chpater-viishodhganga.inflibnet.ac.in/bitstream/10603/45301/15/15...entrepreneurship. society...
TRANSCRIPT
CHPATER-VII
CHAPTER VII
Summary Findings, Conclusions And Suggestions
I n this final chapter, an attempt iq made to summarise the
findings, draw conclusions and state suggestions for promoting
entrepreneurship through education,
Significance of the Study:
No country can ignore the development of entrepreneurs as i ts
economic development invariably depends upon the quantity and
quality of entrepreneurs emerging in its economy. The plans for the
development of entrepreneurs are to be devised not only on the basis
of a thorough understanding of concept, sources, characteristics and
factors influencing successful entrepreneurship but also through
understanding of supply of potential entrepreneurs.
From various researches, it is clear that the key factors that
define entrepreneurship are innovation, risk taking, &ordination and
profit making. Entrepreneurs emerge from individuals with atavistic
will to power (Schumpeter), with high n-achievement (McClelland),
model personality shaped by society's cultural values, role
expectations and social sanctions (Cocharan), and from those who are
influenced by SOC~O-psychol~gical factors, entrepreneurship training
and market opportunities (Kilby). Entrepreneurs are deviants by social
structure, economic rewards and availability of opportunities (Kunkel).
The views as such suggest that entrepreneurs are not only born but
also made. Another argument is that groups are the main sources of
entrepreneurship. Society influenced by protestant ethics and culture
(Weber), distinctive groups experiencing status withdrawal (Hagen),
relative subgroups experiencing deviant views (Young), groups
performing entrepreneurial activities (Harbison) and culturally
marginal groups (Hoselitz) become the sources of entrepreneurship.
The personality characteristics of entrepreneurs include n-
achievement (McCelland), innovativeness (McCelland, Cochran),
responsibility (Du Wors), decision making ability (Harbison,Hoselitz),
ambition (Forbes, Barlett), tough-mindedness, confidence, flexible,
tactical and strategic (Baty), determination and concentration(Barlett),
Creative(Hagen), foresight( Kirzner), and capacity to withstand social
rejection (Schumpeter).
Profit is a motive of entrepreneurship (Adam Smith, Mill, Knight,
kilby, Marshall). However other motives like, the will to found a private
kingdom (Schumpeter), the need for achievement (McClelland), social
expectations (Adam Smith, Kilby), religious expectations, social
interest a t large, solidarity with group (Weber) and self-view of
expectations (Cochran) are also identified.
It is also established that entrepreneurs are a special category of
persons who are not only born but also shaped by various factors
other than genetic l ike culture, religious, social, economic and political
which are dynamic, Obviously, influenced by these viewpoints,
entrepreneurship development has become a major aspect of national
development plans in several countries. India is one among them.
Faced with problems of limited supply of entrepreneurs, the
Government of India took measures to increase the supply of
entrepreneurs. The measures include- enunciation of various policies
t o promote industrial development, setting up of support
oraganisations and creation of entrepreneurship development
organisations. Of late, the view that entrepreneurship should be
promoted through education is gaining ground.
Research Questions:
I n l ight of the emerging view of generating entrepreneurship
through the process of education, the following questions arise.
(i). I n India, who are becoming entrepreneurs and when?
(ii). What are the experiences of EDPs i n India?
(iii). Can education play a key role in developing
entrepreneurship?
(iv). To what extent the present education system is contributing
to the promotion of entrepreneurship?
(v). What kind of new educational interventions are necessary?
At what level?
Indian Experience:
Who are becoming entrepreneurs and when? From various
studies in India, it is evident that the sources of entrepreneurs were
first l imited to trading communities like Parsis (Larnb,Guha),
Gujaraties (Lamb,Pandit), Nattukotai Chetteiars (Shoji), Bengalies
(Kling ) etc., families/groups affected by changes in social
structure(James 8erna) and individuals with high n-achievement. The
entrepreneurs are initiating their enterprises at the age between 26
years to 30 years (Murthy, Madhu Murthy).
What are their personality characteristics? From the various
research studies in India, the important characteristics of
entrepreneurship are confidence, perseverance/determination, energy,
resourcefulness, need to achieve, flexibility, creativity, diligence and
ability to take calculated risks (IIM-A, IIM-8, Akhouri, Christopher,
Gaikwad and Singh).
Are entrepreneurs a special class of people? Comparative studies
in India have also established that entrepreneurs are :- special class of
people compared to men in general; they are higher on scales in need
for achievement, independence and leadership (Hernady and Aboud).
Entry into enterprises requires a set of skills, motives and social
background while entrepreneurial competence requires another set
(Owen and Nandy).
What are the influencing factors for the choice and development
of entrepreneurship? Earlier studies have identified some factors
influencing entrepreneurship development. They are categorized into
motivating factors, compelling factors and facilitating factors (Murthy,
Chandra Sekhar and Gangadhara Kao). Motivating factors are business
connections (Lamb, Shoji, Sing h),desire to lead an independent career
(Sharma, Christopher, Ashis Gupta, Madhumurthy), Status given to
business (Pandit, kling, Deshpande, Madhu Murthy), motivated by
family members/friends/relatives (Deshpande, Singh, Pannalal,
Murthy, Madhu Murthy), making money (Gaikwad and Tripathy,
Madhu Murthy). The compelling reasons leading to entrepreneurship
are making use of technical or professional skills (Milton Singer,
Sharrna, Deshpande, Christopher, Murthy, Madhu Murthy),
unemployment (Guha, Murthy and Madhu Murthy), make use of ideal
funds (Milton Singer, Gaikwad, Deshpande, Nafziger). Facilitating
factors leading entrepreneurship are control over managing agencies
(Lamb, Murthy). Previous experience (Milton Singer, Sharma,
Christopher, Lakshman Rao, Sukpal Singh), success stories of
entrepreneurs (Murthy, Gangadhar Rao, Chandra Sekhar), EDPs
(Akhouri,Singh,Asthana,Patel,Zutshi,Pathak) and support systems
(Patel ,Desingu Setty, Ajit Kanitkar).
