Abstract
ABSTRACT This study seeks to examine the impact of curriculum support (CS) and extracurricular support (ECS) on students’ entrepreneurial intentions (EI) along with the mediating impact of entrepreneurial attitude (EA) and entrepreneurial self-efficacy (ESE) on the relationship. An electronic questionnaire was used to collect data from 561 final year engineering students, and Partial Least Square-Structural equation modelling (PLS-SEM) was used to analyse the collected data. The findings revealed that CS has no direct influence on EI; however, it has an indirect influence through EA and ESE, whereas ECS has a stronger impact, i.e. both direct and indirect connections with EI. This study offers considerable insights to policymakers, entrepreneurship educators and actors regarding the architecture of EE frameworks that can build the inclusive entrepreneurial ecosystem within HEIs.
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