Attitude of Students’ Towards Entrepreneurship

Student ID

Latrobe University
Table of Contents
1. Introduction..................................................................................................................................4

2. Formulation of variables..............................................................................................................4

2.1 Intention to Being an Entrepreneur – Dependent variable....................................................4

2.2 Perceived desirability - Independent Variable 1....................................................................5

2.3 Perceptions of business opportunities - Independent Variable 2...........................................5

4. Hypothesis...................................................................................................................................6

5. Demographic Analysis of Survey respondents............................................................................7

6. Reliability Analysis...................................................................................................................14

7. Descriptive statistics..................................................................................................................15

8. Hypothesis testing..................................................................................................................18

8.1. Linear Regression on Student’s work status on entrepreneurial task performance............18

8.2 Linear Regression on Impact of student’s gender on perceptions towards entrepreneurship

...................................................................................................................................................20

8.3 Linear Regression on Relationship between Student study Major on becoming an

entrepreneur...............................................................................................................................21

9. One Way ANOVA.................................................................................................................22

10. One Sample T-test...............................................................................................................25

11. Chi square test......................................................................................................................27

12. Independent sample T-test...................................................................................................27

13. Conclusion and Recommendation...........................................................................................29

References......................................................................................................................................31

Appendices....................................................................................................................................32

1. Chi square statistics...............................................................................................................32

List of Tables
Table 1 Reliability Statistics............................................................................................................6
Table 2 Descriptive statistics...........................................................................................................6
Table 3 Model summary of regression............................................................................................9
Table 4 Regression coefficients.....................................................................................................10
Table 5 Model Summary...............................................................................................................12
Table 6 Regression Coefficients....................................................................................................12
Table 7 Model Summary...............................................................................................................13
Table 8 Coefficients.......................................................................................................................13
Table 9 Descriptives – One Way ANOVA....................................................................................14
Table 10 ANOVA table.................................................................................................................15
Table 11 Test of Homogeneity of Variances.................................................................................16
Table 12 One-Sample T test Statistics...........................................................................................17
Table 13 Chi Square Test Statistics...............................................................................................18
Table 14 Group Statistics Independent T test................................................................................19
Table 15 Independent Samples Test..............................................................................................20

List of Figures
Figure 1 Campus Location...............................................................................................................8
Figure 2 Gender...............................................................................................................................9
Figure 3 Age group........................................................................................................................10
Figure 4 work status.......................................................................................................................11
Figure 5 Self eemployment status..................................................................................................12
Figure 6 Unemployment status......................................................................................................13
Figure 7 Study Major.....................................................................................................................14
1. Introduction
World needs more creative, innovative and smart entrepreneur which could be challenging
during shrinking economies (Iqbal et al, 2012). Currently, job market is offering limited number
of opportunities for the graduates. Due to the importance of entrepreneurship on economic
revival, it make its vitality to study among young students. The process of entrepreneurship
commences with managing activities with the motive of earn profits. Education is the easy mode
to develop entrepreneurial skills among young adult population. Due to the digital revolution,
younger generation are more attracted towards the entrepreneurship. The relevance of student’s
attitude and educational background cannot be underestimated while considering
entrepreneurship. Once the young individuals completely aware the importance of
entrepreneurship, they can effectively shape the growing economic demands. Athulya (2017)
revealed that entrepreneurial knowledge plays vital role in developing attitude and perceptions
towards entrepreneurial development. This enables to identify and categorize the new venture
opportunities in her studies on commerce student’s attitude towards entrepreneurship. Monika et
al (2013) also reported that there is a lack relationship between crucial factors that drive students
towards entrepreneurial development. Normal et al (2016) reported that attitude of students
towards entrepreneurial development is affected by severe challenges such as poor funding, lack
of technical knowledge and poor business opportunities in Australia. This study is devoted to
quantify the Latrobe university students’ attitude and perceptions towards entrepreneurship.

2. Formulation of variables
The attitudes of students towards entrepreneurship are influenced based on desire, intentions,
performance of entrepreneurial tasks and financial factors etc. According to the survey
questionnaire designed, the researcher has formulated two independent variables and one
dependent variable basically to test the relationship.

2.1 Intention to Being an Entrepreneur – Dependent variable

Intention to being an entrepreneur is based on a sensible state of mind. Intention occurs before
the desire and action. Thus, entrepreneurial intention directs the individuals’ attention to being an
entrepreneur by tracking the new business opportunities. The survey questionnaire formulated
this variable by formulating the dimensions including the questions of H1, H2, H3, H4, H5.
2.2 Perceived desirability - Independent Variable 1
Individuals' perceptions of how desirable or unpleasant entrepreneurship and entrepreneurial
conduct are reflected in this worldwide assessment of attitude toward entrepreneurship and
entrepreneurial behavior. The more favorable and the more positive the attitude toward
entrepreneurship is motivated by perceived desirability. The survey questionnaire formulated this
variable by formulating the dimensions including the questions of B1, B2, B3, B4, B5, B6, B7 of
the provided questionnaire.

