From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country

Zafar Ali

doi:doi:10.11648/j.ajmse.20261101.12

Research Article |

| Peer-Reviewed

From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country

Zafar Ali^*

Published in American Journal of Management Science and Engineering (Volume 11, Issue 1)

Received: 4 January 2026 Accepted: 2 February 2026 Published: 11 February 2026

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Entrepreneurship is widely recognised as a driver of social and economic development, and Higher Education Institutions (HEIs) play a central role in cultivating entrepreneurial intentions (EIs) among students. While universities across the globe employ entrepreneurship support programmes, incubators, and enterprise development centres (EDCs), there is still limited clarity on which forms of support most effectively influence the EIs, particularly in emerging economies. This study addresses this gap by examining how entrepreneurial support at universities, in the Khyber Pakhtunkhwa (KP) region of Pakistan, shape students’ entrepreneurial behaviour and intentions. Drawing on a quantitative design, survey data were collected from 386 Master-level students and complemented with further document analysis. Structural Equation Modelling (SEM) revealed three forms of university support as statistically significant predictors of EIs: entrepreneurial networking and support ((β=0.41, p<0.001), entrepreneurship clubs (β=0.36, p<0.01), and institutional linkages with society (β=0.33, p<0.01). Conversely, entrepreneurship education, supportive faculty, and entrepreneurial resources were found to have no significant effect on EIs (p >0.05). The findings suggest that universities can more effectively nurture EIs not only through classroom education but by embedding students within wider networks and societal linkages. This highlights the importance of moving from purely curriculum-based interventions to ecosystem-based support. The study contributes to global debates on human-centred entrepreneurship by demonstrating how universities, particularly in developing contexts, can enhance entrepreneurial behaviour through relationship-building, collaboration, and adaptive responses to contextual barriers. These insights are directly relevant to policymakers, educators, and practitioners seeking to strengthen entrepreneurial ecosystems worldwide.

Published in	American Journal of Management Science and Engineering (Volume 11, Issue 1)
DOI	10.11648/j.ajmse.20261101.12
Page(s)	15-25
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

Entrepreneurial Intentions, Higher Education Institutions, Entrepreneurial Networking, University Support, Ecosystem, Entrepreneurship Clubs, University Linkages with Society, Entrepreneurial Support, Entrepreneurship Education