What are the experiences from EDPs i n India? The experiences
reveal the need for designing selection methods of entrepreneurs to
assess social background, personal qualities and technical abilities of
individuals (Ashari Mohinuddin), need for developing enterprising
indexes (Vinayshil Guatham), understanding cultural values (Prayag
Mehta), personality characteristics, goals and ambitions t o choose
Persons and design programmes for their development (Udai Pareek
and ~andkarn i ) . It is observed that training is necessary for not only
potential entrepreneurs (Gnana Kannan) but also for others associated
in promoting entrepreneurship and enterprises. The EDP should be an
integrated one including skill development, person development and
project development ( Patel, Zutshi, Shah and Venkatesawra Rao).
They are to be adjusted to the milieu of society (Chattopadhaya).
The problems i n entrepreneurship development are classified as
individual, group and institutional (Desingu Setty). Poor involvement
of trainers and institutions (Patel, Ajit Kanitkar), faulty selection of the
place and people (Patel), and improper inputs and insensitive human
components in support systems are factors responsible of failures o f
EDPs. Careful selection of trainees, individual specific counseling and
coordination of support orgainsations is essential (Patel). Obviously,
EDPs are playing only a part role in entrepreneurship promotion.
Can education play a key role in developing entrepreneurs?
Economists have long been aware of the importance of education i n
the development of human resources (Adam Smith, Simon Kuznets).
Edward McMullan emphasized that entrepreneurship education
positively enhances entrepreneur's degree of success,
The Committee on Development of Small and Medium
Entrepreneurs (1975) observed,. "Education is not for 'relief' but for
'release' of potential resourcefulness in man. Education is not to make
people wealthy bu t productive, to make people an asset and not a
liability. As such i n developing economy with egalitarian objectives, the
environment for entrepreneurship should not depend upon hereditary
factors. The educational system should give the necessary base in
order t o equip child to benefit from entrepreneurial opportunities i n his
career".
Efforts in the direction of introducing entrepreneurship
education began way back in 1954. Eugen Staley introduced i n 1954
success stories of entrepreneurs in school curriculum. Further thinking
on this continued i n the lines of introducing entrepreneurial education.
E.G Parameswaran: (1980) advocated three types of approaches t o
education for entrepreneurship: (1). Individual approach, (2). Social
approach, and (3). Group approach. According to him, individual
approach integrates entrepreneurial education with the general
education, while the social approach is directed at stirnulatory
campaigns i n the society at large, and the group approach underlines
support and training to target groups. He opined that, though the
three approaches may have to run parallel for some t ime to come,
they should be integrated into a planned movement for
entrepreneurial education. Robert E. Nelson and Robert G.Nguiru8
(1987)~ discussing entrepreneurship education, suggested that
entrepreneurship programmes, though initially started at the collegiate
level, mus t eventually be integrated into all educational programmes
at all education levels. Umesh C.Patnaika (1994) reported that i n
Canada t he ideas of business and entrepreneurship are instilled even
in the minds of kids of kindergarten.
In t he l ight of the EDP experiences and the emergent view
emphasising need for education interventions, the focus of the
attention of the researchers, policy makers and entrepreneurial
agencies is on the need for finding differences between entrepreneurs
and potential entrepreneurs and structuring educational interventions.
In this context, it is observed by many that college students can be
developed into potential entrepreneurs with proper awareness and
motives. This emphasises the need for grooming entrepreneurial
Personalities of the students during the different stages of education.
Research Problem: What are the differences between the students
and entrepreneurs? HOW can students be developed into potential
entrepreneurs by means of educational interventions?
Objectives:
The objectives of the study are:
( i ) . To identify the demographic profile, life-style, personality traits,
influencing factors i n the choice of occupation of students and
entrepreneurs.
(ii). To compare the above profiles of students with those of
entrepreneurs and analyze the differences.
(iii). To examine the role of educational interventions in the process of
promoting entrepreneurial spirit and awareness among students.
(iv). To suggest measures to be taken by educational institutions in
orienting students towards entrepreneurship.
Hypotheses Of The Study:
H I : The perceptions of Arts, Science and Technology students are
different with regard to life style orientation, personality traits,
choice of occupation and factors influencing the choice of
occupation.
142: The perceptions of students preferring entrepreneurial occupation
are different t o those preferring jobs with regard to life-style,
personality traits and factors influencing the choice of occupation.
H3: There are significant differences between students and
entrepreneurs wi th regard to life style, personality traits and
factors influencing the choice of occupation.
Figure VII.1 shows the analytical model used for carrying
out t he study.
Findings Related to Students:
The students have a mix of various life-style dimensions. The
major ones are adventurous, achievement-oriented and home-
oriented. They work on an average, in a day for 10.99 hours. Their
leisure t ime is spent mostly in watching T.V or social family movies
and listening to radio, reading political and sports news. 'To acquire
social position' and 'to l ive as I l ike ' are their important goals i n life.
Their secret ambitions are 'to get prestigious job' and 'to enjoy happy
married life'. They present a personality of several factcr-s mix -
spiritualistic, progressive, assertive, humanistic, and material istic.
The factors promoting entrepreneurship are: success stories of
entrepreneurs, desire to gain high social status, contacts with business
people, and influence of EDPs. The inhibiting factors are: difficulties in
managing enterprises, risk involved, time demanding and financial
resources required. Elaborate findings are presented in Table VII. 1.
