Do University Ecosystems Impact Student’s Entrepreneurial Behavior?

Abstract

The goal of this study is to propose a conceptual model for assessing the impact of entrepreneurship supportive university ecosystems (ESUE) on student's entrepreneurship related behavioral characteristics: entrepreneurial intention (EI) and entrepreneurial characteristics (EC). The empirical research used partial least squares structural equation modeling (PLS-SEM) and a sample of 1,012 observations. Findings indicate that an ESUE has a positive influence on student's EI. However, this effect is mostly perceived on the changing of student's EC than on the direct stimulation for becoming entrepreneurs. Moreover, student's EI is also influenced by the greater entrepreneurial ecosystem in which universities are embedded. Evidences hint at the possibility that the university's push for entrepreneurship is insufficient. University and/or public managers stand to benefit from our findings for reassessing their current arrangements for fostering student entrepreneurship and designing new, more efficient mechanisms. Moreover, the literature presents a myriad of localized assessments of small countries, whereas this research provides a rough nation-wide overview of a continent-sized nation, thus contributing to the testing of the model against different contexts.

Entrepreneurial behavior and education in times of adversity

“…Furthermore, universities have the responsibility to present careers to students, being entrepreneurship one possibility (Raposo & do Paço, 2011). Also, there is an appeal for universities to get closer to the market, to go beyond the role of producing science and technology, exploring the commercial sphere as well (Alves et al, 2019;Campos et al, 2021;Moraes et al, 2021). This new role of the university allows for a process of contextual change, where research institutions become entrepreneurial institutions (Urbano & Guerrero, 2013).…”

“…The emergence of COVID-19 crisis brings focus to entrepreneurship education (Loan et al, 2021;Neumeyer et al, 2020), since the compelled adaptation led the usual practical classes, hands-on activities and learning by doing process to another type of exposure (Campos et al, 2021;Moraes et al, 2021;Neumeyer et al, 2020;Rönkkö & Lepistö, 2015). This change could have resulted in distancing and less practical activities due to the virtual environment.…”

On the Dynamics of Entrepreneurial Ecosystems: A Comparative Assessment of Green and ‘Traditional’ Knowledge-Intensive Entrepreneurship

“…Additionally, incubators and technology parks are essential in this context, providing services and infrastructure that can spur ecosystem dynamics and entrepreneurial activity (Alves et al, 2021;Campos, Moraes, & Spatti, 2021;Rice & Habbershon, 2007;Zou & Zhao, 2014). Thus, the university, incubators, technology parks, and the educational level can translate into a skilled workforce that permeates different industries and leverages employment levels in knowledgeintensive activities (Motoyama & Danley, 2012;Florida, 2002;Audretsch & Feldman, 1996;Storper, 1995).…”

Corporate entrepreneurship at the university: the influence of managerial support, autonomy and reward on the innovative behavior of university professors

“…In the internal university environment, one form of stimulus occurs when a university is directed toward the development of marketable research and a diversified research funding base (Clark, 2001). The internal environment of an entrepreneurial university should incorporate, implement, communicate, encourage and support the entrepreneurial actions of professors, as well as endorse, recognize and promote the existing entrepreneurial behavior (Campos et al , 2021; Moraes et al , 2021).…”