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MANAGEMENT PRACTICES
A Qualitative Research
Presented to the Faculty of Ateneo de Davao University Senior High School Commented [JC1]: A Qualitative Research
1.15 spacing
In partial fulfillment of the requirements in
PRACTICAL RESEARCH 1
Rebekah C. Sumampong
Giazaica M. Salvador
Faisal L.Dampac
Research Adviser
October 2018
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ATENEO de DAVAO UNIVERSITY
SENIOR HIGH SCHOOL
Jacinto St., Davao City, Philippines
APPROVAL SHEET
In Partial Fulfillment of the requirements for the course subject Practical Research 1
under Accountancy, Business and Management, this study is entitled:
APPROVED in partial fulfillment of the requirements for the course subject Practical
Research 1, under Accountancy, Business and Management, by the Office of the Chair.
Aimee Bisnon
Chairperson – Accountancy, Business and Management
ACCEPTED in partial fulfillment of the requirements for the subject Practical Research
2 and Applied Inquiries and Investigations.
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ATENEO de DAVAO UNIVERSITY
SENIOR HIGH SCHOOL UNIT
Jacinto St., Davao City, Philippines
Declaration of Originality
Dampac, Faisal L.
Salvador, Giazaica M.
Sumampong, Rebekah C,
Researchers
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ACKNOWLEDGEMENT
This research paper would have been utterly impossible if not for the help and
support of the people around us. With that, we would like to express our warmest gratitude
to the following:
To our Almighty Father, for giving us strength and good health while doing this
study.
To Ms. Francis Elaine Palou, our Practical Research teacher, who despite her busy
schedule, has imparted us with sufficient knowledge that aided us to complete this study.
Her feedback and advice for every chapter encouraged us to do and make our tasks
better. With that, we would like to express our sincerest gratitude, there is no doubt that
without her assistance, encouragement, and guidance, we would not have fully
To our respective parents, for the unconditional support they have given us which
drove us to do the tasks with determination. They have been our constant source of
inspiration to complete this study with their unwavering understanding as we gave our
To Grade 12 – Anchieta, our classmates, for the support and understanding that
they have given our group, by helping us gather all the data necessary for the completion
of this study.
To those who were not mentioned, but in some ways, provided us with the help we
The Researchers
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DEDICATION
Our family,
Friends
- Alan Perlis
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ABSTRACT
This study identified the different management practices and strategies of student
entrepreneurs on running their business as well as handling the varying factors that they
encounter from time to time. The challenges and coping practices of student
entrepreneurs were also highlighted in this study. This research was conducted to identify
entrepreneurs among the SHS and college students of Ateneo de Davao University.
Through qualitative inquiry, this study followed the phenomenological design by gathering
information on the lived experiences of seven student entrepreneurs from the senior high
school and college unit of Ateneo de Davao University. Through this study, we found out
that student entrepreneurs manage their business by prioritizing it over other activities in
their lives, by proper allocation of income and through role models that influence their
management practices as they run their business. We also learned that student
varying external factors, committing to actions to improve their business rather than being
passive, and having proper estimation of the necessary products that will be sold for a
specific period. However, student entrepreneurs are still being challenged with proper
balance between school and their business venture. Nevertheless, student entrepreneurs
cope up with these challenges by making it as their motivation to further improve their
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Keywords: Ateneo de Davao University, Senior High School students, College students,
phenomenological study
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TABLE OF CONTENTS Commented [EA3]: Of course, the page numbers vary
from one research to another.
Page
Acknowledgement …………………………………………..………………… iv
Dedication ……………………………………………………………………… v
Abstract ………………………………………………………………................ vi
CHAPTER
1 Introduction
viii
2 Review of Related Literature 8
3 METHODS
4 PRESENTATION OF RESULTS
ix
The strategies of student entrepreneurs………………………….. 51
Concluding Remarks………………………………………………… 58
REFERENCES …………………………………………………………..……. 60
Academics ……………………….
x
CHAPTER 1
INTRODUCTION
Through the years, the emergence of young student entrepreneurs all around the
world is not anymore surprising. Student entrepreneurs are students using “classrooms
processes, or services” (Mars, Slaughter, & Rhoades, 2008 cited in Hermens &
Marchand, 2015). They are everywhere and can be found in any school under different
which revealed that twenty-four percent of university students run a business venture of
influenced by different contexts. One good example are student entrepreneurs whose
A survey conducted by Sieger, Fueglistaller, & Zellweger (2016) shows that 17.5%
among the students from different countries engaged in business activities have parents
who are self-employed or own a private business. Furthermore, Sieger et al. (2016) also
recognized the influences student entrepreneurs acquire in the university context. The
survey states that “the more intensive the students’ involvement in entrepreneurial
activities and offerings are, the stronger their entrepreneurial intentions are.” Therefore,
continuous interaction and involvement with related activities may also influence an
entrepreneurship belong to the group of 18-34 years old, with high school graduates
dominating the start-up phase (Reyes, 2015). In addition, various well-known and
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successful business establishments in the country are owned by individuals who started
their business when they were in their early 20’s, with some starting at the age of 17,
Correspondingly, Malolos (2017) states that not all successful entrepreneurs have
entrepreneurial skills which they hone overtime to propel their business to success.
inclined individuals, is not an exception to this trend. We, the researchers, transact with
these student entrepreneurs on a daily basis and as a result, they have become the
subject of interest for this particular study. As students ourselves, we know how stressful
it is to manage academics alone. Hence, this reality of student life has made us question
how these particular student entrepreneurs balance their business and personal lives.
Webster.com, 2018). Thus, it is this study’s purpose to investigate the practices that
student entrepreneurs from Ateneo de Davao University do to control and coordinate their
resources productively.
In line with this, we would also like to investigate the various aspects that student
entrepreneurs consider to effectively manage their business and other activities. Through
qualitative inquiry, we will gather all the necessary information, particularly on the student
as well as the difficulties they face and how they overcome such challenges. In addition,
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we also aim to inquire on the management skills and techniques of student entrepreneurs
other than Accountancy, Business and Management. We, the researchers, hope that the
information gathered from this study will create an impact on our lives not just in terms of
Theoretical Lens
resources are tangible and intangible assets directly used and mobilized by entrepreneurs
in the process of business. These resources are broad and are comprised of significant
and diverse amount of resources. It is stated that with efficient resource management,
decision makers should be able to recognize and address important scarce resources as
well as correct potential market failures (Business Dictionary, n.d.; Hutterer, Pilz, Stark,
and Steiner, 2000). In creating a sustainable business venture, the successful acquisition
entrepreneurial behavior, "the more time and efforts one devotes toward accomplishing
a task, the more likely it is that the achievement of this task will occur" (Gatewood, et al.,
1995, as cited in Morris, Shirokova, and Tsukanova, 2017; Hulsink and Koek, 2014, as
cited in Morris, Shirokova, and Tsukanova, 2017). If one concentrates his efforts to a
specific task, for example, in effective management, there will be a high chance that
effective management will contribute positively to his planned goals and objectives.
