Available via license: CC BY-NC-ND 3.0
Content may be subject to copyright.
Procedia - Social and Behavioral Sciences 143 ( 2014 ) 615 – 620
Available online at www.sciencedirect.com
ScienceDirect
1877-0428 © 2014 Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Organizing Committee of CY-ICER 2014.
doi: 10.1016/j.sbspro.2014.07.447
CY-ICER 2014
Development of Entrepreneurial Potential of Students through
System of Professional Education
Marat Seidahmetova*, Saltanat Ibraimovab, Ainur Yesbolovac,
Aziza Mergenbayevad, Gulshat Zhadigerovae, Ahmaral Ahelovaf
aMarat Seidahmetov, Tauke Han Av. No 5, South Kazakhstan State University, Chimkent 160012, Kazakhstan
bSaltanat Ibraimova, Tauke-khan av.No5, M.Auezov South-Kazakhstan State University, Shymkent, 160012, Kazakhstan
cAinur Yesbolova, Bekzat Sattarkhanov Av. No 29, A.Yesevi International Turkish-Kazakh University, Turkestan 161200, Kazakhstan
dAziza Mergenbayeva, Tauke-khan av.No5, M.Auezov South-Kazakhstan State University, Shymkent, 160012, Kazakhstan
eGulshat Zhadigerova, Tauke-khan av.No5, M.Auezov South-Kazakhstan State University, Shymkent, 160012, Kazakhstan
fAhmaral Ahelova, Tauke-khan av.No5, M.Auezov South-Kazakhstan State University, Shymkent, 160012, Kazakhstan
Abstract
In the paper the results of scientific-theoretical research about influence of professional education on development of enterprise
potential of young people are presented. In the conditions of performance of a strategic task to increase a share of small and
medium business in Kazakhstan till 2020 year the important role its realization undoubtedly belongs to an education system. The
researches of foreign scientists show that the system of professional education has a big importance on formation of business
potential of students. Besides modern requirements of a labor market set a task for the graduates to have the knowledge and skills
in the business sphere. The development of business potential of the student during training will lead to increase of its
competitiveness in the market. The opinions of experts on existing problems in the course of training from the point of view of
their focus on development at students of enterprise qualities are analyzed. The results of applied research of entrepreneurial
orientation of students prove the existence by students the positive relation to business and desire to develop enterprise potential
during study. Also, in the paper the main directions of improvement of system of formation and development of enterprise
potential of students are formulated.
© 2014 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of the Organizing Committee of CY-ICER 2014.
*Corresponding author: Marat Seidahmetov, Tel: +7-72533-3-18-22
E-mail: nurabish777@mail.ru
© 2014 Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Organizing Committee of CY-ICER 2014.
616 Marat Seidahmetov et al. / Procedia - Social and Behavioral Sciences 143 ( 2014 ) 615 – 620
Keywords: Business potential, business approach, education, Kazakhstan;
1. Introduction
Development of small business acts as one of the important mechanisms of diversification of economy,
restoration of economic growth in the conditions of consequences of global financial crisis. State activities on
support of small business include assistance to a sustainable development of the operating enterprises. However not
less important is the creating favorable conditions for increase of business activity of wide segments of the
population, especially for young people, creation of new subjects of small business and new workplaces in this
sphere (Cox, Mueller & Moss, Vol. 1, p. 2).
The president of the Republic of Kazakhstan Nursultan Nazarbayev in the annual Message to the people of
Kazakhstan “Mangilik el” declared “domestic business is a driving force of a new economic course. The share of
small and medium business in economy has to grow by 2030 at least twice (40%)”. (Message of the President of
Kazakhstan, 2012). “When 60% of the working population will work in small and medium business, Kazakhstan
will reach stability”, - such is the presidential forecast.
