UNIVERSITI KUALA LUMPUR

BUSINESS SCHOOL

SEMESTER FEBRUARY 2023

BUSINESS RESEARCH

EAB 41703

AC20

CULTIVATING ENTREPRENEURIAL CULTURE AMONG STUDENTS IN

MALAYSIA

PREPARED BY

NO. NAMA STUDENT ID

1.
AHMAD ASYRAF BIN AHMAD AZAM 62213121642

2.
MUHAMMAD IZZ FARHAN BIN MOHD AZIZI 62213121632

3.
AHMAD DHIYAUDDIN BIN MOHAMAD ROSLI 62213121557

PREPARED FOR

DR. NIK NADIAN NISA BINTI NIK NAZLI

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 TABLE OF CONTENTS
CHAPTER 1 ...........................................................................................................................................4
1.1 Background of Study .............................................................................................................4
1.2 Problem Statement ......................................................................................................................5
1.3 Research Objectives.....................................................................................................................6
1.4 Research Questions ......................................................................................................................6
1.5 Scope of Study ..............................................................................................................................6
1.6 Significance of Study ...................................................................................................................6
1.7 Definition of concept ....................................................................................................................7
1.7.1 Risk-taking behaviour ..........................................................................................................7
1.7.2 Empowerment encouragement ............................................................................................7
1.7.3 Creativity encouragement ....................................................................................................7
1.7.4 Entrepreneurial culture........................................................................................................7
1.8 Summary ......................................................................................................................................7
CHAPTER 2 ...........................................................................................................................................8
2.1 Introduction ..................................................................................................................................8
2.2 Entrepreneurial Culture .............................................................................................................8
2.3 Factors that influence entrepreneurial culture .........................................................................9
2.3.1 Risk-Taking Behaviour .......................................................................................................10
2.3.2 Empowerment Encouragement .........................................................................................11
2.3.3 Creativity Encouragement .................................................................................................12
2.4 Hypothesis Development ...........................................................................................................13
2.4.1 Risk-taking behaviour and entrepreneurial culture ........................................................13
2.4.2 Empowerment encouragement and entrepreneurial culture .........................................13
2.4.3 Creativity encouragement and entrepreneurial culture..................................................14
2.5 Theory of entrepreneurial – Economic Approach ..................................................................15
2.6 Research Framework ................................................................................................................15
2.7 Conclusion ..................................................................................................................................16
CHAPTER 3 .........................................................................................................................................17
3.1 Introduction ................................................................................................................................17
3.2 Research Design .........................................................................................................................17
3.3 Population ...................................................................................................................................18
3.5 Sampling Technique...................................................................................................................18
3.6 Data Collection Procedure ........................................................................................................19
3.7 Measure.......................................................................................................................................19
3.9 Demographic Profiles Determination ......................................................................................22
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 3.10 Conclusion ................................................................................................................................22
CHAPTER 4 .........................................................................................................................................23
4.1 Introduction ................................................................................................................................23
4.2 Demographic Data Analysis ......................................................................................................23
4.3.1 Research Objectives One....................................................................................................26
4.3.2 Research Objectives Two ...................................................................................................28
4.3.3 Research Objectives Three.................................................................................................30
4.4 Summary of Hypothesis Results ...............................................................................................31
4.5 Summary ....................................................................................................................................32
CHAPTER 5 .........................................................................................................................................33
5.1 Introduction ................................................................................................................................33
5.2 Background Context ..................................................................................................................33
5.3 Discussion of Findings ...............................................................................................................34
5.3.1 Research Objective One .....................................................................................................34
5.3.2 Research Objective Two .....................................................................................................35
5.3.3 Research Objective Three ..................................................................................................36
5.4 Theoretical Implications of the Research ................................................................................37
5.5 Practical Implications of the Research ....................................................................................37
5.6 Limitations and Suggestions for Future Research ..................................................................38
5.7 Conclusion ..................................................................................................................................38
REFERENCES ....................................................................................................................................39

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 CHAPTER 1

INTRODUCTION

1.1 Background of Study

The increased awareness and need for small and medium-sized firms, as well as the
relevance of entrepreneurial activities, has stimulated the research on entrepreneurship among
scholars due to the considerable impact of entrepreneurial activities on economic development
(Block, Fisch & Van Praag, 2017). Entrepreneurship has been debated for its impact on job
creation, healthy competition, economic growth, promoting an inclusive society and fostering
innovation (Block et al., 2017, p. 61). Both industrialized and developing countries have made
significant investments to encourage and cultivate an entrepreneurial culture (Acs et al.,2016).
Malaysian governments have implemented policies to promote entrepreneurship by
subsidizing education, capital and business transfer to reduce fear of failure and foster
innovation (Ariffin, Baqutayan, & Mahdzir, 2018).

Today, we observe that entrepreneurial culture is a popular term promoted by academics

and governments to stimulate economic growth and address unemployment difficulties (Van
der Westhuizen, 2017). Organizations, particularly academic institutions, prioritize fostering
an entrepreneurial culture to ensure the country's development (Henry, Hill, & Leitch, 2017).
Entrepreneurial culture was encouraged to generate income through the attitudes, values,
talents and power of employees within an organization (Danish, Asghar, Ahmad, & Ali, 2019).
Research suggests that companies with a strong entrepreneurial culture are more likely to
succeed and flourish (Kang, Matusik, Kim, & Phillips, 2016; Danish et al., 2019). However,
the notion lacks clarity and structure to promote an entrepreneurial culture (Malecki, 2018).
Malaysia has pushed an entrepreneurial culture to address societal concerns like drug
trafficking, criminality, violence, and sexual offenses among young (Kadir & Merican, 2017).
The Malaysian Social Enterprise Blueprint 2015-2018, a three-year strategy plan for growing
social enterprises through the foundation of MAGIC SE with a fund of RM 20 million, aims to
foster an entrepreneurial culture in Malaysia (Malaysia Social Enterprise Blueprint, 2015).
Another foundation was the Social Enterprise Alliances Malaysia (SEA) under MAGIC SE,
which has its own incubating programme that encourages links between social entrepreneurs
and industry specialists (Punadi & Rizal, 2017).

