International Journal of Management, Knowledge and Learning, 9(2), 153–167
Understanding Entrepreneurial
Intentions of Albanian Business
Students Based on the Theory
of Planned Behaviour
Blendi Shima
Canadian Institute of Technology, Albania
Babu George
Christian Brothers University, USA
This research aims to contribute to the understanding of the effect of en-
trepreneurship education on entrepreneurial intentions among university busi-
ness students in Albania. A model interlinking entrepreneurship education
and entrepreneurial intention is proposed based on the theory of planned be-
haviour. Factors related to education that affect the entrepreneurial intentions
among business students in Albania are identified and measured. Analysis of
the data revealed significant relationships between personal attitudes and
entrepreneurial intentions. Subjective norms and perceived control over the
entrepreneurial abilities were both not significantly related to entrepreneurial
intentions. Discussion of results is presented and future research possibili-
ties are suggested.
Keywords: entrepreneurship education, Theory of Planned Behaviour,
entrepreneurial intention, perceived desirability, perceived entrepreneurial
control, subjective norms
Introduction
For almost four decades, Albania has faced one of the most extreme com-
munist dictatorships in Europe, characterised by a total isolation (Xheneti
& Bartlett, 2012). As a result, the system of higher education in Albania
was obsolete in methodology as well as in the information provided. In the
post-communist era, Albanian higher education system underwent a series
of reforms, including radical institutional changes, aiming at adapting to
the new democratic system. One of these reforms was the liberalisation
of the Higher Education Institutions which resulted in a rapid increase in
both public and non-public Higher Education Institutions. In the same pe-
riod, comparable growth has emerged in the field of entrepreneurship ed-
ucation. But the higher education sector – including business education –
is facing a great number of problems, and the system has to change in
a variety of ways, including shifting of the focus from quantity to quality
www.issbs.si/press/ISSN/2232-5697/9_153-167.pdf
154 Blendi Shima and Babu George
and creating the opportunity for a quality education. In addition, the revival
of entrepreneurship in the country definitely will contribute to job creation,
flexibility and competitiveness, innovativeness and job satisfaction (Shaqiri,
2015). A study of return migrants to Albania by (Piracha & Vadean, 2010)
shows that formal education significantly predicted their entrepreneurship
aspirations.
Nevertheless, little research has been conducted on the effects and ef-
fectiveness of entrepreneurship education programmes and the question of
whether entrepreneurship education can influence entrepreneurial intention
is still relatively unexplored. For many countries in South East Europe (SEE),
entrepreneurship is linked mainly to management training instead of being
considered as a process of acquiring attitudes (Xheneti, 2007). As an econ-
omy in transition, Albania needs to create a sustained basis of growth. Self-
employment backed by entrepreneurial education can be part of the solution
or an alternative way to joblessness. According to the The Quality Assurance
Agency for Higher Education (2012), the ultimate goal of entrepreneurship
education is to develop entrepreneurial effectiveness through multidisci-
plinary approaches and mixed pedagogies in order to achieve a balance
of skills and knowledge related to the three contributory aspects: enter-
prise awareness, entrepreneurial mind-set, and entrepreneurial capability.
As Xheneti (2007) suggests, the benefits of entrepreneurship education
are not limited to more start-ups, innovative ventures and the creation of
new jobs.
Entrepreneurship education can stimulate personal attributes and im-
prove creativity, initiative, and can also promote innovation, self-confidence
and the full potential of all individuals (Qorraj, 2017; Zepeda, 2013). En-
trepreneurship education is the first and arguably the most important step
for embedding an innovative culture in Europe (Wilson, 2008), and since the
future of Albania is to be integrated into the EU, its economic growth com-
petitiveness and innovation depend on being able to produce future lead-
ers with the skills and attitudes to be entrepreneurs in their professional
lives. Thus, one of the roles of the entrepreneurship education is to af-
fect entrepreneurial intentions, affecting the attitudes and perceptions such
as perceived desirability of self-employment and perceived entrepreneurial
self-efficacy (Iqbal et al., 2012). This research paper attempts to study the
effects of entrepreneurship education on determinant factors, such as atti-
tudes, norms, and perceived control over the behaviour. In turn these deter-
minant factors will affect the entrepreneurial intentions.
