Entrepreneurial intention plays a crucial role in this process. Previous assessments find that, on top of context, behavioral aspects are determinant to entrepreneurship (Caliendo & Kritikos, 2011), as they enable the entrepreneur to venture forth even after having achieved success. Furthermore, individuals may also be driven toward entrepreneurship because of behavioral characteristics, such as self-confidence, risk-taking ability and locus of control (Turker & Selcuk, 2009). Envisioned outcomes involve the dawning of entrepreneurial mindsets and the consequent emergence of new ventures (Blasi & Sedita, 2020 Politis et al., 2012).Īccordingly, the way through which universities stimulate entrepreneurial engagement is mainly associated with how these institutions shape students’ attitudes and behavior toward entrepreneurship (Moraes, Iizuka, & Pedro, 2018 Politis et al., 2012 Saeed, Yousafzai, Yani-De-Soriano, & Muffatto, 2015).
Concrete mechanisms include entrepreneurial education (Politis et al., 2012), incubator facilities and other holding environments that offer an adequate atmosphere for students to explore and exploit new ideas (Moraes et al., 2020) and organizational support for reaching out to other influential dimensions of innovation ecosystems (Alves et al., 2019a). In this vein, academic institutions must evolve from the traditional focus on education and research to promote regional development and economic growth through innovation (Alves, Fischer, Schaeffer, & Queiroz, 2019a). Over the past two decades, universities have been expected to integrate academia and the productive system (Moraes, Fischer, Campos, & Schaeffer, 2020), to act, not only as human capital providers but also as active agents in the commercialization of scientific knowledge and as seedbeds for the emergence of new firms (Politis, Winborg, & Dahlstrand, 2012). A critical aspect of such dynamics concerns how the academic environment can – directly or indirectly – influence students’ perceptions on entrepreneurship as a potential career path (Fayolle & Liñán, 2014 Fischer, Moraes, & Schaeffer, 2019a). In this respect, universities can be deemed as pivotal elements in driving entrepreneurial activity, functioning as a source of new ideas and inventions, thus feeding innovation ecosystems with talent and technology (Abreu & Grinevich, 2013). It “takes place in a community of interdependent actors, individuals, entities and regulatory bodies within a given geographic area” (Cavallo, Ghezzi, & Balocco, 2019, p. 19), serving as a tool for solving societal and economic problems. 629) defines entrepreneurship as “the (attempted) creation of new economic activity.” As a research field, this “focuses on novelty and is based on nonlinear thinking” (Landström & Harirchi, 2018, p.
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