Search

Trust is a fundamental element in financial interactions, particularly in the advisory sector, influencing investment decisions and overall client satisfaction. This study aims to explore the impact of trust-building strategies on investment decisions through the financial advisor-client relationship. The research employs a structured questionnaire to gather data on trust-building strategies, the advisor-client relationship, and investment decisions. The study found that trust-building strategies, such as transparency and competence demonstration, positively influenced investor decisions. Specifically, 78% of investors reported increased confidence in their investment choices after engaging with advisors who prioritized transparency and expertise. Moreover, 85% of investors indicated a preference for advisors who demonstrated reliability and ethical conduct, leading to a stronger advisor-client relationship. The findings underscore the importance of trust in financial advisory services and suggest that enhancing trust through transparent practices can lead to more informed and collaborative decision-making processes. The study emphasizes the evolving nature of investment decision-making and proposes integrating technological innovations like AI and robo-advisors. The study provides valuable insights for financial institutions to invest in advisor training and guidance, benefiting all stakeholders involved.

Purpose: The transformative impact of digital innovations on education has reshaped academic landscapes, affecting both instructional methods and evaluation systems. This study delves into the realm of distance education, exploring the intricate dynamics of digital access, equity and inclusivity, with a particular focus on their influence on learning outcomes. Design/methodology/approach: A comprehensive survey involving 360 participants was conducted to gather data on various facets of the digital learning environment. Descriptive statistics illuminated participants' perceptions, while digital access disparities were analyzed through a chi-square test. Structural equation modelling (SEM) assessed direct relationships, mediation and moderation analyses and elucidated the nuanced influence of demographic parameters. Findings: Descriptive analysis revealed generally positive perceptions of digital learning, with some variability in aspects like accessibility of learning materials and Internet connectivity. Digital access disparities were evident across demographic parameters, highlighting significant associations with gender, education, income, geographic location, religious affiliation and field of study. SEM indicated robust positive associations between digital access and learning outcomes, strategies for enhancing equity and inclusivity and their combined impact on overall academic success. Originality/value: This study contributes original insights by comprehensively analyzing the interplay of digital access, equity and inclusivity in distance education and their impact on learning outcomes. The research unveils nuanced disparities across demographic dimensions, emphasizing the need for targeted interventions. The study's integration of SEM, mediation and moderation analyses adds a sophisticated layer to the understanding of these relationships.

Purpose: The present research aimed to examine the role of FDP in enhancing the teachers' competencies through modern technological tools and innovative teaching methods. And also, to evaluate the impact of FDPs on teachers' attitudes and motivation to integrate modern teaching innovations into their classroom practices. Design/methodology/approach: Using a pre-post study design, the study was conducted in two phases, Phase I was conducted one week before conducting FDP (14th to 20th August 2023) and Phase II was conducted after one week of FDP (15th to 21st September 2023). The data were gathered through structured questionnaires from the participants in FDP and collected data were processed and analyzed through a statistical package for social sciences. Findings: The study found that undergoing FDP by teachers significantly influences the adoption of advanced pedagogical approaches and technology integration during their teaching practice. This indirectly helps in promoting quality education at large and contributes to the UNSDG-4. The study also revealed that the effective FDP not only helps in advancing teaching methods but also influences instructors' philosophies and attitudes towards students' overall learning and development. Practical implications: These findings have several key implications for higher education institutions, policymakers and teachers at large. Firstly, HEIs should prioritize undertaking FDPs that promote in adopting advanced pedagogical approaches. This indirectly equips the instructors with the knowledge and skills necessary to integrate modern teaching methods into their real classroom practices. Further, by adopting FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals. Originality/value: Advancing education for enhancing the overall quality of learning depends on the competencies of instructors. The competencies of instructors rely upon the involvement of instructors in life-long learning, level of adoption of technology, innovative approaches used, etc. This study may help higher education institutions adopt FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.

AbstractCorporate efforts in eradicating environmental negativities are a significant aspect that is playing a vital role to contribute sustainable development. Renewable energy initiatives by corporations are also a trending effort through which they can promote the generation and consumption process of clean energy that helps to conserve non-renewable natural resources and contributes to the same for future generations. Therefore, the study followed both quantitative and qualitative approaches to achieve the objectives. The qualitative approach consists of content analysis of earlier literature and theories and focus group discussions for finalizing the research instrument. The research instrument was distributed to managers and academicians through e-forms, 271 responses were received and 253 completed responses were considered for further analysis. The study employed descriptive statistics, structural equation modelling, and mediation analysis techniques to draw conclusions based on the objectives. The results of the one-sample t-test revealed that the respondents positively opined that renewable energy initiatives by corporations influence sustainable development. Further, the results of structural equation modelling and mediation analysis confirmed the influence of such initiatives have an indirect influence on sustainable development, mediated by the environmental, social, and economic aspects. The outcomes of this study help industries to know the importance of such initiatives and provide inputs to design their business models based on such initiatives and also guides to frame the policies to align their operations with sustainability. Further, the outcome also helps to correlate complex relationships between corporations’ actions and sustainable development goals. Lastly, the study contributes to the existing body of knowledge on the intersection of corporations’ initiatives, renewable energy, and sustainable development. Advancing the research in this field paves the way for future research and to frame policies for fostering sustainable business practices and addressing environmental issues.