Background and Hypotheses
It is widely held that today’s students become tomorrow’s entrepreneurs
and entrepreneurship education is often integrated into traditional curric-
International Journal of Management, Knowledge and Learning
Understanding Entrepreneurial Intentions of Albanian Business Students 155
ula to ensure that this path is clear. In the past, researchers have exam-
ined how education in entrepreneurship could transform learners into en-
trepreneurial practitioners (Basu & Virick, 2008; Chen at al., 2015; Franke
& Lüthje, 2004). Entrepreneurial intention has now become a preferred out-
come in the business education assessments. Entrepreneurial intention is
frequently employed as a theoretical framework in the literature (Fayolle &
Liñán, 2014).
This research design interlinks entrepreneurial intentions of business
students with the Theory of Planned Behaviour (TPB) model developed by
Fishbein and Ajzen (1975) and Ajzen (1991). The TPB has been used by sev-
eral researchers as a framework to study and explore entrepreneurial inten-
tions (Fayolle & Gailly, 2004; Linan & Chen, 2009; Karali, 2013; Kolvereid &
Isaksen, 2006; Kolvereid, 1996; Krueger et al., 2000). According to Ajzen
(1991), attitudes toward the behaviour, social norms with respect to the
behaviour, and perceived behavioural control are usually found to predict
behavioural intentions. This research follows Basu & Virick (2008) in mod-
elling entrepreneurial intentions after the theory of planned behaviour but
explores the validity of the model within the nuances of the Albanian busi-
ness education context.
In summary, the (TPB) postulates the following three predictors of inten-
tion, as cited in Karali, (2013, p.9):
•Attitude toward the behaviour. This is the degree to which a person has
a favourable or unfavourable evaluation or appraisal of the behaviour
in question.
•Subjective norms. These are the perceived social pressures to per-
form or not the behaviour.
•Perceived behavioural control. It is the perceived ease or difficulty of
performing the behaviour. This predictor is assumed to reflect the
perceived ability to perform certain tasks as well as anticipated im-
pediments and obstacles.
The theory predicts that the greater the favourable attitude and subjec-
tive norm (social support) with respect to the behaviour, combined with a
strong perceived behavioural control (ability), the greater the intention will
be to perform the particular behaviour (Karimi et al., 2012).
The literature reviewed points to a further need for exploration of en-
trepreneurship education and its impact on entrepreneurial intentions. The
coming points will detail the backgrounds, methodology and the findings of
this study in detail.
In the light of the discussion above, this research tests three hypothe-
ses. Personal attitudes are related to the expected value of starting a busi-
ness such as financial rewards, personal satisfaction and independence
Volume 9, Issue 2, 2020
156 Blendi Shima and Babu George
(Krueger et al., 2000). As a result, students with a high expected value will
show a strong tendency to start a business. In this case, it is expected that
university educators’ aim is to help students discover and develop personal
attributes for successful enterprise, develop an awareness of these, and
find opportunities to enhance them. From the other part, students should
be able to demonstrate ability of self-confidence, perseverance, action ori-
entation, innovation and creativity. In simple terms, those with favourable
personal attitudes towards something will more likely intend to perform ac-
tion that lead to behavior aimed at achieving it (Fayolle & Gailly, 2015).
H1 There is a positive and significant relationship between personal atti-
tude towards entrepreneurship and entrepreneurial Intentions among
Albanian business students.
This is an important determinant for university students since they can
be influenced by their social environment. Support and opinions from friends
are likely to encourage or discourage a potential entrepreneurial behaviour
(Zhang et al., 2015). Culture is a hidden ingredient in determining the en-
trepreneurial direction of a society – certain cultures have in them memes
that nurture or hamper entrepreneurial behaviour of people and institutions
finding existence in them. Social norms of the group with which a person
aligns could determine that person’s entrepreneurial attitude, note Qureshi
et al. (2016). Entrepreneurial identity aspiration as a personal attitude is
also observed to be another critical factor influencing entrepreneurial inten-
tions (Pfeifer et al., 2016).
H2 There is a positive and significant relationship between social norms
and entrepreneurial intentions among Albanian business students.
University students who believe they have acquired the skills to start a
business are likely to become entrepreneurs (Zhang et al., 2015). Those
abilities are supposed to be developed by university educators, whose aim
is to help students develop core skills for enterprise and provide opportuni-
ties for these to be practiced within a range of situations to gain enhanced
confidence and self-belief. From the other part, students should be able to
demonstrate ability in the area of creativity and innovation, persuasion and
negotiation, approach to management, decision making, financial and busi-
ness literacy (The Quality Assurance Agency for Higher Education, 2012, p.