2.3 Perceptions of business opportunities - Independent Variable 2

The motivation of young entrepreneurs for towards entrepreneurial development is affected by
severe challenges such as poor funding, lack of technical knowledge and poor business
opportunities in Australia.

The questionnaire formulated this variable with the formulating the dimensions including the
questions of F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F113. Methodology and Conceptual
Framework

Conceptual Framework

Perceived
Desirability Intentions to
become
entreprenuer

Availability of
business
opportunities
The main aim of the study is to evaluate the students’ attitude towards pursuing entrepreneurship
in future. The study has employed quantitative research methods to estimate the attitude of
students towards entrepreneurship. A sample of 1694 students studying in Latrobe University
were recruited for the close ended survey. The primary data were gathered and analyzed using
SPSS software version 21. The students from two different campus location were chosen namely
Bundoora and Bendigo. The study employed empirical research methods and involves statistical
hypothesis testing for quantifying the relationship between critical factors of entrepreneurial
development on Student’s age, gender, campus location, study major and current employment
status. The study employed descriptive statistical testing involving mean, standard deviation,
minimum and maximum values to summarize the dataset. The study also conducted Cronbach’s
reliability analysis to quantify the reliability of the primary data gathered via survey. The study
employed linear regression analysis, one sample T test, Independent sample T-test, one way
ANOVA and Chi-Square testing to test the hypothesis. The results were expressed in the form of
tables.

4. Hypothesis
H0a: Current work status have no statistical impact on students’ attitude towards developing
entrepreneurial tasks

H1a: Self-employment work status pose significant impact on students’ attitude towards
developing entrepreneurial tasks

H0b: No gender bias is observed among students on perceptions towards entrepreneurship

H1b: Student’s Gender have significant impact on perceptions towards entrepreneurship

H0c: Student’s study major have no significant impact on becoming an entrepreneur

H1c: Student’s study major have significant impact on becoming an entrepreneur

H0d: Students major subject have no statistical significant impact on choosing different career
options.

H1d: There is a statistical significant mean differences on choosing career options based on
student’s major subject
H0e: There is no significant variations on desire to develop entrepreneurial mindset among
students studying Bundoora and Bendigo campus

H1e: There is a statistical significant variations among development of entrepreneurial mindset

among students studying Bundoora and Bendigo campus

H0f: The current work status pose no significant variations on Student’s attitude on developing
career options on entrepreneurship

H1f: The Current work status of students pose strong statistical significant variations on their
attitude on developing career options on entrepreneurship

H0g: No gender variation in student attitude on becoming entrepreneur

H1g: There is a statistical significant gender variation among students on developing

entrepreneur attitude

5. Demographic Analysis of Survey respondents

campus location

Cumulative
Frequency Percent Valid Percent Percent

Valid Bundoora 1305 76.9 76.9 76.9

Bendigo 392 23.1 23.1 100.0

Total 1697 100.0 100.0

Figure 1 Campus Location

The above chart clearly infers that 77% Bundoora campus students participated and only 23% of
Bendigo students participated in this survey.

gender

Cumulative
Frequency Percent Valid Percent Percent

Valid Male 798 47.0 47.1 47.1

Female 898 52.9 52.9 100.0

Total 1696 99.9 100.0

Missing System 1 .1

Total 1697 100.0

Figure 2 Gender

The above chart infers that proportion of female respondents were high (53%) than male
respondents (47%) in this study.

age

Cumulative
Frequency Percent Valid Percent Percent

Valid Under 20 422 24.9 25.0 25.0

20-29 1140 67.2 67.5 92.4

30-39 76 4.5 4.5 96.9

40-50 30 1.8 1.8 98.7

50+ 22 1.3 1.3 100.0

Total 1690 99.6 100.0

Missing System 7 .4

Total 1697 100.0

Figure 3 Age group

Most of the students were from 20 - 29 age category (67%), as the survey was conducted. 25%
were under 20 age group. However, 4.5% students were from 30-39 age group. 40 – 50 age
group students accounted up for the 1.80% and 1.30% among above 50 age group.

I work for

Cumulative
Frequency Percent Valid Percent Percent

Valid a private company 635 37.4 69.4 69.4

public institution 217 12.8 23.7 93.1

non-profit organisation 63 3.7 6.9 100.0

Total 915 53.9 100.0

Missing System 782 46.1

Total 1697 100.0

Figure 4 work status

Most of the students participated - 69% working in private company. 24% working in public
company and 7% working in non profit organisations.