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These theories and concepts are relevant to this study because we have chosen
business as well as balancing their student and entrepreneurship lives. These theories
support the fact that resource mobilization has a significant effect to entrepreneurial
performance. Relating the theories to the context of student entrepreneurs, it can be said
that the students' management skills would directly affect their performance. Their
management skills with regards to time, money, as well as other resources should be
given utmost consideration to achieve their objectives successfully. Hence, these theories
lend credibility to the research questions because they establish the relevance of the
Research Questions
We aim to create the following impacts on the institutions stated below through this
study:
considerations that take place in managing a business. In addition, this study can
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become a source of additional information for already existing student
entrepreneurs regarding a more effective management for their time and finances.
This study can also make students aware of the existing struggles that student
entrepreneurs encounter day to day. Lastly, the content of this study is not limited
for student entrepreneurs alone; it is also intended for ordinary students to use as
business-related subjects can use for a more effective portrayal of lectures and
lessons within the course. This study can also be a bridge between student
one another.
student entrepreneurs, thus, they can choose to provide sufficient support like
events that can be used as a stepping stone for students to sell their products.
Furthermore, this study can also deepen the administration of a certain school to
entrepreneurs. This can lead to the possibility of universities, colleges and even
specialize on business.
Future Researchers. This study can be an aid for future studies in terms of
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researchers are hoping that this study can provide enough information in such a
way that future researchers can gather the necessary contents, such as the
analysis and patterns, needed for their own studies. The researchers also hope
that the references used in this study can be a way for future researchers to
from the senior high school and college students. The type of sampling used was
This allowed us to ask follow-up questions which were not part of the prepared outline for
a more effective data gathering. The questions were limited only to the student
entrepreneurs’ management practices as this study has no intention to delve deeper into
a student entrepreneur’s emotional conflicts. Furthermore, this study was done under 4
months, given that the time was enough for us to gather information and analyze the data
collected.
Definition of Terms
This study utilized the following definitions for the succeeding words:
Business. The activity of selling goods and services in exchange for money.
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Organizing. To arrange things and events through a systematic planning to make
Management. The act of controlling one’s resources to effectively serve one’s own
benefits.
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REVIEW OF RELATED LITERATURE
The review of related literature for this study focused primarily on the essential time
and resource management abilities, strategies utilized, and challenges faced by the
with how the student entrepreneurs handle daily tasks in their entrepreneurial, academic,
and personal lives. Furthermore, this chapter will include both international and national
studies. We, the researchers, believe that the literature presented in this chapter are
directly related to the topics on time and resource management, strategies and
providing a more reliable and concrete data of how the student entrepreneurs maintain a
Student Entrepreneurship
Before, the term 'Student Entrepreneurship' has been used exclusively for students
who are enrolled in entrepreneurship courses. However, due to the gradual emergence
of students who engage in business activities throughout the years, the word took on a
a whole is defined as a skill to start new businesses and the ability to see and utilize new
entrepreneurs are not just students who attend entrepreneurial classes; they are also
campus or near the school premises while at the same time attending formal classes
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develop, launch, and operate new ventures to exploit them. To put it simply, student
business.
Management
production along with machines, materials, and money (Management, n.d.). In the
context of student entrepreneurship in this study, the researchers will look into the aspects
management.
management is the acquisition and utilization of resources required to deliver work. These
resources include people, materials, technology, property and anything else essential for
work. On the other hand, financial management is managing the monetary possessions
financial resources for achieving goals and objectives. Examples of this are the
obtainment of funds, the utilization of funds, and other money-related activities (What is
financial management, n.d.). Lastly, time management is the ability to plan and control
how to use the hours of the day efficiently to accomplish one's tasks. This type of
management involves planning the things to be done, setting goals, prioritizing duties,
and taking into account where people spent their time on (Time management skills, n.d.).
these things help them run their businesses and manage their personal lives effectively.
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Business skills and experiences influence entrepreneurship positively given the fact that
findings from a particular study established that entrepreneurs in the United Kingdom
suffer more from the lack of management skills than financial constraints (Organisation
for Economic Co-operation and Development [OCED], 2010, as cited in World Bank &
gets access to resources, they would not be utilized effectively if the person lacks the
Management skills
means for them to develop various skills as they continuously involve themselves in the
events of their business. A study conducted by Ghorbani et al. (2012, as cited in Anumnu,
n.d.), confirms the existence of such. Therefore, an individual’s existing knowledge can
help them run their business and in return, allowing them to develop their entrepreneurial
skills. In the context of a student, the knowledge that they acquire from school is often the
foundation that they have in developing their own set of entrepreneurial skills, which
Philippines, one can observe that Filipinos are highly engaged in entrepreneurial
activities. Skills that student entrepreneurs acquire while studying are more effective
because they can immediately put into action the things that they have learned in class.
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A study conducted by Malolos (2017) states that important entrepreneurial skills can be
obtained while the students are still studying. This implies that the entrepreneurial skills
of a business-inclined individual can be acquired while they are attaining a degree in the
university.
activities and being an entrepreneur, which is difficult. That is why one must have
proficiency in management. In line with this, management skill or managerial skill is the
ability to make decisions, understand concepts, develop ideas, and implement strategies
(Managerial skill, n.d.). Agarwal (2016) lists the necessary set of managerial skills an
entrepreneur must possess. This skills include the ability to utilize limited resources
effectively, ensure effective leadership, secure a safe and healthy environment to work
goals, accept opportunities to boost one’s skills, use one’s knowledge to maximize
productivity and regulate competition in the market. The skills mentioned are skills that
are expected to be exemplified by any entrepreneur. Moreover, Agarwal (2016) adds that
to be able to carry out effective management, one must also be passionate and have a
relies on one’s belief, can manage money properly and has an extensive network of
connections.
most important task and guide to move closer towards their goals. Prioritizing is also one
effective way to make sure that deadlines are met without having to handle so much
stress. Entrepreneurs often fail at effective prioritizing because they do not see the bigger
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picture, the end goal of their actions (Johnson, 2015). An entrepreneur’s decisions must
entrepreneur means you are your own manager and an entrepreneur should be able to
effectively manage people, budget, operations, and in some instances, investors. In line
with this, McQueerey (n.d) also stated that a successful entrepreneur must know how to
use his time efficiently and prioritize his tasks in order of relevance and importance. A
student entrepreneur must know what to prioritize and determine what is more important
students with role models found themselves thinking that creating a business is more
probable as opposed to students without role models. These role models may also refer
to the people who have influenced the management practices of student entrepreneurs
as well as the people who might have influenced them to start a business.
