A Study on Students Perception towards Entrepreneurship

A Study on Students Perception towards Entrepreneurship Education – A Study in Moradabad
Region
Mr. Vivek Devvrat Singh
Asst. Professor
TMIMT, TMU, MBD
(Management Department)
Dr. Vinayak Mohan Gupta
KGK Degree College, MBD
(Commerce Department)
Today, no matter where you turn, stories abound of the enormous social, economic and educational benefits of entrepreneurship.
As a result, entrepreneurship education programs are proliferating in colleges and universities around the country. Whereas 15
years ago only a handful of colleges offered courses in entrepreneurship, today more than thousands of colleges and institutes
offer some form of entrepreneurship training in India. This paper is an attempt to study the perception of students of different
degree and professional colleges in Moradabad towards entrepreneurship education. The study reveals some energetic results
about this education which in recent time has changed the scenario of higher education. The study also shows that
entrepreneurship education not only provides the base of fonding new businesses but also provides a platform for self
employment too. The study was conducted among the students who were graduates or have done post graduation with a sample
size of 300 students which revealed a positive perception towards entrepreneurship education as some were not only able to
learn new technologies but also able to innovate new technologies or opportunities.
Keywords: Entrepreneurship, education, self employment, opportunities.
Introduction
“Entrepreneurship has become one of the most sought-after areas of study among collegiate business students. Graduates of
these programs are not only increasing in number, they are reshaping our understanding of market, technology and management
leadership. Bent on realizing their own perceived opportunities, they continue to define the standard for business innovation –
and, by doing so, will forever alter the competitive landscape for future enterprise.” — Michael Camp, Director of Research,
Kauffman Center for Entrepreneurial Leadership
With the increase in demand for employment the demand for more skills have also been generated and with the community
interest in this area of entrepreneurship education have raised a lot. Even with this interest many colleges and institutes are
lacking behind. With increasing number of graduates in the city the opportunities are lacking much behind which in turn has
generated scope for self-employment or entrepreneurship.
Despite the growing number of new and expanding educational programs in this area, many schools have been slow to respond to
the increasing student and community interest. The growing number of students shunning traditional employment opportunities
to become entrepreneurs has caught some business school faculty and administrators off guard. Many are still questioning
whether entrepreneurship is worth the investment, whether entrepreneurship training enhances their students’ abilities to compete
in today’s job market, and whether their entrepreneurship students make stronger and more successful business leaders.
The study reveals the impact and perception of students towards entrepreneurship education with reference to Moradabad city.
The data was collected through primary survey conducted in the region with the objective of finding the best or worst effect of
such education on students, their perception about this education for making themselves self-sufficient, growing their successful
business and becoming a good leader.
Literature Review
Schmölders (1971, 1978) puts forward a distance hypothesis in this regard, differentiating between the image of entrepreneurs at
a distance and close up. The distance image is usually an un-thought-out, stereotyped image based on mass psychology. The
close-up image on the other hand takes account of the individual's experience of entrepreneurs or entrepreneurial types.
According to Spieker (1989) an entrepreneur has in general a responsibility to act in the public interest. By making a (fair) profit
and/or preserving jobs, the entrepreneur makes a contribution to the common good. Thus, according to Spieker, the profitability
of a company is part of its responsibility for the public good, since by inter alia providing products and services or creating jobs
the company is fostering the interests of the community.
Ulrich and Thielemann (1992) show in their study, based on a survey of Swiss managers, that an economics-dominated mindset
is latent or subliminally present in three quarters of the subjects questioned.
Kaas, 1999, Wieland, 2004, and Schmoldt, 2004, said in their study that entrepreneurs and (senior) managers are sometimes seen
as ruthless and egotistical. This view is bolstered by reports in the media about bribery, tax evasion, the relocation of production
aimed at minimising the corporate tax bill, subsidy fraud and poor treatment of workers. In addition, entrepreneurs and managers
are blamed for economic problems like unemployment, poverty and other social ills.
Fassin 2005, believes that the abuse of power has increased as a consequence of globalization and this is connected with the size
of company. It occurs most frequently in multinational corporations. One example is the abuse of multinational corporations'
power vis-a-vis smaller suppliers in price negotiations.
Objectives of the Study:
The main objective of the study was to find out the perception of students towards entrepreneurship education with reference to
Moradabad city.
Hypothesis:
The perception of students is negative towards entrepreneurship education.
Research Methodology
For the study Moradabad city was taken as the sample area and primary data was collected from 300 students (200 boys and 100
girls) who have either completed their graduation or are in finals of completing it. The aim of the study was to yield some initial
findings about the image of entrepreneurship and attitude of students towards its education in Moradabad city.
Table 1. Entrepreneurship education produces self-sufficient enterprising individuals.
Answers * Respondents Crosstabulation
Respondents
Boys
Answers
Strongly Agree
Count
29
78
58.5
19.5
78.0
92
27
119
89.3
29.8
119.0
64
20
84
63.0
21.0
84.0
95
24
119
Expected Count
89.3
29.8
119.0
Count
300
300
100
300.0
300.0
100.0
Count
Expected Count
Disagree
Count
Expected Count
Strongly Disagree
Total
Total
49
Expected Count
Agree
Girls
Count
Expected Count
Chi-Square Tests
Value
Chi-Square
On average, graduates entrepreneurship
8.055
d.f.
3
program were three time more likely to
be involved in the creation of a new business venture than were their non-entrepreneurship business school cohorts. Controlling
for the personal characteristics of the graduates and various environmental factors, entrepreneurship education increased the
probability of an individual being instrumentally involved in a new business venture. Moreover the maximum of students were of
the mood that entrepreneurship education helps in making self-sufficient rather than being dependent. Table 1 shows that the
table value of
is 8.055 at d.f. 3 and 5% significance level is less than the calculated value of that is 46.07 which states that the
hypothesis that there is a negative attitude of students towards such education proves false.