In the conditions of the Republic of Kazakhstan the questions of development of small and medium business are
especially important.The number of the busy population in Kazakhstan in 2011 was 8 301,6 thousand people, among
which 32,8% - self-busy. However the share of gross domestic product is created by sector of small and medium
business was 17-20% for the same year (Kazakhstan in 2011-the Statistical year-book, 2011, p. 496).
The proportion of men at the age of 15 to 34 years was 49.9%. The share of urban young people of this age
category accounted for 56.1%. Thus, the labor potential of youth in the Republic of Kazakhstan is rather high. There
is a question of their business potential and opportunities of its development and realization in the conditions of
training in educational institutions.
Realization of a course of economic policy of Kazakhstan on activation of mass business it is possible only as a
result of orientation of professional education towards formation and development of business potential of
students.In this regard transition to new system which will allow to change quickly if necessary technologies and the
content of education and to motivate students not only to research, but also to business activity (Chepurenko, 2013).
Therefore the university has to train first of all experts who will be capable not only to production of new
knowledge, but also to the innovations, ready to work in the conditions of uncertainty, otherwise, to train
businessmen.
2. Method
The solution of objectives and verification of initial assumptions was provided with application of the following
groups of methods of research: methods of the theoretical analysis (contextual and-level analyses of scientific
concepts, method of the historical analysis, studying and synthesis of experience, modeling); observation methods
(the direct, indirect and included supervision); diagnostic methods (questioning, testing, interviewing); mathematical
and statistical methods (comparative analysis of data, percentage ratio, analysis of reliability of distinction,
correlation analysis).
3. Problem
Creation of necessary prerequisites for formation of new type of the worker demands requires from the
educational institutions the new approaches to the organization of the activity, namely a new view on development
of enterprise activity in education. Under the business activity is necessary to understand the initiative independent
activities aimed at satisfaction of need sand making a profit. Business in education is understood as the activity
directed on development and an embodiment in life of innovative ideas in the conditions of continuous changes in
society and economy for the purpose of personal self-realization. The integral qualities of the expert possessing
enterprise skills, have to become high motivation on achievement of success, readiness to work in the conditions of
risk, skills of the solution of actual tasks, creative approach, communicative abilities, ability to assume
responsibility, ability to build the constructive, business and interpersonal relations, ability to operate stressful
617
Marat Seidahmetov et al. / Procedia - Social and Behavioral Sciences 143 ( 2014 ) 615 – 620
situations, etc.
In the conditions of modern market economy the requirement for the employees involved in large corporations
and small businesses are increasingly converging. To the forefront together with professional knowledge and skills
require for the employees the special type of a business mindset. The business mindset includes installation on
continuous search of new quality (in labor organization, results of work, the relations with clients), orientation to
achievement of the best results at the minimum expenses, ability of the worker to perceive interests of any enterprise
where the employee works as own, constant aiming at self-development and training (Petridou & Sarri, 2011, p. 79).
Development of business type of thinking in trainees requires from system of professional education the
introduction of the new contents and style of the training called by business approach in education (training).Thus,
business approach in training is caused by aspiration to policy reorientation in the field of education and training.
Labor market as a whole and the employer in particular want to receive the competent expert who possesses
certain abilities and the qualities relating not only to professional, but also to the social sphere, – easily the trainee,
and the adoptive employee. Therefore the university has to graduate the students capable to intellectual business,
possessing skills of generation of new knowledge and motivated to generation of this knowledge that allows
graduates to achieve success in conditions of constantly changing market condition of work (Jose, 2011, p. 239).
At the same time, in the conditions of deficiency of qualified personnel of a new formation on a domestic labor
market, curricula objectively "sharpen" experts rather under future activities for hiring, than under self-employment
and business that is caused by traditions of the Soviet higher school when all processes from training and before
employment of the young specialist was in advance planned. Thus, the labor market has a paradoxical situation. The
workplaces in the labor market are not enough, and so a young person must have the ability to self-actualize in
business. However, domestic training programs directed on preparation high-quality specialists for hire are not
conducive to the development of entrepreneurial potential of the students and it reduces the entrepreneurial potential
of society.