16–17). Perceived self-control and action-related doubt are found to be in-
fluencing individuals’ choice to become entrepreneurs (Van Gelderen et al.,
2015). Those with greater internal locus of control might be more willing
to engage in planned behaviour that results in entrepreneurial actions and
outcomes (Hsiao et al., 2016).
International Journal of Management, Knowledge and Learning
Understanding Entrepreneurial Intentions of Albanian Business Students 157
H3 There is a positive and significant relationship between perceived be-
havioural control and entrepreneurial intentions among Albanian busi-
ness students.
Methodology
This research seeks to describe trends in a population of individuals, in
this case the Albanian business students. The design for this research is
planned to be quantitative correlational. The design is suitable for the re-
search as it seeks to describe students’ perception of their entrepreneurial
intentions and how intentions may be affected by entrepreneurship edu-
cation programmes. The main dependent variable in this study is the en-
trepreneurial intention, which is considered the most appropriate indica-
tor for measuring the direct impact of an entrepreneurship education pro-
gramme.
The primary theoretical assumption guiding this inquiry is that en-
trepreneurship education has a positive impact on entrepreneurial inten-
tions. This study assumes that the more favourable attitudes toward be-
haviour, subjective norm, and perceived behavioural control toward the be-
haviour are, the stronger the intention to perform the behaviour will be
(Ajzen, 1991). It focuses on investigating whether young graduates have
the necessary skills (as self-perception) that are required to become part
of the entrepreneurship world. An important part of the research is the
investigation of the role of higher education institutions on how they influ-
ence the entrepreneurial capabilities, self-reliance and self-independence
in motivating the young students to initiate their own, new businesses. The
study will identify the contribution of the independent variables in creating
entrepreneurial intentions and how they relate to the dependent variable –
entrepreneurial intentions. The study will be focused on Albanian business
students. This research method aims to provide a statistical investigation
of the relationship between the independent variable and the dependent
variables. The research design will incorporate the collection of data from
respondents using a questionnaire and the analysis of that data using
statistical methods of analysis.
Data and the Basic Structural Equation Analysis
This form of quantitative research seeks to describe trends in a population
of individuals (Albanian business students) and in this case, a survey is
a good procedure to use. Using the software facilities provided, such as
the R-Studio, the completed questionnaire responses are processed for the
initial statistical analyses. A questionnaire is administered to a group of
students (the sample) to identify trends in behaviours, attitudes and skills.
The sample population consists of university students in Albania at their un-
Volume 9, Issue 2, 2020
158 Blendi Shima and Babu George
dergraduate final term level studying in the business administration depart-
ment. There are 201 responses, representing three public universities and
four private universities. The total sample is divided in two subgroups. In
the first one, students who took the entrepreneurship major were included,
and was considered the Target Group. In the second subgroup, students
who had not been exposed to entrepreneurship studies were included, and
was considered the as the Control Group. Samples of students are very
common in the entrepreneurship literature (Linan & Chen, 2009; Kolvereid,
1996; Krueger et al., 2000) and as a quantitative study, a minimum of 30
individuals in the sample size ensured a normal distribution for parametric
analysis, such as correlation (Triola, 2009).
Selection of this sample has been made for two reasons. First, final
year university students are at a stage when they are most likely making
career related decisions. Second, the students are about to face their pro-
fessional career choice, so they may answer the Entrepreneurship Intention
Questionnaire more consciously.
The model used to evaluate the entrepreneurial intentions can be written
as follows:
Entrepreneurial Intention = f(Perceived Desirability, Subjective Norms,
Perceived Entrepreneurial Abilities/Skills)
EI = α + β1PD + β2SN + β3PEA + ε
Reliability and Validity
The instrument used for this study, titled entrepreneurial intention ques-
tionnaire (EIQ), has been developed and tested for reliability and validity by
Linan and Chen (2009) and used by other researchers (Iqbal et al., 2012;
Karali, 2013; Zhang et al., 2015). The study sought to investigate the rela-
tionship between students’ entrepreneurial intentions and its antecedents
(key attitudes that predict intention) that are composed of students’ sub-
jective norms, personal attitudes towards entrepreneurial behaviour, and
perceived behavioural control, which in turn influences the entrepreneurial
intention. The first step was validity analysis. There are several validation
procedures and methods (Chandler & Lyon, 2001; Messick, 1988). The in-
strument was checked for structural and content validities and the items
were both relevant and representative of the construct being measured.
