Entrepreneurial knowledge dissemination within higher education institutions plays a crucial role in shaping societal contributions by endowing university students with entrepreneurial learning (EL). While existing research extensively explores the influence of EL on entrepreneurial ventures among students, the ramifications of such knowledge on wage-paid employment remain relatively uncharted. This study aims to fill this gap by investigating the extent to which and the conditions under which EL influences extra-role behavior (ERB) in working students. ERB represents an employee's proactive contributions that surpass the prescribed job responsibilities. Leveraging a comprehensive international dataset encompassing 5,910 working students, our analysis reveals a positive correlation between EL and ERB. Furthermore, we uncover that this relationship is subject to moderation based on working students' gender, their role within the organization, and the size of the employing company. These nuanced findings contribute to a more comprehensive understanding of how entrepreneurial knowledge disseminated to university students can extend its impact beyond venture creation, influencing societal dynamics through the prism of wage-paid employment.
