CHAPTER I

INTRODUCTION
1.1 Context information
The concept of entrepreneurship involves creating job for oneself. It will have a
rippling impact on others who would be employed since the job cannot be done alone.
Erkko (2005) argued that entrepreneurship is the most effective technique for bridging
the gap between science and market place. Entrepreneurship is an intentional activity,
suggesting that there is a link between entrepreneurship and intention given that
entrepreneurial intentions are formed as least a year prior to the new ventures and
bringing new products and services to the market. These entrepreneurial events
substantially impact on the economy. The main idea about entrepreneurship is risk
bearing, that is introducing new firms that did not previously exist, idea of starting
new firms, particularly a new venture (Aldeshut, 2008).
Entrepreneurial management can be considered as being different. The ways of
managing organization regardless of size and age has been introduced. Eroke &
Okekeocha (2012) allude that careers in the entrepreneurship will provide young
graduates with the opportunity to become financially independent while at the same
time contributing to job creation, innovation, and economic growth. Many people are
looking to replace the traditional ways of handling the firm and emphasizing more
entrepreneurial aspect, from a general strategic orientation to reward schemes (Brown,
Davidson & Wiklund, 2001). There is a positive relationship between the intensity of
corporate entrepreneurship and the intensity of corporate entrepreneurship and the
intensity of search for opportunities, strategic adaption and value creation (Barringer
& Bluedon, 1999). It is an innovative approach to integrate the youths into today’s
changing labour market.
It has recently been claimed that if the managers and businessmen were to adopt
entrepreneurial behaviour, firm would be facing a much brighter future than current
perceptions suggest (Lee & Peterson, 2000). The consideration has been taken by the
university students well. The importance or intentions of this behaviour is reflected in
the university students. Ajagbe (2014) argued that a firm that follows entrepreneurial
process is considered as pursuit of opportunities without regard to resources currently
being controlled. To be enterprising is to keep the eyes open and the mind active.

1
Many of the universities are allowing the education regarding the entrepreneurship to
the interested students.
A growing number of young people are taking up the challenge of starting their own
businesses. More entrepreneurs are learning about how the odds for success can be
improved through various assistance and through creation of a conductive
environment (School, 2006). With this aim, students are aimed primarily at technical
training institutions. However, it is now being expanded to include the universities.
This will eventually help to think and create about a self-employment techniques after
graduation the opportunity to analyze facts and figure out the difficult employment
situation are encouraged and given a priority for self-employment as a career choice
(Kaburi & Mobegi, 2012). For a reason, it has been matter of interest to all the people
worldwide.
Entrepreneurial behaviour is seen as a behaviour that manages to combine risk,
innovation and pro-activeness (Miller, 1983). Entrepreneurship is considered as a key
tool that drives the economy of a country (Gree & Thurnik, 2003). The
entrepreneurial spirit search, explore and innovate primarily as opposed to the
exploitation of business with regard to the mangers. Otaki (2003) states that
entrepreneurship is the creation of new economic entity centred on a novel product or
service or, at the very least, one which differs significantly from the products or
services offered elsewhere in the market. For innovation occur, the entrepreneur must
have a talent, ingenuity and knowledge. In addition to this, the hard work, focus on
objective and purpose also must be considered.
Like any other developing nation, entrepreneurship and self-employment in Nepal can
be a source of new jobs and economic dynamism. For the young people in informal
economy, micro-entrepreneurism is a bottom-up method for generating income, self
reliance and a new innovative path to earning make a living and caring for oneself
(Maxwell, 2002). The improvement of economic independence of inhabitants and
youth livelihoods also came alone with the development of entrepreneurship. Studies
found that economic growth rates are usually linked to the role of government and
entrepreneurs. The role is complementary and not mutually exclusive. Onah (2001)
contributed that society’s norms influence an individual’s approach to life they
similarly influence entrepreneurial activity. Social and cultural attitudes along with
family norms and values have a strong influence on whether a young person decides
to pursue an entrepreneurial career.

2
1.2 Statement of the problem
Research problem is an initial step in a research project. It clarifies everything about
the missing or insufficient information. It is a gap between the actual state and the
desired state. It able to reach a particular conclusion about what we want to study in
the research project. It helps to specify the issue or concern of the study and guides all
stages of inquiry, analysis, and reporting. A research question is an answerable
inquiry into a specific concern or issue. It is the fundamental core of a research
project. It is also termed as the ground beneath the foundation. It is useful in the
formulation of the hypothesis of the research. This study aims on identifying the
association between categorical variables. The null hypothesis is developed on the
basis of statement of problem of the study. The research is directed towards answering
the following question;
1. Is there any association between gender and complexity to start up a new business?
2. What is the association between prior schooling and capability to conduct a market
research?
3. Is there any association between income level and creation of a firm?
1.3 Purpose of the study
For any study there has to be some objectives which highlight the purpose of doing
the research work. The major objective of the study is to determine the association
between different categorical variables. There are different three categorical variables
where association between them is observed and tested. Also, the study aims to
explain the factors descriptive calculation of different variables influencing the
entrepreneurial intention among university students of Bhairahawa area. Such
variables includes subjective norm, perceived behavioural control entrepreneurship
education and so on. The specific purposes of the study are:
1. To analyze the association between gender and complexity to start up a new
business.
2. To examine the association between prior schooling and capability to conduct a
market research.
3. To explore the association between income level and creation of a firm.

3
1.4 Significance of the study
The study attempted to examine the factors affecting youth entrepreneurship
development. The findings of this study may be helpful for youths pursuing
entrepreneurial education. This research project could act as an evident of the fact that
creation and development of a flexible and modern based economy requires the
growth of entrepreneurial firms. This will aid future researchers in giving a standard
and synchronized way of making their work accessible. The significances of the study
are;
1. This study will help university students to organize, formulate and implement the
policies to start up entrepreneurial business.
2. This study may enable other parties such as donors and governments to know at
which point they can support the university students.
3. This study will be a useful reference for the researchers who would plan to make
any related study precisely.
1.5 Literature survey
Literature surveys are the basis for research in nearly every academic field. Most
often associated with academic oriented literature, such as reviews are found in
academic journals. It consists of review of empirical literature and related theories of
the research. Under this study, the related theories have been employed to validate
the findings. And review of empirical literature has been employed to extract the best
related information and results obtained through various surveys. It includes the
current knowledge including substantive findings, as well as the theoretical and
methodological contributions to a particular topic. This could the best foundation of
knowledge on the topic. The significance of theories and empirical reviews for the
study is remarkable. This helps the researcher to work with the experience and
reliable facts and figures. It is useful in setting the purpose of the study and provides
guidelines for determining the variables under study. It enables a researcher to find
out about the existing body of knowledge on topic of his/her interest. The data and
figures used here will serve the authenticity of the research project. It develops the
confidence of research in completing the research since it covers major parts of the
research project. It helps to find out the areas yet to be studied in the concerned topic
and need for additional research. It states the findings from previous researches hence
enabling a researcher to generate the hypothesis for the research.

