WOLIATA SODOUNIVERSITY

COLLEGE OF BUSINESS AND ECONOMICS

DEPARTMENT OF MANAGEMENT

ASSESSMENT OF UNIVERSITY STUDENTS ATTITUDE TOWARDS

ENTREPRENEURIAL READINESS:
(THE CASE STUDY OF WOLIATA SODO UNIVERSITY COLLEGE OF BUSINESS
AND ECONOMICS)

A SENIOR ESSAY SUBMITTED TO THE DEPARTMENT OF

MANAGEMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR BACHELOR OF ARTS (BA) DEGREE IN MANAGEMENT

PREPARED BY: KEDIR ABDURKE

ID NO; SS/R/216/12
ADVISOR:-SAMUEL.PRO ASSI (MBA)

NOVEMBER, 2016
WOLIATA, SODO, ETHIOPIA

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Abstract
Entrepreneurial is the symbol of business strength and growth. Entrepreneurs are the founders
of today's business success. Development is more than ever linked to entrepreneurial.
Entrepreneurs are characterized by their high need for achievement, willingness to assume
moderate risks, self-confidence, innovation, total commitment, all roundedness, self-
determination, and desire for independence.
This research paper is, hence, aimed at identifying the attitude of university students towards
entrepreneurial readiness or business ownership, the specific constraints that impede young
people to start a business, and incentives for starting a business as a viable alternative for the
youth among others.
The findings show that motivators to starting up a business by the young people among others
are independence, desire to change hobby into a business, improving society's life, and helping
to create employment. On the other hand, access to finance for a start-up, lack of appropriate
education, training, business counseling, and low level of understanding towards
entrepreneurial readiness are considered as some of the important factors that act as barriers to
start a business by the young people.
Finally, promoting an entrepreneurial culture among the society and the young people in
particular through various ways like training and education, giving better media coverage
concerning entrepreneurial readiness, use of successful role models that are well known among
the young people, conducting competitions relating to business ideas, and improving access to
finance are some of the recommendations made.

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Acknowledgment
First of all I would like to thanks to MY God for his protection and help me at every step of my
life and success in my work. Secondly I would like to express my deepest gratitude to my
advisor Samuel B. (Asst.prof. MBA) not only spends his precious time in reading every portion
of the paper but also for his valuable comments and suggestion guide me in doing the proposal.
Next,

I would like to thanks the Registrar office COBE. For his greater support by give every
information need during the study and the students COBE for their support to fill the
questionnaires.

Finally I would like to thanks my beloved family for their financial support and voluble moral
until the study would be finished.

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Acronym
WSU: Wolaita Sodo University
COBE: College Of Business and Economics

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Table of Contents pages
Abstract...................................................................................................................................…………..i
Acknowledgment ..ii
Acronym............................................................................................................................................…….…iii
CHAPTER ONE..........................................................................................................................................1
1. INTRODUCTION...................................................................................................................................1
1.1 Background of the study 1
1.2 statement of the problem 2
1.3 Research Questions 3
1.4 Objectives of the Study 4
1.4.1 General Objective.......................................................................................................................4
1.4.2 Specific Objectives.....................................................................................................................4
1.5 Significance of the Study 4
1.6 scope of the study4
1.7 Limitation of the study 4
1.8 Organization of study 5
2.1 The concept of entrepreneurial 6
2.2 The concept of entrepreneurial education 6
2.2.1 Key educative constraints to entrepreneurial...............................................................................7
2.3 motivations to start a business for university students 8
2.4 Components of entrepreneurial attitudes 8
2.5 Factors that affect the attitude of peoples on entrepreneurial 9
2.5.1 Social and cultural attitude towards youth entrepreneurial..........................................................9
2.5.2 Social and cultural influences affecting (youth) entrepreneurial.................................................9
2.6 Empirical literature 11
2.7. Access to Start-Up Finance 13
2.7.1 Key constraints for young people to start-up finance................................................................13
Improving the access to finance.........................................................................................................13
3 RESEARCH METHODOLOGY............................................................................................................14
3.1 Study Area...................................................................................................................................14
3.2 Research Design 14
3.3 Research Approach 14
3.4 Source of Data 14
3.5 Target population 15

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 3.6 Sampling size technique and Sample size 15
3.7 Method of data collection 16
3.8 Methods of data analysis and presentation 16
3.9 Ethical considerations 16
CHAPTER FOUR.....................................................................................................................................17
4. DATA PRESENTATION, ANALYSIS AND INTERPRETATION....................................................17
4.1. Introduction 17
Tables 4.2. Information about student’s attitude towards entrepreneurial readiness 19
4.2 perceived barriers to entrepreneurship 20
. 4.3. Entrepreneurial interest and motivation 23
4.4. Perceived skills and abilities 26
4.5. Entrepreneurial education and support 29
CHAPTER FIVE (5).................................................................................................................................36
5. Summary, conclusion and recommendations.........................................................................................36
5.1Summary: 36
5.2 Conclusion: 37
5.3 Recommendations 37
REFERENCE............................................................................................................................................40
APPENDIX...............................................................................................................................................42

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List of Table Page

Table4.1DemographicInformation of Respondents…………………………………………………17

Tables 4.2. Information about student’s attitude towards entrepreneurial readiness………………...18

Table 4.3. Perceived barriers to entrepreneurship .................................................................19

Table 4.4.Entrepreneurial interest and motivation. ……………………………………………..23

Table 4.5. Perceived skills and abilities …………………………………………………….26

Table 4.6 Entrepreneurial education and support………………………………………………..….29

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1
 CHAPTER ONE
1. INTRODUCTION
1.1 Background of the study
Entrepreneurship is the recognition, evaluation, and pursuit of opportunity in diverse contexts
(Christensen, Madsen & Peterson 1989). It is expressed in observable behavior such as
founding an organization (profit or non-profit) or leading a project within an organization to
pursue an opportunity.
Entrepreneurship is situational and varies among nations and regions, over time, and among
individuals (Reynolds et al, 2001). Environmental factors are key in fostering
entrepreneurship and include culture, networks, access to capital, mobility, and government
policies.
Entrepreneurship is a worldwide phenomenon with economic growth across the globe
positively impacted by the emergence of new and innovative business start-ups. These new
small businesses play a significant role in job creation, influencing country leaders to
recognize and support entrepreneurial start-up activity due to its positive contribution to the
economy.
According to Odunaike and Amoda (2013), entrepreneurship is the art of setting up and
running an enterprise profitably and sustainably. The entrepreneurs are those people who are
innovative; who discover opportunities for existing and new products, and who have the
quest to satisfy the needs of the customers in the market. To satisfy these needs, the
entrepreneurs have to start up new ventures in line with the identified needs of the market
(Dumbu&Chadamoyo, 2012). Overall, entrepreneurship can be regarded as the ability of the
individual to mobilize scarce resources and assume risk to the exploitation of the existing
business opportunities in a profitable way. Entrepreneurship desires to gain in the process,
some revenue that is above the cost and risk associated with the entrepreneurial activity.
Hence, in developing countries, those problems of unemployment and poverty can be
alleviated drastically.
An attitude is a mental and neural state of readiness, organized through experience, exerting a
directive or dynamic influence upon the individual’s response to all objects and situations
with which it is related. A person having a positive attitude toward a behavior will be more
likely to perform the behavior in question as will be a person with a negative attitude be less
likely to perform the behavior (Allport,1954).

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Attention will be give lately to the role attitudes play in self-employment. There are surely
more factors involved in creating an entrepreneurial spirit than just a positive attitude.
Through the theory of planned behavior, this study seeks to gain a better understanding of the
attitudes students have towards self-employment as well as the factors that support or hinder
the entrepreneurial spirit.
Entrepreneurship research has a long time focus on issues surrounding the founding of new
firms; in particular who starts new firms, in what situations, and for what reasons (Autio et al.
1997; Gartner, 1988; Low & MacMillan, 1988). Early research concentrated on
psychological factors. Whereas this research did not produce a typical entrepreneurial profile,
it highlighted several significant influences associated with successful entrepreneurship.
Among these factors are a high need for achievement, a desire for autonomy, a proclivity for
moderate risk-taking, aggressive competitiveness, an internal locus of control, and a flair for
innovation (Gartner, 1989; Reynolds, 1995; Timmons, 1999; Timmons and Spinelli, 2004).
Another stream of past research dealt with personal circumstances and the social environment
of the entrepreneur. Hisrich and Peters (1989) and Krueger (1993) provide an understanding
of the impact of personal factors such as general education, gender, prior experience, and
family background on the development of perceptions and consequently intentions of going
into entrepreneurship.
This shift is important particularly to curriculum designers and policymakers if the intention
of including entrepreneurship studies on university curricula is to augment post-education
incidence of entrepreneurship. To paraphrase Kennedy et al. (2003: p. 2), if programs and
policies are to be developed to enhance entrepreneurial behavior, then a keen understanding
of the factors that influence and shape an individual's intentions to go into entrepreneurship is
critical.

1.2 statement of the problem

Economists and Business scholars define entrepreneurship in different ways. However, they
agreed entrepreneurship is vital for stimulating economic growth and employment
opportunities in all societies. This is particularly true in the developing world, where
successful small businesses are the primary engines of job creation and poverty reduction.
Therefore, it said entrepreneurial thinking can significantly affect the growth an economy.
Entrepreneurial know-how is essential for a contemporary and future professional from a
society, public and private organization, or an individual's point of view. Although the
entrepreneurial setting differs from corporate and bureaucratic contexts, entrepreneurial

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behavior may occur in small or large organizations (entrepreneurship). Entrepreneurial
ventures transit stages of startup, growth, and harvest. The distinctive quality of the early-
stage entrepreneurial experience arises from its focus on opportunity, uncertainty, and lack of
structure, resource scarcity, and fluid or dynamic quality. In Ethiopia, there is so many
organization, but still know the attitude of the students is under question.

