UNIVERSITY OF IRINGA

FACULTY OF BUSINESS AND ECONOMICS

THE IMPACT OF ENTREPRENEURSHIP EDUCATION ON UNDERGRADUATE

STUDENTS' ENTREPRENEURIAL INTENTIONS
A CASE STUDY OF UNIVERSITY OF IRINGA

BY
EMMANUELY M. BUGANGA

BAF-09722

A Research Paper submitted to the University of Iringa in Partial Fulfillment of the

Requirements for the Bachelor Degree of Science in Accounting and Finance at
University of Iringa

AUGUST, 2015
 CERTIFICATION

I, the undersigned do certify that I have read and hereby recommend for acceptance this research
paper which is titled The impact of entrepreneurship education on students'
entrepreneurial intentions and recommend it for the award of the Bachelor Degree in
Accounting and Finance at the University of Iringa (UoI).

Signature: ............................................................................................

Mr. Yohana Tweve

SUPERVISOR

Date

External Examiners Signature............................................................

Date: ....................................................................................................

1
 DECLARATION

I Emmanuely M. Buganga declares to the senate of the University of Iringa that this research
paper has not been submitted for any other award at any institution of higher learning for any
purpose and that it is my own original work.

Date..................................................

Signature..........................................

Name, Emmanuely M. Buganga

2
 COPYRIGHT

No part of this research may be reproduced, stored in any retrieval system or transmitted in any
form by or any form by or means without prior permission from the author or University of
Iringa.

Copyright 2015 Emmanuely M. Buganga.

3
 DEDICATION

This work is dedicated to my late parents Mr. and Mrs. Martin Buganga, wherever you are to rest

in Peace. My lovely sister Beatrice Buganga and I are safe and strong. Also, I would like to

dedicate this work to my coming child and my wife. May God bless them to be great all day.

4
 ACKNOWLEDGEMENT

The completion of this work has been made possible by different individuals and institutions.

First, I extend my sincerely thanks to Almighty God for giving me the strength that made me to

accomplish this work; I own my profound gratitude to the University of Iringa for providing me

with the learning opportunity that has also enabled me to complete this work.

I wish also to extend many thanks to Mr. YohanaTweve, my research supervisor for his

supervision, guidance, patience, constructive criticism and inputs that have made it possible for

the completion of this research paper. I would like also to recognize the efforts made by my

fellow colleagues, including SaimonMushi, Herman Felician, Haji Haruna, Julius Malisa,

JosephatMziray, Dickson Kirahi, Godfrey Ngota and Florence Mchaina for their supportive ideas

that were necessary for the completion of this work.

Furthermost I wish to extend many thanks to Mr. Harry Kihongosi for handling my budget and

all financial inquiries that were needed to complete this work; without forgetting my family

members, my mother AnumyeNgede, sister Beatrice Buganga, brother Alex Kulanga and his

family, DeogratiusMaro, Elizabeth Ngede and Noel Maro for giving me courage that made it

possible to accomplish this work. I would also like to thank all UoI lecturers, staffs and students

who participated during the field study.

5
 TABLE OF CONTENTS
CERTIFICATION......................................................................................................................................i
DECLARATION.......................................................................................................................................ii
COPYRIGHT...........................................................................................................................................iii
DEDICATION..........................................................................................................................................iv
LIST OF TABLES..................................................................................................................................viii
LIST OF FIGURES..................................................................................................................................ix
LIST OF ABBREVIATIONS....................................................................................................................x
ABSTRACT..............................................................................................................................................xi
CHAPTER ONE........................................................................................................................................1
1.0: INTRODUCTION................................................................................................... 1
1.1: BACKGROUND OF THE STUDY..............................................................................1
1.2: STATEMENT OF THE PROBLEM............................................................................. 2
1.3: RESEARCH OBJECTIVES....................................................................................... 3
1.3.1: General objective.............................................................................................. 3
1.3.2: Specific objectives............................................................................................ 3
1.4: HYPOTHESIS OF THE STUDY.................................................................................4
1.5: RESEARCH SIGNIFICANCE...................................................................................5
1.6: SCOPE OF THE STUDY.......................................................................................... 5
CHAPTER TWO.......................................................................................................................................6
LITERATURE REVIEW.........................................................................................................................6
2.0: INTRODUCTION................................................................................................... 6
2.1: AN OVERVIEW OF ENTREPRENEURSHIP EDUCATION.............................................6
2.2: THEORETICAL LITERATURE REVIEW.....................................................................7
2.3: THEORIES GUIDING THE STUDY............................................................................8
2.4: EMPIRICAL STUDIES.......................................................................................... 10
2.5: CHALLENGES FACING TANZANIAN ENTREPRENEURS..........................................14
2.6: CONCEPTUAL FRAMEWORK...............................................................................14
2.7: RESEARCH GAP................................................................................................. 15
CHAPTER THREE.................................................................................................................................17
RESEARCH METHODOLOGY............................................................................................................17
3.0: INTRODUCTION................................................................................................ 17
3.1: RESEARCH DESIGN........................................................................................... 17

6
 3.2: STUDY LOCATION............................................................................................. 18
3.3: SURVEY POPULATION....................................................................................... 18
3.4: SAMPLING PROCEDURES AND TECHNIQUES.......................................................18
3.5: DATA PROCESSING AND ANALYSIS....................................................................22
3.6: RELIABILITY AND VALIDITY ISSUES..................................................................22
CHAPTER FOUR...................................................................................................................................23
DATA ANALYSIS AND PRESENTATION OF FINDINGS.................................................................23
4.0: INTRODUCTION................................................................................................ 23
4.1: DESCRIPTIVE ANALYSIS....................................................................................23
4.2: FACTOR ANALYSIS............................................................................................ 27
4.3: CORRELATION AND REGRESSION ANALYSIS.......................................................29
4.4: MULTIPLE REGRESSION ANALYSIS.....................................................................31
4.5: TEST OF SIGNIFICANT........................................................................................ 34
CHAPTER FIVE.....................................................................................................................................37
DISCUSSION OF KEY FINDINGS, CONCLUSIONS AND RECOMMENDATTIONS.................37
5.0: INTRODUCTION................................................................................................. 37
5.1: DISCUSSION OF KEY FINDINGS...........................................................................37
5.2: CONCLUSION.................................................................................................... 40
5.3: RECOMMENDATIONS......................................................................................... 41
5.4: LIMITATION OF THE STUDY................................................................................ 42
5.5: AREA FOR FURTHER STUDY................................................................................43
REFERENCES:.......................................................................................................................................44
APPENDIX: QUESTIONNAIRE...........................................................................................................46

LIST OF TABLES

Table 3.1: A distribution table for the sample size........................................................................20

7
Table 4.1: KMO and Bartlett's Test................................................................................................27
Table 4.2: Rotated Component Matrix..........................................................................................28
Table 4.3: Correlation Coefficient.................................................................................................29
Table 4.4: Correlations of variables...............................................................................................30
Table 4.5: Model summary............................................................................................................32
Table 4.6: ANOVA.........................................................................................................................32
Table 4.7: Coefficients...................................................................................................................33

LIST OF FIGURES

8
Figure 1.1: Theory of planned Behaviour........................................................................................9
Figure 2.1: The conceptual framework..........................................................................................15
Figure 4.1: Respondents Gender..................................................................................................24
Figure 4.2: Respondents marital status.........................................................................................24
Figure 4.3: Respondents Age........................................................................................................25
Figure 4.4: Respondents knowledge.............................................................................................25
Figure 4.5: Crosstabs for gender and knowledge on entrepreneurship.........................................26
Figure 4.6: Crosstab for gender and marital status........................................................................26

9
 LIST OF ABBREVIATIONS

ATB Attitude TowardBehaviour

EEM Entrepreneurship Event Model

EEP Entrepreneurship Education Program

EI Entrepreneurial Intention

GEM Global Entrepreneurship Monitor

LEP Length of Entrepreneurship Program

PBC Perceived Behavioural Control

PEP Participation in Entrepreneurship Program

SMEs Small and Medium Enterprises

SN Subjective Norms

TPB Theory of Planned Behaviour

UoI University of Iringa

URT United Republic of Tanzania

10
 ABSTRACT

Though many researchers have focused on entrepreneurship education, little research has been
conducted on the precise effects and overall effectiveness of the entrepreneurship education
programs. Drawing on the theory of planned behavior and entrepreneurship event model, this
study investigates and aims to contribute to the understanding on the impact of entrepreneurship
programs on the entrepreneurial intention of undergraduate students through findings and making
evaluation using a sample survey of 86 undergraduate students at the University of Iringa. This is
to confirm the assertion that entrepreneurial education increases the intention to start a business
among University undergraduates.

The impact of entrepreneurial education has made entrepreneurship to gain worldwide

recognition in countries such as USA, France, Germany, Britain to mention a few. As Gartner
and Vesper, (1974); Fayolle (2004) and Bhandari (2006) rightly observed, more educational
institutions now offer a wide range of entrepreneurship programs and training activities. The
program appears to be influencing students in terms of generating entrepreneurial interest and
going into the business of their choice. Souitaris, Zerbinati and Al-lohan (2006) revealed that
entrepreneurial programs raise attitudes and behaviors capable of provoking entrepreneurial
intentions among youth who have an interest in the economic development of their nation.

Entrepreneurial start up among students does not only enhance their economic life style, but help
to stimulate economic development. This makes universities, socially impactful and popular in
the industry. It leads to a strong emergence and diffusion of the entrepreneurial spirit within the
university campuses (Fayolle, 2004). Despite the importance of entrepreneurship to economic
development, the role of students in promoting entrepreneurship remains largely unstudied. Thus
a better understanding of the factors that affect students and their entrepreneurial intentions
could have theoretical and practical implications to policy makers (both the government and
university).

Therefore the results reveal that,students' entrepreneurial intentions are mainly affected by
"Attitudes towards behavior". Other variables such as participation in entrepreneurship program,
the length of the entrepreneurship program and perceived behavioral control did not show any
effect on influencing students' entrepreneurial intentions at the University of Iringa.