Does the created infrastructure in higher education, to increase the competence of students who are ready to
innovate? What forms of education and activity of university promote and what becomes an obstacle in a way of the
student to business? What as a whole there are barriers at a choice student of business activity as future career?
It is possible to assume that the high school, already now create opportunities for occupation of students by
business through teaching the disciplines of business, but for full realization of model there are no corresponding
conditions that leads to leveling of tendency of students to business.
Jump of enterprise activity of the population is the share of the second half of 20 century. Together with the
penetration of networks of entrepreneurs in all new areas of society, as well as trends, when between the university
and the business began to occur interchange resources, gradually begin to create a program of doing business for
existing entrepreneurs. Interest to training in business started growing since the end of 1950 beginnings of the
1960th when McClelland’s works (The Achieving Society, 1961) and F. Collins, G. Moore and B. Unwalla
monograph-The Enterprising Man (1964) were for the first time published (Lee, 2005).
As a result in the modern society, the individual is faced with the most career uncertainty in the labor market,
with the necessity of choosing among a huge variety of opportunities of economic initiative, a broader range of tasks
to perform and the need to carry a different level of responsibility. In other words, complication of the world and
growth of uncertainty compels individuals to consider more and more business as a career choice, and also to look
for ways of training in enterprise competences for application them in the becoming complicated world. Besides, the
understanding of an essential contribution of businessmen and small business in economy of the countries, their
roles in technological progress that starts being made out in the form of the corresponding state policy became the
prerequisite of development of programs of training to business at universities. Thus, growing interest of student’s
youth to enterprise career and importance of business for economic development, which is proclaimed at political
level, form increasing interest to acquisition of business knowledge and skills at university (Petridou, 2011).
The key question asked by many researchers of entrepreneurship, has long remained the question of whether to
teach of entrepreneurship, especially young people. On this score are three positions: can, cannot and can only to a
certain extent.
We incline to the point of view that the student can be taught in a certain degree and undoubtedly such training
will have a positive effect even if it doesn’t realize itself (himself) as the businessman.
Many experts say that in business, there are the elements that can be learned, and those who cannot learn. The
most important for successful enterprise education is to mark out the skills which are amenable to formation in the
process of training, and to correlate them to needs of students in this regard(Katz, 1991).Another some researchers
618 Marat Seidahmetov et al. / Procedia - Social and Behavioral Sciences 143 ( 2014 ) 615 – 620
prove that entrepreneurship education has a positive impact on the perception of the elements, such as self-efficacy
(Cox et al., 2003).
It was noticed that those students who attended courses on business, are more inclined to the organization of own
enterprise. It is connected with indicators by self-efficiency, efficiency, readiness for risk and readiness self-busy is
much higher after training (Sanchez, 2011). Also, there is a belief that, the courses on entrepreneurship positive
effect on student awareness of entrepreneurial career attractiveness and recognition of the reality of creating his own
business (Liguori, 2011). According to report of “Entrepreneurship Education - A Compendium of Related Issues”
(Lee, 2005), where shows that the graduates of enterprise programs three times more probable will begin own
business, will be three times more probable self-busy, will have the income 27% higher, to own for 62% big assets
and will be more satisfied with the work. In present time many researches show an importance of training programs
for advance and strengthening of business initiatives.
Analysis business education programs has revealed, first, that entrepreneurship programs differed from the
classical business education because formation of a new business is fundamentally different from managing them,
and secondly, identified the main important aspects of entrepreneurship education (Kuratko, 2005).
The position in which enterprise education can be three types is closer to us: knowledge “about” business (what
is this phenomenon), knowledge “for” business (preparation for business and development of necessary
competences) and knowledge “through” a prism of businesses. The idea of knowledge “through” a business prism,
tells about inclusion of such education in the general program of training of students as a way of preparation them to
life in the uncertainty and complexity world (Blenker, 2000).At the same time for training should apply a wide range
of tools, such as reliance on the business plans, the establishment of student start-ups, consultation with practicing
entrepreneurs, interviews with entrepreneurs, analysis of environment, case studies, etc.
