Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies

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Methods This cross-sectional study used a structured questionnaire to collect data from students at institutions providing entrepreneurial education. The structural equation modeling method of partial least squares (PLS) was employed for data analysis, path modeling, and data analysis. Our findings show that entrepreneurial attitudes, subjective norms, and sustainable business values affect sustainable entrepreneurial intentions. Moreover, our study highlights the crucial role of entrepreneurship education in fostering experiential learning among students and in assisting them in acquiring entrepreneurial attitudes and orientations. Results Our observations will be helpful to universities, higher education institutions, and policymakers in their efforts to enhance curricula and training materials. Comprehensive sustainability-related education would be beneficial for aspiring entrepreneurs enrolled in entrepreneurship programs. Conclusion This study acknowledges the importance of knowledge and skill acquisition in entrepreneurship education to foster entrepreneurial intention. Consequently, our findings have the potential to contribute to the economic growth of emerging economies and the establishment of new businesses. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-196/v1", "name": "Fostering sustainable business values: The impact of universities..." } } ] } Home Browse Fostering sustainable business values: The impact of universities... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article M Nayak P, Nayak M and . D. Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.12688/f1000research.160104.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] Pushparaj M Nayak 1 , Madhukara Nayak https://orcid.org/0000-0001-8111-5122 2 , Deekshitha . 1 Pushparaj M Nayak 1 , Madhukara Nayak https://orcid.org/0000-0001-8111-5122 2 , Deekshitha . 1 PUBLISHED 12 Feb 2025 Author details Author details 1 Department of Commerce, Manipal Academy of Higher Education, udupi, karnataka, 576104, India 2 Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, karnataka, 574115, India Pushparaj M Nayak Roles: Methodology, Writing – Original Draft Preparation Madhukara Nayak Roles: Conceptualization Deekshitha . Roles: Software OPEN PEER REVIEW DETAILS REVIEWER STATUS This article is included in the Manipal Academy of Higher Education gateway. Abstract Background This study examines the role of universities and sustainable business values, along with the antecedents of the Theory of planned behavior (TPB), in predicting sustainable entrepreneurial intentions among Indian higher education students. Methods This cross-sectional study used a structured questionnaire to collect data from students at institutions providing entrepreneurial education. The structural equation modeling method of partial least squares (PLS) was employed for data analysis, path modeling, and data analysis. Our findings show that entrepreneurial attitudes, subjective norms, and sustainable business values affect sustainable entrepreneurial intentions. Moreover, our study highlights the crucial role of entrepreneurship education in fostering experiential learning among students and in assisting them in acquiring entrepreneurial attitudes and orientations. Results Our observations will be helpful to universities, higher education institutions, and policymakers in their efforts to enhance curricula and training materials. Comprehensive sustainability-related education would be beneficial for aspiring entrepreneurs enrolled in entrepreneurship programs. Conclusion This study acknowledges the importance of knowledge and skill acquisition in entrepreneurship education to foster entrepreneurial intention. Consequently, our findings have the potential to contribute to the economic growth of emerging economies and the establishment of new businesses. READ ALL READ LESS Keywords Entrepreneurship education, sustainable entrepreneurial intention, higher education institutions, entrepreneurship development programs, PLS-SEM, sustainability. Corresponding Author(s) Madhukara Nayak ( [email protected] ) Deekshitha . ( [email protected] ) Close Corresponding authors: Madhukara Nayak, Deekshitha . Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 M Nayak P et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: M Nayak P, Nayak M and . D. Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.12688/f1000research.160104.1 ) First published: 12 Feb 2025, 14 :196 ( https://doi.org/10.12688/f1000research.160104.1 ) Latest published: 17 Nov 2025, 14 :196 ( https://doi.org/10.12688/f1000research.160104.3 )  There is a newer version of this article available. Suppress this message for one day. Introduction Sustainable Development Goals (SDGs) have become a top priority for many nations in the 21st century as a crucial focus of their agendas. Consequently, the way they approach and implement these objectives has been subject to careful examination and evaluation ( Kumar et al., 2020 ; Ketut Kusumawijaya and Dwi Astuti, 2021 ). There is a noticeable shift in the educational paradigm from the conventional model to entrepreneurial universities, driven by the recognition of the crucial role of education in promoting Sustainable Development ( Martínez-Valdivia et al., 2020 ). Entrepreneurs and entrepreneurship are essential to improving overall quality of life, prompting governments to take proactive steps in developing and fostering an entrepreneurial mindset through education ( Politis, 2005 ). Entrepreneurship plays a crucial role in driving new product development, productivity, process improvement, and overall economic and social progress ( Karimi et al., 2014 ; Nayak et al., 2023 ; Bonfanti et al., 2024 ). Sustainable entrepreneurship is concerned with preserving the natural environment, human life, and community, while pursuing opportunities for future products, processes, and services that benefit both the economy and society ( Shepherd and Patzelt, 2011 ; Ben Youssef et al., 2018 ). The sustainable entrepreneurial sector, large corporations, and environmentally conscious individuals drive innovation towards a more circular economy. However, current business models that focus solely on profit often neglect the environmental impact of human behavior. Social entrepreneurship and ecological economics have significant implications for the proposed theories and frameworks. Sustainable entrepreneurship has recently gained prominence through the creation of for-profit, socially responsible businesses. This study defines entrepreneurship activities and processes to achieve long-term success without exploiting the social and environmental contexts. According to Abbas (2020) , sustainable enterprises can make drastic adjustments to make their businesses profitable while also being environmentally responsible. There are two types of sustainable entrepreneurship: those that aim to create more sustainable companies and those that focus on profitable economic opportunities ( Thompson et al., 2015 ; Suganthi, 2019 ; Rosário and Figueiredo, 2024 ). This emerging sector has the potential to create social, environmental, and economic value, making it a promising avenue for the future of society ( Hockerts and Wüstenhagen, 2010 ). However, there is a lack of data to support entrepreneurial intentions in diverse forms of entrepreneurship, which could be attributed to the inherent difficulty in starting a long-term business ( Muñoz, 2018 ). Entrepreneurial studies indicate that purpose plays a crucial role in individuals’ decision-making processes when considering the establishment of a sustainable business. These studies suggest that having a well-defined mission or purpose can increase the chances of long-term success, enabling entrepreneurs to make decisions that align with their goals (Yasir et al., 2021). Entrepreneurial intention is widely regarded as the most crucial and impartial predictor of entrepreneurial activity, as a person’s intention to establish a sustainable business can be influenced by various factors including the complexity of inheritance ( Liñán et al. 2016 ; Vuorio et al. 2018 ). Most literature on entrepreneurship intention originates in Europe and other Western nations ( Barba-Sánchez et al., 2022 ). In the South Asian region, the social set-up and environmental factors that influence the entrepreneurial process are different from those compared to the factors covered in the existing research studies. Education, religion, caste, family, and social background are the most familiar sociocultural factors influencing entrepreneurship ( Tiwari et al., 2017 ; Barba-Sánchez et al., 2022 ). Sharda et al. (2006) argued that sociocultural factors are essential for starting a business in India. The study is well researched in the Western context but is under-studied in South Asian literature. This study seeks to address this gap in the literature by exploring how India’s unique cultural background affects the development of such intentions in the context of a developing economy. However, there is a lack of understanding of the significant role of inheritance complexity in shaping individuals’ intention to pursue sustainable entrepreneurship, particularly in developing countries. Thus, our study aims to address this gap in the literature by examining the role of universities (UR) and sustainable business values (SBV), along with antecedents of the Theory of Planned Behavior (TPB) (entrepreneurial attitude, perceived behavioral control, and subjective norms) in impacting sustainable entrepreneurial intentions (SEI) among higher education students. The recent development of increased opportunities for a sustainable entrepreneur, in addition to the current issues highlighted in SDGs, and determining the values of sustainability embedded in the individual can influence sustainable entrepreneurial intention. This study contributes to the existing body of knowledge on sustainable entrepreneurship and the TPB. It provides insights that can inform the development of effective policies and practices to promote sustainable entrepreneurship in developing economies, such as India. The research framework utilizes the well-known TPB model to address the entrepreneurial intention gap from a sustainable entrepreneurship perspective ( Ajzen, 1991 ). Furthermore, it also offers recommendations for the university administration to implement entrepreneurial programs based on a competency-based framework and for policymakers to implement various valuable interventions during times of crisis to increase the number of entrepreneurs capable of creating additional employment opportunities. Therefore, it is essential to consider more practical decision-making approaches from a business perspective ( Parastuty and Bögenhold, 2019 ). Theoretical background and development of hypotheses Sustainable entrepreneurship and Sustainable entrepreneurial intentions Such enterprises prioritize sustainability by reducing their negative impact on the environment and ensuring that they benefit the community and economy. This involves reducing the negative environmental impact by minimizing the use of natural resources in the business process. This approach can lead to innovation and effective risk management, resulting in cost savings and enhanced efficiency and competitiveness. Sustainable entrepreneurship strives to create businesses that benefit various stakeholders, including the environment, future generations, and society (Yasir et al., 2021). Entrepreneurial activity is recognized as a critical driver of social and environmental progress in sustainable business practices ( Betáková et al., 2021 ). By adopting a corporate social responsibility (CSR) approach, businesses can play a pivotal role in addressing ecological degradation. One way to achieve this is by engaging in activities that promote ecosystem protection and restoration ( Schaltegger et al., 2018 ). Through innovative techniques, entrepreneurs can leverage their unique perspectives to address ecological, societal, and economic concerns ( Belz and Binder, 2017 ). The relationship between entrepreneurship and sustainability is based on collaboration in which businesses work together to achieve long-term social and environmental benefits ( Liñán and Fayolle, 2015 ). Entrepreneurship is often seen as a conscious decision-making process, rather than a reaction to external factors. Numerous studies have been conducted on entrepreneurial intention, and several models have been developed, including the entrepreneurial event model and Theory. These models have helped shed light on the factors that influence entrepreneurial intention and behavior at various levels, such as cultural, institutional, and local communities ( Dentchev et al., 2018 ). However, while considerable research has been conducted on entrepreneurial intention, little attention has been paid to sustainable entrepreneurship ( Cieciuch, 2017 ). Theory of Planned Behavior (TPB) Ajzen’s “Theory of Planned Behavior” has gained widespread use in various academic disciplines for predicting and comprehending human behavior ( Bird, 1988 ; Ajzen et al., 2009 ). The Theory posits that human behavior is primarily driven by intentions, which are shaped by three attitudinal constructs: “Attitude,” “Subjective Norm,” and “Perceived Behavioral Control.” Perceived Behavioral Control. Perceived Behavioral Control. ( Bird, 1988 ). Marketing researchers and social psychologists have effectively applied TPB-based models in practical applications and fundamental research ( Mahajar et al., 2012 ). The effectiveness of entrepreneurship education has often been measured using intention rather than the actual rate of venture creation. Measuring the actual rate of venture creation can be impractical because of various factors, such as a long lapse between graduation and becoming an entrepreneur, which may affect the reliability of the study. Additionally, several other factors can influence the decision-making process and, in the end, weaken the relationship between education and entrepreneurial behavior ( Bird, 1988 ). Entrepreneurship affects individuals’ intentions and behavior, even at an implicit level, by influencing their attitudes. The Theory of Planned Behavior (TPB) provides a comprehensive framework for understanding how attitudinal factors are linked to intention formation. Consequently, by utilizing the TPB, it is possible to evaluate the influence of entrepreneurship education on intentions ( Bird, 1988 ; Ajzen, 1991 ). In this study, entrepreneurial attitude refers to an individual’s inclination to pursue entrepreneurship ( Bird, 1988 ; Ajzen, 1991 ). This inclination is demonstrated by optimistic expectations and beliefs about self-employment. Generally, an individual’s intention to engage in a particular behavior is influenced by their attitude towards that behavior ( Bird, 1988 ; Creswell and Creswell, 2018 ). Meanwhile, subjective norms pertain to an individual’s perception of whether others would approve or disapprove of a particular behavior, which is an individual’s perspective of what most people of importance think of when they engage in the behavior ( Abdul-Latif and Abdul-Talib, 2017 ). PBC refers to an individual’s belief about how easy or difficult it is to perform a specific behavior. This belief is influenced by the individual’s perception of the feasibility of performing the behavior, which in turn is shaped by their perceptions of the resources, opportunities, and skills needed to perform the behavior. This study examines the impact of entrepreneurial attitudes, SBN, and PBC on intention formation. The final construct of the TPB is subjective norms, which are the beliefs or expectations of a significant individual or group of people that guide and support a particular behavior ( Osman et al., 2020 ). The intention referred to in this study is characterized as a cognitive state that directs an individual’s focus and actions towards self-employment. Specifically, this study sought to understand how these factors contribute to EI development of entrepreneurial intention ( Bakar et al. 2014 ; Heuer and Kolvereid, 2014 ; Sekaran and Bougie, 2016 ; Ashari et al. 2018 ). Entrepreneurial attitude and Sustainable entrepreneurial intentions Entrepreneurial attitudes (EA) can be defined as an individual’s positive or negative assessment or appraisal of a specific behavior, which can influence their subsequent intentions. Their intentions were based on how people viewed behavior positively. In entrepreneurship, attitudes reflect the level of desire to become an entrepreneur ( Krueger et al., 2000 ). entrepreneurship, the greater their intention to become entrepreneurs. The review study conducted by Lortie and Castogiovanni (2015) used the TPB framework to analyze entrepreneurial intentions. This supports the significant influence of attitudes on entrepreneurial intentions and establishing attitudes as a crucial predictor. Previous studies on university students have consistently highlighted the significance of attitude as the primary antecedent in predicting entrepreneurial intentions ( Rosique-Blasco et al., 2018 ; St-Jean and Labelle, 2018 ; Munir et al., 2019 ; Phong et al., 2020 ; Shi et al., 2020 ; Ng and De Clercq, 2021 ). Prior research has found a positive correlation between university students’ attitudes towards sustainability-oriented entrepreneurship and their intentions to pursue sustainable business ventures ( Vuorio et al., 2018 ; Fatoki, 2020; Thelken and de Jong, 2020 ; Agu, 2021 ; Yasir et al., 2021). This indicates that individuals with favorable attitudes towards businesses that promote ecological and societal goals are more likely to become sustainable entrepreneurs. However, there have been a few instances in which this relationship was insignificant, such as during the COVID-19 pandemic in Vietnam ( Nguyen et al., 2021 ) and Indonesia ( Arifiani et al., 2021 ). Furthermore, contextual factors such as educational, infrastructural, and relational support have been found to moderate this relationship, leading to significant adverse effects. Thus, we propose the following hypothesis: H1: Entrepreneurial attitude significantly influences Sustainable entrepreneurial intentions Perceived behavioral control and Sustainable entrepreneurial intentions Perceived behavioral control (PBC) is a crucial dimension of TPB. It refers to an individual’s perception of how easy or difficult it is to perform a particular behavior based on their previous experiences or anticipated barriers ( Ajzen, 1991 ). In entrepreneurship, perceived behavioral control is the capacity to carry out the necessary behavior to establish a new firm, including the sense and perception of the controllability of the behavior ( Liñán and Chen, 2009 , p. 596). A review conducted by Lortie and Castogiovanni (2015) found that the majority of the articles analyzed (90%) supported the notion that there is a positive correlation between PBC and entrepreneurial intentions. Furthermore, research conducted on university students provides evidence of this relationship ( Rosique-Blasco et al., 2018 ; Munir et al., 2019 ; Shi et al., 2020 ; Ng and De Clercq, 2021 ). Additionally, the literature on entrepreneurial intention emphasizes the importance of PBC as a key dimension of TPB when examining factors that influence SEI. It is worth noting that PBC is crucial for explaining the relationship between TPB and SEI (Fatoki, 2020; Thelken and de Jong, 2020 ; Yasir et al., 2021; Romero-Colmenares and Reyes-Rodríguez, 2022 ). In certain countries such as Nigeria ( Agu, 2021 ), Liechtenstein, Austria, and Finland ( Vuorio et al., 2018 ), the belief that one can improve a sustainable entrepreneurial venture may not significantly affect one’s intention to become an entrepreneur. Rather, the primary determinant of SEI is SBN, or perceived desirability, followed by EA. According to Vuorio et al. (2018) , the importance of an individual’s perceived capability, skills, and entrepreneurial knowledge may not be as critical in sustainable entrepreneurship as in traditional entrepreneurship. Thus, the proposed hypotheses are as follows. H2: Perceived behavioral control positively influences Sustainable entrepreneurial intentions Subjective norms and Sustainable entrepreneurial intentions Subjective norms (SBN) refer to the social factors that influence an individual’s perceived social pressure to engage in a particular behavior ( Ajzen, 1991 ). In entrepreneurship, SBN represents an individual’s perception of how their decision to become an entrepreneur is viewed by significant others, such as family and friends ( Liñán and Chen, 2009 ; Kautonen et al., 2015 ). Previous studies on entrepreneurial intentions have shown mixed results regarding the SBN dimension of PB, with some studies reporting inconsistent results ( Lortie and Castogiovanni, 2015 ; Munir et al., 2019 ). However, research on SEI has shown that the opinions of individuals in close relationships are significant factors for university students ( Tiwari et al., 2017 ; Agu, 2021 ; Yasir et al., 2021; Romero-Colmenares and Reyes-Rodríguez, 2022 ). In certain studies, SBN was identified as the most influential dimension of the TPB. In contrast, studies conducted in South Africa (Fatoki, 2020), Indonesia ( Prabowo and Sinaga, 2022 ), Germany, and the Netherlands ( Thelken and de Jong, 2020 ) have shown that SBN is not a significant factor. This suggests that the opinions of close individuals or groups may not play a role in shaping the SEI of university students. Thelken and de Jong (2020) suggested that the limited exposure of the public to sustainable entrepreneurship situations and experiences may result in a lack of knowledge and awareness of sustainable entrepreneurship, which could explain the weak influence of SBN. Therefore, it is important to consider these cultural and contextual factors when examining