Strategies
In establishing one’s own business as a student entrepreneur, one will face many
obstacles. Being a student and an entrepreneur at the same time is challenging since one
must balance their studies, business, and their personal lives. Granted that, the journey
trekked by a student entrepreneur is one that is faced by challenges that requires different
strategies and techniques to overcome such difficulty. Even though it may be difficult and
tough for student entrepreneurs to stay motivated and inspired, one should always keep
in mind that they should remember their vision and stay on course. Hence, a student
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entrepreneur should develop a list of strategies to manage his/her own business properly.
According to Zent (2013), there are five notable lessons that best served her along
her entrepreneurial journey. One must keep in mind that the lesson an individual learns
overtime are the foundation of the strategies that he/she eventually uses throughout
his/her life. The first lesson that served her as an entrepreneur, that can be applied by
young, amateur and unseasoned businessman, which means that they have high
tendencies to be indecisive and can frequently change their mind in planning and running
their business. When starting a new venture, the most important thing an entrepreneur
must remember is to focus and be consistent in their end goal. However, this does not
mean that an entrepreneur will close his/her doors permanently for the possibility of
adapting to the various changes that his/her business will encounter. An entrepreneur’s
goal should not be compromised by the changes that occur among the business’s internal
one must keep in mind that adaptation does not mean total demolition of one’s original
goal.
Furthermore, the second lesson that every entrepreneur must practice is the ability
and power to build the right team. Zent (2013) believes that the most important experience
she encountered was working with people she trusts. In like manner, the third lesson is
not to be afraid of change. "There are many roads that can lead to the same destination,”
Zent (2013) states. “So stay flexible." Flexibility is critical in handling business for being
flexible means having the ability to adapt with ease to different scenarios. Such a concept
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may be connected to one’s ability to manage a business properly. Being able to handle a
business effectively does not only focus on the entrepreneur’s activities as a businessman
but also recognizing the reality that he is a human and has personal matters to attend.
Moreover, the fourth lesson that is also helpful in establishing your own business
is to ensure the right funding. Correspondingly, proper funding and resources are crucial
in starting a business. Funding is necessary for the survival of developing a new venture.
It also a key strategy for an entrepreneur to know the precise amount he needs to start
his business. Whisenhunt (n.d., as cited in Concepcion, 2011) emphasizes that young
entrepreneurs, like student entrepreneurs, should learn how to start small. She states that
a new entrepreneur must start from the bottom to the top and not the other way around.
Such a technique mentioned by Whisenhunt involves doing activities for your business
step by step so as not to put everything you have at hand on high risk. This technique is
very much applicable to student entrepreneurs who often have very idealistic concepts.
They must understand the importance of knowing what to do and what not to do.
Finally, the fifth and last lesson is for an entrepreneur to believe in their capabilities.
Zent (2013) asserts that an entrepreneur should stay positive even though they face
tough situations. There are ups and downs in owning a business, and it is inevitable.
Entrepreneurs should believe in their vision. One should not be afraid of failure for it is
only one of many obstacles an entrepreneur will face on their way to success.
On the other hand, an entrepreneur must have a set of goals with specific
objectives. Objectives additionally give you a system inside on which to work. This tends
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to center your endeavors by helping you decide out activities that won't add to
accomplishing the objectives you've set. The factors to consider in defining your
objectives is income, lifestyle, sort of work, and inner self-gratification (Goal Setting
Just like any entrepreneur, student entrepreneurs also gather their business ideas
from external factors. The most common idea source for business originates from
specific end goal to comprehend what customers need, where they need it, how they
need it, when they need it, and at what cost (How Entrepreneurs Identify New Business
Opportunities, 2018).
Proper time management is also an important feat for any student entrepreneur.
Learning to take good control of your time can improve your ability to focus on things, and
with increased focus comes enhanced efficiency to do the tasks needed to be done,
because you don’t lose momentum. It also stated that good time management skills can
help you accumulate extra time (Appointment Plus, 2018). Having extra time leads to be
engaged in proactive behavior, opportunities and originating action that can be a great
way to solve problems and initiate actions to lessen the burden and workloads of the
(University of Nottingham, 2016) The student entrepreneur can find accurate and
corrective actions that befits the situation instead of rushing the process and not do
People often preconceive that an individual can start a business when he or she
graduates, but the students of this generation prove this stigma wrong (Ji, 2017). Lots of
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student nowadays start up either manage small or large businesses and doing this while
also accomplishing tasks as a student is really challenging on their part. Selecting the
Challenges
Entrepreneurs are expected to face a lot of challenges in the corporate world; this
implies a tough challenge if the entrepreneur is a student, who is getting a degree in the
balancing school with a venture. Owning and managing a business is already a time-
intensive job, so trying to balance the three aspects of one’s life, his/her business, school,
and personal activities, is a major challenge for a student entrepreneur. Students find
themselves trying to please their customers while trying to get good marks at school but
according to a dissertation written by Blajin (n.d), this is the cost that student
business. Furthermore, Venturewell (2016) also establishes that getting funds or capital
is also one of the challenges faced by student entrepreneurs since they are still finding
their way to make and earn money from their hard work.
Yates (n.d, as cited in George, 2011), stated in an interview that students venturing
into the entrepreneurial world battle with fear: fear of failing, fear of losing money invested,
and fear of being embarrassed. Also, Blajin (n.d) points out that people tend to care about
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what other people think about them which also applies to student entrepreneurs as they
are humans too. He stresses that entrepreneurs fear to give it a shot because of the
feedback they might get and to some extent, failing at something may affect the student
psychologically as he/she could think that they do not possess the skills required to be
successful. Yates (n.d, as cited in George, 2011) also mentioned that even if students
can battle this initial fear and decide to push through with their ideas, certain businesses
require financial assistance to get started. With no financial aid, many students tend to
quit their business plans even before they take the first step. To make matters more
business plans and their student life. This because trying to run a small business while
completing assignments and studying for exams entails real perseverance and
Being a student entrepreneur is not easy, thus it is important for any entrepreneur
to stay motivated. Every person will have to face struggles and challenges and they may
use these as a motivation to improve. According to Kirkwood (2009) and Charles and
Gherman (2013), as cited in Fatoki (2014), motivations can be classified under push and
pull factors. Pull factors are those that influence that pull people towards entrepreneurship
and push factors are those that characterized by personal or external factors. Pull factors
are those motivators related to opportunity and superior needs. These include
According to Sugiarto, Samtani, Amaris, Kumar (2014) there are five problems that
student encounter during their entrepreneurship projects. These five problems that
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students face in their business are financial problems, management problems, marketing
the course of his/her venture. According to Eric Gordon (2017), as an entrepreneur builds
his/her brand, he/she should ensure that to put the customers first, offering them with
them quality products and ventures that make them unique compared to their competitors.
An entrepreneur should welcome all complaints and comments and do all the necessary
opportunity to improve. It will give the entrepreneur a chance to evaluate their ways and
should be able to use the feedback to adjust and develop their business (Goodman,
2012).
Synthesis
The related studies presented in this chapter consisted mainly of time and resource
management abilities, strategies and techniques used, the challenges faced by student
entrepreneurs. This chapter started by giving definitions of the two significant key terms
business and the ability to utilize and recognize new opportunities. Additionally, student
to identify different opportunities and develop and operate new ventures to exploit them.
