Cultivating entrepreneurial skills in higher education: a strategic framework for future-oriented student development

This paper analyses the development of entrepreneurial skills using GUESSS data (Global University Entrepreneurial Spirit Students’ Survey), framing them from a multidisciplinary perspective. While prior research has predominantly focused on entrepreneurial intention, comparatively limited attention has been paid to entrepreneurial competencies as a core outcome of higher education. In addition, the role of the institutional entrepreneurial climate in shaping these competencies has been underexplored and has typically been treated as a contextual or moderating factor rather than as a contributing factor. To address this gap, the study analyses the influence of both university studies and the institutional entrepreneurial climate on students’ entrepreneurial skills. Methodologically, Partial Least Squares Structural Equation Modelling (PLS-SEM) is applied to data from 329 university students. The results show that both university studies and the university climate exert a positive and significant, albeit modest, influence on the development of entrepreneurial skills. These findings contribute to a better understanding of how higher education institutions can foster entrepreneurial competencies by combining formal educational components with supportive institutional environments. Moreover, the results suggest the usefulness of GUESSS-based analytical tools in informing public university strategies aimed at enhancing students’ entrepreneurial skills.