Marketing Research Project

Attitude of Students toward Entrepreneurship

Name: Dao Thuy Chi ID: 17866695

Tran Huyen Trang ID: 17574366

Lecturers: Ms Dung and Ms Trang

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Contents
INTRODUCTION....................................................................................................................................... 3
1. RESEARCH OBJECTIVES AND HYPOTHESIS STATEMENT ............................................... 4
 Research Objectives ........................................................................................................................ 5
 Hypothesis........................................................................................................................................ 5
2. Literature Review ............................................................................................................................... 6
3. Methodology ........................................................................................................................................ 9
3.1. Research design ........................................................................................................................... 9
3.2. Data Collection .......................................................................................................................... 10
3.3. Population and Sampling process ............................................................................................ 10
3.4. Data Analysis ............................................................................................................................. 11
REFERENCES .......................................................................................................................................... 38

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Executive Summary
The topic of this report is “The attitude of students toward entrepreneurship”. To prepare for this
topic, we will conduct survey questionnaires through students in Hanoi University to collect data
for analysis. Regarding to methodology, we applied exploratory, descriptive, and quantitative
research to achieve objectives for this research. A non-probability sampling method is conducted
within each department in Hanoi University. There are 6 hypotheses which were tested in this
research and these hypotheses were tested by association, ANOVA and regression analysis.
According to data analysis, the final conclusion about the relationship between students’
attitudes and entrepreneurship intention are demonstrated.

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INTRODUCTION
Entrepreneurship is a booming trend in Vietnam in these days. According to Vietnam Briefing
(2018), there are currently 3000 start-ups operating in different sectors such as: fintech, food
tech, healthcare and e-commerce in Vietnam. Specially, in 2017, 92 start-ups got investments
from investors with value of US$ 291 million and the number of start-ups increased by 45%.
Moreover, we should mention that the rapid development of private enterprise make a great
contribution to the growth in Vietnam economy. Small and medium size private companies
accounted for 45% GDP and created more than 1.2 million jobs. Furthermore, to encourage
entrepreneurship, the Vietnam government established many of funds to support the young
enterprises. These startups can receive loans with many incentives, technical training and
business mentoring. Therefore, Vietnam can be considered as interesting environments for
developing start-ups with high supports. As a result, entrepreneurship is quite attractive to
Vietnamese people, especially young Vietnamese people.

This marketing research purposes to determine students’ attitudes in Hanoi University related to
entrepreneurship. According to Teshome (2014), university graduates had a difficulty to secure
employment from private companies to public enterprises because of the changing economic
environment. Therefore, entrepreneurship is the way to employment creation and stabilizing
economic. This study will try to understanding the attitudes of students toward entrepreneurship.
It will bring benefits to graduated students in terms of creating new business and they are able to
understand some factors which have impacted on the entrepreneurial intention. And then
entrepreneurship will have a chance to develop to provide jobs as well as reduce volatile
economic.

1. RESEARCH OBJECTIVES AND HYPOTHESIS STATEMENT

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 Research Objectives

The research objectives are to gather, analyze and examine the data from students in Hanoi
University in terms of attitudes, perception related to entrepreneurship to determine which
factors influence on Entrepreneurship intention and the impacts of these factors.

Objective 1: To identify the awareness of students about entrepreneurship

Objective 2: To determine how demographic elements impact to entrepreneurship intention

Objective 3: To identify factors that motivates students to create a new business in the future

Objective 4: To determine the level of intention of students to pursue entrepreneurship as their

future career.

Objective 5: To investigate challenges when students intent to entrepreneurship

 Hypothesis

Hypothesis 1: There are associations between gender of students and awareness about
entrepreneurship

 Testing method: Independent Sample T-Test

 Testing for Non-monotonic Relationship

Hypothesis 2: There are differences between students in different majors related to

entrepreneurship trend in Vietnam

 Testing method: Independent Sample T-Test

 Testing for Non-monotonic Relationship

Hypothesis 3: There is a correlation between students’ likely to become entrepreneur and

motivation factors (to be my own boss).

 Testing method: Correlation Coefficient

 Testing for Monotonic Relationship

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Hypothesis 4: There is a significant difference level of intention to pursue entrepreneurship
among students in different majors.