Due to the above reasons, the subject of entrepreneurship continues to attract interest from
both academicians and policymakers to the extent that many universities and colleges now
include entrepreneurship studies as part of their graduate and undergraduate curricula.
Similarly, empirical research studies exploring the extent to which entrepreneurial education
influences the decision to become an entrepreneur are steadily increasing. In Ethiopia there is
high unemployment rate, this unemployment rate can reduced via entrepreneurship. In
addition to reduce unemployment rate entrepreneurship is crucial to enhance the economy of
the country .Although entrepreneurship is vital for economic growth or development, but it is
not highly practiced by the people especially by graduate students, because as different
sources indicated that they need to the government employee due to different reasons like the
problem of attitude is the one.

Thus, this study willbe address the attitude of college students towards entrepreneurship and
motivating factors in starting their own business after graduation than only looking a job
opportunity which later helps in minimizing the unemployment rate. In another way this
study will be describe the Attitude of students/people of the country towards starting and
running one'sown business. In other words, entrepreneurial thinking is lacking from
Ethiopian youth, and thisstudy can find the factors that are to motivate the university
students to start their own business after graduation than only looking for a job opportunity.

1.3 Research Questions

Research questions that the study will attempt to answer are:
1. What are the attitudes of university students towards entrepreneurship?
2. What motivates college students in starting and running their business?
3. What factors improve the acceptance of entrepreneurship in our society and among the
graduating students in particular?
4, what factors affect student’s attitude towards entrepreneurships

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1.4 Objectives of the Study

1.4.1 General Objective

The main objective of the study would be to assess the attitude of university students’ towards
entrepreneurship.

1.4.2 Specific Objectives

Specifically, the research will intend to assess:
 To investigate the attitude of students towards entrepreneurship education.
 To review weather university students have the interest of starting their own business
than only looking for a job
 To assess the Factors that improves the acceptance of entrepreneurship in our society
and among the graduating students in particular.
 To investigate the factors that affect students attitude towards entrepreneurships.

1.5 Significance of the Study

The study will serve as an input for university graduate students to develop entrepreneurial
thinking the result of the study will use policymakers and curricula designers to learn about
the contribution of entrepreneurship education in the making of entrepreneurs. To enrich our
understanding of the extent to which intentions are converted into entrepreneurial actions. It
also helps other researchers who want to conduct further study on the subject in the future.

1.6 scope of the study

The study will have cover the attitudes of students leaving university students, graduates,
university dropouts, etc. However, this study will concentrate on only students currently
pursuing their studies at university.
Geographically, this study will confine to wolaita Sodo University in the College of Business
and Economics (CoBE) only, due to time and financial constraints among other factors.

1.7 Limitation of the study

These studyare facing the following problems: Lack of sufficient writting documents in
organization which deals with criterion for promotion and appointment as a sample to attach
as a secondary sources also some respondent were not has willing and fill out the questions
and somewhere not returned the questionnaires they take to fill which made data collection
and data analysis a difficult task.

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 In addition to this used only stratified random sampling technique but not used other
technique. Additional to this it may not represent the remain collage under wolaita sodo
university and it is only focus on effectiveness of leadership in particular but not the general
sense of effectiveness of leadership

1.8 Organization of study

This research would be organized in to five chapters the first chapter deals with introduction
of the paper. This consists of back ground of the study by providing back ground information
on the research problem, objective, question, significance, scope, limitation, organization of
study. Chapter two deals with the review of literature on the research problem and closely
various concepts concerning the problem and chapter three discuss research methodology that
is adopted for this study, chapter four analysis, interpretation and presentation and chapter
five summary, conclusion and recommendations

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 CHAPTER 2
Review literature

2.1 The concept of entrepreneurial

Entrepreneurship is viewed as a multi-dimensional construct that is defined variously by
different people hence there is no unified definition. According to Mokaya, Namusonge,
andSikalieh (2012), entrepreneurship is the individual motivation and willingness to take a
risk, create and sustain a growth-oriented and profit-making enterprise. Entrepreneurship is
also viewed as a cultural and economic phenomenon (Gzozdanic, et al., 2008), a process of
fundamental transformation from an innovative idea to an enterprise, from an enterprise to a
creation of value (The Kauffman Panel Report, 2007). According to Teshome (2014) and also
Odunaike and Amoda (2013), entrepreneurship is the art of setting up and running an
enterprise profitably and sustainably. The above definitions, therefore, imply that an
entrepreneur is somebody who is innovative, daring, and who can identify opportunities
where others see risks. As also given by Mazura and Norasmah (2011) the above definitions
also mean that entrepreneurship is a long-term strategy for reducing unemployment and
boosting economic development through the exploitation of business opportunities available.

2.2 The concept of entrepreneurial education

The history of entrepreneurship education dates back to the 1930s in Japan through the works
of a Japanese professor though most of modern-day entrepreneurship sources and programs
were pioneered and introduced in schools by American universities (Keat et al, 2011).
Theseprograms aimed to produce graduates who were able not only to identify opportunities
but to turn those opportunities into businessesBilic, Prka&Vidovic, 2011). Entrepreneurship
education is viewed as a means of developing entrepreneurial skills in people, which skills
manifest through creative strategies, innovative tactics, uncanny identification of trends and
opportunities in the market, and courageous leadership (Gerba, 2012). Fayolle and Klandt
(2006) on the other hand view entrepreneurship education as a three-dimensional construct,
that is, as a matter of culture or state of mind, as a matter of behavior, and as a matter of
creating specific situations.

Entrepreneurship education as a matter of culture or state of mind encompasses those aspects

of entrepreneurship education that focus on values, beliefs, and attitudes as these play a
critical role in shaping one's attitude towards entrepreneurship, entrepreneurship intentions,

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or inclination. Entrepreneurship education as a matter of behavior relates to specific skills
such as identifying and seizing opportunities, making informed decisions, and developing
social skills to be able to communicate well with stakeholders. Entrepreneurship education as
a matter of creating specific situations relates to the influence of entrepreneurship in the
creation of new ideas, new firms, and enterprises (Fayolle&Klandt, 2006).
The above multi-dimensional conception of entrepreneurship education is also highlighted by
Mayfair and Setibi (2014) who argued that meaningful entrepreneurship education is an
attempt at fostering entrepreneurial awareness as a career option through the enhancement of
the understanding in students of the process of initiating and managing a business. This
process should therefore cover the following:
i) Education about entrepreneurship (entrepreneurship awareness),
ii) Educationfor enterprise (preparation of aspiring entrepreneurs for business
creation,
iii) Education in the enterprise (training for the growth and development of
established enterprises), and
iv) Provision of business skills that are needed to successfully start and manage a new
business (Mayfair&Setubal, 2014). Shaver and Scott (1992) in McCray (2008)
also echo the same sentiments about entrepreneurship education when they
averred that entrepreneurship education should move and has moved from the
study of business plans and personality traits to the exploration of entrepreneurial
behavior, motivation, and cognition to get people off their feet and confidently
start a business.

2.2.1 Key educative constraints to entrepreneurial

How should education be generally improved to become more entrepreneurially orientated?
What are the key shortcomings and constraints in the current structures? In the following
section some important areas for improvement are outlined:
 General lack of introduction and adoption of enterprise education;
 Inadequate curricula and study programs;
 Wrong learning methods;
 Negligence of students’ personal environment (parents and family members);
 Lack of trained/educated teachers;
 Lack of career information and business possibilities;
 Lack of business and education linkages; and

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  Lack of ICT infrastructure/capability.

2.3 motivations to start a business for university students

Being an entrepreneur is not an easy task. To achieve the dream and to build a successful
business, in many ways, it needs much effort either by the organization as well as by private,
in terms of education (theory) as well as in practice. According to different sources the
following points can motivate to start a business. Those are

 Constantly searching and reading the materials that give information on how to start a
business. Keeping reading about entrepreneurship helps to learn how what needs to
drive success in a business.

Keeping in touch with entrepreneurial trends helps to learn what he needs to drive his own
company to success. Additionally, it gives information about how receiving feedback from
users helps to revise the product and makes any necessary improvements after the starting
business.

 . Taking or sharing experiences from the previous entrepreneurs

This is very important to take the experiences, like the struggle and success of a business,
when we take experience, it is very easy to reduce the problems that will happen on the
starting business and also it is very important to take the positive things that give information
to becomes successful in a business. Besides, it helps to take the best opportunities.

2.4 Components of entrepreneurial attitudes

Entrepreneurship education is viewed as a form of training in entrepreneurial knowledge,
behavior, attitudes, and skills (Pulka et al, 2014). As a result, students' attitudes towards
entrepreneurship and entrepreneurship education can be measured in terms of three
components of entrepreneurship attitudes namely cognitive, affective, and behavioral attitude
components (Pulka et al, 2014). The cognitive component relates to beliefs, thoughts, and
knowledge students have about entrepreneurship and entrepreneurship education that shape
their attitudes and behaviors (Amdam, 2011). The affective component relates to feelings and
emotions about entrepreneurship and entrepreneurship education, that is, how a person sees
the desirability or relevance of something and hence whether eventually; they either like it or
not (Kulpa et al, 2014). The behavioral component relates to actions, overt responses, and
willingness to respond to or accept something (Mani, 2008).