11
 CHAPTER ONE

1.0: INTRODUCTION.

In this chapter I would like to draw attention to the background information on the study; to give
a logical statement of the problem; to mention the research objectives; the hypothesis of the
research; the significance of the study; and most importantly to highlight the scope of this study.

1.1: BACKGROUND OF THE STUDY.

Entrepreneurial education is a fast growing area and hot topic in colleges and universities all
around the world and its hypothetical benefits have been much praised by researchers and
educators; nevertheless, the outcomes and effectiveness of entrepreneurship education programs
have remained largely untested (Pittaway& Cope, 2007; von Graevenitz et al., 2010).

The term entrepreneur was derived on 17th century from the French word entrepreneur. It
refers to individuals who undertook the risk of the new venture. In 1755 the term entrepreneur
was introduced by the French economist Richard Cantillon but the concept gain prominence
from 1800 due to the effort of French economist J.B Say, who shift economics resources from
the areas of lower productivity into one of a higher productivity and greater yield.

Adam smith viewed the entrepreneur as a person who forms an organization for commercial
purposes. He recognized the role of industrialist to the entrepreneurs. In his views, entrepreneurs
reacted to economic change, thereby becoming the economic agents who transformed demand
into supply.

In the 19th century, entrepreneurs were given a new name "captain of Industry". They were risk
takers, the decision-makers and the individuals who aspired to wealth and were able to undertook
losses. They gathered and managed resources to create new ventures and over that time the
meaning of entrepreneur changed from captain of Industry to an individual who made a profit at
the expense of another member of the society.

12
In Tanzania entrepreneurship started during the colonial era whereby totalitarian role continued.
Most of productive activities were suffocated by colonial regulations and competition from
imports. There were also strict policies to prevent the participation of African and less strictly for
Asians, especially those who had been brought into work as clerks during railway construction
projects in the early 1960s, were encouraged to operate as sub-wholesalers and retailers. Arabs
operated mainly as retailers.

Therefore, during that time there were no Tanzanians who participate in business and who were
allowed to establish small shops, hence at independence the population was marginalized in their
own country as the economy was in the international market, example in 1961, about 34,581
Africans and 7,500 Asians held retail trading licenses, but Asians handled well over two-thirds of
the trade volume (Rweyemamu, 1979).

According to Sylvester Jotta, since the mid-1990s, entrepreneurship as a career has been
acquiring increasing legitimization. The proportion of individuals intentionally choosing self-
employment, even among the highly educated has been increasing. In 1991 a survey of the
informal sector (URT, 1991) did not record any University graduate, a 1995 study (URT, 1995)
recorded 1582 graduates in the sector. In a 1997 survey of University of Dar Es Salaam (UDSM)
students by the Faculty of Commerce and Management (FCM, 1998), 81% of students indicated
that they were interested in setting up their own enterprises. In a tracer study of the FCM Alumni
(Kaijage, 2000) entrepreneurship was rated second (next only to computer-related courses)
among the aspects that were very important but not significantly covered in the BCom program.
In a 2004 survey of final year students, Mufa (2005) found that the proportion of those running
businesses while studying had increased from 7% in 1997 to 16%.

1.2: STATEMENT OF THE PROBLEM.

Entrepreneurial education is focused on developing youth with the passion and multiple skills. It
aims to reduce the risk associated with entrepreneurship thought and guide the project
successfully through its initial stage to the maturity stage. According to Brown (2000)
entrepreneurial education is designed to communicate and inculcate competencies, skills and
values needed to recognize business opportunities, organize and start a new business venture.

13
According to Alberti et al. (2004) the first and the most important area for further investigation
should lie in assessing the effectiveness of these programs. However, there is an important
question that a developing country like Tanzania needs to look after on this education that is
being provided in university levels like how should entrepreneurship education be assessed. One
of the most common ways to evaluate an entrepreneurship education program is to assess the
individuals' intentions to start up a new business. Intentionality is central to the process of
entrepreneurship.

The problem arises when undergraduate students take entrepreneurship as a normal study while it
has a large impact in their country's life economy. However, there are many researches' done on
this topic, but due to lack of enough information on the results concerning with the impact of
entrepreneurship education on students' entrepreneurial intentions, that's why the problem is still
rising day after day, so I decided to conduct this research so that to find the causative source of
failure so as to resolve this problem for the benefit of my country. Therefore, (Bird, 1988;
Krueger, 1993) and the studies show that entrepreneurial intentions are a strong forward planner
of entrepreneurial behavior. However, the impact of entrepreneurship education programs on
entrepreneurship intentions to set up a business is unsuccessfully understood at present and it has
remained relatively untested (Kruegel and Brazeal, 1994; Souitaris et al. 2007; Peterman and
Kennedy, 2003; Athayde, 2009; von Graevenitz et al., 2010).

1.3: RESEARCH OBJECTIVES.

1.3.1: General objective.

In general the main objective of this study is to examine the impact of entrepreneurship
education program on undergraduate students entrepreneurial intentions. Also the study sought
to determine whether such intention usually gives rise to entrepreneurial start-up among students.
Even though there are many objectives and questions of this study, but I choose some of the
logical objectives in order to advance the theoretical development of the subject and generate
practical implications in the real life of graduates.

1.3.2: Specific objectives.

1. To examine if students who participate in entrepreneurship education program will have

more intention of becoming entrepreneurs than non-participants.

14
2. To assess if the attitudes towards entrepreneurship education program have an impact on
undergraduates students' entrepreneurship intentions.

3. To examine the effect of duration that entrepreneurship education program is being provided
on entrepreneurial intentions of undergraduate students.

4. To examine the effect perceived behavior control on the entrepreneurial intention of

undergraduate students after the end of an entrepreneurship education program.

1.4: HYPOTHESIS OF THE STUDY.

Hypothesis 1:

Ho; Students, who participated in an entrepreneurship education program, are more likely to
have lower entrepreneurial intention than non-participants.
H1; Students, who participated in an entrepreneurship education program, are more likely to
have higher entrepreneurial intention than non-participants.

Hypothesis 2:

Ho; There is no significant relationship between the attitude towards behavior, and the
entrepreneurial intention of undergraduate students.
H1; There is a significant relationship between the attitude towards behavior, and the
entrepreneurial intention of undergraduate students.

Hypothesis 3:

Ho; There is no significant relationship between the length of time that an entrepreneurship
education program is being provided, and entrepreneurial intentions of undergraduate
students.
H1; There are significant relationships between the length of time that an entrepreneurship
education program is being provided, and entrepreneurial intentions of undergraduate
students

15
Hypothesis 4:

Ho; There is no significant relationship between perceived behavioral control and

entrepreneurial intention of undergraduate students.
H1; There is a significant relationship between perceived behavioral control and entrepreneurial
intention of undergraduate students.

1.5: RESEARCH SIGNIFICANCE.

1.5.1: To a researcher.

This study will help a researcher to get valuable information and insight on the value of
entrepreneurship education provided to the undergraduate students and know the practical
implication of that education to the real life of undergraduate students. Also, it will help a
researcher to know how undergraduates perceive entrepreneurship education and whether they
are going to have intentions in startup a business or engage in entrepreneurship.

1.5.2: To the undergraduate students.

This research will help undergraduate students to know the value of entrepreneurship educations
in their life since there is a problem of unemployment and poverty in our country. Also, they can
be able to employ themselves due to lack of job opportunity in private and public sector while
the number of graduates is high. Therefore, undergraduate students will get many results on the
benefits of this research because it covers a big part in their life during studies and after graduate.

1.5.3: To the government.

This research will help the government to have good and strong policies and also reformulate
those weak policies that support people to engage in self-employment. Also, this will help the
government to find a good way of reducing the problem of unemployment and poverty in our
country since the number of undergraduate students is still increasing with each year.

1.6: SCOPE OF THE STUDY.

This study will be conducted on undergraduate students around the University of Iringa. The
population of the study will specifically be composed of third year students from four different
faculties.

16
 CHAPTER TWO

LITERATURE REVIEW

2.0: INTRODUCTION.

This part discusses several frameworks concerning entrepreneurship education and

entrepreneurial intentions that have been previously discussed by other literature studies. It also
includes the conceptual definitions empirical analysis and conceptual framework of the study.
There are several studies that have discussed the concepts of entrepreneurship education and
entrepreneurial intentions in Tanzania and in other countries; both sought to analyze the issues
pertain entrepreneurship education and its applicability to the students' entrepreneurial intentions.

2.1: AN OVERVIEW OF ENTREPRENEURSHIP EDUCATION.

Entrepreneurial education is focused on developing youth with the passion and multiple skills. It
aims to reduce the risk associated with entrepreneurship thought and guide the enterprise
successfully through its initial stage to the maturity stage. According to Brown (2000)
entrepreneurial education is designed to communicate and inculcate competencies, skills and
values needed to recognize business opportunities, organize and start a new business venture.

Entrepreneurship education has passed through several developmental stages. Postigo and
Tamborini (2007) in their study reviewed and analyzed four lines of research that described in
details this phenomenon in different countries. These include;(i) the study of the impact that
entrepreneurship education at the university level by Price and Monroe, (1993); Charney and
Libecap, (2000); (ii) the analysis over the pedagogic instruments and methodologies used to
teach entrepreneurship (Plaschka and Welsch, 1990; Laukannen, 2000); (iii) the research related
to the state-of-the-art entrepreneurship education (Vesper and Gartner, 1997) and (iv) report on
practical experiences at different educational level (Mason, 2000; Solomon, Duffy, and
Tarabishy, 2002).

17
Other studies have also listed out what the contents of a good entrepreneurship education
program that are skill-built oriented. These include; leadership, negotiation, creative thinking,
exposure to technology, invention and innovation (McMullan and Long, 1987; Vesper and
McMullen, 1998); opportunity identification, venture capital, idea generation and protection,
tolerance for ability, ability to tackle challenges at different entrepreneurial stages, personality
traits, ability to write and communicate business plan, new venture development, ability to
diagnosis business performance, networking and mentorship, environmental analysis, computer
and simulation skills, case studies, films and videoing, field and company analysis (Zeithamal
and Rice 1987; Hills 1988; Hood and Young 1993; Donckels, 1991; Plaschka and Welsch, 1990;
Preshing, 1991; Brawer 1997; Truell, Webster and Davidson 1998 cited in Kuratko, 2005).