 Testing method: Independent Sample T-Test

 Testing for Non-monotonic Relationship

Hypothesis 5: There is an association between entrepreneurship intention of respondents and

respondents’ family members or friends knowing their entrepreneurship intention

 Method of analysis: Cross tabulation and Chi-Square

 Testing for non - monotonic relationship

Hypothesis 6: The likely level of students to want to be entrepreneurs depend on students’

demographic

 Method of analysis: Multiple Regression Analysis

 Testing for non-monotonic relationship

Literature Review

1.1.The concept of entrepreneurship

An entrepreneurship term is easy to define but the execution is more difficult (Manisha & Reena
2016). Moreover, one person or team is considered as entrepreneurs when they have engagement
in entrepreneurial behaviors. According to Nicole (2018), entrepreneurship means the action or
the spirit of people or a person to create a business or some businesses, which would have the
ability to contribute to the development of the economy as well as generate a profit for the
business.

Moreover, in the modern economic, the entrepreneurship should imply the action of spirit to
create business not only to generate the profit but also to transform and change the world by
solving the problems of the local region, the problems of the country or furthermore the
problems of the world. The entrepreneurship may lead to the transformation of the economy, the
development of the world and the new-life changing solution. Entrepreneurship could change in
the living condition of the local region, the country or even the world.

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According to Dolly (2017), the roles of entrepreneurship in the development of the economics of
a country or the world include: create and share the wealth, jobs creating, balancing the
development of regional, and increasing the GDP and the GDP per capita, increasing the
standard of living, increasing the exporting and the trading balance of the country and Develop
the community. Besides the contribution the community and the society, entrepreneurship would
offer and create significant opportunities for entrepreneurs to have financial independence and
wealth and would be still able to contribute and bring the benefits from the business to the
economy by creating new job, growing the local economy, and innovating, according to
Anuradha (2014). Future entrepreneurs would be the university and college students who will
apply knowledge gained from the university and invest their resources into their new business.

As I mentioned above, with the booming entrepreneurship in the world, it greatly contributes to
both our society and economy. According to Sutton, 1998; Armitage and Corner 2001, analysis
demonstrated that intentions are strong evidence of actual behaviors when applied to other
problems. Ajzen’s theory of planned behavior (TBP) (1988, 1991) is one of the most common
models to help explain intentions based on personal attitudes, perceived behavioral control and
subjective norms.

1.2. Personal Attitudes

This factor can be understood as individual’s perception of the personal desirability of

performing behavior in entrepreneurship. According to Douglas and Shepherd (2002),
individuals will have positive assessment or negative assessment toward entrepreneurship
behaviors if they realize the total utility of becoming an entrepreneur is much higher than other
employment in the market. To conclude, personal attitude is a mentally prepared state for any
known subject.

1.3. Perceived Behavioral Control

This second factor of TBP stands for individuals’ perception about the difficulty or ease of
becoming an entrepreneur. Individuals with high efficacy have flexibility and opportunities
toward entrepreneurship. They have an expectation about positive results and believe that they
can do it with the capacity to deal with a full range of situations and they can see the unstable

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factors on the market as opportunities for them. Therefore, the entrepreneurial intention of youth
can be determined by behavioral control’s level.

1.4. Subject Norms

Subject Norms is the view of an individual who play important influence on another. According
to Wedayanti and Giantari (2016), subject norms can be defined as the views which are
consideration important by individuals. These people send advices to another person to execute
or not execute certain behaviors. The motivation levels are measured by the desirability to
perform or not perform anything that was considered important. We can understand that social
norms refer to closer people such as parent, peers, close friends and teacher who are important to
individual’s life. As a result, the pressure can become a barrier to development of
entrepreneurship intention because of social environment.

1.5. Entrepreneurship Education

Entrepreneurial education is defined as conscious effort by one person to build up knowledge

about entrepreneurship (Gerba 2012). This term is totally different with sales or marketing to
educate someone to be a merchandiser. However, entrepreneurial education is educated how to
catch up the opportunities and risks facing the business world (Nurseto 2010). Next, based on
Kurniawan’s research in 2013, entrepreneurship education is named as a branch of knowledge in
which values, skills and behavior are studied during the face of life’s challenges to pursue
opportunities with many risks from the market might be encountered.