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Entrepreneurship must continue to grow and prosper positively affecting the economic
growth of nations through job creation and economic development. Entrepreneurship studies
have been influenced by economics, psychology, sociology, and strategic management
literature providing established theoretical frameworks and methodological tools (Gustafsson,
2004).
One leading management specialist, Drucker (1985), has extended the notion of
entrepreneurship by emphasizing opportunity and took this idea further, describing the
entrepreneur as someone who actually searches for change, responds to it, and exploits
change as an opportunity. Chandler and Lyon (2001) see the multi-disciplinary approach to
entrepreneurship in a positive light suggesting that this is one of the strengths of the field of
entrepreneurship as it considers and borrows frameworks andmethodologies from other
legitimate social sciences.

2.5 Factors that affect the attitude of peoples on entrepreneurial

The following points are the factors that affect people's attitudes onto start a new business.
Those factors are cultural differences between countries and a region have a determining
effect and influences a variety of individual behaviors, including the decision to become self-
employed rather than an employee (Muller and Thomas, 2000). The dissatisfaction approach
of entrepreneurship supports the cultural differences in entrepreneurship. It suggests that in a
predominantly non-entrepreneurial culture a clash of values between groups may drive
potential in self-employment into actual self-employment (JR. Baum, 2007).

2.5.1 Social and cultural attitude towards youth entrepreneurial

As cultural and social backgrounds influence an individuals' approach to life, they similarly
influence entrepreneurial activity and enterprise culture. Gibb (1988) defined an enterprise
culture as a "set of attitudes, values, and beliefs operating within a particular community or
environment that leads to both "enterprising" behavior and aspiration towards self-
employment."

2.5.2 Social and cultural influences affecting (youth) entrepreneurial.

2.5.2.1 The role of religion, cultural values, beliefs, and behaviors

Religion – as one cultural aspect – and enterprise have a complex interdependent relation.
Religion, since it can shape the values and beliefs of a person, can have an influence on

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entrepreneurial behavior in general and the nature and the type of business as well as
women’s participation in business in particular. However, recent studies on the influence of
religion on business provide undependable evidence that religion does not exert as important
an influence as might be expected on entrepreneurial behavior. Carswell and Rolland (2004)
show that there is no correlation between increasing ethnic diversity and associated religious
value systems and eduction of the business start-up rate. However, there is still a general lack
of in-depth research on the relation between religion and economic and social
entrepreneurship. In this context, an analysis of the relationship between religion and social
entrepreneurial activity would be particularly interesting.

2.5.2.2 The Social Legitimacy and Perception of Entrepreneurial

Cultural values can have an important influence on entrepreneurial behavior. However, that
does not imply that they are enough to cause or to inhibit the rise of entrepreneurial activity.
Social perceptions and perceived legitimacy of entrepreneurship are also an important factor
in helping or hindering entrepreneurial behavior. According to Wilken (1979), the degree of
approval or disapproval of business activity will influence its emergence and characteristics,
being favored by those environments in which entrepreneurs enjoy greater legitimacy. How
young individuals perceive entrepreneurship depends particularly upon:
a) Their personal environment (family, relatives, parents, and friends).
b) Their individual awareness and familiarity with the concept of entrepreneurship; and
c) The general reputation, acceptance, and credibility of entrepreneurs in society.

2.5.2.2.1 The legitimacy and acceptance of social entrepreneurial

Cultural perceptions of social entrepreneurship depend upon additional factors to those
discussed previously. Primarily young people need to have an insight and being exposed to
social problems. They also need successful role models, particularly younger ones, and the
opportunity to obtain knowledge of the social entrepreneurship process. However, societies in
the main continue to view entrepreneurship only in narrow economic terms rather than
embracing its potential wider social benefits.

A high level of uncertainty avoidance is a society combined with a rather skeptical or

negative perception of entrepreneurship that often leads to a stigma being attached to any
failure in a commercial venture. However, the underlying causes and circumstances for risk
assessment and risk-taking can differ between young and old as living conditions, personal
values, and objectives change with age.

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According to Stevenson and Lundström (2001), promoting an entrepreneurial culture is one
of the most underdeveloped strategic areas of entrepreneurship development worldwide,
poorly articulated in policy terms and the most subject to rhetoric. To change the pattern of
cultural determinates is a medium or long-term process. Moreover, it is a multi-faceted
commitment, as culture is complex and difficult to change.
Promoting an entrepreneurial culture among young people requires a combination of specific
programs and initiatives to create positive attitudes towards entrepreneurship and
entrepreneurs. The following could be used to promote an entrepreneurial culture among
young people:
a) Research: Understanding cultural influences on entrepreneurship and assessing the
attitude, awareness, and aspirations of young people towards it.
b) Promotion of role models
Successful social or private, youth or adult entrepreneurs are probably the best ambassadors
for promoting entrepreneurship among young people. By delivering an image of
independence, success, and achievement, they can motivate young people to consider and
explore entrepreneurship and self-employment.
c) Campaigns, competitions and awards, media coverage, youth business events Campaigns,
events, competitions, and awards are another way of raising the profile of entrepreneurship
for young people. Youth business events (e.g. gatherings. expositions. fairs. galas. concerts.
open business days), whilst tapping into youth culture, can be useful instruments for
introducing entrepreneurship to youth.
d) Introduction and promotion of the entrepreneurial culture through education Enterprise-
focused education has an important impact on young men and women. One important aim of
enterprise education is the promotion of entrepreneurship as a viable career path. Learning
about business development, administration, and management as well as learning the
necessary skills, attributes and behaviors creates positive attitudes towards entrepreneurship
and has a significant impact on a young person's decision to become an entrepreneur.

2.6 Empirical literature

Empirical reviews of entrepreneurship encompass a wide range of research that examines

various aspects of entrepreneurial activity. These reviews are based on empirical evidence,
utilizing data and rigorous methodologies to investigate entrepreneurial phenomena. Here are
some key areas that empirical reviews of entrepreneurship often focus on:

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Entrepreneurial Intentions and Entry: Empirical research explores the factors that influence
individuals' intentions to become entrepreneurs and their decision to enter into
entrepreneurial ventures. These reviews investigate personal characteristics, motivations, and
external factors that shape entrepreneurial intentions and behaviors.

Entrepreneurial Success and Performance: Studies examine the determinants of

entrepreneurial success and performance. They explore factors such as innovation, market
conditions, resource availability, management capabilities, and competitive strategies that
contribute to the growth, profitability, and sustainability of entrepreneurial ventures.

Entrepreneurial Finance: Empirical reviews in entrepreneurial finance examine the financing

patterns, sources, and challenges faced by entrepreneurs. They investigate the role of various
financial options, including venture capital, angel investment, crowdfunding, and
bootstrapping, in funding entrepreneurial ventures. These reviews also analyze the impact of
financial decisions on venture growth and survival.

Entrepreneurial Ecosystems: Empirical research investigates the role of entrepreneurial

ecosystems in fostering entrepreneurship. These reviews examine the influence of factors
such as access to resources, networking opportunities, institutional support, and cultural
dynamics on the formation and development of entrepreneurial ecosystems. They also
explore how ecosystem characteristics impact entrepreneurial outcomes at the regional or
national level.

Entrepreneurial Learning and Education: Studies in this area explore the role of learning and
education in entrepreneurship. They examine the impact of entrepreneurship education
programs, training initiatives, and experiential learning on the development of entrepreneurial
skills, knowledge, and attitudes. These reviews often assess the effectiveness of different
educational approaches in enhancing entrepreneurial outcomes.

Entrepreneurship and Innovation: Empirical reviews examine the relationship between

entrepreneurship and innovation. They investigate the role of entrepreneurs in generating and
commercializing innovative ideas and technologies. These reviews explore how
entrepreneurial activities contribute to economic growth, technological advancement, and
industry dynamics.

Entrepreneurship and Social Impact: Empirical research focuses on the social impact of
entrepreneurship. These reviews examine how entrepreneurial ventures address societal
challenges, create employment opportunities, promote social inclusion, and contribute to
community development. They investigate the role of social entrepreneurship and the
effectiveness of social impact measurement methodologies.

These are just a few examples of the areas covered by empirical reviews of entrepreneurship.
The field of entrepreneurship research is diverse and constantly evolving, with new studies
and reviews being published regularly to expand our understanding of entrepreneurial
phenomena and inform policy and practice.

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2.7. Access to Start-Up Finance
The lack of adequate start-up finance is one of the most prominent (at least most talked
about) impediments to young people seeking to create their own business.

2.7.1 Key constraints for young people to start-up finance

 Lack of personal savings and resources
 Lack of securities and credibility (for debt financing)
 Lack of business experience and skills (for debt financing)
 Complex documentation procedures
 Long waiting periods (time needed to decide on an application for funding)
 Lack of knowledge, understanding, awareness of start-up financing possibilities
 Unfavorable firm characteristics and industry
 Legal status/form of enterprise
 Lack of (successful) micro lending/-finance and seed funding

Improving the access to finance

The following section outlines the major strategies, initiatives, and key tools being used in
different countries to improve and expand access to finance for young people. Promotional
efforts can be broadly divided into four categories:
1) Research into start-up and business finance
2) Provision of start-up and business capital
3) Improving the regulatory environment for start-up finance
4) Information and counseling on access to finance and funding.