4
1.5.1 Related theories
The theories that are reviewed in this study are: Theory of planned behaviour (TPB),
Theory of reasoned action (TRA) and Human capital theory.
1.5.1.1 Theory of planned behaviour
The theory of planned behaviour (TPB) is a theory that links one’s belief and
behaviour. The concept was proposed by Icek Ajzen to improve on the predictive
power of the theory of reasoned action by including perceived behavioural control.
The theory states that intention toward behaviour, subjective norm and perceived
behavioural control together shape an individual’s behavioural intentions and
behaviours. It has been applied to studies of the relations among beliefs, attitudes,
behavioural intentions and behaviours in various fields such as advertising, public
relations, advertising campaigns, healthcare, sport management and sustainability.
TPB explains the individual’s social behaviour by considering social norms as an
important variable.
According to this theory, human behaviour is guided by three kinds of consideration.
They are behavioural beliefs, normative beliefs and control beliefs. In their respective
aggregates, behavioural beliefs produce a favourable or unfavourable attitude towards
the behaviour, normative beliefs result in a subjective norm, and control beliefs given
rise to perceived behavioural control. In combination, the attitude toward the
behaviour, the subjective norm, and the perceived behaviour control lead to the
formation of behavioural intention. The TPB maintains human behaviour being
governed by one’s attitude and behavioural intention characterized by the presence of
social norms and the exercise of volitional control. However, it incorporates several
modifications that allow for greater accuracy and reliability in understanding one’s
attitude and predicting his deliberate, planned, and resulting actual behaviour.
1.5.2 Review of empirical literature
The study is carried out to demonstrate the factors affecting entrepreneurial intention
among university students. All these studies supported that entrepreneurial intention
depends on various factors such as attitude, subjective norm, personality traits
perceived behavioural control, entrepreneurship education and other factors. The
effect of these factors can be seen on the entrepreneurial intention. The study has
reviewed some articles on related subject matter. The study was designed by deriving
variables from the theory of planned action and human capital theory. The summary
of the major articles in this subject matter is presented in the table.

5
Table 1.1 Review of empirical studies

Study Major findings

Mahamoud (2014) Identified significant and positive effect of attitude on

entrepreneurial intention.
Observed significant and positive effect of perceived behavioural
control on entrepreneurial.

Nench (2014) Identified significant and positive relationship between family

background and entrepreneurial intention.
Found positive relationship between entrepreneurial education
and entrepreneurial intention.

Zhang, Wang & Identified insignificant influence of attitude on entrepreneurial

owen (2015) intention.
Found significant influence of social norm on entrepreneurial
intention.

Utami (2017) Showed significant and positive effect of attitude on

entrepreneurial intention.
Found significant effect on entrepreneurial intention of perceived
behevioral control.

Postishuk & Jan Identified positive effect of subjective norm on entrepreneurial

(2017) intention.
Found significant and positive effect of perceived behavioural
control on entrepreneurial intention.

Amanamah, Observed positive and significant relationship of attitude with

Achempong & entrepreneurial intention.
Owusu (2018) Identified significant and positive relationship of subjective
norm with entrepreneurial intention.

Usman & Yemita Identified significant influence of personal attitude on

(2019) entrepreneurial intention.
Found significant influence of subjective norm on
entrepreneurial intention.

6
1.6 Hypothesis of the study
The study was carried out based on certain hypothesis. With the help of hypothesis
the findings of the study will be validate. The entrepreneurial intentions among
university students with various determining factors are analyzed. Following are the
hypothesis made in order to study factors affecting entrepreneurial intention among
university students;
H01: There is no significant association between gender and complexity to start up a
new business.
H02: There is no significant association between prior schooling and capability to
conduct a market research.
H03: There is no significant association between income level and creation of a firm.
1.7 Research methods used for data collection and analysis
The research method section describes action to be taken to investigate a research
problem and the rationale for the application of specific procedures or techniques used
to identify, select, process and analyze information applied to understanding the
problem, thereby, allowing the reader to critically evaluate a study’s overall validity
and reliability. This section of a research paper answers how was the data collected or
generated and how was it analyzed. It may include publication research, interviews,
surveys and other research techniques, and could include both present and historical
information. It consists of six different sections. First section includes the description
of research design under the first sub-topic. Second section is about the population
and sample of the research and section three consists of the explanation of nature and
sources of data used in the research. The fourth, fifth and sixth sections include
definition of variables, methods of analysis and limitations of the study respectively.

1.7.1 Research design

The research designs applied in this research is quantitative. The study was
undertaken to examine and analyse factors affecting students’ entrepreneurial
intention. Considering the objective, descriptive research design is adopted to deal
with various issues raised in this study. The major purpose of using descriptive
research was to describe, explain, and validate findings. This research design was
carried out to ascertain and describe the characteristics of variables being studied. It

7
was selected for the study to learn the profile of the respondents, present and describe
the collected data, and the factors that affect entrepreneurial intention among
university students. The intent of descriptive research is to produce statistical
information about aspects of students that affect their intention. It involved collections
of quantitative information that are tabulated along a continuum in numerical form.
The Chi-square test is selected to determine the association between two categorical
variables under this study. This test is non-parametric tool essentially always a one
sided test. The sampling method for chi-square test is convenience sampling. It
involved measuring two categorical variables and assessing the association between
them, with no manipulation of any others variable
1.7.2 Population and sample of the study
The population of the study is the entire aggregation of items or individuals from
which samples can be drawn. The population selected for this study was students from
Bhairahawa area. Students from various faculties and education level were used as
target population. Due to large population size of population, it is no possible to test
every student in the population. Samples are drawn as per the convenience to
represent the population. Therefore, it is decided to select random college students of
the area for conducting research. The students who are studying in different colleges
above 18 years within Bhairahawa area were considered as sample size. The choice is
consistent with the purpose of study which set out to capture the perception of
entrepreneurial intention. Convenience sampling was carried out to select the
participants because of easy accessibility and proximity.

1.7.3 Nature and sources of data

Various primary and secondary sources of data collection have been used in this
research. The survey questionnaire has been designed to generate the primary data. A
total of 200 questions were administered. This sample size is statistically accepted
since it conforms to the widely held rule of thumb that a sample size should not be of
less than 30. Those students were only included in the questionnaire survey who have
sufficient time and are willing to participate. Survey design research was used by
administering questionnaire to find out detailed characteristics of the participants. The
questionnaire was developed based on the findings from the literature review. The
respondents were encouraged to make comments on any questions that they thought
were ambiguous or unclear. In this study, various articles, websites magazines and

8
books have been used in the form of secondary data to examine the influence of
various factors affecting entrepreneurial intention.