1.6. Entrepreneurial Intention

Intention is considered as an important role that a person desires to entrepreneurship. The

definition of entrepreneurial intention is about the desire of a person to catch the opportunities to
create new owned business to serve customers with new services or products. Rasli et al. (2013)
stated that entrepreneurial intention is a mind to encourage individual set up new businesses.

Some researches quoted that entrepreneurial intention can be impacted by promoting traits
connected to entrepreneurship development. According to Baron 2014, psychological personality
traits make a great contribution to entrepreneurial intention. Furthermore, Linan et. al. (2011)
demonstrated on his study that the major factors influencing in the direct way on the

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entrepreneurial intention are that personal attitude and perceived behavioral control. Sanchez
(2011) shows his research’s result that personal traits including risk-tolerance and self-efficacy
are the central of entrepreneurial intention. Other characteristics such as need for achievement,
propensity to take the risk, locus of control, and tolerance for ambiguity, self-efficacy and
innovativeness are considered as the elements of entrepreneurial traits as well (Rauch & Frese
(2007) and Bygrave (1989)).

Entrepreneurship education can influence on the students’ entrepreneurship intention. According

to Hytti, Passio, Kais and Tommi (2005), students with major in engineering majors are less
willing to start-up in comparison with students with background in management. Similarly,
Franco et al. (2010) concluded that students in business fields are much more likely to create
new business than do their counterparts in other disciplines. From the results of researches,
education background is also a factor which may have influence on EI. Furthermore, Arenius,
Minniti (2005) stated that they strongly believed students with higher formal education prefer to
catch entrepreneurial opportunities than others. When universities provide to students with
higher education, students in these universities are larger likelihood to expand their potential for
future entrepreneurs.

2. Methodology
2.1. Research design

Burn and Bush (2017, p.92) described that “A research design is a master plan that specifies
method that will be used to collect and analyze information needed for a research project”.
Research design categories into three types: the exploratory research, the descriptive research
and the causal research.

With this proposal, descriptive research is suitable for assessing the students’ attitudes toward
entrepreneurship because it help to answers the questions of who, what, where, when and how
(Burn & Bush 2017). Researchers will follow the form of the research to:

 To determine what factors (demographic, external and internal) influencing student’s

intention toward entrepreneurship
 To determine who would pursue entrepreneurship as future career
 To determine how factors impact student’s intention toward entrepreneurship

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Moreover, descriptive research is conduct through type of survey to collect information to
describe the behaviors, attitudes and other characteristics of respondents. It also is a tool to solve
the remaining objectives

The descriptive research follows the cross-sectional studies or we can use other term that it is a
sample surveys. We will design Cross-sectional studies with a plan of measuring population
(HANU students) of interest based on a fairly large sample size at one point in time. Hence, we
can see the snapshot of population through the result of sampling (Burn & Bush 2018, p.99). The
advantage of descriptive research is quite helpful because the quality of respondents’ answer will
help us to deeply get to know the attitudes, behaviors and intentions of different students toward
entrepreneurship.

In this research proposal, we decide to use mainly primary research for descriptive research.

2.2. Data Collection

In terms of descriptive research, data is collected when respondents do the survey research in
kind of quantitative research. In comparison with qualitative research, quantitative research has
five advantages: standardization, ease of administration, ability to tap “unseen”, easy to analyze,
and revealing subgroup differences (Burn & Bush 2017, p. 172). Furthermore, we will save time
and additional costs when conducting research.

A survey questionnaire is set up in terms of self-administered survey and respondents can be able
to give feedback, quality and control according to Burn & Bush 2017. Self-administered and
computer-administered survey bring more benefits such as lower cost, higher respondent control, and
minimizing interview evaluation apprehension at minimal levels to researchers than person-administered
survey (Burn & Bush 2017, p.). There are two researchers who will be conducting the survey
questionnaire with at least 125 survey questionnaires each researcher. Therefore, there are at least 250
respondents to participate in doing the survey. SPSS is used in the analysis of collected data.

