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With the growing importance of entrepreneurship education, entrepreneurship programs established within higher education institutions are thriving hard to achieve entrepreneurship educational outcomes in recent years. Several studies reported the role of higher education institutions in promoting entrepreneurship education and enhancing students' skill sets in various ways. To extend this knowledge, this paper aims to analyse the role of higher education institutions in promoting innovativeness and passion among students pursuing entrepreneurship education. A meta-analytic review is conducted by combining the results from empirical analysis of 24 related studies. The influence of higher education institutions on entrepreneurship educational outcomes and individual transformations is examined and their relationships are exposed. The results of the review show that various components of higher education institutions are positively related to individual transformations (r[subscript c] = 0.579) and entrepreneurship educational outcomes (r[subscript c] = 0.331). It is also found that the passion (r[subscript c] = 0.31) and innovativeness (r[subscript c] = 0.2771) are positively correlated with entrepreneurship educational outcome. Moreover, institutional environment has a greater impact on passion (r[subscript c] = 0.531). Thus, the results indicate that higher education institutions play an important role in promoting passion and innovativeness among students.

Entrepreneurship is a powerful tool that reduces unemployment, boosts economic growth, and promotes innovation and social change. With a focus on the promotion of entrepreneurial intention possessed by higher education institutions offering entrepreneurship education, this study assesses the indirect impact of higher education institutions in developing entrepreneurial intention through passion as a mediator. It also investigates the moderating role of individual differences and innovativeness between the entrepreneurship education in higher education institution and the entrepreneurship educational outcome, namely entrepreneurial intention. Also, the moderated mediation relationship between entrepreneurship education in a higher education institution and entrepreneurial intention is assessed. To conduct the cross-sectional study, data was collected from 636 students perusing an entrepreneurship course at colleges affiliated with Bharathiar University in Coimbatore, Tamil Nadu (India). A questionnaire with 37 items is used to collect the data as ratings from respondents. The moderated mediation model is designed and tested using the bootstrapping method in the Hayes PROCESS macro model. According to the findings, the association between entrepreneurship education in higher education institutions and passion is negatively moderated by individual differences and innovativeness. Further, the study revealed that the combined effect of the higher education institution, individual differences, and innovativeness on entrepreneurial intention is mediated by passion.