1.7.4 Definition of the variables

Various variables are used in this study in the form of dependent, independent,
moderating and categorical variables. The definition of each variable which is used in
the study is as follows:

1.7.4.1 Subjective norm

Subjective norm refers to the belief that an important person or group of people will
approve and support a particular behaviour. It is determined by the perceived social
pressure from others for an individual to behave in a certain manner and their
motivation to comply with those people’s view. Here, the individual is concerned with
whether or not to choose those individuals or groups important to the individual
approve or disapprove of performing a particular behaviour (Yoon & Kim, 2013).
Subjective norm is considered to be one of the important predictor of entrepreneurial
intention among university students. Simply, the students’ perception about the
particular behaviour, which is influenced by the judgment of significant others
determines their intention towards entrepreneurial process. This is because students
rely on the approval and support of those people around them to have access towards
the entrepreneurial process. More often subjective norm is applied over many
researches that aim to determine the entrepreneurial intention.
1.7.4.2 Perceived behavioural control
Perceived behavioural control is defined as the perception of difficulty of enacting
behaviour. It is the key difference between the theory of planned behaviour and theory
of reasoned action. It is the person expectancy that performance of the behaviour is
within his/her control. It is often assessed by the ease or difficulty of the behaviour.
Perceived behavioural control posits, the more an individual believes that they have
the resources and opportunities to execute the behaviour successfully, the greater their
intention will be to perform the behaviour (Ajzen, 2002). The locus of control and
perceived behavioural control are sometimes termed as same. However, the variables
are different with their meaning as perceived behavioural control takes into account
that it is not only persons belief that they can control behaviour but it depends upon
the level of difficulty that could probably arise while exercising the control. More
often student believes that they could possibly control their behaviour during the

9
process of entrepreneurship. However, the degree of effort results in the favour of
who have self- belief on their work.
1.7.4.3 Entrepreneurship education
Entrepreneurship education seeks to provide students with knowledge, skills and
motivation to encourage entrepreneurial development in various settings. Variations
of entrepreneurship education are offered at all levels of schooling from primary or
secondary through graduate university programs. It is measured by looking number of
entrepreneurial courses that student have taken during their study in university. The
main concern about entrepreneurial education is not about what is taught but how it is
taught (Filion, 1994). The student awareness about the entrepreneurial attitude is likely
to increase with the entrepreneurship education. It allows students to develop the
entrepreneurial skills, to put theory into practice and highlight the entrepreneurial path
as a career option. The intention among the university students is likely to be seen
higher. The entrepreneurship education is positively and significantly related to
entrepreneurial intention. It allows a greater accessibility of youths specially students
who are aiming to be the entrepreneur in the near future.
1.7.4.4 Entrepreneurial intention
Entrepreneurial intention is an indication of an individual’s readiness to perform a
given behaviour that relates entrepreneurship. It is assumed to be an immediate
antecedent of behaviour. It is based on subjective norm, perceived behavioural control
and entrepreneurship education. The theory of planned behaviour explains desires of
human could be better interpreter than intention and thus may not lead to predicting
objective behaviour (Armitage & Conner, 2001). However, the university students
showed their great interest on entrepreneurial process along with their state of attitude
and subjective norm in regard to entrepreneurship education. It is considered to be the
most important factor that an individual is willing to entrepreneurship. The desires of
students to take the opportunity and opened his/her own business by creating product
or new service is the state of their entrepreneurial intention.
1.7.5 Methods of data analysis
Various statistical tools were applied in the study. The statistical tools used in this
study to analyze the data findings are mentioned in the following sub sections:
1.7.5.1 Mean
Mean refers to the average that is used to derive the central tendency of the data.
Simply, it is the arithmetic average of a range of values or quantities computed by

10
dividing the total of all values by the number of values. It is determined by adding all
the data points in a population and then dividing the total by the number of points. In
this study, mean is calculated to find out the average of the responses given by the
respondents regarding to the different variables in likert scale question. The variable
includes subjective norm, perceived behavioural control, entrepreneurship education
and entrepreneurial intention. In order to find the highest and lowest mean score value
of the variables, calculation of mean is employed. The mean value of the responses in
Likert scale question is calculated using the following formula:
fx
Mean=∑
N
Where, X= Value of responses of each independent or dependent variable
N= Number of statements
1.7.5.2 Median
The middle number in a sorted list of numbers is median. It is the number separating
the higher half of a data sample, population, or a probably distribution, from the lower
half. To find the median value, it is necessary to organize each number in order by
size i.e. from highest to lowest and the number in the middle is the median. In this
study, median is calculated to find out the mid value of the responses provided by the
respondents in ordinal and likert scale questions, which is calculated on whole
sample. The variables under likert scale are subjective norm, perceived behavioural
control, entrepreneurship education and entrepreneurial intention. In order to find the
highest and lowest mid value of the variables, median calculation is employed. The
median is calculated on the responses obtained from basic and variables related
information in regards to the questionnaire. The formula for medium is as follows:
Median (MD) = (N+1)/2th term
Where, N= Number of statements
1.7.5.3 Mode
The value that occurs most often in a set of data is mode. It is a statistical term that
refers to the most frequently occurring number found in a set of numbers. The mode is
a way of expressing in single number, important information about a random variable
or a population. Normally, the mode is found by collecting and organizing data in
order to count the frequency of each result. The result with highest occurrences is the
mode of the set. If no number is repeated, then there is no mode for list. This happens
when two or more elements occur with equal frequency in the data set. In this study,

11
mode is calculated to find out the most repeated responses in likert scale question and
it is calculated on the responses of whole sample. The likert scale consists of variables
such as subjective norm, perceived behavioural control, entrepreneurship education
and entrepreneurial intention. In order to find out the highest and lowest mode value
among the variables, mode calculation is employed. The mode is calculated on the
basis of responses obtained from likert scale.
1.7.5.4 Standard Deviation
Standard deviation is a measure of dispersion that is used to quantify the amount of
variation or dispersion of a set of data values. It is the positive square root of variance.
A useful property of the standard deviation is that, unlike the variance, it is expressed
in the same units as the data. If the data points are further from the mean, there is
higher deviation within the data set. Thus, more spread out the data, the higher the
standard deviation. The likert scale consists of variables such as subjective norm
perceived behavioural control, entrepreneurship education and entrepreneurial
intention.
In order to find out the highest and lowest standard deviation value among all the
variables, standard deviation calculation is employed. In this study, standard deviation
is calculated for the responses provided in Likert scale for all samples.

Where, X =Value of responses of each dependent or independent

Variable X=Mean value of responses of each dependent or independent
Variable N=Number of responses
1.7.5.5 Variance
Variance is a measurement of the spread between numbers in a data set. It measures
how far each number in the set is from the mean and is calculated by taking the
differences between each number in the set and the mean, squaring the differences
and dividing the sum of the squares by the number of values in the set. It is simply the
statistical measure of how much a set of observations differ from each other. The
likert scale consists of variables such as subjective norm, perceived behavioural
control, entrepreneurship education and entrepreneurial intention. In order to find out
the highest and lowest variance value among the variables, variance calculation is
employed. In this study, variance is calculated for the responses provided in Likert

12
scale for all samples.

1.7.5.6 Chi-square
The chi-square test is used to determine the association between two categorical
variables. This test is non-parametric tool essentially always a one-sided test. The
sampling method for chi-square test is simple random sampling. It involved
measuring two categorical variables and assessing the association between them, with
no manipulation of any others variable. The research determines how one categorical
variable is associated with other and they are influenced by changes to other variables
under the study. It sometimes is considered to be as same as correlation method.
However, it differs from correlation method more or less. The significant association
between the expected frequencies and the observed frequencies in one or more
categories is determined by using a chi-square test. The two variables in a
contingency table are compared to see whether they are related to each other or not. In
order to find the association between categorical variables Chi-square test is
employed. The categorical variables includes gender and complexity to start up a
business, prior schooling and capability to conduct a market research, and income
level and creation of the firm.
1.7.6 Limitations of the study
The following are the major limitations of the study:
1. The study has been conducted among few students. Thus, the findings may not be
generalized able for the whole students.
2. Only three independent variables, subjective norm, perceived behavioural control
and entrepreneurship education and only three associations of categorical have been
considered in the entire study.
3. The study is carried out within limited time period.
4. The validity of the study depends on the accuracy of the information provided by
the respondents to be covered on the study.