2.2: THEORETICAL LITERATURE REVIEW.

2.2.1: Meaning of Entrepreneurship.

Entrepreneurship refers to the intentional creation or transformation of an organization for the

purpose of creating or adding value through organization of resources (Bird and Jelinek, 1988).
As a dynamics process of vision, change and creation (Kuratko, 2005), it requires to be taught
for the transfer of its skills and knowledge from an expert to someone else. It involves an
application of energy and passion towards the creation of an enterprise and this includes the;
willingness to take calculative risks; team work; the creative skill to marshal needed resources;
fundamental skill of building solid business plan; and finally, the vision to recognize opportunity
where others see chaos, contradiction, and confusion ((Walstad, and Kourilski, 1999; Arenius
and Minniti, 2004; Kuratko and Hodgetts, 2004).

2.2.2: The conceptual meaning of entrepreneurial intention.

Generally, intention is the cognitive state immediately prior to executing behaviour (Krueger,
2005). An entrepreneurial intention is concerned with the tendency of a person to start an
entrepreneurial activity in the future (Davidson, 1995). It is a key determinant of the action of
new venture creation moderated by exogenous variables such as family background, position in
one's family, education and training (Bird and Jelinek, 1988). Krueger (2005) identified
perceived desirability and feasibility as two other critical antecedents of entrepreneurial
intentions.

18
Bird (1988) observes that intentionality is a state of mind that directs a person's attention towards
a path in order to achieve something. It emphasizes the motivational factors identified by
founders which underline their action in starting up a firm. Examining the relationship between
entrepreneurial intentions on entrepreneurial action, a researcher Shapero and Sokol (1982);
looked at two broad categories of factors; individuals and environment.

An individual with entrepreneurial abilities and perception must find himself or herself in an
environment conducive for entrepreneurial venturing. Researchers have identified education and
training as one of these factors (Adenipekun, 2004; Uwameiye and Uwameiye, 2006; Miettinen,
2006). And this has become more prominent among young people and graduating students.

It constitutes a key source of nascent entrepreneurs who would end up as either entrepreneurs or
as owners of their own business or their family businesses (Thandi and Sharma, 2003; Kruegar,
Reilly and Carsrud, 2000). The studies of the Global Entrepreneurship Monitor (GEM) UK
Report (2005) and Wilkinson (2005), confirmed that youth between the ages of 18-25 have the
tendency of starting up their own businesses immediately after graduation or within 5 years after
graduation.

Apart from education, individuals who want to be entrepreneurs can also distinguish themselves
from others by intentionally sourcing their own resources required for the success of the
enterprise (Bird and Jelinek, 1988). Intentionality therefore acts as a force that propels
entrepreneurial actions and behavior. It gives direction to someone's attention and determines
experience one gets in life (Krueger, 2005). Determining how intentions fromsomeone's
behavior, Assagioli, (1973); Miller, Galnter and Pribram, (1960) studies on behavioral intentions
threw more light on this.

2.3: THEORIES GUIDING THE STUDY.

2.3.1:An overview of Theories.

A theory is a set of interrelated definitions, propositions and concepts that present a systematic
view of phenomena by specifying relations among variables, with the purpose of explaining and
predicting the phenomena (Jobr, 1989) as cited by (Fahr et al 2000).

19
Based on a literature review examining the theories used in the context of entrepreneurial
intention and entrepreneurship education, it can be stated that the most often used theory is
IcekAjzens theory of planned behavior (Krueger Jr& Reilly, 2000; Krueger et al., 1993;
Lthje&Franke, 2003; Mller, 2008; Souitaris et al., 2007). Following the theory of planned
behavior, the entrepreneurial event model by Shaper &Sokol is used in a number of studies:
(Krueger Jr, et al., 2000; Krueger, 1993; Linan& Javier Santos, 2007; Peterman et al., 2003). The
focus of this review will therefore be on these two theories.

2.3.2:Theory of Planned Behavior (TPB).

This study draws heavily on the theory of planned behavior. The theory of planned behavior was
postulated by Azjen (1991) and adopted by Krueger and Carsrud (1993). According to the
planned behavior theory, entrepreneurial behavior (EB) is a function of entrepreneurial intentions
(EI). Krueger and Carsrud (1993) illustrated this relationship as follows: Attitudes = Motivation
(behavioral control) = Intentions = behavior. Entrepreneurial intentions are aimed at either
creating a new venture or creating new values in existing ventures (Vesalainen and Pihkala,
1999). This theory according to Thandi and Sharma (2003) suggests that a persons attitude
towards becoming an entrepreneur, subjective norms (perception of others), and behavioral
control are antecedents of intention. Meaning that attitude, subjective norms and perceived
behavioral control act (motivation). Thus, the more favorable the attitudes and subjective norms
are and the greater the perceived behavioral control is, the stronger the intention to perform the
behavior. The theory of planned behavior has been used successfully to predict intentions in
various applications (Kruegar and Carsrub, 1993).

Figure 1.1: Theory of planned behavior

Attitude toward the behavior

Subjective norm Intention Behaviour

Perceived behavioral control

Source: Ajzen (1991)

20
2.3.3: Shapero and Sokol's Entrepreneurial Event Model.

Shapero and Sokol introduced their entrepreneurial event model (EEM) in 1982, the aim of the
model is to provide an explanation for the processes that lead to an entrepreneurial event, that is,
the moment of launching a new business (Kollmann & Kuckertz, 2006). The model assumes that
inaction guides human behavior until some event "displaces" that inaction and unblocks
previously undesired behaviors. For example, a displacement, such as job loss, might alter the
perception of the desirability to become self-employed. Shapero and Sokol (1982) classify these
life path changes into three categories:

First, negative displacements such as being fired, insulted, angered, bored, reaching middle age,
getting divorced or becoming widowed. The second is being between things such as graduating
from high school, university, finishing military duty or being released from jail. Especially this
second category of between-things are potentially interesting for entrepreneurship education
program since students often have no clear idea of what they want to do after graduation.

The third category is of a positive nature, the so-called positive pulls from the partner, mentor,
and investor. Behavior which is ultimately performed depends on the credibility of the
alternatives and the propensity to act. Credibility in this context is given when there is perceived
desirability and feasibility of the specified behavior. However, this alone is not enough to
execute a specified behavior; what is needed is a precipitating event, a displacement event that
changes these perceptions and propensity to act in such a way as to eventually perform the
behavior. Thus, if a displacement event triggers cognitive processes and change perceptions of
feasibility and desirability, the individual may act if the credibility of the specified behavior is
higher than that of the alternatives and if the individual has a general propensity to act on that
action.

2.4: EMPIRICAL STUDIES.

2.4.1: Entrepreneurship and Enterprise Education.

Entrepreneurship is a concept that involves mental activities such as creativity, innovativeness

and proactiveness, also enterprise education is designed to prepare students for engaging in a
self-directed economic future, such as seeking opportunities, taking risks and having the

21
persistence to push an idea through to reality combined into a special perspective that permeates
entrepreneurs (Adenipekun, 2004). According to Garavan, Costine, and Hegarty (1995)
enterprise education is the process of or series of activities which aims to enable an individual to
assimilate and develop knowledge, skills, values and understanding that are not simply related to
a narrow field of activity, but which allow a broad range of problems to be defined, analyzed and
solved. It focuses on developing students with the passion and skills needed to create an
inherently risky entrepreneurial enterprise and guide the enterprise successfully through its initial
stage to the maturity stage. It communicates and inculcates the skills needed to recognize
business opportunities, organizing and process starting new business venture (Brown, 2000). Its
aim is to help young people develop skills and attributes that allow them to be innovative and to
identify, initiate and successfully manage personal and work opportunities, including working for
them (wasted, and Kourilski, 1999; Bhandari, 2006; Adenipekun, 2004).

Relating education to entrepreneurship, studies of different scholars revealed that there are
different perspectives and approaches that can be adopted (Clark et al., 1984: Lafuente and Salas,
1989; Robinson and Sexton, 1994; Upton et al., 1995; Kolvereid and Moen, 1997; Charney and
Libecap, 2000; Cowling and Taylor, 2001; Levie et al., 2001; Lthje and Franke, 2002 cited in
Thandi and Sharma 2003). The adoption of these approaches depends on the institutional
decision and program design. Aside formal classroom setting, researchers are of the view that
entrepreneurship can also be communicated through conferences, seminars, journal publications,
workshop programs and using the platform of research centers (Adenipekun, 2004; Uwameiye
and Uwameiye, 2006; Miettinen, 2006).

An enhancement in the quality of entrepreneurial education in our institutions increases the level
of youth's attitude towards entrepreneurship development. As was predicted by Vesper (1974)
entrepreneurship education is one of the areas that have developed relevant knowledge in our
time. Evaluating the effect of education on entrepreneurship, Miettinen (2006) opined that a great
deal of emphasis is placed on the interaction between education and industry, expert exchanges
and the transfer of knowledge from the educational establishment of business. Education either
about or for entrepreneurship (Laukannen, 2000; Luthje and Franke (2003) helps in new business
creation, development of the entrepreneurial process and issues that have to do with theories and
management of entrepreneurial ventures.

22
2.4.2: Influence of Entrepreneurial Education on Intentions.