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 CHAPTER THREE

3 RESEARCH METHODOLOGY
3.1 Study Area
The study would be conducted in SNNPR Wolaita Sodo University particularly at CoBE regular
students. The WSU, is locating in Sodo town which Fars 334 km from capita city of Addis Ababa and
45 km far from Wolaita sodo on the edge of east African rift valley the weather condition of Sodo is
moderate (Great Vision College Annual Report, 2014).
The WSU was the government institutions that are recognized in the country level. CoBE, was one of
the facility of social science that facilitate the education center for the society by providing educated
skill man power money to those who want serve, the country,society,family and any your personal
life.CoBE was established on 1999 E.C when the universities are start (from organization’s manual).

3.2 Research Design

A research design was simply the framework for the study. Based on the research technique
or methods, research designs are classified as explanatory, descriptive, and casual. Research
design stands for advanced planning of the methods to be adopted for collecting the relevant
data, the techniques will be use in their analysis, keeping in view the objectives of research
and availability of reassures like time and money. (Kotari,2007).

In line with the objectives of the research, would to assess the attitude of college students
towards entrepreneurship, the researchers were employee a descriptive type method.
According to Kothari(2007), the major purpose of descriptive research had describe the state
of affairs as it exists at present; the main characteristic of this method was, the researcher has
no control over the variables; he/she can only report what was happened. Similarly, Creswell
(2009) defines a descriptive study as a technique of gathering information about the existing
condition.

3.3 Research Approach

In order to achieve the objective of this study and answer the research questions researcher
would adopt both qualitative and quantitative research approach to identify the attitude of
university student towards entrepreneurship or business ownership the specific constraints
that impede young people to start a business and incentive for starting a business as viable
alternative for the youth among others

3.4 Source of Data

The study used both primary data and secondary sources of data.

14
 Sources of primary data
A structured questionnaire would used to gather information on students' attitudes towards
entrepreneurship.
 Sources of secondary data
Various publications, different journals, articles related to the subject under study, and other
online materials were utilized

3.5 Target population

The targeted population of this study was the students of college of business and economics
second, third and fourth year of regular program students in WSU. According to the registrar
office of CoBE record, the total population of the second 457, third551 and the fourth 440
year students were 1448. From the total population, 94 samples would take to conduct the
study. The researchers would use Yamane’s formula since the total population known and
large number of population.

3.6 Sampling size technique and Sample size

This means the researcher used stratified random sampling technique. Since divides the
population to strata with stratified sampling the equal chance every respondent would be
selected for inclusion in each stratum of sample. Using proportionate strata helps to ensure
that the sample researcher selected have proportional number of second year (30) respondent,
third year (36) respondent and fourth year (28) respondent of study would be selected.

n=N/1+N (e) 2 ni=Ni*n/ N

n=1448/1+1448(0.1)2 Where ni=sample from strata

n=1448/1+14.48 Ni=total popn from strata

n=94 n=sample from total popn

Where N=total population N=Total popn

e=error of margin (10%) Ni2=457*94/1448=30

n=sample size Ni3=551*94/1448=36

Ni4=440*94/1448=28

15
Year No of population Sample size
Second 457 30
Third 551 36
Fourth 440 28
Total 1448 94
Source: college of business and economics registrar office

3.7 Method of data collection

The survey method was considered the most appropriate research strategy for any descriptive
study. As noted by Kothari (2007), surveys are concerned with describing, recording, and
interpreting conditions that either exist or existed; surveys are only concerned with conditions
or relationships that exist, opinions that are held, processes that are going on. To do the
survey method the researcher would collect the data via questioners, the questioners would be
open or closed-ended questions .the questioner was distributed and fill by the students.

3.8 Methods of data analysis and presentation

This descriptive type is preferred due to professional using table percentage was used to make
comparison and the researcher was used descriptive method of data analysis to draw
conclusion and inference interface. According to Kothari 2004 after the data was collected,
present and analyze an accordance with outline laid down for the purpose at the time of
developing the research plan considering the study the primary data was collected through
questionnaires and was edit, code and analyze.

3.9 Ethical considerations

Prior to this study an official letter from the Wolaita Sodo University, college of business and
economics, department of management post graduate office coordinator was written to any
concerned bodies for cooperation in providing the necessary information and data. All
information and ideas that would be obtains from the respondents are treated with
confidentiality without disclosures of respondent’s identity. During data collection, ethical
considerations will be seriously taken into account to ensure the protection, anonymity,
consents and other human elements of the informants.

16
 CHAPTER FOUR

4. DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1. Introduction
This chapter examines the data gathered from the field, data were collected through
questionnaires from primary source were collected from business and economics collect of
students The questionnaires were distributed to respondents of college of business and
economics students and the number of respondents who participated to respond
questionnaires was 94 students. Data from primary source are analyzed by using table &
percentage. This chapter is data presentation. Analysis and interpretation, which contains
three sections these are demographic information of respondent, information about student’s
attitude towards entrepreneurial and open ended types of questionnaires.
Table 4.1 Demographic Information of Respondents.

No Items Frequency percentage Total

1 Gender Male 72 76.6% 94 100%

Female 22 23.4%

1st 32 34%

2 Academic 2nd 30 32% 94. 100%

year
3rd 32 34%

20-25 56 59.57%

3 Age 26-30 25 26.59% 94 100%

Above 13 13.8%
30

Source survey questionnaires, (2023)

1. Gender:

- Among the 94 respondents, 76.6% (72 out of 94) identified as male, while 23.4% (22 out of 94)
identified as female.

17
 - The data shows a higher representation of male respondents compared to female respondents, with
males accounting for 76.6% of the total sample. This suggests a potential gender imbalance in the
study of entrepreneurial readiness, indicating a higher interest or participation of male students in this
area.

2. Academic Year:

- The distribution of respondents across different academic years is as follows:

- 1st-year students: 34% (32 out of 94)

- 2nd-year students: 32% (30 out of 94)

- 3rd-year students: 34% (32 out of 94)

- The distribution of respondents across different academic years is relatively balanced, with each
category representing approximately one-third of the total participants. This indicates that the sample
includes students from various stages of their university education, providing a diverse perspective on
entrepreneurial readiness.

3. Age:

- The majority of respondents fell within the age range of 20-25, accounting for 59.57% (56 out of
94) of the total participants.

- The age range of 26-30 represented 26.59% (25 out of 94) of the respondents.

- Respondents above the age of 30 accounted for 13.8% (13 out of 94) of the total participants.

- The majority of respondents (59.57%) fall within the age range of 20-25. This aligns with the
typical age range of university students and suggests that the study mainly focuses on capturing the
attitudes of young adults in their early stages of higher education.

- The inclusion of respondents aged 26-30 (26.59%) and above 30 (13.8%) provides a broader
perspective on entrepreneurial readiness, considering that entrepreneurship is not limited to a specific
age group. It indicates that the study acknowledges the potential interest and relevance of
entrepreneurship among individuals beyond the traditional student age range.

18
Tables 4.2. Information about student’s attitude towards entrepreneurial readiness.

No Item Frequency Percentage

4 Are you student of Wolaita sodo Yes 94 100 %
University? No - -
Total 94 100%
5 You think entrepreneurial is essential Yes 88 93.6%
activity? No 6 6.3%
Total 94 100%
3 Are you interested entrepreneurial Yes 58 61.7%
activity?? No 36 38.29%
Total 94 100%
Source- survey conducted by questionnaire in 2016
Based on the provided data from Table 4.3, which presents information about students' attitudes
towards entrepreneurial readiness, we can perform a data analysis and interpretation as follows:
1. Are you a student of Wolaita Sodo University?
- Yes: 94 students (100%)
- No: Not applicable
Interpretation: All respondents in the survey were students of Wolaita Sodo University.
2. Do you think entrepreneurship is an essential activity?
- Yes: 88 students (93.6%)
- No: 6 students (6.3%)
Interpretation: The majority of students (93.6%) believe that entrepreneurship is an essential
activity, while a small percentage (6.3%) does not share the same opinion.
3. Are you interested in entrepreneurial activity?
- Yes: 58 students (61.7%)
- No: 36 students (38.29%)
Interpretation: A significant portion of students (61.7%) expressed an interest in entrepreneurial
activity, whereas a notable proportion (38.29%) indicated a lack of interest.
Overall, the data suggests that among the surveyed students from Wolaita Sodo University, a majority
consider entrepreneurship as an essential activity (93.6%) and express interest in entrepreneurial
endeavors (61.7%). These findings indicate a generally positive attitude towards entrepreneurship
among the surveyed students.

19
4.2 perceived barriers to entrepreneurship
Hence below different variables forward to respondent’s whether whose variables an effect
students attitude of university or in this college.