13
 CHAPTER II
DATA PRESENTATION AND ANALYSIS

The study aims to explain various determinants of students’ entrepreneurial intention.

This chapter includes the presentation and analysis of collected data. It intends to
analyze the data collected from the questionnaire and present the finding of the
analysis. It employs various statistical tools and techniques to determine the students’
entrepreneurial intentions. It presents the results and findings based on descriptive
analysis and inferential analysis.
2.1 Analysis of primary data
Primary data was collected and analyzed in systematic way to derive the empirical
findings. This section includes the empirical investigation which was conducted in the
form of field survey of respondents through structured questionnaire distributed to the
sample selected. Questionnaire was constructed and distributed to 200 sample
respondents to get their outlook with respect to determinants of students’
entrepreneurial intention in Bhairahawa area. Out of 200 questionnaires only 160
responses were valid. 160 participants actively participated in the survey with the
response rate 92.50 percent. 40 questionnaires were invalid with 7.50 percent of the
total response.
In the survey questionnaire, the respondents were requested to respond in various
ways. There were yes or no options, multiple choice options, ranking options, and
Likert scale option. In order to collect the perceived importance of determinants, 5-
point Likert scale has been used, where five is considered as strongly and one is
considered as strongly disagree to the statement. The responses received from these
respondents have been arranged, tabulated, and analyzed in order to facilitate the
descriptive analysis of the study. The respondents profile is extracted from those who
participated in the questionnaire survey on the strata of gender, education level and
prior schooling. The questionnaire corresponds to the questions whose goal is to
collect information on the subject matter. The data were analyzed using Chi-square
test. The calculations of the primary data were made by SPSS software. For studying
the association between gender and complexity to start up a new business, prior
schooling and capability to conduct a market research, and income level and creation

14
of a firm chi-square test is used. The source of tables presented below are output from
SPSS software and edited in excel as well as presented in Annexure.
Gender of the respondents
The table clearly explains respondents profile on the basis of strata of gender
category. As evident from Table 2.1 there are no equal participants in terms of
gender. There were 160 respondents for the study. Out of 160 respondents, 72 were
male and remaining 88 were female. The results showed that there was less number of
male than female in the sample. Among all the respondents, the majority 55 percent of
respondents were female while 45 percent of the respondents were male.
Table 2.1 Gender of the respondents
Gender Frequency Percentage Cumulative %
Male 72 45% 45
Female 88 55% 100
Total 160 100%

Education level of the respondents

The table depicts respondents profile on the basis of strata of education level category.
Out of 160 respondents, 134 respondents were from bachelor level and 26
respondents were from master level. As shown in the Table 2.2, the highest percent of
participant in terms of education level were represented by bachelor level consisting
83.8 percent and remaining 16.3 percent respondents were from master level. There
were more students from bachelor level than master level in the sample.
Table 2.2 Education level of the respondents
Education level Frequency Percentage Cumulative %
Bachelors 134 83.8% 83.8
Masters 26 16.3% 100
Total 160 100%

Prior schooling of the respondents

The table shows respondents profile on the basis of strata of prior schooling category.
Out of the total respondents, 109 respondents have private based schooling, 25
respondents have community based schooling, and remaining 26 have government
based schooling. Table 2.3 shows 68.1 percent belong to private based schooling, 15.6
percent belong to community based schooling and rest 16.3 belong to government

15
based schooling.

Table 2.3 Prior schooling of the respondents

Prior schooling Frequency Percentage Cumulative %

Private 109 68.1% 68.1

Community 25 15.6% 83.8

Government 26 16.3% 100

Total 160 100%

Opinion on being self-employed

Students have different reasons to choose their career for themselves. Table 2.4 shows
that out of the entire sample size of 160, only 35 students are self-employed and
remaining 125 students have never been self-employed. Majority of students were
never self-employed which accounts to 78.1 percent and 21.9 percent of students were
self-employed at least once in their lifetime. The reasons behind students not being
self -employed could be their focus on studies. They may have a broad reason to be
qualified before being self-employed.

Table 2.4 Opinion on being self-employed

Response Frequency Percentage

Yes 35 21.9

No 125 78.1

Total 160 100

Opinion on personally knowing any entrepreneur

Opinion on knowing any entrepreneur personally differs from one person to another.
The results regarding knowing of any entrepreneur personally is presented in Table
2.5. The table shows that out of 160 students, 111 students personally know the
entrepreneur and remaining 49 students does not know any entrepreneur. Those
students who are concerned to start up their own business have interest on knowing
some entrepreneur. Respondents know the entrepreneur on personal level or

16
corporate level. So, the finding shows that majority of students with percent of 69.4
personally know any entrepreneur and remaining 30.6 does not know any
entrepreneur.

Table 2.5 Opinion on personally knowing any entrepreneur

Response Frequency Percentage

Yes 111 69.4

No 49 30.6%

Total 160 100%

Preference on entrepreneurship training

In case of preference on entrepreneurship training among students, Table 2.6 shows
that out of 160 students, 151 students prefer to have entrepreneurship training and
remaining 9 students do not prefer to have entrepreneur training. Majority of
respondents with 94.4 percent prefer the entrepreneurship training and remaining 5.6
of respondents do not prefer to have entrepreneurship training.
Table 2.6 Preference on entrepreneurship training

Response Frequency Percentage

Yes 151 94.4%

No 9 5.6%

Total 160 100%

Complexity to start up a new business

There are several reasons that results on the complexity to start up a new business.
The result regarding complexity to start up a new business is presented in Table 2.7.
Out of total respondents 153 believe that it is complex to start up a new business and
remaining 7 respondents believe that there is no any complexity on starting a new
business. Some respondents took support of experiences while some on the findings
of the research. Majority of respondents with 95.6 percent find it complex to start up
a new business whereas only 4.4 percent find it easy to start up a new business.

17
Table 2.7 Complexity to start up a new business

Response Frequency Percentage

Yes 153 95.6%

No 7 4.4%

Total 160 100%

Entrepreneurial intention among respondents

People intend to become an entrepreneur for various reasons. Some intend to allow
the creativity while some believes for the development of leadership and
communication skills. Likewise people think it enables opportunity recognition. In the
same way some believes for the networking and making professional contacts. The
table below presents entrepreneurial intention among university students.
Table 2.8 Entrepreneurial intention among respondents

Statements No % Percent of
cases

It allows the creativity. 89 21.30% 55.60%

Development of leadership and communication 125 30% 78.10%

skills.