References

[1]	Autio, E., & Cao, Z. Fostering digital start-ups: Structural model of entrepreneurial ecosystems. In Proceedings of the 52nd International Conference on System Sciences, Hawaii, 2019.
[2]	Zahra, S. A., Wright, M., and Abdelgawad, S. G. Contextualization and the Advancement Of Entrepreneurship Research. International Small Business Journal, 2014, 32(5), pp. 479–500. https://doi.org/10.1177/0266242613519807
[3]	ILO, “Global Employment Trends for Youth 2024. Decent work, brighter futures, Geneva: International Labour Office”, Available from: https://www.ilo.org/sites/default/files/2024-09/GET_2024_EN%20web.pdf [Accessed: 6 December 2025].
[4]	Subhadrammal, D. University-based entrepreneurial ecosystem and entrepreneurial intentions: Evidence from South India (Doctoral thesis). The University of Notre Dame Australia, 2019.
[5]	ESP, Economic Survey of Pakistan: Population, Labor Force and Employment, Available from: https://www.finance.gov.pk/survey_2025.html [Accessed: 18 December 2025].
[6]	Imtiaz, S., Arshad, A., Khan, Z., Ullah, M., Khan, M. and Jacquemod, J. Determinants of youth unemployment in Pakistan. International Journal of Economics and Financial Issues, 2020, 10(5), pp. 171-177. https://doi.org/10.32479/ijefi.10386
[7]	Hasan, A. and Zaheer, R. Factors Responsible for Unemployment in Pakistan: A Time Series Evidence. Pakistan Journal of Social Issues, 2022. 1(1), pp. 57-69. https://doi.org/10.56596/jrsds.v1i2.15
[8]	Muhammad, N., Ullah, F. and Warren, L. (2016). An institutional perspective on entrepreneurship in a conflict environment: evidence from Pakistan. International Journal of Entrepreneurial Behavior and Research. 22(6), pp. 698-717. https://doi.org/10.1108/IJEBR-04-2016-0112
[9]	Noor, A., Ahmad, M. and Ullah, J. A. (2013) An investigation into the causes and consequences of law and order situation in Khyber Agency, Pakistan. Global Journal of Interdisciplinary Social Studies, 2(1), pp. 6-11.
[10]	Krueger, N., Reilly, M. D. and Carsrud, A. L. Competing models of entrepreneurial intentions. Journal of Business Venturing. 2000, 15(5–6), pp. 411–432. https://doi.org/10.1016/S0883-9026(98)00033-0
[11]	Luthje, C. and Franke, N. The ‘making’ of an entrepreneur: Testing a model of entrepreneurial intent among engineering students at MIT. R&D Management. 2003, 33(2), pp. 135–147. https://doi.org/10.1111/1467-9310.00288
[12]	Bergmann, H., Geissler, M., Hundt, C., & Grave, B. The climate for entrepreneurship at higher education institutions. Research policy. 2018, 47(4), pp. 700-716. https://doi.org/10.1016/j.respol.2018.01.018
[13]	Karimi, S., Biemans, H. J., Naderi Mahdei, K., Lans, T., Chizari, M. and Mulder, M. Testing the relationship between personality characteristics, contextual factors and entrepreneurial intentions in a developing country. International Journal of Psychology. 2017, 52(3), pp. 227-240. https://doi.org/10.1002/ijop.12209
[14]	Trebar, R. J. The influence of the college environment on the entrepreneurial intentions of students. Theses and Dissertations. 1622, University of Toledo. 2014, Available from: http://utdr.utoledo.edu/theses-dissertations/1622 [Accessed: 14 December 2025].
[15]	Othman, N., Hashim, N. and Wahid, H. A. Readiness towards entrepreneurship education: students and Malaysian universities, Education + Training, 2012, 54(8/9), pp. 697-708. https://doi.org/10.1108/00400911211274837
[16]	Ostroff, C., Kinicki, A. J. and Tamkins, M. M. Organizational culture and climate. In W. C. Borman, D. R. Ilgen and R. J. Kimoski (Eds.), Handbook of Psychology: Industrial and Organizational Psychology, New York: Wiley, 2003, pp. 565-593.
[17]	Linan, F., Nabi, G., & Krueger, N. British and Spanish entrepreneurial intentions: A comparative study. Revista de Economía Mundial. 2013, 33, pp. 73–103.
[18]	Shah, M. S. and Lala, M. F. Is the success of entrepreneurs dependent on the environment in a conflict zone: insights from Indian-administered Kashmir. Journal of Entrepreneurship and Public Policy. 2021, 10(4), pp. 505-526. https://doi.org/10.1108/JEPP-03-2021-0028