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1.2 Problem Statement
The main problem with this study is previous study on entrepreneurial culture has
various gaps and limitations because of the concept's recent emergence (van Ewijk, 2018;
Ratten, 2019). Firstly, research on entrepreneurial culture remains mostly descriptive and
theoretical (Wennberg & Anderson, 2020). According to Fritsch and Wyrwich's (2018)
literature assessment, scholars tend to write conceptual essays rather than empirical research.
Secondly, the majority of previous empirical research on entrepreneurial culture lacked
rigorous techniques (Fritsch & Wyrwich, 2018; Spigel, 2018). Thirdly, research on encouraging
entrepreneurial culture relies on multiple definitions and perspectives, which makes it difficult
to compare previous findings (Letaifa & Goglio-Primard, 2016). Furthermore, much study on
entrepreneurial culture focuses on the public and governmental sectors (Demircioglu &
Chowdhury, 2020). To address this issue, we will undertake a survey among Malaysian students
studying at private higher education institutions (PHEIs) to assess their view of academic
institutions' promotion of entrepreneurial culture, rather than simply offering an entrepreneurial
curriculum.

This study is also relevant to government policymakers and entrepreneurs. Politicians

can indirectly encourage entrepreneurial culture by influencing curriculum creation, academic
assessment, and student-led projects. Furthermore, this study can help practitioners and
business incubators identify, finance, and develop high-potential innovative start-ups.
Additionally, they allocate resources to empower pupils. This paper addresses research gaps by
presenting actual evidence from Malaysia. We reviewed recent academic debates and
publications on how academic institutions might foster an entrepreneurial culture among
students (Wu & Zhu, 2017).

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1.3 Research Objectives
i. To examine the effect of promoting risk-taking behaviour in fostering entrepreneurial
culture among students.
ii. To examine the effect of encouraging creativity in fostering entrepreneurial culture
among students.
iii. To examine the effect of encouraging empowerment in fostering entrepreneurial culture
among students.

1.4 Research Questions

i. What does the effect of risk-taking behaviour constitute in entrepreneurial culture
among students of PHEIs in Malaysia?
ii. What does the effect of encouraging creativity constitute entrepreneurial culture among
students of PHEIs in Malaysia?
iii. What is the effect of encouraging empowerment constituting entrepreneurial culture
among students of PHEIs in Malaysia?

1.5 Scope of Study

This study contributes to the literature on creating entrepreneurial culture in students
by identifying crucial factors such as risk-taking, innovation, creativity and empowerment.
This research examines how academic institutions in Malaysia foster an entrepreneurial culture
among students, making it unique in its approach.

1.6 Significance of Study

This paper is structured as follows. Firstly, we review the literature on the association
between entrepreneurial culture and fledgling entrepreneurship. Next, we describe our
empirical study methodology and data. We provide the regression results and discuss the
outcomes. Finally, we describe our findings, explain study limitations, and give
recommendations for future research.

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1.7 Definition of concept

1.7.1 Risk-taking behaviour

Refers to the willingness of students to step outside their comfort zones and pursue new
opportunities, even if they involve some degree of uncertainty or potential failure.

1.7.2 Empowerment encouragement

The intentional effort of higher education institutions (PHEIs) to provide students with the
support, resources, and opportunities necessary to take ownership of their academic and
entrepreneurial journeys. This includes fostering student such as providing mentorship and
guidance, building confident and mindset.

1.7.3 Creativity encouragement

The promotion of an environment that fosters innovation and problem-solving through creative
thinking and original ideas. This includes providing students with opportunities to engage in
creative projects, collaborate with peers from diverse backgrounds, and explore unconventional
approaches to challenges.

1.7.4 Entrepreneurial culture

Described as a set of shared values, attitudes, and behaviours that promote risk-taking,
innovation, and the pursuit of opportunities to create new ventures. This culture is characterized
by a willingness to experiment, a belief in the power of ideas, and a passion for making a
positive impact on the world.

1.8 Summary
The first chapter of this study has clarified on the background of the study, statement of the
problem, research questions, research objectives and hypothesis together with the scope and
significance of the study. This chapter also highlights the definition of concepts of risk-taking
behaviour, empowerment encouragement, creativity encouragement and entrepreneurial
culture.

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 CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

The best area for improving and developing societies is entrepreneurship education,
which also serves as a catalyst for social cohesion, organizational success, economic progress,
and personal fulfilment. The first entrepreneurship course, Management of New Enterprises,
was taught at Harvard Business School by Myles Mace in 1947. A year later, the Research
Centre in Entrepreneurial History was established as a center for entrepreneurship research.
Furthermore, entrepreneurial culture is seen as an element of national culture that facilitates
the success of economic growth (Valliere, 2019). Additionally, it is believed that an aspect of
national culture that supports successful economic growth is the entrepreneurial culture. The
goal of an entrepreneurial culture is to promote risk-taking behaviour, innovation and
creativity. According to the literature, an entrepreneurial culture is linked to several
advantageous organisational outcomes, including bringing in new business and enhancing
corporate performance.

2.2 Entrepreneurial Culture

In the field of entrepreneurship studies, the cultivation of an entrepreneurial culture
among students has gained significant attention. A community or individual's attitudes,
behaviours, and skill set that foster creativity and innovation are referred to as their
entrepreneurial culture. Educational institutions that foster an entrepreneurial culture might
help students become more self-assured and creative. Educational institutions that foster an
entrepreneurial culture might help students become more self-assured and creative.

According to Cui et al. (2019), extracurricular activities, entrepreneurial culture, and

entrepreneurship education all have an impact on human cognitive variables such as the
entrepreneurial attitude. Previous research indicates that an individual's early experiences and
interactions with contemporary society and surroundings can shape and teach an
entrepreneurial attitude (Mathisen & Arnulf, 2013).

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 Culture in communities or educational institutions has been connected to
entrepreneurship education in addition to encouraging an entrepreneurial mindset. Education
serves as a public platform for achieving the goal of integrating entrepreneurial education into
the curriculum at all educational levels. A measure of this cultural impact is the quantity of
universities offering courses on entrepreneurship. A careful examination of the trial hegemony
of launching a new business is necessary. The heroic entrepreneurial mentality that permeates
the entrepreneurial culture ensures the preservation of contemporary, industrial-based business
structures.

The way that education has approached entrepreneurship has changed to allow for the
inclusion of students from all levels of education and all higher education courses who require
the development of these abilities. In order to prepare and enable them to face professional
challenges, create their own jobs, and develop innovative and valuable solutions to various
emerging social and economic problems, such as the environment, poverty, social exclusion,
and sustainability, entrepreneurial programmes have been developed and implemented on all
continents. Furthermore, with the competencies mentioned earlier serving as a framework,
entrepreneurship education was thought to have the goal of fostering an entrepreneurial culture.