Opportunity recognition 89 21.30% 55.60%

Networking and making professional contacts 114 27.30% 71.30%

Total 417 100% 260.60%

Dichotomy group tabulated at value 1

As exhibited in Table 2.8, among all the respondents, 30% believes that for the
development of leadership and communication skills, students intend to be an
entrepreneur. Similarly, 27.3% believes that entrepreneurship enables networking and
making professional contacts. Likewise, 21.3% believes that entrepreneurship allows
creativity and opportunity recognition. Out of total respondents of 160, 125 students
18
believe that being an entrepreneur develops leadership and communication skills.
With the responses of 114, it is clear that students believe being an entrepreneur is for
making network and professional contacts. Likewise, remaining 89 claims that
entrepreneurship allows creativity and opportunity recognition.
Opinion on most important feature influencing entrepreneurial intention
There are various influencing features that affect the entrepreneurial intention among
university students. The features might be competing in world market, keeping a
positive path of growth, reaching a high level of income, achieving a great social
recognition, and so on. For analysis purpose of ranking question, choices assigned
weights according to the number of alternatives. The numbers of alternative were
four, the first preferred choice would get one point and the least preferred choice
would get four points. The total points available to each choice were converted into
percentage with reference to the total points available for all choices. The choice with
the highest score is ranked as the most important choice and the one with the lowest
score is ranked as the least important. The opinion of respondents regarding the
features affection entrepreneurial intention is depicted in table.
Table 2.9 Opinion on most important feature influencing entrepreneurial intention

Features Rank 1 Rank 2 Rank 3 Rank 4

No. % No. % No. % No. %

Completing in world 51 31.90 38 23.80 36 22.50 35 21.9

market. 0

Keeping a positive 29 18.10 46 28.80 47 29.40 38 23.8

path of growth 0

Reaching a high level 44 27.50 45 28.10 44 27.50 27 16.9

of income 0

Achieving a great 36 22.50 32 20 32 20 60 37.5

social recognition 0

Total 160 160 160 160

As evident from Table 2.9, the majority of the respondents with 31.9 percent ranked
competing in world market as their first choice and ranked one. Similarly, reaching a
high level of income is ranked two by the respondents of the study with the percent of

19
28.10. Likewise, keeping a positive path of growing is ranked as third most important
by the respondents with 29.4 percent. Achieving a great social recognition is ranked
as the least important factor. It is rank four among the four alternatives of factors
influencing the entrepreneurial intention among university students with 37.50
percent.

Survey on subjective norm

The perceived impact of subjective norm on entrepreneurial intention among
university students was collected by asking them to provide their views regarding
given statements on subjective norm. The statement provided was measured on 5-
point likert scale. The result is presented in the table below:

Table 2.10 Survey on subjective norm

Statements Ratings Total Weighted Weighted

Responses values mean
SDA DA N A SA

My family will approve 15 14 32 71 28 160 563 5.52

to start a new firm.

I will be admired if I 9 15 24 69 43 160 602 3.76

became a successful
entrepreneur.

I will have the support 12 5 26 66 51 160 619 3.87

of family and friends to
start a new firm.

Grand weighted mean 3.72

The study used 5-point likert scale to collect the stated information. Table 2.10 shows
the maximum numbers of respondents with the weighted mean score of 3.87 strongly
agreed that there is a support of family and friends to start a new firm. The
respondents also agreed that admiration will be high on becoming a successful
entrepreneur with the weighted mean value of 3.76. Similarly, for the statement of
approval of family to start a new firm was also agreed by giving the weighted mean
value of 3.52. The grand weighted mean for the statements associated to the
subjective norm is 3.72.

20
Survey on perceived behavioural control
The perceived impact of perceived behavioural control on entrepreneurial intention
among university students was collected by asking them to provide their views
regarding given statements on perceived behavioural control. The study used 5-point
likert scale to collect the stated information. The respondents rated the statements on
the basis of their perception and judgment. The evidence on this regard is presented in
table 2.11
Table 2.11 Survey on perceived behavioural control

Statements Ratings Total Weighted Weighted

responses value mean
SDA DA N A SA

I find the creation of 19 72 38 22 9 160 410 2.56

a new firm.

I do not require 58 58 31 7 6 160 325 2.03

expertise

I have necessary 24 74 40 15 7 160 387 2.42

resources to start
firm.

Grand weighted 2.34

mean

Table 2.11 shows that maximum number of respondents with the weighted mean
score of 2.56 agreed that they find the creation of a new firm easy. The respondents
also agreed that they have necessary resources to start a firm with the weighted mean
value 2.56. Likewise, the weighted mean score for the statement of not requiring
expertise knowledge to start a firm is 2.03. The grand weighted mean for perceived
behavioural control is found 2.34.
Survey on entrepreneurship education
The perceived impact of entrepreneurship education on entrepreneurial intention

21
among university students was collected by asking them to provide their views
regarding given statements on entrepreneurship education. The study used 5-point
likert scale to collect the stated information. The evidence on this regard is presented
in table 2.12
Table 2.12 Survey on entrepreneurship education

Statements Ratings Total Weighted Weighted

responses value mean
SDA DA N A SA

I have skills and 20 56 43 30 11 160 436 2.73

trainings to be an
entrepreneur.

I am confident with 16 58 37 41 8 160 447 2.79

my financial
knowledge to start a
firm.

I am capable of 8 19 35 75 23 160 566 3.54

conducting a market
research.

Grand weighted mean 3.02

By analyzing the tabulated responses of the respondents in Table 2.12, it exhibits that
the respondents mostly agreed with the statement I am capable of conducting a market
research. This statement has the highest weighted mean score of 3.54 percent.
Similarly, the respondents agreed on the statement on being confident with the
financial knowledge to start a firm. This statement has the weighted mean score of
2.79. The statement I have skills and trainings to be an entrepreneur is also agreed by
the respondents. This statement has the weighted mean score of 2.73 percent. And the
grand weighted mean value for the variable entrepreneurship education is 3.02.
Survey on entrepreneurial intention
The response was collected by asking the university students about their views
regarding the statement on entrepreneurial intention. The responses were measured
using 5-point likert scale.

22
Table 2.13 Survey on entrepreneurial intention

Statements Ratings Total Weighted Weighted

responses value mean
SDA DA N A SA

My intentions are to 13 14 28 63 42 160 587 3.67

create a new firm in
near future.

I will recommend 8 10 32 76 34 160 598 3.74

others to start up their
own firm.

I am willing to make 6 13 38 51 52 160 610 3.81

my professional goal to
be an entrepreneur.

Grand weighted mean 3.74

The Table 2.13 depicts that the statement I am willing to make my professional goal
to be an entrepreneur is agreed mostly by the respondents. This statement has the
highest weighted mean score of 3.81 percent. Similarly, another statement of
recommending others to start up their own firm is also agreed by the respondents.
This statement has the weighted mean score of 3.74 percent. Similarly, the statement
my intentions are to create a new firm in near future is agreed by the respondents with
least weighted mean score of 3.67. And the grand weighted mean value for the
variable entrepreneurial intention is found to be 3.74.

23
Descriptive statistics for all the samples
Table 2.14 summarized the result of descriptive statistics of the entire variable under
study. The table depicts the descriptive statistics mean, median, mode, standard
deviation and variance of the variables under study of all sample respondents.