Although the reliability of the instrument was tested by its developer, the
construct used for this study was checked again for inter-item consistency.
The Cronbach’s alpha shows a range between 0.64 and 0.77. The alpha
value between 0.2 and 0.4 is considered reliable (Briggs & Cheek, 1986)
and a value of 0.70 is considered satisfactory for most studies (Nunally,
1978).
International Journal of Management, Knowledge and Learning
Understanding Entrepreneurial Intentions of Albanian Business Students 159
Table 1 Descriptive Statistics
Construct Mean SD Level
Perceived Desirability 5.15 1.00 Moderate to High
Subjective Norms 4.63 1.07 Moderate
Perceived Entrepreneurial Abilities/Skills 5.47 0.93 Moderate to High
Table 2 t-Test Results for Students’ Perceived Desirability, Subjective Norms and Perceived
Entrepreneurial Abilities/Skills
Construct Type of University Mean t-test P-value
Perceived Desirability Public 5.01 –2.994 0.003154
Private 5.41
Subjective Norms Public 4.47 –2.987 0.003216
Private 4.91
Perceived Entrepreneurial Public 5.44 –0.595 0.552800
Abilities/Skills Private 5.52
Data Analysis
First, in Table 1 are presented the means of the three antecedents of the
entrepreneurial intention ranging from moderate to high levels.
Although the Welch Two Sample t-test have shown (Table 2) an insignif-
icant difference between the public and private university means for the
Entrepreneurial Intentions, the other independent variables have shown a
significant difference, except for the Perceived Entrepreneurial Abilities.
The Pearson’s product-moment correlation (Table 3) has shown a sig-
nificant correlation between each of the independent variables (three an-
tecedents) and the dependent variable (entrepreneurial intention). The cor-
relation between perceived desirability and entrepreneurial intention is 0.55
(p-value 2.20e−16), subjective norms and entrepreneurial intention 0.39 (p-
value 2.16e−8), and the perceived entrepreneurial abilities/skills and en-
trepreneurial intention is 0.28 (p-value 0.0001172). The correlation results
between the intention antecedents and the intention proves also the inter-
item consistency of the construct.
The regression model built in this research takes into consideration the
base model according to the theory of planned behaviour (Ajzen, 1991),
which predicts that attitude, social norm, and controlled behaviour are as-
Table 3 Pearson’s Product-Moment Correlation
Construct Correlation T DF Pr(>|t|)
Perceived Desirability 0.55 9.0235 189 2.20e−16
Subjective Norms 0.39 5.847 189 2.16e−08
Perceived Entrepreneurial Abilities/Skills 0.28 3.9341 189 0.00012
Volume 9, Issue 2, 2020
160 Blendi Shima and Babu George
Table 4 Regression Analysis
Construct Estimate Std. error T-value Pr(>|t|) Mult. R2 Adj. R2
Intercept 1.12349 0.58548 1.919 0.0565 0.3207 0.3098
Perceived Desirability 0.60244 0.10262 5.870 1.95e−08
Subjective Norms 0.16068 0.09556 1.681 0.0943
Perceived Entrepren.
Abilities/Skills
0.14976 0.09298 1.611 0.1089
sociated with entrepreneurial intention. The results of the linear regression
are presented in Table 4. Among the three intention antecedents, the effect
of perceived desirability is significant, and the coefficient is 0.6. The coeffi-
cients of subjective norms and controlled perceived entrepreneurial abilities
are both not significant.
In conclusion, this research paper has found support that perceived de-
sirability is positively associated with entrepreneurial intention, however,
subjective norms and perceived entrepreneurial abilities have shown a week
association with the intention. Thus, only Hypothesis 1 has received sup-
port.
Discussion
First, the study compared the means of intention determinants between
private universities’ students and their counterparts at public universities.