2.3. Population and Sampling process

The research’s population is students in Hanoi University. The size of population is about 18000
students who are studying in Hanoi University. The sample frame is all HANU students who
aged from 18 to 25 studying. The sample size is at least 250 students and the number of students

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studying business major and non-business major will be equal. The students in 5 faculties in
HANU (Business Administration, Banking & Finance, Accounting, Management and Tourism,
Business Communication) are categorized into business group. On the other hand, students
studying languages are allocated into non-business group. The questionnaire survey will be
collected in one week.

We will conduct a non-probability sampling method in Hanoi University because of the

advantages of time and cost saving. Researchers are convenient to meet students. However, this
selection process limit to a truly random representation of the population.

2.4. Data Analysis

Descriptive Analysis

According to Burn and Bush (2017), descriptive analysis is considered as a tool to summarize
basic findings for survey. The mean, mode, range and standard deviation are the forms of
descriptive analysis. We will depend on the frequency distribution analysis to analyze the student
population’s awareness about entrepreneurship: different majors (business and non-business) as I
mentioned above.

Next, percentage frequencies charts can be used to depict numbers of students know about
entrepreneurship, their attitudes and perception related to entrepreneurship. These activities for
analysis follow question 1, question 2, question 3 and question 4 in survey questionnaire to
generate results for building frequency charts. Besides, in order to draw the sources of
motivation or challenges for students to become entrepreneurs, we base question 5, 6, 7, 8 and 9
to make a summary.

We also examine sources for preparing to be entrepreneurs for students who are likely to be
entrepreneurship intention by analyzing question 13. Question 16 tell us about the time for
students want to be entrepreneurs.

We also evaluate demographic characteristics such as gender, major, family background, family
income and families having entrepreneurs or businessmen by using questions from 21 to 26 in
survey questionnaire to depict respondent composition.

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Difference Analysis

Will test H1, H2 and H4

Differential analysis was conducted to find out the level of differences between one group and
another group (Burns & Bush 2014, p. 356). We will use Analysis of Variants (ANOVA) to
identify the difference level of entrepreneurship intention between students in business group and
non-business group and we can deeply understand students’ perception relating to
entrepreneurship. This hypothesis is designed to increase better understanding about student’s
attitudes toward entrepreneurship. Furthermore, a T-test is also the method applied to in
difference analysis to discover significant dissimilarities (Burns & Bush, 2014 p. 318).

Associative Analysis

Will test H3 and H5

This analysis will be applied to ascertain the relationship between certain variables, including the
relationship between gender/field of specialization and intention towards entrepreneurship (Hair
2011). The common methods are correlation, Chi-square and cross tabulations in association
analysis. In this research, we use these variables:

 Gender and entrepreneurship intention,

 Some obstacles: not enough knowledge and skills in business and entrepreneurship, lack of
support and advice for new businesses start-up and difficult to access capital/get investment
and level of intention to be entrepreneurs,
 Entrepreneurship education and the attitudes about becoming an entrepreneur

Regression Analysis

Will test H6

Multiple regression analysis could be applied to figure out for a linear relationship between a
dependent variable, and multiple independent variables (Burns & Bush 2014, p.412). This acts as
a screening device in order to help the clients to better interpreting respondent’s behavior (Burns & Bush
2014, p.418). This research analyzed the likelihood of a student to become entrepreneurs in
accordance with the following variables of students’ demographic

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 + Student’s gender

+ Student’s family income

+ Student’s family structure

+ Student’s major

+ Student’s year in university

Inference analysis

This analysis is followed to make a conclusion about students' intention, behaviors and
perception through examining of population characteristics based on sample data (Burns & Bush
2017)

Results and Hypothesis Testing

1. Respondent Composition

Descriptive Statistic will be applied to depict and analysis the results. There are 364 respondents
conducting this research. Among these respondents, the proportion of male respondents account
for 49.45% and the percentage of female is about 50.55%. Obviously, the proportion of male and
female is the study is quite balanced.

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Figure 1: Gender

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 Figure 2: Family Structure

As denoted in Figure 2, 64.14% of respondents now live in their family with two generations and
there are 31.58% of respondents who live with more than two generations living together.