III. 1 : Summary Findi aspect
Socio-Econom ic Profile
Life-style
Time utilization Pattern Leisure time activity
Reading habits
Entertainment preferences
2s Related to All Studen& Findings
Many are males, forward castes, Hindus having a family of 4 members and belong to middle income group with their fathers mostly in employment. In their occupational preferences for job and entrepreneurship, the students are almost equalfy divided. The main life-style dimensions are: adventurous, achievement oriented and home oriented. The other factors are risk oriented, conservative, frustration, innovative and hame oriented. Allocation of time For work is 10.99 hours, for leisure is 5.28 hours and for steep 7.97 hours. About 59.80% spend their leisure time in entertainment activities like watching TV and movies, and listening to radio. About 40.58 % of students prefer literary activities like reading and writing and 20.77% of the students spend the leisure time in clubs, visiting friends etc. For 13.53 % of the respondents the leisure time activities are playing cards, chess, tennis and swimming. Only 7.25% respondents spend their leisure time in painting, singing and dancing. Most of the students read political news and sports news. Most of the respondent students prefer social and family movies and very few prefer crime, mythological, political and folklore movies in that order. -
Goals
Am bitions
Personality Traits
Influencing factors to seek entrepreneurship.
Factors influencing to seek job
'To acquire social position? and 'to live as I tike' are the important goals of respondent students. Other goals are 'to get rich', and 'to work for society'. The secret ambition in life of the students is 'to get prestigious jobf. 'To enjoy happy married life' is also an important ambition. 'To be a successful businessperson' is the ambition of very few students. The personality traits of the respondent students are -found to be spiritualistic, progressive, assertive, humanistic and materialistic. The proportion of each is in the . .
range of 64O/0 to 70%. Internal factom tike 'desire to lead an independent life and freedom to take independent decision', 'desire to utilize creative talents; and 'desire to earn money' and 'life ambition' are the influencing factors to seek entrepreneurship. The external factors influencing entrepreneurship are 'success stories of entrepreneurs', 'desire to gain higher statusr, 'contacts with business people' and influence of entrepreneurial devetopment programmes'. The single mast influential factor to entrepreneurship is 'skill'. Next one is 'to earn money', 'Earning money with good performance' and
'working within a stipulated timingsr are the influencing factors to take up a job. Further the difficulties in entrepreneurship, 'like managing enterprise is difficult'and 'risky', 'it demands more work time, high facilities and lot of finandal resources' are among the other influencing factors to take up job. The singte most influencing factor to prefer jobs is 'security'. 'Self interest' and 'financial problems' are the other ones in case of some students.
Differences between Arts, Science and Technology Students:
Table VII.2 presents the differences among Arts, Science and
~echnology students. The Hypothesis that examines the differences
among Arts, Science, and Technology students is as follows.
HZ r The perceptions of Ants, Science and
Technology students are difterent with regard
to life-style orientation, personality traits, Choice of
occupation and factors influencing the choke of
occupation.
Between A&s, Science and TeeChnoalogy Students
1. I Socio-Economic
;: 1 Life-style dimensions Time utilization
I pattern
Findinas Males are dominating in Technology respondents. The occupation of the fathers of Science students is business. More of the Science students belong to lower income group . More of the Arts students preferred entrepreneurship where as more of the Science students preferred job. Technology students are almost equally divided between job and entrepreneurship. Arts students are more 'innovative' than Science and Technology students. Arts students work longer than Science and Technology students. Leisure time and sleep hours are more in case of Technology students. No differences
Most of the Arts students read business news, where as Science and Technology students read political news. Most af the Science students like to read stories and camics. Relatively more of Science and Technology students read sports news than Arts students. Relatively most of the Technology students prefer mythological and crime movies besides social and family movies, when compared to Arts and Science students. Arts and Science students than to Technology students prefer political movies. Arts and Science students prefer folklore movies to Technology students. 'To acquire social position' is an important goal ta more of the Arts students than Science and Technology students. 'To live as f like', is an important goal for Science and Technology students. Arts and Technology students are showing more interest in 'working for society' than
: Science Students. The secret ambition of the Arts students is 'to be successful business persons' along with ' to hold prestigious job'. 'To enjoy happy married life' is the secret ambition for the Technology and Science students along with ' to hold prestigious job'.
, No differences. Rank correlation indicates similar rank ordering by
Arts, Science and Technology students. However mean differences exist in respect of certain items. Arts students when compared to Science students have higher influence by factors like - 'success stories of entrepreneurs'. When compared to Technology students, relatively higher score is found in case of 'desire to utilise creative talents'. Only two items wield more influence on Technology students than Science students. They are 'success stories of entrepreneurs' and 'contacts with business people'.
The single must influencing factor of Arts students is 'ambition', and of science students is 'skill', for Technology students i t is a 'desire to lead an independent life'.
5. ~eading habits
6. Entertainment preferences
7.
8.
9. 10.
Goals
Ambitions
Personality traits Factors influencing to seek entrepreneurship
Life-style:
The differences in the mean scores among Arts, Science and
Technology students are tested with the help of Z - statistic. Arts
students differed with Science and Technology students in case of
innovative factor. They are more innovative than the other two groups.
But in case of all other factors, statistically there are no significant
differences. Between Science and Technology students the differences
are very less. They are statistically not significant.
Personality Traits:
Out of the 25 factors, on only one trait the perceptions of Arts
and Science students are different. The differences in mean scores are
statistically significant at 0.05 level.
Science students are influenced more than Arts students by the factors like 'iot of competition to perform entrepreneurship', 'entrepreneurship won't permit to spend with family', 'I like to work within stipulated timings', 'don't find a good opportunities and avenues to start business'. Between Science and Technology students there a re no differences. Differences exist between Arts and Technology students. Factors having more influence on Technology students are: ' I like to work within a stipulated times', 'lack of confidence to start business', 'don't Find good opportunity and avenues to start business'. The single most influencing factor is 'security' for Arts and Science students and 'self interest' for Technology students,
1 . Factors influencing to seek job
Arts students are more sympathetic than Science students.
Between Arts and Technology students, differences are statistically
significant for six traits out of the 25. Arts students are achievement
oriented, sociable, sympathetic, and talkative and wealth oriented,
with more init iative than Technology students. The perceived
personality traits of Science and Technology students are t he same.
None of the mean score differences are statistically significant a t 0.05
level.
Factor analysis of personality traits has yielded five factors. The
examination of the differences in the means of personality factors
reveals that there are no significant differences among Arts, Science
and Technology students.