2.3 Factors that influence entrepreneurial culture

In this study, there are three specific factors that influence entrepreneurial culture. The
factors include risk-taking behaviour, empowerment encouragement, and creativity
encouragement. The following sections will provide a detailed explanation on how these
factors can influence entrepreneurial culture.

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2.3.1 Risk-Taking Behaviour
There is a high correlation between risk tolerance and an entrepreneurial spirit. Risk is
the perceived likelihood of a systemic breakdown, potential loss, or any unfavourable natural
occurrence of an unfavourable event during a task or job experience. Attitudes towards
entrepreneurship are influenced by risk as a personality feature. The inherent danger of
operating in the entrepreneurial sector of the economy is one of the many reasons why many
people are reluctant to become successful entrepreneurs.

Particularly in those that place a strong emphasis on entrepreneurship in their

curricula, business schools are essential in helping students acquire an entrepreneurial
perspective and ambitions. One trait of entrepreneurship is the propensity for taking chances.
The propensity for taking chances is considered by some experts to be an essential
component of entrepreneurship. According to Yates, risk-taking behaviour is how a person
acts when faced with a scenario that carries a significant degree of uncertainty and the
potential for loss. Risk-taking is by its very nature unafraid of facing an uncertain
circumstance in which the firm may or may not succeed, according to Wijaya, Nurhadi &
Kuncoro (2015). Have the courage to take a chance on failing and to foresee the probability
of failing by giving it thorough thought. You should also have an inventive temperament and
a tireless search for new methods to enhance performance.

Nevertheless, despite their awareness of the potential hazards, the majority of students
lack the courage to pursue entrepreneurship at this time. Many students do not currently intend
to become entrepreneurs, despite the fact that numerous efforts have been made to cultivate an
entrepreneurial spirit in them. Higher education seems to deter people from pursuing
entrepreneurship, according to Yuwono and Partini (2008).

The researchers concluded that taking risks is something that people must do when
confronted with circumstances that have unknown outcomes based on the exposure of multiple
experts on the subject. Researchers are urged to carry out studies on the impact of risk-taking
students' entrepreneurial intention because of the intention or desire of students to become
entrepreneurs, their desire to pursue entrepreneurship, and the numerous programmes offered
by the government to support and channel their interest.

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2.3.2 Empowerment Encouragement
However, according to some researchers, there is a favourable correlation between
teacher empowerment, entrepreneurial leadership, and school efficiency. Additionally, they
discover that the association between school success and entrepreneurial leadership is
moderated by teachers' empowerment. Empowerment appears to promote people to engage in
entrepreneurial activities, such as launching or running a small or medium-sized business,
according to research conducted at the national level. According to a different study,
empowering people—especially the weaker members of society is essential to fostering an
entrepreneurial ecosystem. In a similar vein, some contend that fostering an entrepreneurial
culture within a company requires empowerment. Studies in the Malaysian context reveal that
student and youth empowerment promotes entrepreneurial development and fosters an
entrepreneurial culture.

A nation's economic growth can be boosted by a high degree of entrepreneurship,

according to an earlier study. investigated the connection between economic growth and
entrepreneurship levels in developing nations. Over the course of ten years, data was gathered
from numerous nations. Regression analysis was the analytical technique employed to
determine how much entrepreneurship contributes to economic growth. The findings
demonstrated that, in comparison to nations with low levels of entrepreneurship, those with
high levels of entrepreneurship typically have stronger economic growth.

The government can encourage future inventions by emphasising young

entrepreneurship education. In Nigeria, Technical and Vocational Education and Training
(TVET) would have been successful when youth began creating technologies that integrated
with local resources, trained and employed locals, and created goods that were sold locally and
globally. Since leadership, managerial, and interpersonal skills are transferrable and necessary
for success in the current global economic era, entrepreneurship education provides answers to
the world's economic problems.

In contrast to traditional academic work, where students merely gather knowledge that
may not be applicable to best practices in the wider world, it aims to prepare people, especially
youths, to be responsible, young, and enterprising individuals who become entrepreneurs or
entrepreneurial thinkers. It does this by bringing knowledge of the opportunities to take risks,
manage the results, and learn from the outcomes into the classroom.

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2.3.3 Creativity Encouragement
It takes creativity from team members and employees to promote an entrepreneurial
culture in an organisation. The inventiveness of a leader inspires groups and workers to act
creatively and develop an entrepreneurial mindset. In a similar vein, teachers' inventiveness
encourages students to take part in entrepreneurial activities, which helps PHEIs foster an
entrepreneurial culture.

Researchers discover that students' entrepreneurial thinking is significantly impacted

by creativity, which helps to foster an entrepreneurial culture in Malaysia. But the theory that
creativity leads to entrepreneurial culture is weak and unclear because other research indicates
that teachers' creativity influences students' entrepreneurial intention through entrepreneurial
education rather than having a substantial impact on it directly.

Being creative involves coming up with new and useful ways to combine and reorganise
existing knowledge. Human creativity is the capacity for thought, modification, discovery, and
creation. Finding and making the most of the new opportunities mostly depends on one's
capacity to identify and comprehend the connections between concepts. The same is true of the
entrepreneurial process, in which a person seeking to launch a new business must exercise
creativity in locating and seizing possibilities. The research on creativity indicates that the
process of entrepreneurship heavily relies on creativity. Those with more creative dispositions
are able to persevere through the entrepreneurial process with greater self-assurance and
optimism.

A few previous studies have included creativity in the analysis of people's

entrepreneurial ambitions; Hamidi, for instance, included creativity in the model of
entrepreneurial intention. A positive correlation was shown between creativity. Sternberg
asserts that entrepreneurs have strong mental frameworks that drive them to think creatively
and unconventionally, and they also tend to be more creative than non-entrepreneurs.

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2.4 Hypothesis Development
2.4.1 Risk-taking behaviour and entrepreneurial culture
This study examined numerous articles published in the field to develop their own
hypotheses, which were based on the review of the concept and associated theories or
techniques. Researchers discover that students at Malaysian PHEIs who take risks are more
likely to become entrepreneurs. According to a different study, students' willingness to take
risks encourages their desire to start their own business and develop an entrepreneurial culture
in Malaysia. Based on the definition of risk-taking propensity as an individual's innate
inclination to either take or avoid risks, it would seem that PHEIs might instruct their students
on how to manage an entrepreneurial mindset and behaviour through group projects and
assessments. Furthermore, boosting risk-taking behaviour in students makes them more likely
to launch new businesses after graduation or, at the very least, increases their ambition to do
so.

