynesian framework that asserts the importance of government expenditure in stimulating economic growth. Further, the analysis reveals that after considering all the control variables such as trade accessibility, investment and inflation public spending positively affects economic growth. With regards to control variables, it was found that investment has a significant and positive bearing on economic growth. Evidence from the regression estimates further displays that trade openness encourages evolution in developing countries. However, population growth and unemployment have a detrimental effect on economic growth.

This work is an attempt to explore aspects of online teaching and its related impact from the perspective of stakeholders in education. The paper outlines faculty experience and effectiveness in the online teaching environment, perspective requisition of students, and the support and resource building called for from academic leaders. We use observations, viewpoints, practical steps taken or needed by higher education institutions and universities in India. The primary and secondary data are content analysed and are further informed by literature. We state that academic leadership, collaborative peer learning, know-how of digital technology and online learning tools, training of faculty, dean review, readiness of students and discourse are important to create an ecosystem for effective online teaching. The article highlights the need of long-term perspective from academic leaders and the significance of blended teaching for faculty, in response to readiness in uncertain times. This paper reflects on the need for educational institutes to respond to the pandemic by building resources and factors and taking actions that result in an effective learning environment. They need to ensure training of all stakeholders and availability of technology and related resources, along with building a community for peer learning.