Table 4.3. Perceived barriers to entrepreneurship

N Items Strongl Disagree neutral agree Strongly Total

o y Agree
Disagre
e

N % N % N % N % N % N %

1 Increasing o o o o o o

interest 2 2.1 14 14.9 - - 62 66 16 17 94 10

0

2 Job market - - - - - - 69 73.4 25 26.6 94 10

uncertainty 0

3 Entrepreneu - - - - 12 12.7 69 73.4 13 13.8 94 10

rial 6 2 0
education

4 Role model - - 29 30.8 - - 55 58.5 10 10.6 94 10

and stories 5 3 0

5 Risk - - 24 25.5 - - 57 60.6 10 10.6 94 10

aversion 3 4 3 0

6 Access to 6 6.3 26 27.6 - - 62 65.9 - - 94 10

resource 8 6 6 0

7 Performing - - 26 27.6 - - 68 72.3 - - 94 10

activities 6 4 0
without time
schedule

8 Cultural - - 34 36.1 - - 60 63.8 - - 94 10

factors 7 3 0

20
 Source survey questionnaire, (2020)

Data Analysis and Interpretation:

The provided data in Table 4.3 presents the respondents' perceptions of various barriers to
entrepreneurship based on their attitudes towards entrepreneurship in their university or college. Let's
analyze and interpret the data. As can be data shows tables, 4.3, from number of item 1- The
majority of respondents (66%) expressed a neutral attitude towards increasing interest in
entrepreneurship, while 17% agreed and 2.1% strongly agreed. This suggests that a significant
number of respondents are neither opposed to nor highly supportive of increasing interest in
entrepreneurship. While the majority of respondents expressed neutrality towards increasing interest
in entrepreneurship, it's important to note that this might be influenced by various factors such as
limited exposure to entrepreneurial opportunities, lack of awareness about the benefits of
entrepreneurship, or a prevailing mindset favoring traditional career paths. Encouraging curiosity,
organizing entrepreneurship-related events, and showcasing successful entrepreneurial ventures can
help generate more interest among students.

As can be data shows tables 4.2, from number of item 2 - A large majority of respondents (73.4%)
agreed that job market uncertainty constitutes a barrier to entrepreneurship. Only 26.6% disagreed or
strongly disagreed. This indicates that many respondents perceive the uncertain job market as a
hindrance to pursuing entrepreneurial endeavors.

The agreement among a significant proportion of respondents that job market uncertainty affects their
attitude towards entrepreneurship highlights the influence of external factors. Economic instability,
limited job prospects, and concerns about job security can motivate students to explore
entrepreneurship as a means of creating their own opportunities and taking control of their future
careers.

As can be data shows table 4.3, from number of item 3 - A significant proportion of respondents
(73.4%) agreed that entrepreneurial education is important, while 13.82% strongly agreed. This
suggests a positive perception of the role of education in fostering entrepreneurship.

The agreement among the majority of respondents that entrepreneurial education plays a role in
shaping their attitude towards entrepreneurship emphasizes the importance of educational institutions
offering specialized courses, programs, and workshops on entrepreneurship. Providing students with
the knowledge, skills, and mindset necessary for entrepreneurial success can enhance their confidence
and readiness to pursue entrepreneurial ventures.

As can be data shows table 4.3, from number of item 4 - Roughly 59% of respondents agreed that
role models and stories play a role in encouraging entrepreneurship, with 10.63% strongly agreeing.
About 30.85% disagreed. This indicates that a majority of respondents recognize the influence of role

21
models and stories in shaping entrepreneurial attitudes. The agreement among a significant proportion
of respondents that role models and success stories impact their attitude towards entrepreneurship
suggests the power of inspiration and emulation. Exposure to successful entrepreneurs who have
overcome challenges and achieved notable success can instill confidence, provide guidance, and serve
as motivation for aspiring student entrepreneurs.

As can be data shows table 4.3, from number of item5 - A majority of respondents (60.64%) agreed
that risk aversion acts as a barrier to entrepreneurship, while 10.63% strongly agreed. Conversely,
25.53% disagreed. This suggests that a significant portion of respondents perceives risk aversion as a
constraint on entrepreneurial pursuits.

The agreement among a majority of respondents that risk aversion affects their attitude towards
entrepreneurship reflects a common concern among potential entrepreneurs. Starting a business
involves inherent risks, such as financial uncertainty and the possibility of failure. Promoting a culture
that embraces calculated risk-taking, providing support systems like mentorship and access to capital,
and showcasing examples of successful risk management can help alleviate students' fears and
encourage them to pursue entrepreneurial opportunities.

As can be data shows table 4.3, from number of item6 - Respondents expressed varied opinions
regarding access to resources, with 65.96% agreeing that it poses a barrier, and 27.66% disagreeing. A
small proportion (6.38%) strongly disagreed. This indicates that a substantial number of respondents
believe that limited access to resources hinders entrepreneurship.

The agreement among a majority of respondents that access to resources affects their attitude towards
entrepreneurship underscores the significance of a supportive ecosystem. Students need access to
financial resources, business networks, mentorship, and relevant infrastructure to translate their
entrepreneurial ideas into viable ventures. Collaboration between universities, industry partners, and
government bodies can facilitate the provision of these resources.

As can be data shows table 4.3, from number of item 7 - The majority of respondents (72.34%)
agreed that performing entrepreneurial activities without a time schedule is not a significant barrier.
Conversely, 27.66% disagreed. This suggests that most respondents do not perceive this factor as a
significant hindrance to entrepreneurship.

The agreement among a majority of respondents that performing activities without a strict time
schedule affects their attitude towards entrepreneurship highlights the appeal of flexibility and
autonomy associated with entrepreneurship. The ability to set one's own work schedule, pursue
passion projects, and maintain a work-life balance can be attractive to students seeking greater control
and independence in their careers.

22
As can be data shows table 4.3, from number of item8 - Respondents' opinions were divided
regarding cultural factors as barriers to entrepreneurship. While 63.83% agreed that cultural factors
play a role, 36.17% disagreed. None of the respondents strongly disagreed. This indicates that cultural
factors may have some influence on entrepreneurial attitudes, but the perception is not universally
shared.

The agreement among a majority of respondents that cultural factors influence their attitude towards
entrepreneurship emphasizes the impact of societal norms and values. Cultural factors can include
societal expectations, attitudes towards risk-taking, support for innovation, and perceptions of
success. Nurturing an entrepreneurial culture that celebrates and supports entrepreneurial endeavors
can positively influence students' perception of entrepreneurship.

Therefore, the data suggests that respondents perceive various barriers to entrepreneurship, including
job market uncertainty, lack of entrepreneurial education, absence of role models and success stories,
risk aversion, limited access to resources, absence of a strict time schedule, and cultural factors. These
findings highlight areas that could be addressed to promote entrepreneurship among university
students or within the college, such as providing entrepreneurial education, fostering a supportive
ecosystem, and promoting a culture that embraces entrepreneurship.

. 4.3. Entrepreneurial interest and motivation

Table 4.4.Entrepreneurial interest and motivation.

No I am interested in entrepreneurship as a potential career path total

9 Alternatives Frequency percentage

Strongly disagree - -

Disagree - - 94 100%

Neutral 3 3.19

Agree 75 79.78

Strongly agree 16 17.02

No I believe that entrepreneurship offers opportunity for personal and

professional
10
Strongly - - 94 100%
disagree

Disagree 34 36.17

23
 Neutral - -

Agree 60 68.82

Strongly agree - -

I am motivated to start my own business in the future

No Strongly disagree - -

11 Disagree 32 34.02

Neutral - - 94 100%

Agree 62 65.96

Strongly agree - -

No I actively seek out information and resource related to

entrepreneurship.

12 Strongly - -
disagree

Disagree 65 69.14 94 100%

Neutral - -

Agree 29 30.85

Strongly - -

Source survey questionnaire. (2020)

Table 4.4 presents data on entrepreneurial interest and motivation based on the responses of the
survey questionnaire conducted in 2020. Let's analyze and interpret the data:

As can be data shows table 4.4, from number of item 9 - All 94 respondents (100%) indicated some
level of interest in entrepreneurship as a potential career path. This includes 3.19% who were neutral,
79.78% who agreed, and 17.02% who strongly agreed. No respondents expressed disagreement or
strong disagreement. This suggests a generally positive attitude towards entrepreneurship as a career
option among the respondents. The data indicates that a significant majority of respondents (79.78%)
expressed interest in entrepreneurship as a potential career path. This high level of interest suggests
that there is a favorable perception of entrepreneurship and its potential benefits among the surveyed

24
individuals. This could be attributed to various factors such as the desire for independence, the
opportunity for financial success, and the ability to pursue one's passions.

Table 4.4. As shows from the item 10 I believe that entrepreneurship offers an opportunity
for personal and professional growth:

- A large majority of respondents (68.82%) agreed that entrepreneurship offers an opportunity for
personal and professional growth. This includes 36.17% who disagreed, 68.82% who agreed, and no
respondents who strongly disagreed or strongly agreed. A small percentage of respondents (0%)
expressed neutrality. This indicates that a significant proportion of respondents recognize the potential
benefits of entrepreneurship for personal and professional development.

The majority of respondents (68.82%) agreed that entrepreneurship offers opportunities for personal
and professional growth. This finding highlights the belief that starting and running a business can
provide individuals with avenues for personal development, such as acquiring new skills, gaining
valuable experience, and achieving self-fulfillment. It also underscores the recognition of
entrepreneurship as a pathway to professional advancement and success.

Table 4.4. As shows from the item 11.

Similarly, a majority of respondents (65.96%) expressed motivation to start their own business in the
future. This includes 34.02% who disagreed, 0% who were neutral, and no respondents who strongly
disagreed or strongly agreed. The remaining 65.96% agreed, indicating a positive level of motivation
towards entrepreneurship among the respondents.

A significant proportion of respondents (65.96%) expressed motivation to start their own business in
the future. This indicates a strong entrepreneurial drive among the surveyed individuals. Motivations
for starting a business can vary widely, including factors such as the desire for financial
independence, the pursuit of a creative idea, the aspiration to make a positive impact, or the goal of
achieving work-life balance. The high percentage of motivated individuals suggests a promising pool
of potential entrepreneurs.

