The Impact of University Support on Entrepreneurial Intentions: A Structural Equation Modeling Approach

Abstract

In the context of innovation-driven economies, universities have emerged as pivotal actors in fostering entrepreneurial mindsets among students. Despite increasing efforts to support entrepreneurship through academic programs, incubators, and mentorship, there remains a notable gap between institutional support and students' entrepreneurial intentions. This study addresses that gap by extending the Theory of Planned Behavior (TPB) through the inclusion of perceived university support as a key institutional antecedent. Drawing on data from 3,857 students at the University of Barcelona collected through the 2024 edition of the Global University Entrepreneurial Spirit Students’ Survey (GUESSS), the research applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the direct and indirect effects of institutional support on entrepreneurial intentions. Results confirm that while attitude and subjective norms significantly predict entrepreneurial intention, perceived behavioral control does not. However, perceived university support exerts a strong influence on all three TPB components, particularly on subjective norms. These findings highlight the multifaceted role of the university environment not only in equipping students with practical resources but also in legitimizing entrepreneurship as a viable and socially endorsed career path. The study advances theoretical understanding of entrepreneurial cognition and offers practical implications for universities seeking to strengthen their entrepreneurial ecosystems.