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INTERNATIONAL JOURNAL OF MODERN MANAGEMENT RESEARCH

REVIEW (IJMMRR)

DETERMINANTS OF STUDENTS MOTIVATION TOWARDS ENTREPRENEURSHIP: THE CASE

OF SHINAS COLLEGE OF TECHNOLOGY, SULTANATE OF OMAN
Dr. Joefrelin C. Ines
Head of Section and Marketing Lecturer, Shinas College of Technology Email: joefrelin@gmail.com
KEY WORDS ABSTRACT
This research undertaking determines what encourages the students of the Shinas College
entrepreneurship; of Technology, Sultanate of Oman on entrepreneurship. It is the intention of the study to
motivation; know and examine factors that significantly influences the students towards their interest
entrepreneurship in entrepreneurship. The study had utilized the Entrepreneurial Intention Questionnaire
education; (EIQ) developed by Linan and Chen (2009) which has been employed in used numerous
entrepreneurship studies in various geographic areas in the world. The instrument had included the
curriculum; following factors: role models influence, entrepreneurship image, curriculum and
Oman college course content, promotion of entrepreneurship education, entrepreneurial programs,
students. personal learning and the overall attitude of the respondents. The mean of the different
variables was analyzed to determine which area influences the respondents. Correlation
of the variables was generated to determine the relationship on the different determinants
that significantly motivates the respondents towards entrepreneurship. The findings
showed that the determinants identified and analyzed presented a positive correlation
result. Conclusively, entrepreneurial curriculum and content provides the highest
relationship after taking the course as it provided the respondents a new and different
experience. On the other hand, the respondents are hesitant to start an entrepreneurial
undertaking thinking that it is risky to start, but thinks that entrepreneurship creates jobs;
hence, academic institution should focus more in the inculcation of entrepreneurial
values and strengthen the awareness of its significance to the respondents.

INTRODUCTION
The idea of entrepreneurship or establishment of small businesses is always an option after graduation or
any individual who is already tired or fed up working in an organization. In all sectors, nowadays, in Oman,
people are talking and exploring the idea of entrepreneurship; the government had spearheaded many
programs to spur the interest in the field, policy makers, private organizations, chamber of commerce,
women's sector, academics, and college students also had shown interest in it. In Oman, self employment
becomes an option as unemployment still a problem since it is more attractive and rewarding career option
for the people particularly for university or college students and graduates.

It was acknowledged by Badulescu, and Dodescu (2010), that peoples desire of self-achievement, the
demand for more money and higher social and professional status triggers them to commence a commercial
enterprise, especially the adult females. Goodbody Economic Consultants (2002) noted that entrepreneurs

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are achievement driven, faced challenges, persevere, work hard and strong willed, flexible, eager and
willing to learn to better their job. Established along with the written report by

Allen (2006), he stated that entrepreneurs are critical decision makers and problem solvers, they dont depend
on others.

Entrepreneurship is a global phenomenon as governments began to recognize its contribution to economic

growth; hence its integration in the educational system became a policy goal as a means of cultivating a
culture of entrepreneurial thinking (Wikipedia, 2011). This is further supported by

Lumpkin & Dress (1996) which stated that it plays a vital role for spurring countrys economic development.

Entrepreneurship is a key driver of a nations economic growth, innovation and competitiveness

(Scarborough and Zimmerer, 2003; Kuratko and Hodgetts, 2004). This, according to Lee, Chang et.al.
(2005) made entrepreneurship one of the most researched areas in academia towards determining its
importance and contributions. In effect, students are now searching for modalities to be prepared in running
a business or creating jobs (Brown 1999; Henry, 2003). In this regards, academic institutions globally had
introduced and promoted entrepreneurship as a field and a career alternative (Postigo and Tamborini,
2002).

On the other hand, in spite of the widely acknowledge contribution of entrepreneurship, the entrepreneurs
encounter problems that include inadequate access to technology, financing capital, marketing advice and
logistical problems in establishing business and ascertain competitiveness. In effect, the government
recognized this barrier leading towards entrepreneurial spirit that spurs economic activity.

Entrepreneurship means a business that would create job opportunities and economic activities. It shows
that establishing a business is an alternative option for graduates and the youth sector. Approximately 25%
of the population are categorized under the youth sector, of which 39% are employed, but still 40% are
within the economic threshold level of poverty line. In this regards, the option to encourage the youth
towards entrepreneurship is important as it is now embracing globally.

