The Moderating Role of National Culture in the Relationship Between University Entrepreneurship Offerings and Student Start-Up Activity: An Embeddedness Perspective by Galina Shirokova, Tatyana Tsukanova, and Michael H. Morris Student proclivity to start a venture can be affected not only by the university environment where they are exposed to entrepreneurship, but also by perceptions of how desirable entrepreneur- ial behavior is considered to be in a given society. Based on an embeddedness perspective, and using a sample of students from 26 countries and 489 universities, evidence is produced of signifi- cant positive relationships between both curricular and co-curricular programing and student start-up activities, with specific cultural dimensions moderating these impacts. University seed funds for students negatively impact the scope of start-up activities. Implications are drawn for educators and policy makers. Introduction As we consider the rapid spread of entrepre- neurship across campuses, communities, and borders, an important question concerns the role of context in affecting entrepreneurial action. For nascent student entrepreneurs, the university is clearly one of these contexts, while universities and their stakeholders operate within a country context as well. For their parts, both universities and nations are placing more emphasis on youth entrepreneurship (Morris, Kuratko, and Cornwall 2013). Ironically, while young people are generally becoming more educated, levels of youth unemployment around the world continue to rise (Schøtt, Kew, and Cheraghi 2015). As a result, fostering entrepre- neurial activity among youth is regarded as a critical development strategy, as it integrates a key segment of the population into the labor market while harnessing their potential to con- tribute in a meaningful way to sustainable eco- nomic development (Kvedaraite 2014). Student engagement in entrepreneurial activ- ities, defined as a combination of the time and energy students devote to multiple entrepreneurship-related issues, would seem to be influenced by the context in which the stu- dent is embedded. Research on student entre- preneurship reveals that over 5 percent of students are going to start their own business directly after studies and 30 percent are going to become entrepreneurs in five years after com- pletion of studies (Sieger, Fueglistaller, and Zell- weger 2014). And yet, as university programs and societal priorities regarding entrepreneur- ship have evolved in recent years, has there Galina Shirokova is Professor of Strategic and International Management in the Graduate School of Manage- ment at the St. Petersburg University. Tatyana Tsukanova is Assistant Professor of Strategic and International Management in the Graduate School of Management at the St. Petersburg University. Michael H. Morris is the George and Lisa Etheridge Professor in Entrepreneurship in the Warrington College of Business Administration at the University of Florida. Address correspondence to: Tatyana Tsukanova, Graduate School of Management, St. Petersburg University, St. Petersburg, Russia. E-mail: tsukanova@gsom.pu.ru. SHIROKOVA, TSUKANOVA, AND MORRIS 103 Journal of Small Business Management 2018 56(1), pp. 103–130 doi: 10.1111/jsbm.12363