The Study of Students Entrepreneurial Orientation According to the Knowledge, Attitude and Entrepreneurial Capabilities

JOURNAL OF APPLIED SCIENCES RESEARCH ISSN: 1819-544X Published BY AENSI Publication EISSN: 1816-157X http://www.aensiweb.com/jasr 2016 March; 12(3): pages 106-111 Open Access Journal The Study of Students Entrepreneurial Orientation According to the Knowledge, Attitude and Entrepreneurial Capabilities Tayebeh Mohammadinia Department of Social Sciences, Payame Noor University, PO BOX 19395-3697, Tehran, Iran. Received 2 February 2016; Accepted 29 February 2016; Published 25 March 2016 Address For Correspondence: Tayebeh Mohammadinia, Department of Social Sciences, Payame Noor University, PO BOX 19395-3697, Tehran, Iran. Copyright 2016 by authors and American-Eurasian Network for Scientific Information (AENSI Publication). This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ ABSTRACT In the present study we investigated entrepreneurial orientation among Payame Noor and Islamic Azad Universities students and its related factors. The research was quantitative and it was conducted using survey techniques. This study was applicable in terms of objective and descriptive and survey in terms of data collection method. The population consisted of students of Abadeh Branch, Payame Noor University (PNU), and Abadeh Branch, Islamic Azad University (IAU), Fars province, in academic year 2014-2015. The sample of 338 people for Payame Noor University, 340 people for Islamic Azad University, and a total of 678 students were selected using the Lin table. The findings showed that the variables of entrepreneurial capabilities and parental educational level had a strong positive correlation with entrepreneurial activities orientation. Entrepreneurial awareness, entrepreneurial attitude and entrepreneurial capabilities had a direct positive correlation with entrepreneurial activities orientation, this means that by increasing entrepreneurial awareness, we can expect that the orientation of students to entrepreneurial activities is increased. Also, by enhancing their attitude towards this issue, we could improve orientation of students of these universities towards creative and new activities by identifying the entrepreneurial capabilities of them. Stepwise multiple regression analysis showed that entrepreneurial attitude, entrepreneurial awareness and entrepreneurial capabilities can determine and predict more than 50 percent of changes in entrepreneurial activities orientation. KEYWORDS: Entrepreneurial capabilities; Attitude towards entrepreneurship; Awareness of entrepreneurship; Trends in entrepreneurial activities INTRODUCTION With the huge changes occurred in the innovative technologies, the industrial age society gradually was replaced by a society that is based on knowledge and information, namely information society. Due to the huge changes occurred in this era (the information era), like the digital revolution, the internet revolution, now we are experiencing the third revolution, i.e. entrepreneurial revolution, that has played a significant role in development of the developed countries. Entrepreneurship is a complex process influenced by various personality, social, cultural and economic factors [1]. Although this field has gained a special position as an academic discipline, but academic institutions in our country has not paid much attention to it in recent decades [2]. Clark (2004) believes that entrepreneurial universities which are able to combine managerial and professional values are the dynamic universities in the new millennium [3, 4]. Preparations for entrepreneurship should not be done after graduation, but it is required to provide the necessary preparations and barriers be ToCite ThisArticle: Mohammadinia, T., The Study of Students Entrepreneurial Orientation According to the Knowledge, Attitude and Entrepreneurial Capabilities, 2016. Journal of Applied Sciences Research. 12(3); Pages: 106-111

107 Mohammadinia, 2016/Journal of Applied Sciences Research. 12(3) March 2016, Pages: 106-111 overcome during the study process. Creation of entrepreneurial attitudes in students is a necessary condition for emergence of entrepreneurial behavior. Literature review and theoretical foundations: In Noori study, more than 65 percent of the students had a little knowledge about the concept and process of entrepreneurship and this knowledge was low in all areas of Human Sciences. More than 93 percent of professors believed that there is a need for entrepreneurship education in the Human Sciences [5]. Fakhraie (2009) showed that students' awareness and understanding of entrepreneurship is less than expected, and about half of them are not familiar with the concept of entrepreneurship properly[6]. The average score of entrepreneurial orientation was relatively satisfying and more than half of the students believed that Payame Noor University can provide the necessary training in the field of entrepreneurship. Parental educational level, reading books and articles about entrepreneurship and interest in entrepreneurial are the variables significantly correlated with the students entrepreneurial orientation. Movahedi et al. (2010), argued that students who work have higher entrepreneurial spirit[7]. Hezarjaribi and Ebrahimi indicated that there is a significant difference between genders in terms of the average