Browsing by Author "Makuya, V"

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    Need for achievement and financial performance: a mediating role of board creativity
    (Informa UK Limited, 2024) Makuya, V
    The purpose of this study is to examine the impact of need for achievement (NFA) and board creativity on financial performance. Furthermore, it attempts to investigate the mediating role of board diversity between need for achievement and financial performance. The assessment and estimation of how need for achievement and board creativity is associated with financial performance has not been previously provided. Using a self-administered survey to sample the Tanzanian microfinance institutions (MFI), the research measurement scale was adopted from previous studies, and data were collected from 189 MFIs. Drawing from McClelland, Institutional, Upper Echelons and agency theories’ insights, the proposed conceptual model and associated hypotheses were formulated and tested using structural equation modeling. The empirical findings indicate that the need for achievement has a positive significant direct impact on financial performance. Also, the need for achievement has a positive significant impact on board creativity. Furthermore, board creativity has a positive significant impact on financial performance. Moreover, the study finds that board creativity positively mediates the relationship between need for achievement and financial performance. Therefore, this study has several empirical, theoretical, and practical implications and recommendations regarding the corporate governance literature, finance, and entrepreneurship practices ; ;
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    Unveiling the role of entrepreneurship education on green entrepreneurial intentions among business students: gender as a moderator
    (Informa UK Limited, 2024) Makuya, V; Changalima, Ismail A.
    The research investigates the impact of entrepreneurship education (EE) on green entrepreneurial intentions (GEI) among business students. Additionally, the study conducted a moderation analysis to examine whether gender influences the relationship between EE and GEI among female and male business students. Data were collected from 204 Tanzanian business students who had completed an entrepreneurship course as part of their major, using structured questionnaires. Quantitative data analysis and moderation effect testing were performed using PLS-SEM in SmartPLS 4. The findings reveal a significant positive relationship between EE and GEI. Moreover, gender was found to be significantly related to GEI, with males exhibiting a stronger effect compared to females. However, despite this, the study found that gender does not moderate the relationship between EE and GEI. This study offers unique insights into the influence of EE on GEI and the moderating effect of gender in the Tanzanian context. Furthermore, the study contributes to Sustainable Development Goal 4 by addressing the importance of enhancing education quality and ensuring inclusive and equitable learning opportunities for all individuals. The research also carries policy implications for promoting green business initiatives among future entrepreneurs. While the study provides valuable contributions, it is limited by its sample size, which solely consists of business students from Tanzania. Future research should consider expanding the sample to include students from various academic programs and diverse geographical locations to enhance the generalizability of the findings.