Choice of Occupation:
The occupational choices of Arts, Science and Technology
students are statistically significant. More of the Arts students
preferred entrepreneurship where as more of the Science students
preferred job, Technology students are equally distributed between job
and entrepreneurship.
Factors influencing choice of occupation:
Entrepreneurship:
Arts and Science students differ in respect of 4 fabors, Science
and Technology students differ in case of 2 factors and Arts and
Technology students in case of 3 factors. Compared to Science
students, Arts students are more influenced by 4 factors viz.,
1 .Success stories of entrepreneurs,
2.Contacts with business people,
3. Desire to utilize creative talents, and
4.Desire to lead an independent life and freedom to take decision.
When compared to Technology students, it is found that the Arts
students are more influenced by three factors Viz.,
1. Desire to utilize creative talent,
2.Life ambition, and
3,Desire to lead an independent life and freedom to take decision.
I n comparison to Science students, the Technology students are
more influenced by
1.Success stories of entrepreneurs, and
2.Contacts with Business people.
The rank correlation coefficients are 0.86,0.88 and 0.64 for (Arts
and Science), (Arts and Technology) and (Science and ~echnology)
students respectively. From this, it can be said that the rank ordering
is same for all the students.
Job:
Differences between Arts and Science students exist in case of
four factors and between Arts and Technology students i n case of two
factors. There are no differences between Science and Technology
students.
The four factors which have more influence on Science students
than Arts students are:
1.Lot of competition to perform entrepreneurship,
2.Entrepreneruship won't permit me to spend with family,
3.1 like to work within stipulated timings, and
4. Don't find good opportunities and avenues to start business.
The two factors, which have more influence on Technology
students than Arts students are
1.1 like to work within stipulated timings and
3. Lack of confidence to start business.
The lack of major differences in the perceptions regarding factors
influencing choice of job of Arts, Science and Technology students is
corroborated by rank correlation. The coefficients are 0.79, 0.93 and
0.87 for (Arts and Science), (Arts and Technology) and (Science and
Technology) students respectively.
From the above presentation, it can be said that, there are
certain differences in the choice of occupation and the factors
influencing it. Some differences are evident in case of personality
traits. As such, the hypothesis-Hl of the study cannot be rejected.
Differences Between Students seeking Job and Students
seeking Entrepreneurship:
The differences among students Seeking entrepreneurship
and students seeking job are shown i n the Table VII.3. The hypothesis
that examines the differences between students seeking
entrepreneurship and students seeking job is as follows.
H2: The perceptions of the students preferring
Entrepreneurial occupation is different to those
Preferring jobs with regard to life-style orientation,
Personality traits and factors influencing choice of
occupatjons.
profile entrepreneurship seekers are in em ployrnent and business. Most of the job seekers are from Science; where as most of the entrepreneunhip seekers are from Arts. Technology students prefer equally entrepreneurship and job. In all other factors entrepreneurship seekers and job seekers are showinq the same pattern.
Life-style Entrepreneurship seekers are significantly differing to job seekers in the factors 'achievement orientation' and 'adventurous'. Their means scores for the above factors are higher.
Time utilization Entrepreneurship seekers are allocating more time pattern for work than lob seekers.
/ 4, 1 Leisure time I No differences. 1
* Ambitions
5.
6.
seekers like political movies., No differences. For most of the students preferring
activity Reading habits
entrepreneurship 'to be a successful business person' is their ambition. For most of the students preferring job 'to enjoy happy married life' is the
More of the Entrepreneurship seekers like 'sports news' and 'business news' than job seekers.
am bition. Entrepreneurship seekers are more spiritualistic than job seekers. When individual traits are considered on 13 traits entrepreneurship seekers are significantly different at 0.05 level from job seekers. As such it can be said that entrepreneurship seekers possess more of the following traits - co-operation, fame orientation, firmness, optimism, love for peace, religious, faith, self-confidence, self-expression, sentiment, sincerity, sociability, sympathy and talkativeness.
Entertainment preference
Relative to job seekers, entrepreneurship seekers like mythologicat, crime and folklore movies. Most of the job seekers compared to entrepreneurship
Life-style:
The life-style factors of the students seeking entrepreneurship
and job are anaiysed. It can be observed that entrepreneurship
seekers are more achievement oriented and adventurous than job
seekers. The differences in the mean scores are statistically significant
at 0.05 level. I n all other factors, the mean score differences are not
significant.
Personality Traits:
The mean differences of 25 personality traits of respondent
students are tested. There are statistically significant differences
between job seekers and entrepreneurship seekers in respect of 13
traits. The factor analysis yielded 5 factors of personality. The
perceived personality of job seekers to entrepreneurship seekers is
compared. Entrepreneurship seekers are more spiritualistic than job
seekers. I n resped of other factors, their perceptions are similar. As
such, there exist differences in the perceived personality of the two
different student groups,
Entrepreneurship seekers are more influenced by 'contacts with business people', 'owing to lack of job opportunity'. 'Desire to lead an independent life and freedom ta take decision' has more influence on job seekers. 'I can earn more money with good performance' is having more influence on job seekers than
10
11.
choice 1 entrepreneurship seekers.
Factors influencing to entrepreneurship choice
Factors influencing to job
Factors Influencina Choice of Occupation:
Differences exist on three factors out of the 12 factors. "Owing
to lack of job" and "Contacts with business people" are the factors,
which have more influence on the entrepreneurship seekers than job
seekers. "Desire to lead an independent life and freedom to take
decision" is the factor, which has more influence on job seekers,
compared to the entrepreneurship seekers.
I n case of factors influencing preferences to job, difference
exists in case of only one factor. "I can earn more money with good
performance" has more influence on the job seekers. The mean score
difference is significant a t 0.05 level.
From the above discussion, it is clear that there are differences
between job seekers and entrepreneurship seekers in case of
personality traits and factors influencing occupational choices. Hence
the hypothesis- HZ of the study cannot be rejected.