entrepreneurial spirit and men have higher average entrepreneurial spirit than women [8]. The results obtained from factor analysis in Arabion et al. (2011) study showed that occupational preferences, family and personal utility, social efficiency, social position, economic incentives and entrepreneurial spirit determined 68.33% of changes in students' entrepreneurial orientation [9]. In Keshavarz research, public attitude, entrepreneurial attitude, self-efficacy and entrepreneurial experience were the main factors affecting entrepreneurial intention of engineering, business and management students, and entrepreneurial intention of students from other disciplines was determined through public attitude, self-efficacy and subjective social norms [10]. The methodology of studies on entrepreneurship has changed over time [10]. In the early decades of entrepreneurship research, the researchers emphasized on personality dimensions. McClelland has tried to achieve the unknown relationship presented by Max Weber in The Protestant Ethic and the Spirit of Capitalism" through experience. More precisely, "McClelland" believes that there are three requirements in humans: the need for success or achievement, need for power and emotional need or a sense of belonging [1]. Various features of entrepreneurs have been considered in different studies. Collins et al. (1964) emphasized on an unconscious desire and condition factors in decision making. Different researchers emphasized on different aspects: Router on internal control (Jennings, 1983), Brockhaus (1980) on risk-taking, Fry (1933) on autonomy, Peter Drucker (1985) and Fry (1933) on creativity, and Jennings, (1994) on the tolerance of ambiguity. On the other hand, the effects of behavioral approach on environmental factors of the behavioral characteristics of a person including personal backgrounds and experiences are also considered in entrepreneurship studies (Vandororf and Brush, 1989). In addition to personality traits, a wide range of other features such as age, education, family, childhood and experimental factors including the role model acceptance, job dissatisfaction, and dismissal are also considered in this perspective. In general, these features have been studied as demographic characteristics in two categories of empirical characteristics and background. At first, some of the most important features, and then different perspectives and models presented for the entrepreneurial process will be explained[1]. Methodology: The present study was applicable in terms of objective and descriptive and survey in terms of data collection method. The population consisted of students of Abadeh Branch, Payame Noor University, and Abadeh Branch, Islamic Azad University, Fars province, in academic year 2014-2015. The sample of 338 people for Payame Noor University, 340 people for Islamic Azad University, and a total of 678 students were selected using the Lin table[11]. The main research tool was a questionnaire consisting of several parts: individual and family characteristics (gender, father's educational level, mother's educational level, etc.), entrepreneurial capabilities and features (18 items) including optimism about the future career and education (3 items), the ability to communicate with others (3 items), autonomy in doing things (3 items), the talent for doing new and innovative things (3 items), sense of responsibility (3 items), risk-taking (3 items), self-confidence (3 items), having the purpose and goals in life (3 items), and the ability to use life opportunities (3 items). The variable of entrepreneurial awareness was measured with five items, entrepreneurial attitude was measured with eight items, and entrepreneurial orientation was measured with nine items. The Cronbach's alpha coefficient was used to determine the reliability and internal consistency of items. This coefficient was different for the main variables. The Cronbach's coefficient was equal to 0.75, 0.80, 0.86, and 0.70 for awareness, attitude, entrepreneurial capabilities and entrepreneurial orientation, respectively, which represent the reliability of the research tool.

108 Mohammadinia, 2016/Journal of Applied Sciences Research. 12(3) March 2016, Pages: 106-111 Results: Descriptive analyses show that 9.8% of the PNU students had low entrepreneurial capabilities and the other 90.2% had the moderate and high entrepreneurial capabilities. However, in the Islamic Azad University, 8.5 and 91.5 percent of students had low, and moderate and high entrepreneurial capabilities, respectively. 39.3% of the PNU students and 44.4% of the IAU students had low entrepreneurial awareness, 43.3% of the PNU students and 25.9% of the IAU students had moderate entrepreneurial awareness, 17.5% of the PNU students and 29.7% of the IAU students had high entrepreneurial awareness. 42% of the PNU students and 25% of the IAU students had moderate entrepreneurial attitude, and 13.3% of the PNU students and 21.5% of the IAU students had a positive attitude towards entrepreneurial activities. 