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Andrea Torrano. Goutham Sunil. Metin Hacioglu. Sadaf Nazneen. Muhammed Faizal. David Jones. Shireen Mirza. Burawoy Meets Bourdieu. Entrepreneurs are defined as individual persons who do not want to be employed by the government or by other firms but creates their own business and employee themselves and others. They play a key role in any economy. Without them the economy cannot go forward and poverty remains. These are the people who have the skills and initiative necessary to anticipate current and future needs and bring good new ideas to market.
The purpose of opening business courses in senior high school and college is not to prepare individual persons for employment but they are prepared to be entrepreneurs. They are expected to open business in the future and create jobs for others. The Importance of the Study The output of the study will be useful for curriculum developers to redesign the content of the curriculum in order to match with the objective of such course to prepare students to be entrepreneurs.
It can also be used to reorient the students about the basic purpose of their intention to take up ABM Accounting, Business and Management programs. It is to undertake new business ventures. There are many other definitions about entrepreneurship but there are no common agreements about the definitions. Commonly believe that entrepreneurship is the creation of new business. It begins with economic opportunities to exploit and the capital to turn the economic opportunity into real business.
It has often been viewed through the image of the entrepreneur, the sole hero of the economy. It is a strategy that can be used to solve poverty issues Ressurection, Nurturing entrepreneurship has become an explicit policy priority for many governments OECD, It is viewed as a critical activity to regenerate and sustain economic growth in strong economies and also as a means of boosting employment and productivity in depressed regions or in developing countries.
Recognizing the importance of entrepreneurship in terms of economic growth and employment, therefore acquiring entrepreneurship skills is the best option for every student who are interested to be entrepreneur in the future.
This is the reason why the interest in learning entrepreneurship is increasing. It opens the eyes of many people or students to see opportunities Din, It is a reality that many college graduates are unable to find job after graduation because vacant job opportunities out there are limited, the competition is high.
That is the main reason why entrepreneurship education is included in the school curriculum for the fact that students should not expect to be employed by others or by the government but to create job for themselves and by doing that they contribute to social and economic welfare Ramos, Who are the entrepreneurs?
These are the people who see problems not as problems but economic opportunity, and after seeing the opportunity, they figure out a way to acquire the needed resources, and act to turn the opportunity unto business opportunity. They use their financial resources to create business and employment and consequently improve well-being of the people or the community.
Through entrepreneurship, one can also help individuals, families, organizations, and communities Cox, Without entrepreneurs, the world economy cannot grow and prosperity cannot be achieved. They are the inventors who generate new ideas and finding ways create something new that is beneficial to the society.
They are achievers who are willing to work long and hard to reach their personal goals. They like to plan and are committed to making things happen. The role of education in creating entrepreneurs The question is how the university can contribute through education entrepreneurial mindsets.
Can the universities or schools create entrepreneurs? It is still debatable whether teachers in the classroom are the right people to teach entrepreneurship and if it can be learned. Some argue that the only way skills and entrepreneurial mindsets can be taught is by entrepreneurs themselves dissecting their successes and failures and sharing real-world, practical experience. It means that entrepreneurs should go to classroom and share their experience. Others say entrepreneurship cannot be taught; that successful entrepreneurs have distinct traits which are innate, and that certain people are hard-wired to see opportunities and pursue them through new and innovative means Sarasvathy, When we think of entrepreneurial mindset, it will be hard to reconcile with the traditional education that we have.
This is a challenge to transform classroom into creating entrepreneurial mindsets. It is a fact that the traditional education is teaching students with casual thinking method or predictive thinking Sarasvathy, , in the sense that the students are taught how to go into business.
Students are taught that when they are following those standards of operating procedures, they would be successful. Such method may not work with those who have entrepreneurial mindsets and behaviors which are relying on creative thinking. Creativity is learned not through sitting down in the classroom but by experiencing and applying creative thinking processes. Robinson n. He contends that we learn to be innovative and entrepreneurial by exploring, questioning assumptions, using imagination and synthesizing information.
Entrepreneurs are by nature effectual reasoning. They do not begin with a specific goal or mission or objective. Instead, it begins with a given set of means and allows goals to emerge contingently over time from the varied imagination and diverse aspirations of the founders and the people they interact with Sarasvathy, Going by the idea of effectual reasoning, now we have a problem of the relevance of education because effectual thinking is not necessarily learned in the classroom setting with a structured or logical mindset, not creativity.
Creativity is not learned through logic. Creativity is learned through the process of experience in the field. Such reality creates a disconnection between what is going on in the classroom and what is needed to produce entrepreneurs. Entrepreneurs are product of the environment. Seeing the environment, one can see the opportunity.
