Enhancing innovation outcomes among higher education students: A PLS-SEM approach

Universities are increasingly seen as having a major role in innovation process by developing creativity and problem-solving capabilities as well as students’ entrepreneurship skills. However, the mechanisms used by the higher education ecosystem to contribute to innovation outcomes for students remain poorly presumed. Therefore, the aim of this research is to highlight, develop and validate a conceptual model that explains how different learning environments in higher education are associated with students’ innovation outcomes. Through a literature review, this study identified the classroom as the initial starting point, followed by engagement in third places, culminating with supporting programs that provide the final reinforcement in this innovation pathway. This research used results obtained via a survey distributed online to 1000 respondents currently enrolled or have been previously enrolled in Moroccan universities and engineering schools, and only 415 answers were collected from April- June 2025. As the study follows a cross-sectional survey design, the dataset reflects respondents’ perceptions at the time of the survey. The collected data were analyzed using Partial Least Squares Structural Equation Modeling. The results of the study indicate that innovation outcomes among students are linked with classroom learning, engagement in third places, and participation in supporting programs within university innovation ecosystems. The results of this study will provide a structured pathway that universities and policymakers can adopt to foster innovation among their students and identify key elements requiring additional effort to strengthen the sequential relationships between knowledge acquisition, experimentation, institutional support, and innovation outcomes.