Today researchers recognize the “entrepreneurial intention” as a variable of defining further entrepreneurial
behavior (Linan, 2010). In other words, having studied this variable, we can judge the probability of a person in the
future to create his own company, product innovation, etc.
In work “Factors affecting entrepreneurial intention levels: a role for education” (Linan, 2010) were allocated the
following parameters having impact on a choice by students of business:
1. Awareness of the feasibility
2. Awareness of social norms
3. Approval of friends the business activity
4. Leadership, communication skills and the availability of professional contacts
5. Social approval and a set of key aspects of success
6. Innovation, creativity, the ability to recognize opportunities
7. Preference to work by hire
8. Businessmen in a family
9. Preference to be the independent professional
10. Personal relation
4. Result
In 2013 a study was conducted to identify problems in the implementation of the entrepreneurial potential of
students by the teaching stuff of M. Auezov South Kazakhstan State University (Shymkent city). The method of
questionnaire (n=400) was used. One of problems of this research is a studying of level of enterprise potential of
youth. Desire in the future to do their own business is one of the most significant indicators of the presence of the
entrepreneurial potential of young people.
The results showed that almost two thirds (63.3%) boys and girls aged 16-24 expressed a desire to start their
future own business. It means that the majority of young people regard the business sphere as one of the most
perspective for self-realization. Students show great interest in this area (69.7%) that most likely indicates about
their wish to become an independent as soon as possible, to the prestige and profitability in their opinion, business
activity. Among working youth the number wishing to open the business is less (56,3%) that testifies that they
estimate the abilities more soberly and better realize difficulties which it is possible to face.
The most popular motives of doing business for young people are: be own boss (55.9%), the ability to improve
the financial situation (54.4%), and an opportunity to do interesting work (41.9%).The most attractive field of
619
Marat Seidahmetov et al. / Procedia - Social and Behavioral Sciences 143 ( 2014 ) 615 – 620
activity for youth of the capital, wishing to open the matter in the future, is the services sector – 39,5%.The second
place there is a sphere of wholesale/retail trade – 15,4%, and the third – the industry – 8,6%.These areas of activity
are the most common and popular among the population, and are thus more attractive to young people. As for
services, by its share of other industries goes to the first position of worldwide.
As show results of survey, about a half of respondents (46,6%) connect opening of the business with receiving
the bank credit. Almost a third of respondents expects their personal assets, 8.3% of respondents expect to use
capital relatives and friends. 14.6% of respondents do not currently know what the source of capital used in starting
a business. Thus, we can say that for most students getting a bank loan is the most attractive option to organize their
own business, so providing soft loans from the government of youth is highly relevant.
We also note that 15.5% of young people do not plan to be engaged in business. Among the main reasons
respondents mentioned lack of entrepreneurial temperament (41.3%), the complexity of doing business in our
country (39.7%).In the opinion of young people the government pays not enough attention in terms of support for
entrepreneurship. Also, 23.8% respondents identified lack of necessary knowledge and skills. Thus, we can say that
such reasons as the complexity of doing business in our country and the lack of any entrepreneurial temperament are
dominant among students.
The priority qualities for the modern businessman, according to young people are the ones who describe him as a
hard-working person, having innovative thinking, who can easily establish and maintain useful for his connections
and relationships. Portrait of modern young businessman fills the following characteristics: a person who is equally
possesses the necessary professional, personal qualities and has the necessary contacts in the government. The most
necessary factors for the successful beginning of business, according to respondents are existence of the starting
capital, special entrepreneurial character, existence of special knowledge in the field of business management,
marketing, financial planning and human resource management.
5. Conclusion
We can conclude that the essential role of entrepreneurial education, both for future entrepreneurs, and for a man
of the modern era in general. And the university should be a key player in the formation of the students able to
generate knowledge and innovation in the conditions of constantly changing environment.