H1: There is an effect between risk-taking behaviour among students and the cultivation of
entrepreneurial culture.

2.4.2 Empowerment encouragement and entrepreneurial culture

In light of the difficulties and quick changes in the economy, education plays a critical
role in encouraging an entrepreneurial culture in the next generation. Education must dispel the
stigma associated with failure, foster an environment that is supportive, and impart pertinent
entrepreneurship skills. Education should also incorporate technology to improve learning
efficacy and promote moral principles and social responsibility. To promote equality of
opportunity and a positive social impact, education should also incorporate social
entrepreneurship and inclusivity.

However, according to some researchers, there is a favourable correlation between

teacher empowerment, entrepreneurial leadership, and school efficiency. Additionally, they
discover that the association between school success and entrepreneurial leadership is
moderated by teachers' empowerment. Empowerment appears to promote people to engage in
entrepreneurial activities, such as launching or running a small or medium-sized business,
according to research conducted at the national level.

13
 According to a different study, empowering people—especially the weaker members of
society—is essential to fostering an entrepreneurial ecosystem. Others contend that fostering
an entrepreneurial culture within organisations requires empowerment. According to a different
study conducted in the Malaysian setting, empowering students fosters the development of an
entrepreneurial culture, which in turn fosters entrepreneurial intention. Thus, we propose the
following hypothesis:

H2: Fostering an entrepreneurial culture will require greater student empowerment.

2.4.3 Creativity encouragement and entrepreneurial culture

It takes creativity from team members and employees to promote an entrepreneurial
culture in an organisation. The inventiveness of a leader inspires groups and workers to act
creatively and develop an entrepreneurial mindset. In a similar vein, teachers' inventiveness
encourages students to take part in entrepreneurial activities, which helps PHEIs foster an
entrepreneurial culture. Researchers discover that students' entrepreneurial thinking is
significantly impacted by creativity, which helps to foster an entrepreneurial culture in
Malaysia. But the theory that creativity leads to entrepreneurial culture is weak and unclear
because other research indicates that teachers' creativity influences students' entrepreneurial
intention through entrepreneurial education rather than having a substantial impact on it
directly.

Certain organisations use "Design Thinking" to foster entrepreneurial skills like

creativity and problem-solving aptitude because they believe that teachers' inventiveness is
what inspires pupils to start their own businesses. An extensive examination of the literature
demonstrates how pupils' unique creativity leads to an entrepreneurial attitude that promotes
an entrepreneurial culture. According to other reports, people develop an entrepreneurial
culture because of their creative thinking, which includes high-quality company ideas. It also
has a substantial impact on their entrepreneurial attitude and aim. Thus, we propose the
following hypothesis:

H3: Fostering student innovation will promote an entrepreneurial culture.

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2.5 Theory of entrepreneurial – Economic Approach
A variety of theories endeavour to delineate and formulate the notion of entrepreneurial
culture. One method that is becoming more and more popular for teaching entrepreneurial traits
is the entrepreneurship competence model. There are issues with the competency improvement
process despite a significant number of studies on entrepreneurial competencies. crucial
elements like the drive for success, internal locus of control, inventiveness, risk-taking
inclination, and tolerance for ambiguity are typically disregarded, as is cultivating an
entrepreneurial culture. However, psychological theories of entrepreneurship highlight the
positive and significant control that risk-taking, inventiveness, the urge for achievement, and
ambiguity tolerance have been demonstrated to have on entrepreneurial tendencies.

On the other hand, economic approaches to entrepreneurship also suggested that

capitalism, where entrepreneurs may get assistance to succeed in their endeavours, be promoted
in order to foster an entrepreneurial culture. However, economic approaches to
entrepreneurship have drawn significant criticism for downplaying the various frameworks in
which entrepreneurship occurs, failing to recognise the unique personality of entrepreneurial
activity, and failing to recognise the self-motivated, open nature of market systems.

2.6 Research Framework

The framework of this study is exhibiting the factors that influence entrepreneurial
culture. The framework direction is to answer the research questions and to accomplish the
objectives of this study. This study proposes a theoretical framework that includes independent
variables (risk-taking, empowerment encouragement, and creativity encouragement) which are
the variables of the primary interest. Meanwhile the dependent variable for this study is
entrepreneurial culture. The theoretical framework of this study is illustrated in Figure 1.

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 Independent Variable
Dependent Variable

Risk-taking
H1
Behaviour

H2

Empowerment Entrepreneurial
Encouragement Culture
H3

Creativity
Encouragement

Figure 1: Research Framework

2.7 Conclusion
As a conclusion, this chapter has discussed the literature review on the concept of
entrepreneurial, theory and the factors that influence entrepreneurial culture. Lastly, this
chapter has highlighted the theoretical framework and hypotheses of this study. Following
chapter, the research design, methods, and data collection instruments will be discussed.

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 CHAPTER 3

METHODOLOGY

3.1 Introduction
In our research, we established that our population consists of university students across
Malaysia. The main purpose of this survey is to conduct research entitled “Cultivating
Entrepreneurial Culture Among Student in Malaysia”. Nurturing a vibrant entrepreneurial
culture among university students is crucial for propelling Malaysia’s economic and social
progress. However, although several universities in Malaysia does provide learning
environments for student to flourish themselves with entrepreneurial mindset, we are still far
behind than other developing countries where they much more entrepreneur. In an article made
by Sengul Enginsoy (2023), Singapore have been ranked No.17 for being the top countries by
Total Startup Outputs, which over 53,571 entrepreneur that just start their own business in year
2023. Hence, in the making of the survey, we asked the respondent what are the factors that
influence them to be an entrepreneur in Malaysia.

3.2 Research Design

Research design can be said to be the blueprint or roadmap for the entire research. It is
the framework of research methods and techniques that were chosen by us to conduct a study.
It allows us to outline the overall strategy that we will use to answer our research questions.
Our research approach is quantitative method since its easier to analyze and compare
statistically. We also use deductive strategies, where we are testing an existing theory founded
from our literature review. Moreover, from that literature review, we focused on four main key
variables that might affect the entrepreneurial culture among PHEI’s student in Malaysia. For
the collection method, we used surveys to collect our data, distributing it through WhatsApp
and our social media to promote the survey, requesting potential respondent to answer our
surveys to gather enough data for our next step, which is data analysis using the SPSS
application.