Table 2.14 Descriptive statistics for all samples

Variables/Statistics N Mean Median Mode Std. Varianc
Deviation e
Subjective norms 160 3.72 3.84 4.00 0.80 0.63
Perceived 160 2.72 2.33 2.00 0.71 0.51
behavioural control
Entrepreneurship 160 3.02 3.00 2.67 0.72 0.52
education
Entrepreneurial 160 3.74 4.00 4.00 0.84 0.71
intention

The Table 2.14 reveals the descriptive statistics for the whole sample. It is found that
mean value for the variable entrepreneurial intention is highest among other variables
with the mean 3.74. Similarly, the variable subjective norm has the second highest
mean of 3.72 followed by entrepreneurship education with the mean value of 3.02 and
perceived behavioural control with the mean value of 2.34. Similarly, the mid value
for entrepreneurial intention is found to be the highest with the value of 4.00.
Likewise, the mid value for subjective norm is found to be 3.84 being the second
highest and is followed by entrepreneurship education with the value of 3.00 and
perceived behavioural control with the value of 2.33. Mode is found to be highest on
two variables. They are subjective norm and entrepreneurial intention with the mode
value of 4.00. Mode value remains same for two variables employed under this study.
Remaining variables entrepreneurship education and perceived behavioural control
has mode value of 2.67 and 2.00. The standard deviation and variance is found
highest for entrepreneurial intention with the value 0.84 and 0.71 followed by
subjective norm with value of 0.80 in standard deviation and 0.63 in variance.
Chi-square test for association of categorical variables

24
Chi-square is a non-parametric test used commonly for testing associations between
categorical variables. The study has been conducted to test the null hypothesis. The
Chi-square test shown in table 2.15, table 2.17 and 2.19 has been performed to
measure the association of variables. The categorical variables are: gender and
complexity to start up a new business, prior schooling and capability to conduct a
market research, and income level and creation of a new firm. The association
between these categorical variables is shown in Table 2.15, Table 2.17 and Table
2.19. Similarly, the cross tabulation table between the same categorical variables are
shown in Table 2.16, Table 2.18 and Table 2.20
Table 2.15 Chi-square test for gender and complexity to start up a new business
Statistical tools Value DF Asymp.sig. Exact Sig. Exact
(2-sided) (2-sided) Sig. (1-
sided)
Person Chi-square 0.798 1 0.372
a
Continuity Correction 0.255 1 0.614
Likelihood Ratio 0.832 1 0.362
Fisher’s Exact Test 0.460 0.312
Linear-by-Linear Association 0.793 1 0.373
No. of Valid Cases 160
a. 2 cells (50%) have expected count less than 5. The minimum expected count is
3.15.
b. Computed only for a 2×2 table.
The Table 2.15 reveals the results of chi-square test between two categorical variables
gender and complexity to start up a new business. The above hypothesis table reveals
that there is no significant association between gender and complexity to start up a
new business. The person Chi-square value is 0.460 which is greater than 0.05. This
means there exist no any association between gender and complexity to start up a new
business. Hence, the null hypothesis is accepted. The finding is contradictory to the
real theory of chi-square measurement. The variations on categorical variables show
the variations on expected cells too. The findings should have 0 cells expected. But,
the study showed 2 cells have expected count less than 5. This could probably occur
due to limited sample size and variations of group of categorical variables.

25
Table 2.16 Cross tabulation between gender & complexity to start up a new business
Gender Is it complex to start up a new Total
business?
Yes No
Male Count 70 2 72
% within Gender 97.20% 2.80% 100%
Female Count 83 5 88
% within Gender 94.30% 5.70% 100%
Total Count 153 7 160
% within Gender 95.60% 4.40% 100%
Table 2.17 Chi-square test for prior schooling and capability to conduct a market
research

Statistical tools Value DF Asymp. Sig. (2-

sided)
Pearson Chi-Square 7.289a 8 0.506
Likelihood Ratio 7.281 8 0.475
Linear-by-Linear Association 0.317 1 0.573
No. of Valid Cases 160
The Table 2.17 reveals the results of chi-square test between two categorical variables
prior schooling and capability to conduct a market research. The above hypothesis
table reveals that there is no significant association between prior schooling and
capability to conduct a market research. The Pearson chi-square value is 0.506 which
is greater than 0.05. This means there exist on any association between prior
schooling and capability to conduct a market research. Hence, the null hypothesis is
accepted. The finding is contradictory to the real theory of chi-square measurement.
The variation on categorical variables shows the variations on expected cells too. The

26
findings should have 0 cells expected. But, the study showed 6 cells have expected
count less than 5. This could probably occur due to limited sample size and variations
of group of categorical variables. Hence, the findings showed that the categorical
variables are independent to each other. The result observed act as an evidence to
support the null hypothesis. Hence, prior schooling and capability to conduct a market
research are no way associated with each other. This could be generalaizable to the
business world too. It shows one should be capable on themselves to conduct a
market research.
Table 2.18 Cross tabulation between prior schooling and capability to conduct a
market research
Prior I am capable of conducting a market research Total
schooling SD D N A SA
Private Count 6 12 23 52 16 109
% within prior 5.50% 11.00% 21.10% 47.70% 14.70% 100%
schooling
Community Count 1 5 8 10 1 25
% within prior 4.00% 20.00% 32.00% 40.00% 4.00% 100%
schooling
Government Count 1 2 4 13 6 26
% within prior 3.80% 7.70% 15.40% 50.00% 23.10% 100%
schooling
Total Count 8 19 35 75 23 160
% within prior 5.00% 11.90% 21.90% 46.90% 14.40% 100%
schooling

Table 2.19 Chi-square test for income level and creation of a firm

Statistical Value DF Asymp, Sig. (2-sided)

Pearson Chi-Square 13.229a 12 0.353

Likelihood Ratio 15.007 12 0.241

Linear-by-Linear Association 2.611 1 0.106

27
No. of Valid Cases 160

a. 6 cells (30%) have expected count less than 5. The minimum expected count is
1.52.
The Table 2.19 reveals the results of chi-square test between two categorical variables
income level and creation of a new firm. The above hypothesis table reveals that there
is no significant association between income level and creation of a firm. The Pearson
chi-square value is 0.353 which is greater than 0.05. This means there exist on any
association between income level and creation of a firm. Hence, the null hypothesis is
accepted. The finding is contradictory to the real theory of chi-square measurement.
The variation on categorical variables shows the variations on expected cells too. The
findings should have 0 cells expected. But, the study showed 6 cells have expected
count less than 5. This could probably occur due to limited sample size and variations
of group of categorical variables. The association between income level and creation
of a firm clearly supports the null hypothesis of the study. The finding shows that
creation of a firm does not depend upon any other factor. Hence, one could intend to
create a firm without being affected by external factors.
Table 2.20 Cross Tabulation between income level and creation of a firm

Ranks I find the creation of a new firm easy Total

SD D N A SA

Most Count 6 25 9 4 0 44
importan
% within Reaching a 13,6 56.8 20.5 9.1% 0% 100%
t
high level of income % % %

Second Count 4 22 9 7 3 45
most
% within Reaching a 8.9% 48.0 20% 15.6 6.7% 100%
importan
high level of income % %
t

Third Count 4 16 11 8 5 44
most
% within Reaching a 9.1% 36.4 25% 18.2 11.4 100%
importan
high level of income % % %