[19]	Mustafa, M. J., Hernandez, E., Mahon, C. and Chee, L. K. Entrepreneurial intentions of university students in an emerging economy: The influence of university support and proactive personality on students’ entrepreneurial intention, Journal of Entrepreneurship in Emerging Economies. 2016, 8(2), pp. 162-179. https://doi.org/10.1108/JEEE-10-2015-0058
[20]	Shirokova, G., Tsukanova, T. and Morris, M. H. The Moderating Role of National Culture in the Relationship between University Entrepreneurship Offerings and Student Start‐Up Activity: An Embeddedness Perspective. Journal of Small Business Management, 2018, 56(1), pp. 103-130. https://doi.org/10.1111/jsbm.12363
[21]	Yurtkoru, E. S., Kuscu, Z. K. and Doganay, A. Exploring the antecedents of entrepreneurial intention on Turkish university students. Procedia-Social and Behavioral Sciences, 2014, 150(1), pp. 841-850. https://doi.org/10.1016/j.sbspro.2014.09.093
[22]	Fini, R., Grimaldi, R., Marzocchi, G. L., and Sobrero, M. The determinants of corporate entrepreneurial intention within small and newly established firms. Entrepreneurship: Theory and Practice. 2012, 36(2), pp. 387–414. https://doi.org/10.1111/j.1540-6520.2010.00411.x
[23]	Canever, M. D., Barral, M. R. M., and Ribeiro, F. G. How does the public and private university environment affect students’ entrepreneurial intention?. Education + Training. 2017, 59(6), pp. 550-564. https://doi.org/10.1108/ET-12-2016-0187
[24]	Valencia, A. M. S. Social, economic and environmental factors and the relationship with the knowledge and skills of entrepreneurs (KSE) and companies internal factors (CIF). Findings in collective enterprises in crisis situations in a country. International Journal of Services Operations and Informatics. 2021, 11(1), pp. 41-53. https://doi.org/10.1504/IJSOI.2021.114114
[25]	Maseda, A., Iturralde, T., Cooper, S., & Aparicio, G. Mapping women's involvement in family firms: A review based on bibliographic coupling analysis. International Journal of Management Reviews. 2022, 24(2), pp. 279-305. https://doi.org/10.1111/ijmr.12278
[26]	Saeed, S., Muffatto, M. and Yousafzai, S. A multi-level study of entrepreneurship education among Pakistani University Students. Entrepreneurship Research Journal. 2014, 4(3), pp. 297-321. https://doi.org/10.1515/erj-2013-0041
[27]	Nabi, G., Walmsley, A., & Akhtar, I. Mentoring functions and entrepreneur development in the early years of university. Studies in Higher Education, 2021, 46(6), pp. 1159-1174. https://doi.org/10.1080/03075079.2019.1665009
[28]	Uralovich, K. S., Toshmamatovich, T. U., Kubayevich, K. F., Sapaev, I., Saylaubaevna, S. S., Beknazarova, Z., & Khurramov, A. A primary factor in sustainable development and environmental sustainability is environmental education. Caspian Journal of Environmental Sciences. 2023, 21(4), pp. 965-975. https://doi.org/10.22124/CJES.2023.7155
[29]	Saptono, A., Wibowo, A., Widyastuti, U., Narmaditya, B. S. and Yanto, H., 2021. Entrepreneurial self-efficacy among elementary students: the role of entrepreneurship education. Heliyon, 7(9). e07995. https://doi.org/10.1016/j.heliyon.2021.e07995
[30]	Jones, P., Maas, G., Kraus, S. and Reason, L. L. An exploration of the role and contribution of entrepreneurship centres in UK higher education institutions. Journal of Small Business and Enterprise Development. 2021, 28(2), pp. 205-228. https://doi.org/10.1108/JSBED-08-2018-0244
[31]	Saeed, S., Yousafzai, S., Yani-De-Soriano, M., & Muffatto, M.. The role of perceived university support in the formation of students’ entrepreneurial intention. In Sustainable entrepreneurship, 2018, (pp. 3-23). Routledge.
[32]	Xanthopoulou, P., Sahinidis, A., Kavoura, A., & Antoniadis, I. Shifting Mindsets: Changes in entrepreneurial intention among university students. Administrative Sciences, 2024, 14(11), 272. https://doi.org/10.3390/admsci14110272
[33]	Marculescu, B., Brancu, L., Noja, G. G., Cristea, S. M. & Pantea, M. L. I. Entrepreneurial Intentions in the Context of the COVID-19 Pandemic: The Role of Psychological and Demographic Factors. Journal of Knowledge Economy 16, 18612–18647. https://doi.org/10.1007/s13132-025-02628-6