This study also tried to look at the relationship between entrepreneurial education and intentions.
Does entrepreneurial education influence the students intentions to start a firm? Intention
according to Ajzen (1991) is generally recognized as the single predictor for an individual to
engage in a specific behavior. Kruger, Reilly and Carsrud (2000) in their study showed how
intention can be a single predictor for entrepreneurial behavior. Several other researchers such as
Krueger (1993); Reynold (1995); Thomas 1999; Simon et al (1999); Drnovsek and Glas (2001)
cited in Thandi and Sharma (2003) also have explored the relationship between entrepreneurial
education and students entrepreneurial intentions. Their studies revealed that most of the
entrepreneurial activities start from attitudinal behavior exhibited by the entrepreneurs which is a
factor for the predictions of entrepreneurial intentions (Autio et al; 1997; Kruegar, 2005).
Understanding the relationship between entrepreneurial education and intentions is very
significant so as to justify the introduction of entrepreneurial education in our universities.
Certain factors, according to existing literature may be related to intentions and behavior. On this
note Bird and Jelinek (1988) are of the view that an entrepreneur's attitude and behavior have a
way of influencing the realization of his intentions. To expatiate this further, behavior theorists
are of the opinion that past behavior and experience have a positive relationship with someone's
future intents (Kuratko, 2005; Birdthistle 2007; Levenburg and Schwarz, 2008).

The study of Miettinen, (2006) on ISCE threw more light on how student's entrepreneurial
intentions can easily be identified. Using the 2006 ISCE he compared the entrepreneurial
activities and intentions of students in an international context. A standardized questionnaire that
consists of several parts was developed on the basis of already existing studies to explore
students professional orientation, expectations or determinants of creation and their
personality traits. The study revealed that a vast majority of the students responded that they
have the intention of starting up a business after graduation. To ascertain empirically, the
relationship between entrepreneurship intention and entrepreneurial activity led us to the issue of
entrepreneurship and motivation. Entrepreneurial education and entrepreneurial intentions
among students. According to them, entrepreneurship education acts as intervening variable to
someone's intention to start up entrepreneurial venture.

23
2.4.3:Attitudes and Entrepreneurial Intentions.

According to Walstand and Kourilsky (1998) he stated that students are introduced into
entrepreneurship on the ground of their intentions. In China, Moy and Luke (2008) have
followed the study on exploring the career choice intent of Chinese graduates of extending a
psychologically based model of new-venture creation that encompasses people, process and
choice.

This integrative model helps to understand the intricacy of entrepreneurial career choice intent in
developed as well as in developing economies. The study showed that gender and parental role
had a positive effect on career choice intent, with entrepreneurial self-efficacy significantly and
partially mediated their relationship.

2.4.4: Entrepreneurial Intentions among students in Tanzania summary.

Since the mid-1990s, entrepreneurship has been acquiring increasing legitimization. The
proportion of individuals consciously choosing self-employment, even among the highly
educated, has been increasing. For example, while a 1991 survey of the informal sector (URT,
1991) did not record any University graduate, a 1995 study (URT, 1995) recorded 1582
graduates in the sector. In a 1997 survey of University of Dar Es Salaam (UDSM) students by the
Faculty of Commerce and Management (FCM, 1998), 81% of students indicated that they were
interested in setting up their own enterprises.

In a tracer study of the FCM Alumni (Kaijage, 2000) entrepreneurship was next only to
computer-related courses among the aspects that were very important but not significantly
covered in the BCom program. In a 2004 survey of final year students, Mufa (2005) found that
the proportion of those running businesses while studying had increased from 7% in 1997 to
16%.

24
2.5: CHALLENGES FACING TANZANIAN ENTREPRENEURS.

Lack of capital; Many Tanzanian finds it difficult to initialize business due to lack of initial
capital, capacity limit of banks to offer loans, long loan procedures to access loans from banks
and lack of collaterals required to validate ones ability to apply for loans.

Lack of entrepreneurship training; Most of the experts in Tanzanian have spirits and skills in
entrepreneurship, but due to high costs of training materials, funds for accommodation and
traveling leads inadequate training.

Lacks of entrepreneurship skills; Most of Tanzanian is uneducated and they lack the skills on
matters relating to entrepreneurship. Their involvement in entrepreneurship may lead to a lot of
risks so they opt not to be involved.

Poor government policy, regulations and laws; the Tanzanian government does not have a clear
policy on supporting entrepreneurs and helping them to build their potentials.

Culture and beliefs; In Tanzania we have a mixture of several religions, each with its beliefs, for
example, if an entrepreneur decides to invest in keeping pigs it is acceptable to Muslims. These
always results in a narrowed market for some business opportunities.

2.6: CONCEPTUAL FRAMEWORK.

This section presents the conceptual model and the four hypotheses derived from the literature
review. An intention is defined as a persons readiness to perform a given behavior (Ajzen 2011).
In entrepreneurial context, the intention is defined as a self-acknowledged conviction by a person
that they intend to set up a new business venture and consciously plan to do so at some point in
the future (Thompson 2009).

One can best predict any planned behavior such as entrepreneurship by observing intentions
towards that behavior. The conceptual framework on the figure below provides a visual overview
of the relationships that are tested in those four hypotheses as derived from those objectives of
the study.

25
Figure2.1: The conceptual framework.
(A) Independent Variables

PARTICIPATION IN
ENTREPRENEURSHIP
EDUCATIONPROGRAM

(B) Dependent Variables

ATTITUDE TOWARD
BEHAVIOUR ENTREPRENEURIAL
INTENTIONS

THE LENGTH
OFENTREPRENEURSHIP
EDUCATION PROGRAM

(1,2,4 Semester)

PERCEIVED BEHAVIOUR
CONTROL
Source: Researchers source (2015)

2.7: RESEARCH GAP.

The researches on the impact of entrepreneurship education on students' entrepreneurial intention

have been done in many parts of the world like in America, Europe as well as East Africa and
many researchers find out those students who participate in entrepreneurship program have a
greater intention to start up a business or to be self-employed.

The aim of conducting this research is to fill the gap that exists now days because many graduate
students in my country are blaming on the government for the increase in poverty due to the
large number of unemployed graduates who have professionals.
Also the education system of our country did not prepare undergraduate students to be self-
employed after the end of their studies that's why I conduct this research so as to help
undergraduate students and the government to control the existence of poverty in our country.

26
I choose University of Iringa because it contains many undergraduate students who study
entrepreneurship course as part of their program and this will help me to get different views and
easy collection of data. Also, this study may have been done in other countries, especially the
developed ones, but for developing countries, especially in East Africa are very few. In other
words I can say there is a limited research on Entrepreneurship education in developing countries
particularly in Tanzania.

Therefore Entrepreneurship education can be the most likely factor for the development of
individuals' economy because people can be creative, innovative and having great ideas on how
to have a good standard of living through the use of this entrepreneurship education that's why I
conduct this study because it can help me even after I graduate.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0: INTRODUCTION.

C.R Kothari (2004) defined research methodology as a way to systematically solve the research
problem. This part provides different methodologies adopted by the researcher in the study,
including research design, location of the study, and sample of the study, sample size, sampling
technique, data collection techniques, and analysis data. The research methodology is important

27
in a research work because it specifies the sampling design (Zindiye, 2008). Below is the
research design of the study.

3.1: RESEARCH DESIGN.

Research design is an important conceptual structure in any scientific inquiry. There are many
definitions of research design, but no one definition imparts the full range of important aspects. It
constitutes the blue print for the collection, measurement, and analysis of data. It aids the
scientist in the allocation of these limited resources such as time and fund by posing crucial
choices.

C.R Kothari (2004) defined Research design as the conceptual structure within which research is
conducted; it constitutes the blueprint for the collection, measurement and analysis of data. As
such the design includes an outline of what the researcher will do from writing the hypothesis
and its operational implications for the final analysis of data.

There are a number of types of research design. These include descriptive, experimental, case
study, action research, quasi-experimental design or explanatory, but to name a few. This study
has used a descriptive design; since it has assessed the concept pertains entrepreneurship
education in Tanzania, including the impacts of entrepreneurship education on undergraduate
students' entrepreneurial intentions. This study has also adopted a quantitative research
approaches which included comparative and correlation methods.

3.2: STUDY LOCATION.

The study has been conducted at Iringa Municipal, Tanzania; since the region has got many
Universities but the sample of the study was obtained from undergraduate students from the
University of Iringa because the university offers studies in different fields which include
entrepreneurial courses.

28
3.3: SURVEY POPULATION.

Kombo, D. & Tromp, D. (2006) defined population as a group of individual objects, or items
from which samples are taken from measurements. Since the study aim to examine the impact of
entrepreneurship education program on undergraduate students entrepreneurial intentions, the
research focused on undergraduate students as its population. The total number of students that
were surveyed was 110. These students came from the following faculties: Faculty of Art and
Social Science, Faculty of Business and Economics, Faculty of Science and Education, and
Faculty of Law.

3.4: SAMPLING PROCEDURES AND TECHNIQUES.

3.4.1: Sample design.

C.R Kothari (2004) defined a sample design as a definite plan for obtaining a sample from a
given population. It refers to the technique or the procedure the researcher would adopt in
selecting items for the sample. The sample was chosen from third year students from different
faculties and courses offered by the university. This is because third year students are on the
verge of finishing their studies therefore they are more likely to have their intentions choices
figured out.

3.4.2: Sampling technique.

Sampling technique is the process of selecting a sample. There are different types of sampling
techniques which are like simple random sampling, systematic sampling, cluster sampling,
deliberate sampling, quota sampling, and stratified sampling. The sample for the study was
obtained by the stratified sampling technique. This is a type of sampling technique done if the
population from which a sample is to be drawn is not homogeneous.

The population is then stratified into a number of non overlapping groups, i.e. strata, and sample
items are selected from each stratum. The items will be selected from the stratum based on
simple random sampling procedure. Since the population consisted of undergraduate students
from different faculties and different courses, stratified sampling was more appropriate, which
furthermore facilitated making comparisons among these students basing on their areas of

29
studies. Thus, the number of students was first stratified and then simple random sampling was
done.

3.4.3: Sample size.

A sample is a smaller group of subject drawn from the population in which a researcher is
interested for a purpose of drawing conclusions about the universe or population.

Kothari (2004) argued that the result from the sample can be used to make generalizations about
the entire population as long as it is truly represented. The study has selected different personnel
who are in relevant to the study topic. The study used a sample of respondents from each faculty,
who make a total of 110 undergraduate students.