Table 2. Entrepreneurship education produces successful business and industry leaders
Answers * Respondents Cross tabulation
Respondents
Boys
Answers
Strongly Agree
Count
29
73
54.8
18.3
73.0
85
27
112
84.0
28.0
112.0
64
20
84
Expected Count
63.0
21.0
84.0
Count
107
24
131
Expected Count
98.3
32.8
131.0
Count
300
100
400
300.0
100.0
400.0
Count
Expected Count
Disagree
Count
Strongly Disagree
Total
Total
44
Expected Count
Agree
Girls
Expected Count
Chi-Square Tests
Value
Chi-Square
On average, emerging companies
11.671
df
3
that were owned by or
employed entrepreneurship graduates had greater sales and employment growth than those that employed non-entrepreneurship
graduates. In addition, larger firms paid entrepreneurship graduates significantly more than they paid non-entrepreneurship
graduates. The result reveals that entrepreneurship education helps in making successful business and industry leaders. Table 2
shows that the table value of
is 7.82 at d.f. 3 and 5% significance level is less than the calculated value of that is 11.671 which
states that the hypothesis that there is a negative attitude of students towards such education proves false.
Table 3. Entrepreneurship education enhances a graduate’s ability to create wealth
Answers * Respondents Cross tabulation
Respondents
Students
Answers
Strongly Agree
Count
32
83
62.3
20.8
83.0
78
21
99
74.3
24.8
99.0
91
23
114
85.5
28.5
114.0
80
24
104
Expected Count
78.0
26.0
104.0
Count
300
100
400
300.0
100.0
400.0
Count
Expected Count
Disagree
Count
Expected Count
Strongly Disagree
Total
Total
51
Expected Count
Agree
Teachers
Count
Expected Count
Chi-Square Tests
Value
Chi-Square
df
10.510
3
Entrepreneurship graduates received an average annual income was higher than the average annual income of nonentrepreneurship graduates. Controlling for personal characteristics, entrepreneurship education increased annual graduate
income. In addition, and perhaps more significantly, entrepreneurship graduates accumulated more in personal assets after
graduation than their non-entrepreneurship counterparts. Entrepreneurship graduates who were employed with other companies
were more likely to be employed full-time, were generally more satisfied with their employment opportunities and were less
likely to be employed in a government or non-profit organization. The study reveals that graduates of entrepreneurship education
lead to enhancement of their abilities to create wealth. Table 3 shows that the table value of
is 7.82 at d.f. 3 and 5%
significance level is less than the calculated value of that is 10.510 which states that the hypothesis that there is a negative
attitude of students towards such education proves false.
Table 4. Entrepreneurship education leads to greater opportunities with advancing technologies.
Answers * Respondents Cross tabulation
Respondents
Students
Answers
Strongly Agree
Count
107
Teachers
Total
19
126
Expected Count
Agree
94.5
31.5
126.0
76
38
114
85.5
28.5
114.0
45
14
59
44.3
14.8
59.0
72
29
101
Expected Count
75.8
25.3
101.0
Count
300
100
400
300.0
100.0
400.0
Count
Expected Count
Disagree
Count
Expected Count
Strongly Disagree
Total
Count
Expected Count
Chi-Square Tests
Value
Entrepreneurship education also enhanced
Chi-Square
11.629
df
3
the transfer of technology
to the private sector, and promoted technology based firms and products. On average, entrepreneurship graduates were more
likely to be employed with firms that license new technology or that license technology to others. Table 4 shows that the table
value of
is 7.82 at d.f. 3 and 5% significance level is less than the calculated value of that is 11.629 which states that the
hypothesis
Conclusion
The students agreed that entrepreneurship education was beneficial to them in very offsets. Through this type of education an
individual can easily make for their survival and have a positive attitude towards what they are learning through this type of
education as there are lots of opportunities for them to make them self-sufficient and compete in this phase of world.
References:
1.
Schmölders, G. (1971) Das Bild vom Unternehmer in der Bundesrepublik Deutschland. In: Schmölders, G. (ed.) Der
Unternehmer im Ansehen der Welt, pp. 12-21. Bergisch Gladbach: Lübbe.
2.
Spieker, M. (1989) Gewinn und Gemeinwohl – Zum Ethos des Unternehmers. In: Roos, L., Watrin, C. (eds.) Das Ethos
des Unternehmers, pp. 95-115. Trier: Paulinus-Verlag.
3.
Ulrich, P., Thielemann, U. (1992) Ethik und Erfolg : unternehmensethische Denkmuster von Führungskräften : eine
empirische Studie. Bern: Haupt.
4.
Kolvereid, L. (1996) Prediction of employment status choice intentions. Entrepreneurship: Theory & Practice, 21(1),
pp. 47-57.
5.
Kaas, K.-P. (1999) Marketing und Ethik, In: Wagner, G. R. (ed.) Unternehmungsführung, Ethik und Umwelt : Hartmut
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Fassin, Y. (2005) The Reasons behind Non-ethical Behaviour in Business and Entrepreneurship, Journal of Business
Ethics, 60(3), pp. 265-279.
7.
Zhao, H. et al. (2005) The mediating role of self-efficacy in the development of entrepreneurial intentions, Journal of
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8.
Bausch, T. (2005) Wirtschaft und Ethik. Anmerkungen zur akademischen Forschung hinsichtlich einer Wirtschaftsund Unternehmensethik – Korreferat zu den Beiträgen von Rückblick, Ausblick, Perspektiven, pp. 281-290. München:
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