[34]	Zhang, Y., Duysters, G., and Cloodt, M. The role of entrepreneurship education as a predictor of university students’ entrepreneurial intention. International Entrepreneurship and Management Journal. 2014, 10(3), pp. 623–641. https://doi.org/10.1007/s11365-012-0246-z
[35]	Potishuk, V. and Kratzer, J. Factors Affecting Entrepreneurial Intentions and Entrepreneurial Attitudes in Higher Education. Journal of Entrepreneurship Education. 2017, 20(1), pp. 36-55.
[36]	Boubker, O., Arroud, M. and Ouajdouni, A. Entrepreneurship Education versus Management students’ entrepreneurial intentions. A PLS-SEM approach. The International Journal of Management Education, 2021, 19(1), pp 1-14. https://doi.org/10.1016/j.ijme.2020.100450
[37]	Olomi, D. R. and Sinyamule, R. S. Entrepreneurial inclinations of vocational education students: a comparative study of male and female trainees in Iringa region, Tanzania. Journal of Enterprising Culture. 2009, 17(1), pp. 103-125. https://doi.org/10.1142/S0218495809000242
[38]	Sharma, L. A review of the role of HEI’s in developing academic entrepreneurship: An evaluative study of Uttarakhand state, India. Journal of Entrepreneurship in Emerging Economies. 2015, 7(2), pp. 168-188. https://doi.org/10.1108/JEEE-06-2014-0022
[39]	Kraaijenbrink, J., Bos, G. and Groen, A. What do students think of the entrepreneurial support given by their universities?, International Journal of Entrepreneurship and Small Business. 2010, 9(1), pp. 110-125. https://doi.org/10.1504/IJESB.2010.029512
[40]	Lorz, M., Müller, S. and Volery, T. Entrepreneurship Education: A Systematic Review of Impact Studies and Applied Methodologies. Journal of Enterprising Culture. 2013, 21(2), pp. 123-151. https://doi.org/10.1142/S0218495813500064
[41]	Oosterbeek, H., Van Praag, M. and Ljsselstein, A. The impact of entrepreneurship education on entrepreneurship skills and motivation. European Economic Review. 2010, 54(1), pp. 442-454. https://doi.org/10.1016/j.euroecorev.2009.08.002
[42]	Von Graevenitz, G., Harhoff, D. and Weber, R. The Effects of Entrepreneurship Education. Journal of Economic Behavior & Organization, 2010, 76(1), pp. 90-112. https://doi.org/10.1016/j.jebo.2010.02.015
[43]	Perera, R. L. and Igel, B. Impact of groups on academic entrepreneurs in Sri Lanka. In Moratuwa Engineering Research Conference (MERCon, 2017). IEEE, 2017, pp. 461-466. https://doi.org/10.1109/MERCon.2017.7980528
[44]	Ullah, H., Kaleem, M., & Butt, M. N. Effects of Students’ Demographics on Entrepreneurial Intentions: A Comparison of Two Diverse Business Schools. The Journal of Humanities & Social Sciences. 2017, 25(2), pp. 47-62.
[45]	Rubin, R. S., Bommer, W. H. and Baldwin. T. T. Using Extracurricular Activity as an Indicator of Interpersonal Skill: Prudent Evaluation or Recruiting Malpractice? Human Resource Management. 2002, 41(1), pp. 441–454. https://doi.org/10.1002/hrm.10053
[46]	Guerrero, M., Urbano, D. and Gajon, E. Higher Education Entrepreneurial Ecosystems: Exploring the Role of Business Incubators in an Emerging Economy. International Review of Entrepreneurship. 2017, 15(2), pp. 175-202.
[47]	Nguyen, T. T., Nguyen, L. T. P., Phan, H. T. T. and Vu, A. T Impact of Entrepreneurship Extracurricular Activities and Inspiration on Entrepreneurial Intention: Mediator and Moderator Effect. SAGE Open. 2021, 11(3), pp 1-13. https://doi.org/10.1177/21582440211032174
[48]	Ashraf, R. U., Hou, F., Kirmani, S. A. A., Ilyas, M., Zaidi, S. A. H. and Ashraf, M. S. Collaborative university-industry linkages in Pakistan. Human Systems Management. 2018, 37(2), pp. 207-218. https://doi.org/10.3233/HSM-17236
[49]	Lopes, J., Teixeira, S. J., Ferreira, J. J., Silveira, P., Farinha, L. and Lussuamo, J. University entrepreneurial intentions: mainland and insular regions–are they different?. Education+Training. 2020 62(2), pp. 81-99. https://doi.org/10.1108/ET-03-2019-0055
[50]	Tripathi, K. P., Giri, S., & Tripathi, N. Post-positivism research paradigm and philosophical assumption of sport tourism. Awadharana, 2024, 8, 113-127. https://doi.org/10.3126/awadharana.v8i01.70098
[51]	Kline, R. B. (2023). Principles and practice of structural equation modeling (5th ed.). The Guilford Press.

