E n trep ren eu rsh ip B a rrier and M otivations: P ercep tion o f L in coln U n iversity C om m erce Students

Jamal Roudaki1

Lincoln University, New Zealand

Abstract

The am bitious o f being ow n boss and run independent ow n- business is w idespread am ong university graduates. H ow ever, there are som e barrier and m otivations that hinder or accelerate this thrust. This paper investigates students’ perceptions about im pedim ent and stim ulation o f entrepreneurial activities. A sam ple o f com m erce students responds to a questionnaire survey. R esults indicate that gender, age and w orking status o f students are not significantly correlated with their perception about b arrier and m otivation factors o f the research study. N evertheless, financial risk and fear from failure are the m ost and the least im portant barriers respectively. U niversity level program m es and personal experience are the m ost m otivation factors while m edia and governm ent supports are at the bottom o f the list o f priority o f such

factors. R espondents believe that entrepreneurs are goo d in accounting, financial analysis and having good skills and these factors are im portant in preparation o f crating new business.

K e y w o rd s : e n tr e p re n e u rs h ip ,

e n tr e p re n e u ria l m o tiv a tio n , b a rrie r

s tu d e n t

a ttitu d e s ,

Introduction

U n iv e rs ity g r a d u a te s a re fu e l to th e e n tre p re n e u ria l a c tiv itie s , a s E tz k o w itz (2 0 0 3 )

d e v e lo p m e n t. N o n e th e le s s , e c o n o m ic d e v e lo p m e n t o b je c tiv e s in flu e n c e u n iv e r s itie s g o a ls to ta rg e t f o r d e v e lo p m e n t o f e n tre p re n e u rs h ip p ro g ra m s u ltim a te ly c o n tr ib u te to n a tio n a l e c o n o m ic g ro w th . C h a m e y a n d L ib e c a p (2 0 0 0 ) b e lie v e th a t d e m a n d fro m s tu d e n ts ’ s id e fo r e n tre p re n e u ria l e d u c a tio n e n c o u ra g e s s o m e u n iv e rs itie s to re v is e th e ir c u rr ic u lu m in fa v o u r o f e n tre p re n e u rs h ip p ro g ra m s . H o w e v e r, m a n y u n iv e r s itie s h e s ita te to in v e s t on e n tre p re n e u rs h ip . T h e s a m e a u th o rs re p o rt th a t th e U n iv e rs ity o f A riz o n a e n tre p re n e u ria l g ra d u a te s w e r e s u c c e s s fu l

c la im s that

in c re a tin g n e w v e n tu r e s a n d o r lik e lih o o d o f s e lf-e m p lo y m e n t th re e tim e s m o re th a n o th e r g r a d u a te s

o f th e sa m e u n iv e rs ity .

The

same u n iv e r s ity ’s

1 Jamal Roudaki is Senior Lecturer, Faculty of Commerce, Lincoln University, New Zealand,

iamal.roudaki@lincoln.ac.nz

Vol. 18, No. 1 August 2010

Centre fo r Indonesian Accounting and Management Research Postgraduate Program , Brawijaya University

SO Entrepreneurship Barrier and Motivations, .

e c o n o m ic d e v e lo p m e n t o b je c tiv e s u p o n u n iv e rs itie s to p ro d u c e m o tiv a te d

e n tre p re n e u ria l g ra d u a te s , n e v e rth e le s s , s o m e b a rrie rs o b s ta c le u n iv e rs itie s and s tu d e n ts to re s p o n d a p p ro p ria te ly . In th e sa m e tim e o th e r m o tiv a tio n fa c to rs s tim u la te

e n tr e p re n e u rs h ip p ro g ra m s a t th e u n iv e rs itie s . I n v e s tig a tio n o f b a rrie rs a n d m o tiv a tio n fa c to rs fro m s tu d e n ts v ie w p o in t is a f u n d a m e n ta l s te p o f c re a tin g