the role of SBN in understanding the relationship between the TPB and SEI. Thus, we propose the following hypotheses: H3: Subjective norms positively influence Sustainable entrepreneurial intentions Sustainable business values on Sustainable entrepreneurial intentions According to Brundtland (1987) , sustainability refers to the development of the present needs without compromising the ability of future generations to meet their needs. Although the implementation of the SDG 2030 plan has commenced, the UN report suggests that progress in many areas has not been made to achieve the 2030 targets. There is a growing urgency to address challenges, such as poverty, hunger, social inequality, ecosystem restoration, and sustainable cities and communities. Encouraging entrepreneurial activities can increase employment opportunities, foster economies, and achieve Sustainable Development Goals (SDGs) ( United Nations, 2017 ). Ali (2018) argued that, while some countries have prioritized UN SDGs related to economic empowerment, peace, and justice, other goals are often overlooked. To ensure that all the SDGs are given equal importance, it is necessary to increase awareness of their significance and ensure transparency in their implementation. Bodhi et al. (2022) suggest that individuals’ sustainable business values are shaped by their attitudes, beliefs, and value systems, which play a critical role in determining their intention to engage in sustainable entrepreneurship. Debrah et al. (2021) proposed that sustainable behavior is rooted in an individual’s past experiences and learning, and their attitude towards sustainability is shaped by their level of connection with sustainable practices. Çop et al. (2020) defined sustainable values as individuals’ commitment to promoting sustainability, reflecting their preference for sustainable practices and dedication to achieving sustainability. Thus, we propose the following hypothesis: H4: Sustainable business values significantly influence Sustainable entrepreneurial intentions University role on Sustainable entrepreneurial intentions Universities’ entrepreneurship programs play a crucial role in shaping the attitudes, personalities, knowledge, inclination towards sustainability, critical thinking, and other fundamental qualities of aspiring entrepreneurs ( Tiemann et al. 2018 ). Therefore, universities are responsible for broadening students’ perspectives on sustainability by educating them on the ecological and social issues that prevail in the community ( Sun and Zhao, 2024 ). This knowledge will help students identify emerging entrepreneurial opportunities by assessing the risks and rewards of sustainable entrepreneurship ( Shi et al., 2020 ). Therefore, students need to develop specific competencies and understand that sustainability is essential for analyzing and creating a business plan for sustainable entrepreneurship. Educators should motivate students to engage in sustainable entrepreneurship, ensure that sustainability values are incorporated into all business operations, and integrate them into their training programs ( Kummitha, 2020 ). To achieve this, there is a need to modify traditional education methods by altering strategies, teaching methodologies, and pedagogies and involving internal and external stakeholders to raise awareness and implement sustainable development goals. Internal stakeholders include university governing bodies, professors, administrative staff, students, and their families, whereas external stakeholders include society, government agencies, organizations, enterprises, and other higher education institutions ( García-Feijoo et al., 2020 ). The implementation of experiential learning can significantly affect students’ entrepreneurial learning (Nayak et al., 2024). By involving all stakeholders, the education system can effectively incorporate sustainability values into its programs and provide students with the skills necessary to become sustainable entrepreneurs ( Ferrer-Estévez and Chalmeta, 2021 ). According to Purcell et al. (2019) , in a comparative study of the students who enrolled in universities that provided comprehensive sustainable entrepreneurship programs, including collaborations with external stakeholders, especially international universities, were exposed to experiential learning ( Hameed and Haq, 2020 ). These programs also offer access to entrepreneurial networks and examine government and international policies to enhance the quality of entrepreneurship curricula ( Sun and Zhao, 2024 ). Consequently, these students had higher perceived desirability and feasibility attributes than those who studied in universities without such programs ( Tehseen et al., 2021 ). Business schools can put forth the goals of sustainability through innovative pedagogical methods such as implementing sustainability goals on their campus, promoting gender equality and women empowerment by increasing the presence of female students in taking courses that males initially dominated ( Miotto et al., 2020 ), introducing community service as part of the curriculum that alerts students to societal issues, providing scholarships for solutions to sustainable issues, paving the way to a plethora of world-changing ideas, encouraging research and learning by allying with fellow countries, collaboration among universities bringing revolution to a global stage, and universities, in addition to research and teaching, have to be collaborative world leaders in achieving SDGs ( Goodall et al., 2019 ). Higher education institutions can effectively integrate business skills education for sustainability by developing programs that involve external stakeholders, such as enterprises, associations, public establishments, charitable institutions, and other universities ( Hermann and Bossle, 2020 ). These programs should focus on providing practical training to students, fostering an entrepreneurial mindset, and encouraging them to develop solutions for sustainability issues. Hence, universities can play a crucial role in fostering entrepreneurial and sustainable student intention. Therefore, we propose the following hypothesis: H5: University role significantly influences Sustainable entrepreneurial intentions (Please see Figure 1 ) Figure 1. Conceptual framework of the study (Authors own contribution). Methods The current study targeted individuals with younger demographics, specifically those aged between 18 and 25 years. To gather data, the researchers sent survey questionnaires to 281 individuals from India’s top business and management institutions. Following a comprehensive review of the questionnaire, 234 responses were deemed exceptional, resulting in an 83.27% response rate, and were selected for further analysis ( Wadhwa and Syamala, 2022 ). According to previous research Taherdoost, (2016) , the two disciplines of business and management have been identified as key players in the development of sustainable startups. Judgment sampling, which involved interviews with aspiring entrepreneurs, was used in this study. This sampling method was chosen because it allows for the selection of a specific group of people for the study ( Maxwell, 2013 ). The research methodology employed in this study involved cross-sectional studies that were both cost-effective and convenient, and required minimal time investment ( Maxwell, 2013 ). Prior to disseminating the questionnaire to respondents, the researchers adhered to ethical guidelines to ensure that the research was conducted appropriately, and objectivity was mentioned. To gather data, university students in Karnataka state of India were surveyed between January and March, 2024. A total of 26 universities in the province were selected, of which 20 were randomly chosen to participate in the study. This study focused on collecting quantitative data from university students in Karnataka state of India between January and March 2024. A total of 26 universities/higher education institutions were surveyed. The constructs were developed based on the findings of previous research and opinions of experts in the field. Before conducting the field survey, two steps were taken to ensure the applicability and reliability of the constructs. First, six experts in sustainability attitudes, sustainable business development, Sustainable Development Goals (SDGs), TPB, and personal values evaluated the proposed constructs. Second, a pretest was administered to 50 students from five universities to ensure the completeness of the questionnaire for actual data collection. In the final questionnaire, a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) was used to show how the various constructs of students’ entrepreneurial intentions were manifested in their answers. According to Podsakoff et al. (2003) and O’Brien (2007) , the two measures of sustainable intention are reversed to mitigate the risk of common method bias and to increase the validity of the responses. Herman’s single-factor test was conducted to evaluate the variance in the common method, which revealed that six factors accounted for 63% of the variance in the data. However, the first component accounted for only 23% of the variance, indicating that no single component accounted for most of it. Additionally, surveys were administered by the participants themselves and random response approaches were employed to minimize the influence of social desirability on their responses. Moreover, an examination of the convergence validity revealed no indication of bias in social desirability. The demographics of the respondents A total of 281 responses were received from the participants over three months, of which 47 were excluded from the analysis because they were inappropriate for analysis, yielding a response rate of 83.27%. Finally, 234 responses were found to be complete and used in the study. Of these, 41% were male (n=96) and 138 were female (n=138). Most respondents were undergraduates below the age of 25 years. The average age of the participants was 20.14 years, which is similar to the average age of university students in India. All the students who participated in the survey were from state of Karnataka, India’s Top Commerce and Management Institute and were in their last year of the program. Interestingly, 79% (n= 185) of the students were aware of sustainability and sustainable entrepreneurship ( Table 1 ). Table 1. Sample information. Frequency Percentage Gender Male 96 41% Female 138 59% Awareness about the sustainable entrepreneurship Yes 185 79% No 49 21% Research instrument This study used six principal constructs: Entrepreneurial Attitude, Perceived behavioral control, Subjective Norms, Sustainable Business Values, University Roles, and Sustainable Entrepreneurial intention. The Vuorio et al. (2018) scale was adopted and assessed with five items to measure EA, and the participants were asked to rate their attitudes towards entrepreneurial venturing. The Liñán and Chen (2009) scale was used to measure PBC using a five-point scale. SBN was measured using a four-item scale ( Liñán and Chen, 2009 ) to obtain responses. Three items were used to measure sustainable business values among students ( Wang et al., 2020 ). The university’s role in promoting sustainable education was assessed using multiple scales developed by Alvarez-Risco et al. (2021) with three items ( Fatoki and Oni, 2014 ), and sustainable entrepreneurial intention uses a three-measure scale from the studies of Wegner et al. (2019) . Research design The research design was exploratory, as it explored the influence of various attributes on sustainable entrepreneurial intention. This study used a survey method to obtain data on attitudes, social norms, self-efficacy, sustainable values, university roles, and sustainable entrepreneurial intention. The survey items were adapted from existing literature, as mentioned in the items of construct Table 2 . The proposed research model was analyzed using the PLS-SEM method through the Smart-PLS software program (Smart PLS 4.0), which assists in connecting the interdependent variables and establishing a relationship to analyze the latent variables. Table 2. Items of construct. EA: Entrepreneurial Attitude EA1: A career as an entrepreneur is interesting to me and will give me a large amount of satisfaction EA2: If I have opportunities, capital, and abilities, I will start a business EA3: I know how to develop an entrepreneurial project i.e. necessary practical details to start a firm EA4: If I tried to start a new firm, I would have a high probability of succeeding EA5: It is exciting to figure out new ways to solve unmet market needs that can be commercialized PBC: Perceived behavioral control PBC1: Opportunity recognition PBC2: Creativity PBC3: Problem solving PBC4: Leadership and communication skills PBC5: Development of new products and services PBC6: Networking and making professional contacts SN: Subjective Norms SN1: Entrepreneurial activity valued in your close family SN2: Entrepreneurial activity valued Among your friends SN3: Entrepreneurial activity valued among your colleagues and mates SN4: Entrepreneurial activity acceptive by your close family SN5: Entrepreneurial activity acceptive by your friends SN6: Entrepreneurial activity acceptive by your colleagues and mates SN7: The entrepreneur’s role in the economy is not sufficiently recognized SN8: Many people consider it hardly acceptable to be an entrepreneur SN9: Entrepreneurial activity is considered too risky to be worthwhile SBV: Sustainable Business Values SBV1: I will support and participate in sustainable initiatives or social activities organized by my university SBV2: I am currently following the 4 R’s of sustainability: Recycle, Reduce, Reuse, Recover SBV3: I will adapt to energy & water conservation practices SBV4: I will use environmentally friendly product UR: University’s role in promoting Sustainable Entrepreneurial Education UR1: Offers elective courses or has a curriculum or conducts workshops, conferences, programs and seminars on Sustainable development UR2: Makes sustainability a priority in campus and day-to-day operations UR3: Contributes to social well-being, tolerance, fulfilment of needs of disabled, social activities UR4: Provides support and infrastructure for inventions and patent generation UR5: Offers elective courses/project work/workshops/curriculum on entrepreneurship UR6: Collaborates with other Universities/Industries /Companies/N.G.O.s/Government organizations SEI: Sustainable Entrepreneurial intention SEI1: The venture that I create will have social impact and environmental impact (poverty reduction, SEI2: I prefer to be a sustainable entrepreneur rather than to be an employee of a company SEI3: My future initiatives will prioritize sustainability benefits over financial ones Sample and data collection Data were obtained using a questionnaire with 5-point Likert scale, in addition to demographic characteristics. The sample consisted of students who obtained or were in the process of obtaining undergraduates. Furthermore, the age of the participants was restricted from 18 to 25 years to obtain a fairly recent overview of the quality of education or its influence on students. The sample age indicates that the study determined the students’ commitment to starting a venture during or after their studies. The average age of the respondents was 20.14 years. The participants were undergraduate students from various universities in and around Karnataka. In this quantitative study, data were collected using a questionnaire comprising 281 respondents, of which 234 were eligible for data analysis. Table 1 presents the demographic information of the respondents and Table 2 lists the constructs considered in the questionnaire. Data analysis and results The current study used partial least squares smart PLS version 4 software for data analysis and path modeling ( Ringle et al., 2015 ). As this study aims to predict sustainable entrepreneurial intentions, we believe that PLS-SEM is an appropriate tool for data analysis. A confirmatory composite analysis is suitable when the study focuses on prediction. This study should be validated because PLS-SEM primarily concentrates on the relationship between forecasts and theory testing ( Shmueli et al., 2016 ). For many reasons, this study used PLS to analyze the paths and relationships. PLS-SEM handles measurement errors better and assesses the mediating relationships more accurately. Second, PLS path analysis works well in practice. This approach is suitable for complex research models and entrepreneurship. Third, the PLS-SEM approach allows researchers to formulate and test sophisticated conceptual models with flexible assumptions ( Zaman et al., 2020 ). The benefits are that the assumptions regarding the non-normal distribution of the data are less strict, complex relationships between the constructs can be handled, and the key driver constructs for the outcome construct can be predicted accurately ( Hair et al., 2012 ). However, the data collected in this study were not normal. PLS-SEM was used to determine the inner and outer dimensions of the model. The first step in this technique was to examine the measurement of inter-item reliability, convergent validity, and internal consistency. A structural model was used to test the hypotheses and predictability ( Henseler et al., 2009 ). The first stage evaluated the measurement model for reliability, convergence, and divergence using confirmatory factor analysis (CFA). The average validity extracted value (AVE) of a variable is shown in Table 3 , with a factor load of at least 0.50 and a composite reliability of the construct at 0.7, consistent with previous research ( Hair et al., 2012 ). In the second stage, the structural model and hypotheses were tested after assessing the model’s goodness-of-fit index. The model’s overall fit was deemed acceptable as all index values fell within the acceptable range. Table 3. Measurement model assessment. Variables/Items Outer loadings Cronbach’s alpha (α) Composite reliability (CR) Average variance extracted (AVE) EA1 <- EA 0.743 0.784 0.853 0.537 EA2 <- EA 0.773 EA3 <- EA 0.738 EA4 <- EA 0.704 EA5 <- EA 0.702 PBC1 <- PBC 0.777 0.803 0.863 0.557 PBC3 <- PBC 0.715 PBC4 <- PBC 0.770 PBC5 <- PBC 0.727 PBC6 <- PBC 0.741 SV1 <- SB 0.702 0.689 0.865 0.762 SV2 <- SB 0.864 SV4 <- SB 0.882 SEI1 <- SEI 0.822 0.691 0.827 0.616 SEI2 <- SEI 0.822 SEI3 <- SEI 0.707 SN1 <- SN 0.830 0.778 0.869 0.688 SN2 <- SN 0.824 SN3 <- SN 0.834 SN4 <- SN 0.731 UR2 <- UR 0.802 0.848 0.888 0.614 UR3 <- UR 0.782 UR4 <- UR 0.709 UR5 <- UR 0.799 UR6 <- UR 0.823 The threshold limits for these values were in accordance with standards established in various studies. This study referred to Hair et al. (2019) for the threshold limit. The reflective indicator loading must be ≥0.700 to ensure relevance to the study results. Therefore, an outer load that was less than the threshold was removed. The removed latent variables are PBC2=0.691, SV3=0.604, UR1=0.657, SN5=0.094, SN6=0.002 SN7=0.311, SN8=0.244, SN9=0.058. The Reliability and Validity of the latent variable were determined using Cronbach’s alpha (α), Composite Reliability (CR), and Average Variance Extracted (AVE) tests. The value of α≥0.70 (but a minimum of 0.6 is allowed in exploratory research). The values of CR ≥0.8 and AVE≥0.5. To ensure that the data are not compromised, the maximum value should be approximately 0.95. In the above table, the values of α, CR, and AVE were within the limits prescribed by the researchers. Therefore, the variables were reliable, and the internal consistency and reliability of the data were maintained. To ensure discriminant validity, we analyzed the correlations among all the configurations. Discriminant validity was confirmed by the calculated values for adjustments among constructs that were lower than the squared AVE cutoff value ( Urban and Kujinga, 2017 ). This suggests that each construct was independent and suitable for conducting additional statistical tests. We evaluated the measurement scale’s validity using the average variance extraction (AVE) method, demonstrating that each component differed significantly and was unrelated to the others. The fact that each component differs significantly and is unrelated to the others suggests that the results are not skewed towards sustainable entrepreneurial intentions. The Heterotrait-Monotrait Ratio Despite this, the Fornell–Larcker criterion is one of the most powerful methods for assessing the discriminant validity. However, the FLC criterion cannot precisely measure discriminant validity in various research contexts. A recent study used the HTMT ratio to assess constructs’ discriminant validity ( Henseler et al., 2015 ). Table 4 shows the results, which show that they meet the specified criterion of all values being less than 0.90 ( Chin and Marcoulides, 1998 ). Thus, all variables studied in the context of higher education showed discriminant validity. Table 4. Discriminant validity. Heterotrait-monotrait ratio (HTMT) EA PBC SB SEI SN UR EA PBC 0.715 SB 0.385 0.400 SEI 0.834 0.589 0.581 SN 0.207 0.233 0.379 0.392 UR 0.199 0.239 0.333 0.289 0.349 Fornell-Larcker criterion (FLC) EA PBC SB SEI SN UR EA 0.733 PBC 0.571 0.746 SB 0.283 0.304 0.873 SEI 0.633 0.461 0.402 0.785 SN 0.161 0.176 0.276 0.290 0.830 UR 0.185 0.212 0.254 0.234 0.287 0.784 The Fornell–Larcker Criterion The FLC criterion was used to assess discriminant validity. The AVE squared value for each variable was calculated and compared with the correlation values for other variables ( Fornell and Larcker, 1981 ). After computing the AVE square root value, the diagonal correlation matrix must be greater than the squared correlation value ( Hair et al., 2018 ). For discriminant validity, diagonal elements or coefficients must be larger than off-diagonal elements or coefficients. Table 4 shows that all square roots of AVE for the constructs were greater than the off-diagonal elements or coefficients in the relative columns and rows, indicating discriminant validity. Discussion This study aimed to investigate the role of universities and sustainable values in the formation of sustainable entrepreneurial intention based on the theoretical framework of the Theory of planned behavior. The respondents were final-year undergraduates in commerce and management. Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the results. First, the study results are inconsistent with those of prior studies that predicted SEI using the TPB. By contrast, some scholars have highlighted the importance of universities’ roles in SEI. This study also contributes to the ongoing discussion of the importance of numerous factors in the decision-making process for becoming a sustainable entrepreneur. Furthermore, the results support the notion that EA, PBC, and SBN on SEI are consistent with previous studies ( Al-Jubari, 2019 ; Alam et al., 2019 ; Linton and Klinton, 2019 ). All TPB variables directly affected the SEI. The findings indicated that EA had the most decisive influence on SEI, followed by SBN, whereas PBC had the most negligible influence, which is consistent with prior studies ( Ismail et al. 2018 ). Our findings indicate that EA, SBN, and SBV are significant and strongly related to the start of a sustainable business. It may be possible that a new wave of sustainable entrepreneurs could reshape societal perspectives on business practices and challenge traditional norms. This may clarify why individuals aspiring to become sustainable entrepreneurs seek approval from acquaintances or colleagues before embarking on such a path. Second, the study analyzed and confirmed that the direct effects of PBC and UR were negatively correlated with SBI, rejecting Hypotheses 2 and 5. Thus, PBC was rejected, contradicting the conclusions of previous studies from emerging nations ( Usman and Yennita, 2019 ), and previous empirical studies did not support the findings of this research ( Amofah and Saladrigues, 2022 ; Çop et al., 2020 ; Soomro et al., 2020 ). This hypothesis was not supported because university students may lack self-efficacy or confidence in their ability to successfully manage a sustainable business ( Boubker et al., 2021 ). This study suggests that PBC, which refers to an individual’s confidence in their ability to act as an entrepreneur, plays a crucial role in building entrepreneurial intentions. PBC can influence an individual’s decision to pursue a goal and their level of effort, persistence, and resilience in the face of challenges or obstacles. When the PBC increases, the effect of sustainable entrepreneurial competence decreases. This means that entrepreneurial competencies have a more significant influence on entrepreneurial intentions among individuals who score low on PBC, and a weaker influence on those who score high on PBC. The study hypothesis between PBC and sei was rejected because of the lack of sustainable entrepreneurship education for university students, considering entrepreneurship as a career choice ( La Barbera and Ajzen, 2021 ). Moreover, this study’s findings suggest that universities do not positively influence the sustainable entrepreneurial intention of higher-education students. Although entrepreneurship education can be beneficial at an early age and throughout secondary education ( Harris and Gibson, 2008 ; Shelton and Archambault, 2019 ), it may teach entrepreneurial culture at an early age. Furthermore, this study specifically focuses on the role of universities in imparting sustainable entrepreneurial education to higher-education students. However, this conclusion is inconsistent with the results of previous studies ( Soomro et al., 2020 ; Boubker et al., 2021 ). Therefore, it is possible that universities are not adequately equipped to impart sustainable entrepreneurial education that can influence students’ intentions to pursue sustainable entrepreneurship as their career choice. Third, the results indicate that EA positively influenced the SEI of respondents in emerging countries, where the region consists mainly of semi-urban and urban cities ( Buli and Yesuf, 2015 ; Marques et al., 2012 ). Previous studies have demonstrated that the impact of entrepreneurial education on entrepreneurship varies across regions, with urban areas or regions that foster startups exhibiting a more substantial influence on the formation of EA ( Bosma et al., 2016 ). Furthermore, the study focused on a younger demographic whose self-efficacy and societal perspectives differ from those of older individuals ( Johnson et al., 2006 ). This suggests that this group is more likely to recognize and exploit entrepreneurial opportunities, which affects their overall entrepreneurial attitudes. The findings also demonstrate that EA has the most substantial impact on SEI among the proposed model variables. This result aligns with those of Amofah et al. (2020) , it can be argued that business and management students tend to be self-reliant and aspire to become bosses, which can ultimately help to reduce unemployment. Some graduates have already taken the initiative to start their ventures and become self-sufficient. Starting a business is becoming an increasingly popular option to achieve financial success when traditional job opportunities and career paths are limited ( Bosma et al., 2018 ). According to our study, SBN strongly predicted the entrepreneurial intentions of higher education students. SBN refers to the support a person receives from their closest relationships regarding a particular behavior, such as becoming an entrepreneur. This support is particularly crucial for younger adults, and our results suggest that higher-education students are more likely to be influenced by their parents’ and friends’ support, which in turn strengthens their intention to pursue entrepreneurship ( Tommasetti et al., 2018 ). Interestingly, our findings align with prior research, indicating that subjective norms are better predictors of intentions in collectivist cultures and individuals with collectivist orientations ( Cho and Lee 2018 ). This suggests that peers, friends, family, and local environment can influence students. Previous research has shown that government support, legal rules, and regulations influence individual entrepreneurial endeavors. ( Olakitan 2014 ; Stephen et al., 2005 ). Consistent with previous findings, SBN significantly and positively affects entrepreneurial intention ( Kabui and Maalu, 2012 ). The research findings show that sustainable business values have a positive relationship with entrepreneurial intentions. Sustainable values are shaped by personal attitudes, beliefs, and value systems and play a key role in determining entrepreneurial intentions. Their past experiences and sustainable practices have shaped their sustainable values ( Debrah et al. 2021 ). Thus, higher-education students are inclined to promote sustainable entrepreneurship practices and cultivate sustainable values ( Çop et al. 2020 ). Our findings suggest that a pre-career planning procedure that includes courses on sustainable entrepreneurship is optimal for individuals who are interested in pursuing a sustainable career. These findings support those of a previous study advocating the inclusion of sustainable entrepreneurship courses in educational programs ( Ge et al., 2017 ). Training in sustainable entrepreneurship can be a viable alternative to overcoming the lack of exposure to sustainable entrepreneurship, which may be due to the low number of existing sustainable enterprises ( Bacq and Alt, 2018 ). Our findings support those of a previous study advocating sustainable entrepreneurship training courses. This type of training can increase an individual’s self-efficacy, cultivate a more favorable attitude towards self-employment, and provide role models through family and friends, ultimately increasing the likelihood of starting sustainable entrepreneurship ( Urban and Kujinga, 2017 ). Therefore, our research suggests that incorporating sustainable entrepreneurship training courses into educational programs can be beneficial for those interested in pursuing a career in sustainability ( Zhao et al., 2018 ). Theoretical implications The research findings significantly contribute to the literature on sustainable entrepreneurship education and the Theory of planned behavior. Numerous studies have examined the role of sustainable entrepreneurship education in new venture creation ( Ahmed et al., 2020 ; Cassol et al., 2022 ), students’ intentions to start a business ( Badri and Hachicha, 2019 ; Otache et al., 2022 ), the entrepreneurial mindset of college students ( Bell and Cui, 2023 ), the intentions of engineering students ( Kim and Park, 2019 ), business students ( Adu et al., 2020 ; Jena, 2020 ), and human capital ( Passaro et al., 2018 ). However, scant attention has been given to studying its effect on the Theory of planned behavior and sustainable values and the university’s role in the emerging economies of South Asia. This study makes four main contributions to this Theory. Begin contributes to the literature by investigating an understudied extension of the Theory of planned behavior with its underlying association with sustainable entrepreneurial intentions. This study extends previous research’s Theory of planned relationships by proposing additional variables of sustainable business values and university roles and as an alternative mechanism for improving EI in the context of HEIs In Addition, considerable research has been conducted on various factors that influence higher education students’ sustainable entrepreneurial intention (SEI). These factors include age, gender, role models, sociocultural influences, and self-efficacy ( Anwar et al., 2021 ; Chhabra et al., 2021 ). However, there is a lack of studies specifically investigating the independent impact of sustainable business values and university roles and development on the Theory of planned behavior ( Ajzen, 1991 ). This research addresses this gap in the literature by exploring the connection between behavioral variables and the individual effects of sustainable business values and university roles in the context of higher education institutions (HEIs). The findings highlight that behavioral variables significantly enhance the SEI of students in higher education. Moreover, this study examines the personal effects of sustainable business values and university roles within the Theory of planned behavior framework to elucidate the role of behavioral factors in influencing SEI. Previous research has demonstrated that when behavioral factors align with the inspiration provided through entrepreneurship education, students are more inclined to initiate business ventures ( Adekiya and Ibrahim, 2016 ; Alami and El Idrissi, 2022 ). Furthermore, this study makes a significant contribution to the field of sustainable entrepreneurship education and sustainable entrepreneurial intention (SEI) by offering valuable insights into the impact of behavioral factors on EI development among students in higher education institutions (HEIs). Recognizing the crucial role played by behavioral factors, university roles, and sustainable business values in shaping EI, this study proposes practical recommendations for integrating entrepreneurial projects into the curriculum. These projects may include activities, such as creating business plans, conducting market analyses, and fostering idea generation ( Yousaf et al., 2021 ). Additionally, this study suggests the involvement of role models or motivational speakers, who can share their personal experiences to inspire and guide potential entrepreneurs. This study contributes to the field of entrepreneurial education, particularly in emerging economies. While previous research has primarily focused on developed nations, there remains a need for further studies examining the unique circumstances of emerging countries such as India ( Singh and Mehdi, 2022 ). The evidence obtained from studies conducted in emerging economies may not apply directly to universities in developed countries, thus emphasizing the importance of conducting research tailored to specific contexts. By addressing this gap, this study fills a void in the literature and provides insights relevant to universities that operate in developing economies. Practical implications This study has implications for addressing the issue of unemployment among higher-education students. First, higher education institutions should implement entrepreneurship courses that focus on sustainable business and experiential learning programs to enhance students’ intentions (EI). These initiatives include student-driven clubs, business competitions, business proposal development, webinars, seminars, corporate consultancy, and networking events ( Jones et al., 2012 ; Shabbir, 2021 ). Students can develop a keen interest in entrepreneurship by engaging in such activities. The cultivation of EI among higher education students not only alleviates the burden on industries and the government to create employment opportunities for educated youth but also encourages them to consider self-employment or entrepreneurship as a viable career path. Educational institutions can empower students to create employment opportunities and contribute to economic growth by promoting entrepreneurial engagement. Entrepreneurial intention has the potential to create a positive social impact by inspiring individuals to establish businesses that address societal and environmental challenges. Pursuing entrepreneurial goals can empower individuals to achieve self-sufficiency and financial stability through ventures. Moreover, effective entrepreneurship education and training can facilitate the transition of graduates from job seekers to job creators, contributing significantly to long-term socioeconomic development at the national level. This study suggests that university administrations should implement policies focused on delivering entrepreneurial programs based on a competency-based framework. Such initiatives would increase students’ entrepreneurial intentions and foster new venture establishments ( Ashraf 2019 ; Li et al., 2020 ; Sherkat and Chenari, 2020 ). Recognizing that entrepreneurship is a primary driver of economic development in a nation ( Arshad et al., 2019 ), these policies would play a vital role in nurturing entrepreneurial ecosystems and fostering economic growth. Third, the relevance of EE cannot be overstated, considering the uncertainties brought about by the COVID-19 crisis; the relevance of entrepreneurship education (EE) cannot be underestimated ( Jones et al., 2021 ). This study highlights (Nayak et al., 2024) how crucial the pre-university phase is in determining students’ goals since it has a significant impact on their future endeavors. It recommends exposing students to basic entrepreneurial concepts before enrollment in Higher Education. EE equips entrepreneurs with the skills and resilience to navigate the business landscape during times of crises. Making EE more accessible to a broader range of individuals can contribute to addressing social challenges arising from the pandemic. In summary, state policymakers should prioritize sustainable entrepreneurship education in universities, incorporate open innovation dynamics, raise awareness of limited job opportunities, and promote self-employment. Recognizing the Importance of EE. In times of crisis, efforts should be made to expand the reach and address the challenges posed by the COVID-19 pandemic. To promote entrepreneurship, policymakers should ensure that universities incorporate entrepreneurship education into their curricula, including teaching the cyclical dynamics of open innovation ( Dzisi et al., 2018 ). It is crucial to design entrepreneurship education and training that raises awareness about limited employment opportunities and the importance of self-employment ( Yun et al., 2018 ). Furthermore, considering the COVID-19 crisis and its impact on the job market, the significance of entrepreneurship education and training cannot be overstated ( Jones et al., 2021 ). It equips entrepreneurs with the skills required to navigate the business environment during a crisis. Widening access to entrepreneurship education and training can contribute to addressing social issues resulting from the pandemic. Entrepreneurial aspirations have the potential to stimulate entrepreneurship within underrepresented groups including women, minorities, and low-income individuals. This can effectively reduce income disparity and enhance social inclusion. By providing entrepreneurial training, we can encourage the emergence of new businesses that introduce innovative concepts, products, and services to the market, thus benefiting the economy and society. To maximize the effectiveness of entrepreneurial education, collaboration among stakeholders is essential to promote a positive socioeconomic environment, leading to long-term economic stability and minimizing crises. Furthermore, the government must increase investments in entrepreneurial training and implement practical interventions during crises to foster more entrepreneurs who can generate additional employment opportunities. This approach has the potential to enhance the competitiveness of the country’s education sector and contribute to the nation’s overall growth and development ( Brown et al., 2020 ). Conclusions The main objective of this study was to investigate the influence of external factors on the Theory of planned behavior and the direct effect of additional variables of sustainable business values and university roles on students’ sustainable entrepreneurial intentions. By introducing additional variables, sustainable business values, and university roles in the direct relationship with SEI., this study addresses this theoretical gap and explores this direct relationship. The results indicate that behavioral factors (EA, SBN) and SBV have a statistically significant influence on SEI, but the (PBC and UR) did not have a positive relationship, particularly among higher education commerce and management students. This model sheds light on the intricate mechanisms underlying individuals’ intention to pursue entrepreneurial ventures. These findings provide valuable insights for future sustainable entrepreneurship research. Moreover, university administrators, faculty, and policymakers can utilize this study as a resource to foster entrepreneurial aspirations among higher education students. Limitations and scope for future research This study has several limitations. First, it is confined to the scope of the Theory of planned behavior, restricting the examination of broader environmental and external factors. Additionally, this study focused on quantitative analysis for predicting SEI. A mixed-method approach or qualitative analysis could provide additional insights for predicting SEI. This study is concerned with the generalizability of the findings from a sample of higher education students drawn from one province in one country. Therefore, the application of the same model to students from different provinces or nationalities remains unexplored. Future research could consider longitudinal studies to gain insights into the motivating factors of students’ entrepreneurial aspirations. Ethical approval and consent Ethical approval was obtained from the Kasturba Medical College and Kasturba Hospital Institutional Ethical Committee (registration number: ECR/146/Inst/KA/2013/RR-19) (DHR Registration Number: EC/NEW/INST/2019/374) on 4 th June 2021. The completion of the questionnaire was considered as the consent of the students to participate in the study. Written consent was taken from the participants during the survey of the questionnaire and the ethical committe approved the same Annexure : IEC: 235/2021 Written consent statement All participants in this study provided written informed consent prior to their involvement. The consent process ensured that participants fully understood the purpose of the study, the procedures involved, their rights to withdraw at any time without penalty, and the measures taken to ensure the confidentiality and anonymity of their data. The study adhered to ethical guidelines and was approved by the relevant institutional ethics review board. Software availability statement This study utilized SmartPLS (Version 4.0), a proprietary software, for Structural Equation Modeling (SEM) analysis. Smart PLS is available for purchase and academic use at https://www.smartpls.com . For readers seeking open-access alternatives, ADANCO (available at https://www.composite-modeling.com ) and OpenMx (available at http://openmx.ssri.psu.edu ) are viable options that offer similar functionalities for SEM analysis. Data availability statement The data supporting the findings of this study are publicly available and can be accessed at Figshare under the following link: https://doi.org/10.6084/m9.figshare.28014464.v4 ( Nayak, 2024 ). The dataset is provided under CC0 1.0 “a Creative Commons License” under the project title Fostering Sustainable Business Values: The Impact of Universities on Shaping Sustainable Entrepreneurial Intentions in Higher Education Students from Developing Economies and is freely accessible for research and educational purposes. References Abbas J: Impact of Total Quality Management on Corporate Green Performance through the Mediating Role of Corporate Social Responsibility. J. Clean. Prod. January 2020; 242 (1): 118458. 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Publisher Full Text Comments on this article Comments (0) Version 3 VERSION 3 PUBLISHED 12 Feb 2025 ADD YOUR COMMENT Comment Author details Author details 1 Department of Commerce, Manipal Academy of Higher Education, udupi, karnataka, 576104, India 2 Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, karnataka, 574115, India Pushparaj M Nayak Roles: Methodology, Writing – Original Draft Preparation Madhukara Nayak Roles: Conceptualization Deekshitha . Roles: Software Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (3) version 3 Revised Published: 17 Nov 2025, 14:196 https://doi.org/10.12688/f1000research.160104.3 version 2 Revised Published: 09 Jul 2025, 14:196 https://doi.org/10.12688/f1000research.160104.2 version 1 Published: 12 Feb 2025, 14:196 https://doi.org/10.12688/f1000research.160104.1 Copyright © 2025 M Nayak P et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article M Nayak P, Nayak M and . D. Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.12688/f1000research.160104.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 12 Feb 2025 Views 0 Cite How to cite this report: Hasan M. Reviewer Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.175927.r375928 ) The direct URL for this report is: https://f1000research.com/articles/14-196/v1#referee-response-375928 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 10 May 2025 Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.175927.r375928 Dear Author, Thank you for the valuable opportunity to read and review this manuscript. I have read the entire manuscript in detail and with great interest. This manuscript entitled "Fostering sustainable business values: The impact of universities ... Continue reading READ ALL Dear Author, Thank you for the valuable opportunity to read and review this manuscript. I have read the entire manuscript in detail and with great interest. This manuscript entitled "Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies" has both theoretical and practical contributions, especially to entrepreneurship education in higher education in developing countries. However, there are several parts or areas in this manuscript that need special attention to further improve the quality of this manuscript. First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education in higher education in developing countries that is associated with the importance of sustainable entrepreneurial intentions among Indian higher education students so that from this description, the focus or objectives of the research can be formulated. Then, in the method section, it is enough to focus on describing the method used in this study; there is no need to describe the results of the study. In the method section, it is also necessary to describe the population, sample, and sampling technique. The description of the results in this section is very problematic. In this section, it is better to focus on conveying the results of the research based on the objectives of the research. Finally, in the conclusion section, this section is also very problematic because it does not match the title of the study. Focus on providing reinforcement related to the intention of sustainable entrepreneurship in developing countries, and with these findings, what are the theoretical implications and practical implications? This abstract section needs to be reformulated to be more systematic. Second, the introduction section. This section has been formulated quite well. However, there are several areas that need additional descriptions. There are several theoretical perspectives that can be used to view the intention of sustainable entrepreneurship other than TPB. However, the author chose to use the TPB theoretical perspective; this is, of course, necessary to obtain theoretical reasons, especially when associated with TPB for the case of developing countries. In addition, this section should be supported by the presence of research questions that are continued with a description of the focus or main objectives of this study. Third, the literature review and hypothesis development section. TPB is used as a theoretical perspective in this manuscript, but there is no specific explanation of how the TPB perspective is derived into research variables. As a special note, in developing this section, the author did not consider looking at theoretical gaps or previous findings related to how TPB is used to view the intention of sustainable entrepreneurship in developing and developed countries. Why is it important? Because I see the main contribution of this manuscript is in the use of the TPB theoretical perspective to measure the intention of sustainable entrepreneurship in developing countries, including India. Are there any previous cases or research in India or other developing countries related to this theoretical perspective? The hypothesis has been developed quite well, but almost the entire hypothesis development section has not looked at the relationship between variables using the TPB perspective. Fourth, the method section. There is a serious problem with sampling. This study claims that this is the case for a developing country, India. However, I see that the sample used is only 234. How many populations are there? Do these 234 represent the entire population for a country with a large population like India? In addition, I did not find specific indicators of each variable studied. Sixth, the discussion section. In the early part of the discussion, there is no need to explain the method used, because this is just a less substantial repetition. In addition, this section only repeats the results section and only compares its findings with other research findings. My suggestion is that a more critical discussion needs to be made, especially on new findings that provide a new perspective on the TPB. Provide reinforcement regarding this. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Entrepreneurship education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Hasan M. Reviewer Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.175927.r375928 ) The direct URL for this report is: https://f1000research.com/articles/14-196/v1#referee-response-375928 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 09 Jul 2025 Madhukara Nayak , Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India 09 Jul 2025 Author Response Reviewer 2 Author Response First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education ... Continue reading Reviewer 2 Author Response First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education in higher education in developing countries that is associated with the importance of sustainable entrepreneurial intentions among Indian higher education students so that from this description, the focus or objectives of the research can be formulated. Then, in the method section, it is enough to focus on describing the method used in this study; there is no need to describe the results of the study. In the method section, it is also necessary to describe the population, sample, and sampling technique. The description of the results in this section is very problematic. In this section, it is better to focus on conveying the results of the research based on the objectives of the research. Finally, in the conclusion section, this section is also very problematic because it does not match the title of the study. Focus on providing reinforcement related to the intention of sustainable entrepreneurship in developing countries, and with these findings, what are the theoretical implications and practical implications? This abstract section needs to be reformulated to be more systematic. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. The background section has been revised to explicitly highlight the global issue concerning the effectiveness of entrepreneurship education in higher education, particularly in developing countries. (Page: 4) The importance of fostering sustainable entrepreneurial intentions among Indian higher education students has been clearly articulated to establish the context and relevance of the study. (page:5) The methodology section has been revised to strictly describe the research method without including results. (Page: 13,14 &15) Details regarding the population, sample size, and sampling technique have been explicitly included to enhance transparency and replicability. (Page: 13,14 &15) The results section in the abstract now strictly reports the findings in alignment with the stated research objectives. (Page 20 & 21) Overgeneralizations and vague interpretations have been eliminated to maintain objectivity and focus. (Page 20 ,21 & 22) The abstract of the study has been modified as per the suggestion. (Page 1) Second, the introduction section. This section has been formulated quite well. However, there are several areas that need additional descriptions. There are several theoretical perspectives that can be used to view the intention of sustainable entrepreneurship other than TPB. However, the author chose to use the TPB theoretical perspective; this is, of course, necessary to obtain theoretical reasons, especially when associated with TPB for the case of developing countries. In addition, this section should be supported by the presence of research questions that are continued with a description of the focus or main objectives of this study. The introduction has been modified as per the suggestion provided. (Page 3). The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Page 3 &4) Third, the literature review and hypothesis development section. TPB is used as a theoretical perspective in this manuscript, but there is no specific explanation of how the TPB perspective is derived into research variables. As a special note, in developing this section, the author did not consider looking at theoretical gaps or previous findings related to how TPB is used to view the intention of sustainable entrepreneurship in developing and developed countries. Why is it important? Because I see the main contribution of this manuscript is in the use of the TPB theoretical perspective to measure the intention of sustainable entrepreneurship in developing countries, including India. Are there any previous cases or research in India or other developing countries related to this theoretical perspective? The hypothesis has been developed quite well, but almost the entire hypothesis development section has not looked at the relationship between variables using the TPB perspective. The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Hypothesis development) Fourth, the method section. There is a serious problem with sampling. This study claims that this is the case for a developing country, India. However, I see that the sample used is only 234. How many populations are there? Do these 234 represent the entire population for a country with a large population like India? In addition, I did not find specific indicators of each variable studied. We have incorporated the changes and have provided the justification in the methodology. (Page 14) Sixth, the discussion section. In the early part of the discussion, there is no need to explain the method used, because this is just a less substantial repetition. In addition, this section only repeats the results section and only compares its findings with other research findings. My suggestion is that a more critical discussion needs to be made, especially on new findings that provide a new perspective on the TPB. Provide reinforcement regarding this. All the suggestions have been incorporated in the revised manuscript. Reviewer 2 Author Response First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education in higher education in developing countries that is associated with the importance of sustainable entrepreneurial intentions among Indian higher education students so that from this description, the focus or objectives of the research can be formulated. Then, in the method section, it is enough to focus on describing the method used in this study; there is no need to describe the results of the study. In the method section, it is also necessary to describe the population, sample, and sampling technique. The description of the results in this section is very problematic. In this section, it is better to focus on conveying the results of the research based on the objectives of the research. Finally, in the conclusion section, this section is also very problematic because it does not match the title of the study. Focus on providing reinforcement related to the intention of sustainable entrepreneurship in developing countries, and with these findings, what are the theoretical implications and practical implications? This abstract section needs to be reformulated to be more systematic. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. The background section has been revised to explicitly highlight the global issue concerning the effectiveness of entrepreneurship education in higher education, particularly in developing countries. (Page: 4) The importance of fostering sustainable entrepreneurial intentions among Indian higher education students has been clearly articulated to establish the context and relevance of the study. (page:5) The methodology section has been revised to strictly describe the research method without including results. (Page: 13,14 &15) Details regarding the population, sample size, and sampling technique have been explicitly included to enhance transparency and replicability. (Page: 13,14 &15) The results section in the abstract now strictly reports the findings in alignment with the stated research objectives. (Page 20 & 21) Overgeneralizations and vague interpretations have been eliminated to maintain objectivity and focus. (Page 20 ,21 & 22) The abstract of the study has been modified as per the suggestion. (Page 1) Second, the introduction section. This section has been formulated quite well. However, there are several areas that need additional descriptions. There are several theoretical perspectives that can be used to view the intention of sustainable entrepreneurship other than TPB. However, the author chose to use the TPB theoretical perspective; this is, of course, necessary to obtain theoretical reasons, especially when associated with TPB for the case of developing countries. In addition, this section should be supported by the presence of research questions that are continued with a description of the focus or main objectives of this study. The introduction has been modified as per the suggestion provided. (Page 3). The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Page 3 &4) Third, the literature review and hypothesis development section. TPB is used as a theoretical perspective in this manuscript, but there is no specific explanation of how the TPB perspective is derived into research variables. As a special note, in developing this section, the author did not consider looking at theoretical gaps or previous findings related to how TPB is used to view the intention of sustainable entrepreneurship in developing and developed countries. Why is it important? Because I see the main contribution of this manuscript is in the use of the TPB theoretical perspective to measure the intention of sustainable entrepreneurship in developing countries, including India. Are there any previous cases or research in India or other developing countries related to this theoretical perspective? The hypothesis has been developed quite well, but almost the entire hypothesis development section has not looked at the relationship between variables using the TPB perspective. The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Hypothesis development) Fourth, the method section. There is a serious problem with sampling. This study claims that this is the case for a developing country, India. However, I see that the sample used is only 234. How many populations are there? Do these 234 represent the entire population for a country with a large population like India? In addition, I did not find specific indicators of each variable studied. We have incorporated the changes and have provided the justification in the methodology. (Page 14) Sixth, the discussion section. In the early part of the discussion, there is no need to explain the method used, because this is just a less substantial repetition. In addition, this section only repeats the results section and only compares its findings with other research findings. My suggestion is that a more critical discussion needs to be made, especially on new findings that provide a new perspective on the TPB. Provide reinforcement regarding this. All the suggestions have been incorporated in the revised manuscript. Competing Interests: No competing interests were disclosed. Close Report a concern Author Response 10 Sep 2025 Madhukara Nayak , Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India 10 Sep 2025 Author Response We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still ... Continue reading We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Thank you very much for your valuable and constructive comments on the abstract. We have carefully revised this section based on your suggestions. Strengthened the background by clearly highlighting the global issue of entrepreneurship education in developing countries and its connection to the importance of sustainable entrepreneurial intentions among Indian higher education students. Revised the method section to focus only on the research design, population, sample, and sampling technique, without including the results. Reorganized the results section to present findings aligned with the stated research objectives. Reformulated the conclusion to better reflect the title of the study, emphasizing reinforcement of sustainable entrepreneurial intentions in developing countries, along with clear theoretical and practical implications. 2. We have strengthened the theoretical justification for employing the Theory of Planned Behavior (TPB), while also acknowledging other theoretical perspectives relevant to sustainable entrepreneurship intentions. We have explicitly discussed why TPB is particularly suitable in the context of developing countries , including its relevance for the Indian higher education setting. We have added clearly stated research questions that logically flow into the main objectives of the study, thereby enhancing the clarity and focus of the introduction. 3. We have provided a clear explanation of how the TPB perspective is operationalized into the research variables , ensuring stronger theoretical grounding. We have identified and discussed theoretical gaps by comparing how TPB has been applied to study sustainable entrepreneurship intentions in both developing and developed countries . We have highlighted why TPB is particularly important for examining sustainable entrepreneurial intentions in developing countries, especially in the Indian context . We have incorporated relevant previous studies from India and other developing countries that support the TPB application in this domain. We have strengthened the hypothesis development by explicitly linking the relationships between variables to the TPB framework . 4. We have provided a clearer description of the population targeted for this study, specifying that the focus is on students from higher education institutions in India rather than the entire national population. We have justified the sample size of 234 respondents , explaining its adequacy based on statistical considerations and its alignment with previous studies employing PLS-SEM, where such sample sizes are commonly used and considered sufficient. We have clarified the sampling technique employed, ensuring transparency in how the respondents were selected. We have also added a detailed description of the indicators for each variable studied, making the measurement process more explicit and easier to follow. 5. We have removed unnecessary repetition of the methodological details. We have minimized overlap with the results section and instead focused on a more critical discussion of the findings. We have placed particular emphasis on new insights that extend the TPB framework , reinforcing how these findings contribute to the understanding of sustainable entrepreneurial intentions in developing countries. We have also strengthened the section by highlighting both theoretical reinforcement and practical perspectives derived from the results. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Thank you very much for your valuable and constructive comments on the abstract. We have carefully revised this section based on your suggestions. Strengthened the background by clearly highlighting the global issue of entrepreneurship education in developing countries and its connection to the importance of sustainable entrepreneurial intentions among Indian higher education students. Revised the method section to focus only on the research design, population, sample, and sampling technique, without including the results. Reorganized the results section to present findings aligned with the stated research objectives. Reformulated the conclusion to better reflect the title of the study, emphasizing reinforcement of sustainable entrepreneurial intentions in developing countries, along with clear theoretical and practical implications. 2. We have strengthened the theoretical justification for employing the Theory of Planned Behavior (TPB), while also acknowledging other theoretical perspectives relevant to sustainable entrepreneurship intentions. We have explicitly discussed why TPB is particularly suitable in the context of developing countries , including its relevance for the Indian higher education setting. We have added clearly stated research questions that logically flow into the main objectives of the study, thereby enhancing the clarity and focus of the introduction. 3. We have provided a clear explanation of how the TPB perspective is operationalized into the research variables , ensuring stronger theoretical grounding. We have identified and discussed theoretical gaps by comparing how TPB has been applied to study sustainable entrepreneurship intentions in both developing and developed countries . We have highlighted why TPB is particularly important for examining sustainable entrepreneurial intentions in developing countries, especially in the Indian context . We have incorporated relevant previous studies from India and other developing countries that support the TPB application in this domain. We have strengthened the hypothesis development by explicitly linking the relationships between variables to the TPB framework . 