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Purpose The purpose of this study is to evaluate the microfoundations of student entrepreneurship, a cornerstone of innovation ecosystems. To this end, this paper assesses how perceived university support for entrepreneurship influences entrepreneurial characteristics and intentions in students enrolled at Amazonas and São Paulo State Universities. Design/methodology/approach A quantitative approach based on multivariate data analysis using confirmatory factor analysis and structural equation modeling was applied to a sample of 420 respondents. Findings Results indicate that the university environment positively influences entrepreneurial behavior and intention in students. Nonetheless, further integration between academia and external dimensions of the ecosystems is necessary to drive more intense entrepreneurial activity in students. The educational contexts of Amazonas and São Paulo present significant differences in the relationship between entrepreneurial characteristics and entrepreneurial intention with a stronger influence found for Amazonas. This finding suggests a relative lack of propensity of students from São Paulo to engage in entrepreneurial venturing. Research limitations/implications The main limitations involve the use of non-probabilistic sampling procedures and students’ heterogeneity in terms of academic seniority. Practical implications This research offers guidance for policies targeting the generation of entrepreneurial activity in universities embedded in developing countries’ innovation ecosystems and facing distinct levels of socioeconomic development. Originality/value This research presents a novel analysis of the microfoundations driving student entrepreneurship within different educational contexts in a developing country. Results highlight the necessary conditions for universities to foster entrepreneurial activity and, incidentally, feed innovation ecosystems with entrepreneurial talent.

Purpose The purpose of this paper is to analyze what is the influence of the junior enterprise environment on the entrepreneurial profile and intention of university students and what is the difference in the entrepreneurial behavior between students who participated and students who did not participate in junior enterprises. Design/methodology/approach A quantitative approach based on multivariate data analysis using confirmatory factor analysis and structural equation modeling was applied to a sample of 549 respondents. Findings Participation in junior enterprises influences the development of the students’ entrepreneurial profile more than their entrepreneurial intention. This study presents which behavioral characteristics are mostly developed with participation in a junior enterprise. Research limitations/implications The questionnaire with perception conditions and self-assessment indicators; data collection by a single cross-sectional research design; the scope of the research, which did not use a probabilistic sampling. Practical implications Practical implications are to assist higher education institutions in having a more accurate understanding of the role of junior enterprises in stimulating university entrepreneurship. To implement an effective entrepreneurial education, stimulating junior companies can be a fundamental action for the HEIs, and this is valid for courses in all areas. Entrepreneurial education in a practical context, as in the case of a junior company, can increase entrepreneurial intention. Originality/value This research fills a research gap on the uncertainty of the effectiveness of entrepreneurial education in developing the entrepreneurial behavior and entrepreneurial intention of students, at least when considering the junior company as part of entrepreneurial education in the university context, presenting a robust quantitative methodology and a large sample in a developing country.

Purpose: The goal of this research is to identify whether the Coronavirus pandemic has influenced students’ entrepreneurial behavior and perceived university support in a public university in Brazil. Methodology: This study used Partial Least Squares-Structural Equation Modeling (PLS-SEM) to assess the survey answered by 508 Business Administration students. Findings: Results reassured the positive relationship amongst Perceived University Support, Entrepreneurial Intention and Entrepreneurial Self-Efficacy. Considering students’ perceptions of such elements prior and during the confinement, the relationship amongst Perceived University Support, Entrepreneurial Intention and Entrepreneurial Self-Efficacy did not present significant changes. Originality: This study contributes to the discussion of lockdowns and quarantines repercussions in entrepreneurial behavior and education, since this period has brought uncertainties in economic, social and health scenarios. This period of instability also raises discussions concerning technological resources and related initiatives, highlighting a necessity of innovative ideas and solutions. Moreover, these results may also offer support for professors and pedagogical staff in the disciplines remake and university environments. Social/management contributions: The discussion around lockdowns and quarantines repercussions is broaden, especially in the field of entrepreneurship. Educational institutions have the opportunity to invest even more in the university environment to support entrepreneurship, preparing the student for the opportunities and new scenarios that will arise and that will be necessary for the economic recovery.

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