58.6% of the PNU students and 58.2% of the IAU students showed a good orientation towards entrepreneurial activities, and 27.8% of the PNU students and 18.2% of the IAU students showed great orientation towards entrepreneurial activities. The Pearson correlation coefficient was used to investigate the correlation of entrepreneurial capabilities and parental educational level with entrepreneurial activities orientation. According to the results (Table 1), features and capabilities including communication, autonomy, innovation, responsibility, risk-taking, selfconfidence, having purpose, opportunism and father's educational level were correlated with entrepreneurial activities orientation at 99% level. While, optimism and mother's educational level were correlated with entrepreneurial activities orientation at 95% confidence level. Table 1: Pearson's correlation coefficient between the capabilities of entrepreneurship, parental education and trends in entrepreneurial activities Variables Entrepreneurial orientation SIG Optimism 0.097 0.012 Independence of action 0.129 0.001 Connecting 0.182 Innovation and creativity 0.239 Accountability 0.128 0.001 Risk Appetite 0.141 Self Confidence 0.167 Having a goal 0.260 Opportunism 0.222 Father Education 0.111 0.004 Mother Education 0.096 0.012 Entrepreneurial orientation 1 The Pearson correlation coefficient was used to investigate the correlation of entrepreneurial awareness, entrepreneurial attitude, and entrepreneurial capabilities with entrepreneurial activities orientation. The results (Table 2) indicate that all the three variables were correlated with entrepreneurial activities orientation at 99% confidence level. This means that by increasing entrepreneurial awareness, we can expect that the orientation of students to entrepreneurial activities is increased. Also, by enhancing their attitude towards this issue, we can improve orientation of students of these universities towards creative and new activities by identifying the entrepreneurial capabilities of them. Table 2: Pearson's correlation coefficient between knowledge and attitude towards entrepreneurship, entrepreneurial capabilities and trends to entrepreneurial activities Variables Knowledge Attitude Entrepreneurial capabilities Entrepreneurial orientation Knowledge 1 Attitude 0.917 Entrepreneurial 0.131 capabilities 0.001 Entrepreneurial 0.574 orientation 1 0.165 0.698 1 0.248 1

109 Mohammadinia, 2016/Journal of Applied Sciences Research. 12(3) March 2016, Pages: 106-111 Fig. 1: Research model: the main variables affecting to the entrepreneurial orientation Statistical analysis: The stepwise regression test was used in the present study. The regression model of the students entrepreneurial orientation indicates that the regression analysis was conducted in three steps. The entrepreneurial attitude was the first variable entered into the regression model. The results show a good correlation between this variable and students entrepreneurial orientation. In the first step, the coefficient of determination was equal to R 2 =0.488. In the second step, by entering the variable of entrepreneurial awareness, the coefficient of determination became equal to R 2 =0.515 and in the third step, by entering the variable of entrepreneurial capabilities, the coefficient of determination became equal to R 2 =0.531. The value of F is significant, which indicates that these three variables can determine and predict more than 50 percent of changes in entrepreneurial activities orientation. Table 3: Elements and variables in the equation for predicting the trend of entrepreneurship Level Variables B Beta T Significance level R 2 1 Attitude 1.140 1.039 15.633 0.488 2 Knowledge -0.556-0.395-5.970 0.515 3 Capability 0.066 0.128 4.786 0.531 Sig = F = 254.004 Discussion And Conclusions: Various variables were considered in the present study including entrepreneurial awareness, entrepreneurial capabilities and entrepreneurial activities orientation of students. In entrepreneurial capabilities dimension, different factors derived from various perspectives and theories were also considered. The results showed that more than 90% of the PNU and the IAU students had good entrepreneurial capabilities. More than 50% of them had great entrepreneurial awareness and more than 50% of them had good entrepreneurial orientation. The results obtained from the static analysis of hypotheses showed that by increasing the risk awareness of entrepreneurship, entrepreneurial orientation is reduced. However, when this variable is considered together with entrepreneurial capabilities and entrepreneurial attitude, it can predict more than 50% of the changes. Entrepreneurial attitude has a direct positive correlation with entrepreneurial orientation. This result is not consistent with the results obtained by RahmanianKooshki et al., (2012), [12] but is consistent with the results obtained by Barani (2010), [13] who examined entrepreneurial orientation, Ghiasi (2015)[14], Yadegar et al. (2012a), [15] and JafariMoghadam and Etemadi (2009), [16]entrepreneurial features and capabilities was the next examined variable which showed a direct positive correlation with entrepreneurial orientation. This result is consistent with the results obtained by Yadegar et al. (2012b), [17]Baghersad et al. (2012),[18]Rostami et al. (2011), [19]and JafariMoghadam and Etemadi (2009), [16]. Among the variables related to family and background, parental educational level was taken into account that showed a positive correlation with entrepreneurial orientation and indicated the importance of family and environmental factors in entrepreneurial orientation. However, these variables showed a negative effect in Kordnaeish et al. (2014), [20].