Table 4.4. As shows from the item 12. - The majority of respondents (69.14%) disagreed with
actively seeking out information and resources related to entrepreneurship. This includes 30.86% who
agreed, 0% who were neutral, and no respondents who strongly disagreed or strongly agreed. This
suggests that a significant proportion of respondents do not actively seek out information and
resources related to entrepreneurship. The data reveals that a majority of respondents (69.14%)
disagreed with actively seeking out information and resources related to entrepreneurship. This
finding highlights a potential gap in entrepreneurial knowledge acquisition and resource utilization. It

25
suggests that there may be a need for initiatives and interventions to promote and facilitate access to
relevant information, entrepreneurial education, and support networks.

Therefore, the data indicates a positive level of interest in entrepreneurship as a potential career path
among the respondents. They believe that entrepreneurship offers opportunities for personal and
professional growth and express motivation to start their own businesses in the future. However, there
appears to be a lack of active engagement in seeking out information and resources related to
entrepreneurship.

These findings can be valuable for understanding the entrepreneurial mindset and motivation among
the surveyed individuals. They can also inform efforts to provide the necessary resources and support
to foster entrepreneurial aspirations among the respondents.

Based on these insights, it is evident that while there is a positive inclination towards entrepreneurship
among the surveyed individuals, there are areas where further support and encouragement may be
beneficial. Efforts to bridge the gap in information-seeking behavior and provide resources,
mentorship, and educational opportunities can help aspiring entrepreneurs develop the necessary
skills, knowledge, and networks to succeed in their entrepreneurial endeavors.

4.4. Perceived skills and abilities

Table 4.5. Perceived skills and abilities

No Identifying business opportunities. total

13 Alternatives Frequency percentage

Strongly disagree - -

Disagree - - 94 100%

Neutral 3 3.19

Agree 75 79.78

Strongly agree 16 17.02

No Problems solving and decision making.

14 Strongly - - 94 100%
disagree

Disagree 30 31.91

26
 Neutral - -

Agree 64 68.09

Strongly agree - -

Leadership team management

No Strongly disagree - -

15 Disagree 24 25.53

Neutral - - 94 100%

Agree 70 74.47

Strongly agree - -

No marketing and sales.

16 Strongly - -
disagree

Disagree 72 76.59 94 100%

Neutral - -

Agree 22 23.41

Strongly - -

Source survey questionnaire. (2020)

Let's analyze and interpret the data presented in Table 4.5 on perceived skills and abilities:

Table 4.5. As shows from the item13- All 94 respondents (100%) provided their perception
regarding their ability to identify business opportunities. This includes 3.19% who were neutral,
79.78% who agreed, and 17.02% who strongly agreed. No respondents expressed disagreement or
strong disagreement. This indicates that the majority of respondents perceive themselves as having the
skills to identify business opportunities. The data indicates that a significant majority of respondents
(79.78%) agreed or strongly agreed with their ability to identify business opportunities. This finding
suggests that the surveyed individuals possess a level of confidence in their capacity to recognize
potential avenues for business growth and development. This is a crucial skill for entrepreneurs, as
identifying viable opportunities is a fundamental step in starting and growing a successful business-
The high percentage of respondents (79.78% agreed, 17.02% strongly agreed) perceiving themselves

27
as having skills in identifying business opportunities is promising. It suggests that a significant
number of individuals feel confident in their ability to recognize and capitalize on potential
entrepreneurial ventures. This entrepreneurial mindset can be advantageous in identifying market
gaps, developing innovative ideas, and pursuing entrepreneurial opportunities.

Table 4.5. As shows from the item 14. - The data shows that 68.09% of respondents agreed and
31.91% disagreed with their skills in problem-solving and decision-making related to
entrepreneurship. No respondents strongly disagreed or strongly agreed. This suggests that there is a
mixed perception among respondents regarding their abilities in problem-solving and decision-
making, with a slightly higher proportion agreeing.

- The mixed perception among respondents regarding their skills in problem-solving and decision-
making highlights an area for potential improvement. While a majority (68.09%) agreed, a significant
proportion (31.91%) disagreed. This indicates that some individuals may feel less confident in their
ability to effectively address challenges and make informed decisions in the context of
entrepreneurship. Strengthening problem-solving and decision-making skills can enhance
entrepreneurial effectiveness and adaptability.

Table 4.5. As shows from the item 15.: - A majority of respondents (74.47%) agreed with their
skills in leadership and team management. This includes 25.53% who disagreed and no respondents
who strongly disagreed or strongly agreed. The absence of neutral responses suggests that the
majority of respondents perceive themselves as having skills in leadership and team management.

- The majority of respondents (74.47%) perceiving themselves as having skills in leadership and
team management is encouraging. Effective leadership and team management are crucial for
entrepreneurial success, as they involve guiding and motivating team members, fostering
collaboration, and ensuring efficient operations. The positive perception suggests that a significant
number of respondents are confident in their ability to lead and manage teams in entrepreneurial
settings.

Table 4.5. As shows from the item16: - The data indicates that a majority of respondents (76.59%)
disagreed with their skills in marketing and sales. This includes 23.41% who agreed and no
respondents who strongly disagreed or strongly agreed. This suggests that a significant proportion of
respondents do not perceive themselves as having strong skills in marketing and sales. - The data
reveals a lower perception of skills in marketing and sales, with a majority of respondents (76.59%)
disagreeing. Marketing and sales are vital aspects of entrepreneurship, as they involve promoting
products or services, reaching target customers, and generating revenue. The lower perception of
skills in this area suggests a potential need for further training or support to enhance marketing and
sales competencies among the surveyed individuals.

28
Therefore, the data reveals varying levels of perception regarding different entrepreneurial skills and
abilities among the respondents. While the majority perceive themselves as having the ability to
identify business opportunities and possess skills in leadership and team management, there is a
mixed perception when it comes to problem-solving and decision-making. Additionally, there is a
lower perception of skills in marketing and sales.

These findings provide insights into the respondents' self-assessment of their entrepreneurial skills
and abilities. They can be helpful in identifying areas where individuals may need additional training
or development to enhance their entrepreneurial competencies. It also highlights the importance of
providing targeted education and support in areas such as problem-solving, marketing, and sales to
bridge any perceived skill gaps.

Further exploration and analysis can be conducted to understand the factors influencing these
perceptions and to identify specific strategies for improving the perceived skills and abilities related to
entrepreneurship among the surveyed individuals.

4.5. Entrepreneurial education and support

Table 4.6 Entrepreneurial education and support

29
 No The university provides sufficient resources and support for students
interested in entrepreneurship. total
17
Alternatives Frequency percentage

Strongly disagree - -

Disagree - - 94 100%
Table 4.6.
Neutral 3 3.19 Presents

Agree 75 79.78 data on

Strongly agree 16 17.02

No The university offers relevant courses or program to develop

entrepreneurial skills. Source
18
survey
Strongly - - 94 100%
disagree

Disagree 19 20.21

Neutral - -

Agree 75 79.79

Strongly agree - -

I have participated in entrepreneurship related activities

No Strongly disagree - -

19 Disagree - -

Neutral - - 94 100%

Agree 62 65.96

Strongly agree 32 34.04

questionnaire. (2023)

entrepreneurial education and support provided by the university based on the responses of the survey
questionnaire. Let's analyze and interpret the data:

Table 4.6. As shows from the item 17. The university provides sufficient resources and support for
students interested in entrepreneurship: - All 94 respondents (100%) provided their perception

30
regarding the university's provision of resources and support for entrepreneurship. This includes
3.19% who were neutral, 79.78% who agreed, and 17.02% who strongly agreed. No respondents
expressed disagreement or strong disagreement. This indicates that the majority of respondents
believe that the university offers sufficient resources and support for students interested in
entrepreneurship.

Table 4.6. As shows from the item 18: - The data shows that 79.79% of respondents agreed, and
20.21% disagreed with the university's offerings of relevant courses or programs to develop
entrepreneurial skills. No respondents strongly disagreed or strongly agreed. This suggests that a
significant proportion of respondents perceive the university as providing relevant educational
opportunities to develop entrepreneurial skills, although there is a minority who feel otherwise.

Table 4.6. As shows from the item 19: - A majority of respondents (65.96%) agreed and
34.04% strongly agreed that they have participated in entrepreneurship-related activities. No
respondents strongly disagreed or disagreed. This indicates that a significant proportion of
respondents have actively engaged in entrepreneurship-related activities provided by the
university, demonstrating their interest and involvement in entrepreneurial initiatives.

Overall, the data indicates positive perceptions regarding entrepreneurial education and
support at the university level. The majority of respondents believe that the university
provides sufficient resources and support for entrepreneurship and offers relevant courses or
programs to develop entrepreneurial skills. Additionally, a significant proportion of
respondents have actively participated in entrepreneurship-related activities, highlighting
their engagement and interest in entrepreneurship.

These findings suggest that the university has established a supportive environment for
aspiring entrepreneurs. The provision of resources, relevant educational opportunities, and
entrepreneurship-related activities can contribute to fostering an entrepreneurial culture and
equipping students with the necessary knowledge and skills for entrepreneurial success.