I am self employed

Cumulative
Frequency Percent Valid Percent Percent

Valid free-lance 54 3.2 52.4 52.4

partnership 33 1.9 32.0 84.5

initial startup 16 .9 15.5 100.0

Total 103 6.1 100.0

Missing System 1594 93.9

Total 1697 100.0

Figure 5 Self eemployment status

52% students work as freelancers, 32% students work in partnership firms and 15.5% work in
initial startup companies in this study.

I am unemployed

Cumulative
Frequency Percent Valid Percent Percent

Valid unemployed 70 4.1 8.4 8.4

student 765 45.1 91.6 100.0

Total 835 49.2 100.0

Missing System 862 50.8

Total 1697 100.0

Figure 6 Unemployment status

92% individuals attended this survey were students and 8% were unemployed.

What is your major?

Cumulative
Frequency Percent Valid Percent Percent

Valid Business 853 50.3 50.4 50.4

Non-Business 839 49.4 49.6 100.0

Total 1692 99.7 100.0

Missing System 5 .3

Total 1697 100.0

Figure 7 Study Major

The above graphs shows that both business (50.4%) and non-business (49.5%) major students
have participated in slightly equal proportion in this study.

6. Reliability Analysis

Table 1 Reliability Statistics

Reliability Statistics
Cronbach's Cronbach's N of Items
Alpha Alpha Based on
Standardized
Items
.965 .961 102

The Cronbach’s alpha value is 0.965, 95% C.I. This infers that this survey data is 96.5% reliable
to perform statistical analysis. The Cronbach’s alpha above 0.70 is ideal for data analysis.
7. Descriptive statistics

Table 2 Descriptive statistics

Minimum Maximum Mean Std. Deviation

campus location 1 2 1.23 .422
gender 1 2 1.53 .499
age 1 5 1.87 .683
I work for 1 3 1.37 .610
I am self employed 1 3 1.63 .741
I am unemployed 1 2 1.92 .277
What is your major? 1 2 1.50 .500
Creating a new company 1 7 4.28 1.938
(being an entrepreneur).
Developing your career in a 1 7 4.85 1.654
private company
Working as a civil servant for 1 7 3.46 1.834
the government
Working in a Non-Profit 1 7 3.72 1.829
Organization
Facing new challenges 1 7 5.78 1.313
Creating new jobs. 1 7 5.31 1.432
Economic uncertainty (insure 1 7 5.30 1.448
earnings).
To be creative and innovative 1 7 5.74 1.340
Obtaining high incomes 1 7 5.27 1.424
Taking calculated risks 1 7 5.41 1.338
To be my own boss 1 7 5.82 1.414
(independence)
Facing new challenges. 1 7 4.95 1.464
Creating new jobs. 1 7 4.32 1.664
Economic uncertainty (insure 1 7 3.72 1.899
earnings).
To be creative and innovative. 1 7 5.35 1.423

Obtaining high incomes 1 7 5.81 1.312

Taking calculated risks. 1 7 4.69 1.410
To be my own boss 1 7 5.23 1.648
(independence)
My closest family members 1 7 4.18 1.761
think that I should pursue a
career as an entrepreneur
My closest friends think that I 1 7 4.14 1.683
should pursue a career as an
entrepreneur
My colleagues or class-mates 1 7 3.82 1.593
think that I should pursue a
career as an entrepreneur.
My closest family members 1 7 5.02 1.853
My closest friends 1 7 4.45 1.805
My colleagues or class-mates 1 7 3.28 1.786
Define your business idea and 0 6 4.24 1.402
strategy of your company.

Write your business plan (do a 0 6 3.89 1.566

market research, financial
analysis, etc.)
Complete the necessary and 0 6 3.70 1.512
administrative and
bureaucratic work to create
your own business
Develop and maintain 0 6 4.10 1.431
favorable relationships with
potential investors and banks.
Work productively under 0 6 4.05 1.420
continuous stress, pressure and
conflict.
See new market opportunities 0 6 4.09 1.381
for new products/services.
Develop relationships with 0 6 4.21 1.400
key people who are connected
to capital sources.
Tolerate unexpected changes 0 6 3.82 1.343
in business
Identify potential sources of 0 6 3.90 1.378
funding.
Design products or services 0 6 4.03 1.397
that solve current problems.
 Persist in the face of adversity 0 6 4.17 1.324

I identify with the 1 7 4.04 1.705

entrepreneurs.
Being an entrepreneur is an 1 7 3.70 1.778
important aspect of the
persona that I am.
I feel I have a strong bond 1 7 3.61 1.705
with other entrepreneurs
I feel a strong solidarity with 1 7 3.60 1.673
others entrepreneurs.
I positively value to be part of 1 7 3.93 1.831
the entrepreneur’s group.
Do you think that in the future 1 7 4.37 1.816
you will create your own
company?
If you had the opportunity to 1 7 4.60 1.953
choose freely the career to
follow, what would you
prefer?
Nevertheless, considering your 1 7 3.38 1.937
actual situation and the
limitations towards your
options (e.g. lack of money)
indicate which career is more
probable to be chosen?
With what probability do you 1 7 3.62 1.857
consider to create your own
business from present to five
years of time?