110 Mohammadinia, 2016/Journal of Applied Sciences Research. 12(3) March 2016, Pages: 106-111 The studies show that entrepreneurship can be educated and enhanced. Entrepreneurship training includes various experiences that help people to use the available different opportunities. Management science theorists who study entrepreneurship technical aspect, believe that entrepreneurship can be taught in a classroom. So, entrepreneurship becomes one of the most important and most extensive activities of the universities. Undoubtedly, universities and higher education institutes are the most important entrepreneurship development resources in the country. The key role of universities in the development of entrepreneurship has caused that various countries develop entrepreneurship through their higher education system and design and implement long-term, medium-term and short-term plans. REFERENCES 1. AhmadpuorDariani, M., 2008. Entrepreneurship (Definitions, Theories and Models). Eighth Edition. Publisher Jajarmi. Tehran, Iran. 2. Alavi, M. and S.A. Haddad Sabzevari, 2003. Creativity and Innovation in Universities. Abstract of Forty- Fourth Session of the Heads of Universities and Scientific Research Centers. Institute of Research and Planning in Higher Education. Thran. Iran. 3. Clark, B.R., 2004. The Entrepreneurship University Demand and Response: Theory and Practice. Tertiary Education Management. 22. 4. Shahande, M., 2009. Academic Entrepreneurship Training (Genesis and Challenges). The First Conference in Entrepreneurship and Society. Maragheh, East Azarbaijan, Iran. 5. Noori, Z., 2009. Evaluation of the HormozganPayame Noor Students Knowledge about the Concept and Process of Entrepreneurship and Providing Educational Strategies for Increasing Knowledge in the Field of Entrepreneurship. The First Conference in Entrepreneurship and Society. Maragheh, East Azarbaijan, Iran. 6. Fakhraie, S., 2009. Study Social Consciousness and Attitude of Students about Entrepreneurship. The First Conference in Entrepreneurship and Society. Maragheh, East Azarbaijan, Iran. 7. Movahedi, R., A. Yaghoubi Farani, M.R. Khodaverdian and S. Zarei, 2010. Evaluation of entrepreneurial spirit in agricultural students and ways to improve entrepreneurship education. Journal of Agricultural Extension and Education Research, 3(11): 65-82. 8. Hezarjaribi, J. and M. Ebrahimi, 2010. Study and Comparison of between Characteristics of Entrepreneurial Organization Employees (Men and Women) and Job Satisfaction. Journal of Applied Sociology, 21(4): 1-18. 9. Arabion, A., G.H. AbdollahZadeh and A. Sharif Zadeh, 2011. "Determine the Factors Affecting on Students' Entrepreneurial Orientation." Quarterly Journal of Economics and Modern Business. (17 and 18): 138-157. 10. Keshavarz, M., 2014. Reviews of Entrepreneurial Intention in Payam Noor Students and Structures Affecting on It. Entrepreneurship Development., 7(3): 529-548. 11. Lin, N., 1976. Foundations of Social Research. New York: McGraw-Hill Book Company. 12. RahmanianKooshki, M., M. Chizari and A. Mohammad Havasi, 2012. Study of Factors Affecting On Students' Entrepreneurial Intentions in Ilam Islamic Azad University. Entrepreneurship Development., 4(15): 125-144. 13. Barani, S., K. Zarafshani, S. Delangizan and S.M. Hosseini Largani, 2010. Influence of Entrepreneurship Education on Entrepreneurial Behavior in Kermanshah Payame Noor Students: Structural Equation Modeling Approach. Journal of Research and Planning in Higher Education., 16(3): 85-105. 14. Ghiasi, A., 2015. Study the Styles of Problem Solving and Entrepreneurial Intention (Case Study: Students of Agriculture and Natural Resources, Zabol University). Entrepreneurship Development., 8(1): 139-158. 15. Yadegar, N., A. Bazargan and N. Faghih, 2012a. The Process of Forming Social Entrepreneurial Initiatives: the Case of Grounded Theory. Entrepreneurship Development. 14. 16. JafariMoghadam, S. and K. Etemadi, 2009. Comparative Evaluation of Students' Entrepreneurial Attitudes (Case Study: Master Students in Electrical Engineering and Entrepreneurial Management in Tehran University). Entrepreneurship Development., 1(4): 163-182. 17. Yadegar, N., M.M. Memariani and A. Sedamiz, 2012b. Social Entrepreneurial Intention: The Interaction of Social Entrepreneurial Attitude, Financial Security and Social Capital. Entrepreneurship Development., 7(1): 133-152. 18. Baghersad, V., M. Alizadeh and S. Said Banadaki, 2012. Identify Key Success Factors for E-Learning Entrepreneurship in Tehran Universities. Entrepreneurship Development., 5(3): 85-104. 19. Rostami, F., S. Garavandi and K. Zarafshani, 2011. Phenomenological Experiences of Students in Stablished Business (Case Study: Students of College of Agriculture and Natural Resources, Razi University, Kermanshah), Entrepreneurship Development., 4(14): 87-105.

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