Browsing by Autor "Dr. K. R. Ramprakash"

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Bridging Innovation and Trust: A Mediated Model of FinTech Startup Success in Emerging Economies
(2025) Dr. K. R. Ramprakash; Dr. R. Arun Prasad; Prof. Kishore Kunal; Dr. C. Joe Arun
Purpose: This study investigates the determinants of success for FinTech startups in emerging economies, emphasizing the mediating role of innovation capability (IC) in transforming technology adoption, security, and customer trust into sustainable performance.Design/methodology/approach: Using a quantitative design, the study collected responses from 287 FinTech startups across India through a structured questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied to assess the direct and mediated effects among key constructsFindings: The results confirm that technology adoption, security, and transparency significantly enhance customer trust, which in turn drives startup success. Crucially, innovation capability mediates these relationships—strengthening the pathways from technology, trust, and security to performance. The structural model shows strong explanatory power (R² > 0.40) and robust model fit (SRMR < 0.08).Practical implications: The findings offer actionable insights for founders and investors: investing in innovation capability enhances the value of foundational trust and technological infrastructure. Policy support for innovation-driven FinTech ecosystems can accelerate success in emerging markets.Originality/value: This study contributes a novel mediated model linking technological and relational enablers to FinTech success, with innovation capability as the central mechanism. It enriches FinTech and startup literature by clarifying how innovation bridges trust and technology in volatile, high-growth environments.
Digital Engagement and Customer Loyalty in Retail: The Mediating Role of Perceived Service Quality
(2025) Dr. R. Arun Prasad; Dr. K. R. Ramprakash; Prof. Kishore Kunal; Dr. C. Joe Arun
Purpose: In this study, the mediating role of perceived service quality (PSQ) in the relationship between digital engagement (DE) and customer loyalty (CL) in retail commerce is assessed, particularly in the context of omnichannel shopping settings. Design/methodology/approach: Using data from 350 Indian retail customers who shop both online and offline, this research uses Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the interconnections among DE, PSQ, and CL. Findings: Digital engagement positively influences perceived service quality in a significant manner (β = 0.633, p < 0.001) and customer loyalty (β = 0.453, p < 0.001). Perceived service quality further has a beneficial effect on customer loyalty (β = 0.467, p < 0.001). Mediation assessment verifies that PSQ partly bridges the interconnection between DE and CL (β = 0.295, p < 0.001), accounting for a 69.1% variance in customer loyalty (R² = 0.691). Implications: Retailers should focus on providing uniform and superior service encounters across digital and physical platforms to enhance customer loyalty. Investments in digital tools must be complemented by improvements in service responsiveness, reliability, and personalization. Originality/value: This study bridges traditional service quality models with digital retail strategies, providing theoretical and practical insights into how digital engagement and perceived service quality collectively shape customer loyalty in today’s omnichannel retail landscape.
Is Academic excellence in Diversity & Inclusion, Competency-Based Learning, and AI-Driven Learning influenced by Wellness and Institutional Support and faculty engagement?
(2025) Shyni Carmel Mary; Dr. K. R. Ramprakash; Prof. Kishore Kunal; Dr. C. Joe Arun
The evolving landscape of higher education are increasingly influenced by the aspects of Diversity & Inclusion (D&I), Competency-Based Learning (CBL), and AI-driven Learning (AI_LS) to promote academic achievement. This study investigates if success in education is dependent on Emotional Well-Being (EW), Institutional Support & Faculty Engagement (IS&FE). Using SEM and SmartPLS 4, the data comprising higher education students’ responses was analysed to understand such interdependencies. Results indicate that AI_LS increases the Academic Performance (AP) significantly (β = 0.515) due to their positive effect on Engagement in Learning (EW) (β = 0.363). CBL has a positive contribution to engagement as well (β = 0.146), while D&I has a lower direct effect (β = 0.109), and no indirect impact on academic performance. The IS&FE moderator in some cases was weak and negative, meaning that insufficient institutional support hindered proper learning. The validity of the model is confirmed by the model fit indices, although there adequacy of AI-based metrics is questionable (AI_LS = 0.453). These results imply that D&I, CBL, and AI learning are part of academic performance drivers, but their impact is determined by the degree of institutional support and wellness initiatives integration. This study provides insight into how strategic faculty involvement and institutional alignment can effectively enhance AI-enabled learning and competency-based Learning education.