Cite This Article

Plain Text BibTeX RIS

APA Style

Ali, Z. (2026). From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country. American Journal of Management Science and Engineering, 11(1), 15-25. https://doi.org/10.11648/j.ajmse.20261101.12

Copy | Download

ACS Style

Ali, Z. From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country. Am. J. Manag. Sci. Eng. 2026, 11(1), 15-25. doi: 10.11648/j.ajmse.20261101.12

Copy | Download

AMA Style

Ali Z. From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country. Am J Manag Sci Eng. 2026;11(1):15-25. doi: 10.11648/j.ajmse.20261101.12

Copy | Download

@article{10.11648/j.ajmse.20261101.12,
  author = {Zafar Ali},
  title = {From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country},
  journal = {American Journal of Management Science and Engineering},
  volume = {11},
  number = {1},
  pages = {15-25},
  doi = {10.11648/j.ajmse.20261101.12},
  url = {https://doi.org/10.11648/j.ajmse.20261101.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajmse.20261101.12},
  abstract = {Entrepreneurship is widely recognised as a driver of social and economic development, and Higher Education Institutions (HEIs) play a central role in cultivating entrepreneurial intentions (EIs) among students. While universities across the globe employ entrepreneurship support programmes, incubators, and enterprise development centres (EDCs), there is still limited clarity on which forms of support most effectively influence the EIs, particularly in emerging economies. This study addresses this gap by examining how entrepreneurial support at universities, in the Khyber Pakhtunkhwa (KP) region of Pakistan, shape students’ entrepreneurial behaviour and intentions. Drawing on a quantitative design, survey data were collected from 386 Master-level students and complemented with further document analysis. Structural Equation Modelling (SEM) revealed three forms of university support as statistically significant predictors of EIs: entrepreneurial networking and support ((β=0.41, p0.05). The findings suggest that universities can more effectively nurture EIs not only through classroom education but by embedding students within wider networks and societal linkages. This highlights the importance of moving from purely curriculum-based interventions to ecosystem-based support. The study contributes to global debates on human-centred entrepreneurship by demonstrating how universities, particularly in developing contexts, can enhance entrepreneurial behaviour through relationship-building, collaboration, and adaptive responses to contextual barriers. These insights are directly relevant to policymakers, educators, and practitioners seeking to strengthen entrepreneurial ecosystems worldwide.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country
AU  - Zafar Ali
Y1  - 2026/02/11
PY  - 2026
N1  - https://doi.org/10.11648/j.ajmse.20261101.12
DO  - 10.11648/j.ajmse.20261101.12
T2  - American Journal of Management Science and Engineering
JF  - American Journal of Management Science and Engineering
JO  - American Journal of Management Science and Engineering
SP  - 15
EP  - 25
PB  - Science Publishing Group
SN  - 2575-1379
UR  - https://doi.org/10.11648/j.ajmse.20261101.12
AB  - Entrepreneurship is widely recognised as a driver of social and economic development, and Higher Education Institutions (HEIs) play a central role in cultivating entrepreneurial intentions (EIs) among students. While universities across the globe employ entrepreneurship support programmes, incubators, and enterprise development centres (EDCs), there is still limited clarity on which forms of support most effectively influence the EIs, particularly in emerging economies. This study addresses this gap by examining how entrepreneurial support at universities, in the Khyber Pakhtunkhwa (KP) region of Pakistan, shape students’ entrepreneurial behaviour and intentions. Drawing on a quantitative design, survey data were collected from 386 Master-level students and complemented with further document analysis. Structural Equation Modelling (SEM) revealed three forms of university support as statistically significant predictors of EIs: entrepreneurial networking and support ((β=0.41, p0.05). The findings suggest that universities can more effectively nurture EIs not only through classroom education but by embedding students within wider networks and societal linkages. This highlights the importance of moving from purely curriculum-based interventions to ecosystem-based support. The study contributes to global debates on human-centred entrepreneurship by demonstrating how universities, particularly in developing contexts, can enhance entrepreneurial behaviour through relationship-building, collaboration, and adaptive responses to contextual barriers. These insights are directly relevant to policymakers, educators, and practitioners seeking to strengthen entrepreneurial ecosystems worldwide.
VL  - 11
IS  - 1
ER  -

Copy | Download

Author Information

Zafar Ali

Global Banking School, Bath Spa University Partnership, Manchester, United Kingdom

Contact Email

http://orcid.org/0000-0002-1928-7852

Download PDF

Submit an Article

Sections

Plain Text BibTeX RIS

APA Style

Ali, Z. (2026). From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country. American Journal of Management Science and Engineering, 11(1), 15-25. https://doi.org/10.11648/j.ajmse.20261101.12