This is a particular challenge to all schools. Through linkages, the school can translate knowledge into practice — converting the fundamental knowledge that grows at the school into real things and real actions that have real consequences for real people. And that translation at the school is entrepreneurship Toone, Thus the concern of the schools is how to ensure that education delivers the right skills for the labor market and the growth of entrepreneurship.
Fadel points out two challenges that education faces today. First is education and how to prepare young people for the jobs of tomorrow that do not exist today; and the second is building the economy of tomorrow, the digital economy, the fastest growing sector worldwide, the main driver of innovation and economic growth for the next 50 years.
Both challenges are related to entrepreneurship. The skills and values of entrepreneurship are very clear: problem solving, critical thinking, team work and risk taking. Thus the concern here is how to educate students to be problem solver, critical thinker or creative thinker, risk taker and team worker.
Though entrepreneurial attitude and behavior may not necessarily be learned in the classroom but it is still recognized that education is important to enhance this attitude and behavior in a better use. School enhances the entrepreneurial attitude by providing them skills that are necessary to handle business process and problem solving.
The world tomorrow is transferred to the youth of today who are still studying. They are entrusted not only to guard what we have now but to build and develop new ones. This challenge demands the school or universities to create an educational environment that foster progressive ideas, critical thinking and innovation, and equip students with the practical knowledge and skills that they need to navigate the choppy waters of business ownership.
The objective of school curriculum, particularly undergraduate should mainly focus on awareness and motivation elements on becoming entrepreneur.
The content of the curriculum and teaching strategies must be able to create a spirit of a fearless pursuit to push to the limits of conventional wisdom into previously unforeseen and uncommon directions. The objective of the graduate and postgraduate level is to deliver the necessary skills that relate to entrepreneurship. The contents involved are practical tools such as a business plan, marketing plan, and finance.
The components in entrepreneurship education are essential because many scholars reported positive outcomes in the entrepreneurial intention Abbas, These factors can be considerably influenced by entrepreneurship education Fayolle et al. Many people and government have seen that entrepreneurial education is seen as a response to the increasingly complex world we live in, requiring all people and organizations in society to be increasingly equipped with entrepreneurial competencies Gibb, , cited by Lackeus, Along with such concern, schools have opened courses in business and including entrepreneurship courses.
However, often time the concern of schools is to teach students that promote casual thinking method which follow the flow of logic. Schools teach students to set a pre-determined goal and then acquire the means and resources to find the most efficient way of achieving it Sarasvathy as cited by Rogan, Their attitude is unpredictable, they follow the effectual way of thinking Sarasvathy, which start with a given set of means and allow goals to emerge and change over time.
The only thing they need is the means to venture into it. The means here may not only be about knowledge on business but also the capital they need to go into business. Using the means they have, they will discover along the way on what to do. Following the entrepreneurship concept, entrepreneurship education may not only discuss about the concepts or ideas about business, marketing, strategic planning, etc, but the entrepreneurship education must also be to enhance entrepreneurial attitude such as creative thinking, innovation, risk taking, drive and determination, etc.
These are the values that need to be enhanced. Therefore to measure the effect of the entrepreneurial knowledge or entrepreneurial education should not only be based on grades of their knowledge of business but it should be based on skills and attitude as a result of what they have learned in the subject Gedeon, Thus it may be necessary to conduct a study after taking up entrepreneurship education to determine the effect of entrepreneurial education, if a change of attitudes and intentions is a result of entrepreneurship education.
Given those challenges, some researchers still believe that entrepreneurial education can enhance entrepreneurial attitudes and intentions as pointed out by Fayolle et al. Based on their studies, though it may not be too conclusive, however, we still believe the role of education in enhancing entrepreneurial intentions. Intentions may translate into a concrete behavior.
For example, Francis and Banning defined intention as business orientation, while Korunka, et. Given those different definitions, this study defines the entrepreneurial intention as a mental orientation such as desire, wish and hope influencing their choice of entrepreneurship. Entrepreneurial intention is considered as personal orientation toward owning a business in the future. Research confirms that entrepreneurial intentions play an important role in the decision to start a new firm.
However, the reasons why individual persons go into business may vary depending on many reasons. Many say that a decision to leave a job and go into business can be either personal or organizational reasons; cultural or family background. Personal or psychological reasons why a person goes into business can be caused by the fact that the person has interest to go into business. They considered personality traits as an important factor.
Entrepreneurs who show some personality traits such as strong achievement orientation, strong individual control, and willingness to take risks, endurance, and intelligence Shaver, prefer to establish their own business and become boss for their own business rather than they are controlled by other people, though this might not be the single reason for going into business because other researchers hold that those personality traits cannot be taken as an effective explanation of their choice of starting business Gartner, When an employees feel that they are not happy and not growing if they continue to work with the same company, they left the company and established their own.
There are cultures that encourage entrepreneurial behavior but some cultures are not.
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