Abstract
This study adopts the social exchange theory to test whether the relationship between perceived educational support and entrepreneurial intentions is mediated by both the entrepreneurial climate and students' affective commitment to the university. Data was collected through questionnaires administered to students at a Colombian university. The study employs Partial Least Squares (PLS) for data analysis, highlighting its suitability for examining mediating effects in complex models. The findings aim to contribute to the understanding of how universities can effectively support student entrepreneurship, particularly in emerging economies where institutional support and resources for entrepreneurship may be limited.This study adopts the social exchange theory to test whether the relationship between perceived educational support and entrepreneurial intentions is mediated by both the entrepreneurial climate and students' affective commitment to the university. Data was collected through questionnaires administered to students at a Colombian university. The study employs Partial Least Squares (PLS) for data analysis, highlighting its suitability for examining mediating effects in complex models. The findings aim to contribute to the understanding of how universities can effectively support student entrepreneurship, particularly in emerging economies where institutional support and resources for entrepreneurship may be limited.