Yazar "Indiran, Logaiswari" seçeneğine göre listele

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    Eco-innovation methodologies: a literature review
    (Springernature, 2025) Indiran, Logaiswari; Fu, Chen; Fahim, Noraindah Abdullah; Ishak, Ma Kalthum; Aslan, Mustafa
    Eco-innovative methodologies are crucial for achieving sustainability by integrating environmental considerations into the innovation process. The study conducts a systematic literature review of eco-innovation methodologies, focusing on approaches such as life cycle assessment (LCA), environmental management systems (EMS), eco-design, and circular economy frameworks. Using Scopus-indexed journal articles from 2008 to 2024 (15 years), a total of 291 papers were initially retrieved, and 130 were selected based on relevance to eco-innovation methodology, peer-reviewed publication status, and language. Citation impact and methodological robustness were evaluated during the analysis phase, not as initial filters. The findings of this study highlight the evolution of eco-innovation research, the dominance of certain methodologies, and geographical research disparities. We critically assess the advantages, limitations, and industry applications of each methodology, contributing to the field by providing a comparative framework for future research. This study also identifies underrepresented yet promising methodologies such as Soft Systems Methodology (SSM), Causal Loop Diagrams (CLD), Sustainability Balanced Scorecard (SBSC), and Ecological Footprint Analysis, which may offer a broader comparative foundation for future research. Furthermore, recent advances in artificial intelligence (AI) applications are integrated into the discussion, illustrating how machine learning and data-driven tools are transforming life cycle assessment (LCA) modeling, real-time environmental management system (EMS) monitoring, and generative eco-design processes.
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    Factors influencing entrepreneurial intention: a cross-country comparison of five countries
    (Routledge Journals, Taylor & Francis Ltd, 2025) Aslan, Mustafa; Indiran, Logaiswari; Vivekananth, Sarasaran; Wiyata, Wiyata; Yanamandra, Ramakrishna; Kohar, Umar Haiyat Abdul; Quanzhen, Bao
    Entrepreneurship education plays a crucial role in shaping university students' entrepreneurial intentions by equipping them with the cognitive, behavioral, and attitudinal competencies necessary for entrepreneurial engagement. This study investigates the effect of four key variables: entrepreneurship education, curriculum design, lecturer competency, and university support, on students' entrepreneurial intentions across five countries: Malaysia, T & uuml;rkiye, the UAE, Indonesia, and China. Utilizing a structured quantitative design, data were collected from 1,065 university students through a validated self-administered questionnaire. Exploratory factor analysis and multiple regression techniques were employed to examine the relationships between educational, demographic, and institutional factors. Findings from pooled and country-specific analyses reveal that university support is the most consistent and powerful predictor of entrepreneurial intention, followed by curriculum structure and entrepreneurship education. Lecturer competency, while statistically significant in some contexts, exhibited adverse or negligible effects, raising concerns about the pedagogical alignment between instruction and entrepreneurial relevance. Significant demographic predictors include gender, age, year of study, and prior business experience. However, the relative influence of these demographic factors varies across national contexts. Students with previous business experience consistently reported higher entrepreneurial intentions, particularly in Malaysia and China. Theoretically, the study expands the Theory of Planned Behavior by integrating educational inputs as antecedents to attitudes, subjective norms, and perceived behavioral control. Practically, it emphasizes the importance of experiential curricula, institutional support mechanisms, and instructor development in enhancing the outcomes of entrepreneurship education. Future research should adopt longitudinal and mixed-method designs to capture the evolving nature of entrepreneurial motivation across different educational ecosystems.