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 Figure 3: Family Income

In the Figure 3 above, 53.61% of families have income from 10 to 50 million VND and there are
27.78% of families having income under 10 million. Moreover, there are 11.94% of respondents
who have family income from 50 to 100 million VND and family income above 100 million
VND only account for 6.39%.

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 Figure 4: Entrepreneur/Business Owner
Among respondents, as denoted in Figure 4, 34.9% of respondents have family members are
entrepreneur or business owner. 64.82% of respondent said that they have no family members
are entrepreneur or business owner.

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 Figure 5: Student Major
According to Figure 5, the majority of respondents (62.91%) come from Business (Management,
Finance, Marketing and Accounting) and the second largest is engineering with 12.36%. Social
Science account for 10.44% and other majors belong to formal and natural science, architecture
and construction and others with 5.77%, 3.02% and 5.49% respectively.

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 Figure 6: Year of Student
There is not balanced between students from first year to second year and students above second
years. In detail, the fourth year/final year students occupy 52.78% of total respondents, the
following is third year students with 20.83% and the proportion of second year students is about
18.33%. First year students account for 7.5% of all respondents.

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2. Respondent’s awareness about entrepreneurship.

According to the chart below, among 364 respondents, there are 330 respondents who say ‘yes’
about entrepreneurship term. The rest of respondents (34 students) do not know about
entrepreneurship.

Figure 7: Awareness about entrepreneurship

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 Figure 8: Mean of entrepreneurship term
According to Figure 8, among students knowing entrepreneurship term, 47.58% of these
respondents define “entrepreneurship” is seizing new business opportunities and providing new
values to customers. 32.12% understand entrepreneurship about establishing a new company,
usually small or very small companies and 13.94% of respondents consider “entrepreneurship”
as inventing totally new products or services. Only 6.36% of respondents think entrepreneurship
is about inheriting parents’ company.

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 Figure 9: Current Trend of Entrepreneurship
From the Figure 9, there are 61.26% of respondents who think entrepreneurship trend in the
booming phase. 29.12% respondents think it is increasing but not very fast. The rest ones think it
is declining and “nothing is special” with 0.82% and 8.79% respectively.

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 Figure 10: Sources of entrepreneurship
Based on the Figure 10, 69.50% of respondents follow TV Shows to reach entrepreneurship
information. 67% of respondents use social network to follow entrepreneurship knowledge.
Next, the third major source is about news on mass media with 51.10%. Class at universities
only ranked at fourth position with 34.9%. 28.6% of respondents through friend or family
members know about entrepreneurship.

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3. Source of motivation or challenges for respondents to be entrepreneur

Figure 11: Major motivation

According to the Graph, these sources of motivations are quite the same for respondents with a
range of 41.5% to 55.2%. Passion is the most motivation that respondents desire to be an
entrepreneur. The following motivation is about making money with 51.6%.

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 Figure 12: Risks when becoming entrepreneurs
Business Bankruptcy (59.1%), Building new brand from scratch (52.5%) and Lack of direction
for business (50.3%) are three most major sources of risks when respondents want to be
entrepreneurs. Loss of personal capital, waste of time and effort and unstable income are three
following risks for respondents.

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 Figure 13: Risk of becoming entrepreneurs
There are 25% of respondents who agree the risk of becoming entrepreneurs at very high level,
43.68% of respondents rated the high risk level and 28.02% of respondents demonstrating risk of
entrepreneur at normal level. The minority of respondents show that the risk is very low and not
very low.

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4. Respondent’s entrepreneurship intention

Figure 14: The likely of becoming an entrepreneur

Apparently, 14.01% of respondents are very likely to become an entrepreneur and 31.87% of
respondents are likely to be an entrepreneur. On the other hand, there are around 19% of
respondents who are unlikely or very unlikely to pursue entrepreneurship.

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 Figure 15: Preparation for entrepreneurship
From the Figure 15, reading books about entrepreneurship and watching TV shows about
entrepreneurship are two popular preparations of respondents with 41.4% and 56.3%
respectively. Meanwhile, taking courses in entrepreneurs account for 26.2% of respondents and
networking with entrepreneurs is about 18.9%.

