Dipendra Karki

This study analyzes the possible impact of diversity in non-interest income on Nepalese Depository Financial Institutions (DFIs) performance. The study examines variables such as service fees, dividends on equity instruments, and the non-interest revenue ratio to total operational income as endogenous factors. The ROE serves as the key profitability indicator. Additionally, the study explores the impact of control variables on the performance of financial institutions, such as the cost-to-income ratio, the equity-to-total assets ratio, and the ratio of non-performing loans to total loans. Secondary data from fiscal year 2015/16 to 2021/22 are utilized for analysis, employing correlation and regression analyses to assess the relationships between variables. Based on the Hausman Specification test, this study uses a Dynamic Analysis of Panel Data approach, adopting a Random effects regression model. The findings indicate that dividends from equity instruments ( = –0.565*) adversely affect profitability. At the same time, service fees and non-interest revenue as a proportion of overall operating revenue show no significant impact. Control factors like the cost-to-income ratios ( = –0.432**) and the equity-to-total assets ( = –94.101**) adversely affect profitability. The study suggests that income diversification may not be beneficial, urging Nepalese DFIs to prioritize interest income and consider alternative investment opportunities. Reducing the cost-to-income ratios and equity-to-total assets is recommended for enhancing profitability.

Higher education institutions are vital for preparing future professionals and integrating education with the job market. Nevertheless, the limited opportunities for career-orientated education in Nepal continue to pose a significant challenge to the employability of youths. This study examines the impact of the higher education institutional environment and career development learnings on the employability of Nepalese youth. It also examines how career development learning influences the connection between the higher education environment and employment preparedness. The study employs a descriptive and causal methodology, using data from a survey of 411 respondents aged 21–35 actively pursuing work and engaging in career-preparatory courses in Nepal. It employed structural equation modeling to analyze the data and assess the proposed hypotheses. The results suggest that the higher education institution environment does not significantly improve employability (β = 0.038, p > 0.05). Career development learning influences this association (β = 0.803, p < 0.05), underscoring its essential function in converting educational experiences into competencies and preparedness for the job market. The paper stresses the importance of self-determination theory, illustrating how autonomy, competence, and interpersonal interactions contribute to personal development and motivation. Despite the specific cultural and economic context, the outcomes highlight the importance of higher education institutions in fostering career-oriented learning opportunities, advancing employability, and promoting broader developmental goals.