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On the other hand, management is the organization and the coordination of the
activities of business for the achievement of the desired objectives (Management, n.d.).
In this chapter, we, the researchers, recognized three types of management that are
within the scope of the study namely; resource management, financial management and
resources required to deliver the work to be done (Association for Project Management,
n.d.). Finally, time management is the ability to plan and control how to use the hours of
the day to accomplish one's tasks efficiently (Time management skills, n.d.).
The related studies of this chapter are focused on presenting studies that can
provide answers and findings that are close to the possible solutions to the research
study conducted by Anumnu (n.d.) states that an individual’s existing knowledge can help
them develop entrepreneurial skills which consist of management skills. For students,
various skills as they continuously involve themselves in the events of their business.
Additionally, a study conducted by Malolos (2017) states that the importance for
entrepreneurs to have the needed skills must be done while the students are still studying.
while they are attaining a degree in the university. Moreover, Agarwal (2016) asserts that
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to be able to manage one’s business effectively, entrepreneurs must not only possess
the necessary management skills but also should embody characteristics to express
passion for one’s business endeavors. McQueary (n.d) also stated that a successful
entrepreneur must be able to make wise decisions about how he uses his time, continually
Second, we also looked into the strategies that student entrepreneurs utilize to run
their business. According to Zent (2013), there are five lessons that best served her along
her entrepreneurial journey which can simply become a pattern for student entrepreneurs
to create their strategies and techniques. These lessons are namely; staying focused,
building the right team, embracing change, ensuring proper funding and believing in one’s
self.
Third, we looked into the challenges that student entrepreneurs face. According to
Venturewell (2016), there are five important challenges faced by student entrepreneurs
based on the students they’ve interviewed during their Venture Development Training in
the three aspects of one’s life, his/her business, school, and personal activities, is a big
challenge for a student entrepreneur. Also, Venturewell (2016) also establishes that
getting funds or capital is also one of the challenges faced by student entrepreneurs since
they are still finding their way to make and earn money from their hard work. Moreover,
Yates (n.d, as cited in George, 2011), stated in an interview that students venturing into
the entrepreneurial world battle with fear: fear of failing, fear of losing money invested,
and fear of being embarrassed. Also, Blazin (n.d) points out that people tend to care about
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what other people think about them which also applies to student entrepreneurs as they
are humans too. Finally, Sugiarto, Samtani, Amaris, Kumar (2014) presents five problems
that student encounter during their entrepreneurship projects. These five problems that
students face in their business are financial problems, management problems, marketing
In conclusion, the researchers, have noticed that the studies conducted regarding
the management skills of student entrepreneurs chose to delve deeper into the sources
of the student entrepreneurs’ management skills as well as how they were able to develop
such skills. What our study aims to gather, however, is the precise actions of student
entrepreneurs’ management practices. In line with this, we also recognize the fact that
entrepreneurs deal with external factors that they encounter during their business.
Granted that, it is this study’s purpose is to gather the necessary data to give additional
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CHAPTER 3
METHODOLOGY
Research Design
which we utilized the participants’ lived experiences to collect as well as analyze the
comprehensive understanding of the social world by seeking to learn about people's lived
(2011), in gathering data for this kind of research, the researchers collect data, which may
researchers ask general questions that focus on a single idea so that the participants can
provide answers to the questions and freely shape their responses. From this, the
researchers will describe the data using different themes and text analysis and interpret
what the descriptions mean. Reporting this kind of research can be done using a wide
range of formats.
the participants have experienced (Padilla-Díaz, 2015). In this study, we, the researchers,
student entrepreneurs.
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This study made use of the phenomenological research design as it explored the
businesses and the different challenges they face in their lives as both students and
particular phenomenon, the group being the student entrepreneurs (Creswell, 2011).
Research Participants
sample must have the ability to impart important aspects, outlook, and information that
are interconnected to the phenomenon being studied. In this study, the participants were
Ateneo de Davao University’s senior high school and college students. Furthermore, the
participants were chosen through purposive sampling to guarantee that the fundamental
data that the researchers will need will be given as needs be. According to Crossman
a populace and the target of the investigation. Purposive inspecting is otherwise called
judgmental, particular, or abstract examining. Sargeant (2012) states that the sample size
depends on how many can fully inform the researchers about all the relevant factors in
Hadzilias 2011), there should be 5-25 participants in an interview and that these
individuals should have experienced the phenomenon being studied. With all these
criteria given, we, the researchers selected seven student entrepreneurs from Ateneo de
Davao University. This sample size was determined with regards to the availability of the
participants. The student entrepreneurs chosen knew the basics of entrepreneurship and
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had sufficient expertise and experience in entrepreneurship. All these qualifications were
used in selecting the participants to make this study reliable and accurate.
The role that, we, as researchers played in qualitative research was attempting to
access the thoughts, feelings, and experiences of the study participants (Sutton, & Austin,
research by interviewing student entrepreneurs in order to know and identify their skills
and strategies and to be able to understand the different challenges they faced and how
they overcame it. We also obtained more information through interviewing different
and adequately informed them of their participation and role in the study. Additionally,
relevant journals, articles, documents and books were used as supporting literature of
this study. In this manner, the data gathered was the foundation to answer the research
questions. Finally, we reviewed and interpreted the data gathered from the interview to
accomplish the study. Data transcription was done by converting the data gathered into
textual form through the proper utilization of available software to help the researchers
Data Source
There are various ways of data collecting method that are utilized in qualitative
research. However, the most commonly used methods are interviews, observations, and
document review (Creswell, n.d. as cited in Dave, 2013; Data Collection Methods, n.d.).
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individual discussions with a small number of participants to delve into their perspectives
and ideas about a particular subject (Boyce & Neale, 2006 as cited in Interviews, n.d.).