The above descriptive statistics shows that mean female population slightly outnumber male
population in this survey. Most of the survey responses of the students are above 3, inferring that
most of the students agree on the attitude for developing entrepreneurship. The mean work status
of the students shows 1 inferring that they work in private company, working as freelancer as a
student. The average major of the students is 1.63 meaning that most of the students ail from
non-business major background.
8. Hypothesis testing
8.1. Linear Regression on Student’s work status on entrepreneurial task
performance
H0a: Current work status have no statistical impact on students’ attitude towards developing
entrepreneurial tasks

H1a: Self-employment work status pose significant impact on students’ attitude towards
developing entrepreneurial tasks

Table 3 Model summary of regression

Model Summary
Model R R Adjusted R Std. Error of Change Statistics
Square Square the Estimate R Square F df1 df2 Sig. F
Change Change Change
1 .376 a
.142 .037 .730 .142 1.349 11 90 .212
a. Predictors: (Constant), Persist in the face of adversity, Define your business idea and strategy of your company., Identify
potential sources of funding., See new market opportunities for new products/services., Work productively under continuous
stress, pressure and conflict. , Design products or services that solve current problems., Develop and maintain favorable
relationships with potential investors and banks. , Write your business plan (do a market research, financial analysis, etc.) ,
Tolerate unexpected changes in business, Complete the necessary and administrative and bureaucratic work to create your
own business, Develop relationships with key people who are connected to capital sources.

The R squared value is 0.37, hence, this model is 37% accurate to predict the relationship among
student work status on attitudes on entrepreneurial development at 95% C.I.

Table 4 Regression coefficients

Coefficientsa
Model Unstandardized Standardized t Sig. 95.0% Confidence Interval
Coefficients Coefficients for B
B Std. Error Beta Lower Upper
Bound Bound
1 (Constant) 1.130 .413 2.735 .008 .309 1.951

Define your business -.044 .076 -.076 -.587 .559 -.195 .106
idea and strategy of
your company.
Write your business .158 .084 .288 1.881 .063 -.009 .325
plan (do a market
research, financial
analysis, etc.)
Complete the -.041 .087 -.073 -.476 .636 -.214 .131
necessary and
administrative and
bureaucratic work to
create your own
business
Develop and maintain .093 .072 .183 1.302 .196 -.049 .236
favorable relationships
with potential
investors and banks.
Work productively .069 .068 .118 1.006 .317 -.067 .205
under continuous
stress, pressure and
conflict.
See new market -.100 .075 -.172 -1.325 .188 -.249 .050
opportunities for new
products/services.
Develop relationships .014 .085 .027 .169 .866 -.155 .184
with key people who
are connected to
capital sources.
Tolerate unexpected -.051 .093 -.076 -.547 .586 -.235 .133
changes in business
Identify potential .105 .070 .184 1.488 .140 -.035 .244
sources of funding.
Design products or -.063 .079 -.106 -.803 .424 -.219 .093
services that solve
current problems.
Persist in the face of -.024 .074 -.041 -.321 .749 -.171 .123
adversity
a. Dependent Variable: I am self employed
The self-employed students show negative relationship on defining business idea (-0.44),
necessary administrative skills (-0.41), seeing new market opportunities (-1.00), tolerance for
unexpected changes (-0.51), designing products or problem solving (-0.63) and persisting face of
adversity (-0.24) and positive relationship on writing new business plan (0.51), developing
investor relationship (0.93), productive work (0.69), developing relationships (0.14) and
identification of potential funding sources (0.10) at 95% C.I. Hence, null hypothesis is rejected.
Self-employment work status have strong impact on entrepreneurial development.
8.2 Linear Regression on Impact of student’s gender on perceptions
towards entrepreneurship
H0b: No gender bias is observed among students on perceptions towards entrepreneurship

H1b: Student’s Gender have significant impact on perceptions towards entrepreneurship

Table 5 Model Summary

Model Summary
Model R R Square Adjusted R Std. Error of the
Square Estimate
1 .133 a
.018 .015 .496
a. Predictors: (Constant), I positively value to be part of the entrepreneur’s
group., I identify with the entrepreneurs., I feel I have a strong bond with
other entrepreneurs, Being an entrepreneur is an important aspect of the
persona that I am., I feel a strong solidarity with others entrepreneurs.

