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p>In South Africa men are more likely than women to undertake entrepreneurial activity. Similarly, White South Africans are more likely to start new business ventures than other ethnic groups. In order to establish why women and certain ethnic groups are less inclined to undertake entrepreneurial activities, the primary objective of this study was...
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... several items not loading as expected, it was unnecessary to reformulate the operational definitions. The operationalisation of the fourteen work values identified, the minimum and maximum factor loadings, as well as the Cronbach-alpha coefficients for each of these constructs, are summarised in Table 2. Cronbach-alpha coefficients of greater than 0.70 (Nunnally & Bernstein, 1994;Peterson, 1994) were reported for all constructs, suggesting that reliable measuring scales were used to measure the constructs under investigation. ...
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... We included gender, family obligations, educational level, grades and previous work experience as controls. Male students and female students differ in their work values and have different motivations for their careers (Farrington, Gray & Sharp 2012). We measured family obligations as having responsibility for the care of children living at home. ...
Background: Internships as a means for learning and job training are increasingly getting traction among universities and policymakers. Still, we do not know what motivates students to undertake such external experimental learning arrangements.
Aim: This study reveals students’ motivation for engaging in two different internships design.
Setting: We explore the motivation among Norwegian bachelor and master business students for engagement in internships locally and abroad.
Methods: This is a quantitative study where 244 students responded to our survey. The students themselves provided input on the survey topics. We applied t-tests, correlations, and regressions to analyse the data.
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... Despite some studies suggesting a higher proclivity towards entrepreneurship among male students compared to female students, the extant literature shows an ambiguous position. For instance, a study by Farrington, Gray and Sharp (2012, 2) based on undergraduate business students at a South African university and small business owners revealed significantly different gender-based perceptions about entrepreneurship between males and females, albeit for different reasons. Because of their household commitments, female respondents perceive entrepreneurship careers as affording them the flexibility and autonomy to balance household and work responsibilities. ...
... The results revealed significant differences between male and female respondents concerning entrepreneurial intention. These findings are well supported by literature and strengthen those findings derived from previous studies conducted using South African university students as respondents, which also noted a similar pattern of results (Farrington, Gray and Sharp 2012;Fatoki 2014, 297-298;Malebana and Swanepoel 2015a, 628). It seems possible that these results are due to the widely held belief of entrepreneurship as a masculine activity (Garcia and Welter 2013, 385;Hechavarria and Ingram 2016, 244;Jaafar et al. 2014, 78;Jones 2014, 238). ...
Although the prevailing gender-linked fissures in entrepreneurial activity are shrinking in African economies, a disturbing feature of the contemporary business start-up environment is that women persistently are less willing to engage in entrepreneurship compared to men. In addition, women focus more on low technology and service-oriented business activities, which yield relatively lower financial value than other economic sectors. Given the subtle but entrenched gender vulnerabilities and biases that constantly accompany student career decisions, the primary objective of this research was to establish whether gender influences students' intention to participate in entrepreneurship. Guided by a quantitative approach and survey research design, the study used a self-administered questionnaire to gather data from 130 undergraduate students, randomly selected from an entrepreneurship education class at a South African university of technology. The study applied the Mann-Whitney technique, a non-parametric test, to ascertain the existence of any significant gender-grounded disparities in the mean scores for entrepreneurial intention and its antecedents. The results confirmed the existence of significant differences in entrepreneurial intention, perceived behavioural control and attitude towards entrepreneurship among students, with males scoring higher than females in these constructs. These findings emphasise the need for gender-sensitive approaches to devising and implementing entrepreneurship development and support measures among potential entrepreneurs.
It is a fact that entrepreneurship has important roles to play in any nation’s socio-economic growth as it helps graduates to establish their own businesses, thereby creating jobs rather than depending on governments and private establishments for employment. This explains why entrepreneurship training was held important among students in higher institutions globally. However, gender differences have been observed in the attitudes of students towards such education. This study was conducted to investigate how students’ gender might influence their attitudes toward entrepreneurship training in order to reinforce the opinion and behaviour of potential entrepreneurs in Nigeria. Three hundred and fifteen (315) randomly selected HND II students of the Federal Polytechnic, Ilaro, Ogun State were involved in the study. The study was conducted in a classroom environment during some of their classroom sessions. A questionnaire which has 32 items (divided into three sections) was developed to gather information from the students. It was formed in Likert’s 5-point format and subjected to a pilot study. After information was collected from the students, it was subjected to statistical analysis using SPSS V21. It was realized that gender is an important factor of entrepreneurship education as a significant difference was observed in the perceived behavioural control of the male and female respondents. It was also discovered that students’ academic field does not make them feel differently about entrepreneurship lessons. It was then recommended that faculties must adopt methods and approaches that ensure gender neutrality when delivering entrepreneurship instructions. Also, policymakers in the education sector must make sure that the core objectives of entrepreneurship education are emphasized in all academic curriculums.