Moreover, there are three different formats of interviews namely: structured, unstructured,
and semi-structured. On the other hand, observations are a systematic data collection
approach where the researchers employ the use of their senses to study people in their
natural environments (Cohen & Crabtree, 2006). The types of observation methods are
participant and non-participant. Finally, document review is a data collection method that
involves going-over existing documents, literature and studies in relation to the subject at
In this study, we, the researchers, used a semi-structured interview as the method
for collecting data from the senior high school and college students of Ateneo de Davao
to the interviewee but allows, us, the interviewer to present follow-up questions. Using
this method, we gathered the live experiences of student entrepreneurs and their
relevant support and literature to the findings of the study. Therefore, this study utilized
Data Collection
In the beginning of this research, we gathered articles, journals, and books that
are related to the management skills of student entrepreneurs. The documents gathered
were from different credible and reliable websites. These documents provided initial
information about student entrepreneurs that can be used for this study. An interview is
the recording and analyzing of the opinions, experiences, beliefs, and ideas of a person
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on a relevant topic which gives a profound insight into the social phenomena (Gill,
Stewart, Treasure, & Chadwick, 2008 as cited in Parveen & Showkat, 2017). In line with
this, we used in-depth semi-structured interviews with the college and senior high
According to Ben McCamon (n.d. as cited in Keene n.d.), semi-structured interviews are
used to collect focused, qualitative data which gives flexibility of an open-ended interview
while still focusing on the topic. The interview was semi-structured and aimed to identify
the participant’s experiences and skills regarding the said study. We, the researchers,
made a set of questions prior to interview. However, we were not restricted to ask follow-
up questions for the interview to appear conversational while making sure to collect
reliable and comparable qualitative data. During the interview, one of us which served as
the interviewer asked the questions and recorded the answers using a phone recorder to
acquire an accurate record of the interview. Thereafter, the data collected was saved for
Data Analysis
The data extracted from the respective respondents was scrupulously analyzed
and subjected to thorough comprehension by us. This was essential in order to find a
management skills that might prove useful for the overall conclusion and context of the
research. It was also important to keep track of this pattern to spot a deviation or an
atypical response that might arouse new ideas and concepts and how it will broaden the
vision for the study. The data was based on the respondents' experience, perspective,
and statement of opinions and was not changed or manipulated in its context. We used
26
a deductive approach which involves using the research questions of this study to analyze
the data more effectively (How to effectively carry out a qualitative data analysis, n.d.).
Moreover, the data collected was analyzed through thematic analysis where we identified
major themes based on the repeating patterns observed from the data gathered.
trustworthiness is an umbrella term for four specific components namely: credibility, which
which refers to the applicability of the study in other contexts; confirmability, which is the
degree of objectivity in the research and dependability, which is the consistency of the
of Lincoln and Guba (1985). Cook and Campbell (1979, as cited in Lincoln & Guba, 1985)
refers to internal validity as “the approximate legitimacy with which we infer that a
relationship between two variables is causal or that the absence of a relationship implies
the absence of a cause.” Granted that, findings are held credible if the research is done
right and if the data collection and analysis method ultimately avoid the confoundment of
the findings. Therefore, we ensured that the references used in this study were validated
by those of authority. The researchers also made sure that the data collection done will
accomplish what it was intended to. Furthermore, we ensured that the data presented in
the study was the exact replica of the raw data gathered. Additionally, analysis of such
27
followed a set of criteria that led to the addition of valuable information relevant to the
study.
validity. According to Cook and Campbell (1979, as cited in Lincoln and Guba, 1985),
external validity is "the approximate validity with which we infer that the presumed causal
relationship can be generalized to and across alternate measures of the cause and effect
and across different types of persons, settings, and times.” With that said, external validity
refers to the applicability of the study to other setting, people, and times. Moreover,
applicable to other contexts (Olivia, 2018). Therefore, in line with the objectives of this
study, we are hoping that the data extracted from this research will provide a pattern for
the study’s future readers to use as a guide in terms of generating more useful
management practices, strategies, and ways to cope up with challenges. We also hope
that such information will not only be applicable to one’s business ventures but also in the
other aspects of his/her life. In this way, the results and findings of this study are relevant
his/her study. In other words, confirmability also refers to objectivity. According to Lincoln
and Guba (1985), objectivity is observed in the study when the right and accurate
methodologies are used to analyze the data. When imperfect methodologies are not
utilized, this can threaten the objectivity of the study. Hence, we assured that no data
manipulation was done in order to make the information favor a positive result for the
analysis of data.
28
Dependability. Dependability is defined as “the stability of data over time, and over
collection and assessment of data (Lincoln & Guba, 1985). Given that no such
manipulation will be done to make the results favor to one side, it is assured that nearly
Ethical Consideration
confidentiality (Trochim, 2006). In this study, we did not force the people to participate in
the research. If they did not wish to participate, they had the right to decline and we did
not use this against them. Second, we considered the principle of informed consent in
which the participants were informed beforehand of all the risks and processes involved
in the research. A formal letter was presented to them, containing all the details relevant
gathering the responses of the participants. We respected any statement given by the
participants and no form of influence was done to manipulate any of the participants’
responses. Third, the participants were not put in situations that can put them at risk of
harm to ensure their safety. We, the researchers, and the participants practiced formality
and respect and effectively avoided any potential physical and psychological risks.
Confidentiality was also practiced by assuring the participants that personal information
about them will not be revealed to the public for the protection of their privacy. Granted
that, we did not record information that were directly related to the participants, which
29
might result to their unintended identification (Understanding anonymity and
confidentiality, n.d.). Rest assured that this study only recorded pure findings and did not
30
CHAPTER 4
Presentation of results
per research question. From the results, several themes and ideas will be interpreted and
discussed. In addition, related literature and the responses gathered from the participants
The first research question of this study is regarding the management practices of
student entrepreneurs. The following tables show the major themes and core ideas drawn
their business and personal lives, and the influences on student entrepreneurs’
management techniques respectively. These tables are then followed by the verbal
heavier
academics
life
31
Proper allocation of the income ● Dividing the income to savings,
percentages
capital
experience in management
her
Prioritizing business activities over other activities. The first major theme
implies that there are student entrepreneurs who prioritize their business-related activities
over their non-business and academic related activities by doing the things necessary for
their business first before doing anything else. This is manifested in the following
priority ko ang business. At the same time, parang like, multitasking gud
32
siya. At the same time I'm doing my business, at the same time I'm doing
both, pero like parang gawin mo pa rin both, pero mas important lang ang
stuff. It’s really like that; they are both important and you need to consider
“I put my business over academics… I make sure that the orders get
delivered and I prepare the right orders and even if that means
(“I put my business over my academics. I make sure that the orders get
academics.”)
well. So in the morning I do acads and in the afternoon when I get home I
check it. I post. I post the products that I sell and then.. yun gina manage ko
33
talaga ang time well ko para hindi gud mag conflict ang aking acads and
well. So, in the morning I do acads and in the afternoon when I get home I
Proper allocation of the income. The major theme on the student entrepreneur’s
financial management is the proper allocation of the income to savings, revolving fund,
and expenses incurred through the course of the business. This is evident in the following
statements:
“Uhm, gina manage ko finances bale 50-50. Yung 50% is dun lang sa
business tapos yung isang 50 is gina hati ko pa sa 20-30. Yung 20% is yun
na ang pambaon ko, yun na ang pamasahe ko, tapos ang 30 kay ibigay ko
other 50%, i divide it further into 20% and 30%. In this way, i can have the
“Sa finances ko, ehh, finance ko... Gina ano ko siya, gina... gina... allot...
May budget ako each ano ko, like, for example, sa finance, sa earnings ng
business ko, ginadivide ko yan siya sa cap, sa capital para makabili ulit ng
34
product, ay ng mga kailangan for the business. Saving. Mag save ako
ako ng bills ko, tapos.. tsaka ano ko, allowance ko like parang panggastos
ko, yang apat na yan, sa capital sa business, sa... tawag nyan, sa pagsave
ko.”
