Abstract

This study presents a scoping review of factors influencing innovation-driven entrepreneurship among undergraduate students in private higher education institutions. Guided by the methodological framework of Arksey and O’Malley (2005) and the PRISMA-ScR reporting guidelines (Tricco et al., 2018), this review systematically synthesizes theoretical, conceptual, and empirical research published between 2013 and 2025. A total of fifty studies were identified through international and Thai databases, and nineteen were included in the final analysis after applying inclusion and exclusion criteria. The review identifies three key domains of variables: (1) independent variables—including personality traits, attitudes, and intentions toward entrepreneurship, external supports (family, culture, and institution), and experiential or innovation-oriented learning; (2) the mediating variable—innovative thinking ability; and (3) the dependent variable—entrepreneurial innovativeness. The findings reveal that innovative thinking ability mediates the relationship between individual and contextual factors and entrepreneurial innovativeness. The study contributes to both theory and practice by developing a conceptual framework that integrates individual-level, institutional, and environmental determinants of innovation-driven entrepreneurship. It also highlights the unique characteristics of private universities, where flexibility, autonomy, and market orientation create fertile ground for innovation-oriented entrepreneurial ecosystems. The paper concludes with implications for policy and higher education practice, recommending the strengthening of experiential learning opportunities, institutional support systems, and family-community engagement to enhance students’ innovative capacities and entrepreneurial outcomes.

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