The R squared value is 0.133, hence, this model is 13% accurate to predict the relationship
among gender on attitudes on entrepreneurial development at 95% C.I.

Table 6 Regression Coefficients

Coefficientsa
Model Unstandardized Coefficients Standardized t Sig.
Coefficients
B Std. Error Beta
1 (Constant) 1.694 .032 52.566 .000

I identify with the -.025 .013 -.084 -1.925 .054

entrepreneurs.
 Being an entrepreneur is an -.002 .013 -.007 -.152 .879
important aspect of the
persona that I am.
I feel I have a strong bond .003 .015 .011 .211 .833
with other entrepreneurs
I feel a strong solidarity with -.008 .016 -.026 -.493 .622
others entrepreneurs.
I positively value to be part of -.010 .012 -.038 -.883 .377
the entrepreneur’s group.
a. Dependent Variable: gender

Gender has statistical significant impact on the agreeing with entrepreneurial career. Most of the
values are negative except forming strong bonding among other entrepreneurs (0.003). This
infers that there exists a strong gender bias on attitudes towards entrepreneurs among students at
95% C.I. Hence, null hypothesis is rejected.

8.3 Linear Regression on Relationship between Student study Major on

becoming an entrepreneur
H0c: Student’s study major have no significant impact on becoming an entrepreneur

H1c: Student’s study major have significant impact on becoming an entrepreneur

Table 7 Model Summary

Model Summary
Model R R Square Adjusted R Std. Error of the
Square Estimate
1 .301a .091 .089 .477
a. Predictors: (Constant), With what probability do you consider to create
your own business from present to five years time? , If you had the
opportunity to choose freely the career to follow, what would you prefer? ,
Nevertheless, considering your actual situation and the limitations towards
your options (e.g. lack of money) indicate which career is more probable to
be chosen? , Do you think that in the future you will create your own
company?

The R squared value is 0.30, hence this model is 30% accurate to predict the relationship
between student’ s study major and entrepreneurial development at 95% C.I.
Table 8 Coefficients

Coefficients
Model Unstandardized Coefficients Standardized t Sig.
Coefficients
B Std. Error Beta
1 (Constant) 1.842 .032 57.360 .000

Do you think that in the future -.051 .011 -.184 -4.652 .000
you will create your own
company?
If you had the opportunity to .011 .009 .041 1.151 .250
choose freely the career to
follow, what would you
prefer?
Nevertheless, considering -.003 .008 -.012 -.362 .718
your actual situation and the
limitations towards your
options (e.g. lack of money)
indicate which career is more
probable to be chosen?
With what probability do you -.045 .009 -.166 -4.777 .000
consider to create your own
business from present to five
years of time?
a. Dependent Variable: What is your major?

Based on the students major, most of the students posed negative response for creating new
company (-0.05), poor funding (-0.03), developing new business in next five years (-0.45) and
free will to career choices (0.11) at 95% C.I. The null hypothesis is rejected. Hence, it is
concluded that student major on attitude towards entrepreneurship.
9. One Way ANOVA
H0d: Students major subject have no statistical significant impact on choosing different career
options.

H1d: There is a statistical significant mean differences on choosing career options based on
student’s major subject

Table 9 Descriptives – One Way ANOVA

 N Mea Std. Std. 95% Minimu Maximu Between-
n Deviatio Erro Confidence m m Compone
n r Interval for nt
Mean Variance
Lowe Upper
r Boun
Boun d
d
Creating a Business 852 4.88 1.729 .059 4.77 5.00 1 7
new
Non-Business 839 3.67 1.946 .067 3.53 3.80 1 7
company
Total 169 4.28 1.938 .047 4.19 4.37 1 7
(being an
1
entrepreneur
Mode Fixed 1.840 .045 4.19 4.37
).
l Effects
Rando .609 -3.46 12.01 .737
m
Effects
Developing Business 850 5.09 1.505 .052 4.98 5.19 1 7
your career
Non-Business 839 4.61 1.761 .061 4.49 4.73 1 7
in a private
Total 168 4.85 1.654 .040 4.77 4.93 1 7
company
9
Mode Fixed 1.637 .040 4.77 4.93
l Effects
Rando .237 1.84 7.86 .109
m
Effects
Working as Business 852 3.42 1.764 .060 3.30 3.54 1 7
a civil
Non-Business 838 3.50 1.902 .066 3.37 3.63 1 7
servant for
Total 169 3.46 1.833 .045 3.37 3.55 1 7
the
0
government
Mode Fixed 1.834 .045 3.37 3.55
l Effects
Rando .045 2.89a 4.03a -.001
m a

Effects
Working in a Business 852 3.58 1.788 .061 3.46 3.70 1 7
Non Profit
Non-Business 838 3.86 1.859 .064 3.73 3.98 1 7
 Organization Total 169 3.72 1.828 .044 3.63 3.81 1 7
0
Mode Fixed 1.824 .044 3.63 3.81
l Effects
Rando .136 2.00 5.44 .033
m
Effects
a. Warning: Between-component variance is negative. It was replaced by 0.0 in computing this random effects measure.