The National Education Policy 2020 (NEP 2020) is a comprehensive and ambitious plan to transform India’s education system. However, its implementation has sparked debates among stakeholders, including students, teachers, and experts. This paper evaluates the promise and pitfalls of NEP 2020 based on the perspectives of these stakeholders. This study used an explanatory sequential mixed-methods approach to compare and elucidate the views of students, teachers, and experts from diverse backgrounds. The subject experts have a more positive outlook on the promises of the policy, lauding its expansive and comprehensive vision. While the multiple entry-exit options and the new credit systems are viewed to be more beneficial by the students, teachers believe that they require further capacity building and training to deliver the range of subjects and skills envisioned in the policy. All the respondents are confident that NEP 2020 will harbinger reforms to enhance the quality of education in India. We conclude with recommendations for policymakers, educators, and other stakeholders to ensure the successful implementation of NEP 2020 and the achievement of its goals.

This study aims to investigate the impact of Artificial Intelligence (AI) adoption on public service delivery efficiency in India. It addresses a significant gap in existing literature by investigating the impact of AI adoption on public service delivery efficiency in India, a context that has not been extensively explored. Through a comparative analysis approach, the study assesses the effectiveness of AI applications in enhancing public service delivery. The quantitative research design employed in the study draws on previous literature on AI integration in governance and focuses on Chief Information Officers (CIOs) as primary respondents. The findings reveal significant improvements in citizen-centric services and municipal processes due to AI adoption. However, the impact on human-centric aspects is found to be moderate. The study also underscores the importance of infrastructure readiness for successful AI implementation. Notably, only 25 % of organizations were found to be possessing advanced technological infrastructure. This research is original in its focus on Chief Information Officers (CIOs) as primary respondents and its comparative analysis approach to assess the effectiveness of AI applications in enhancing public service delivery. This study offers valuable insights for policymakers and practitioners. Emphasizing the need for effective policies and infrastructure development, it highlights the potential of AI to eliminate corruption risks and enhance overall efficiency and transparency in public service delivery mechanisms.

The demand for distance education has been increasing over the years, and this has gained momentum especially in the post-pandemic period. This development has caused a debate among the academicians as to whether distance education mode serves the real purpose of education as In-person learning does. Even though the method of schooling is not a consideration in most firms' hiring decisions, the level of employability skills and competency are critical to landing a job in any sector. The primary goal of this study was to determine whether the mode of education caused a substantial difference in the competency and employability skills of the graduates/students. For this purpose, a sample of 350 In-person learning course students and 112 distance education students from Karnataka, India, was used in the study. Employability skills were measured using standard instrument with 10 dimensions and competency levels were measured using standard SLC Self-Evaluation Measurement with eight dimensions. This study found that the education method significantly impacts students' competency and employability skills. Further, it demonstrates that distance education students have a higher competency level than In-person learning students. Conversely, students with In-person learning showed a higher level of employability skills. Distance education, however, is lacking in developing employability skills for various reasons. Nevertheless, using the right ed-Tech tools and software in distance education could boost effectiveness and keep the learners engaged and motivated.

Background The second wave of coronavirus disease 2019 (COVID-19) upsurged the level of anxiety among students and in addition to this, frequent closure of class, switching of teaching and learning to virtual added more agony to academic life. This study aimed to assess the impact of COVID-19 anxiety and uncertainty in class on academic performance moderated through academic behavior. Methods A structured questionnaire was developed to collect primary data and was distributed to 480 students using a systematic sampling technique. A structured equation model was developed and tested with a few hypotheses to answer the research objectives. A conceptual model was developed with the help of literature in order to understand causal relationship between study variables and tested with the help of the structured equation model. Results The study results showed that COVID-19 anxiety and uncertainty in classes negatively impacted students’ academic behaviour, which lead to students’ poor performance. The study identified that COVID-19 anxiety and uncertainty of class do not have a direct impact on academic performance; it only has an indirect negative impact on academic performance. Conclusions It can be concluded that uncertainty of classes during lockdown increased anxiety among students and it negatively impacted the academic behaviour of the students which lead to poor academic performance. The study helps the policymakers of the education sector to uplift the spirit of students in this pandemic situation and motivate the students to keep hope in their future careers; therefore, this study helps to fill that gap by contributing a working model.

