From Classroom to Startup: Exploring Entrepreneurial Intentions in Indonesian Universities

Abstract

Background: The incorporation of entrepreneurship education into higher education institutions has been nationally advocated as a means to develop entrepreneurial interest of students. Yet, empirical evidence regarding the effectiveness of entrepreneurship education, especially in developing countries like Indonesia, remains puzzling. Previous research tends to emphasize one-off variables, neglecting the synergistic presence of the entrepreneurial ecosystem elements within universities, such as ecosystem quality, lecturer quality, home environment, and infrastructure support.
Purpose: This study aims to examine the influence of entrepreneurship education, curriculum quality, faculty competence, family environment, and facility support on students' entrepreneurial interest at Indonesian universities.
Design/methodology/approach: The study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) using a quantitative, cross-sectional survey design. Data were collected from 364 students who had completed entrepreneurship courses at 26 universities in Indonesia. The structural model examines Entrepreneurship Education (EE), Curriculum Quality (CQ), Faculty Competence (FC), and Family Environment (FE) as antecedents of Facility Support (FS), with Facility Support (FS) subsequently predicting Entrepreneurial Interest (EI). 
Findings/results: Faculty Competence (FC) has the strongest positive effect on Facility Support (FS) (β = 0.487, p < 0.001), followed by Curriculum Quality (CQ) (β = 0.148, p = 0.025) and Family Environment (FE) (β = 0.136, p = 0.003). Entrepreneurship Education (EE) has a positive but statistically insignificant effect on Facility Support (FS) (β = 0.067, p = 0.299). Facility Support (FS) has a positive and significant effect on Entrepreneurial Interest (EI) (β = 0.328, p < 0.001).
Conclusion: The study concludes that students' entrepreneurial interest is strengthened by an integrated entrepreneurial ecosystem in which facility support serves as an important institutional mechanism. Faculty competence is the strongest predictor of facility support, while curriculum quality and family environment also make significant positive contributions. Entrepreneurship education alone does not significantly predict facility support. 
Originality/value (State of the art): This study contributes to the entrepreneurship education literature by empirically testing an ecosystem model that combines academic, institutional, and family dimensions and highlights the bridging role of facility support in strengthening entrepreneurial interest.

Keywords: entrepreneurship education, curriculum quality, faculty competence, family environment, facility support, entrepreneurial interest