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3.3 Population
The population of this study is the students that are currently taking their studies at university
in Malaysia.

3.4 Sampling

The sampling used in this study are the large number of universities student in Malaysia.
We selected 36 students as our respondent and the respondents consist of 28 male students and
8 female students. Most of the respondents come from bachelor students, which amounts to 32
students, while the total number for the diploma student is two, one for the master student and
also one for the PhD student. Another interesting thing that can be taken note of is that the
majority of our respondents are in their third year of study and are around the age of 22 to 25
years old.

3.5 Sampling Technique

The sampling technique used in this study is the convenience sample method, as it will
be used for quantitative data collection. We used this method due to how easy it for us to collect
data, as most of the individuals are ready and available at the time of data collection, where in
this case, most of the PHEI’s student are always on their phone so they are bound to get in
contact with our surveys. Not only it is quick and easy, but there is also no cost required to do
this method, especially using an online survey as our medium to collect the data.

18
3.6 Data Collection Procedure
For the data collection procedure, we create a draft of questionnaire and then send it to
our lecturer at University Kuala Lumpur Business School, Kuala Lumpur, Malaysia who were
the person in charge of this study to seek permission to release the questionnaire. After the draft
on questionnaire have been approved, we distributed the questionnaire to all the future
respondents which consist of university students around Malaysia.

This research proposal was analyzed by using an online survey which is called the
Google Form. The survey was spread among university student in Malaysia, using social media
platform such as WhatsApp, sending the survey to multiple groups, personal message to our
friend in other universities, and through WhatsApp status post. Other than that, we also post it
in our Instagram story to spread the survey further for our potential respondent.

After a week, we were able to gather up to 36 respondents within that period, as we

reviewed it. We then collected all the data and took all the answers to the questionnaire for our
research proposal. In this research, the data from the questionnaire was analyzed by using the
percentage calculated by our group members.

3.7 Measure
Four measures have been used in this study to test the proposal hypothesis. This
includes measures of risk-taking behavior, empowerment encouragement, creativity
encouragement, and entrepreneurial culture among students in Malaysia.

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Risk-Taking Behaviour

Risk-taking behaviour was measured with three items as table 1. The Likert scale used are from
1 - Strongly disagree to 5 - Strongly agree.

Risk-Taking Behaviour
Students are encouraged to complain about their dissatisfaction towards teachers and
RTB1
other issues.
Students receive a guarantee that marks and other grading will not be affected
RTB2
when they complain about teachers or management issues.
Institution provides rooms for students to develop decision-making skills and
RTB3
capabilities.
Table 1: Risk-Taking Behavior

Empowerment Encouragement

Empowerment Encouragement was measured with three items as table 2. The Likert scale used
are from 1 - Strongly disagree to 5 - Strongly agree.

Empowerment Encouragement
My lecturer and the management of the institution give me freedom to make my
EE1
own decisions on how to complete my tasks.
My lecturer and the management of the institution encourage me to study and
EE2
complete assessments independently with minimal supervision or guidance.
My lecturers and the management of the institution attempt to build trust among
EE3
students and teachers.
Table 2: Empowerment Encouragement

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Creativity Encouragement

Creativity Encouragement was measured with three items as table 3. The Likert scale used are
from 1 - Strongly disagree to 5 - Strongly agree.

Creativity Encouragement
My lecturer promotes self-evaluation among the student during class presentation
CE1 and other related assessments to promote individual creativity.

CE2 My lecturer promote creativity through problem-solving.

My lecturer encourages the generation of new ideas through rewards and
CE3
appreciation.
Table 3: Creativity Encouragement

Entrepreneurial Culture

Entrepreneurial Culture was measured with three items as table 4. The Likert scale used are
from 1 - Strongly disagree to 5 - Strongly agree.

Entrepreneurial Culture
The study environment of the institution promotes aggressive competition among
EC1
students to receive high marks.
The current study environment of the institution promotes proactiveness among
EC2
students’ club / organization.
The current study environment of the institution promotes innovation among
EC3
student through innovative idea generation.
Table 4: Entrepreneurial Culture

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3.8 Data Analysis Procedure

Data analysis plays a crucial role in this study since it helps to distinguish between
quantitative and qualitative research approaches. In this study, we employed IBM SPSS
Statistic 25 to analyze our data. We utilized both descriptive and inferential statistic procedures
using this software. Specifically, we explored how the characteristic between risk-taking
behavior, empowerment encouragement, and creativity encouragement can influenced the
entrepreneurial culture among student in Malaysia. This correlation analysis helps determine
the strength and direction of associations between variables. By employing IBM SPSS Statistic
25 for both descriptive and inferential analysis, we were able to gain valuable insight into their
data and understand the factors that potentially influence entrepreneurial culture.

3.9 Demographic Profiles Determination

Demographic profiles of the respondents were analyzed using the IBM SPSS Statistic
25. The frequency and percentage calculated were used to determine the distribution of
different variables within the dataset. This analysis provided our study with a valuable insight
into the characteristics and composition of the respondents in terms of their demographic
profiles such as gender, age qualification, years of study, and marital status.

3.10 Conclusion
Methodology laid out the comprehensive framework for research conducted on
“Cultivating Entrepreneurial Culture Among Student in Malaysia”. We used a quantitative
approach with surveys to explore how risk-taking, empowerment, and creativity
encouragement relate to student entrepreneurial culture in Malaysia. While our sample wasn't
huge, we analyzed it using IBM SPSS Statistic 25, allowing us to explore the relationships
between variables and gain valuable insights into factors influencing entrepreneurial culture.
Additionally, we analyzed the demographic profiles of respondents to understand their
characteristics and potential biases. We also gain valuable insights and understand what factors
might boost the entrepreneurial spirit among students.

22
 CHAPTER 4

FINDINGS

4.1 Introduction
In this chapter, we will look at the research findings based on our data collected in the
previous chapter. From all the data collected, we will present the demographic analysis to
showcase the difference demographic of our respondent and will be presented with the relation
to our study’s specified research objectives using the correlation analysis. The technique used
to analyze the data has already been discussed in chapter 3 ‘Methodology’.