Since the study population of undergraduate students at the University of Iringa was known
therefore formula for obtaining the sample size from the known population size had been used to
ensure representation of the sample size. When confidence interval assumed to be 95% with
significance level of 5%
N
n=
The Formula for sample size: 1+ N (e)
2

Where:
n = Sample size to be studied
N= Population size
e = margin of error

From the above formula, the sample size for this study was:

110
n=
1+110 (0 . 05)2

30
 110
n=
1+0 . 275

110
n=
1 .275

n=86.27451

n 86 students .

From the above formula, the required sample for this study was 86respondents which will
include all interested parts. The interested party had been selected by using purposive and simple
random.

Table 3.1: A distribution table for the sample size.

STRATUM TOTAL NUMBER OF NUMBER OF SAMPLE

(FABEC,FASE,FASS,FAL,) STUDENTS STUDENTS FROM EACH
STRATUM.
BAF 20 15
BBA 25 20
LLB 20 15
B-EDU 10 8
B-IT 10 8
BAJ 5 4
BACAT 10 8
BACD 10 8
TOTAL 110 86
(POPULATION/SAMPLE)
3.4.3.1: Stratified sample formula.
((Sample size of the strata=size of the entire sample) /population size) *layer size

E.g. 86/110*25=20

3.4.4: Types of data.

Kothari (2004) has identified the two types of research data; the primary data are those which are
collected afresh and for the first time, and thus happen to be original in character; and the
31
secondary data are those which have already been collected by someone else and which have
already been passed through the statistical process. The study has depended on both primary and
secondary data as the sources of information, whereby the primary data have been obtained from
the field area at a respective university and the secondary data has been collected from different
relevant sources including library materials, internet, websites, journals, Ministries documents
and publications, and social media.

3.4.5: Data collection methods.

The researcher has adopted only one method of data collection in collecting primary data in the
study which is questionnaire method.

3.4.5.1: Questionnaire method.

Mellenbergh, G.J (2008) defined a questionnaire as the research instrument consisting of a series
of question and other prompts for the purpose of gathering information from respondents. This
method of data collection is quite popular, particularly in case of big increase and it has been
applied in the field of the research study, which included Open ended and closed ended questions
used to get the information from the respondents. The questionnaires supplied to the respondent
concerned with a request to answer the questions and return the questionnaire. A questionnaire
consists of a number of questions printed in a definite order on a form or set of forms. This
method was selected because it is cost-effective, it saves time by collecting data from a large
sample once at all and within a short period of time that is required to fill the questionnaire, and
it is free from bias of the interview answers because in this case the answers are in respondents
own words.

3.4.6: Measurement of variables.

In the measurement of variables the independent variables of the study were entrepreneurship
education, participation of students in the entrepreneurship program, attitude towards behavior,
time lapsed after the end of entrepreneurship program and the length of entrepreneurship
education program. The dependent variable of the study was the intention to decide on
entrepreneurship as their business life choices. The intention is measured quantitatively from
undergraduate student as a factor influencing them to take entrepreneurship to start up a business.

32
3.5: DATA PROCESSING AND ANALYSIS.

3.5.1: Data processing.

Oliver, (2004). The data gathered will be processed in various categories through coding,
tabulation and drawing inferences will be made by using a statistical software package and
spread sheet. The processed data aim to provide the meaningful result to the researcher. After
collecting the data, the researcher will edit the questionnaires to ensure that the information
given by the respondents is accurately recorded and consistent. This process aims at providing
the meaningful result to the researcher and enhance making of conclusions.

3.5.2: Data analysis and presentation.

The data will then be analyzed using the SPSS analytical software. Frequencies and cross
tabulations will be run. Also, hypotheses will be tested using the Pearson's correlation, ANOVA
and regression analysis to establish the relationship between the independent and the dependent
variable, testing the differences between sample means and the influence of independent
variables on the dependent variable.

3.6: RELIABILITY AND VALIDITY ISSUES.

Reliability can be explained as "the statement used to measure the repetition of the research
findings while validity is to measure at what extent the research findings are accurately
represented (Can't et al, 2011). Validity always relates to the extent to which the research data as
well as the methods for finding the data are accurate, honest and on target (Denscombe, 2003).
The questionnaire will be tested among a few undergraduate members to verify for the reliability,
consistency and validity strength of the questionnaire. Lastly, the results of the final data
collection must be consistent with the results from the testing.

CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION OF FINDINGS

4.0: INTRODUCTION.

In this Chapter, findings and analysis are presented according to the research objectives. The
overall objective of this study was to examine the impact of entrepreneurship education program

33
on undergraduate students entrepreneurial intentions. A sample of 86 respondents from the
University of Iringa was selected. Questionnaires were used as a major tool for data collection in
this study.

In summary, this chapter served to present the results and findings obtained from data gathering
for this study

4.1: DESCRIPTIVE ANALYSIS.

The descriptive analysis is a branch of analysis, which focuses on the summarization and
description of data that was collected from the survey (Weiers, 2008). This part was used to
provide analysis on the demographic characteristics of the respondents that was obtained from
the survey, and used the analysis to make general observations on the data, such as gender, age,
marital status, and experience.

4.1.1: Background of the respondents.

This research study had involved undergraduate students from the University of Iringa who were
participated in entrepreneurship programs, and who are willing to provide the relevant data about
the study. The study has not discriminated gender, culture, age and also did not consider the
religious and political differences of the respondents. The study involved the total number of 86
respondents; whereby all of the respondents participated through questionnaire method.

I had distributed 86 copies of the survey questionnaires and I had received a 100 percent
response from respondents. There was no data outlier, thus the researchers fully utilized the 86
copies of survey questionnaires and analyzed them.

34
4.1.2: GENDER OF THE RESPONDENTS.

Figure 4.1: Respondents Gender

Th
e bar chart above shows that there were a total of 86 respondents who participated in the
surveyed questionnaires. The result of gender analysis consisted of 50 male and 36 female.
Percentage of males was 58.14%, whereas the female was 41.86%, a difference of 16.28%.

4.1.3: MARITAL STATUS OF THE RESPONDENTS.

Figure 4.2: Respondents marital status

35
The bar chart above shows the marital status of the surveyed students whereby 20.93% were
married, 77.91% were single and 1.16% were divorced. Therefore, based on the data collected,
most of the respondents are single and very few are divorced.

4.1.4: AGE OF THE RESPONDENTS.

Figure 4.3: Respondents Age

The respondents in this study were mature enough to provide the reliable and relevant data.
Based on the data collected, most of the respondents ranked from 21-30 years of age (77.91%)
and very few ranked from 31-40 years of age (8.14%). Therefore, the result shows that youth
undergraduates have more intentions to become entrepreneurs than other groups,

4.1.5: RESPONDENTS' KNOWLEDGE ON ENTREPRENEURSHIP.

Figure 4.4: Respondents knowledge

36
The above bar chart shows the respondents knowledge of entrepreneurship. Based on the data
collected, (72.09%) have knowledge on entrepreneurship less than 5 years and (1.16%) have
knowledge of entrepreneurship more than 10years.

Figure 4.5: Crosstabs for gender and knowledge on entrepreneurship.

Figure 4.6: Crosstab for gender and marital status

37
4.2: FACTOR ANALYSIS.

According to Kothari (2004), Factor analysis is a statistical data reduction and analysis technique
that strives to explain correlations among multiple outcomes as the result of one or more
underlying explanation, or factors. The technique involves data reduction, as it attempts to
represent a set of variables by a smaller number.
Function.

Factor analysis attempts to discover the unexplained factors that influence the co-
variation among multiple observations. These factors represent underlying concepts that
cannot be adequately measured by a single variable. For example, various measures of
entrepreneurial intentions may be influenced by one or more underlying factors like
attitudes towards entrepreneurship and perceived behavioral control.

Significance.

Factor analysis is especially popular in survey research, in which the responses to each
question represent an outcome. Because multiple questions often are related, underlying
factors may influence subject responses.

Table 4.1: KMO and Bartlett's Test.

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .869

Approx. Chi-Square 906.503

Bartlett's Test of Sphericity Df 253

Sig. .000

According to table 4.1 above, the Bartlett's Test of Sphericity showed that the data variables
obtained after the data reduction process were significant (0.000) to measure the dependent
variable.

38
Table 4.2: Rotated Component Matrix.
Rotated Component Matrixa

Component

1 2 3 4 5

PEP1 .736
The
PEP3 .615
PEP4 .755
PEP6 .575
PEP7
ATE3 .782
ATE4 .583
ATE6 .653
ATE7 .548
ATE8 .684
LEP1 .634 .518
LEP2 .743
LEP3 .595
LEP5 .815
LEP6 .675
PBC1 .666
PBC2 .518
PBC3 .775
PBC6 .688
EI1 .535
EI2 .532
EI3 .704
EI4 .806

Extraction Method: Principal Component Analysis.

Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 8 iterations.

construct of entrepreneurial intention were loading on attitude toward behavior construct.Since

the entrepreneurial intention scale had been complemented by three further questions, "I have got

39
the serious intention to start a firm within 2 years", "I have got the serious intention to start a
firm within 5 years", and "I have got the intention to start a firm someday". These three
additional questions were deleted to test whether the reduction of variables had an effect. After
the reduction of these two variables, the exploratory factor analysis was conducted again and the
variables, then loaded on the factors appropriate to the variables (see table 4.2). For further
analysis the reduced set of variables for entrepreneurial intention was used. All calculations up to
this point were redone and updated. Table 4.2 provides an overview of the rotated component
matrix, all items under 0.41 were cut off to better visualize which components the variables are
loaded on. The factor loadings, the correlation between the factor and the variables, are in all
cases above 0.5, which indicates a moderate correlation. In summary, the analysis provided
evidence to support the validity of the measurement instrument.

4.3: CORRELATION AND REGRESSION ANALYSIS.

Table 4.3: Correlation Coefficient

Coefficient Range Strength of Association

0.91 to 1.00 Very Strong

0.71 to 0.90 High

0.41 to 0.70 Moderate

0.21 to 0. 40 Small but definite relationship

0.00 to 0. 20 Slight, almost negligible

Source: Hair, J., Money, A., Samuel, P., & Page, M. (2007). Research methods for business, New
York: John Wiley & Sons, Inc.

