University Ecosystem Matters: How Perceived Support Moderates Digital Competence-Entrepreneurship Linkages Among Private College Students

Abstract

This research seeks to investigate the association between digital competence and entrepreneurial intentions among students enrolled in private higher education institutions, placing specific emphasis on the moderating influence of perceived support from universities. The study aims to explore how students' digital skills, in conjunction with institutional backing, collectively shape their inclination towards entrepreneurial pursuits. This study is underpinned by the Theory of Planned Behavior (TPB) and the Resource-Based View (RBV). TPB offers a framework for interpreting the psychological factors that influence entrepreneurial intentions, whereas RBV highlights the significance of institutional assets, including university support, in fostering entrepreneurial outcomes. A quantitative research design was employed, utilising a structured questionnaire distributed to a sample of 349 students from private colleges, selected through stratified random sampling. The gathered data were examined through correlation analysis, linear regression, and moderation analysis in order to evaluate the proposed relationships among digital competence, perceived university support, and entrepreneurial intentions. The findings reveal that digital competence, in isolation, does not serve as a significant predictor of entrepreneurial intentions. Conversely, perceived university support demonstrates a clear and statistically significant positive influence on students' entrepreneurial intentions. Nonetheless, the moderating role of perceived university support in the relationship between digital competence and entrepreneurial intentions was determined to be statistically non-significant. These results imply that institutional support systems may hold greater significance than technical digital proficiency in promoting entrepreneurial intentions among students. Therefore, enhancing both the prominence and accessibility of support services offered by universities is essential. Simultaneously, embedding digital competence within entrepreneurship curricula is recommended to cultivate more conducive entrepreneurial environments within private higher education institutions. This research adds to the scarce empirical body of work exploring the joint influence of individual capabilities and institutional resources on entrepreneurial intentions. By integrating the TPB and RBV theoretical frameworks, it provides a refined understanding of how universities contribute to the development of entrepreneurial outcomes among students within the context of private higher education.