PART TWO OPEN ENDED TYPE OF QUESTIONS and INTERVIEW RELATED

QUESTIONNAIRE

The purpose of this research is to analyze the major factors that influence students' attitude
towards entrepreneurial readiness. The study aims to identify the key factors that impact
students' attitude towards entrepreneurial readiness and provide insights into their
implications. The following questionnaire was used to collect data from a sample of students:
Sample responses students could provide to the open-ended questions:

31
. As respondent’s respondent replied for me, entrepreneurship is about having the courage to
take an idea and turn it into a viable business through perseverance and hard work. It involves
identifying opportunities to solve problems in innovative ways and providing value to
customers. I see entrepreneurs as risk-takers who are passionate about their ideas and driven
to succeed despite challenges. I would describe my entrepreneurial mindset as creative and
opportunistic. I enjoy coming up with new concepts and am always on the lookout for ways
to improve existing solutions. I consider myself a self-starter who is willing to learn from
mistakes. While I may not have extensive business experience yet, I believe my
determination and problem-solving skills will help me overcome obstacles. Growing up, I
was inspired by stories of entrepreneurs in my community who started with little but worked
hard to build successful ventures. This sparked my interest in exploring entrepreneurship
further. In my second year of university, I took part in a startup weekend where I got to ideate
and build a basic prototype. Though the idea didn't work out, the experience of collaborating
with others to solve a real problem gave me hands-on exposure to the process. With the
growing demand for online services, I see potential in starting a tech-enabled business
providing website development or digital marketing solutions for small local businesses.
Many lack online presence and could benefit from services to help them connect with
customers virtually. I also think there's room for an online marketplace connecting consumers
to local artisans selling handicrafts.

My main concern about starting a business right after graduation would be managing
financial risks and cash flow constraints in the initial years before the venture becomes
profitable. Access to affordable capital will be critical. I may also have limited work
experience, so proving the business concept and gaining customer trust poses challenges.
Having the support of my family to tide over unpredictable periods would help alleviate some
of the pressure.

My parents have always encouraged me to follow my passion and are supportive as long as I
have a clear plan to mitigate risks. However, some of my friends still don't see
entrepreneurship as a stable career choice. They think it's "risky" but getting a job is also not
guaranteed. Overall, I feel my close network understands my aspirations but may not fully
appreciate the grind required to succeed as an entrepreneur. The entrepreneurship courses
I've taken provided a good introduction to concepts but lacked hands-on application. While
awareness programs are useful, there needs to be greater focus on developing practical skills
through workshops, mentorship and startup incubation. Linking curriculum to real-world

32
challenges and opportunities would help bridge the gap between learning and execution. In
addition to skills training, I think startup seed funding, business plan competitions and
networking events with local entrepreneurs/investors/mentors would help motivate students
to take initial business ideas forward. Incubation support and access to low-cost shared
workspaces near campus can also help test concepts before fully committing resources.

Access to affordable capital for young entrepreneurs still in the ideation/validation stage is a
major challenge. Supportive government policies like collateral-free loans, tax
exemptions/holidays and procurement opportunities could significantly boost the ecosystem.
Simplifying regulations for startups would also encourage more youth to explore
entrepreneurship.

. As respondent’s respondent said that 80% confident that within 5 years of graduating, I will
either be running my own startup full-time or working for someone else but actively pursuing
a business idea on the side. The risks involved don't deter me as much as the potential
rewards do. I am passionate about creating value through innovation and being my own boss.
With the right support system and perseverance, I believe I have what it takes to succeed as
an entrepreneur.

The acceptance of entrepreneurship in society, including among graduating students, can be

influenced by several factors. As respondent’s respondent replied key factors that can
improve the acceptance of entrepreneurship:

. Education and Awareness: Providing education and raising awareness about

entrepreneurship can play a significant role in fostering acceptance. Incorporating
entrepreneurship courses and programs in schools and universities can help students develop
entrepreneurial skills, knowledge, and mindset. Additionally, promoting success stories of
entrepreneurs and highlighting the benefits and potential rewards of entrepreneurship can
inspire and create a positive perception of the field.

. Supportive Ecosystem: Creating a supportive ecosystem is crucial for fostering

entrepreneurship acceptance. This includes having accessible resources such as mentorship
programs, funding opportunities, networking events, and co-working spaces. When aspiring
entrepreneurs have access to such resources, they feel more supported and are more likely to
consider entrepreneurship as a viable career path.

33
. Role Models and Entrepreneurial Culture: Encouraging successful entrepreneurs to become
role models and ambassadors can have a positive impact. When individuals see others who
have achieved success through entrepreneurship, they are more likely to view it as a realistic
and desirable career option. Additionally, fostering an entrepreneurial culture that celebrates
innovation, risk-taking, and creativity can help create an environment where entrepreneurship
is valued and accepted.

. Government Policies and Regulations: Favorable government policies and regulations can
significantly influence entrepreneurship acceptance. Policies that support small business
development, provide tax incentives, streamline the process of starting and running a
business, and protect intellectual property rights can encourage individuals to pursue
entrepreneurial ventures. Additionally, government initiatives that promote entrepreneurship
education and provide funding opportunities can also contribute to higher acceptance rates.

. Economic Conditions and Job Market: Economic conditions and the job market can impact
the acceptance of entrepreneurship. During periods of economic downturn or high
unemployment rates, individuals may be more inclined to consider entrepreneurship as a
means of creating their own opportunities. Therefore, . As respondent’s respondent replied a
favorable economic climate with opportunities for growth and innovation can improve
acceptance levels.

As respondent’s respondent replied Strategies the university could adopt to promote

entrepreneurship initiatives among students:

 Enhance entrepreneurship curriculum: Introduce new courses focused on practical

skills like design thinking, business model development, financial management etc.
Integrate entrepreneurial concepts across disciplines.
 Set up an innovation center/business incubator: Provide mentoring, prototyping
facilities and seed funding to help students validate ideas and launch startups. Partner
with private/public stakeholders.
 Organize startup competitions & hackathons: Regular events encourage students to
solve real-world problems through new ventures. Monetary prizes promote the
winner mindset.

34
  Facilitate industry connections: Arrange visits to successful startups/businesses.
Enable networking meets and internships to gain exposure to entrepreneurial best
practices.
 Offer entrepreneurship certification/minor programs: Short courses imparting
entrepreneurial skills help students stand out. Micro-credentials motivate exploration.
 Leverage alumni entrepreneurs: Establish mentorship panels and angel investment
networks. Success stories inspire current students.
 Create entrepreneurship clubs & societies: Student-led groups foster peer learning
and idea sharing outside the classroom.
 Develop entrepreneurial websites/mobile apps: Dedicated digital platforms share
opportunities, showcase ventures and build an online community.
 Incorporate entrepreneurship in campus events: Feature startup pitches, guest lectures
and workshops at annual fests and conferences.

Potential impacts of students' attitudes towards entrepreneurial readiness:

Economic impacts:- Positive attitudes can motivate more startups post-graduation, boosting
job creation and local economic growth.

- Increased entrepreneurial activity contributes to GDP by commercializing new

products/services.

Social impacts: - Entrepreneurship provides an alternative career path, empowering youth to

become self-reliant.

- Successful ventures inspire others in the community, spreading an entrepreneurial culture.

Individual impacts:

- Readiness equips students with future-ready skills like critical thinking, resilience valued by
all employers.

- Exposure to entrepreneurship widens career options beyond traditional jobs.

- Interested students have higher self-efficacy and well-being pursuing their passion.

35
Institutional impacts: - Universities graduate job-creators adding value to society through
commercialization.

- Strong entrepreneurial reputation attracts top faculty/students and funding/partnerships.

- Alumni entrepreneurs enhance university branding as hubs of innovation.

Policy impacts: - Data on attitudes informs tailored programs to support entrepreneurial

ecosystems. - Increased venture activity contributes to national development goals like
employment.

Therefore. As respondent’s respondent said that economy , social and enabling environment have
multiplier effects on the business formation or intrepreneurship may be positive or negative
but according it happened .

CHAPTER FIVE (5)

5. Summary, conclusion and recommendations

5.1Summary:
This study assessed university students' attitudes towards entrepreneurial readiness through a survey
of 94 respondents. Key findings were:

- Majority acknowledged importance of entrepreneurship but actual interest levels were moderate.

- Top perceived barriers were job uncertainty, lack of education and low interest.

- Attitudes varied based on gender and other demographic factors to some extent.

- Over 93% acknowledged entrepreneurship's importance but only 61.7% reported interest in pursuing
it themselves, indicating a gap between perception and intent.

36
- Further analysis showed interest varied based on gender and academic level, with more males and
postgrads interested.

- Top 3 perceived barriers were uncertainty in job market (73.4%), lack of entrepreneurial education
(73.4%) and low interest levels (66%).

- Other significant deterrents included insufficient role models, risk aversion, cultural factors and
resource constraints.

- The data provided insights into students' perceptions of entrepreneurship at their university. It
covered aspects like barriers, motivation, skills, education and support.

- Most students showed interest in entrepreneurship as a career and believed it offers growth
opportunities. However, a lack of active information seeking was observed.

- Major barriers identified were job uncertainty, risk aversion and limited resources/networks.
Cultural factors and time flexibility were less significant barriers.

- Students were generally confident in opportunity recognition and leadership skills but had mixed
views on problem-solving abilities. Marketing skills needed improvement.

- Majority felt university provided adequate entrepreneurial support, courses and opportunities to
participate in related activities.

5.2 Conclusion:
. The university fosters a favorable entrepreneurial culture as seen by widespread recognition of its
value; actual participation levels remain moderate due to multiple barriers at individual, institutional
and ecosystem levels. A mixed-methods exploration of enablers across the entrepreneurial process
chain and specific deterrents faced is recommended to comprehensively understand factors impacting
readiness. Targeted interventions are then required to address key challenges and boost real
engagement in entrepreneurial activities.

