In response to the changing paradigms in higher education, universities need to adapt as academic institutions and prepare for future changes. This study explores how university leadership and educational management practices can be strategically designed to foster ecosystem engagement and promote sustainable entrepreneurship. This paper aims to investigate the relationships between green entrepreneurial self-efficacy (GESE), green environmental values (GEVs), university green environmental support (UGES), university green business development support (UGBDS) and green entrepreneurial intention (GEI).
This study uses a deductive approach and uses cross-sectional data collected through convenience sampling from students at public universities in Saudi Arabia. This study is based on 302 valid cases.
Using SmartPLS version 4, the path analysis reveals positive relationships between GESE and UGES, GEI and UGBDS. GEVs are positively associated with UGES and UGBDS but negatively associated with GEI. UGES and UGBDS are positively associated with GEI. Moreover, UGES mediates the relationship between GESE and GEI, and GEVs and GEI. Finally, UGBDS mediates the relationship between GEVs and GEI, and GESE and GEI.
This study’s outcomes help policymakers and university authorities develop a conducive and supportive culture in which green initiatives are top priorities. This study’s findings suggest that educational managers should seek to optimize institutional resources, nurture cross-sector partnerships and integrate sustainability-oriented entrepreneurship into educational frameworks. This study contributes to the discourse on educational innovation in higher education institutions.
This study presents an extensive framework that integrates GESE, GEVs, UGES, UGBDS and GEI into a single model. Moreover, this study addresses gaps stemming from the lack of an integrated framework, as explicitly confirmed in a developing-country context.