Copy | Download

ACS Style

Ali, Z. From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country. Am. J. Manag. Sci. Eng. 2026, 11(1), 15-25. doi: 10.11648/j.ajmse.20261101.12

Copy | Download

AMA Style

Ali Z. From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country. Am J Manag Sci Eng. 2026;11(1):15-25. doi: 10.11648/j.ajmse.20261101.12

Copy | Download

@article{10.11648/j.ajmse.20261101.12,
  author = {Zafar Ali},
  title = {From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country},
  journal = {American Journal of Management Science and Engineering},
  volume = {11},
  number = {1},
  pages = {15-25},
  doi = {10.11648/j.ajmse.20261101.12},
  url = {https://doi.org/10.11648/j.ajmse.20261101.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajmse.20261101.12},
  abstract = {Entrepreneurship is widely recognised as a driver of social and economic development, and Higher Education Institutions (HEIs) play a central role in cultivating entrepreneurial intentions (EIs) among students. While universities across the globe employ entrepreneurship support programmes, incubators, and enterprise development centres (EDCs), there is still limited clarity on which forms of support most effectively influence the EIs, particularly in emerging economies. This study addresses this gap by examining how entrepreneurial support at universities, in the Khyber Pakhtunkhwa (KP) region of Pakistan, shape students’ entrepreneurial behaviour and intentions. Drawing on a quantitative design, survey data were collected from 386 Master-level students and complemented with further document analysis. Structural Equation Modelling (SEM) revealed three forms of university support as statistically significant predictors of EIs: entrepreneurial networking and support ((β=0.41, p0.05). The findings suggest that universities can more effectively nurture EIs not only through classroom education but by embedding students within wider networks and societal linkages. This highlights the importance of moving from purely curriculum-based interventions to ecosystem-based support. The study contributes to global debates on human-centred entrepreneurship by demonstrating how universities, particularly in developing contexts, can enhance entrepreneurial behaviour through relationship-building, collaboration, and adaptive responses to contextual barriers. These insights are directly relevant to policymakers, educators, and practitioners seeking to strengthen entrepreneurial ecosystems worldwide.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - From Classroom to Startup: Analysing the Link Between University Support and Entrepreneurial Intentions in a Developing Country
AU  - Zafar Ali
Y1  - 2026/02/11
PY  - 2026
N1  - https://doi.org/10.11648/j.ajmse.20261101.12
DO  - 10.11648/j.ajmse.20261101.12
T2  - American Journal of Management Science and Engineering
JF  - American Journal of Management Science and Engineering
JO  - American Journal of Management Science and Engineering
SP  - 15
EP  - 25
PB  - Science Publishing Group
SN  - 2575-1379
UR  - https://doi.org/10.11648/j.ajmse.20261101.12
AB  - Entrepreneurship is widely recognised as a driver of social and economic development, and Higher Education Institutions (HEIs) play a central role in cultivating entrepreneurial intentions (EIs) among students. While universities across the globe employ entrepreneurship support programmes, incubators, and enterprise development centres (EDCs), there is still limited clarity on which forms of support most effectively influence the EIs, particularly in emerging economies. This study addresses this gap by examining how entrepreneurial support at universities, in the Khyber Pakhtunkhwa (KP) region of Pakistan, shape students’ entrepreneurial behaviour and intentions. Drawing on a quantitative design, survey data were collected from 386 Master-level students and complemented with further document analysis. Structural Equation Modelling (SEM) revealed three forms of university support as statistically significant predictors of EIs: entrepreneurial networking and support ((β=0.41, p0.05). The findings suggest that universities can more effectively nurture EIs not only through classroom education but by embedding students within wider networks and societal linkages. This highlights the importance of moving from purely curriculum-based interventions to ecosystem-based support. The study contributes to global debates on human-centred entrepreneurship by demonstrating how universities, particularly in developing contexts, can enhance entrepreneurial behaviour through relationship-building, collaboration, and adaptive responses to contextual barriers. These insights are directly relevant to policymakers, educators, and practitioners seeking to strengthen entrepreneurial ecosystems worldwide.
VL  - 11
IS  - 1
ER  -

Copy | Download