e n tre p re n e u ria l p ro g ra m s r e s p o n s iv e to e c o n o m ic d e v e lo p m e n ta l n e e d s. T o

a d d re s s th is n e c e s s ity , a n e x p lo ra to ry stu d y o f c o m m e rc e s tu d e n t p e rc e p tio n s

a b o u t b a rr ie r a n d m o tiv a tio n fa c to rs o f e n tre p re n e u rs h ip is c o n s id e re d re le v a n t in th is p a p e r. T h e r e s t o f th is p a p e r is o rg a n is e d as fo llo w s . T h e firs t s e c tio n is lite ra tu re r e v ie w , a n d s e c o n d s e c tio n p re s e n ts re s e a rc h q u e s tio n s a n d h y p o th e s e s . R e s e a rc h m e th o d o lo g y is p re s e n te d a t s e c tio n three, w h ile f in d in g s in th re e p arts of; b a rrie rs , m o tiv a tio n a n d c rite rio n o f c re a tin g o w n b u s in e s s a re illu s tra te d at fo u rth s e c tio n . T h e la s t s e c tio n is c o n c lu s io n s a n d re m a rk s .

Literature Review

T h e re is a b o d y o f lite ra tu re s u g g e s tin g e m p iric a l r e s e a rc h s h o u ld be re d ire c te d to th e e n tr e p re n e u ria l a ttitu d e s o f u n iv e rs ity stu d e n ts . C o n s e q u e n tly th is to p ic

c o m e s to c e n tre o f fo c u s in m a n y re s e a rc h s tu d ie s . In th e s e p a p e rs d e m o g ra p h ic

fa c to rs s u c h a s g e n d e r, b a c k g ro u n d , e th n ic ity a n d a g e in r e la tio n to g rad e

a v e ra g e , ris k , p o lic y , in te n tio n to e n tre p re n e u r a n d e ffe c t o f e n tre p re n e u r p ro g ra m s a re th e m o s t re p e a te d fa c to rs in a n a ly s is s tu d e n ts ’ a ttitu d e s (M g a y a

a n d M a g e m b e , 2 0 0 7 , V e n e s a a r, K o lb re a n d P ilis te , 2 0 0 6 , V e c ia n a , A p o n te and U r b a n o , 2 0 0 5 , R a m a y a h a n d H a ru n , 2 0 0 5 , W a n g a n d W o n g , 2 0 0 4 , O k e y M u k h ta r a n d K ip lin g , 2 0 0 2 , R o m e ro a n d A s u n c io n , 2 0 0 1 , a n d E d e and P a n ig rh i, a n d C a lc ic h , 199 8). H o w e v e r, it is re p o rte d th a t s tu d e n ts ’ a ttitu d e s are

c h a n g in g o v e r tim e (M a tth e w s M o s e r, 199 6). F ra z e r a n d N ie h m , (2 0 0 8 ) in v e s tig a te F a m ily a n d C o n s u m e r S c ie n c e s (F C S ) s tu d e n ts ’ a ttitu d e s to w a rd s

e n tr e p re n e u rs h ip a s a fu tu re d ire c tio n o f th e ir c a re e r. T h e y p ro v id e so m e t h e o r e tic a l s u g g e s tio n s fo r F C S p ro g ra m . T h e re s u lt o f th is q u e s tio n n a ir e su rv e y

d e p ic t th a t e n tr e p re n e u ria l e d u c a tio n b u ilt a s o lid c o n fid e n t o f s ta rtin g o w n

b u s in e s s w h ile c re a tin g a n a p p ro p ria te id e a fo r a n e w b u s in e s s is c o n s id e re d no t

a n e a s y ta s k . F u r th e r m o r e , d e v e lo p in g a b u s in e s s p la n a n d s k ill a re c o n s id e re d

a s im p o r ta n t fa c to rs ( F ra z e r a n d N ie h m , 2 0 0 8 ). In th e s a m e d ire c tio n H a rris , and