Findings Related to Entrepreneurs:
Most of the respondent entrepreneurs are males, aged between
25 to 40 years. They are forward caste, Hindus, urbanities and sons of
businessmen. Their family size is 4 and annual income is above
RS one lakh per annum. They are educated in Science and Technology
disciplines. By life-style, they are adventurous, and achievement
oriented. They spend 12.38 hours for work 4.68 hours for leisure and
6.94 hours for sleep on an average in a day. Most of them prefer
watching TV and social and family movies. They mostly read political
news.
The life goals of most of the entrepreneurs are 'to acquire
social status' and 'to get rich'. Their ambition is 'to be a successful
business person'. By personality, entrepreneurs are progressive,
assertive, spiritualistic and humanistic. They have become
entrepreneurs influenced by "life ambition", "contacts with business
people", "desire to utilise creative talents", "desire to gain higher social
status", "desire to earn money" and influence of EDPs. The summary
findings related to entrepreneurs are given in the Table VI1.4.
S.No Aspect findings 1. Socio-economic Most of the entrepreneurs are males, aged
profile between 25 to 40 years, forward castes, Hindus, urbanites and sons of businessmen. Their family size is 4. They belong to income strata of abcrve RS. One lakh per annum. They are educated in Science and Technology disciplines.
2. Life-style Entrepreneurs are more adventurous, achievement orientated, risk oriented and home oriented. -
Time utilization Entrepreneurs spend f 2.38 hours for work 4.68 pattern hours for leisure and 6.94 ~ Q U E for sleep.
Most of the entrepreneurs prefer entertainment activities like watching TV and movies etc. Some of the entrepreneurs spend their leisure time in literary and recreation activities. Very few of the entrepreneurs prefer arts and social activities in leisure time, Most of the entrepreneurs read political news. Few of the entrepreneurs show interest in business news and sports news. Most of the entrepreneurs like social and family movies, Some of them like political movies. Very few like mythological and crime movies,
4.
5.
6.
Leisure time activity
Reading habits
Entertainment preferences
7.
8.
-
9.
10.
Goals
Ambition
Personality traits
Factors f nfluencing Entrepreneursh- ip choice
The life goals of the entrepreneurs are 'to acquire social status' and t o get rich'. Very few entrepreneurs reported 'to live as I like' and 'to work for society' as their goats in fife. The primary ambition of entrepreneurs is 'to be a successfu'ul business person'. The next one is 'to enjoy happy married lifef. Personality of entrepreneurs is defined by spiritualistic, humanistic and progressive- assertive.
The most important influencing factors as perceived by the entrepreneurs are 'life ambition', 'contacts with business people', 'desire to utilize creative talents', 'desire to gain higher social status', 'desire to earn money: 'success stories of the entrepreneurs' and 'influence of the entrepreneurial development programmes'.
The single most influencing factor for occupational choice as reported by entrepreneurs is 'to get social status'. For some of the entrepreneurs 'to get money* and 'to get self satisfaction' are the influencing factors in their occupation.
Differences between Students and Entrepreneurs:
The summary findings are presented in the following Table VII.5.
Hypothesis -111, which tests these differences, is given as follows.
H3 - "There are significant
differences between the students and
entrepreneurs with regard to life-sfyle
orientation, personality traits and factors
influencing the choice of entrepreneurship as
the occupation ". "able VII, 5. Difierewces Between Students and Entrepreneurs
S.No
1
2.
3.
Asped
Socio
economic
profife
Life-style
Time
utilization
pattern
Findings
Most of the entrepreneurs are from business families and possess higher income status relative to students.
The other socio- economic aspects are same.
There is no significant difference at 0.05 level in the
life-style of entrepreneurs and students. The same is found to be true in case of comparison of entrepreneurs
with the student's discipline - wise and entrepreneurs
with students occupation chaice- wise, except in Arts
students. Arts students are more InnovatEve than
entrepreneurs.
Entrepreneurs are spendtng more time than students
for work. Students are spending more time far sleep
when compared to entrepreneurs. Time allocated for
leisure is same in case of entrepreneurs and students.
The perceived importance in the pattern of leisure time-
a a i v i t ~ is differing with respect to literary and social
activities. More Students prefer literary and social
activities compared to entrepreneurs.
Entrepreneurs do not read stories and comics which
students do. The other reading habits are same for
entrepreneurs and students.
4.
5.
compared to entrepreneurs.
get rich 'are important goals, where as 'to acquire social
position' and 'to live as I tike' are important goals for the
students. Relatively more students have reported 'to
entrepreneurs. Where as 'To enjoy happy married lifef is
the ambition of many students. 'To be a successful
entrepreneurs and students with respect to personality
traits. When entrepreneurs and students discipline-wise
are compared only one difference is f ~ ~ n d .
Entrepreneurs are more 'spiritualistic' than
Technology students.
Students seeking entrepreneurship possess
personality traits of entrepreneurs. But students seeking
job are significantly different in case of personality trait:
'progressive', 'spiritualistic' and 'assertive'.
Leisure time
activity
Reading
habits
Differences are found in respect of five factors out of =actors
nfluencing
:hoke of
fntrepreneur-
Ship
twelve, Entrepreneurs are more infiuenced by fa&ors like
1. Contacts with business people, and
2. Life am bition,
Students are more influenced by factors like
1. Owing to lack of job opportunity,
2. Ambition of family members, and
3. Failure in competitive examination to get a job.
Technology students differed by two factors, and
Science students by five factors, Arts students differed
by four factoi-s from entrepreneurs.