4.2 Demographic Data Analysis

We have summarized the demographic data of respondents to five parts which are age,
gender, qualification, years of study and marital status for our population of university students
in Malaysia. Demographics analyses were shown in the table below, and the analysis is using
a descriptive analysis method as follows.

Age
Frequency (f) Percent (%)
18 - 21 9 25.0
22 - 25 19 52.8
Valid 26 - 29 1 2.8
>30 and above 7 19.4
Total 36 100.0
Table 5: Distribution of Respondents based on Age.

23
Table 5 shows the demographic data based on the age distribution of respondents that answer
our survey. From the table above, we found that respondents from the group age of 22 – 25 had
the highest percentage of respondents (19 respondents / 52.8%). It is then followed by
respondents from the group age of 18 – 21 (9 respondents / 25%) making them the second
highest percentage of respondents. Unexpectedly, we found that respondents from the group of
age 30 and above are the third highest percentage of respondents (7 respondents / 19.4%),
making the group age of 26 – 29 the fourth of this list, or the lowest percentage of respondents
answering our survey (1 respondents / 2.8%)

Gender

Frequency (f) Percent (%)

Male 28 77.8
Valid Female 8 22.2
Total 36 100.0
Table 6: Distribution of Respondents based on Gender

Table 6 shows 36 of the respondents who have differences based on gender. The highest
distribution on gender is male (28 respondents or 77.8%), followed by the second highest which
is female (8 respondents or 22.2%).

Qualification

Frequency (f) Percent (%)

Diploma 2 5.6
Bachelor 32 88.9
Valid Master 1 2.8
PhD 1 2.8
Total 36 100.0
Table 7: Distribution of Respondents based on Qualification

24
Table 7 shows the various qualifications of our respondents. Most of our respondents are taking
their bachelor’s degree, as having the highest percentage over the qualification table (23
respondents / 88.9%). The second highest percentage would be respondents that are
undertaking their diploma (2 respondents / 5.6%). Coincidentally, respondents that are
undertaking master and PhD have the same percentage (1 respondents each / 2.8%).

Years of Study

Frequency (f) Percent (%)

First year 3 8.3

Second year 11 30.6
Valid Third year 14 38.9
Fourth year 8 22.2
Total 36 100.0
Table 8: Distribution of Respondents based on Years of Study

Table 8 shows the current years of study of our respondent. Most of our respondents are in their
third year (14 respondents / 38.9%). The second highest percentage would be respondents that
are in their second year (11 respondents / 30.6%). It is then followed by respondents who are
in their fourth year (8 respondents / 22.2%) and lastly, the respondents that are currently in their
first year (3 respondents / 8.3%).

Marial Status

Frequency (f) Percent (%)

Single 15 41.7
In relationship 13 36.1
Valid Married 6 16.7
Divorce 2 5.6
Total 36 100.0
Table 9: Distribution of Respondents based on Years of Study

25
Table 9 shows the current marital status of our respondent. Most of our respondents are still
single (15 respondents / 41.7%), while the second highest percentage would be respondents
that are in relationship (13 respondents / 36.1%). It is then followed by respondents who are
already married (6 respondents / 16.7%) and lastly, the respondents that have divorced take the
fourth place in the ranking (2 respondents / 5.6%).

4.3 Correlation Analysis

4.3.1 Research Objectives One

H1: There is an effect of promoting risk-taking behavior in fostering entrepreneurial culture
among students.

Students are Students receive Institution

encouraged to a guarantee that provides rooms
complain about marks and other for students to
their grading will not develop
dissatisfaction be affected when decision-
towards they complain making skills
teachers and about teachers or and
other issues. management capabilities.
(RTB1) issues. (RTB2) (RTB3)

Students are encouraged Pearson

1 .274 .534**
to complain about their Correlation
dissatisfaction towards
teachers and other issues. Sig. (2-tailed) .106 .001
(RTB1)

Students receive a Pearson

.274 1 .589**
guarantee that marks and Correlation
other grading will not be
affected when they
complain about teachers Sig. (2-tailed) .106 .000
or management issues.
(RTB2)

26
Institution provides Pearson
.534** .589** 1
rooms for students to Correlation
develop decision-making
skills and capabilities. Sig. (2-tailed) .001 .000
(RTB3)

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

Table 10: Correlation Table for Risk-Taking Behaviour

The finding in table 10 indicates that (RTB1) and (RTB2) have a very small positive
correlation, but not statistically significant (r = 0.274, p = 0.106). This means that institutions
that encourage students to complain are likely to guarantee that their student grades will not be
affected by their complaints. However, the slight positive association between four of the
variables are might due to chance rather than a true relationship.

Another finding that is in the table indicates that (RTB1) and (RTB3), they have a medium
positive correlation, with a high statistically significant (r = 0.534, p = 0.001), meaning that
institutions that encourage students to complain are more likely to provide rooms for students
to develop their decision-making skills, and both variables are very dependent to each other.

For the last correlation, (RTB2) and (RTB3) also have a medium positive correlation, with an
extremely high statistically significant (r = 0.589, p = 0.000). It shows that institutions that
guarantee their student grades will not be affected by their complaints, will provide a room for
students to develop decision-making skills. This is the strongest correlation in the table,
suggesting that they may be a common factor that is influencing both of these variables.
Although the first variable correlation (RTB1 & RTB2) is not statistically significance to each
other, the other correlation still shows a heavy, if not small significant to each other. Therefore,
the hypothesis is supported.

27
4.3.2 Research Objectives Two
H2: There is an effect between empowerment encouragement among students and the
cultivation of entrepreneurial culture.

My lecturer
and the My lecturer and My lecturers
management the management of and the
of the the institution management
institution encourage me to of the
give me study and institution
freedom to complete attempt to
make my own assessments build trust
decisions on independently with among
how to minimal students and
complete my supervision or teachers.
tasks. (EE1) guidance. (EE2) (EE3)

My lecturer and the Pearson 1 .628** .661**

management of the Correlation
institution give me
Sig. (2-tailed) .000 .000
freedom to make my
own decisions on how to
complete my tasks.
(EE1)

My lecturer and the Pearson .628** 1 .386*

management of the Correlation
institution encourage me
Sig. (2-tailed) .000 .020
to study and complete
assessments
independently with
minimal supervision or
guidance. (EE2)

28
My lecturers and the Pearson .661** .386* 1
management of the Correlation
institution attempt to
Sig. (2-tailed) .000 .020
build trust among
students and teachers.
(EE3)

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

*. Correlation is significant at the 0.05 level (2-tailed).