G ib s o n (2 0 0 8 ) e x a m in e S m a ll B u s in e s s I n s titu te (S B I) p ro g ra m s tu d e n ts ’

a ttitu d e o f m u ltip le U S u n iv e rs itie s . T h e y u s e e n tre p re n e u r a ttitu d e o r ie n ta tio n

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The International Journal o f Accounting and Business Society 51

s u rv e y in s tru m e n t w h ic h in c lu d e s ; a c h ie v e m e n t a n d in n o v a tio n in b u s in e s s in o n e h a n d a n d p e rs o n a l c o n tro l o v e r o u tc o m e s a n d s e lf-e s te e m o n th e o th e r h a n d .

B a s e d o n th e d e m o g r a p h ic d a ta o f g e n d e r a n d e n tr e p re n e u ria l fa m ily

b a c k g ro u n d th e y c o n c lu d e th a t m a le p e rc e iv e c o n tro l o v e r b u s in e s s a n d in n o v a tio n m o re im p o rta n t th a n fe m a le s tu d e n ts w h ile e n tre p re n e u ria l fa m ily

b a c k g ro u n d c o n tr ib u te m o re in r e s p o n d e n ts ’ e n tre p re n e u ria l a ttitu d e s (H a rris

f in a n c ia l s e c u r itie s and

e n tre p re n e u ria l a w a r e n e s s a re th e m o s t im p o rta n t fa c to rs . E e d e n , L o u w a n d

V e n te r ( 2 0 0 5 ) s tu d y e n tre p re n e u ria l o rie n ta tio n s o f th e U S A , S o u th A f r ic a a n d th e N e th e rla n d s u n d e rg r a d u a te s tu d e n ts . A lis t o f 17 e n tr e p re n e u ria l tra its p re s e n t to 1,52 8 s tu d e n ts th a t U S s tu d e n ts ’ m e a n o f im p o rta n c e f o r m a jo r ity o f tra its w a s h ig h e r th a n th e o th e r c o u n trie s . H o w e v e r, e n tr e p re n e u ria l tra its w e re

d iffe re d a m o n g th re e c o u n trie s (E e d e n , e t al., 2 0 0 5 ). In a n o th e r s u rv e y in th e s a m e a re a , S e g a l, B o r g ia a n d S c h o e n fe ld (2 0 0 5 ) in v e s tig a te p e rc e p tio n o f u n d e rg ra d u a te s tu d e n ts o f U S G u l f C o a s t U n iv e rs ity . T h e y r e p o r t th a t

d e s ira b ility a n d fe a s ib ility o f s e lf-e m p lo y m e n t is re la te d to th e to le r a n c e fo r ris k o f stu d e n ts . M o tiv a tio n s o f 5 7 2 e n tre p re n e u rs fro m th re e V ie tn a m m a jo r c itie s w e r e fo c u s o f

s tu d y in a r e s e a rc h p ro je c t. In c o m e a n d in d e p e n d e n c e w a s th e m o s t m o tiv a te d

fa c to rs fo r V ie tn a m e s e re s p o n d e n ts . T h e r e s p o n d e n ts c o n s id e r frie n d lin e s s ,

c o m p e titiv e p ric e s g o o d p ro d u c t a n d c u s to m e r s e rv ic e s a s th e m o s t im p o rta n t s u c c e s s fu l fa c to rs in th e ir e n tre p re n e u ria l b u s in e s s e s (C h u & B e n z in g , 2 0 0 4 ). In th e a re a o f u n iv e r s ity e d u c a tio n re la te d to e n tre p re n e u ria l a c tiv itie s , th e r e c e n t p a p e r o f S h in n a r, P ru e tt a n d T o n e y (2 0 0 9 ) te s ts a ttitu d e s o f s tu d e n t a n d

fa c u lty o f a 4 - y e a r u n iv e r s ity in th e U S A . T h e y s u g g e s t t h a t a ttitu d e s o f s tu d e n ts