Figure 16

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According to the Figure 16, 24.5% of respondents will want to become entrepreneurs after 5
years. From 1 to 3 years, there are 18.1% of respondents. 18.4% of respondents select from 3 to
5 years to pursue entrepreneurship. There are only 7.4% of respondents who will be
entrepreneurs within 1 year.

Hypothesis Testing

Objective 1: To identify the awareness of students about entrepreneurship

Hypothesis 1: There are associations between gender of students and awareness about
entrepreneurship

H-Figure 1

H-Figure 2

From H-Figure 2: The significant level (0.947) is greater than 0.05. It denoted that we do not
reject null hypothesis that there are no association between students’ gender and awareness
related to entrepreneurship.

From H-Figure 1: the mean of female and male respondents are the same with 1.09. Therefore,
there are no differences in awareness about entrepreneurship among male and female students.
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Hypothesis 2: There are differences between students in different majors related to
entrepreneurship trend in Vietnam.

H-Figure 3

H-Figure 4
According to H-Figure 3: the significance level of this hypothesis (0.02) is smaller than 0.05. It
demonstrated that we reject null hypothesis which there are no differences between students in
different majors and current trend of entrepreneurship.

Objective 3: To identify factors that motivates students to create a new business in the
future

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Hypothesis 3: There is a correlation between students’ likely to become entrepreneur and
motivation factors (to be my own boss).

H-Figure 5
From the H-Figure 5: the significant level (0.02) of this hypothesis with motivation factor (to be
my own boss) is lower than 0.05. It depicted that we reject null hypothesis that there is not a
correlation between students’ likely to become entrepreneur and motivation factors (to be my
own boss). Because the value of correlation is -0.122 lower than 0, means that there was negative
correlation.

Objective 4: To determine the level of intention of students to pursue entrepreneurship as

their future career.

Hypothesis 4: There is a significant difference level of intention to pursue entrepreneurship

among students in different majors.

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 H-Figure 6

H-Figure 7

From the H-Figure 6: the significance level of this hypothesis equals 0.324 greater than 0.05. It
means that null hypothesis is not rejected. Thus, there is no differences difference level of
intention to pursue entrepreneurship among students in different majors.

Hypothesis 5: There is an association between entrepreneurship intention of respondents and

respondents’ family members or friends knowing their entrepreneurship intention

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 H-Figure 8

H-Figure 9
From the H-Figure 9, the significant level of this hypothesis is below 0.05, means that we reject
null hypothesis that there is no association between entrepreneurship intention of respondents
and respondents’ family members or friends knowing their entrepreneurship intention. The mean
of respondents’ family members or friends knowing their entrepreneurship intention is greater
than the mean of respondents’ family members or friends not knowing their entrepreneurship
intention. Thus, respondents have family members or friends who know their entrepreneurship
intention, will be likely to become entrepreneurs.

Objective 2: To determine how demographic elements impact to entrepreneurship

intention

Hypothesis 6: The likely level of students to want to be entrepreneurs depend on students’

demographic

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H-Figure 10

H-Figure 11

H-Figure 12

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From the H-Figure 10: An adjusted R square gets 0.05 draws that 5% of respondents’ likely to
pursue entrepreneurs is explained by combining of independent variables. This result at low
levels indicated that the data is not useful value (Burn & Bush 2017, p.413).

From the H-Figure 11: The significant level is lower than 0.05. It shows that the null hypothesis
is that the likely level of students to want to be entrepreneurs did not depend on students’
demographic will be rejected.

Limitation

Sampling Error

This study requires researchers to gather data from different universities in Hanoi. However, this
study is conducted in Hanoi University. Therefore, students in other universities such as: Posts
and Telecommunications Institute of Technology, Hanoi Science and Technology, Foreign Trade
University, National Economics University, Vietnam national university of agriculture, Thuyloi
University and National University of Civil Engineering were not invited to take part in this
study. Moreover, although researchers have to travel to each class in Hanoi University as well as
complete survey through online, the majority of students come from business sectors and one
individual can conduct many online surveys. Specially, students in first year and second year are
not balanced with students in third year and fourth year. As a result, these things create limitation
in term of generating result for the entire population in Hanoi. Thus, the conclusion for the entire
students in Hanoi about attitudes and perception related to entrepreneurship intention will not be
demonstrated in the right result.

