Educational institutions worldwide had to shift the teaching delivery mode from face to face to online teaching during COVID-19. Most of the universities in Vietnam were based on face to face learning until the sudden outbreak of COVID-19. This research study was conducted with 145 respondents and Structural Equation Model (SEM) was used for data analysis. The participants were undergraduate and post-graduate students in public and private universities who studied online during the pandemic in Vietnam. The purpose of this study was to understand what factors have an impact on students’ intentions to study online. The results show that institutional support and perceived enjoyment (satisfaction) affects the students’ intentions to study the course online in the future. Perceived enjoyment (PE) affects the online learning intentions (OLI) and PE is affected by ICT infrastructure and internet speed and access. Hence, this research adds new research variable defined as extrinsic factors (ICT infrastructure and access to the internet), which indirectly influences students’ intentions to learn online. Given the increased use of smart phones with this generation, it is advisable to integrate mobile technology in online learning and QR codes can be one of the ways to integrate that in the course materials. It is further recommended that to increase the perceived enjoyment of the students with the online learning, the lecturers might be encouraged to use videos, audios and instant messaging to contact and provide the feedback to the students. It is important for universities to prepare for any such future crisis. This study results will provide a useful insight to design the online courses effectively by considering all the factors impacting students’ intention and satisfaction.

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Entrepreneurship has been viewed as a critical contributor and an economic engine in a country for creating new jobs and it is crucial for graduates to alter their mindset to become self-employed. Thus, it is necessary to synthesize the factors that impact the entrepreneurial intentions (EI) of students at tertiary level. The aim of this research is twofold; first to identify the factors which have been most studied in the literature and second, to determine which factors are less explored to measure the EI of students. This research adopts the systematic review approach to identify various studies conducted between 2005 to June 2022. The paper further adopted citation analysis and identified the 36 most impactful studies in this area of research. Next, the thematic analysis was conducted and seven main themes (factors) (cognitive, personality, environmental, social, educational, contextual and demographic) of EI determinants were identified. The analysis of the papers clearly demonstrated that the TPB model and cognitive factors dominate this area of research. Furthermore, over half of the studies are conducted in Asia, hence it is important to explore other regions such as Africa, America and Europe and other comparative studies between various regions. The study offers avenues for future research and practical implications of the study for the practitioners.

PurposeThe purpose of the paper is to investigate the influence of personality traits, individual factors and theory of planned behaviour (TPB) components (personal attitude, subjective norms and perceived behavioural control) on entrepreneurial intentions of university students. The study further aims to determine which factors have a higher influence on the entrepreneurial intentions of the students.Design/methodology/approachThe data was collected using an online survey from 164 students studying in universities in Vietnam. The study used confirmatory factor analysis and hierarchical regression to analyse the data.FindingsResults suggested that educational support has no impact on entrepreneurial intentions but individual factors such as self-efficacy, risk propensity and need for power and all the TPB components influenced entrepreneurial intentions. The TPB components had a higher influence on entrepreneurial intentions of students as compared to individual factors.Originality/valueOnly a few studies have been conducted to determine the strength of factors affecting entrepreneurial intensions of the students. This study demonstrates that TPB components have the highest influence on entrepreneurial intentions. Moreover, the study introduces an independent variable, need for power which is rarely used in any such studies and this adds a new component to the already existing research framework and in academic literature.

Barriers and enablers that the women leaders experience in the higher education (HE) sector have been a widely researched topic in many developed countries. However, the research on this topic is very limited in developing countries such as Vietnam. Despite the Gender Equality Law introduced in 2006 by the Vietnamese government to promote equal opportunities to women and also reducing the Gender Gap Index score of 70% in Vietnam, there are few women in leadership roles in several sectors including HE. This explanatory study has been conducted in nine universities in Vietnam to understand the barriers that prevent women from taking up leadership roles and the factors that motivate them in their career advancement to become a leader. The qualitative study was conducted with 21 participants (19 women and two men) working as senior leaders, middle managers, and lecturers in these universities. The study found that the main barriers in women’s career enhancement were work-life imbalance, subordinates’ perceptions regarding women leaders, social networking, and personal factors. The factors which motivated women leaders to advance in their career path were continuous family and mentor support, changing mindset of employers, and potential leadership competency of women leaders. The findings of this study would be beneficial for the Vietnamese HE institutions to determine policies and programs, which can support women’s career advancement to leadership roles bringing diversity and inclusion at these institutions. The results might be a steppingstone to achieve the United Nations Sustainable Development Goal 5 on gender equality in Vietnam, which is one of the world’s fastest-growing economies.