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Doctoral students are promising entrepreneurial actors in university-based ventures, which positively impact the external environment and create value for their universities. In this article, the authors extend current research on academic entrepreneurship by shedding light on the role of university support in the early stage of Ph.D. entrepreneurship. Based on social information processing theory, the authors posit that academic entrepreneurship results from the interplay between doctoral students' human capital and university-level support. A multilevel model is proposed and empirically tested to shed light on the cradle of doctoral students' entrepreneurship by explaining the variance of their entrepreneurial alertness and intentions.

A model is proposed that explains the combined effect of specific human capital and different forms of university support on doctoral students' cognitive transition from entrepreneurial alertness to intentions. The model was then tested through structural equation modeling (SEM) and multigroup analysis (MGA) on a sample of 187 doctoral students enrolled in Italian universities.

The SEM results reveal that doctoral students' entrepreneurial alertness is influenced by perceived educational support and human capital. The MGA demonstrates that those who perceive a higher level of support for concept and business development from universities are more likely to convert their alertness into intentions than those who perceive lower support.

The present paper brings to the stage doctoral students as an extremely promising entrepreneurial target. In doing so, it extends academic entrepreneurship studies by detailing how and when the different forms of university support influence their entrepreneurial decisions, along with individual dimensions.

Despite the important role of entrepreneurial implementation intentions for closing the intention-behavior gap, empirical evidence on their drivers and mechanisms is scant and inconclusive. In the case of college students’ technology-driven entrepreneurship, the objective of the present study is to examine whether implementation intentions are contingent on the university environment in which the progression from entrepreneurial intentions to subsequent actions unfolds. The sample for this study is composed of 299 Bulgarian STEM students, who reported technology-based entrepreneurial intentions. A binary logistic regression is applied to examine four specific mechanisms that facilitate or impede the students’ actual implementation intentions. Findings suggest that students enrolled in universities that provide greater concept development support are more likely to have formed specific implementation intentions, while students in more research-intensive universities are less likely to do so. Practitioner implications and recommendations for future research are provided.

This study aims to ascertain the personal characteristics of a group of successful academic entrepreneurs in a South African university enterprise and the prevalent barriers and enablers to their entrepreneurial endeavour.

The authors used a Delphi process to identify and rank the characteristics, enablers, barriers and behaviours of entrepreneurial academics, with a Nominal Group Technique applied to establish challenges they encounter managing their enterprise and to propose solutions.

Perseverance, resilience and innovation are critical personal characteristics, while collaborative networks, efficient research infrastructure and established research competence are essential for success. The university’s support for entrepreneurship is a significant enabler, with unnecessary bureaucracy and poor access to project and general enterprise funding an impediment. Successful academic entrepreneurs have strong leadership, and effective management and communication skills.

The main limitation is the small study participant group drawn from a single university enterprise, which complicates generalisability. The study supported the use of Krueger’s (2009) entrepreneurial intentions model for low- and middle-income country (LMIC) academic entrepreneur investigation but proposed the inclusion of mitigators to entrepreneurial activation to recognise contextual deficiencies and challenges.

Skills-deficient LMIC universities should extensively and directly support their entrepreneurial academics to overcome their contextual deficiencies and challenging environment.

This study contributes to addressing the paucity of academic entrepreneur research in LMIC contexts by identifying LMIC-specific factors that inhibit the entrepreneur’s movement from entrepreneurial intention to entrepreneurial action.

The aim of this study is to examine the influence of locus of control, the university environment and the social environment on the entrepreneurial attitude of female Latin American university students.

The study applies a quan–qual design. The quan section analyzes the data of 10,781 female university students from 11 Latin American countries included in the Global University Entrepreneurial Spirit Students Survey 2018. A hierarchical multiple regression analysis was applied. The qual section applies in-depth interviews for sequential methodological triangulation analysis.

The evidence indicates that locus of control, the university environment and the social environment positively impact the entrepreneurial attitude of female Latin American university students. The most influential factor was locus of control.

This empirical study focuses on female university students and their propensity for business venturing and determines the main influences on their entrepreneurial attitudes.

Este estudio tiene como objetivo examinar la influencia del locus de control, el entorno universitario y el entorno social en la actitud emprendedora de las estudiantes universitarias latinoamericanas.

El estudio aplica un diseño quan–qual. La sección quan analiza los datos de 10.781 estudiantes universitarias latinoamericanas de once países, incluidas en la Encuesta Global University Entrepreneurial Spirit Students Survey 2018. Se aplicó un análisis de regresión jerárquica múltiple. La sección cualitativa aplica entrevistas en profundidad para un análisis de triangulación metodológica secuencial.

La evidencia indica que el locus de control, el entorno universitario y el entorno social impactan positivamente en la actitud emprendedora de las estudiantes universitarias latinoamericanas. El factor más influyente fue el locus de control.

Este estudio empírico se centra en las estudiantes universitarias y su propensión a emprender y determina las principales influencias de su actitud emprendedora.

Este estudo tem como objetivo examinar a influência do locus de controle, ambiente universitário e ambiente social na atitude empreendedora de estudantes universitárias latino-americanas.

O estudo aplica um desenho Quan-qual. A seção Quan analisa os dados de 10.781 universitárias latino-americanas de onze países, incluídas na Pesquisa GUESSS, 2018. Foi aplicada uma análise de regressão múltipla hierárquica. A seção qual aplica entrevistas em profundidade para uma análise de triangulação metodológica sequencial.