Youth entrepreneurship will benefit both the youth sector and the economic system.

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This research targeted at naming the factors or determinants of entrepreneurial inclinations of students. In
the end, the result will provide the researcher a better reason to foster the entrepreneurial life and attitude
of scholarly people in taking on an entrepreneurial enterprise.

OBJECTIVES OF THE STUDY

This study aimed to assess the students entrepreneurial motivations at Shinas College of Technology. This
research described the profile of the respondents; examined entrepreneurial motivations of the respondents;
knowing the determinants that motivated the students for entrepreneurial undertaking and willingness to
take an entrepreneurial endeavor; and assessing the role of the College in promoting entrepreneurship.

The findings of the study will provide ideas to persuade students towards entrepreneurship. In closing,
entrepreneurship will be pushed as an option for Shinas College of Technology students after graduation.

LITERATURE REVIEW
Entrepreneurship education is a key strategy in education institutes to foster Entrepreneurial intentions among
students (Linan 2004).

Pihie (2009) showed that the students had received a moderate score on all constructs related to
entrepreneurial intention and entrepreneurial self-efficacy in the aspects of management, financial and
marketing. Furthermore, positive entrepreneurial aspiration showed a positive relationship on
entrepreneurship intention and self-efficacy compared to negative aspiration from among the students. One
of the significant findings had shown that perceived entrepreneurship learnt at university impacts attitudes
towards entrepreneurial career and perceived behavioral control. According to Saravanakumar, et. al.
(2012), the students with lower indices on all of the measures have low entrepreneurial inclinations.
Therefore, it was suggested to educational institutions to continuously enhance or promote
entrepreneurship. The findings indicate the challenge facing management education if they are to create
entrepreneurs as, increasingly, appears to be required. Kuehn (2008) noted influencing students to take
entrepreneurial activities takes practical ways from the educational institutions. The findings was

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collaborated by Akram et. Al (2010) that encouraging more students to become entrepreneurs by providing
more awareness on the benefits of becoming entrepreneurs and in turn, contributing to the growth of the
countries' economies and global competitiveness.

Entrepreneurship education has shown more students inclinations towards starting their own business
(Noel, 1998), because entrepreneurship education develops the interest of students to start their own
business with innovation (Wilson, 2007). Nurmi and Paasiao (2007) stated that universities and other
institutions of higher learning were tasked to play a key role in imbibing the entrepreneurial knowledge and
skills to students that will be spark career endeavors.

Mahlberg (1996) described the significant role of academic institutions in shaping entrepreneurial cultures
and aspirations of students while they are studying to survive in a turbulent business environment (Autio,
Keeley, et al, 1997; Landstrom, 2005). It is recognized that universities are seedbeds of entrepreneurship
(Bygrave, 2004). Universities, in this regard, should position themselves as a hub of entrepreneurship by
making solid contributions in fostering an entrepreneurial environment that combines components that lead
to the development of entrepreneurship (Gnyawali and Fogel, 1994).

Entrepreneurship is an avenue to diversify the Oman economy where youth, especially the graduates and
students will help propel or trigger everyone in creating awareness towards achieving financial freedom
and benefit the economy by contributing to job creation, innovation, and economic development.

RESEARCH FRAMEWORK
The study was aimed to examine the determinants of students motivation towards entrepreneurship at the
Business Studies Department, Shinas College of Technology. The study focused and utilized the
Entrepreneurial Intention Questionnaire (EIQ) developed by Linan and Chen (2009) as shown in the figure
below

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Promotion of
Role Models
Entrepreneurship

Entrepreneurial Curriculum and

Image Content

Entrepreneurial
Attitude
Program

Demographic
Profile (Gnder,
Entrepreneurial Personal Learning
Year Level) Motivation

RESEARCH DESIGN
Descriptive design was utilized in the study wherein the Entrepreneurial Intention Questionnaire (EIQ)
developed by Linan and Chen was administered to generate data on motivations that influences
entrepreneurial undertaking of the respondents.

The respondents were students who had taken the course entrepreneurship offered at the Business Studies
Department, Shinas College of Technology wherein simple random sampling was used. The data gathered
is analyzed using SPSS (Statistical Package for Social Sciences) to calculate and determine descriptive
statistics and correlation analysis.