21. yüzyılda toplumların sosyo-ekonomik gelişimlerinde nitelikli insan sayısının fazlalığı
son derece önemlidir. Bilgi çağında ve hızla artan rekabet ortamında nitelikli insan; bilgi
çağının gereği yaşam boyu öğrenen, hızla artan rekabetin gereği girişimci birey olarak
karşımıza çıkmaktadır. Girişimcilik; gelişmiş ülkelerin ekonomik ve sosyal gelişiminin
temelini oluşturan önemli bir güçtür. Ülkeler bu gücü ellerinde tutabildikleri sürece
yenilikçi ve yaratıcı niteliklere sahip üretim imkânı elde edebilmekte, ekonomik
bağımsızlıklarını koruyabilmekte ve refah seviyelerini artırabilmektedirler. Bilgi toplumu
anlayışının hâkim olduğu 21. yüzyılda her alanda olduğu gibi üretim alanında da
işgücünden çok bilgiye dayalı güç önemli hale gelmiştir. Bilgiye sahip olanların ve bilgiyi
kullanmayı becerebilenlerin girişimci aktiviteleri dikkat çekmekte; bu durum yeni
bilgilerin öğrenilmesi ihtiyacını doğurmaktadır. Bilgiye olan bu ihtiyaç ise yaşam boyu
öğrenmeyi gerekli kılmaktadır.
Türkiye’de halk eğitimi merkezleri; bireylerin yaşamları boyunca ihtiyaç duydukları bilgi,
beceri ve yeterliklerini geliştirmeleri için kurs ve kurs dışı etkinliklerle yaşam boyu
öğrenmeyi destekleyen birer kurum olarak faaliyet göstermektedir. Bu çalışmanın amacı,
halk eğitimi merkezi kursiyerlerinin yaşam boyu öğrenme eğilimleri ile girişimcilik
düzeyleri arasındaki ilişkinin incelenmesidir. Araştırma, betimsel bir araştırma olup
ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir.
Araştırma çalışma grubunu Sakarya İlinde faaliyet gösteren halk eğitimi merkezlerinde
2019 yılının Ocak, Şubat ve Mart aylarında açılan kurslara katılan toplam 930 kursiyer
oluşturmaktadır. Veri toplama araçları olarak araştırmacı tarafından hazırlanan “Kişisel
Bilgi Formu”, Gür-Erdoğan ve Arsal (2016) tarafından geliştirilen “Yaşam Boyu Öğrenme
Eğilimi Ölçeği” ile Yılmaz ve Sünbül (2009) tarafından geliştirilen “Girişimcilik Ölçeği”
vi
kullanılmıştır. Elde edilen verilerin analizi SPSS 21.0 paket programı ile
gerçekleştirilmiştir. Kullanılan ölçeklerin güvenirlikleri için Cronbach Alpha katsayısı
hesaplanmış, yapı geçerlikleri için Doğrulayıcı Faktör Analizi yapılmıştır.
Araştırmanın alt problemlerinin analizinde kursiyerlerin ölçeklerden aldıkları puanları
belirlemek amacıyla öncelikle betimsel istatistiklerden yararlanılmıştır. Ölçek maddeleri
frekans ve yüzde tabloları ile gösterilmiştir. Ölçekler ve alt boyutları için puanların
aritmetik ortalama, medyan, standart sapma, minimum ve maksimum değerleri
hesaplanmıştır. Karşılaştırma analizlerinde Kolmogrov-Simirnov ve Shapiro-Wilk
normallik testleri ile Mann-Whitney U ve Kruskal-Wallis testleri kullanılmış, ilişki
analizinde ise Spearmansıra farkları korelasyon katsayısı incelenmiştir.
Araştırmada, halk eğitimi merkezi kursiyerlerinin yaşam boyu öğrenme eğilimlerinde
öğrenim düzeyi ve yaşadıkları yer değişkenlerine göre; girişimcilik düzeylerinde ise
cinsiyet, yaş, öğrenim düzeyi, çalışma durumu, yaşadıkları yer ve daha önce katıldıkları
kurs sayısı değişkenlerine göre anlamlı farklılıklar olduğu belirlenmiştir. Halk eğitimi
merkezi kursiyerlerinin yaşam boyu öğrenme eğilimlerinin yüksek ve girişimcilik
düzeylerinin orta düzeyin üstünde; yaşam boyu öğrenme eğilimleri ile girişimcilik
düzeyleri arasında pozitif yönlü orta düzeyde anlamlı bir ilişki olduğu sonucuna
varılmıştır. Hızla değişen ve gelişen dünyaya uyum sağlayabilen, küresel rekabetle başa
çıkabilen bir ülke için bu ilişkinin dinamik tutulması ve eğitim sistemimizin “yaşam boyu
öğrenen” ve “girişimci” bireyler yetiştirilmesini hedeflemesi önemlidir.