Table 10 ANOVA table

ANOVA table

Sum of df Mean F Sig.

Squares Square

Creating a new Between (Combined) 626.661 1 626.661 185.068 .000

company (being an Groups Linear Unweighted 626.661 1 626.661 185.068 .000

entrepreneur). Term Weighted 626.661 1 626.661 185.068 .000

Within Groups 5719.150 1689 3.386

Total 6345.811 1690

Developing your Between (Combined) 95.042 1 95.042 35.456 .000

career in a private Groups Linear Unweighted 95.042 1 95.042 35.456 .000

company Term Weighted 95.042 1 95.042 35.456 .000

Within Groups 4522.061 1687 2.681

Total 4617.102 1688

Working as a civil Between (Combined) 2.381 1 2.381 .708 .400

servant for the Groups Linear Unweighted 2.381 1 2.381 .708 .400
government Term Weighted 2.381 1 2.381 .708 .400

Within Groups 5675.383 1688 3.362

Total 5677.764 1689

Working in a Non Between (Combined) 31.050 1 31.050 9.335 .002

Profit Organization Groups Linear Unweighted 31.050 1 31.050 9.335 .002

Term Weighted 31.050 1 31.050 9.335 .002

Within Groups 5614.444 1688 3.326

Total 5645.494 1689

Table 11 Test of Homogeneity of Variances

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.
 Creating a new company 29.053 1 1689 .000
(being an entrepreneur).
Developing your career in a 35.224 1 1687 .000
private company
Working as a civil servant for 10.111 1 1688 .002
the government
Working in a Non-Profit .547 1 1688 .459
Organization

The above One way ANOVA table reports that there exists a statistical significant mean
differences in attitudes on choosing career option based on the student’s major subject. The
students were classified into two major groups namely business and non-business. Creating new
company F(185) = 0.00, developing career in private company, F(35.46) = 0.00, working as civil
servant for government, F(2.38) = 0.00 and working for non-profit organization, F(9.335) = 0.00,
95% C.I. Most of the students preferred career path for new company. The null hypothesis is
rejected. There is a statistical significant difference in choosing career path based on their study
major.
10. One Sample T-test
H0e: There is no significant variations on desire to develop entrepreneurial mindset among
students studying Bundoora and Bendigo campus

H1e: There is a statistical significant variations among development of entrepreneurial mindset

among students studying Bundoora and Bendigo campus

Table 12 One-Sample T test Statistics

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean

campus location 1697 1.23 .422 .010

Facing new challenges 1695 5.78 1.313 .032

Creating new jobs. 1695 5.31 1.432 .035

Economic uncertainty (insure 1693 5.30 1.448 .035

earnings).
 To be creative and innovative 1695 5.74 1.340 .033

Obtaining high incomes 1695 5.27 1.424 .035

Taking calculated risks 1693 5.41 1.338 .033

To be my own boss 1694 5.82 1.414 .034

(independence)

Test Value = 1

95% Confidence Interval of the

Difference
t df Sig. (2-tailed) Mean Difference Lower Upper

campus location 22.571 1696 .000 .231 .21 .25

Facing new challenges. 111.239 1696 .000 3.953 3.88 4.02
Creating new jobs. 82.186 1696 .000 3.319 3.24 3.40
Economic uncertainty (insure 58.888 1695 .000 2.715 2.62 2.81
earnings).
To be creative and innovative. 125.950 1695 .000 4.353 4.28 4.42
Obtaining high incomes 150.909 1696 .000 4.808 4.75 4.87
Taking calculated risks. 107.906 1694 .000 3.694 3.63 3.76
To be my own boss 105.850 1696 .000 4.233 4.15 4.31
(independence)

The one sample t test results reported that there is a mean difference among students from two
campus on desire for entrepreneurial development. Most of the students from Bundoora campus
desired to become entrepreneur on facing new challenges df(22.57) = 2.31, creating new jobs (df
111.23 = 3.95), insure earnings df(58.88) = 2.7, to be innovate df(125.95) = 4.38, high earnings
df(150) = 4.75, taking calculated risks df(107) = 3.69 and to be own boss df(105) = 4.23 at 95%
C.I. p= 0.00<0.005. Hence, null hypothesis is rejected.