Respondents

The participants are students of entrepreneurship at the Shinas College of Technology. There were 220
questionnaires distributed and were returned. Only 200 were considered as some questionnaires retrieved
are not suitable for consideration after verification on the content and how they were accomplished.

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Instrument

The study used the questionnaire developed by Linan and Chen (2009), known as the Entrepreneurial Intention
Questionnaire (EIQ) which was modified. The questionnaire consisted of the profile and factors that determine
the entrepreneurial motivations of the respondents. Questionnaires were pretested and validated its reliability
using Cronbachs Alpha reliability scale. In order to obtain necessary data, the researcher used a survey
questionnaire and was administered to the students during the lecture hour.

Data Analysis
Upon computation of reliability of data, the data were analyzed and descriptive statistics and correlation
was generated. The results were interpreted using statistical tool such as mean, standard deviation and the
Pearson square test to arrive at the recommendation and conclusion.

RESULTS AND ANALYSIS

Population
The study considered the students who had previously registered with the course entrepreneurship.

The target number of respondents was 250 students.

Respondents Profile
There were 200 valid returned questionnaires that were used for analysis in the study out of the 220
questionnaires that were administered; with a 90.9 % returned valid rate. The female outnumbered the male
respondents from 122 to 78, female to male ratio of 61 % against 39%. Students of Diploma Level dominated
the number or respondents, of which numbered to 133 or 66.5% of the total respondents. The respondents
under the Advanced Diploma Level accounted to 35 or 17.5 %. On the other hand, 32 or 16 % of the
respondents were reported to be on the Bachelor Level

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Reliability Analysis of key variables Using Cronbach Alpha

The reliability scale of the data set gathered were highly reliable using Cronbach Alpha where the reliability
coefficient: = 0.9963

Reliability Coefficients
No of Cases = 200.0 No of Items = 55

Alpha = .9963

FINDINGS Descriptive Statistics

Entrepreneurial Inclination Mean Std. Deviation
1 Seriously considered entrepreneurship as a 3.3450 1.07319
highly desirable character option
2 Never thought of entrepreneurship as a 2.9950 1.02970
career choice
3 Have the planning for opening a new venture 3.1350 1.18057

4 Wont start a business because it is too risky 2.6000 1.14742

and I am afraid of failing
5 Would like someday to start my own 3.6800 1.10167
business
6 Could easily pursue a career involving 2.8650 1.35126
selfemployment
7 If pursue a career involving 2.8000 1.26013
selfemployment, the chances of failure
would be very high
8 Prefer to work in a big organization rather 4.0200 0.84449
than a small firm

Based on the results, the respondents registered the highest mean ( = 4.0200) in terms of prefer to work
in big organization and provided a low mean response( = 2.6000) on wont start a business due to risk
and fear of failure, the respondents prefer working in a reputable organization rather than taking risks in

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establishing a business. And the response in this dimension, majority of which has more than 1 standard
deviation which shows that responses are dispersed.

Image of Entrepreneurship Mean Std. Deviation

1 Entrepreneurship is about job creation 4.5650 0.79936

2 Entrepreneurship is an honourable 4.4800 0.71565

profession and I respect people who are
entrepreneurs
3 Admire those who succeed in running their 4.5700 0.77336
own business

The respondents gave high regards to people who succeeded in running their own business highest mean
( = 4.5700), and the standard deviation is comparably lower to entrepreneurial inclination, where it was
perceived that entrepreneurship is about the creation of job registered the lowest mean and standard
deviation ( = .79936).

Role Models Mean Std. Deviation

1 Care what my closest friends think about 3.7300 0.85484

my employment decision
2 Believe what my closest friends think I 3.6900 1.00945
should become self employed
3 Care what lecturers think about my 3.6850 0.88299
employment decision
4 Interested in business because my friends 3.2500 1.09705
are in business
5 Friends are main source of business related 3.6500 0.91195
information
6 Lecturers are main source of business 3.0100 1.12973
related information

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Respondents consider what their closest friends think of their employment decision with the highest mean
(( = 3.7300) and feels uncertain, having the lowest mean, in putting up a business even their friends are
having their business ( = 3.2500).