4. We have provided a clearer description of the population targeted for this study, specifying that the focus is on students from higher education institutions in India rather than the entire national population. We have justified the sample size of 234 respondents , explaining its adequacy based on statistical considerations and its alignment with previous studies employing PLS-SEM, where such sample sizes are commonly used and considered sufficient. We have clarified the sampling technique employed, ensuring transparency in how the respondents were selected. We have also added a detailed description of the indicators for each variable studied, making the measurement process more explicit and easier to follow. 5. We have removed unnecessary repetition of the methodological details. We have minimized overlap with the results section and instead focused on a more critical discussion of the findings. We have placed particular emphasis on new insights that extend the TPB framework , reinforcing how these findings contribute to the understanding of sustainable entrepreneurial intentions in developing countries. We have also strengthened the section by highlighting both theoretical reinforcement and practical perspectives derived from the results. Competing Interests: NO Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 09 Jul 2025 Madhukara Nayak , Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India 09 Jul 2025 Author Response Reviewer 2 Author Response First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education ... Continue reading Reviewer 2 Author Response First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education in higher education in developing countries that is associated with the importance of sustainable entrepreneurial intentions among Indian higher education students so that from this description, the focus or objectives of the research can be formulated. Then, in the method section, it is enough to focus on describing the method used in this study; there is no need to describe the results of the study. In the method section, it is also necessary to describe the population, sample, and sampling technique. The description of the results in this section is very problematic. In this section, it is better to focus on conveying the results of the research based on the objectives of the research. Finally, in the conclusion section, this section is also very problematic because it does not match the title of the study. Focus on providing reinforcement related to the intention of sustainable entrepreneurship in developing countries, and with these findings, what are the theoretical implications and practical implications? This abstract section needs to be reformulated to be more systematic. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. The background section has been revised to explicitly highlight the global issue concerning the effectiveness of entrepreneurship education in higher education, particularly in developing countries. (Page: 4) The importance of fostering sustainable entrepreneurial intentions among Indian higher education students has been clearly articulated to establish the context and relevance of the study. (page:5) The methodology section has been revised to strictly describe the research method without including results. (Page: 13,14 &15) Details regarding the population, sample size, and sampling technique have been explicitly included to enhance transparency and replicability. (Page: 13,14 &15) The results section in the abstract now strictly reports the findings in alignment with the stated research objectives. (Page 20 & 21) Overgeneralizations and vague interpretations have been eliminated to maintain objectivity and focus. (Page 20 ,21 & 22) The abstract of the study has been modified as per the suggestion. (Page 1) Second, the introduction section. This section has been formulated quite well. However, there are several areas that need additional descriptions. There are several theoretical perspectives that can be used to view the intention of sustainable entrepreneurship other than TPB. However, the author chose to use the TPB theoretical perspective; this is, of course, necessary to obtain theoretical reasons, especially when associated with TPB for the case of developing countries. In addition, this section should be supported by the presence of research questions that are continued with a description of the focus or main objectives of this study. The introduction has been modified as per the suggestion provided. (Page 3). The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Page 3 &4) Third, the literature review and hypothesis development section. TPB is used as a theoretical perspective in this manuscript, but there is no specific explanation of how the TPB perspective is derived into research variables. As a special note, in developing this section, the author did not consider looking at theoretical gaps or previous findings related to how TPB is used to view the intention of sustainable entrepreneurship in developing and developed countries. Why is it important? Because I see the main contribution of this manuscript is in the use of the TPB theoretical perspective to measure the intention of sustainable entrepreneurship in developing countries, including India. Are there any previous cases or research in India or other developing countries related to this theoretical perspective? The hypothesis has been developed quite well, but almost the entire hypothesis development section has not looked at the relationship between variables using the TPB perspective. The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Hypothesis development) Fourth, the method section. There is a serious problem with sampling. This study claims that this is the case for a developing country, India. However, I see that the sample used is only 234. How many populations are there? Do these 234 represent the entire population for a country with a large population like India? In addition, I did not find specific indicators of each variable studied. We have incorporated the changes and have provided the justification in the methodology. (Page 14) Sixth, the discussion section. In the early part of the discussion, there is no need to explain the method used, because this is just a less substantial repetition. In addition, this section only repeats the results section and only compares its findings with other research findings. My suggestion is that a more critical discussion needs to be made, especially on new findings that provide a new perspective on the TPB. Provide reinforcement regarding this. All the suggestions have been incorporated in the revised manuscript. Reviewer 2 Author Response First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education in higher education in developing countries that is associated with the importance of sustainable entrepreneurial intentions among Indian higher education students so that from this description, the focus or objectives of the research can be formulated. Then, in the method section, it is enough to focus on describing the method used in this study; there is no need to describe the results of the study. In the method section, it is also necessary to describe the population, sample, and sampling technique. The description of the results in this section is very problematic. In this section, it is better to focus on conveying the results of the research based on the objectives of the research. Finally, in the conclusion section, this section is also very problematic because it does not match the title of the study. Focus on providing reinforcement related to the intention of sustainable entrepreneurship in developing countries, and with these findings, what are the theoretical implications and practical implications? This abstract section needs to be reformulated to be more systematic. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. The background section has been revised to explicitly highlight the global issue concerning the effectiveness of entrepreneurship education in higher education, particularly in developing countries. (Page: 4) The importance of fostering sustainable entrepreneurial intentions among Indian higher education students has been clearly articulated to establish the context and relevance of the study. (page:5) The methodology section has been revised to strictly describe the research method without including results. (Page: 13,14 &15) Details regarding the population, sample size, and sampling technique have been explicitly included to enhance transparency and replicability. (Page: 13,14 &15) The results section in the abstract now strictly reports the findings in alignment with the stated research objectives. (Page 20 & 21) Overgeneralizations and vague interpretations have been eliminated to maintain objectivity and focus. (Page 20 ,21 & 22) The abstract of the study has been modified as per the suggestion. (Page 1) Second, the introduction section. This section has been formulated quite well. However, there are several areas that need additional descriptions. There are several theoretical perspectives that can be used to view the intention of sustainable entrepreneurship other than TPB. However, the author chose to use the TPB theoretical perspective; this is, of course, necessary to obtain theoretical reasons, especially when associated with TPB for the case of developing countries. In addition, this section should be supported by the presence of research questions that are continued with a description of the focus or main objectives of this study. The introduction has been modified as per the suggestion provided. (Page 3). The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Page 3 &4) Third, the literature review and hypothesis development section. TPB is used as a theoretical perspective in this manuscript, but there is no specific explanation of how the TPB perspective is derived into research variables. As a special note, in developing this section, the author did not consider looking at theoretical gaps or previous findings related to how TPB is used to view the intention of sustainable entrepreneurship in developing and developed countries. Why is it important? Because I see the main contribution of this manuscript is in the use of the TPB theoretical perspective to measure the intention of sustainable entrepreneurship in developing countries, including India. Are there any previous cases or research in India or other developing countries related to this theoretical perspective? The hypothesis has been developed quite well, but almost the entire hypothesis development section has not looked at the relationship between variables using the TPB perspective. The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Hypothesis development) Fourth, the method section. There is a serious problem with sampling. This study claims that this is the case for a developing country, India. However, I see that the sample used is only 234. How many populations are there? Do these 234 represent the entire population for a country with a large population like India? In addition, I did not find specific indicators of each variable studied. We have incorporated the changes and have provided the justification in the methodology. (Page 14) Sixth, the discussion section. In the early part of the discussion, there is no need to explain the method used, because this is just a less substantial repetition. In addition, this section only repeats the results section and only compares its findings with other research findings. My suggestion is that a more critical discussion needs to be made, especially on new findings that provide a new perspective on the TPB. Provide reinforcement regarding this. All the suggestions have been incorporated in the revised manuscript. Competing Interests: No competing interests were disclosed. Close Report a concern Author Response 10 Sep 2025 Madhukara Nayak , Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India 10 Sep 2025 Author Response We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still ... Continue reading We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Thank you very much for your valuable and constructive comments on the abstract. We have carefully revised this section based on your suggestions. Strengthened the background by clearly highlighting the global issue of entrepreneurship education in developing countries and its connection to the importance of sustainable entrepreneurial intentions among Indian higher education students. Revised the method section to focus only on the research design, population, sample, and sampling technique, without including the results. Reorganized the results section to present findings aligned with the stated research objectives. Reformulated the conclusion to better reflect the title of the study, emphasizing reinforcement of sustainable entrepreneurial intentions in developing countries, along with clear theoretical and practical implications. 2. We have strengthened the theoretical justification for employing the Theory of Planned Behavior (TPB), while also acknowledging other theoretical perspectives relevant to sustainable entrepreneurship intentions. We have explicitly discussed why TPB is particularly suitable in the context of developing countries , including its relevance for the Indian higher education setting. We have added clearly stated research questions that logically flow into the main objectives of the study, thereby enhancing the clarity and focus of the introduction. 3. We have provided a clear explanation of how the TPB perspective is operationalized into the research variables , ensuring stronger theoretical grounding. We have identified and discussed theoretical gaps by comparing how TPB has been applied to study sustainable entrepreneurship intentions in both developing and developed countries . We have highlighted why TPB is particularly important for examining sustainable entrepreneurial intentions in developing countries, especially in the Indian context . We have incorporated relevant previous studies from India and other developing countries that support the TPB application in this domain. We have strengthened the hypothesis development by explicitly linking the relationships between variables to the TPB framework . 4. We have provided a clearer description of the population targeted for this study, specifying that the focus is on students from higher education institutions in India rather than the entire national population. We have justified the sample size of 234 respondents , explaining its adequacy based on statistical considerations and its alignment with previous studies employing PLS-SEM, where such sample sizes are commonly used and considered sufficient. We have clarified the sampling technique employed, ensuring transparency in how the respondents were selected. We have also added a detailed description of the indicators for each variable studied, making the measurement process more explicit and easier to follow. 5. We have removed unnecessary repetition of the methodological details. We have minimized overlap with the results section and instead focused on a more critical discussion of the findings. We have placed particular emphasis on new insights that extend the TPB framework , reinforcing how these findings contribute to the understanding of sustainable entrepreneurial intentions in developing countries. We have also strengthened the section by highlighting both theoretical reinforcement and practical perspectives derived from the results. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Thank you very much for your valuable and constructive comments on the abstract. We have carefully revised this section based on your suggestions. Strengthened the background by clearly highlighting the global issue of entrepreneurship education in developing countries and its connection to the importance of sustainable entrepreneurial intentions among Indian higher education students. Revised the method section to focus only on the research design, population, sample, and sampling technique, without including the results. Reorganized the results section to present findings aligned with the stated research objectives. Reformulated the conclusion to better reflect the title of the study, emphasizing reinforcement of sustainable entrepreneurial intentions in developing countries, along with clear theoretical and practical implications. 2. We have strengthened the theoretical justification for employing the Theory of Planned Behavior (TPB), while also acknowledging other theoretical perspectives relevant to sustainable entrepreneurship intentions. We have explicitly discussed why TPB is particularly suitable in the context of developing countries , including its relevance for the Indian higher education setting. We have added clearly stated research questions that logically flow into the main objectives of the study, thereby enhancing the clarity and focus of the introduction. 3. We have provided a clear explanation of how the TPB perspective is operationalized into the research variables , ensuring stronger theoretical grounding. We have identified and discussed theoretical gaps by comparing how TPB has been applied to study sustainable entrepreneurship intentions in both developing and developed countries . We have highlighted why TPB is particularly important for examining sustainable entrepreneurial intentions in developing countries, especially in the Indian context . We have incorporated relevant previous studies from India and other developing countries that support the TPB application in this domain. We have strengthened the hypothesis development by explicitly linking the relationships between variables to the TPB framework . 4. We have provided a clearer description of the population targeted for this study, specifying that the focus is on students from higher education institutions in India rather than the entire national population. We have justified the sample size of 234 respondents , explaining its adequacy based on statistical considerations and its alignment with previous studies employing PLS-SEM, where such sample sizes are commonly used and considered sufficient. We have clarified the sampling technique employed, ensuring transparency in how the respondents were selected. We have also added a detailed description of the indicators for each variable studied, making the measurement process more explicit and easier to follow. 5. We have removed unnecessary repetition of the methodological details. We have minimized overlap with the results section and instead focused on a more critical discussion of the findings. We have placed particular emphasis on new insights that extend the TPB framework , reinforcing how these findings contribute to the understanding of sustainable entrepreneurial intentions in developing countries. We have also strengthened the section by highlighting both theoretical reinforcement and practical perspectives derived from the results. Competing Interests: NO Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Brás G. Reviewer Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.175927.r369642 ) The direct URL for this report is: https://f1000research.com/articles/14-196/v1#referee-response-369642 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 19 Mar 2025 Gonçalo Brás , DINÂMIA’CET-Iscte, University Institute of Lisbon, Lisbon, Portugal; Instituto Politecnico de Santarem Escola Superior de Gestao e Tecnologia de Santarem, Santarem, Santarém District, Portugal Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.175927.r369642 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. Using the Theory of Planned Behavior (TPB) as a theoretical foundation, the study applies Partial Least ... Continue reading READ ALL 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. Using the Theory of Planned Behavior (TPB) as a theoretical foundation, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze survey responses from 234 students. The findings suggest that entrepreneurial attitudes, subjective norms, and sustainable business values positively impact sustainable entrepreneurial intentions, while perceived behavioral control and the university's role do not significantly contribute. 2. Strengths of the Study Relevance and Contribution: The study addresses a critical gap in sustainable entrepreneurship research within developing economies, particularly in India. Theoretical Foundation: The integration of TPB with sustainable business values extends existing models and contributes to entrepreneurship literature. Methodological Rigor: The use of PLS-SEM is appropriate for analyzing complex relationships, and the study demonstrates clear justification for its methodological choices. Practical Implications: The research offers valuable insights for universities, policymakers, and educators on fostering sustainable entrepreneurial mindsets. 