Survey reveals institutional type influences the link between entrepreneurial competence and social innovation in engineering students, indicating a need for tailored educational approaches.
With the growing emphasis on entrepreneurship education in India, technical institutions are evolving to equip students with the skills needed to address real-world challenges. This study examines the moderating role of institutional type in the relationship between entrepreneurial competence and social innovation among engineering students. A survey of 390 final-year engineering students from Kerala was conducted, and data were analyzed using Covariance-Based Structural Equation Modeling (CB-SEM) and moderation analysis in AMOS. The results confirm that entrepreneurship training significantly enhances entrepreneurial competence, which in turn fosters social innovation. However, the moderating effect of institutional type reveals that students from direct or autonomous institutions exhibit a stronger relationship between entrepreneurial competence and social innovation compared to those from affiliated colleges. These findings highlight the need for institutions to tailor entrepreneurship education based on institutional structure, ensuring a more effective ecosystem for fostering social innovation. Aligning with Sustainable Development Goals (SDG-4 and SDG-9), this study emphasizes the importance of institutional support in shaping future social entrepreneurs.
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Badusha Muhammed (2025) studied this question.
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