Table 11: Correlation Table for Empowerment Encouragement

The finding in table 11 indicates that (EE1) and (EE2) have a strong small positive correlation,
and is very statistically significant (r = 0.628, p = 0.000). This means that students who are
given freedom to make their own decision on how to complete their task are more likely to
study and complete assessments independently. Both variables are also very dependent on each
other as this practice is often implemented together to promote student autonomy and self-
learning.

Moreover, (EE1) and (EE3) have the strongest positive correlation, with a high statistically
significant (r = 0.661, p = 0.000), meaning that students who are given freedom to make their
own decision on how to complete their task are likely to feel that their lecturers and the
management of the institution are trying to build trust among them. This suggests that giving
student autonomy may contribute to a more positive and trusting learning environment.

Lastly, (EE2) and (EE3) have a medium positive correlation, but with a weaker but still
statistically significant (r = 0.386, p = 0.020). It shows that students that study and complete
their assessment independently also feel that their lecturer and the management of the
institution are trying to build trust among students and teachers. From that, we can see that
encouraging student independence may also contribute to a more trusting environment.
Therefore, the hypothesis is supported.

29
4.3.3 Research Objectives Three
H3: There is an effect between creativity encouragement among students and the cultivation of
entrepreneurial culture.

My lecturer
My lecturer
promotes self- My lecturer
encourages
evaluation among promote
the generation
the student during creativity
of new ideas
class presentation through
through
and other related problem-
rewards and
assessments to solving.
appreciation.
promote individual (CE2)
(CE3)
creativity. (CE1)
My lecturer Pearson
1 .492** .581**
promotes self- Correlation
evaluation among
the student during
class presentation
and other related Sig. (2-tailed) .002 .000
assessments to
promote individual
creativity. (CE1)
My lecturer promote Pearson
.492** 1 .569**
creativity through Correlation
problem-solving.
Sig. (2-tailed) .002 .000
(CE2)
My lecturer Pearson
.581** .569** 1
encourages the Correlation
generation of new
ideas through
Sig. (2-tailed) .000 .000
rewards and
appreciation. (CE3)
**. Correlation is significant at the 0.01 level (2-tailed).
Table 12: Correlation Table for Creativity Encouragement
30
 The finding in table 12 indicates that (CE1) and (CE2) have a strong small positive
correlation and have a very high statistically significant (r = 0.492, p = 0.002). This means that
lecturers that promote self-evaluation for creativity also tend to promote creativity through
problem-solving.

After that, (CE1) and (CE3) have the strongest positive correlation, with a high
statistically significant (r = 0.581, p = 0.000), meaning that lecturer who promote self-
evaluation for creativity also tend to encourage the generation of new ideas through rewards
and appreciation. This suggests that giving student autonomy may contribute to a more positive
and trusting learning environment.

For the last correlation, (CE2) and (CE3) have a second strongest positive correlation,
with a high statistically significant (r = 0.569, p = 0.000). It shows that lecturers who promote
creativity through problem-solving also tend to encourage the generation of new ideas through
reward and appreciation. Since all the correlation are highly statistically significance, the
hypothesis is very much supported.

4.4 Summary of Hypothesis Results

Hypothesis Item Results
There is an effect of promoting risk-taking behavior in
H1 Supported
fostering entrepreneurial culture among students.
There is an effect between empowerment encouragement
H2 Supported
among students and the cultivation of entrepreneurial culture.
There is an effect between creativity encouragement among
H3 Supported
students and the cultivation of entrepreneurial culture.
Table 13: Summary of Hypothesis Results

31
4.5 Summary
In summary, with the survey, we able to gather data from 36 university student in Malaysia,
answering our questionnaire to be represented in this study. All those 36 respondents have
different demographics from each other in gender, age, qualification, years of study and marital
status. Based on the correlation analysis. We can conclude that by promoting risk-taking
behavior, empowerment encouragement and creativity encouragement both among student
does have an effect towards fostering entrepreneurial culture among students.

32
 CHAPTER 5

DISCUSSION AND CONCLUSION

5.1 Introduction
This chapter discusses the results of the analysis presented in Chapter 4. The chapter
presents with a brief background review before moving on to an integrated explanation of the
analysis results. The chapter also discusses the theoretical implications of this study in relation
to the body of knowledge, as well as the practical consequences for organizational
management. Finally, the chapter discusses the study's limitations as well as potential future
research directions. The chapter ends with a summary of the thesis.

5.2 Background Context

The discussion of collaborative learning among Malaysia’s students in the literature has
generally focused on cultivating entrepreneurial culture among students in Malaysia.
Researchers have identified four main factors that affect student retention. The factors are
including the student’s risk-taking behaviour, student’s empowerment encouragement,
student’s creativity encouragement and student’s entrepreneurial culture. However, previous
studies that looked examined the effects of these characteristics on collaborative learning in
other contexts and samples. There is still a dearth of research into the effect of these
characteristics on collaborative learning in each context.

The above review highlights the gaps that were identified in the literature. These gaps
have been addressed by developing a conceptual framework that includes factors (student’s
risk-taking behaviour, student’s empowerment encouragement, student’s creativity
encouragement and student’s entrepreneurial culture) that were identified to influence
collaborative learning among Malaysia’s students.

33
5.3 Discussion of Findings

5.3.1 Research Objective One

To examine the effect of promoting risk-taking behaviour in fostering entrepreneurial
culture among students.

The study's findings indicate that there is a slight positive link between encouraging
students to complain about their displeasure with lecturers and other issues (RTB1) and
ensuring that their complaints will not affect their grades or other grading (RTB2). This means
that university that value student feedback are more likely to have rules in place to safeguard
students from retaliation for their concerns. However, the association is not statistically
significant, suggesting that this relationship could be due to chance rather than a causal
influence.

There is a moderate beneficial relationship between encouraging students to complain

(RTB1) and offering spaces for students to build decision-making skills and capabilities
(RTB3). This shows that institutions that are more receptive to student feedback are more likely
to invest in programs and resources to assist students develop the skills required to become
successful entrepreneurs. This is a statistically significant correlation, implying a causal
relationship between these two variables.