28
t

Count 5 9 9 3 1 27
Least
% within Reaching a 18.5 33.3 33.3 11.1 3.7% 100%
importan
high level of income % % % %
t

Total Count 19 72 38 22 9 160

% within Reaching a 11.9 45% 23,8 13.8 5.8% 100%

high level of income % % %

2.2 Findings and discussion major findings

The main purpose of the study is to explain the factors influencing entrepreneurial
intention among university students. The study aims to explain the association
between two categorical variables. The categorical variables includes gender and
complexity to start up a new business, prior schooling and capability to conduct a
market research, and income level and creation of a firm. It employs qualitative tools
and techniques to determine the entrepreneurial intentions among students.
Those tools include descriptive and chi-square test.
For this purpose, primary data was collected through structured questionnaire and
analyzed using mean, median, mode, standard deviation and variance. The summary
of findings is presented in the Table 2.21. On the basis of data analysis, the major
findings of the study are as follows;
1. There is no association between gender and complexity to start up a new business.
The person chi-square test shows the value of 0.372 which is greater than 0.05.
Hence, the null hypothesis is accepted. This means there is no any significant
association between gender and complexity to start up a new business.
2. There is no association between prior schooling and capability to conduct a market
research. The person chi-square shows the value of 0.506 which is greater than 0.05.
Hence, the null hypothesis is accepted. This means there exist on any significant

29
association between prior schooling and capability to conduct a market research.
3. There is no association between income level and creation of a firm. The person
chi-square test shows the value of 0.353 which is greater than 0.05. Hence, the null
hypothesis is accepted. This means there exist on any significant association between
income level and creation of a firm.
Table 2.21 Hypothesis test

Hypothesis Results Tools

Ho1: There is no significant association between Accepted Chi-square

gender and complexity to start up a new business.

Ho2: There is no significant association between Accepted Chi-square

prior schooling and capability to conduct a market
research.

Ho3: There is no significant association between Accepted Chi-square

income level and creation of a firm.

Discussion
As explained in the theory of planned behaviour, human behaviour is guided by three
kinds of consideration. They are behavioural beliefs, normative beliefs and control
behaviour. In this study, the major three factors determining the entrepreneurial
intention have been discussed. They are subjective norm, perceived behavioural
control and entrepreneurship education. The samples for the study are the university
students in Bhairahawa area. The structured questionnaire has been distributed in
order to know the intention of different students on entrepreneurship. The responses
were measured in 5- point likert scale and the null hypothesis was tested by using
descriptive and Chi-square test.
The result obtained through chi-square test clearly shows there is no any association
between the categorical variables used in this study. The first categorical variable was
gender and complexity to start up a new business. There was no any significant
association between these categorical variables. This means the variables are
independent. The major finding of Neneh (2014) has positive association between
entrepreneurship education and entrepreneurial intention. However, under this study
the statement under entrepreneurship education i.e. capability of conducting a market

30
research has no any association with prior schooling. The result is inconsistent with
the findings of Yennita & Usman (2019). The finding shows the significant influence
of perceived behavioural control and subjective norm on entrepreneurial intention.
However, under this study there is not enough evidence to show that any of the
variables are associated with each other.
Mahmoud (2014) identified significant and positive effect of attitude on
entrepreneurial intention. However, under this study creation of a new firm is
nowhere associated with any other variable. The attitude or preference of students has
no association with any other categorical variable. The independency of variables is
projected. The respondents has agreed upon the statements provided them on the
subjective norm. The approval of starting a new firm, admiration on being the
entrepreneur and having a support of family and friends is agreed by the respondents.
Also, it has the highest grand weighted mean in compare to other variables. Potishuk
& Jan (2017) has also the major findings to support the subjective norms. The study
shows that subjective norm has positive effect on entrepreneurial intention. The
response obtained through the survey has mostly agreed upon the statements provided
on regards of subjective norm. Similarly, the major findings on the survey of
perceived behavioural control showed the strong disagreement of respondents on the
statement: I find the creation of new firm easy. Likewise, the statements: I do not
require expertise knowledge to start a firm and I have necessary resources to start firm
is strongly disagreed by the respondents. The result shows inconsistency with the
Utami (2017). It showed that significant effect of perceived behavioural control on
entrepreneurial intention. The respondents also majorly agreed upon the statements
and the result obtained was positive. This study clearly shows that there is no
association of categorical variables. There is no influence of any variables to each
other. The responses measured from 5- point likert scale with four major variables and
the association of three categorical variables obtained through chi square test provides
the enough evidence to agree upon this statement. The findings could be
generalaizable to real world of business too. It shows there is complexity on starting a
new firm. No any factors could influence the entrepreneurial intention. Hence, it has
been difficult to predict the real world situation that promotes entrepreneurship. The
findings clearly showed it is complex to start up a new firm especially by concerning
the subjective norms, perceived behavioural control and education related to
entrepreneurship

31
 CHAPTER III

CONCLUSION ADN ACTION IMPLICATION

3.1 Conclusion
With the aim to evaluate the association between categorical variables, the descriptive
and Chi-square test have been applied on this study. The primary data is used for the
analysis. The data has been collected through structured questionnaire that was
personally administered to the respondents of Bhairahawa area. The study was
conducted on 200 students out of which 160 students constituted the sample size. In
this study, variables such as subjective norm, perceived behavioural control,
entrepreneurship education and entrepreneurial intention has been employed. Further,
data was evaluated using various descriptive tools such as mean, median, mode,
standard deviation and variance. Similarly, Chi-square test was employed to identify
the association between different categorical variables.
The data analysis shows the association between different categorical variables. The
conclusion is obtained that there exist no any association between categorical
variables. The chi-square test showed that there is no significant association between
gender and complexity to start up a new business. Similarly, the results showed there
is no significant association between prior schooling and capability to conduct a
market research. There is no significant association between income level and
creation of a firm. Majority of the respondents ranked the feature competing in a
world market as their first choice. Similarly, reaching a high level of income is ranked

32
as second most important feature, keeping a positive path of growth is ranked as third
most important feature and achieving a great social recognition is ranked as least
important feature for entrepreneurial intentions among the respondents. Among all the
respondents, 30 percent believes that for the development of leadership and
communication skills university students intend to be an entrepreneur. Likewise, 27.3
percent believes that it enables networking and making professional contact and 21.3
percent believes that entrepreneurship allows creativity and opportunity recognition.
The descriptive statistics for the whole sample reveals that mean value with 3.74 is
highest for the entrepreneurial intention followed by subjective norm and
entrepreneurship education with the mean score of 3.72 and 3.02. Likewise, mode,
standard deviation and variance are also found highest for the variable entrepreneurial
intention followed by the variable subjective norm. The study tried to validate the
theory of planned behaviour for entrepreneurial intention among the university
students of Bhairahawa area. All the variables are confirmed in accordance with the
model.
3.2 Action implication
There are various factors that contribute the entrepreneurial intention among
university students. This study focuses on some major factors that influence
entrepreneurial intention among students. The results of this study will have important
implications and is believed to be helpful for the youths pursuing entrepreneurial
education. This study could act as an evident of the fact that creation and development
of a flexible economy requires the growth of entrepreneurial firms. Based on the
findings of this study, youths shall recognize various factors that could impact their
entrepreneurial intention. This study will be a useful reference for those researchers
who would plan to make any related study precisely. The findings of the study will
guide university students to evaluate the priorities for their way to entrepreneurship.
Similarly, the findings of this study shall allow the youths to improve their creativity
on entrepreneurial intention and implement necessary strategies to promote the
entrepreneurship.