Table 4.4: Correlations of variables

Correlations

40
 Participation in Attitude Length of Perceived Entrepreneurial
entrepreneurship toward entrepreneurship behavioral intentions
program behavior program control

Participation in Pearson Correlation 1

entrepreneurship Sig. (2-tailed)

program N 86
Pearson Correlation .545** 1
Attitude toward
Sig. (2-tailed) .000
behavior
N 86 86
**
Length of Pearson Correlation .383 .452** 1
entrepreneurship Sig. (2-tailed) .000 .000
program N 86 86 86
** **
Pearson Correlation .536 .488 .578** 1
Perceived
Sig. (2-tailed) .000 .000 .000
behavioral control
N 86 86 86 86
** ** **
Pearson Correlation .482 .578 .550 .559** 1
Entrepreneurial
Sig. (2-tailed) .000 .000 .000 .000
intentions
N 86 86 86 86 86

**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.4 shows the correlations between the independent variables, which included participation
of students in entrepreneurship education program, attitudes towards behavior, The length of
entrepreneurship education program and perceived behavioral control with dependent variable
which was entrepreneurial intentions at the University of Iringa. Independent variables had a
positive linear relationship to the dependent variable at significance level 0.01.

There is a significant relationship between participation of students in entrepreneurship program

and entrepreneurial intentions among undergraduate students at the University of Iringa. This is
because the p-value is equal to 0.000 and less than alpha value 0.01. Moreover, the value of the
correlation coefficient, which is 0.482, falls under the coefficient range of 0.41 to 0.70. This
indicated a moderate positive relationship between participation of students in entrepreneurship
program and entrepreneurial intentions among undergraduate students at the University of Iringa.

There is also a significant relationship between students' attitudes towards behavior and
entrepreneurial intentions among undergraduate students at the University of Iringa. This was

41
because the p-value is equal to 0.000 and less than alpha value 0.01. Moreover, the value of the
correlation coefficient, which is 0.578, falls under the coefficient range of 0.41 to 0.70. This
indicates a moderate positive relationship between students attitudes toward behavior and
entrepreneurial intentions among undergraduate students at the University of Iringa.

There is a significant relationship between the length of entrepreneurship education program and
entrepreneurial intentions among undergraduate students at the University of Iringa. This is
because the p-value is equal to 0.000 and less than alpha value 0.01. Moreover, the value of the
correlation coefficient, which is 0.550, falls under the coefficient range of 0.41 to 0.70. This
indicates a moderate positive relationship between the length of entrepreneurship education
program and entrepreneurial intentions among undergraduate students at the University of Iringa.

There is a significant relationship between perceived behavior control and entrepreneurial

intentions among undergraduate students at the University of Iringa. This is because the p-value
is equal to 0.000 and less than alpha value 0.01. Moreover, the value of the correlation
coefficient, which is 0.559, falls under the coefficient range of 0.41 to 0.70. This indicated a
moderate positive relationship between perceived behavior control and entrepreneurial intentions
among undergraduate students at the University of Iringa.

4.4: MULTIPLE REGRESSION ANALYSIS.

With reference to Weiers (2008), a multiple regression analysis is an analysis which involves one
dependent variable and two or more independent variables. In other words, it is an analysis of
association in which the effects of two or more independent variables on a single, interval-scaled
dependent variable are investigated simultaneously (Zikmund et al., 2010).

Table 4.5: Model summary.

Model Summaryb

42
 Model R R Square Adjusted R Std. Error of the Estimate
Square
a
1 . 694 .482 .457 .567

a. Predictors: (Constant), participation in entrepreneurship program, attitude towards

entrepreneurship, length of the entrepreneurship program, perceived behavioral
control.
b. Dependent Variable: entrepreneurial intentions
Based on the table above, it shows that the value of correlation coefficient (R value) is 0.482
which indicated that independent variables could explain or predict 48.2% of the variation in the
dependent variable. However, it was still left 51.8% unexplained in the study

Table 4.6: ANOVA.

ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression 24.209 4 6.052 18.855 . 000b

1 Residual 26.000 81 .321

Total 50.209 85

a. Dependent Variable: entrepreneurial intentions

b. Predictors: (Constant), participation in entrepreneurship program, attitude towards
entrepreneurship, length of the entrepreneurship program, perceived behavioral control.
Table 4.6 above shows that P-value (Sig 0.000) is less than alpha value 0.01. The alternative
hypothesis of the four independent variables if significant explains the variance in the consumers'
perception is supported by the data and will be accepted in the prediction of the dependent
variable.

Table 4.7: Coefficients

Coefficientsa

Model Unstandardized Standardized t Sig.

Coefficients Coefficients

43
 B Std. Error Beta

(Constant) 1.207 .431 2.799 .006

Participation in
entrepreneurship .118 .111 .110 1.071 .287
program

Attitude toward behavior .299 .100 .303 2.984 .004

1
Length of
entrepreneurship .207 .083 .252 2.495 .015
program

Perceived behavioral
.165 .087 .206 1.892 .062
control

Based on the table above, (Coefficients) show that attitude toward behavior is significant to
predict the dependent variable (entrepreneurial intentions among undergraduate students at the
University of Iringa.) this is because the P-value 0.004 is less than alpha value 0.01. On the other
hand, the independent variables that were not significant to predict the dependent variable were
participating in entrepreneurship program; since the p-value is equal to 0.287 which is more than
alpha value 0.01, length of the entrepreneurship program since the P-value is equal to 0.015
which is more than alpha value 0.01 and perceived behavioral control, since the p-value is equal
to 0.062 which is more than alpha value 0.01.

The relationship can be denoted as the following equation from the analysis from the table
above: entrepreneurial intentions among undergraduate students. = 1.207 + 0.118 (participation
in entrepreneurship program) + 0.299 (attitudes towards behavior) + 0.207 (length of
entrepreneurship program) + 0.165 (perceived behavioral control).

Analysis from Table 4.7 shows that; participation in entrepreneurship program has no positive
significant influence and impact on entrepreneurial intentions among undergraduate students at
the University of Iringa. It had the strongest impact (t = 1.071, p = 0.287, = 0.118) as its p-
value is greater than 0.01. It can be explained that, by every one unit increase in participation in

44
entrepreneurship program would lead to 0.118 unit decrease in entrepreneurial intentions among
undergraduate students at the University of Iringa.

From the table 4.7, it shows that attitude towards behavior has a positive significant influence on
entrepreneurial intentions among undergraduate students at the University of Iringa. (t = 2.984, p
= 0.004, = 0.299) as its p-value is less than 0.01. It can be explained by every one unit increase
in attitude towards behaviourwould lead to a 0.299 unit increase in entrepreneurial intentions
among undergraduate students at the University of Iringa.

From the table 4.7, it shows that length of entrepreneurship program was found to exert an
insignificant influence or negative influence on entrepreneurial intentions among undergraduate
students at the University of Iringa, (t = 2.495, p = 0.015, = 0.207) as its p-value is more than
0.01. It can be explained by every one unit increase in length of entrepreneurship program would
lead to a 0.207 unit increase in entrepreneurial intentions among undergraduate students at the
University of Iringa.

Analysis from Table 4.7, shows that; there is insignificant influence or no impact between
perceived behavioral control and entrepreneurial intentions among undergraduate students at the
University of Iringa. (t = 1.892, p = 0.062, = 0.165) as its p-value is more than 0.01. . It can be
explained by every one unit increase in perceived behavior control would lead to a 0.165 unit
increase in entrepreneurial intentions among undergraduate students at the University of Iringa.

4.5: TEST OF SIGNIFICANT.

Hypothesis 1:

Ho; Students, who participated in an entrepreneurship education program, are more likely to
have lower entrepreneurial intention than non-participants.

45
H1; Students, who participated in an entrepreneurship education program, are more likely to
have higher entrepreneurial intention than non-participants.

Reject Ho, if P<0.01. For Participation in the entrepreneurship education program, the p-value is
more than 0.01 which is 0.062. Thus, Ho is not rejected. It indicates that Students, who
participated in an entrepreneurship education program, are more likely to have lower
entrepreneurial intention than non-participants.

Hypothesis 2:

Ho; There is no significant relationship between the attitude towards behavior, and the
entrepreneurial intention of undergraduate students.

H1;There is a significant relationship between the attitude towards behavior, and the
entrepreneurial intention of undergraduate students.

Reject Ho, if P<0.01. The p-value of attitude toward behavior on the table 4.7 is 0.004 which is
less than the significance level of 0.01. Then, Ho is rejected, which means there is a significant
relationship between the attitude toward behavior, and the entrepreneurial intention of
undergraduate students.

Hypothesis 3:

Ho; There is no significant relationship between the length of time that an entrepreneurship
education program is being provided, and entrepreneurial intentions of undergraduate
students.

H1;There is a significant relationship between the length of time that an entrepreneurship

education program is being provided, and entrepreneurial intentions of undergraduate
students

Reject Ho, if P<0.01. For the length of time that an entrepreneurship education program, the
P-value is more than 0.01 which is 0.015. Thus, Ho is not rejected. It indicates that there is no
significance relationship between the length of time that an entrepreneurship education program
is being provided, and entrepreneurial intentions of undergraduate students.

46
Hypothesis 4:

Ho; There is no significant relationship between perceived behavioral control and

entrepreneurial intention of undergraduate students.

H1; There is a significant relationship between perceived behavioral control and entrepreneurial
intention of undergraduate students.

Reject Ho, if P<0.01. The p-value of perceived behavioral control, according to the table 4.7 is
0.287 which is higher than the significant level of 0.01. Then, Ho is not rejected, which means
that there is no significance relationship between perceived behavioral control and
entrepreneurial intention of undergraduate students.

CHAPTER FIVE

DISCUSSION OF KEY FINDINGS, CONCLUSIONS AND RECOMMENDATTIONS

5.0: INTRODUCTION.