Purpose – The study aimed at analyzing operations managers’ perception of the use of electric vehicles (EVs) in business processes and its impact on overall business process cost (BPC) and sustainable development (SD). Design/methodology/approach – The present study adopts the triangulation approach which is a combination of quantitative and qualitative methods. The data was collected using structured and scientifically tested questionnaires from the industrial managers working in the industries in the Mysore region of Karnataka. Descriptive statistics, factor analysis and structural equation models were employed to analyze and interpret the data. Findings – The findings revealed that the usage of EVs in Business Processes significantly impacts the BPC (b = 0.851, t = 8.037, p

Background: The second wave of coronavirus disease 2019 (COVID-19) upsurged the level of anxiety among students and in addition to this, frequent closure of class, switching of teaching and learning to virtual added more agony to academic life. This study aimed to assess the impact of COVID-19 anxiety and uncertainty in class on academic performance moderated through academic behavior. Methods: A structured questionnaire was developed to collect primary data and was distributed to 480 students using a systematic sampling technique. A structured equation model was developed and tested with a few hypotheses to answer the research objectives. A conceptual model was developed with the help of literature in order to understand causal relationship between study variables and tested with the help of the structured equation model. Results: The study results showed that COVID-19 anxiety and uncertainty in classes negatively impacted students’ academic behaviour, which lead to students’ poor performance. The study identified that COVID-19 anxiety and uncertainty of class do not have a direct impact on academic performance; it only has an indirect negative impact on academic performance. Conclusions: It can be concluded that uncertainty of classes during lockdown increased anxiety among students and it negatively impacted the academic behaviour of the students which lead to poor academic performance. The study helps the policymakers of the education sector to uplift the spirit of students in this pandemic situation and motivate the students to keep hope in their future careers; therefore, this study helps to fill that gap by contributing a working model

Financial literacy as a major catalyst in the area of inclusive growth has obtained utmost prevalence, based on which this study intended to analyze the role of financial literacy in ensuring financial inclusion which further enhances socio-economic empowerment in rural areas of Karnataka, India. In order to conduct the study 398 responses (i.e. 93% response rate) were collected through comprehensive questionnaire which was then analyzed using SPSS 26 and SPSS AMOS 23 software, as SEM (Structural Equation Modeling) was used to evaluate the proposed conceptual model, as well as two-way ANOVA to analyze the demographic effect on the components. The study outcome confirmed that financial inclusion is highly affected by the financial literacy of a rural community in a direct way; but when they can take effective financial decision and are responsible in financial behavior, they tend to show more financial inclusion which has contributed to their socio-economic empowerment. Realizing the dominant role of financial literacy one of the key policy implications of this article is that the Indian government may begin spending considerable amounts of money to promote financial literacy, which can significantly expand financial inclusion. Furthermore, measures might be taken to discover the gaps in digital financial transaction (online and mobile banking) where the Government of India should be aggressive in building the infrastructure for financial inclusion, which would aid in the socio-economic growth of the rural people.

Background: One of the major techniques to reduce the transmission rate of COVID-19 would be to decrease the viral titers of SARS-CoV-2 in the saliva of infected patients and it is particularly useful in a dental setting. The present study evaluated the change in salivary viral load of COVID-19 patients using povidone iodine (PI), chlorhexidine (CHX), and an herbal extract (RightSure®) oral antiviral herbal mouthwash (HM) at clinically recommended duration and concentrations. Materials and Methods: Thirty individuals with SARS-CoV-2 were randomly allocated to three groups: (1) Group 1, PI mouthwash; (2) Group 2, CHX mouthwash; and (3) Group 3, HM mouthwash. A baseline salivary throat sample was collected from all the participants who were later instructed to rinse with their respective mouthwash for 30 s. A second salivary sample was collected 30 min after rinsing. The SARS-CoV-2 viral load was analyzed using real-time reverse-transcription polymerase chain reaction wherein the cyclic threshold (Ct) values were evaluated. Results: Independent t-test analysis reported a statistically significant difference concerning the PI group (before-after comparison) (P < 0.05). The rest of the two study groups failed to report any significant difference in the nucleocapsid gene and open reading frame 1a gene levels. Conclusion: While all three types of mouthwash increased the Ct values, a statistically significant difference was observed with PI mouthwash, indicating that it might potentially reduce the spread of the SARS-CoV-2 virus, especially via aerosol but further studies with larger sample size and longer follow-up periods are required to investigate this relationship.