Non-Sampling Error

Different types of non-sampling error such as human error will be considered in this study. When
we take the result from the research, we would rather examine non-response error, data
collection error, data analysis error and interpretation error (Burns & Bush 2014, p. 292). In
addition, during the period of conducting survey, researchers are not able to train and educate
professionally the ways they collect data. They can make mistakes such data duplication and
missing input data. Hence, the level of fieldworker error will increase.

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Conclusion

According to the analysis above, several conclusions have been drawn for the entire population.
The result depicted that the overall attitudes and awareness of students toward entrepreneurship
has positive attitudes. Obviously, almost students are more sympathetic to become entrepreneurs.

Based on Descriptive analysis, the majority of students come from business majors and the
minority of students belongs to non-business major. It may be sampling error and have negative
influenced on the result. For instance, high numbers of students, who want to become an
entrepreneur, are business students because the high proportion of business students among
respondents. In addition, the majority of students come from third year and fourth year of
university compared with the minority of students from first year or second year in this survey.

Referring entrepreneurship awareness and attitudes, the large number of students knows what
entrepreneurship means. The percentage of male and female in this study is quite the same.
However, there are no associations between gender and entrepreneurship intention, means that
now gender did not influence the way students toward entrepreneurship. However, students
understanding meaning of entrepreneurship have tendency to pursue entrepreneurship. In this
study, the results denoted that different students in different majors have different thoughts
related to entrepreneurship trend nowadays. The majority of students answer the exact current
trend of entrepreneurship. But, the results also showed that there are no differences between
major and entrepreneurship intention. It does not mean that students learning in business majors
tend to move establishing their own business in the future more than students learning in non-
business major. The result demonstrated the opposite direction with other research on the area of
expertise impacting on EI.

Moreover, motivation factors such as: discovering new business opportunities, bringing new
values to customers, being their own boss, making money and passion are very popular among
students with around a half respondents selecting when they want to pursue entrepreneurship.
However, only the motivation factor (to be my boss) is correlated with the likely to become an
entrepreneur among students. Moreover, the majority of students think that the risk of becoming
entrepreneurs is from high level to very high level. They also consider business bankruptcy,

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building brand from scratch and lack of direction for business or marketing strategy which are
three major risks they have to deal with.

Besides, the research also indicated other factors influencing on students to be entrepreneurs.
There is an association between entrepreneurship intentions with respondents who have family
members knowing their entrepreneurship intention. Indeed, students having family members
knowing their entrepreneurship intention tend to choose entrepreneurship as their career.

Recommendation

Based on the research’s result, networking with entrepreneurs and taking courses in universities
are less popular sources compared with reading books and watching TV Shows. Therefore,
entrepreneurial workshops and lessons need to be created more in universities for all students
who tend to pursue entrepreneurship to help them gain knowledge. Students will receive benefits
from these lessons such as how to make a marketing strategy from beginning and others. And
they also have a clear overview to prepare for their entrepreneurial objectives. Moreover,
universities frequently design contests to attract students who have creative ideas to take part in.
A winner will get prize and free business lessons for universities offered. Specially, universities

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coordinating with their professors support students from giving them advices to going along with
them to encourage them in terms of developing ideas. Next, networking with entrepreneurs in
universities is not popular. Hence, universities should invite former students who are now
famous businessman or businesswoman to present in business workshops about their business
path to create motivation for students. Moreover, university needs to create opportunities for
students to reach these businessmen by many tours to their companies to see how an organization
operates. Business clubs should be created within universities and these clubs must have business
activities frequently.

Lastly, in order students to know about universities’ courses or workshop activities, advertising
on social networking sites such as university or class Facebook pages is considered as tools to
spread information and get attention from students. Besides, universities should provide online
lessons by designing videos posted on Facebook or YouTube as well as live streams from
professors and businessmen to share experiences about entrepreneurship for students.

REFERENCES
 Baron, R.A. and Ward, T.B., 2004. Expanding entrepreneurial cognition's toolbox: Potential
contributions from the field of cognitive science. Entrepreneurship Theory and Practice,
28(6), pp.553-573.
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Appendix

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