33
 REFERENCES
Ajagbe, A.M. (2014). Funding Criteria in Technology Based Firms in Malaysia.
International Journal of Entrepreneurship and Small Business, 21(4), 457- 494.
Ajzen, I. (2002). The Theory of Planned Behavior. Organization Behavior and Human
Decision Processes, 50(2), 179-211.
Aldershut, A. (2008). The Relationship Between Entrepreneurship Education and
Entrepreneurial Intention. Entrepreneurship Theory and Practice, 38(2), 217- 254.
Amanamah, R., Acheamponge, A., & Owusu. (2018). The Importance of Youth
Entrepreneurship. International Journal of Scientific and Technology Research, 7(1),
140-148.
Armitage, M., & Conner, S. (2001). Determinants of Entrepreneurial Intent.
Entrepreneurship Theory and Practice, 38(2), 20-38.
Barringer, B. R., & Bluedon, A. (1999). The Relationship Between Corporate
Entrepreneurship and Strategic Management. Strategic Management Journal, 20(1),
421-444.
Brown, T. E., Davidsson, P., & Wiklund, J. (2001). An Operationalization of
Stevenson Conceptualization of Entrepreneurship. Journal of Business and
Technology, 22(3), 953-968.
Eroke, J. O., Okekeocha, O. C. (2012). Fear of Entrepreneurship Among University
Graduates. International Journal of Management, 29(2), 515-524.
Errko, A. (2005). Report on High Expectation Entrepreneurship. Global

34
Entrepreneurship Monitor, 40, 25-33.
Filion, S. A. (1994). The Effect of Entrepreneurship Education in University of Cali.
Journal of International Entrepreneurship, 34(6), 881-896.
Gree, A., & Thurnik, L. (1982). The Social Dimensions of Entrepreneurship.
Encyclopedia of Entrepreneurship, 13(6), 538-566.
Henley, D. (2009). Explaining Entrepreneurial Intentions By Means of Theory of
Planned Behavior. Journal of European Industrial Training, 33(2), 142-149.
Kaburi, S. N., Mobegi, O. (2012). Entrepreneurship Challenges in Developing
Economics in Kenya. International Journal of Arts and Commerce, 1(4), 264- 274.
Lee, S. M., & Peterson, S. J. (2000). Culture, Entrepreneurial Orientation And Global
Competitiveness. Journal of World Business, 35, 401-416.

Mahmoud, A. (2014). A Model of Factors Influencing Entrepreneurial Intention in

Malaysia. Journal of Scientific Research, 2(1), 39-47.
Maxwell, J. R. (2005). Recommendations for Connecting West African Youth to
Entrepreneurship and Small Business Through a Multiple Level Strategy. Journal of
Emerging Trends in Educational Research and Policy Studies, 3(5), 730-736.
Miller, D. (1983) The Correlates of Entrepreneurship in Three Types of Firms.
Management science, 29, 770-791.
Neneh, H. B. (2014). An Assessment of Entrepreneurial Intention among University
Students in Cameroon. Mediterranean Journal of Social Science, 5(20), 542- 552.
Onah, F. (2001). Urban Unemployment Situation in Nigeria. Journal of Economic
Theory, 2(1), 154-167.
Otaki, O. (2003). Youth unemployment in Nigeria. Global Journal of Social Sciences,
15(2), 21-26.
Postishuk, V., & Jan, K. (2017). Analysis of factors affecting Entrepreneurial
Intentions and Entrepreneurial Attitudes in Higher Education. Journal of
Entrepreneurship Education, 20(1), 36-35.
Schoof, V. (2006). Stimulating Youth Entrepreneurship. European Open Businesses
and Management Journal, 3(5), 730-736.
Utami, C. (2017). Factors Influencing Entrepreneurial Intention of University Student
in Indonesia. Journal of European Research Studies, 10(2), 474-495.
Yennita, C. & Usman, B. (2019). Understanding the Entrepreneurial Intention among
International Students in Turkey. Journal of Global Entrepreneurship Research, 15(2),

35
2-21.
Yoon, A. & Kim, L. (2013). Entrepreneurship Education and Training Programs
Around the World. Business Management Education, 15(2), 196-210.

ANNEXURE
Questionnaire on ‘Entrepreneurial Intention among University Students’

Dear Sir/Madam,
I am a student of BBA at Bhairahawa Multiple Campus, Bhairahawa. This survey on
the mentioned title is designed to understand the entrepreneurial intention among
university students. You are kindly requested to fill up the questionnaire with relevant
information. The information provided will be kept confidential and used in aggregate
form. Your cooperation is expected to add academic value and will be highly
appreciated.

Regards,
Sharmila Pandey
Bhairahawa Multipple Campus

General Background
1. Faculty.............................................................................................
2. Gender a. Male b. Female
3. Education level a. Bachelor b. Master
4. Prior Schooling a. Private b. Community c. Government

Basis and variables related information

Responses
S.NO Questions Yes No
.

36
5. Have you ever been self-employed?
6. Do you personally know any entrepreneur?
7. Do you prefer entrepreneurship training?
8. Is it complex to start up a new business?

9. Which of the following factors promotes your entrepreneurial intention? Please

Tick any of the statements of your choice. (Multiple answers are accepted)
 It allows the creativity.
 Development of leadership and communication skills.
 Opportunity recognition.
 Networking and making professional contacts.
10. Which of the following features influences your entrepreneurial intention? Please
rank them in order of importance where 1 is most important and 4 are least important.
Competing in world market
Keeping a positive path of growth
Reaching a high level of income
Achieving a great social recognition

Following are the factors influencing entrepreneurial intention among students. Please
fill a right mark to your opinion to reflect the level of agreement or disagreement at
end of each statement. The answers provided will be measured in Likert scale. The 5
point measurement scale with explanation is below:
1 2 3 4 5
Strongly Disagree Disagree Neutral Agree Strongly Agree

S.No Items Responses

.
11 Subjective norms 1 2 3 4 5
11.1 My family will approve to start a new firm.
11.2 I will be admired if I became a successful entrepreneur.
11.3 I will have the support of family and friends to start a new
firm.
12 Perceived behavioural control 1 2 3 4 5

37
12.1 I find the creation of a new firm easy.
12.2 I do not require expertise knowledge to start a firm.
12.3 I have necessary resources to start a firm.
13 Entrepreneurship education 1 2 3 4 5
13.1 I have skills and training to be an entrepreneur.
13.2 I am confident with my financial knowledge to start a firm.
13.3 I am capable of conducting a market research.
14 Entrepreneurial intention 1 2 3 4 5
14.1 My intentions are to create a new firm in near future.
14.2 I will recommend others to start up their own firm.
14.3 I am willing to make my professional goal to be an
entrepreneur.

38