This chapter aims to summarize the outcome of the results and findings of presentations from the
survey. Its attempt to give general discussion as well as linking the findings of the pronounced

47
previous and existing studies on entrepreneurship intentions. This chapter intends as well to
show that the research questions had been answered and the hypotheses were tested. Limitation
of the study will be shown, theoretical implications will be told, suggestion and identification of
gaps and areas for further studies will be elaborated vividly.

5.1: DISCUSSION OF KEY FINDINGS.

5.1.1: General level of entrepreneurial intentions among undergraduate students at

University of Iringa.

This study was related to matters that regards to the entrepreneurship intention. Findings from
many researchers such as Robinson, Heuner& Hunt (1991, Lakovleva & Kolvereid (2009,
Levenburg, Lane & Schwarz (2006) showed students that undertake an entrepreneurship
education program or business subjects are more likely to have entrepreneurial intentions.

Through descriptive findings from the study, one can concur with the idea that the course and
area of study showed that Faculty of business and economics is the one that has a great number
of respondents (40.698%) who would like to be entrepreneurs (nearly half of all respondents)
compared to Faculty of art and social science (23.256%) and Faculty of science and education
(18.605%). The reason for this trend is entrepreneurship courses and subjects related to
entrepreneurship, which available in the Faculty of business and economics.

5.1.2: Entrepreneurship education program and normal formal education.

Studies on investigating the impact of entrepreneurial training, for example (Hostager & Decker
1999, Luthje & Franke 2003)) found that there is no relationship between entrepreneurship
intention and inclinations on the training in entrepreneurship as being a good preparation for an
individual for entrepreneurship.
At University of Iringa, the descriptive findings discovered that among all respondents, (72.09%)
have a knowledge on entrepreneurship undertook entrepreneurship training at the University of
Iringa. In addition to that, (26.74%) did not have entrepreneurship training at all so they don't
have knowledge of entrepreneurship. This is because entrepreneurship is taught in the Faculty of
business and economics only at the University of Iringa. All who had entrepreneurship training at
the University of Iringa were ready to start a business compared to those who didn't have
knowledge of entrepreneurship.

48
5.1.3: Participation in entrepreneurship education program and its influence on
entrepreneurial intentions of undergraduate students at UoI.

This study proposed the following research objective: To examine if students who participate in
entrepreneurship education program will have more intention of becoming entrepreneurs than
non-participants. To address this objective one hypothesis was developed, based on a conceptual
model; inspired by previous studies on the subject and the theory of planned behavior.

Sofia-Karali 357726, (2013) on her research result, she found that students, who attended an
entrepreneurship education program have higher entrepreneurial intentions (either right or five
years after their studies) than those who did not attend. However, one has to take into account
that the latter intention is mediated by the attitude towards entrepreneurship, subjective norm and
perceived behavioral control.

The results obtained from the empirical analysis show that students who participated in
entrepreneurship education program are less likely to intend to start their own business, directly
after their studies, compared to non-participants. Not surprisingly, more than 50% of
undergraduate students who participated in the entrepreneurship education program at the
University of Iringa showed a lower propensity towards entrepreneurship than non-participants.
The present findings seem to be inconsistent with previous research which found a positive link
between participation in entrepreneurship education and entrepreneurial intention. The results
also showed that the framework built on TPB model can be partly used to explain entrepreneurial
intention.

5.1.4: Relationship between attitude toward behavior and entrepreneurial intentions of

undergraduate students at UoI.

Through looking at the relationship between attitude toward behavior and entrepreneurship
intentions, I found that, by connecting the participations of students in entrepreneurship program
and attitude toward behavior obviously, students who participate in entrepreneurship education
program will have higher attitudes toward entrepreneurship than non-participants. Also the
students attitudes will determine their intentions of becoming entrepreneurs.

49
Also other researchers such as Sofia-Karali 357726, (2013) on her research paper and Michael
Lorz of St. Gallen, on his dissertation no. 3966 of October 26, 2011 agrees with the results that
attitude towards behavior will influence students to have entrepreneurial intentions right after
their studies.

Therefore, attitude towards entrepreneurship show a positive and significant effect on the
entrepreneurial intention of students right after their studies, and the results of correlation
analysis show that the relation fall under the moderate significance and in regression analysis it
is the only variable which rejects the null hypothesis. Through that results I can say (Hypothesis
2 is partly accepted).

5.1.5: Relationship between the length of entrepreneurial course and its entrepreneurial
intentions of undergraduate students at UoI.

In relating the length of entrepreneurship education program and entrepreneurial intentions of

undergraduate students at UoI I have found that, the more time that the entrepreneurship
education is being provided, the lower intentions of students to become an entrepreneur. That
means for those students who learn entrepreneurial course more than two semesters are less
likely to be entrepreneurs after studies than those who learn in one semester.

Michael Lorz of St. Gallen, on his dissertation no. 3966 on October 26, 2011 consider the effect
of duration on entrepreneurial intentions and found that the longer an entrepreneurship education
the stronger entrepreneurial intention. Therefore the length of time have no impact on the
entrepreneurial intention of undergraduate students at the University of Iringa.

5.1.6: Relationship between perceived behavioral control and entrepreneurial intentions of

undergraduate students at UoI.

The perceived behavior control has no impact on entrepreneurial intentions of undergraduate

students at the University of Iringa since the results from the study shows that, students who take
entrepreneurship education program have a greater perception toward entrepreneurial intentions.

Various researchers who wrote their dissertations on the impacts of entrepreneurship education
program on students' entrepreneurial intentions have analyses that, perceived behavioral control
act as a mediator variable on determining the entrepreneurial intentions of students even though

50
in my study through regression analysis I have found that there is no relationship between
perceived behavioral control and students' entrepreneurial intention at the University of Iringa.

5.2: CONCLUSION.

This study sets out to examine the impact of entrepreneurship education on the students'
entrepreneurial intentions. The study makes it clear that entrepreneurial characteristics of youth
are diverse and their exposure to entrepreneurship education for a period of three years is capable
of provoking the intention of becoming entrepreneurs. This is also an indication that they have
been equipped with the necessary knowledge and skills required for a new venture startup. It is
also deductive that entrepreneurship education is a useful program that will enable the
respondents either to help their future employers or manage their own business successfully.

Furthermore, the essence of introducing entrepreneurial educational programs to university is to

equip students with the necessary skills and mindsets required for successful entrepreneurship
from their early years and also to instill in students across all levels of education, the self-
confidence and assurance required for launching a business. Clearly, institution and social
contexts play important roles in determining the entrepreneurial inclination and action among
university students.
Moreover, education conveys the required knowledge and skills which are capable of turning
students' entrepreneurial intentions to entrepreneurial activities. In implementing intention,
students' attitude towards other people's resources and talents is important. Although
participating in entrepreneurial education may not necessarily lead to entrepreneurial intentions,
it has a way of motivating students in initiating entrepreneurial venture.

In summing up, there is tendency that not all the students who had the intention to start an
entrepreneurial venture will end up as entrepreneurs. While these are beyond the scope of this
research, understanding of the factors outside the institution that can enhance students'
entrepreneurial action is important for the formulation of sound strategies and initiatives in the
study environment.

51
5.3: RECOMMENDATIONS.

5.3.1: To the University of Iringa.

Education about entrepreneurship and for entrepreneurship will increase students interest in
becoming entrepreneurs at some stage after graduation (Friderich and Vesser, 2005). The study
recommends that for entrepreneurship education to be actualized it is important that the
academic management at the University of Iringa should devise a strategy to assist the students
that indicated their intention to start an enterprise while in university and after graduation
through incubator program. This will help to encourage more students to be serious with their
intention to be entrepreneurs.

Moreover, in Africa (Tanzania) is a country which have full of opportunities for the wealth
creation, enterprise and future prosperity (Branson (2008)) and it requires the well informed and
learned University students with the entrepreneurship intention to tap into her resources in order
to create wealth and prosperity to the country.

Based on the findings of the present study, graduates entrepreneurial intention can be further
increased and sustained through: the adoption of entrepreneurial learning as an entrepreneurship
development approach by center of entrepreneurship development at the University of Iringa;
students should be mixed during entrepreneurship programs with recourse to their level of
creativity, family background, ethnic group, age, business experience and courses studied. This is
to enhance joint practical and experiential learning.

Therefore the academic management of the University of Iringa should include entrepreneurship
studies to all Faculties of Universities as enterprising spirit is needed in all walks of life, not only
in setting up the business venture, but also in keeping up with unexpected changes that keeps
happening in the contemporary world

5.3.2: To the government.

This study has contributed to the body of knowledge on studies on the beneficial impacts of
entrepreneurship education on undergraduate students' entrepreneurial intentions. This study
related different studies that could as well be replicated to other groups in the society and not to
students alone.

52
The government should make entrepreneurship education a compulsory course in Tanzania
universities and tertiary institutions. This will help to influence youth's attitudes towards
entrepreneurship and also to reduce the number of unemployed graduates who have thoughts of
being employed while they can use the available opportunities and resources to make the
development of our nation and hence growth of our national economy.

Also the government should provide free interest loans to graduates (especially those aged 29-31
years) with well-articulated business plan; and since there are differences in entrepreneurial
intentions among the graduates with respect to courses studied, students should be encouraged to
enroll for entrepreneurship programs that complement their course of study.

5.3.3: To the undergraduate students.

Students should have an open mind on how to use the entrepreneurial knowledge attained from
the entrepreneurship education program so as to have a good standard of living. Since fund is an
important factor in implementing one's intention, students should learn to cultivate saving culture
while they are still in university. This is necessary so as to be involved in raising the required
capital for starting their business soon after they graduate.

5.4: LIMITATION OF THE STUDY.

There are several limitations that have to be kept in mind when considering the findings and
conclusions of this paper. This study is limited by its cross-sectional data; students are observed
only at a single point in time, not across time. The latter prevents the development of a pre-test
and post-test research design necessary for the better assessment of the effectiveness of the
entrepreneurship education programs.