(What I need for the business. Second, I allot money for my savings. Third,
I use part of my earnings to pay the bills because I have bills to pay. Last is
“Well I manage my finances well kasi when I have my profit I divide it by..
don’t sell food, I sell products na useful gud like much useful like shoes,
bags, etc.. to students. So ang finances ko is the profit or the ano ba.. the
separate ang aking allowance sa aking capital so that the capital or profit
two. The bigger amount that I used...wait how to explain this. because I
35
don’t sell food, I sell products that are useful…much useful like shoes, bags,
etc. to students. So my finances are the profit or the capital and the profit
are separated from each other so that the capital or the profit that I will earn
I will use it to buy the products that I sell that my customers buy.”)
Role models. Lastly, the third major theme for the first research question is
especially if they are also entrepreneurs themselves. This can be observed in the
following statements:
“Well I got it from my mom kasi my mom started this business. She told me
na “nak why not use..why not be like me, why not sell to your classmates?”.
(“Well I got it from my mom because my mom started this business. She
told that why not to be like her and why not sell to my classmates. So I got
“Ano lang sya mag yang parang experience like parang trial and error lang
talaga sya kasi at first kay ano lang man yan parang ma ano mo lang gud
other strategies. Ang maka-influence din sakin kay mom ko, kay si mama
36
din kasi kay, may office tas naga business and may sidelines so parang ano
(“I honed my management technique with experience. It’s just trial and error
because at first, you will be the one to figure things out, like, for example,
“Oh, it needs to be done like this”. When I did something and it did not work
because she has an office, has a business, and has her own sidelines so
“Yung nag influence sakin is yung mama ko kasi yun nga naga bantay siya
samin nung bata pa kami tapos yang may tindahan tapos may ano pa, siya
ang naga manage ng pera sa bahay. Nung nakita ko yung pano niya
ibalance ang pera para sa pamilya at yung pera para lang sa business.”
(“My mother influenced me the most. When we were younger, she was the
one who managed our store and even today, she manages the money for
our family. From her, I learned how to divide the money for personal use
The second research question of this study pertains to the strategies done by
student entrepreneurs in running their business, the considerations they take in relation
to their business, how they handle the external factors that they encounter during the
course of their venture, and whether they pattern their strategies from other
37
entrepreneurs. The following tables present the major themes of the subtopics
respectively.
it
responsibilities
to avoid loss
38
● Buy ready-made products and sell
it
External considerations. The first major theme for the second research question
indicates that student entrepreneurs take various considerations in their personal life as
well as other aspects of their lives before they venture fully into their business. Moreover,
student entrepreneurs also consider the demands that the product has, as well as the
“Well since yun nga student-friendly, dapat yung price ko…so I consider my
dapat like ma afford lang nila and yun nga yung products na gina-sell ko is
useful gud sakanila and need nila para they will find time or will have
products that I sell are useful to them, to the point that they need it so that
“I consider targeting my goals for the month and making sure I hit them by
(“I also consider targeting my goals for the month and making sure I reach
39
Additionally, Participant 7 also mentioned:
hours talaga siya.. during class hours or lunch break.. kung nasestress na
(“I usually sell chocolates during class hours and lunch break only.”)
Activity rather than passivity. This major theme refers to the strategies that
student entrepreneurs do in order to overcome the external factors that they face
throughout the course of their business. Such external factors often refer to the things
that they encounter in their external environment, like the demands of their customers as
well as the demand of their business in their personal lives. Student entrepreneurs often
choose to take actions to respond to these external factors rather than simply ignoring
“Ah ganyan… same ng ginabenta… like ano… you improve more on your
business, find… find ways to.. to make your business unique, make.. make
your product more unique to the other.. other competitors like maggawa ka
ng pakulo, like ano, tatlo.. tatlo ten, mga ganyan tapos ano din.. pasarap-
mas pasarapin mo tsaka… and your ano.. convincing skills.. sales per-
(“Improve more on your business, Find ways to make your business unique.
Make your product more unique than other competitors. For example, make
gimmicks, like “buy three for ten pesos”. Make it more delicious and practice
40
Participant 4 also stated that:
“Syempre dapat naa man jud kay own strategy jud pero naa man jud nay
strategy kay di man jud na siya maiwasan nya ikaw mangita lang jud kag
(“There are times that we really can’t avoid having the same strategy with
our competitors. You just really have to find ways to make your strategy
“I make sure to pay attention in class so I don’t have to study so much when
there are academic activities that need to be done. In my business, I just try
to be a firefighter and look for solutions when there are problems instead of
(“In my business, I just try to be a firefighter and look for solutions when
considerations that they take in their day-to-day lives for their businesses. Student
entrepreneurs who make their products out of raw materials often estimate the number
of products they will produce for that specific period of their business. However, student
entrepreneurs who do buy and sell still need to estimate the number of products they will
41
“Kuan lang.. tama tama lang gyud.. munchkin tapos chichacorn. Oh ako
nagagawa, ako nagagawa tas kanang chichacorn ginakuan lang nako buy
(“I sell munchkins and chichacorn. I make the munchkins and then sell it. I
buy the chichacorn, repack it, and then it’s ready to be sold.”)
“I have people who make my munchkins for me but I’m the one who delivers
client on that day and I don’t have any quiz or an exam that day then I would
(“I have people who make my munchkins for me but I’m the one who
if there’s client, I can plan properly how I’m going to attend to that client.”)
“Kanang chichacorn ginakuan lang nako buy and sell.. yung ganun ba..
repack repack.”
(“I buy the chichacorn, repack it, and then it’s ready to be sold.”)
Finally, the third research question of this study is concerned with the challenges
faced by student entrepreneurs. The tables below will present the major themes and core
ideas gathered regarding the types of challenges faced by student entrepreneurs, how
they cope with these challenges, what motivates them to get through these challenges,
42
the criticisms they face during the course of their business and how they overcome these
criticisms accordingly.
management
● An opportunity to think of
business
journey to success
43
Balancing school with venture. Student entrepreneurs are still students; hence
they also have their academics to focus on aside from their business. Because of the
demands of these two different aspects in their lives, they often find it a challenge to
balance school with their business venture. This can be observed in the following
statements:
“Challenges kay ano… yung minsan ano.. yun nga hindi mo mauna ang
academics mo.. so at risk talaga ang academics mo pag nasa student.. pag
ano ka din gud.. like academically.. parang bright ka din ba kay para ma
ano mo.. kahit.. kahit.. kahit konti na lang ang time mo, mabilis ka
challenge mo na.. tsk.. yang customers mo.. paano mo sila ma ano.. paano
parang sa.. yung parang ginasnob ka lang gud nila ganyan.. tas challenge
din ang competitors mo.. tsaka challenge din ang.. ang sa self mo.. kung
1)
highly at risk. You must be really good in balancing… Your customers and
44
matakot ka na nagabenta ka, madaming factors dun. So yun yung mga first
yung time ko na magstudy and yang naga review-review lang ng ano. Sige,
sabay-sabay na!”