Colleges Role to Promote Entrepreneurship Mean Std. Deviation

1 College is an ideal place to learn about starting 2.7550 1.32049

a business
2 More entrepreneurship and educational 3.0850 1.10630
programs on campus would help students to
start businesses
3 Entrepreneurial or business related examples 4.4800 0.77628
are included in classroom teaching
4 Students are encouraged to pursue 4.1050 0.81072

entrepreneurship ventures in the College

5 The College infrastructure and policies 3.3200 1.05982
discourage entrepreneurship
6 Get to meet lots of people with good ideas for 4.4300 0.73334
new businesses
7 People are actively encouraged to pursue their 4.3850 0.76793
own business ideas
8 My college course prepares people well for 4.2050 0.69671
entrepreneurial career
9 There are no student clubs on campus which 3.2100 0.98527
promote entrepreneurship
10 College has infrastructure in place to support 3.8100 0.77906
the startup of new businesses
11 A creative college environment inspires me to 3.8650 0.62347
develop ideas for new businesses
12 Entrepreneurial activities are limited only to 3.3500 0.95502
business students

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13 Entrepreneurship courses should be made 3.8650 0.88356

compulsory in order to stimulate
entrepreneurial spirit in campus
14 The college provides resources to assist student 3.9650 0.76597
entrepreneurs

The role of the college is providing business related example, which are included in the classroom teaching
reported to have the highest mean (( = 4.4800). The registered low mean was on the response that the
college is an ideal place for learning to start a business ( = 2.7550).

Entrepreneurial Curriculum and Mean Std. Deviation

Content
1 The lecturers are experienced and competent 4.0750 0.80786
course presenters

2 As a result of taking this course, have better 4.4050 0.68800

understanding about business

3 The lecturer did a good job of making this 4.2850 0.71155

course relevant to the real world

4 The course developed entrepreneurial 4.4500 0.71418

knowledge and skills

5 The lecturer did stimulate interest in 4.1500 0.87827

entrepreneurship through the course(s)

6 Interest towards entrepreneurship has been 4.1900 0.89325

raised after taking the course(s)

7 The course(s) provided a new and 4.2250 0.82326

different experience
8 The course(s) taught to deal with ambiguity in 4.1500 0.79414
the real world

9 The course(s) provided an opportunity to 4.3000 0.82059

learn by doing

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The respondents agree that the course developed entrepreneurial knowledge and skills which posted the highest
mean result (( = 4.4500), and the lowest mean result ( = 4.0750), the lecturers are experienced and
competent presenter had emerged.

Personal Independent Learning Approach Mean Std. Deviation

1 Do not enjoy the course(s) that require a student to 3.0250 1.06303

deal with ambiguity
2 The course(s) exposed to situations with uncertain 3.4400 0.85443
outcomes
3 Do not enjoy courses that require a student to learn 3.2000 1.10731
by doing
4 The course(s) provided the opportunity to do things 3.7550 1.05382
without conforming to formal class structures
5 Prefer the rote learning approach to any other 3.6100 0.83148
learning approach
The students prefer that the course should provide opportunity for doing things without conforming to
formal class structures ( = 3.7550), and that they dont enjoy the course since they require to deal with
ambiguity ( = 3.0250).

Entrepreneurial Internship Programmes Mean Std. Deviation

1 Feel confident about tackling unfamiliar work 3.7900 0.81807

based problems
2 Help to develop the ability to plan and 4.0450 0.89834
organize my day to day work
3 Help to develop my job-related skills 3.9700 0.78241

4 Provides me with a lot of new business ideas 3.9750 0.93743

5 Did not learn much from it 2.7800 1.11707

6 Help to develop my problem-solving skills 4.0700 0.71951

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7 Had lots of real business experiences that are 3.6950 0.89216

not found in the classroom
8 Was used as cheap labor 3.4000 1.09361

9 Develop my communication skills 4.3400 0.73286

10 Did not increase my practical business 3.0600 1.21399

knowledge

The results showed that the respondents developed their communication skills, having the highest mean (
= 4.3400), through an internship program geared towards entrepreneurship. The respondents expect more
as the results on item Did not learn much from it reported the lowest mean score (( = 2.7800). The
item on did not increase my practical business knowledge registered the highest standard deviation learns
much, generated a wider range of respondents with a standard deviation ( = 1.21399).