In this regard it is useful to note that the increasing interest of students to the entrepreneurial career and the
importance of business for economic development form a growing interest in the acquisition of business knowledge
and skills at the university.
Young people have a certain image of the businessman as a person possessing a set of behavioral traits, attributes
and skills used for innovation and organization of the changes. And the most part of them perceives business as the
positive phenomenon and under certain conditions wishes to be engaged in such type of self-realization.
The consideration of different perceptions of entrepreneurship programs, leads us to the conclusion that
necessary to highlight the key learning tools and modernization of the professional education will lead to growth of
the entrepreneurial potential of young people.
The analysis of different approaches about the possibility of business education gives the opportunity to
conclude an unconditional influence of enterprise programs on the relation to business and readiness to create own
business. To maintain the positive dynamics, in our view, it is necessary to systematize the work to encourage young
people to engage in entrepreneurship. Within this framework, it is necessary to use the following mechanisms:
creation of positive image of the businessman for the purpose of formation in public consciousness of perception of
business as habitual and traditional phenomenon, and for this purpose it is necessary to show concrete results of
activity of businessmen with reflection of specifics of their enterprises; assistance to opening of the small innovative
enterprises at higher educational institutions; implementation the courses of the basics of entrepreneurship at
secondary and high school; development of mechanisms and opportunities the microfinance of small business.
References:
Blenker P., Korsgaard S., Neergaard H., Thrane C. (2000). Paradigms and Progression in Entrepreneurship Education.Retrieved
fromURL:http://www.entreprenoerskab.dk/media%2815160,1030%29/helle_neergaarad_-_entrepreneurship_paradigms.pdf .
Cox, L.W., Mueller, S.L., Moss, S.E.( 2002/2003). The Impact of Entrepreneurship Education on Entrepreneurial Self-Efficacy // International
Journal of Entrepreneurship Education.. Vol. 1 (2).
Chepurenko, A. (2013). Education reform: How to teach the higher education institutions to business. Retrieved from// URL:
620 Marat Seidahmetov et al. / Procedia - Social and Behavioral Sciences 143 ( 2014 ) 615 – 620
http://www.hse.ru/news/1163611/75135973.html
Kazakhstan in 2011 / the Statistical year-book / (2012), Kazakhstan Agency ofStatistics – Astana, 496.
Kuratko, Donald F. (2005). The Emergence of Entrepreneurship Education: Development, Trends, and Challenges // Entrepreneurship Theory
and Practice. Vol. 29.Iss.5:583.
Liguori, E.W., Winkel, D., and Vanevenhoven, J. (2011). The impact of entrepreneurship education: Introducing the Entrepreneurial Education
Project // Proceedings of the 2nd Annual ICSB Research and Policy Conference. Washington DC.
Linan, F., Rodriguez-Cohard, J.C., Rueda-Cantuche, J.M. (2010). Factors affecting entrepreneurial intention levels: a role for education // URL:
ttp://www.researchgate.net/publication/23731650_Factors_affecting_entrepreneurial_intention_levels.
Lee L., Wong P.K. (2005). Entrepreneurship Education - A Compendium of Related Issues, Retrieved
fromhttp://papers.ssrn.com/sol3/papers.cfm?abstract_id=856227.
Message the president of the Republic of Kazakhstan, Leader of the Nation, N. Nazarbayev “Strategy Kazakhstan-2050”: New political course of
the established state” (2012), Retrieved fromhttp://www.akorda.kz/ - Official site of the President of the Republic of Kazakhstan.
Petridou E., Sarri, K. (2011). Developing “Potential Entrepreneurs” in Higher Education Institutes // Enterprising Culture. Vol. 19. Iss.79.
Jose C. Sanchez (2011). University training for entrepreneurial competencies: Its impact on intention of venture creation // International
Entrepreneurship and Management Journal. Vol. 7.Issue 2: 239-254.