rule, like being scared a teacher will see you selling and that might get you
time between studying and reviewing for the day and actually selling my
product.”)
throughout their business and they often choose to use these challenges as their
motivation not only to improve their business but also a way to improve themselves. This
face these challenges because it will make me to become better gud. Better
na ako.” (Participant 5)
individual, a better student entrepreneur so I’m looking forward for that time
45
This is also evident in the statement of Participant 2:
(“Through innovation and you must think of other ways that are preferred by
many.”)
face these challenges because it will make me to become better gud. Better
na ako.”
better student entrepreneur so I’m looking forward for that time when I will
indicates that student entrepreneurs face criticisms throughout the course of their
business. However, student entrepreneurs often take responsive actions that are positive
to these criticisms which is another way to improve their business. This is evident in the
following statements:
“Oo, mu-ingon sila na “hala gamaya ana uy”, “cute lagi kaayo”, like, “hala,
piso lagi na”. Uhm somehow okay lang man na i-critic nila. Pagmaka, yang
makarinig kasi ako ng mga violent reaction, yun yung lakas mo para mas-
46
iimprove mo pa gud yung product mo, para, oo, bahalag, dati, first yung
munchkin ko is gi improve ko siya into cubes. Mura siyag vita cubes. Wala,
instead of circles.”)
“Oh syempre naa man jud nay ing ana jud. Nay uban na muingon na ay “te
gamay lagi ni siya te” ana, naay uban na “te lahi na lagi ang kuan te lasa
ani” ana or naa man guy uban na kuan kanang.. mutan-aw sa.. how looks..
uhh.. looks sa product tapos dili pud na siya maiwasan kay ang importante
maquality.. maka.. maquality pa ninyo siya and mas ma.. unsa ni.. mas
(“We really can’t avoid criticisms in this type of field. Some students
question as to why my munchkins are small, why it tastes weird and all.
There are people who tend to look at the appearance of the product and
47
In addition, Participant 5 also mentions:
and just look for another alternative way to face or to meet their needs gud
yun lang.”
(“Just be positive from all the negative responses that they said and just
look for another alternative way to face or meet their needs. That’s it.”)
48
CHAPTER 5
This chapter will discuss the major themes and core ideas extracted from the
responses of the student entrepreneurs throughout the course of the interview. The
themes and ideas are presented with the accurate related literature.
The first research question of this study aims to gather information regarding the
compromised, the management practices they to manage their finances, how they
balance their business and personal lives, and what influences their management
techniques. The follow themes are presented with related literature that are relevant to
this study.
(2011), prioritizing helps the person identify the most important tasks and guide him or
her in moving closer towards his or her goals. Prioritizing is also one effective way to
make sure that deadlines are met without having to handle so much stress. Entrepreneurs
often fail at effective prioritizing because they do not see the bigger picture, the end goal
During the interview with the participants, the researchers discovered that student
business activities over other activities, such as academic activities, in their lives.
49
Proper Allocation of Income. Financial management is the management of the
controlling, and monitoring of financial resources for the achievement of goals and
financial management is very essential since they mostly have limited resources.
In the interview, most of the participants focused more on allocating the income
properly to ensure the continuance of their businesses. They break down their profit into
Agarwal (2016) states that two of the many skills that entrepreneurs should
possess are the ability to use limited resources and to manage money effectively. These
two go hand-in-hand since income can be the new source of capital for the business,
students with role models found themselves thinking that creating a business is more
probable as opposed to students without role models. Additionally, the students mostly
nominated their family members as their main role models, followed by the students’
In the course of the interview, the participants expressed that their management
techniques were mostly influenced by their parents, particularly their mothers. Their
50
The occupations of the parents have a major and direct influence on the students’
desire to become an entrepreneur. Parents who own business give their children
encouragement to start and manage their own business (Prabhu and Thomas, 2014).
Thus, they are considered to be the main influencers and drivers of students’
management practices.
The second research question of this study aims to gather information on the
they take in relation to their business, how they handle the external factors that they
encounter during the course of their venture, and how other entrepreneurs impact their
strategies.
External considerations. One should always keep in mind that they should
remember their vision and mission and stay on course (Strategy, n.d.). Objectives
additionally give you a system inside on which to work. This tends to center your
endeavors by helping you decide out activities that won't add to accomplishing the
objectives you've set. The factors to consider in defining your objectives is income,
lifestyle, sort of work, and inner self-gratification (Goal Setting Definition - Entrepreneur
In the interview, most of the participants said that they consider defining their target
goals in order for them to only perform efforts which are relevant. They consider their
lifestyle, money, time, preferences, and passion when it comes to reaching goals for their
business.
51
The most encouraging idea source for business originates from customers and
goal to comprehend what customers need, where they need it, how they need it, when
they need it, and at what cost (How Entrepreneurs Identify New Business Opportunities,
2018).
In the course of the interview, the participants expressed the importance of their
customers’ preferences when it comes to defining their product. They said that they need
to make sure that the kind of product they are selling and its price must fit the customers’
preferences.
Activity rather than passivity. Learning to take good control of your time can
improve your ability to focus on things, and with increased focus comes enhanced
efficiency to do the tasks needed to be done, because you don’t lose momentum. It also
stated that good time management skills can help you accumulate extra time
During the interview, the participants said that they focus on things one at a time
in order to have extra time and spend it for business and other purposes.
originating action that can be a great way to solve problems and initiate actions to lessen
the burden and workloads of the student entrepreneur. It helps to produce imaginative or
unique response to a problem. (Problem solving and initiative, 2016) The student
entrepreneur can find accurate and corrective actions that befits the situation instead of
52
Estimated quantity of production. People often preconceive that an individual
can start a business when he or she graduates, but the students of this generation prove
this stigma wrong (Ji, 2017). Lots of student entrepreneurs nowadays either manage
small or large businesses. Doing this while accomplishing tasks as a student is really
challenging on the part of the student entrepreneur. Selecting the right manufacturer and
maker will save a student entrepreneur from a tremendous amount of headache (Hann,
2012).
During the interview, one of the participants stated that it is better to Iet other
people make or supply the products for you since it demands less amount of time and
effort.
A student can also have access to a vast network that can help in running and
maintaining the business. Students have the amenity downtime and they must take
advantage of this situation while they can. It can be a big help to the growth of the
The third research question of this study concerns the challenges faced by student
entrepreneurs. The major themes and core ideas discussed in the following paragraphs
are regarding the types of challenges faced by student entrepreneurs, how they cope with
these challenges, what motivates them to get through these challenges, the criticisms
they face during the course of their business and how they overcome these criticisms
accordingly.