Entrepreneurs are more influenced compared to
Technology student by
1, Desire to gain high social status, and
2. Life ambition.
Compare to Science students, entrepreneurs are more
influenced by
I. Contacts with business people,
2. Desire to utitize creative talents, and
3. Life ambition.
And less influenced by
1. Owing to lack of job opportunity.
2. Failure in competitive examination to get job.
In comparison to Arts students, entrepreneurs are
more influenced by
1, Contacts with business people,
And less influenced by
1.5wing to the lack of job opportunit~,
2. Ambition of family members, and
3. Inspiration of relatives and friends.
Compared to entrepreneurship seekers,
1. Contact with business people.
2. Desire to earn more money.
3. Desire to utilize creative talents.
4. Life ambition., and
5. Desire to lead an independent life and freedom to
And less influenced by
1. Owing to the lack of job opportunity.
2. Am bition of Family members, and
3. Failure in competitive examination to get a job
When job seekers are compared with
entrepreneurs, entrepreneurs are more influenced by
I. Contacts with business,
2. Ambition of family members,
3. Desire to gain higher social status.
4. Desire to utilize creative tatents, and
5. Life ambition.
And less influenced by
1. Owing to the lack of job opportunity and
Life-stvle:
The mean score of the eight life-style factors and the results of
test of differences in the mean values are tested. I t is found that there
are no significant difference between the students and entrepreneurs
at 5% level.
personality traits:
The five factors derived by factor analysis of 25 personality traits
and their mean scores. The Z statistics indicate that there are no
significant differences between students and entrepreneurs.
Influencina factors:
The mean scores of students and entrepreneurs have been
compared for each of the 12 factors that have influence on choice of
entrepreneurship as an occupation. Out of 12 factors, on 5 factors Z
test has revealed statistical difference at 5% level of significance. I n all
other factors there are no significant differences.
From the above discussion, it can be said that with regard t o life-
style and personality traits the stated hypothesis- H3 of the study is
rejected.. However, differences are observed in case o f factors
influencing entrepreneurship choice. It can therefore be concluded that
with respect to factors influencing choice of occupation, the hypothesis
- H3 stated is accepted.
Existing System of Education and Entrepreneurship:
The role of existing system of education is examined with
reference of the following questions.
Are there courses on entrepreneurship in the selected
educational programmes at PG level? What is the content of these
courses? I s it adequate to promote entrepreneurial spirit, knowledge
and skills?
Among the selected post graduate programmes the following
have entrepreneurship courses M.B.A., M.Sc (Home science) and
B.Tech. Other courses viz., M .Corn, M.A.(Economics), M.Sc
(Computers), M.C.A. and B.Phramacy do not have such courses.
The extent to which course is contributing to the promotion of spirit,
skills and knowledge of entrepreneurship is anlaysed in Table VII.6.
Obviously, the course content in M.B.A., B.Tech of S.V.U., M.Sc (Home
science) of S.P.M.V.V is contributing much to the development of
spirit, skills and knowledge. Comparatively the course in B.Tech has
less practical orientation in developing entrepreneurial spirit and skill.
MBA SPMVV
Management 6.Agro Industrial 1 -
I J
M.Sc (Home science) SPMVV B.Tech, SVU
J
and Small Business
Entrepreneurship J 3
Development
As, there can be gap between intention of the systems
established and outcomes obtained; students are contacted t o know
the entrepreneurship awareness. The following are the findings:
(i). Very few students have obtained awareness by curriculum at
Degree and PG Degree level. They did not have awareness at school
(ii). Very few students are stated that they have got awareness
outside curriculum from teachers through seminars, conferences
etc.
(ii) Very few students are benefited by library a t only Degree and
PG Degree level.
E x p e ~ s are contacted to know their views on effectiveness of
present education and entrepreneurship training programmes and the
improvement necessary in both. Their views are summarized and
stated below. Table VII.7 presents these views in brief.
1.There are good prospects for students desirous of becoming
entrepreneurs only if they are really interested.
2. Entrepreneurial orientation is very less among Degree and PG
Degree students.
3. I t is necessary to bring over all approach to bring in complete
awareness of entrepreneurship. It requires two pronged approach. One
is teaching entrepreneurship as a part of curriculum and second is
training through EACs and EDPs.
4.EACs and EDPs are partly successful because of the participants. The
reasons are lack of real willingness to pursue entrepreneurial career,
lack of proper business idea, dependency for business idea, passive
participation and poor feedback.
5.The general suggestions for improving the climate of
entrepreneurship are: Government agencies supportive of
entrepreneurship should function like corporations. They should
evaluate and the monitor projects properly.
6.0rganisations conducting EACs and EDPs are offered the following
suggestions.
(i). Focus should be self-analyses and hands-on-
experience.
(ii). Supplement formal training with informal orientation.
(iii). Developing list of innovative projects to present to the
participants.
(iv) Conduct awareness camps before EDP.
(v) Establish rapport with support organizations.
(vi)Monitor programmes by getting feedback from
participants.
7.Education system should change orientation from job to
entrepreneurship. Entrepreneurship education can start a t home and
then at pre-school.
"r;;bgk? 'vJTJ ,7: Susnrnar Aspect
1, Entrepreneurs career prospects 2,Entrepreneurial orientation among students 3. Effectiveness of EACs and EDPs 4. Present education as promoter of entrepreneurship 5.Level and pattern of education suggested (i). Level
(ii) Pattern
! jjiehq~s st E;lpesSa Prof. ARK
Yes
Low
Partial
Less effective
Elementary school level
Provide scope for innovation; focus on experimentation or exptoratian of the new things.
Pmf. KC Yes
tow
Partial
Less effective
At home
Tales of entrepreneurship to children at school level.
Prof. Murthy Yes
tow
Partial
Less effective
Elementary school level
1 .Biographies of entrepreneurs at elementary school level.
2 .Achievement orientation at school level and t 2 level. 3. Enterprise
setting and operation at degree level.
is cuss ion and Conclusions
For having better view of the above findings, an attempt is made
to examine the findings related to entrepreneurs and to identify the
key differences between entrepreneurs and entrepreneurship seekers,
entrepreneurship seekers and job seekers, entrepreneurs and
students. The implications of such differences are also raised.
Entrepreneurs
Findings related to entrepreneurs are discussed with reference to
earlier researches.
(i) Father's occupation:
It is found that the occupation of fathers of entrepreneurs is
business. The earlier works of Nafziger, Pannalal and Deshpande
corroborates this finding.