Furthermore, the self- selection bias cannot be averted. Presumably, participants may have a
prepossession towards entrepreneurship prior to their enrollment to an entrepreneurship
education program. As a result, students with a stronger intention towards entrepreneurship may
choose to participate in entrepreneurship courses or programs. One also crucial limitation is the
lack of information on the actual content and objective of university offerings in
entrepreneurship. It is difficult to understand which elements of these offerings influence the
entrepreneurial intention of students.

53
Moreover, a positive impact of EEP is not always an indicator of effective entrepreneurship
program. May be a negative impact means that entrepreneurship education helps students to
realize whether entrepreneurship is the right career path for them. Because of the use of
secondary data, it is not clear if students are still participating or have already completed the
program.

5.5: AREA FOR FURTHER STUDY.

The area for further study of this research should consider the causative factors which influence
students' entrepreneurial intentions rather than those that I have been found in this study. Also As
my research shows that the most influence variable of entrepreneurial intention is attitudes
towards behavior, but there are other variables that should be considered. Those factors are such
as; participation of students in the entrepreneurship education program, the length of
entrepreneurship education program and the perceived behavioral control.

Therefore, my research base on the quantitative way of getting the source which influences
students to have entrepreneurial intentions so, other researchers must conduct the qualitative
research on the impact of entrepreneurship education so as to have a wide range of understanding
on the most variables which influence undergraduate students to have entrepreneurial intentions.

In summing up, other Tanzanian researchers should make more effort on finding the best
solutions on how to solve the problem of unemployment in our country through conducting
many research dealing with the entrepreneurship education program that is being provided to the
university levels.

REFERENCES:

Kothari, C.R (2004). Research methodology, Method and techniques. New Delhi. K.K
Gupta for New Age International (p) Ltd.

Fishbein, M., and Ajzen, I. (1975), Belief, attitude, intention, and behavior: An
introduction to theory and research Reading, MA: Addison-Wesley.

54
 Fayolle, A., Gailly, B. And Lassas-Clerc, N. (2006), Assessing the impact of
entrepreneur ship education programs: a new methodology, Journal of European
Industrial Training 30 (9), 701-720.

Prince Famous Izedonmi and Chinonye Okafor "The Effect Of Entrepreneurship

Education On Students Entrepreneurial Intentions" Global Journal of Management and
Business Research Vol. 10 Issue 6 (Ver 1.0) August 2010.

Sofia Karali357726."The Impact of entrepreneurship education programs on

entrepreneurial intentions".

An application of the theory of planned behavior. Erasmus Centre for Entrepreneurship,

Rotterdam 2013.

Brown, Gordon (1998) Steering a course for stability. Speech to the board of Governors
of the International Monetary Fund. http//imf.org/external/am(1998)/Speeches/PR 54
GBE. Pdf.

Bryman, A and Bell, E (2007), Business Research Methods, 2nd Ed. Oxford University
Press.

Busenitz, L, C Gomez and J Spencer (2000). Country institutional profile: Unlocking

entrepreneurial phenomena. Academy of Management Journal, 45 (5), 9941003.

Bygrave, W. D. (1994): The Entrepreneurial Process", in The Portable MBA in

Entrepreneurship, Ed. By W. D. Bygrave& A. Zacharakis, S. 1-28. John Willey.

Cambridge on line English Dictionary (Dec 2010).

Michael Lorz "The Impact of Entrepreneurship Education on Entrepreneurial Intention".

Dissertation from the University of St. Gallen, School of Management, Economics, Law,
Social Sciences and International Affairs.

SaeidKarimi*, Harm J.A. Biemans, Thomas Land, Martin Mulder, and Mohammad
Chizari. "The Impact of Entrepreneurship Education on Students Entrepreneurial
Intentions and Opportunity Identification Perceptions". Department of Social Sciences,

55
 Education and Competence Studies Group, Wageningen University, Wageningen, the
Netherlands.

APPENDIX: QUESTIONNAIRE

UNIVERSITY OF IRINGA

QUESTIONAIRE ON THE IMPACT OF ENTREPRENEURSHIP EDUCATION ON

UNDERGRADUATE STUDENTS ENTREPRENEURIAL INTENTIONS

Dear respondent,

The aim of this study is to investigate the impact of entrepreneurship education on undergraduate
students entrepreneurial intentions. The purpose of this questionnaire is to help to gather
data/information that will be used only for this research. Please be free to respond to this
questionnaire, in case of any question, or you need any more clarification, feel free to call my
number 0714-695768.

56
SECTIONA: BACKGROUND INFORMATION.
Please tick the appropriate answer

A1. Gender: (1) Male ( ), (2) female ()

A2. Marital Status: (1) Married ( ) (2) single ( ) (3) Widow/er ( ) (4) Divorced ()

A3. Age in years: (1) Below 21 ( ), (2) 21 - 30 ( ), (3) 31 40 ( ), (4) 41 50 ( )

A4. Study Program............................................................................................................

A5.Do you actually intend to be an entrepreneur? ( 1) Yes...... ( ) (2) No........ ( )

A6.Do you have any family members or friends who are entrepreneurs? (1)Yes ( ), (2) No ( )

A7. Have you worked in small enterprises or even start-up a business? (1) Yes ( ), (2) No( )

A8. Do you have a knowledge of entrepreneurship? (1) Yes ( ), (2) No ( )

A.9. For how long do you have that knowledge (in years: e.g. 2years)

A10.Are you interested in starting your own business right after graduation?
(1)Yes ( ), (2) No ( )
SECTION B: IMPACTS OF ENTREPRENEURSHIP EDUCATION ON
UNDERGRADUATE STUDENTS' ENTREPRENEURIAL INTENTIONS.

The following table has statements about the impact of entrepreneurship education on
undergraduate students' entrepreneurial intentions. Rate your agreement with each of the
statement by using the scale provided in the table below.
Round the number you choose as the rate of your agreement.

Rank: 1=SD: Strongly Disagree, 2= Disagree, 3= SHD: Somehow

Disagree
4=SHA: Somehow Agree, 5=A: Agree, 6=SA: Strongly
Agree

57
S/N VARIABLES DEGREE OF AGREEMENT
PEP Participation in Entrepreneurship S D SH SH A SA
Program D D A
PEP1 Participation in the entrepreneurship program gave me 1 2 3 4 5 6
intention to take entrepreneurship after I graduate
PEP2 The syllabus for lessons on entrepreneurship education 1 2 3 4 5 6
encourages me to have entrepreneurial intention
PEP3 Entrepreneurship education given to me will be useful 1 2 3 4 5 6
once I involve myself in entrepreneurship activities.
PEP4 The entrepreneur program presents useful knowledge 1 2 3 4 5 6
about business both technical and business management.
PEP5 Participation in entrepreneurship education program 1 2 3 4 5 6
gives me ability to control my knowledge for the future
use.
PEP6 The more entrepreneurship class that I attend, the more 1 2 3 4 5 6
intentions of becoming an entrepreneur.
PEP7 At my university, students are actively encouraged to 1 2 3 4 5 6
pursue their own ideas through participating in the
entrepreneurship program.
PEP8 When I participate in entrepreneurship program, it take 1 2 3 4 5 6
time for me to think about how to use that knowledge in
order to success.
ATB Attitudes Towards behavior S D SH SH A SA
D D A
ATB1 Being an entrepreneur implies more advantages than 1 2 3 4 5 6
Disadvantages to me.
ATB2 A career as an entrepreneur is attractive for me. 1 2 3 4 5 6
ATB3 If I had the opportunity and resources, I would like to 1 2 3 4 5 6
start a business.
ATB4 Being an entrepreneur would entail great satisfactions for 1 2 3 4 5 6
me.
ATB5 Among various options, I would rather be an 1 2 3 4 5 6
entrepreneur.
ATB6 Entrepreneurship is good for the development of 1 2 3 4 5 6
innovativeness and creativity among people.
A TB7 It is easier to get a job than to start your own business. 1 2 3 4 5 6
ATB8 To start my own firm would probably be the best way for 1 2 3 4 5 6

58
 me to take advantage of my education.
LEP The Longest of Entrepreneurship S D SH SH A SA
Program D D A
LEP1 The length of entrepreneurial course can't determine my 1 2 3 4 5 6
entrepreneurial intention.
LEP2 I will get entrepreneurial intention through a short course 1 2 3 4 5 6
learning.
LEP3 One semester can make me capable to have 1 2 3 4 5 6
entrepreneurial intention.
LEP4 The longer time that entrepreneurship education is being 1 2 3 4 5 6
provided the lower entrepreneurial intention
LEP5 More than two semesters can make me capable to have 1 2 3 4 5 6
entrepreneurial intention.
LEP6 Entrepreneurial intention will come when I consider the 1 2 3 4 5 6
length of the entrepreneurship program.
PBC Perceived Behavior Control S D SH SH A SA
D D A
PBC1 To start a firm and keep it working would be easy for me 1 2 3 4 5 6
PBC2 I am prepared to start a viable firm 1 2 3 4 5 6
PBC3 I can control the creation process of a new firm 1 2 3 4 5 6
PBC4 I know the necessary practical details to start a firm 1 2 3 4 5 6
PBC5 I know how to develop an entrepreneurial project 1 2 3 4 5 6
PBC6 If I tried to start a firm, I would have a high probability 1 2 3 4 5 6
of succeeding
EI Entrepreneurial Intention. Are you self- S D SH SH A SA
employed? YES ( ), NO ( ) If you answered NO, please D D A
continue with the questions below
EI1 I am ready to do anything to be an entrepreneur 1 2 3 4 5 6
EI2 My professional goal is becoming an entrepreneur 1 2 3 4 5 6
EI3 I will make every effort to start and run my own firm 1 2 3 4 5 6
EI4 I am determined to create a firm in the future 1 2 3 4 5 6
EI5 I have very seriously thought of starting a firm 1 2 3 4 5 6
EI6 I have got the intention to start a firm in the next 2 to 5 1 2 3 4 5 6
years
EI7 I have got the intention to start a firm some day 1 2 3 4 5 6

59
60