Sequencing university support to develop students’ entrepreneurial mindset: Evidence from a resource-constrained Ghanaian university

This study investigates how a portfolio of university-level supports shape the entrepreneurial mindset (EM) of students at a resource-constrained Ghanaian university and whether supports sequenced together strengthen EM formation. Drawing on social cognitive theory and the individual entrepreneurial orientation framework, this study used an explanatory non-experimental design. The questionnaire was completed by 511 students who had undertaken compulsory entrepreneurship courses and hub activities. Confirmatory factor analysis validated the measurement model. Covariance-based structural equation modelling with bootstrapped mediation tested direct and indirect associations. It was discovered that higher-order EM construct explained substantial variance in its five IEO dimensions. Entrepreneurship education (EE) exerted a moderate association with EM, whereas concept development support and entrepreneurial role models produced weak but significant associations. However, business development support had no direct association. The serial pathway from EE through concept development to business development to role model exposure produced the strongest indirect association. The full structural model accounted for 57.2% of the EM variance. This study contributes to the literature by validating a higher-order EM that integrates five dimensions of IEO and empirically demonstrating the value of sequenced support. Additionally, it offers low-cost, high-impact sequencing strategies that resource-constrained universities can adopt to cultivate an enduring EM.