The results have shown that there is a significant difference between the
scores for the perceived desirability and subjective norms between students
in both types of universities. Students from private universities had sig-
nificant higher perceived desirability and subjective norms to become en-
trepreneurs. This indicates that the environment in private universities was
more effective in constructing a sense of social support and personal expe-
rience among students.
Second, the study provided important results on the regression model.
The positive relation between the perceived desirability and intention could
be explained by the personal entrepreneurial experience among university
students, so university students have an easy time to assess the expected
value of starting a business. The case is different for subjective norms and
perceived entrepreneurial abilities/skills, where university students can not
accurately assess these two constructs.
The regression model indicates a mean variation in the subjective norms
and perceived entrepreneurial abilities/skills that correlates little with the
variation of intention. Students are unsure about the support of their individ-
ual social environment to start a business, and the same is for their inner
ability/skills to start and run a business. Regarding the effect of perceived
desirability on intention, the study has found that it has the highest impact.
International Journal of Management, Knowledge and Learning
Understanding Entrepreneurial Intentions of Albanian Business Students 161
This indicates the perceived desirability is the main drive of entrepreneurial
intention among university business students.
The findings suggest that exposure to entrepreneurship education has
not a significant positive effect on students’ subjective norms and perceived
entrepreneurial abilities/skills that would lead to strong entrepreneurial in-
tentions. Entrepreneurship education should play a stronger role in the de-
velopment of entrepreneurial intentions. Therefore, entrepreneurship edu-
cators in public and private universities should help students develop core
behaviours for enterprise through learning activities that enable them to
practice, exhibit and develop confidence in key areas.
From the other part, students should be able to demonstrate ability of
opportunity recognition, problem solving, managing autonomously, network-
ing and communication (The Quality Assurance Agency for Higher Education,
2012).
In addition, students should experience various tasks of an entrepreneur
since they play a critical role in enhancing students’ self-efficacy and inten-
tion (Fayolle & Gailly, 2008; Zhao et al., 2005; Henry et al., 2003). These
are all important steps in support of the argumentation that attitudes are
open to change. In the context of two schools of thoughts that prevail in the
context of entrepreneurship (the nascent entrepreneurship and planned be-
haviour entrepreneurship), this study supports the applicability of the theory
of planned behaviour, in learning, intention, and behaviour.
Conclusion
Because of its communist heritage, the model of education in Albania was
generally uniform in the sense of methods of teaching and studying (Wel-
ter & Smallbone, 2011). The educational system was meant to prepare
young people for the entry into the centrally planned economy and thus
producing uniform models of behaviour (Xheneti & Smallbone, 2008). For
long, unfair competition, inadequate banking intermediaries, and lopsided
taxation policies too demotivated entrepreneurs (Bitzenis & Nito, 2005).
Corruption continues to be a major impediment to the nation’s progress. In
such climates, an entrepreneur’s ability to navigate corruption may become
a greater predictor of successful entrepreneurship than the presence of a
corruption free business environment. Such abilities are embedded in the
social capital and tapping them for opportunity exploitation might determine
who gets to win.
Generally speaking, it is now recognised that in Albania business edu-
cation should promote entrepreneurial attitudes and behaviours, and more-
over is important to stimulate the entrepreneurial mind-set and encourage
innovative business and new start-ups ideas (Kasimati & Koxhaj, 2011). As
stated by OECD (2009) there is no single approach to the evaluation of ed-
Volume 9, Issue 2, 2020
162 Blendi Shima and Babu George
ucation for entrepreneurship programmes, but a combination of qualitative
and quantitative approaches may be used. Based on the ideas presented
above, the innovative aspects of this proposed research is to evaluate the
education for entrepreneurship based on the three elements suggested by
the The Quality Assurance Agency for Higher Education and that educators
should aim to develop: enterprising behaviours, attitudes and skills.
The results of this study may have implications for entrepreneurship ed-
ucators, higher educational institutions, private sector and policy makers in
Albania. In this context, the academicians and university authorities should
rethink about what is to be done in order to better teach and prepare
younger generations for the forthcoming challenges. As observed before,
analysis of the data revealed significant relationships between personal
attitudes and entrepreneurial intentions. Subjective norms and perceived
control over the entrepreneurial abilities were both not significantly related
to entrepreneurial intentions.
