Research objectives and hypothesis/research questions:
This study investigates the extent to which Algerian universities contribute to developing entrepreneurial culture among graduating students. The central research question asks: to what degree has the University of Boumerdes succeeded in guiding students toward the creation of micro-enterprises through the development of entrepreneurial culture? The primary objective is to evaluate whether the university fulfills the conditions of an „entrepreneurial university” by equipping students with the values, skills, and mindset necessary for independent venture creation. The study hypothesizes that the university actively encourages students to establish their own projects by fostering entrepreneurial culture throughout their academic studies.

Research methods:
A descriptive-analytical approach was adopted for the theoretical framework. Empirically, a case study was conducted on 54 third-year undergraduate students majoring in Entrepreneurship at the University of Boumerdes, selected because their program is directly tied to the research subject and because they are approaching labor market entry. Data were collected through structured interviews scored on a three-point Likert scale. Instrument reliability was confirmed via Cronbach’s alpha (α = 0.812). Descriptive statistics and a one-sample T-test were applied using SPSS to test the research hypothesis.

Main results:
The T-test results with calculated values ranging from 3.165 to 7.269, all exceeding the critical threshold of 1.671 at the 5% significance level led to rejection of the null hypothesis. Students recognized the positive role of professors in transmitting entrepreneurial awareness through course content and seminars, and acknowledged the “Entrepreneurship House” as a structural commitment by senior management. However, significant shortcomings were identified: inadequate classroom infrastructure, the absence of practical field-based training, and a lack of formal partnerships with public and private sector institutions. The overall finding is that the university’s contribution to entrepreneurial culture remains predominantly theoretical rather than applied.

Implications for theory and practice:
Theoretically, this study contributes to the literature on entrepreneurial universities in developing economies by highlighting the gap between institutional intent and actual student outcomes. It reinforces the view that entrepreneurial education cannot be reduced to curriculum content alone but must be embedded in a broader ecosystem involving infrastructure, mentorship, and industry collaboration. Practically, the findings call on Algerian universities to update program content, introduce entrepreneurship courses across all disciplines, strengthen university–business partnerships, and invest in the practical training necessary to translate academic knowledge into entrepreneurial action. These steps are essential for reducing graduate unemployment and supporting Algeria’s broader economic diversification objectives.