As evidências indicam que o locus de controle, o ambiente universitário e o ambiente social impactam positivamente a atitude empreendedora das universitárias latino-americanas. O fator mais influente foi um locus de controle.

Este estudo empírico centra-se nas estudantes universitárias e na sua propensão para um empreendimento empresarial e determina as principais influências da sua atitude empreendedora.

The paper aims to contributes on the debates about University Idea Incubation by investigating the role and the engagement of different University's stakeholders in the process of opportunity recognition in an entrepreneurship education program targeted at students with an interdisciplinary background.

Through a longitudinal case study methodology, the Contamination Lab at University of Salento (Lecce, Italy), the learning approaches and the knowledge process to create an entrepreneurial awareness, mindset and capability in students with different educational background are presented.

The findings demonstrates the crucial role of stakeholders' engagement for business idea presentation, open innovation challenge, contamination workshop on specialized topics, enterprise projects are important vehicle for effective students' business ideas and innovative projects development in a multidisciplinary environment. The close interaction among students, academia, companies and institutions creates a favourable environment that enables opportunity identification, idea generation through a deep contamination of knowledge, skills and experiences.

Limitations include the need to generalise the results even if this limitation is typical of the case study methodology. Other research is necessary for an in-depth analysis in deep of the other Contamination Lab in Italy and to derive the “invariance traits” of this environment according to the features of the local entrepreneurial ecosystems.

Implications for practices include recommendations for designing innovative programs where the interactions between University-Institutions-Industry are realized.

A conceptual framework is proposed by defining all the entrepreneurial knowledge process and knowledge creation within the Contamination Lab, highlighting the contribution of the stakeholders in each phase and learning initiative of the program.

This study aims to indicate the most significant entrepreneurial environmental challenges that motivate universities of Kurdistan to become more entrepreneurial.

This qualitative study of 24 in-depth semi-structured interviews with deans and heads of department in the universities of Kurdistan Region deals with what is meant by being an entrepreneurial university and what challenges motivate universities toward adopting the entrepreneurial university model. Interviews were organized, coded and grouped using template analysis approach.

The results showed that most significant entrepreneurial environmental challenges that push universities in Kurdistan Region to becoming more entrepreneurial are university funding, having collaborations, contributing to the regional development, developing entrepreneurial competencies, globalization challenges, the need for innovation and the emergence of the opposition forces.

This study examines only the entrepreneurial environmental challenges that have been identified by Gibb et al. (2013). Also, it does not consider the role of leadership in dealing with these challenges.

This study extends the framework of Gibb et al. (2013) of the entrepreneurial environmental challenges that push universities to become more entrepreneurial by considering the challenges that universities in developing countries face. Then, this study adds greater clarity to the challenges that motivate universities to become more entrepreneurial in developing countries.

The purpose of this study is to answer the following questions. What kind of entrepreneurial identities do students have that motivate them to choose either of the entrepreneurship course and university-based incubator? How do students involve in the entrepreneurship ecosystem at university based on their entrepreneurial identity?

For this study, the author began to gather information using previous knowledge and any aspect of a work, namely, from the literature review to represent interpretive syntheses of the meaning-making literature review addressing the research question.

This study suggests what happens to entrepreneur students from academia and the reason that they end up in one of the two aforementioned paradigms. This paper aims to underpin the issue of how various entrepreneurial identities of students cause substantial contributing factors in forming such entrepreneurial activities at university and throughout the entire innovation ecosystem.

Almost all of the content of the entrepreneurship education (EE) courses and incubator training is oriented towards consensual entrepreneurship methods, in accordance with entrepreneurship education. Although the core contents of the EE courses and university-based incubators’ training are the same, the outcomes are quite different.

This study considers the students’ entrepreneurial identities with a focus on their point of view that led them to end up in one of the two common entrepreneurship resources at universities: the EE course and entrepreneurial activities related to university-based incubators.

This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.

Entrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.

The factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.

The study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.

This paper investigates the factors affecting individual dispositions toward intentions. Specifically, this study aims to investigate the effects of emotional intelligence, entrepreneurial motivation and creativity on the entrepreneurial intentions of university students in Jordan.

The data were gathered through self-administered questionnaires from a sample of 745 university students in Jordan. The hypotheses were tested using partial least squares (PLS) analysis.

The results indicate a robust relationship between entrepreneurial motivation and creativity and entrepreneurial intention. However, an insignificant relationship was found between emotional intelligence and entrepreneurial intention. The findings of this study reveal that both creativity and emotional intelligence exert a significant and positive indirect effect on entrepreneurial intentions through the mediation of entrepreneurial motivation.

This work suggests that university administrators should consider the significant roles that emotional intelligence, entrepreneurial motivation and creativity play in shaping the entrepreneurial intentions of university students.

While there is limited existing research on this matter within the Middle Eastern context, especially in Jordan, this study aims to address this gap in the Jordanian entrepreneurial literature. As the first of its kind conducted within Jordanian universities, this study contributes significantly to the understanding of entrepreneurial dynamics in the region. Using the Wong and Law Emotional Intelligence Scale, this study evaluates emotional intelligence in Jordan. The results contribute to social psychology literature and suggest actionable government measures, integrated into education systems, to encourage entrepreneurial paths for students and alleviate graduate unemployment.

The commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.

Our research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.

The results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.

The study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.

Observed factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.

the engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.

PoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.