Bridging Intention and Action in Sustainable University Entrepreneurship: The Role of Motivation and Institutional Support

Teresa Dieguez () and Sofia Gomes
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Teresa Dieguez: Research on Economics, Management and Information Technologies, REMIT, Portucalense University, 4200-072 Porto, Portugal
Sofia Gomes: Research on Economics, Management and Information Technologies, REMIT, Portucalense University, 4200-072 Porto, Portugal

Administrative Sciences, 2025, vol. 15, issue 11, 1-22

Abstract: Purpose— This study explores the determinants of entrepreneurial intention (EI) among university students, analyzing entrepreneurial motivation (EM) as a mediator and perceived institutional support (PIS) as a moderator within the Theory of Planned Behavior (TPB) framework. Design/Methodology/Approach— Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data from 128 students at the Polytechnic Institute of Cávado and Ave, Portugal, were analyzed to assess direct, indirect, and moderating effects of entrepreneurial attitudes, education, and social norms. Findings— EM significantly mediates the relationship between attitude concerning entrepreneurship (ACE), perceived social norms (PSN), entrepreneurial education (EE), and EI, reinforcing its role in bridging individual and educational influences with entrepreneurial behavior. However, PIS does not significantly moderate the EM-EI relationship, suggesting institutional support alone is insufficient to enhance motivation’s impact on EI. This challenges assumptions about institutional effectiveness and highlights the importance of entrepreneurial ecosystems, social capital, and mentorship networks as alternative enablers. Implications— The study extends TPB by incorporating mediation and moderation effects, offering a deeper understanding of personal, social, and institutional influences on EI. This study contributes by simultaneously modeling entrepreneurial motivation as mediator and perceived institutional support as moderator within a TPB framework. Such integration remains rare, particularly in Southern European higher education contexts, and our findings nuance current assumptions by revealing when institutional supports may fail to strengthen motivational pathways. The findings emphasize the need for education policies that integrate experiential learning, entrepreneurial ecosystems, and mentorship to foster entrepreneurial mindsets. Originality/Value— This research challenges the assumed role of institutional support, highlighting motivation as a key driver of EI and providing new insights into policy-driven entrepreneurship promotion in higher education.

Keywords: entrepreneurial intention; theory of planned behavior; structural equation modeling; entrepreneurial motivation; higher education; institutional support (search for similar items in EconPapers)
JEL-codes: L M M0 M1 M10 M11 M12 M14 M15 M16 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:gam:jadmsc:v:15:y:2025:i:11:p:422-:d:1783022

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