( i i ) Ambition:
The ambition of many entrepreneurs in this study is 'to be a
successful business person'. Christopher in his study identified the
same ambition.
iii) Goals:
'To acquire social position ' and 'to get rich' are the goals of
entrepreneurs. Further they are influenced by ' the desire for
independent life'. While the economic goal is found by several studies,
the status goal is brought into l ight by the works of Pandit, Sharma
and others.
(iv) Time utilization pattern:
Entrepreneurs work hard for a longer t ime in a day. This is an
established finding in several of the earlier researches.
(v) Life-style and Personality:
It is found that, by life-style, entrepreneurs are adventurous,
achievement oriented, risk oriented and home oriented. Personality
traits include progressive-assertive characteristics in combination with
spiritualistic and humanistic properties. Similar characteristics are
identified by researchers l ike Sharma , Sukhpal Singh ,Madhu Murthy,
IIM-8, Christopher, I IM-A, Gai kwad and Akhouri. The findings are
indicative of a 'spiritualistic entrepreneur who combined achievement
and affiliation needs and the social goal 'to acquire a social status ',
with economic goal 'to get rich'. It is an attempt to depart from the
traditional desire of 'security' to 'adventure'. McClelland identified that
Indians are more affiliation oriented and less achievement oriented.
However, with the progressive changes in society, there is a shift in
attitudes. I n this study, it is found that as many as 45% of the
students are desirous of becoming entrepreneurs. This shows the
growth potential of supply of entrepreneurs.
(vi).Influences:
The factors influencing choice of entrepreneurship
occupation found in the study are similar to those identified by earlier
research works. They are: 'life ambition' (Christopher); 'business
connections' (Lamb,Shoji,Singh); 'desire to utilize creative talents'
(Murthy, Madhu Murthy, Singer, Sharma,
Deshpande,Christopher);'desire to gain higher social status'
(Pandit,KI ing,Deshpande,Madhu Murthy);'desire to earn money'
(Gaikwad,Tripathy and Madhu Murthy);'success stories of
entrepreneurs' (Murthy, Gangadhara Rao and Chandrasekar);
'influence of EDPs' (~khouri,~ingh,~sthana,Patel,Zutshi,Pathak); and
'previous experience' (Singer, Sharma, Christopher, Lakshmana Rae,
Sukpal Sing h). One interesting observation is, Deshpande and Madhu
Murthy stated 'ambition of family members' is an important influencing
factor for entrepreneurs according to Madhu Murthy and Deshpande.
But in the present study students are more infhenced by this factor
than entrepreneurs.
Entrepreneurs and Entrepreneurship seekers
Entrepreneurship seekers and entrepreneurs differ in the
following aspects.
(a). Family
Fathers o f some of the entrepreneurship seekers are in
employment.
(b). Life-style and Personality
No differences.
@#Goal
No differences.
(d). Ambition
"To be a successful business person" is the goal of
entrepreneurs. It is found in less number of entrepreneurship seekers.
"To hold a prestigious job" is the ambition of relatively more number of
entrepreneurship seekers.
@).Time utilization pattern
No differences. Entrepreneurship seekers read 'business and
sports' topics, which are less preferred by entrepreneurs.
(f) Influences
Entrepreneurship seekers are more influenced by :'owing to lack
of job opportunity', 'ambition of family members' and 'failure in
competitive examination to get a job'.
From the above differences, i t appears that while some o f the
entrepreneurship seekers are motivated to be entrepreneurs, some
others are forced to cherish the ambition of entrepreneurship. Their
secret ambition is to hold a job. This may be due to their father's
occupation (employment). However, during personal interviews some
of them have stated that job is necessary for experience to become a
successful entrepreneur, This leads to the conclusion that:
Some are genuinely interested in entrepreneurship and
some others are not.
Some are interested in holding job first and then
becoming entrepreneurs.
The questions that arise here are:
(i). kiow to make students prefer whole-hearted1 y
entrepreneurship?
(ii). How t o provide a 'substitute' for the desired
experience, so that students can straight away become
entrepreneurs?
The measures involve attitudinal changes and competency
development.
Entrepreneurship seekers and job seekers
Among the students, entrepreneurship seekers differ from job
seekers in the following aspects.
(a). Family:
Fathers of, relatively more number of entrepreneurship seekers
are in employment and business.
(b). Life-style and Personality:
Entrepreneurship seekers are more spiritualistic. They possess
more the traits like fame orientation, firmness, optimism, self-
confidence, self-expression, cooperation, sociability, sympathy,
talkativeness, sentiment, peace loving and religious faith.
(c ).Goal:
While "to acquire social position" is the common goal, "to get
rich" is the goal of more of the entrepreneurship seekers.
(d). Ambitions:
More of the entrepreneurship seekers have the ambitions:
"holding the prestigious job" and "to be a successful business person".
However, among them the second goal is found relatively i n less
number of students.
(e). Time utl isation factor:
Entrepreneurship seekers work more, read business related
topics, and see mythological, crime and folklore cinemas.
(g). Influences:
"owing to lack of job" and "contacts with business people"
have influence on entrepreneurship seekers.
From the above, it can be stated that entrepreneurship seekers
have mixed ambitions for job and business with a goal "to acquire
social position and t o get rich", influenced by their fathers who are in
job or business and other factors like "owing to lack of job" and
"contacts with business people". It implies that "father's occupation"
and "contacts with business people" have decisively influenced
students i n their choice of occupation.
The questions that arise are:
(i). How to make sons or daughters of employees decisively
interested in entrepreneurship?
(ii). How to provide opportunities for students to develop
contacts with business people?
Entrepreneurs and Students:
1.In very few but significant aspects students differ with
entrepreneurs
(a) m: Father's occupation is business for many of the
entrepreneurs but it is employment for many students.
(b). Life-style and personality:
No differences.
(c ).Goal:
"To get rich" is the valued goal for entrepreneurs but not
for students.
(d). Ambition:
"To be a successful business person" is the ambition of
entrepreneurs but not of students,
(e). Time utilisation ~ a l t e r n :
Students work less number of hours and spend more for
literary and social activities. They like mythological movies
whereas entrepreneurs like political movies.