Something that does not go well with the mainstream findings is the
weak correlation between perceived control and entrepreneurial intentions
(Rapp-Ricciardi et al., 2018). It is generally held that greater sense of con-
trol over one’s destiny (internal locus) would lead to greater entrepreneurial
drive (George, 2018). Why is this not the case among the Albanian stu-
dents? We could hypothesise that this is due to the way locus of control
is constructed in different cultures. If it is constructed as a dependent vari-
able, cultures would try to preserve the status quo. If Albanian culture holds
that they have a certain amount of control over their futures as a result of
the ways they always do things, they will not change their ways. However,
this needs to be tested empirically.
The research also provides valuable feedback to Albanian universities,
in order to offer more well-structured entrepreneurship educational pro-
grammes to students. The results of this study will facilitate efforts for
further research to explore ways and means to promote and encourage en-
trepreneurs generally and students particularly. Also, based on the results
of this research, Albanian policy makers should start to better understand
the degree up to which entrepreneurship education is effective in achieving
its goals and allocating the resources necessary for it. From its part, the Al-
banian government should see public universities as hubs that can develop
future entrepreneurs, and to concentrate on the results of education rather
than the number of the educated.
One important area that we did not address is the additional nuances
associated with international entrepreneurship (George et al., 2020). With
increasing levels of EU integration and globalisation of the region, a whole
new set of drivers related to entrepreneurship need to be emerged. Factors
that make cross-border entrepreneurs successful too need to be embedded
International Journal of Management, Knowledge and Learning
Understanding Entrepreneurial Intentions of Albanian Business Students 163
into the business curriculum (Tukamushaba et al., 2011). This is another
potential avenue for future research.
Notes
This manuscript is developed based on the doctoral research work of the
first author in Swiss Management Center University, Switzerland. A previous
version of it was presented in the 8th International Scientific Conference on
Economic Policy and EU Integration organised by University ‘Aleksandër Moi-
siu’ in Durrës, Albania, during May 4–5, 2018.
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166 Blendi Shima and Babu George
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Appendix
The Questionnaire
Indicate your level of agreement with the following statements from 1 (strongly
agree) to 5 (strongly disagree):
•Being an entrepreneur implies more advantages than disadvantages to
me.
•A career as an entrepreneur is very attractive to me.
• If I had the opportunity and resources, I would love to start a business.
•Being an entrepreneur would give me great satisfaction
•Amongst various options, I would rather be anything but an entrepreneur.
If you decided to create a firm, people in your close environment would ap-
prove of that decision? Indicate your level of agreement with the following
statements from 1 (strongly agree) to 5 (strongly disagree):
•Closest family.
•Closest friends.
•Other important people to you (colleagues).
Indicate your level of agreement with the following statements from 1 (strongly
agree) to 5 (strongly disagree):
•For me, developing a business idea would be easy.
•The number of events outside my control which could prevent me from
starting a new business are very few.
• I believe I can successfully conduct market analysis related to starting
a new business
• I believe I can identify potential new venture funding.
• I believe I can identify and build a management team to develop a busi-
ness.
• I believe I can develop business relationships with key people to assist
in a business opportunity.
• I believe I can tolerate unexpected changes in business conditions.
• I believe I can work productively under continuous stress and pressure
from work.
• If I tried to start a firm, I would have a high probability of succeeding.
Indicate your level of agreement with the following statements from 1 (strongly
agree) to 5 (strongly disagree):
• I’m ready to do anything to be an entrepreneur.
•My professional goal is becoming an entrepreneur.
• I will make every effort to start and run my own firm.
• I’m determined to create a firm in the future.
• I have very seriously thought in starting a firm.
• I’m going to start my own business within one year of graduation.
• I’m going to start my own business someday in the future.
International Journal of Management, Knowledge and Learning
Understanding Entrepreneurial Intentions of Albanian Business Students 167
Dr Blendi Shima is a lecturer at Canadian Institute of Technology. He is a
passionate observer of the entrepreneurial spirit that makes idea innovations
possible. His research interest relates to management, business strategies,
innovation, and entrepreneurship.
blendi.shima@cit.edu.al
Dr Babu George is Professor and Associate Dean in the School of Business of
Christian Brothers University, TN, USA. He has a PhD in Management, a DBA
in International Business, and an EdS in Higher Education Innovation and
Leadership. Issues and challenges related to technologies in international
higher education constitute one of his major areas of research expertise.
bgeorge@cbu.edu
Volume 9, Issue 2, 2020