OVERALL SUMMARY
Key Variable Highest Mean Lowest Mean
Entrepreneurial Prefer to work in a bigger
Wont start a business because it is too risky
organization rather than a small
Inclination
and I am afraid of failing
firm

Image of Admire those who succeed in Entrepreneurship is an honorable

running their own profession and I respect people who are
Entrepreneurship
business entrepreneurs

Role Models Care what my closest friends Interested in business because my friends
think about my employment are in business
decision

Promotion of Entrepreneurial or business College is an ideal place to learn about

related examples are included starting a business
Entrepreneurship in the
in classroom
College
teaching

Entrepreneurial The course developed The lecturers are experienced and

entrepreneurial knowledge and competent course presenters
Curriculum and Content
skills

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Personal Independent The course(s) provided the Do not enjoy the course(s) that require a
opportunity to do things student to deal with ambiguity
Learning Approach
without conforming to
formal class structures

Entrepreneurship Develop my communication Did not learn much from it

skills
Internship Programs

The overall results show that image of entrepreneurship registered the highest cumulative mean with the
item admire those who succeed in running their own business tops all items. On the other hand,
entrepreneurial inclination posted the lowest mean having the item on wont start a business because it is
too risky and I am afraid of failing, received the lowest mean overall.

Significant Correlations Pearsons Correlation

Coefficient
Interest towards entrepreneurship has been raised after taking the course(s) R= 0.980
& The course(s) provided a new and different experience
Care what my closest friends think about my employment decision & Had R= 0.979
lots of real business experiences that are not found in the classroom
Entrepreneurship is an honorable profession and I respect people who are R = 0.976
entrepreneurs & Entrepreneurial or business related examples are
included in classroom teaching
Prefer to work in a big organization rather than a small firm & Provides R = 0.972
me with a lot of new business ideas
Wont start a business because it is too risky and I am afraid of failing & R = 0.637

Entrepreneurship is about job creation

Entrepreneurship is about job creation & Did not learn much from it R = 0.652
Admire those who succeed in running their own business & Wont start a R = 0.643
business because it is too risky and I am afraid of failing

Based on the correlation coefficient results, it shows that respondents had raised their awareness after taking
the course and the course provided a new and different experience had registered the highest correlations.

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On the other hand, tough respondents feel that entrepreneurship is about job creation they still think that it
is too risky to venture in entrepreneurship; hence showing the lowest correlation.

The study had identified areas that motivates students interest in entrepreneurship.

The study figured out that respondents had now a positive outlook on the image of entrepreneurship and
they look forward to successful entrepreneurs. The results support that integrating the value of
entrepreneurship through showcasing successful individuals and endeavors will further motivate the
respondents interest in entrepreneurship. The results further show that there is a positive correlation on
respondents, that after taking the course, the awareness had been raised and the course provided a new and
different experience; hence the curriculum and content is on the right track.

CONCLUSION
Entrepreneurship to the mind of the respondents need to be imbibed, that:

a. Entrepreneurship is not an option after taking a job in a big organization, but it is a profession and an
economic activity.
b. The course entrepreneurship will prepare them to an entrepreneurial activity and ready to face the
risks and challenges.
c. The college is an ideal place to learn entrepreneurship with the experienced lecturers, developing
their entrepreneurial skills like communication skill and problem solving skills d. The college
provides practical skills
e. And the college helps stimulate entrepreneurial spirit and develop ideas for new business.

The introduction to entrepreneurial courses, impact students interest towards entrepreneurship. The role of
higher education institution is vital in promoting entrepreneurship; where students will be made aware of
its impact on the society, to the economy and ultimately contributing towards financial freedom and job
generation. HEI bolster entrepreneurial interest of students by integrating entrepreneurship in the
curriculum and content, course materials and assessments.

The full integration of entrepreneurship within an outcome based curriculum will highlight the needs of the
economy, industry and the society. The challenge of entrepreneurial education can best be integrated in the
curriculum and content using the OBE approach where experiential learning and student centered
pedagogical approach is needed.

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RECOMMENDATIONS
The adoption of outcome based approach on the curriculum and content will best prepare the students in
any entrepreneurial undertaking. The course materials, course delivery, course learning activities and tasks
should all be supportive towards achieving the intended program learning outcomes to assure that intended
graduate attributes are achieved. The pedagogical approaches or framework of teaching and learning should
be more focused on the competency of the students; such will be achieved through exposure to a business
entity, hands on experience or immersion in successful entrepreneurship activity, industry visit, mentoring
program for students provided by the entrepreneurs, guest lecturers and value orientation development of
students. The key elements in this study should be further scrutinized to develop programs and policies for
a well designed entrepreneurship curriculum and content. Therefore, further study is recommended.

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