(f) .Influences:
Entrepreneurs are influenced positively by factors like
"contacts with business people and life ambitionrJ. Students are
influenced by factors viz., "am bition of family members", "owing
to lack of job opportunity" and "failure in competitive
examinations to get a job". Hence it can be said that
entrepreneurs are influenced by positive factors where as
students are influenced by negative factors. One should take
cognizance of the positive influence of the family ambition here.
2 The role of fathers as a promoter of entrepreneurial spirit appears to
be limited. Father's occupation is business for many of the
entrepreneurs but i t is employment for many students. As such,
there is a need to find a substitute force.
3. Present education is partly successful in promoting awareness spirit,
skill and knowledge of entrepreneurs.
(i) Very few PG level programmes have entrepreneurship
courses
(ii) Entrepreneurship courses are offered to MBAs (Arts),
M.Sc. (Home science) and B.Tech. They exhibited more
awareness than others, M.A (Economics), M.Corn,
M .Sc.(Computers), M ,C.A, and B.Phrarnacy students
showed poor awareness.
(iii) Arts students have more innovativeness than others.
(iv) More of the Arts students and 50% of Technology
students have preference to entrepreneurship in their
choice of occupation.
4. Neither the outside curriculum activities nor library could provoke
entrepreneurial thoughts in the mind of students.
5 According to local experts, the EACs and EDPs are partly successful
because majority participants lacked business ideas and interest.
The above conclusions highlight that the important input
factor of entrepreneurship, the individual is not properly groomed to
be an entrepreneur. The questions that arise here are:
(i).How to create entrepreneurial aptitude in the absence of a
business parent i n the family?
(ii). How to make students have the ambition of "to be a
successful business person" and prefer the goal "to become
rich"?
(iii).How to make them prefer hard work and understand
realities of life?
(iv). How to make students evince interest in EACs and EDPs
and take part in them actively?
(v). How to promote opportunities for students to develop
'connections with business people"?
I n the l ight of above discussion, it can be finally concluded that
steps are necessary to promote entrepreneurship, which is latent and
ambivalent in students. Figure VII.2 shows the identified tasks i n this
direction. They can be stated as follows.
1) Creating occupational interest
Creating aptitude and flair for entrepreneurship, in general and
specifically i n those who are seeking entreprene~rshi~,as a c o * ~ u l s o ~
choice. As a part of it, favourable attitudes towards hard work are t o
be created.
2) Developing occupational knowledge
Knowledge of business and skills of managing it are t o be
developed. While carrying out this, through practical approach,
connections with business people are to be promoted. I t is observed
that a two-pronged approach is necessary to carry out these tasks.
( i ) . Teaching entrepreneurship as a part of curriculum
and
(ii). Training through EACs and EDPs.
Suggestions:
The following suggestions are made to promote entrepreneurship
orientation, skills and knowledge among students.
To the Designers of Educational Programmes:
The administrators of educational systems should envisage
measures that can promote entrepreneurship through curriculum and
outside curriculum . The focus should be not only individual but also
family.
l).Educational system should be changed from job orientation to
entrepreneurship promotion. The following model may be adopted.
Level - Content Result Elementary school Biographies of Spirit
entrepreneurs
Secondary school Modules on Awareness and and +2 level achievement, risk interest
taking and need for independence
Degree/PG Degree Core courses and Desire and elective courses on competencies. entrepreneurship.
While the Promotion o f entrepreneurship through
education from the school level is a strategic move, tactical measures
to encourage entrepreneurship among the present students who could
not have such beneficial education are necessary. Steps in this
direction include:
(i).Setting up of Career Guidance Cells:
A t t 2 level, the career guidance cells should be setup in
college and school. They should provide awareness among the
students that enterepreneurship is another prospective career path
after pursing their degree. This would help them to choose the
right kind of courses/prograrnrnes.
The career guidance cells should also counsel the parents,
so that the parents do not discourage their children from becoming
entrepreneurs.
ii) Traininq Teachers:
Prospects of entrepreneurship career are t o be informed
through seminars, workshops and conferences to the teachers.
They can in turn, help students through their out-side curriculum
activity.
(iii). Oraanis in~ Junior Achievement Programmes:
Junior Achievement Programmes, have been working in
USA, for many years as an educational activity, through which boys
and girls are engaged in making and selling products as an after
school activity. With the help of local business units as sponsors, a
group of students generally about a dozen, form themselves into a
company and then select their own officers and board of directors.
Since the company will operate for only a year, the products are
selected usually easily made such as, perfume, jewellery, toys or
Christmas decorations. Each member will raise the money required
for operations by selling stock to adults in the community, who are
interested i n the experiments, but a dividend is declared if the
venture succeeds. The students buy their raw materials,
manufacture, and sell their products in the open market. At the end
of the year a share holder's report is prepared and the company
dissolves itself.
To the Organisers of EACs and EDPs:
ED cells are to be started i n every college. These cells
should have network with the cells of other colleges. The cells should
plan their entrepreneurial development activities (EACs ,EDPs etc.,) in
cooperation with local business units. To make EACs and EDPs t o be
successful, the following suggestions will be helpful.
(1) Focus should be on self-analysis and hands on experience.
(2) Supplement formal training with informal orientation.
(3) Develop list of innovative projects to present to participants.
(4) Conduct awareness camps before EDP.
(5) Establish rapport with support organisations.
(6) Monitor programmes by getting feedback from participants.
To the Government:
Family ambition is found t o have influence on the choice of
entrepreneurship. As such, entrepreneurship should become an
attractive career option in society. For that, Government should take
positive steps. To promote conducive climate for entrepreneurship, the
following points may be considered.
(1) Government agencies supportive of entrepreneurship should give
up their bureaucratic style and function like corporations. They
should formulate streamlined procedure to avoid delays.
(2) Government agencies should also contribute to the course of
entrepreneurship education at college level by adopting interactive
approach with academic institutions.