3. Areas for Improvement Conceptual and Theoretical Considerations The rationale for integrating "University Role" within the TPB framework needs further justification and stronger theoretical grounding. The study lacks a thorough discussion of the theoretical positioning of sustainable business values within TPB. Explicit hypothesis statements should be presented earlier in the manuscript for better clarity. Methodological Refinements Sampling and Generalizability: The study focuses on students from Karnataka, India. Including participants from other regions would enhance external validity. Measurement of Constructs: The operationalization of key constructs, particularly sustainable business values and university roles, requires further refinement. Common Method Bias: While Harman’s single-factor test was conducted, additional tests (e.g., marker variable technique) would further validate the results. Control Variables: Including demographic factors like gender or family business background could add robustness to the analysis. Statistical Analysis and Reporting Structural Model Results: Path coefficients, t-values, and p-values should be explicitly stated in the results section, which does not exist and authors should add it; model fit indices (e.g., SRMR, NFI, RMSEA, TLI, GFI …) are not currently presented and they should be in the manuscript. Effect Sizes and Predictive Power: Reporting f² effect sizes and R² values for each path would provide a clearer picture of practical significance. Mediation and Moderation Analysis: Investigating potential mediating or moderating effects (e.g., university role as a mediator) could strengthen findings. Be clearer and more concise: “The removed latent variables are PBC2=0.691,SV3=0.604,UR1=0.657,SN5=0.094,SN6=0.002, SN7=0.311,SN8=0.244,SN9=0.058” (page 10). These are observable variables (items), not latent variables . Additionally, removing five out of nine items from the subjective norms scale raises concerns—are you still effectively measuring subjective norms? 4. Interpretation and Discussion The unexpected negative correlations (e.g., university role and perceived behavioral control) need deeper exploration, possibly considering unmeasured contextual factors. The discussion section should critically evaluate limitations beyond acknowledging them, including cultural influences and potential biases. Findings should be explicitly linked to sustainable development goals (SDGs) for broader theoretical and practical relevance. 5. Presentation and Writing Style Grammar and Clarity: While generally well-written, the manuscript contains some complex sentences that could be simplified for better readability. Consistency in Terminology: Terms like "sustainable entrepreneurship" and "entrepreneurial intention" should be clearly defined and used consistently. Figures and Tables: Some tables, particularly measurement model assessments, require better formatting and additional explanation. 6. Ethical Considerations The manuscript states ethical approval was obtained, but clarification on whether informed consent was explicitly obtained from participants is needed. 7. Conclusion and Recommendation This study makes an important contribution to sustainable entrepreneurship research in developing economies. However, improvements in theoretical justification, methodological rigor, and statistical reporting are necessary for publication. Recommendation: Major Revisions Required Strengthen theoretical justifications and conceptual clarity. Enhance methodological robustness by refining construct measurements and reporting additional model fit indices. Clearly report structural model results, including path coefficients and t-values, and include a dedicated results section for this analysis. Expand the discussion of non-significant results and their implications. Improve clarity in writing, consistency in terminology, and formatting of figures/tables. By addressing these issues, the manuscript can significantly contribute to the field of sustainable entrepreneurship and higher education research. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Innovation policy, entrepreneurship and structural equation modeling I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Brás G. Reviewer Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.175927.r369642 ) The direct URL for this report is: https://f1000research.com/articles/14-196/v1#referee-response-369642 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 09 Jul 2025 Madhukara Nayak , Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India 09 Jul 2025 Author Response Reviewer 1 Author Response 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. ... Continue reading Reviewer 1 Author Response 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. Using the Theory of Planned Behavior (TPB) as a theoretical foundation, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze survey responses from 234 students. The findings suggest that entrepreneurial attitudes, subjective norms, and sustainable business values positively impact sustainable entrepreneurial intentions, while perceived behavioral control and the university's role do not significantly contribute. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Response: We had incorporated the suggestion in the revised manuscript. 2. Strengths of the Study Relevance and Contribution: The study addresses a critical gap in sustainable entrepreneurship research within developing economies, particularly in India. Theoretical Foundation: The integration of TPB with sustainable business values extends existing models and contributes to entrepreneurship literature. Methodological Rigor: The use of PLS-SEM is appropriate for analyzing complex relationships, and the study demonstrates clear justification for its methodological choices. Practical Implications: The research offers valuable insights for universities, policymakers, and educators on fostering sustainable entrepreneurial mindsets. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the various section in introduction, review of literature review, methodology and implications. 3. Areas for Improvement Conceptual and Theoretical Considerations The rationale for integrating "University Role" within the TPB framework needs further justification and stronger theoretical grounding. The study lacks a thorough discussion of the theoretical positioning of sustainable business values within TPB. Explicit hypothesis statements should be presented earlier in the manuscript for better clarity. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the review of literature section. Methodological Refinements Sampling and Generalizability: The study focuses on students from Karnataka, India. Including participants from other regions would enhance external validity. Measurement of Constructs: The operationalization of key constructs, particularly sustainable business values and university roles, requires further refinement. Common Method Bias: While Harman’s single-factor test was conducted, additional tests (e.g., marker variable technique) would further validate the results. Control Variables: Including demographic factors like gender or family business background could add robustness to the analysis. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section. Statistical Analysis and Reporting Structural Model Results: Path coefficients, t-values, and p-values should be explicitly stated in the results section, which does not exist and authors should add it; model fit indices (e.g., SRMR, NFI, RMSEA, TLI, GFI …) are not currently presented and they should be in the manuscript. Effect Sizes and Predictive Power: Reporting f² effect sizes and R² values for each path would provide a clearer picture of practical significance. Mediation and Moderation Analysis: Investigating potential mediating or moderating effects (e.g., university role as a mediator) could strengthen findings. Be clearer and more concise: “The removed latent variables are PBC2=0.691,SV3=0.604,UR1=0.657,SN5=0.094,SN6=0.002, SN7=0.311,SN8=0.244,SN9=0.058” (page 10). These are observable variables (items), not latent variables . Additionally, removing five out of nine items from the subjective norms scale raises concerns—are you still effectively measuring subjective norms? Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section 4. Interpretation and Discussion The unexpected negative correlations (e.g., university role and perceived behavioral control) need deeper exploration, possibly considering unmeasured contextual factors. The discussion section should critically evaluate limitations beyond acknowledging them, including cultural influences and potential biases. Findings should be explicitly linked to sustainable development goals (SDGs) for broader theoretical and practical relevance. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the discussion section 5. Presentation and Writing Style Grammar and Clarity: While generally well-written, the manuscript contains some complex sentences that could be simplified for better readability. Consistency in Terminology: Terms like "sustainable entrepreneurship" and "entrepreneurial intention" should be clearly defined and used consistently. Figures and Tables: Some tables, particularly measurement model assessments, require better formatting and additional explanation. Response: We have considered the suggestion and rechecked the grammar, and also the clarity of the manuscript 6. Ethical Considerations The manuscript states ethical approval was obtained, but clarification on whether informed consent was explicitly obtained from participants is needed. Response: We have considered suggestion and have provided the details of this after the last part of the manuscript 7. Conclusion and Recommendation This study makes an important contribution to sustainable entrepreneurship research in developing economies. However, improvements in theoretical justification, methodological rigor, and statistical reporting are necessary for publication. Recommendation: Major Revisions Required Strengthen theoretical justifications and conceptual clarity. Enhance methodological robustness by refining construct measurements and reporting additional model fit indices. Clearly report structural model results, including path coefficients and t-values, and include a dedicated results section for this analysis. Expand the discussion of non-significant results and their implications. Improve clarity in writing, consistency in terminology, and formatting of figures/tables. Response: We have considered suggestion and have incorporated the changes in the various section by highlighting the changes Reviewer 1 Author Response 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. Using the Theory of Planned Behavior (TPB) as a theoretical foundation, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze survey responses from 234 students. The findings suggest that entrepreneurial attitudes, subjective norms, and sustainable business values positively impact sustainable entrepreneurial intentions, while perceived behavioral control and the university's role do not significantly contribute. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Response: We had incorporated the suggestion in the revised manuscript. 2. Strengths of the Study Relevance and Contribution: The study addresses a critical gap in sustainable entrepreneurship research within developing economies, particularly in India. Theoretical Foundation: The integration of TPB with sustainable business values extends existing models and contributes to entrepreneurship literature. Methodological Rigor: The use of PLS-SEM is appropriate for analyzing complex relationships, and the study demonstrates clear justification for its methodological choices. Practical Implications: The research offers valuable insights for universities, policymakers, and educators on fostering sustainable entrepreneurial mindsets. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the various section in introduction, review of literature review, methodology and implications. 3. Areas for Improvement Conceptual and Theoretical Considerations The rationale for integrating "University Role" within the TPB framework needs further justification and stronger theoretical grounding. The study lacks a thorough discussion of the theoretical positioning of sustainable business values within TPB. Explicit hypothesis statements should be presented earlier in the manuscript for better clarity. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the review of literature section. Methodological Refinements Sampling and Generalizability: The study focuses on students from Karnataka, India. Including participants from other regions would enhance external validity. Measurement of Constructs: The operationalization of key constructs, particularly sustainable business values and university roles, requires further refinement. Common Method Bias: While Harman’s single-factor test was conducted, additional tests (e.g., marker variable technique) would further validate the results. Control Variables: Including demographic factors like gender or family business background could add robustness to the analysis. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section. Statistical Analysis and Reporting Structural Model Results: Path coefficients, t-values, and p-values should be explicitly stated in the results section, which does not exist and authors should add it; model fit indices (e.g., SRMR, NFI, RMSEA, TLI, GFI …) are not currently presented and they should be in the manuscript. Effect Sizes and Predictive Power: Reporting f² effect sizes and R² values for each path would provide a clearer picture of practical significance. Mediation and Moderation Analysis: Investigating potential mediating or moderating effects (e.g., university role as a mediator) could strengthen findings. Be clearer and more concise: “The removed latent variables are PBC2=0.691,SV3=0.604,UR1=0.657,SN5=0.094,SN6=0.002, SN7=0.311,SN8=0.244,SN9=0.058” (page 10). These are observable variables (items), not latent variables . Additionally, removing five out of nine items from the subjective norms scale raises concerns—are you still effectively measuring subjective norms? Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section 4. Interpretation and Discussion The unexpected negative correlations (e.g., university role and perceived behavioral control) need deeper exploration, possibly considering unmeasured contextual factors. The discussion section should critically evaluate limitations beyond acknowledging them, including cultural influences and potential biases. Findings should be explicitly linked to sustainable development goals (SDGs) for broader theoretical and practical relevance. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the discussion section 5. Presentation and Writing Style Grammar and Clarity: While generally well-written, the manuscript contains some complex sentences that could be simplified for better readability. Consistency in Terminology: Terms like "sustainable entrepreneurship" and "entrepreneurial intention" should be clearly defined and used consistently. Figures and Tables: Some tables, particularly measurement model assessments, require better formatting and additional explanation. Response: We have considered the suggestion and rechecked the grammar, and also the clarity of the manuscript 6. Ethical Considerations The manuscript states ethical approval was obtained, but clarification on whether informed consent was explicitly obtained from participants is needed. Response: We have considered suggestion and have provided the details of this after the last part of the manuscript 7. Conclusion and Recommendation This study makes an important contribution to sustainable entrepreneurship research in developing economies. However, improvements in theoretical justification, methodological rigor, and statistical reporting are necessary for publication. Recommendation: Major Revisions Required Strengthen theoretical justifications and conceptual clarity. Enhance methodological robustness by refining construct measurements and reporting additional model fit indices. Clearly report structural model results, including path coefficients and t-values, and include a dedicated results section for this analysis. Expand the discussion of non-significant results and their implications. Improve clarity in writing, consistency in terminology, and formatting of figures/tables. Response: We have considered suggestion and have incorporated the changes in the various section by highlighting the changes Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 09 Jul 2025 Madhukara Nayak , Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India 09 Jul 2025 Author Response Reviewer 1 Author Response 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. ... Continue reading Reviewer 1 Author Response 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. Using the Theory of Planned Behavior (TPB) as a theoretical foundation, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze survey responses from 234 students. The findings suggest that entrepreneurial attitudes, subjective norms, and sustainable business values positively impact sustainable entrepreneurial intentions, while perceived behavioral control and the university's role do not significantly contribute. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Response: We had incorporated the suggestion in the revised manuscript. 2. Strengths of the Study Relevance and Contribution: The study addresses a critical gap in sustainable entrepreneurship research within developing economies, particularly in India. Theoretical Foundation: The integration of TPB with sustainable business values extends existing models and contributes to entrepreneurship literature. Methodological Rigor: The use of PLS-SEM is appropriate for analyzing complex relationships, and the study demonstrates clear justification for its methodological choices. Practical Implications: The research offers valuable insights for universities, policymakers, and educators on fostering sustainable entrepreneurial mindsets. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the various section in introduction, review of literature review, methodology and implications. 3. Areas for Improvement Conceptual and Theoretical Considerations The rationale for integrating "University Role" within the TPB framework needs further justification and stronger theoretical grounding. The study lacks a thorough discussion of the theoretical positioning of sustainable business values within TPB. Explicit hypothesis statements should be presented earlier in the manuscript for better clarity. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the review of literature section. Methodological Refinements Sampling and Generalizability: The study focuses on students from Karnataka, India. Including participants from other regions would enhance external validity. Measurement of Constructs: The operationalization of key constructs, particularly sustainable business values and university roles, requires further refinement. Common Method Bias: While Harman’s single-factor test was conducted, additional tests (e.g., marker variable technique) would further validate the results. Control Variables: Including demographic factors like gender or family business background could add robustness to the analysis. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section. Statistical Analysis and Reporting Structural Model Results: Path coefficients, t-values, and p-values should be explicitly stated in the results section, which does not exist and authors should add it; model fit indices (e.g., SRMR, NFI, RMSEA, TLI, GFI …) are not currently presented and they should be in the manuscript. Effect Sizes and Predictive Power: Reporting f² effect sizes and R² values for each path would provide a clearer picture of practical significance. Mediation and Moderation Analysis: Investigating potential mediating or moderating effects (e.g., university role as a mediator) could strengthen findings. Be clearer and more concise: “The removed latent variables are PBC2=0.691,SV3=0.604,UR1=0.657,SN5=0.094,SN6=0.002, SN7=0.311,SN8=0.244,SN9=0.058” (page 10). These are observable variables (items), not latent variables . Additionally, removing five out of nine items from the subjective norms scale raises concerns—are you still effectively measuring subjective norms? Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section 4. Interpretation and Discussion The unexpected negative correlations (e.g., university role and perceived behavioral control) need deeper exploration, possibly considering unmeasured contextual factors. The discussion section should critically evaluate limitations beyond acknowledging them, including cultural influences and potential biases. Findings should be explicitly linked to sustainable development goals (SDGs) for broader theoretical and practical relevance. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the discussion section 5. Presentation and Writing Style Grammar and Clarity: While generally well-written, the manuscript contains some complex sentences that could be simplified for better readability. Consistency in Terminology: Terms like "sustainable entrepreneurship" and "entrepreneurial intention" should be clearly defined and used consistently. Figures and Tables: Some tables, particularly measurement model assessments, require better formatting and additional explanation. Response: We have considered the suggestion and rechecked the grammar, and also the clarity of the manuscript 6. Ethical Considerations The manuscript states ethical approval was obtained, but clarification on whether informed consent was explicitly obtained from participants is needed. Response: We have considered suggestion and have provided the details of this after the last part of the manuscript 7. Conclusion and Recommendation This study makes an important contribution to sustainable entrepreneurship research in developing economies. However, improvements in theoretical justification, methodological rigor, and statistical reporting are necessary for publication. Recommendation: Major Revisions Required Strengthen theoretical justifications and conceptual clarity. Enhance methodological robustness by refining construct measurements and reporting additional model fit indices. Clearly report structural model results, including path coefficients and t-values, and include a dedicated results section for this analysis. Expand the discussion of non-significant results and their implications. Improve clarity in writing, consistency in terminology, and formatting of figures/tables. Response: We have considered suggestion and have incorporated the changes in the various section by highlighting the changes Reviewer 1 Author Response 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. Using the Theory of Planned Behavior (TPB) as a theoretical foundation, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze survey responses from 234 students. The findings suggest that entrepreneurial attitudes, subjective norms, and sustainable business values positively impact sustainable entrepreneurial intentions, while perceived behavioral control and the university's role do not significantly contribute. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Response: We had incorporated the suggestion in the revised manuscript. 2. Strengths of the Study Relevance and Contribution: The study addresses a critical gap in sustainable entrepreneurship research within developing economies, particularly in India. Theoretical Foundation: The integration of TPB with sustainable business values extends existing models and contributes to entrepreneurship literature. Methodological Rigor: The use of PLS-SEM is appropriate for analyzing complex relationships, and the study demonstrates clear justification for its methodological choices. Practical Implications: The research offers valuable insights for universities, policymakers, and educators on fostering sustainable entrepreneurial mindsets. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the various section in introduction, review of literature review, methodology and implications. 3. Areas for Improvement Conceptual and Theoretical Considerations The rationale for integrating "University Role" within the TPB framework needs further justification and stronger theoretical grounding. The study lacks a thorough discussion of the theoretical positioning of sustainable business values within TPB. Explicit hypothesis statements should be presented earlier in the manuscript for better clarity. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the review of literature section. Methodological Refinements Sampling and Generalizability: The study focuses on students from Karnataka, India. Including participants from other regions would enhance external validity. Measurement of Constructs: The operationalization of key constructs, particularly sustainable business values and university roles, requires further refinement. Common Method Bias: While Harman’s single-factor test was conducted, additional tests (e.g., marker variable technique) would further validate the results. Control Variables: Including demographic factors like gender or family business background could add robustness to the analysis. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section. Statistical Analysis and Reporting Structural Model Results: Path coefficients, t-values, and p-values should be explicitly stated in the results section, which does not exist and authors should add it; model fit indices (e.g., SRMR, NFI, RMSEA, TLI, GFI …) are not currently presented and they should be in the manuscript. Effect Sizes and Predictive Power: Reporting f² effect sizes and R² values for each path would provide a clearer picture of practical significance. Mediation and Moderation Analysis: Investigating potential mediating or moderating effects (e.g., university role as a mediator) could strengthen findings. Be clearer and more concise: “The removed latent variables are PBC2=0.691,SV3=0.604,UR1=0.657,SN5=0.094,SN6=0.002, SN7=0.311,SN8=0.244,SN9=0.058” (page 10). These are observable variables (items), not latent variables . Additionally, removing five out of nine items from the subjective norms scale raises concerns—are you still effectively measuring subjective norms? Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section 4. Interpretation and Discussion The unexpected negative correlations (e.g., university role and perceived behavioral control) need deeper exploration, possibly considering unmeasured contextual factors. The discussion section should critically evaluate limitations beyond acknowledging them, including cultural influences and potential biases. Findings should be explicitly linked to sustainable development goals (SDGs) for broader theoretical and practical relevance. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the discussion section 5. Presentation and Writing Style Grammar and Clarity: While generally well-written, the manuscript contains some complex sentences that could be simplified for better readability. Consistency in Terminology: Terms like "sustainable entrepreneurship" and "entrepreneurial intention" should be clearly defined and used consistently. Figures and Tables: Some tables, particularly measurement model assessments, require better formatting and additional explanation. Response: We have considered the suggestion and rechecked the grammar, and also the clarity of the manuscript 6. Ethical Considerations The manuscript states ethical approval was obtained, but clarification on whether informed consent was explicitly obtained from participants is needed. Response: We have considered suggestion and have provided the details of this after the last part of the manuscript 7. Conclusion and Recommendation This study makes an important contribution to sustainable entrepreneurship research in developing economies. However, improvements in theoretical justification, methodological rigor, and statistical reporting are necessary for publication. Recommendation: Major Revisions Required Strengthen theoretical justifications and conceptual clarity. Enhance methodological robustness by refining construct measurements and reporting additional model fit indices. Clearly report structural model results, including path coefficients and t-values, and include a dedicated results section for this analysis. Expand the discussion of non-significant results and their implications. Improve clarity in writing, consistency in terminology, and formatting of figures/tables. Response: We have considered suggestion and have incorporated the changes in the various section by highlighting the changes Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 3 VERSION 3 PUBLISHED 12 Feb 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 4 Version 3 (revision) 17 Nov 25 read Version 2 (revision) 09 Jul 25 read read Version 1 12 Feb 25 read read Gonçalo Brás , DINÂMIA’CET-Iscte, University Institute of Lisbon, Lisbon, Portugal; Instituto Politecnico de Santarem Escola Superior de Gestao e Tecnologia de Santarem, Santarem, Portugal Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia Muhammad Haroon Shoukat , COMSATS University Islamabad, Islamabad, Pakistan Takawira Munyaradzi Ndofirepi , Central University of Technology, Midrand, South Africa; University of South Africa, Midrand, South Africa Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Ndofirepi T. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 31 Dec 2025 | for Version 3 Takawira Munyaradzi Ndofirepi , Central University of Technology, Midrand, South Africa; SBL, University of South Africa, Midrand, South Africa 0 Views copyright © 2026 Ndofirepi T. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The manuscript addresses a critical gap, but it requires a couple of refinements in some areas. Th authors need to consider the following: 1. Strengthen the theoretical justification for integrating UR and SBV into TPB. 2. Explicitly frame the study as exploratory and geographically limited in the abstract, introduction, and conclusion. They also need to justify the sample size's adequacy for PLS-SEM. Otherwise, it's a well-written piece of scientific work. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise entrepreneurship I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Ndofirepi TM. Peer Review Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.188909.r435523) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-196/v3#referee-response-435523 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Hasan M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 11 Aug 2025 | for Version 2 Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia 0 Views copyright © 2025 Hasan M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Dear Authors, Thank you for your efforts in revising the manuscript following the previous feedback. I appreciate the enhancements you have made, particularly in elaborating the theoretical framework of the Theory of Planned Behavior (TPB), enriching the literature review with contextual references on sustainable entrepreneurship in India, and providing a more detailed explanation of the sampling techniques and instrument validation in the methodology section. These improvements reflect your responsiveness to the reviewers’ suggestions and contribute positively to the clarity and depth of the manuscript. However, several critical areas that were highlighted in the initial review still require further attention and refinement. First, regarding the abstract, although you have added technical clarity about the methodology (e.g., PLS-SEM) and practical implications, the overall structure of the abstract remains unsystematic. The opening lacks a concise articulation of the global problem of fostering sustainable entrepreneurial intentions in developing economies, particularly within higher education contexts. The background should succinctly establish this global challenge, followed by the research objective, a brief yet focused overview of the methods, key findings, and concluding with clear theoretical and practical implications. Currently, the abstract reads more like an extended summary without a logical flow that leads the reader through the research rationale and its contributions. In the introduction section, while you have incorporated additional literature to contextualize sustainable entrepreneurship in India, the justification for employing TPB as the primary theoretical lens remains underdeveloped. It is important to provide a critical argument on why TPB is particularly suitable for understanding sustainable entrepreneurial intentions in the context of developing economies, where socio-cultural and institutional dynamics differ significantly from developed countries. Moreover, the introduction would benefit from explicitly stating the research questions and clearly articulating the study’s main objectives to guide the reader through the manuscript’s focus and direction. Concerning the literature review and hypothesis development, I recognize your efforts to clarify how the TPB constructs translate into the research variables. However, the literature gap between developed and developing country contexts is still not critically analyzed. A deeper discussion is needed on how prior studies have applied TPB in developed countries and why this framework requires contextual adaptation for developing economies like India. The hypothesis development should not merely describe relationships among variables but should be positioned as responses to specific theoretical gaps identified in the literature. The methodology section has been improved with detailed descriptions of the sampling process and instrument validation. Nevertheless, there remains a fundamental concern regarding the representativeness of the sample. A sample of 234 respondents from two districts cannot be generalized to represent the broader Indian higher education population. Therefore, the manuscript should explicitly frame this study as exploratory and geographically limited, emphasizing its role as a foundation for future research with broader and more diverse samples. In the discussion section, while you have made commendable efforts to compare your findings with previous studies, the critical interpretation of hypothesis rejection (H2 and H5) is still descriptive rather than analytical. The discussion should delve deeper into why these TPB constructs (Perceived Behavioral Control and University Role) did not yield significant results in your study and how this finding contributes to theoretical refinement or necessitates an extension of the TPB model in sustainability contexts within developing economies. Simply restating the results and aligning them with prior inconsistent findings does not suffice for a robust discussion. The conclusion section requires a substantial revision. Currently, it serves as a mere summary of findings rather than synthesizing the study’s theoretical and practical contributions. The conclusion should distill the key insights, explicitly state the study’s limitations (especially regarding sample size and geographic scope), and offer actionable recommendations for higher education institutions and policymakers. Furthermore, it should propose clear directions for future research that build upon the study’s findings. In summary, while this revised manuscript has demonstrated improvements, several structural, theoretical, and framing aspects still need enhancement. I strongly recommend a focused revision that strengthens the abstract’s coherence, sharpens the theoretical positioning of TPB within developing contexts, critically engages with the literature gaps, and refines the discussion and conclusion into a more analytical and argumentative synthesis. Competing Interests No competing interests were disclosed. Reviewer Expertise Entrepreneurship education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Hasan M. Peer Review Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.182028.r397621) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-196/v2#referee-response-397621 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Shoukat M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 11 Aug 2025 | for Version 2 Muhammad Haroon Shoukat , COMSATS University Islamabad, Islamabad, Pakistan 0 Views copyright © 2025 Shoukat M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Dear authors, I appreciate your efforts to write this article. I recommend making the following minor adjustments: 1. Hypotheses are present but the derivation from TPB to each construct (esp. UR) is under-developed, and cross-country contrasts are thin. For each H, map the TPB pathway being extended (e.g., UR → attitudes/norms/PBC → SEI), and add developing-vs-developed context to defend expected signs. 2. Although authors cover the scope of recent literature but they have missed few important and relevant studies to support hypotheses. Chahal J, et al., 2024 [Ref 1] Chahal J, et al., 2025 [Ref 2] Nazneen A, et al., 2023 [Ref 3] 3. HTMT and FLC are reported (good), but cross-loadings and item wording consistency are not shown; large-scale item deletion on SN threatens content validity. Add a cross-loading matrix and defend content coverage post-deletion. Consider modeling UR (and even SBV) as formative or higher-order constructs if they are inherently composite Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes References 1. Chahal J, Shoukat M, Ayoubi R: How entrepreneurial environment and education influence university students' entrepreneurial intentions: the mediating role of entrepreneurial motivation. Higher Education, Skills and Work-Based Learning . 2024; 14 (3): 591-609 Publisher Full Text 2. Chahal J, Dagar V, Shoukat M: Sustainable entrepreneurship: examining stimulus-organism-response to the nexus of environment, education and motivation. Management Decision . 2025; 63 (5): 1391-1416 Publisher Full Text 3. Nazneen A, Elgammal I, Khan Z, Shoukat M, et al.: Towards achieving university sustainability! Linking social responsibility with knowledge sharing in Saudi universities. Journal of Cleaner Production . 2023; 428 . Publisher Full Text Competing Interests No competing interests were disclosed. Reviewer Expertise Academic entrepreneurship, sustainable entrepreneurship, entrepreneurial education, and behavioural intention modelling using frameworks such as the Theory of Planned Behavior (TPB) and structural equation modelling (SEM) I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 17 Nov 2025 Madhukara Nayak, Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India Thank you very much for your valuable and constructive comments on the abstract. We have carefully revised this section based on your suggestions. 1) Hypotheses Development : We have strengthened the derivation from the Theory of Planned Behavior (TPB) to each construct, particularly elaborating the pathway for University Role (UR). We have also integrated cross-country contrasts, distinguishing between developing and developed contexts, to better defend the expected relationships. 2) Inclusion of Relevant Literature : We have incorporated the suggested and other recent references (Chahal et al., 2024; Chahal et al., 2025; Nazneen et al., 2023) to support the development of our hypotheses and enrich the literature review. 3) Measurement Model Refinement : Alongside the reported HTMT and FLC values, we have now included the cross-loading matrix to provide transparency. We have also added a justification for content coverage post-deletion of items under subjective norms (SN) to defend content validity. Additionally, we have discussed the possibility of modeling UR and Sustainable Business Values (SBV) as formative or higher-order constructs, given their composite nature. View more View less Competing Interests NO reply Respond Report a concern Shoukat MH. Peer Review Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.182028.r399627) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-196/v2#referee-response-399627 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Hasan M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 10 May 2025 | for Version 1 Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia 0 Views copyright © 2025 Hasan M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (2) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Dear Author, Thank you for the valuable opportunity to read and review this manuscript. I have read the entire manuscript in detail and with great interest. This manuscript entitled "Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies" has both theoretical and practical contributions, especially to entrepreneurship education in higher education in developing countries. However, there are several parts or areas in this manuscript that need special attention to further improve the quality of this manuscript. First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education in higher education in developing countries that is associated with the importance of sustainable entrepreneurial intentions among Indian higher education students so that from this description, the focus or objectives of the research can be formulated. Then, in the method section, it is enough to focus on describing the method used in this study; there is no need to describe the results of the study. In the method section, it is also necessary to describe the population, sample, and sampling technique. The description of the results in this section is very problematic. In this section, it is better to focus on conveying the results of the research based on the objectives of the research. Finally, in the conclusion section, this section is also very problematic because it does not match the title of the study. Focus on providing reinforcement related to the intention of sustainable entrepreneurship in developing countries, and with these findings, what are the theoretical implications and practical implications? This abstract section needs to be reformulated to be more systematic. Second, the introduction section. This section has been formulated quite well. However, there are several areas that need additional descriptions. There are several theoretical perspectives that can be used to view the intention of sustainable entrepreneurship other than TPB. However, the author chose to use the TPB theoretical perspective; this is, of course, necessary to obtain theoretical reasons, especially when associated with TPB for the case of developing countries. In addition, this section should be supported by the presence of research questions that are continued with a description of the focus or main objectives of this study. Third, the literature review and hypothesis development section. TPB is used as a theoretical perspective in this manuscript, but there is no specific explanation of how the TPB perspective is derived into research variables. As a special note, in developing this section, the author did not consider looking at theoretical gaps or previous findings related to how TPB is used to view the intention of sustainable entrepreneurship in developing and developed countries. Why is it important? Because I see the main contribution of this manuscript is in the use of the TPB theoretical perspective to measure the intention of sustainable entrepreneurship in developing countries, including India. Are there any previous cases or research in India or other developing countries related to this theoretical perspective? The hypothesis has been developed quite well, but almost the entire hypothesis development section has not looked at the relationship between variables using the TPB perspective. Fourth, the method section. There is a serious problem with sampling. This study claims that this is the case for a developing country, India. However, I see that the sample used is only 234. How many populations are there? Do these 234 represent the entire population for a country with a large population like India? In addition, I did not find specific indicators of each variable studied. Sixth, the discussion section. In the early part of the discussion, there is no need to explain the method used, because this is just a less substantial repetition. In addition, this section only repeats the results section and only compares its findings with other research findings. My suggestion is that a more critical discussion needs to be made, especially on new findings that provide a new perspective on the TPB. Provide reinforcement regarding this. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Entrepreneurship education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (2) Author Response 09 Jul 2025 Madhukara Nayak, Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India Reviewer 2 Author Response First, in the abstract section. In the background section, I see that this section needs to identify the global issue of entrepreneurship education in higher education in developing countries that is associated with the importance of sustainable entrepreneurial intentions among Indian higher education students so that from this description, the focus or objectives of the research can be formulated. Then, in the method section, it is enough to focus on describing the method used in this study; there is no need to describe the results of the study. In the method section, it is also necessary to describe the population, sample, and sampling technique. The description of the results in this section is very problematic. In this section, it is better to focus on conveying the results of the research based on the objectives of the research. Finally, in the conclusion section, this section is also very problematic because it does not match the title of the study. Focus on providing reinforcement related to the intention of sustainable entrepreneurship in developing countries, and with these findings, what are the theoretical implications and practical implications? This abstract section needs to be reformulated to be more systematic. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. The background section has been revised to explicitly highlight the global issue concerning the effectiveness of entrepreneurship education in higher education, particularly in developing countries. (Page: 4) The importance of fostering sustainable entrepreneurial intentions among Indian higher education students has been clearly articulated to establish the context and relevance of the study. (page:5) The methodology section has been revised to strictly describe the research method without including results. (Page: 13,14 &15) Details regarding the population, sample size, and sampling technique have been explicitly included to enhance transparency and replicability. (Page: 13,14 &15) The results section in the abstract now strictly reports the findings in alignment with the stated research objectives. (Page 20 & 21) Overgeneralizations and vague interpretations have been eliminated to maintain objectivity and focus. (Page 20 ,21 & 22) The abstract of the study has been modified as per the suggestion. (Page 1) Second, the introduction section. This section has been formulated quite well. However, there are several areas that need additional descriptions. There are several theoretical perspectives that can be used to view the intention of sustainable entrepreneurship other than TPB. However, the author chose to use the TPB theoretical perspective; this is, of course, necessary to obtain theoretical reasons, especially when associated with TPB for the case of developing countries. In addition, this section should be supported by the presence of research questions that are continued with a description of the focus or main objectives of this study. The introduction has been modified as per the suggestion provided. (Page 3). The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Page 3 &4) Third, the literature review and hypothesis development section. TPB is used as a theoretical perspective in this manuscript, but there is no specific explanation of how the TPB perspective is derived into research variables. As a special note, in developing this section, the author did not consider looking at theoretical gaps or previous findings related to how TPB is used to view the intention of sustainable entrepreneurship in developing and developed countries. Why is it important? Because I see the main contribution of this manuscript is in the use of the TPB theoretical perspective to measure the intention of sustainable entrepreneurship in developing countries, including India. Are there any previous cases or research in India or other developing countries related to this theoretical perspective? The hypothesis has been developed quite well, but almost the entire hypothesis development section has not looked at the relationship between variables using the TPB perspective. The theoretical perspective of TPB and sustainable entrepreneurship has also been re-examined in the current paper by considering the context of developing countries. (Hypothesis development) Fourth, the method section. There is a serious problem with sampling. This study claims that this is the case for a developing country, India. However, I see that the sample used is only 234. How many populations are there? Do these 234 represent the entire population for a country with a large population like India? In addition, I did not find specific indicators of each variable studied. We have incorporated the changes and have provided the justification in the methodology. (Page 14) Sixth, the discussion section. In the early part of the discussion, there is no need to explain the method used, because this is just a less substantial repetition. In addition, this section only repeats the results section and only compares its findings with other research findings. My suggestion is that a more critical discussion needs to be made, especially on new findings that provide a new perspective on the TPB. Provide reinforcement regarding this. All the suggestions have been incorporated in the revised manuscript. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Author Response 10 Sep 2025 Madhukara Nayak, Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Thank you very much for your valuable and constructive comments on the abstract. We have carefully revised this section based on your suggestions. Strengthened the background by clearly highlighting the global issue of entrepreneurship education in developing countries and its connection to the importance of sustainable entrepreneurial intentions among Indian higher education students. Revised the method section to focus only on the research design, population, sample, and sampling technique, without including the results. Reorganized the results section to present findings aligned with the stated research objectives. Reformulated the conclusion to better reflect the title of the study, emphasizing reinforcement of sustainable entrepreneurial intentions in developing countries, along with clear theoretical and practical implications. 2. We have strengthened the theoretical justification for employing the Theory of Planned Behavior (TPB), while also acknowledging other theoretical perspectives relevant to sustainable entrepreneurship intentions. We have explicitly discussed why TPB is particularly suitable in the context of developing countries , including its relevance for the Indian higher education setting. We have added clearly stated research questions that logically flow into the main objectives of the study, thereby enhancing the clarity and focus of the introduction. 3. We have provided a clear explanation of how the TPB perspective is operationalized into the research variables , ensuring stronger theoretical grounding. We have identified and discussed theoretical gaps by comparing how TPB has been applied to study sustainable entrepreneurship intentions in both developing and developed countries . We have highlighted why TPB is particularly important for examining sustainable entrepreneurial intentions in developing countries, especially in the Indian context . We have incorporated relevant previous studies from India and other developing countries that support the TPB application in this domain. We have strengthened the hypothesis development by explicitly linking the relationships between variables to the TPB framework . 4. We have provided a clearer description of the population targeted for this study, specifying that the focus is on students from higher education institutions in India rather than the entire national population. We have justified the sample size of 234 respondents , explaining its adequacy based on statistical considerations and its alignment with previous studies employing PLS-SEM, where such sample sizes are commonly used and considered sufficient. We have clarified the sampling technique employed, ensuring transparency in how the respondents were selected. We have also added a detailed description of the indicators for each variable studied, making the measurement process more explicit and easier to follow. 5. We have removed unnecessary repetition of the methodological details. We have minimized overlap with the results section and instead focused on a more critical discussion of the findings. We have placed particular emphasis on new insights that extend the TPB framework , reinforcing how these findings contribute to the understanding of sustainable entrepreneurial intentions in developing countries. We have also strengthened the section by highlighting both theoretical reinforcement and practical perspectives derived from the results. View more View less Competing Interests NO reply Respond Report a concern Hasan M. Peer Review Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.175927.r375928) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-196/v1#referee-response-375928 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Brás G. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 19 Mar 2025 | for Version 1 Gonçalo Brás , DINÂMIA’CET-Iscte, University Institute of Lisbon, Lisbon, Portugal; Instituto Politecnico de Santarem Escola Superior de Gestao e Tecnologia de Santarem, Santarem, Santarém District, Portugal 0 Views copyright © 2025 Brás G. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. Using the Theory of Planned Behavior (TPB) as a theoretical foundation, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze survey responses from 234 students. The findings suggest that entrepreneurial attitudes, subjective norms, and sustainable business values positively impact sustainable entrepreneurial intentions, while perceived behavioral control and the university's role do not significantly contribute. 2. Strengths of the Study Relevance and Contribution: The study addresses a critical gap in sustainable entrepreneurship research within developing economies, particularly in India. Theoretical Foundation: The integration of TPB with sustainable business values extends existing models and contributes to entrepreneurship literature. Methodological Rigor: The use of PLS-SEM is appropriate for analyzing complex relationships, and the study demonstrates clear justification for its methodological choices. Practical Implications: The research offers valuable insights for universities, policymakers, and educators on fostering sustainable entrepreneurial mindsets. 3. Areas for Improvement Conceptual and Theoretical Considerations The rationale for integrating "University Role" within the TPB framework needs further justification and stronger theoretical grounding. The study lacks a thorough discussion of the theoretical positioning of sustainable business values within TPB. Explicit hypothesis statements should be presented earlier in the manuscript for better clarity. Methodological Refinements Sampling and Generalizability: The study focuses on students from Karnataka, India. Including participants from other regions would enhance external validity. Measurement of Constructs: The operationalization of key constructs, particularly sustainable business values and university roles, requires further refinement. Common Method Bias: While Harman’s single-factor test was conducted, additional tests (e.g., marker variable technique) would further validate the results. Control Variables: Including demographic factors like gender or family business background could add robustness to the analysis. Statistical Analysis and Reporting Structural Model Results: Path coefficients, t-values, and p-values should be explicitly stated in the results section, which does not exist and authors should add it; model fit indices (e.g., SRMR, NFI, RMSEA, TLI, GFI …) are not currently presented and they should be in the manuscript. Effect Sizes and Predictive Power: Reporting f² effect sizes and R² values for each path would provide a clearer picture of practical significance. Mediation and Moderation Analysis: Investigating potential mediating or moderating effects (e.g., university role as a mediator) could strengthen findings. Be clearer and more concise: “The removed latent variables are PBC2=0.691,SV3=0.604,UR1=0.657,SN5=0.094,SN6=0.002, SN7=0.311,SN8=0.244,SN9=0.058” (page 10). These are observable variables (items), not latent variables . Additionally, removing five out of nine items from the subjective norms scale raises concerns—are you still effectively measuring subjective norms? 4. Interpretation and Discussion The unexpected negative correlations (e.g., university role and perceived behavioral control) need deeper exploration, possibly considering unmeasured contextual factors. The discussion section should critically evaluate limitations beyond acknowledging them, including cultural influences and potential biases. Findings should be explicitly linked to sustainable development goals (SDGs) for broader theoretical and practical relevance. 5. Presentation and Writing Style Grammar and Clarity: While generally well-written, the manuscript contains some complex sentences that could be simplified for better readability. Consistency in Terminology: Terms like "sustainable entrepreneurship" and "entrepreneurial intention" should be clearly defined and used consistently. Figures and Tables: Some tables, particularly measurement model assessments, require better formatting and additional explanation. 6. Ethical Considerations The manuscript states ethical approval was obtained, but clarification on whether informed consent was explicitly obtained from participants is needed. 7. Conclusion and Recommendation This study makes an important contribution to sustainable entrepreneurship research in developing economies. However, improvements in theoretical justification, methodological rigor, and statistical reporting are necessary for publication. Recommendation: Major Revisions Required Strengthen theoretical justifications and conceptual clarity. Enhance methodological robustness by refining construct measurements and reporting additional model fit indices. Clearly report structural model results, including path coefficients and t-values, and include a dedicated results section for this analysis. Expand the discussion of non-significant results and their implications. Improve clarity in writing, consistency in terminology, and formatting of figures/tables. By addressing these issues, the manuscript can significantly contribute to the field of sustainable entrepreneurship and higher education research. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Innovation policy, entrepreneurship and structural equation modeling I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 09 Jul 2025 Madhukara Nayak, Department of Mechanical Engineering, Shri Madhwa Vadiraja Institute of Technology and Management, Bantakal Udupi, 574115, India Reviewer 1 Author Response 1. Summary of the Study The manuscript investigates how universities and sustainable business values influence sustainable entrepreneurial intentions among Indian higher education students. Using the Theory of Planned Behavior (TPB) as a theoretical foundation, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze survey responses from 234 students. The findings suggest that entrepreneurial attitudes, subjective norms, and sustainable business values positively impact sustainable entrepreneurial intentions, while perceived behavioral control and the university's role do not significantly contribute. We sincerely thank you for your kind response and advice. We hope that the current improvements to the article allow for an easier understanding of the topics discussed. We still hope that the revised version would be considered suitable for publication. Response: We had incorporated the suggestion in the revised manuscript. 2. Strengths of the Study Relevance and Contribution: The study addresses a critical gap in sustainable entrepreneurship research within developing economies, particularly in India. Theoretical Foundation: The integration of TPB with sustainable business values extends existing models and contributes to entrepreneurship literature. Methodological Rigor: The use of PLS-SEM is appropriate for analyzing complex relationships, and the study demonstrates clear justification for its methodological choices. Practical Implications: The research offers valuable insights for universities, policymakers, and educators on fostering sustainable entrepreneurial mindsets. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the various section in introduction, review of literature review, methodology and implications. 3. Areas for Improvement Conceptual and Theoretical Considerations The rationale for integrating "University Role" within the TPB framework needs further justification and stronger theoretical grounding. The study lacks a thorough discussion of the theoretical positioning of sustainable business values within TPB. Explicit hypothesis statements should be presented earlier in the manuscript for better clarity. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the review of literature section. Methodological Refinements Sampling and Generalizability: The study focuses on students from Karnataka, India. Including participants from other regions would enhance external validity. Measurement of Constructs: The operationalization of key constructs, particularly sustainable business values and university roles, requires further refinement. Common Method Bias: While Harman’s single-factor test was conducted, additional tests (e.g., marker variable technique) would further validate the results. Control Variables: Including demographic factors like gender or family business background could add robustness to the analysis. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section. Statistical Analysis and Reporting Structural Model Results: Path coefficients, t-values, and p-values should be explicitly stated in the results section, which does not exist and authors should add it; model fit indices (e.g., SRMR, NFI, RMSEA, TLI, GFI …) are not currently presented and they should be in the manuscript. Effect Sizes and Predictive Power: Reporting f² effect sizes and R² values for each path would provide a clearer picture of practical significance. Mediation and Moderation Analysis: Investigating potential mediating or moderating effects (e.g., university role as a mediator) could strengthen findings. Be clearer and more concise: “The removed latent variables are PBC2=0.691,SV3=0.604,UR1=0.657,SN5=0.094,SN6=0.002, SN7=0.311,SN8=0.244,SN9=0.058” (page 10). These are observable variables (items), not latent variables . Additionally, removing five out of nine items from the subjective norms scale raises concerns—are you still effectively measuring subjective norms? Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the methodology section 4. Interpretation and Discussion The unexpected negative correlations (e.g., university role and perceived behavioral control) need deeper exploration, possibly considering unmeasured contextual factors. The discussion section should critically evaluate limitations beyond acknowledging them, including cultural influences and potential biases. Findings should be explicitly linked to sustainable development goals (SDGs) for broader theoretical and practical relevance. Response: We had incorporated the suggestion in the revised manuscript. The changes have been highlighted in the discussion section 5. Presentation and Writing Style Grammar and Clarity: While generally well-written, the manuscript contains some complex sentences that could be simplified for better readability. Consistency in Terminology: Terms like "sustainable entrepreneurship" and "entrepreneurial intention" should be clearly defined and used consistently. Figures and Tables: Some tables, particularly measurement model assessments, require better formatting and additional explanation. Response: We have considered the suggestion and rechecked the grammar, and also the clarity of the manuscript 6. Ethical Considerations The manuscript states ethical approval was obtained, but clarification on whether informed consent was explicitly obtained from participants is needed. Response: We have considered suggestion and have provided the details of this after the last part of the manuscript 7. Conclusion and Recommendation This study makes an important contribution to sustainable entrepreneurship research in developing economies. However, improvements in theoretical justification, methodological rigor, and statistical reporting are necessary for publication. Recommendation: Major Revisions Required Strengthen theoretical justifications and conceptual clarity. Enhance methodological robustness by refining construct measurements and reporting additional model fit indices. Clearly report structural model results, including path coefficients and t-values, and include a dedicated results section for this analysis. Expand the discussion of non-significant results and their implications. Improve clarity in writing, consistency in terminology, and formatting of figures/tables. Response: We have considered suggestion and have incorporated the changes in the various section by highlighting the changes View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Brás G. Peer Review Report For: Fostering sustainable business values: The impact of universities on shaping sustainable entrepreneurial intentions in higher education students from developing economies [version 1; peer review: 2 approved with reservations] . F1000Research 2025, 14 :196 ( https://doi.org/10.5256/f1000research.175927.r369642) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. 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