Amaç – Bu çalışma, Mersin ilinde bulunan bir vakıf üniversitesinin İktisadi ve İdari Bilimler
Fakültesi (İİBF)’ndeki Uluslararası İşletmecilik, Uluslararası Finans ve Bankacılık, Uluslararası
İlişkiler ile Uluslararası Ticaret ve Lojistik Bölümleri’nde öğrenim sürecine devam eden
öğrencilerin, girişimcilik eğilimlerinin ölçülmesi ve ilgili literatüre katkı sağlamak amacıyla
hazırlanmıştır.
Yöntem – Çalışma kapsamında, öğrencilerin girişimcilik eğilimlerini ölçmek için Yılmaz ve
Sünbül (2009)’ün geliştirmiş olduğu “Girişimcilik Ölçeği” kullanılmıştır. Kolayda örnekleme
yöntemiyle, toplamda 267 lisans öğrencisi ankete katılmış olup; elde edilen veriler, “SPSS 23.0”
paket programı yardımıyla faktör analizi, frekans analizi ve tanımlayıcı istatistikler yöntemi
gerçekleştirilmek suretiyle analiz edilmiştir.
Bulgular – Araştırmanın gerçekleştirildiği vakıf üniversitesinin İİBF’si bünyesinde bulunan dört
bölümde öğrenim sürecine devam eden lisans öğrencilerinin girişimcilik eğiliminin yaşa göre
anlamlı olarak farklılık gösterdiği, ancak cinsiyete ve öğrenim görülen bölümlere göre istatistiksel
olarak anlamlı bir farklılık göstermediği tespit edilmiştir.
Tartışma – Öğrencilerin, lisans eğitim sürecinin ilerleyen aşamalarına gelindikçe, girişimcilik
bilincinin artmakta olduğu ve gelecekte de kendi işlerini kurma eğilimlerinin bu anlamda olumlu
yönde etki göstermeye devam edeceği öngörülmektedir.
Purpose – This study aims to measure the entrepreneurship tendencies of the students who are
studying in the International Business, International Finance and Banking, International Relations
and International Trade and Logistics Departments in the Faculty of Economics and
Administrative Sciences at a foundation university in Mersin and to contribute to related
literature.
Design/methodology/approach – In the context of this study, the "Entrepreneurship Scale"
developed by Yılmaz and Sünbül (2009) was used to identify the students’ entrepreneurship
tendencies. The data were collected by questionnaires from 267 undergraduate students through
an easy sampling method and were analyzed by factor analysis, frequency analysis, and
descriptive statistics by using SPSS 23.0 programme.
Findings – This research was carried out in all of the departments within the Faculty of Economics
and Administrative Sciences’ undergraduate students who keep on their education process. It was
identified that entrepreneurship tendency was significantly different accordingly with age;
however, there was no statistically significant difference identified accordingly with gender and
the departments studied.
Discussion – It has been foreseen that, as the students progress to the advanced stages of the
undergraduate education process, the tendencies of entrepreneurship have been increasing and
the tendencies to set up their own businesses have been continuing to have a positive effect in the
future.
Despite the compelling evidence on the capacity of gender biases rooted in subjective beliefs and assumptions to shape recognition and evaluation of business opportunities, there is limited research on whether females and males in resilient, economically troubled economies such as Zimbabwe conceive entrepreneurial constraints differently or in similar ways. In view of literature that highlights some marked gender variations in perceived feasibility and desirability of participating in entrepreneurial ventures, the current study explored whether femalestudents at Zimbabwean vocational education institutions would be more inclined to perceive entrepreneurial barriers differently than their male counterparts. A total of 365 students identified through simple random sampling were invited to participate in the study. On completion of the survey, 160 questionnaires were successfully completed, presenting a response rate of 43.8%.The findings reveal that there were no significant differences between male and female students in their perceptions of entrepreneurship support, regulatory and socio-cultural barriers. However, males had stronger perceptions of financial barriers while females had stronger perceptions of personal barriers. The implication of these findings is that the Government of Zimbabwe should institute and implement more gender parity-based measures to ensure prospective entrepreneurs' transformative reflection on venture creation, and more inclusive access to and participation in entrepreneurial activities.
South Africa is often referred to as the rainbow nation because of its diversity in race, culture, ethnicity, language and other social discriminants. Meanwhile, diversity usually reflects in behaviour, attitudes and other human characteristics. Thus, ethnic diversity in South Africa should expectedly reflect in the entrepreneurial behaviour, attitudes, and motives of the different ethnic groups. This research explored the entrepreneurial motives of four ethic groups in a local municipality of South Africa to determine if there are significant differences. In this study, survey data was used to compare the motives that Tswanas, Afrikaners, Coloureds and Indians assign for engaging in entrepreneurial activities. The findings indicate that the four ethic groups differ significantly in entrepreneurial motives. Based on the findings, the researchers make recommendations to guide government, NGOs, development practitioners and all interested parties for promoting entrepreneurship among the different ethnic groups in South Africa.
DOI: 10.5901/mjss.2014.v5n14p228