11. Chi square test

H0f: The current work status pose no significant variations on Student’s attitude on developing
career options on entrepreneurship
H1f: The Current work status of students pose strong statistical significant variations on their
attitude on developing career options on entrepreneurship

Table 13 Chi Square Test Statistics

Chi Square Test Statistics

I work My closest My closest My My closest My closest My
for family friends think colleagues or family friends colleagues or
members that I should class-mates members class-mates
think that I pursue a think that I
should pursue career as an should pursue
a career as an entrepreneur a career as an
entrepreneur entrepreneur.
Chi-Square 574.452 a
354.099 b
467.652 c
782.596b 524.153b 245.919b 323.055b
df 2 6 6 6 6 6 6
Asymp. .000 .000 .000 .000 .000 .000 .000
Sig.
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 305.0.
b. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 242.4.
c. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 242.3.

The Chi square test infers that there exists a statistical significant difference among student’s
working status and attitude to become entrepreneur. The Pearson’s Chi square is 574.45,
354.099b, 467.652c, 782.596b, 524.153b, 245.919b, 323.055b, p = 0.000>0.005 at
95% C.I. This infers that there is no statistical significant differences in work status towards
perception on entrepreneurial development. The null hypothesis is rejected. There are three kinds
of work status namely employed, self-employed and working for type of organization. Most of
the students possess positive intentions on becoming entrepreneur.
12. Independent sample T-test
H0g: No gender variation in student attitude on becoming entrepreneur

H1g: There is a statistical significant gender variation among students on developing

entrepreneur attitude
Table 14 Group Statistics Independent T test

Group Statistics
Gender N Mean Std. Deviation Std. Error Mean

Facing new challenges Male 798 5.73 1.326 .047

Female 896 5.82 1.300 .043
Creating new jobs. Male 798 5.29 1.460 .052
Female 896 5.32 1.407 .047
Economic uncertainty (insure Male 797 5.21 1.471 .052
earnings). Female 895 5.38 1.422 .048
To be creative and innovative Male 798 5.70 1.321 .047
Female 896 5.77 1.357 .045
Obtaining high incomes Male 798 5.41 1.389 .049
Female 896 5.14 1.443 .048
Taking calculated risks Male 798 5.40 1.341 .047
Female 894 5.41 1.335 .045
To be my own boss Male 798 5.90 1.355 .048
(independence) Female 895 5.74 1.461 .049

Table 15 Independent Samples Test

Levene's Test for t-test for Equality of Means

Equality of

Variances

95% Confidence

Interval of the

Difference

F Sig. t df Sig. (2- Mean Std. Error Lower Upper

tailed) Difference Difference

Facing new Equal variances 1.835 .176 - 1692 .157 -.090 .064 -.216 .035

challenges assumed 1.416

Equal variances - 1661.486 .158 -.090 .064 -.216 .035

not assumed 1.414

Creating new Equal variances .183 .669 -.420 1692 .674 -.029 .070 -.166 .107

jobs. assumed

Equal variances -.420 1653.332 .675 -.029 .070 -.166 .108

not assumed

Economic Equal variances .699 .403 - 1690 .015 -.171 .070 -.309 -.033

uncertainty assumed 2.432

 (insure Equal variances - 1652.756 .015 -.171 .071 -.310 -.033

earnings). not assumed 2.427

To be creative Equal variances .239 .625 - 1692 .289 -.069 .065 -.197 .059

and innovative assumed 1.060

Equal variances - 1678.822 .288 -.069 .065 -.197 .059

not assumed 1.062

Obtaining high Equal variances 1.526 .217 3.954 1692 .000 .273 .069 .138 .408

incomes assumed

Equal variances 3.963 1681.872 .000 .273 .069 .138 .408

not assumed

Taking Equal variances .024 .878 -.142 1690 .887 -.009 .065 -.137 .119

calculated risks assumed

Equal variances -.142 1666.498 .887 -.009 .065 -.137 .119

not assumed

To be my own Equal variances 9.669 .002 2.316 1691 .021 .159 .069 .024 .294

boss assumed

(independence) Equal variances 2.326 1688.344 .020 .159 .068 .025 .294

not assumed

The independent sample t test table infers that there exists a statistical significant gender
variations on perception of becoming entrepreneur, facing new challenges (male = 5.73, female
= 5.82), creating new jobs (m = 5.29, f = 5.32), economic risks (m = 5.21, f = 5.38), to be
innovative (m = 5.70, f = 5.77), earning high incomes (m = 5.41, f = 5.14), taking calculated
risks (5.40, f = 5.14), to be own boss (m = 5.90, f = 5.74) at 95% C.I. Hence, null hypothesis is
rejected.