The table shows the strongest association between ensuring that students' grades are not
affected by their complaints (RTB2) and offering areas for students to build decision-making
abilities (RTB3). This shows that institutions that are more concerned with safeguarding
students from reprisal for their complaints are more likely to invest in programs and resources
to assist students develop the skills required to become successful entrepreneurs. This is also a
statistically significant correlation, which suggests that there is a causal relationship between
the two variables.

In summary, the research objective seeks to explore the relationship between student’s
risk-taking behaviour and fostering entrepreneurial culture among students. The presented
findings suggest a significant relationship between these variables, the initial hypothesis is
supported.

34
5.3.2 Research Objective Two
To examine the effect of encouraging creativity in fostering entrepreneurial culture
among students.

The second research objective of this study is to examine the impact of teaching and
learning methodologies on students' satisfaction with interpersonal interactions. The findings
in the table indicate that there is a positive association between empowerment encouragement
and student satisfaction with interpersonal interactions. Students who are allowed greater
flexibility to choose how to finish their duties report higher levels of satisfaction with their
interactions with both lecturers and peers. This shows that providing students more control over
their learning can help to create a more positive and trustworthy learning environment.

The research also shows a link between encouraging students to study and complete
examinations on their own and student satisfaction with interpersonal interactions. This shows
that students who are encouraged to take responsibility for their learning are more likely to be
content with their interactions with others. It's possible that this is because students who can
learn on their own feel more confident and capable, which can lead to deeper connections.

According to the findings, there is a favourable association between initiatives to foster

trust between students and lecturers and student satisfaction with interpersonal relationships.
This shows that pupils who believe their lecturers trust them are more likely to be content with
their interactions with others. This could be because pupils who feel trusted are more likely to
feel respected and appreciated, resulting in greater relationships with others.

In summary, the research objective seeks to explore the relationship between student’s
creativity encouragement and fostering entrepreneurial culture among students. The presented
findings suggest a significant relationship between these variables, the hypothesis is reported
as supported.

35
5.3.3 Research Objective Three
To examine the effect of encouraging empowerment in fostering entrepreneurial culture
among students.

According to Research Objective Three, there is a beneficial relationship between

encouraging creativity in students and cultivating an entrepreneurial mindset. The table reveals
that all three creative encouragement factors (CE1, CE2, and CE3) have statistically significant
positive connections with one another. This indicates that lecturers who support self-evaluation
for creativity (CE1) are more likely to foster creativity through problem-solving (CE2) and
encourage the production of new ideas through rewards and recognition (CE3). These findings
indicate that providing a classroom environment that encourages creativity and innovation may
be beneficial for developing an entrepreneurial attitude in students.

The statistics show the highest association between CE1 and CE3 (r = 0.581, p = 0.000).
This shows that giving students control over their learning and assessment may be especially
helpful in encouraging them to produce new ideas. This is consistent with previous studies,
which revealed that autonomy is an important component in creativity. For example, Amabile
(1996) discovered that workers who were given more autonomy in their work were more likely
to come up with innovative solutions to challenges.

The results of the research have consequences for educators as well as lawmakers.
Educators should explore how to establish learning settings that encourage creativity and
innovation. This could involve giving students more control over their learning, giving them
opportunities to tackle issues in novel ways and rewarding them for their ingenuity.
Policymakers should also investigate methods to help universities and lecturers boost student
creativity and innovation. This might involve sponsoring professional development programs
for lecturers in creativity education, as well as providing resources for universities to construct
more innovative learning environments.

In summary, the research objective aims to explore the relationship between student’s
empowerment encouragement and fostering entrepreneurial culture among students. The
presented findings indicate a significant relationship between collaborative learning and
student satisfaction, the initial hypothesis is supported.

36
5.4 Theoretical Implications of the Research
Malaysian PHEIs prioritize innovation through technology transfer and collaborative
research, fostering an entrepreneurial culture (Villani, Rasmussen, & Grimaldi, 2017).
According to Raagmaa and Keerberg (2017, p. 270), some PHEIs serve as both educators and
institutional entrepreneurs, actively networking and establishing regional strategies to
influence local and national policies. Participating in government and community-organized
entrepreneurial activities motivates students to pursue entrepreneurship. Some PHEIs have
invested much in implementing an entrepreneurial curriculum into their curricula and
established entrepreneurial clubs to organize related weekly events. This has encouraged
students to network, generate ideas, and take risks by investing in university initiatives and
companies. Successful projects promote risk-taking, empowerment, creativity, and an
entrepreneurial culture.

5.5 Practical Implications of the Research

Our study aims to help academic institutions create entrepreneurial policies that
encourage lecturers and students to participate in entrepreneurial activities, leading to a more
entrepreneurial culture and environment. This study aims to help academic institutions create
human resource development policies that promote an entrepreneurial culture among staff and
leaders. This study will help regulators create policies and regulations to help PHEIs construct
curriculums and assessments that promote an entrepreneurial culture. To foster an
entrepreneurial culture among students, academic management and policymakers must
exercise caution and ensure correct empowerment policies and commitment to avoid wasting
resources.

37
5.6 Limitations and Suggestions for Future Research
Our study has the following limitations. The study only examined a small number of
Malaysian PHEIs, so it may not be applicable to all institutions in the country. Second, sample
selection from the target population was not done in a systematic manner. Respondents should
have unique social statuses and exposure. Respondents' perspectives on PHEIs' techniques for
developing entrepreneurial culture may differ according on their level of education (diploma,
degree, Master's, or PHD). Finally, no consideration was given to the academic institution's
environment or program when developing the items.

To improve this study, consider using a systematic sampling strategy that targets mature
postgraduate students. In the first research, it is vital to pick students from similar financial or
social categories, rather than vulnerable populations. Furthermore, this study could be
improved by considering the study environment, institutional issues and curriculum. To fully
understand the impact of institutional environment and regulations on entrepreneurial culture,
elements must be considered.

5.7 Conclusion
This study disseminates essential knowledge to enhance our understanding of the
relationship between student’s risk-taking behaviour, student’s empowerment encouragement,
student’s creativity encouragement and student’s entrepreneurial culture, towards Malaysia’s
student. Specifically, this study has provided empirical evidence on the impact of student’s
risk-taking behaviour, student’s empowerment encouragement, student’s creativity
encouragement and student’s entrepreneurial culture on cultivating entrepreneurial culture
among students in Malaysia. Although the findings are limited to the context of Malaysia’s
student.

38
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