53
Balancing school with venture. According to Venturewell (2016), there are five
One of these challenges includes balancing school with venture. Owning and managing
a business is already a time-intensive job, so balancing the three aspects of one’s life,
his/her business, school, and personal activities, is a huge challenge for a student
entrepreneur. Students find themselves trying to please their customers while trying to
get good marks at school but according to a dissertation written by Blajin (n.d), this is the
cost that student entrepreneurs take upon themselves in order to convert an opportunity
stated that a student entrepreneur's academic performance is at risk since they need to
balance their school and venture. Being a student entrepreneur is not easy especially
when you need to focus on both your business and your studies. Student entrepreneurs
should figure out which is more important to focus on. Figuring out which one is more
important is hard because when one is a student entrepreneur, both academics and
business are a priority since they need to study and earn money at the same time.
plans and their student life. This because trying to run a small business while completing
assignments and studying for exams entails real perseverance and determination (Yates,
54
Motivation to improve. Being a student entrepreneur is not easy. You have to
face struggles and challenges and use this as a motivation to improve. According to
Kirkwood (2009) and Charles and Gherman (2013), as cited in Fatoki (2014), motivations
can be classified under push and pull factors. Pull factors are those that influence that
pull people towards entrepreneurship and push factors are those that characterized by
personal or external factors. Pull factors are those motivators related to opportunity and
superior needs. These include independence, personal growth, self-fulfillment, and social
status.
In the course of the interview, the participants stated that challenges as a way to
improve oneself and it gives you the opportunity to become a better student entrepreneur.
It helps you think of ways to solve problems differently and look for alternatives.
Challenges as a part to reach your goal mainly earn profit which enables you to
achieve financial stability. According to Islam (2012) and Charles and Gherman (2013),
as cited in Fatoki (2014), push factors are also those motivators that are characterized by
personal or external factors which include the need to support the family with additional
income.
During the interview, the participants stated that challenges help you reach the
goal of financial stability. It helps lessen the burden of student entrepreneurs especially
their parents. It is one of the process of becoming a successful student entrepreneur who
as an entrepreneur builds his/her brand, he/she should ensure that to put the customers
first, offering them with them quality products and ventures that make them unique
55
compared to their competitors. An entrepreneur should welcome all complaints and
During the course of the interview, a participant stated that he/she faced criticism
need to learn from experience. By doing this, it helped him/her to realize the necessary
give the entrepreneur a chance to evaluate their ways and be creative in creating new
and balancing their business with their personal lives. In line with this, the major
contribution of this study to our chosen research agenda is that it provides much needed
information about student entrepreneurs in the modern social and economic world,
making it timely and relevant in this time where student entrepreneurship is regarded as
a widely accepted and rapidly evolving phenomenon. Furthermore, since this research
offers new information, the content of this research can aid future researchers with the
same agenda and guide them in exploring more aspects of student entrepreneurship.
56
Implications on ABM education
introduced to students. ABM-related subjects focus more on preparing the students for
their future as business professionals, but they do not dwell much on what the students
can do at the present time. Accordingly, this research can help create a new topic within
the strand that focuses on student entrepreneurship and the management and strategies
it entails. This new topic can inspire students to start their own businesses and help them
57
Concluding remarks
As ABM learners, this study has impacted us in an eye-opening way. This study
has become an instrument for us to see the other side of the coin and evaluate our own
management techniques in a broader context. Furthermore, this study has become way
for us to further understand the struggles being faced by student entrepreneurs especially
with major considerations for their personal and business lives. The interview done to the
participants made us realize that the business that student entrepreneurs are committing
to is not just a means of extra income for them but rather a bridge for them to build a
In this study, we, the researchers, have discovered that student entrepreneurs
from Ateneo de Davao University have common management practices, strategies and
ways to overcome challenges, regardless of the unit that they belong to. We also
discovered that student entrepreneurs often prioritize their business over other activities
in their lives. They are highly influenced by the people around them, especially those who
are also committed to business activities. Most of the student entrepreneurs have role
models in running their business, with majority of the study’s participants being influenced
by their parents.
effectively allocate their income. Student entrepreneurs also have common strategies in
running their business. Student entrepreneurs take different kinds of considerations but
commonly, they consider the alignment of the nature of the business with their lifestyle.
Moreover, they also consider the demands and needs of their customer and how they
58
can respond to these demands. Student entrepreneurs would also choose to maximize
their time properly and make use of it to produce productivity for their business. In
addition, student entrepreneurs also find challenges with the balancing their time properly
and facing criticisms throughout the course of their business. However, they overcome
59
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5 September 2018
Good day!
We, the researchers from Grade 12-Anchieta of the ABM strand, are currently conducting a study
entitled, "A Qualitative Inquiry on the Management Skills of Student Entrepreneurs". The purpose
of this study is to know the different aspects that student entrepreneurs consider to effectively
manage their business, to know how they balance running their business with their other activities,
and to know the difficulties they face and how they overcome such challenges. The participants
of this study were selected through purposive sampling. Furthermore, the participants can benefit
from this study in such a way that they can incorporate the findings into their own management
practices.
In line with this, we would like to ask for permission to conduct an interview with Senior Highschool
and college students from Ateneo de Davao University to gather all the necessary information.
For your convenience, attached herewith are the interview guide and the informed consent. Rest
assured that this study will observe ethical consideration standards in interviewing the
participants. Also, we assure you that we will not force the participants to participate in our study
and instead, they will just be encouraged to voluntarily participate. Should this study merit your
approval, you may contact Yumilcka Rafhaella M. Beluan, Grade 12 ABM Learner and lead
researcher, in Room F510 or through her phone number, 0948 854 9654.
Thank you.
Respectfully yours,
Noted by:
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Greetings, Participant!
We, the researchers from the ABM strand, are currently conducting a study about the
Management Skills of Student Entrepreneurs. The study aims to investigate the different aspects
that student entrepreneurs consider to manage their businesses and other activities efficiently. In
addition, it is this study’s goal to produce relevant information in relation to management skills of
student entrepreneurs for students, teachers, the school, and future researchers to use as a
reference and guide for their future endeavors.
We would like to ask for your participation in the interview which will involve asking you about
your personal experiences on managing your business and balancing it with your other activities.
Your participation in this study is not obligatory but entirely voluntary, meaning, we will respect
your decision if you decline from participating. In the circumstance that you do not wish to
participate anymore in the said study, your data will immediately be excluded. Data may be
published in any form of published documents, rest assured that your identity will remain
anonymous.
If you have any queries concerning the research study, please contact 09488549657 or email at
yamsters.yb@gmail.com
The research has been verified and approved by the Ateneo de Davao University Senior High
School’s Assistant Director for Academics and research studies. Thank you for your kind
cooperation!
Note: Only former and current student entrepreneurs are allowed to participate in the interview.
(complete name)
____________________ ________________________
(Signature) (Date)
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INTERVIEW GUIDE
Date Interviewed:
I. Socio-Demographic Profile
Name (Optional):
Address:
Age:
Sex:
Date of Birth:
Civil Status:
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3. What motivates student entrepreneurs to face these challenges?
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