13. Conclusion and Recommendation

The impact of entrepreneurship education has been recognized as one of the crucial factors that
help youths to understand and foster an attitude towards entrepreneurship. The attitude and
knowledge of entrepreneurship are likely to shape their inclination to start their own business in
the future. Australia is well developed country in the World even though Unemployment is the
main issue faced by economy. Entrepreneurship development should form an essential form of
human resource development at different levels of education. Inputs for Entrepreneurship
development should be integrated effectively at all levels of education. Entrepreneurial
awareness and motivation is essential for all these students in educational main streams. The
study shows gender, age, study major and campus location on attitudes towards entrepreneurial
development. This study evaluated the student’s attitude towards entrepreneurial development
among Latrobe university students. The attitude on new business venturing should be
institutionalized among different streams of education. The study shows gender and age
differences as well as differences in study major on attitudes on entrepreneur. The study
concludes that students are willing to do business but they require more knowledge.

References
Athulya, V. 2017, A Study On The Attitude Of Commerce Students Towards Enterpreneurship
With Special Refernce To Calicut District, Kerala, Nehru e-Journal, Available online: Article
(nehrucolleges.net)
Iqbal, A., Melhem, Y.&Kokash, H. 2012. Readiness of the university students towards
entrepreneurship in Saudi private university: An exploratory study. European Scientific Journal,
8(15): 109-131.

Kavitha R, Anantharaman R.N., and Ramanathan S. 2013. Environmental, personality and

motivational factors; comparism study between entrepreneurs and women non entrepreneurs in
Malaysia. International journal of Business and management. Vol. 8, No. 13.

Norman, R., Doughlas, S., Takaruza, W, Morgan, M. 2016. Attitudes of Students towards
Entrepreneurship Education at Two Selected Higher Education Institutions in Botswana: A
Critical Analysis and Reflection, Academic Journal of Interdisciplinary Studies, Vol.5, Iss.2.

Volkmann, C.K. & Tokarski, K.O. 2009. Student attitudes to entrepreneurship. Management and
Marketing, Vol.4, No.1, pp. 17- 38, ISSN 1842-0206.

Appendices
1. Chi square statistics

I work for
 Observed N Expected N Residual

a private company 635 305.0 330.0

public institution 217 305.0 -88.0
non-profit organisation 63 305.0 -242.0
Total 915

My closest family members think that I should pursue a career as an

entrepreneur
Observed N Expected N Residual

absolutely disagree 170 242.4 -72.4

strongly disagree 167 242.4 -75.4
disagree 164 242.4 -78.4
neutral 498 242.4 255.6
agree 276 242.4 33.6
strongly agree 224 242.4 -18.4
absolutely agree 198 242.4 -44.4
Total 1697

My closest friends think that I should pursue a career as an

entrepreneur
Observed N Expected N Residual

absolutely disagree 156 242.3 -86.3

strongly disagree 160 242.3 -82.3
disagree 180 242.3 -62.3
neutral 536 242.3 293.7
agree 286 242.3 43.7
strongly agree 215 242.3 -27.3
absolutely agree 163 242.3 -79.3
Total 1696

My colleagues or class-mates think that I should pursue a career as

an entrepreneur.
Observed N Expected N Residual
absolutely disagree 193 242.4 -49.4
strongly disagree 185 242.4 -57.4
disagree 193 242.4 -49.4
neutral 632 242.4 389.6
agree 237 242.4 -5.4
strongly agree 172 242.4 -70.4
absolutely agree 85 242.4 -157.4
Total 1697

My closest family members

Observed N Expected N Residual

absolutely unimportant 122 242.4 -120.4

strongly unimportant 101 242.4 -141.4
unimportant 97 242.4 -145.4
neutral 289 242.4 46.6
important 266 242.4 23.6
strongly important 334 242.4 91.6
absolutely important 488 242.4 245.6
Total 1697

My closest friends
Observed N Expected N Residual

absolutely unimportant 171 242.4 -71.4

strongly unimportant 122 242.4 -120.4
unimportant 147 242.4 -95.4
neutral 358 242.4 115.6
important 364 242.4 121.6
strongly important 295 242.4 52.6
absolutely important 240 242.4 -2.4
Total 1697
 My colleagues or class-mates
Observed N Expected N Residual

absolutely unimportant 390 242.4 147.6

strongly unimportant 265 242.4 22.6
unimportant 246 242.4 3.6
neutral 369 242.4 126.6
important 222 242.4 -20.4
strongly important 117 242.4 -125.4
absolutely important 88 242.4 -154.4
Total 1697