While entrepreneurial culture exists, real participation remains limited due to multiple deterrents. A
mixed-methods exploration of enablers and barriers is required to boost readiness holistically.
Positive attitudes alone may not translate into action without targeted ecosystem support.- Students
have a positive inclination towards entrepreneurship but require more guidance and resources to
overcome barriers. - While core entrepreneurial skills are perceived as strong, some competency
development is needed especially in marketing and problem-solving.- University entrepreneurial
initiatives are appreciated by most students but can be further enhanced.

37
5.3 Recommendations:

Based on the findings of this research, several recommendations can be made to enhance the
assessment of university students' attitude towards entrepreneurial readiness:

. Enhance Entrepreneurship Education: Universities should develop comprehensive and

practical entrepreneurship education programs that cover various aspects of starting and
managing a business. These programs should be regularly updated to align with industry
trends and best practices.

. Foster Experiential Learning: Provide students with opportunities for internships,

apprenticeships, and mentorship programs with successful entrepreneurs. These real-world
experiences will enable students to develop practical skills and gain valuable insights into
entrepreneurship.

. Engage Role Models and Guest Speakers: Organize regular talks and seminars by successful
entrepreneurs and industry experts. Their experiences and stories will inspire and motivate
students, fostering a positive attitude towards entrepreneurship.

. Create a Supportive Ecosystem: Establish entrepreneurship centers or incubators within

universities to provide resources such as funding, mentorship, and networking opportunities.
Foster a collaborative environment that encourages interdisciplinary collaboration and
knowledge sharing.

. Evaluate Assessment Methods: Reevaluate the current assessment methods used to measure
entrepreneurial readiness. Consider incorporating project-based assessments, business plan
competitions, or case studies that require students to apply entrepreneurial principles in
practical scenarios. Implement Continuous Evaluation and Feedback: Establish a system of
continuous evaluation and feedback to track students' progress in developing their
entrepreneurial attitude and skills. Provide constructive feedback to help students identify
areas for improvement and take necessary steps for growth.. Engage Alumni and Industry
Partnerships: Involve alumni who have ventured into entrepreneurship to participate in
mentoring programs or guest lectures. Foster partnerships with local industries and businesses
to provide students with exposure to real-world entrepreneurial challenges.. Utilize Research
and Case Studies: Conduct research and develop case studies on successful entrepreneurial

38
ventures. Utilize these findings to enhance teaching materials, curriculum design, and
workshops that highlight key factors influencing entrepreneurial readiness

Continue to invest in entrepreneurship resources and support: The University should

maintain and enhance the resources and support it provides to students interested in
entrepreneurship. This can involve strengthening entrepreneurship centers, expanding
mentorship programs, and facilitating access to funding and networking opportunities.

Regularly review and update course offerings: The University should periodically assess the
relevance and effectiveness of its entrepreneurial courses and programs. This can involve
collaborating with industry professionals, conducting market research, and incorporating
emerging trends and technologies into the curriculum.

Expand entrepreneurship-related activities: The University should continue to offer a diverse

range of entrepreneurship-related activities to engage students. This can include organizing
workshops, competitions, and guest lectures, as well as fostering partnerships with local
businesses and organizations.

Seek feedback and evaluate impact: The University should establish feedback mechanisms to
gather input from students and stakeholders about the effectiveness of its entrepreneurship
education and support initiatives. This feedback can inform continuous improvement efforts
and ensure alignment with students' evolving needs and expectations.

By implementing these recommendations, universities can create an environment that

nurtures and supports entrepreneurial readiness among students. This will equip them with
the skills, knowledge, and mindset required succeeding in entrepreneurial pursuits and
contributing to economic growth and innovation.

39
REFERENCE
Christensen, Madsen & Peterson (1989) the entrepreneurial opportunity recognition process:
Examining the role of self-perceived alertness and social network

Dumbu and Chadamoyo, 2012 competitive strategy and business risk aversion influencing
performance of small and medium enterprise in the manufacturing sector: the case study of
manufacturing firms in mucheke light industry

Gartner, 1989; Reynolds, 1995; Timmons, 1999; Timmons and Spinelli, 2004). The impacts
of college entrepreneurial education on entrepreneurial attitude and intention to start a
business in Uganda vol. 16, No 01, pp 127-144

(Gerba, 2012).Fayolle and Klandt (2006) competitive study of entrepreneurship curriculum

development and review at the university of Zimbabwe and botho university, Botswana

Gzozdanic, et al., 2008 attitudes of students towards of entrepreneurship education at two

selected higher education institution in Botswana: critical analysis and reflection

40
Hisrich and Peters (1989) and Krueger (1993) the impacts of college entrepreneurial
education on entrepreneurial attitude and intention to start a business in Uganda vol. 16, No
01, pp 127-144

Hofstede, G. (1980) “cultures consequences, international differences, and work related

values” New bury park, CA: Saga publications

Kapitsa, Larissa (2002): Youth Entrepreneurship Policies and Programmes in the

Kennedy et al. (2003: p. 2) Enterprise Education influencing Student’s Perceptions of

Entrepreneurship

Mapfaira and Setibi (2014) attitudes of students towards of entrepreneurship education at two
selected higher education institution in Botswana: critical analysis and reflection

Mazura and Norasmah (2011) entrepreneurial culture among higher education institution’s
student (international journal of social science and humanity) vol .15

Peter F. Drucker (1985), the discipline of innovation Harvard Business Review

(Pulka et al, 2014). an evolution of students attitude towards entrepreneurship education in

some selected universities in north east Nigeria

OECD (2001): Putting the Young in Business: Policy Challenges for Youth
Entrepreneurship,

Ulrich Schoof (2006): stimulating youth entrepreneurship: Barriers and incentives to enterprise start-
ups by young people

41
 APPENDIX
Wolaita Sodo UNIVERSITY

COLLEGE OF BUSINESS AND ECONOMICS

Department of Management

Questionnaire
Dear respondents, these questionnaires are prepared for the partial fulfillment of the
requirements for BA degree in management. The purpose of this questionnaire is to get
relevant information on the assessment of University student’s attitude towards
entrepreneurial readiness.
Your kind and honest responses are very much important for the success of this study. Hence,
the researcher cordially requests you to give the required information. Thus, you are expected
to be confidential and genuinely requested to fill this questionnaire honestly according to
your experience and interest.
Guidelines

42
  No need to write your name.
 Respond to the question based on your knowledge and experience.
 Put or × mark for your choice in the box provided.
General information about the respondent
1. Sex: Male Female
2. Age: 20-25 26-30 above 30
4. Year of academics: 2nd 3
rd
4
th

5. Department: Mng't Accounting PADM ECO MRKT Toursm and hotel mng't

6. Accumulative grade point average. High medium low

Information about time management practice of students

1, Are you student of WSU, CBE? Yes No

2. You think entrepreneurial is essential activity? Yes No

3. Are you interested entrepreneurial activity? Yes No

Part - one

In this part from questions 1 to 19 you need to put  or × mark in the space provided parallel
with numbers 1-5 which are corresponding to Disagree, Strongly disagree, Neutral, Agree,
and Strongly agree respectively. Strongly agree respectively.

Alternatives Strongly Strongly

disagree agree
Disagree Neutral Agree
(2)
(5)
(1) (3) (4)

Questions

Increasing interest

43
2 Job market uncertainty

3 Entrepreneurial education

4 Role model and stories

5 Risk aversion

6 Access to resource

7 Performing activities without time

schedule

8 Cultural factors

9 I am interested in entrepreneurship
as a potential career path

10 I believe that entrepreneurship

offers opportunity for personal and
professional

11 I am motivated to start my own

business in the future

12 I actively seek out information and

resource related to entrepreneurship

13 Identifying business opportunities.

14 Problems solving and decision

making

15 Leadership team management

44
16 marketing and sales

17 The university provides sufficient

resources and support for students
interested in entrepreneurship.

18 The university offers relevant

courses or program to develop
entrepreneurial skills.

19 I have participated in
entrepreneurship related activities

Part two Open ended type of questions; please answer the following questions by giving additional information about generally
time practice quotations in the space provided blow

1. How supportive are your family/friends of you considering entrepreneurship as a career

path………………………………………………………………………………………………………
………………………………………………....

2. How would you rate the quality of entrepreneurship education programs offered by your
university?
……………………………………………………………………………………………………………
…………………………………..

3. What additional resources or programs do you think could help students like you in developing
entrepreneurial skills and
mindset…………………………………………………………………………………………………
………....

4. What local or national level factors do you think may help or hinder young
entrepreneurs……………………………………………………………………………………………
……………………………………………....

5. How likely are you to start your own business within 5 years of graduating? Why or why
not………………………………………………………………………………………………………
……………………………………………………...

Part – two Interview Questions

. What does entrepreneurship mean to you?

45
. How would you describe your entrepreneurial mindset and characteristics?

. What experiences have you had so far that have shaped your thinking about entrepreneurship as a
career?

. What do you see as potential opportunities for starting a business in your area of study/interest?

. What challenges or concerns do you have about embarking on an entrepreneurial venture right after
graduation?

. What factors improve the acceptance of entrepreneurship in our society and among the
graduating students in particular?
.what is Strategies the university could adopt to promote entrepreneurship initiatives among
students?
. What do you see asPotential impacts of students' attitudes towards entrepreneurial readiness?

46