a n d fa c u lty h a v e d iff e re n t to w a rd s o c c u p a tio n a l a s p ira tio n . W h ile th e r e is n o

d iffe re n t b e tw e e n e n tr e p re n e u ria l a ttitu d e s o f m a le a n d f e m a le s tu d e n ts , th e re s u lts o f S h in n a r e t al. (2 0 0 9 ) d e p ic t th a t n o n -b u s in e s s s tu d e n ts d e m a n d in g u n iv e rs ity lev e l e n tr e p re n e u rs h ip e d u c a tio n . H o w e v e r, a s s ite d b y S h in n a r e t al. (2 0 0 9 )

some u n iv e r s itie s

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52 Entrepreneurship Barrier and M otivations,.

u n iv e r s ity e x te r n a l a n d in te rn a l fa c to rs th a t c o u p le d w ith k n o w le d g e -b a s e d te c h n o lo g y a re f o rc in g u n iv e rs itie s to re s tru c tu rin g th e ir c u rric u lu m to in c lu d e

e n tre p re n e u ria l e d u c a tio n .

Research Questions and Hypotheses

T h is r e s e a rc h f o c u s e s o n th e b ro a d q u e s tio n of; w h a t a re th e b a rr ie r a n d m o tiv a tio n f a c to rs o f e n tre p re n e u ria l a c tiv itie s fro m s tu d e n ts v ie w p o in t?

S p e c ific a lly , th e s tu d y a tte m p ts to a d d re s s th e f o llo w in g d e ta ile d q u e s tio n s .

1. Is s tu d e n t s ’ p e rc e p tio n a b o u t b a rrie r a n d o r m o tiv a tio n fa c to rs o f

e n tr e p re n e u ria l a c tiv itie s d iff e r in a c c o rd a n c e to th e i r g e n d e r, a g e , th e r is k th e y a tta c h to e n tre p re n e u ria l a c tiv itie s a n d th e i r w o r k in g s ta tu s ?

Entrepreneurship Barriers

T h e fir s t fo u r n u ll h y p o th e s e s in v e s tig a te th e a ttitu d e s o f L in c o ln U n iv e rs ity

c o m m e rc e s tu d e n ts a n d th e ir p e rc e p tio n s a b o u t b a rr ie r f a c to rs o f e n tre p re n e u ria l

a c tiv itie s . F o r t h e s e h y p o th e s e s in d e p e n d e n t v a ria b le s o f g e n d e r, r is k th a t a tta c h to e n tr e p re n e u ria l a c tiv itie s a n d w o r k in g s ta tu e s o f s tu d e n ts c o n s id e r e d re le v a n t.

H l - 1 : T h e re is n o re la tio n s h ip b e tw e e n g e n d e r o f c o m m e rc e s tu d e n ts a n d th e ir p e r c e p tio n a b o u t e n tre p re n e u ria l b a rrie r fa c to rs .

H I -2: T h e r e is n o r e la tio n s h ip b e tw e e n th e ris k th a t c o m m e rc e s tu d e n ts a tta c h to

e n tr e p re n e u ria l a c tiv itie s a n d th e ir p e rc e p tio n a b o u t e n tre p re n e u ria l

b a r r ie r fa c to rs .

H I -3 . T h e r e is n o r e la tio n s h ip b e tw e e n w o rk in g s ta tu s o f c o m m e rc e s tu d e n ts

a n d th e i r p e rc e p tio n a b o u t e n tre p re n e u ria l b a rrie r fa c to rs .

H I -4: T h e re is n o r e la tio n s h ip b e tw e e n a g e o f c o m m e rc e s tu d e n ts a n d th e ir p e rc e p tio n a b o u t e n tre p re n e u ria l b a rrie r fa c to rs .

Entrepreneurship Motivations

T h e n e x t f o u r n u ll h y p o th e s e s te s t th e L in c o ln U n iv e rs ity c o m m e rc e s tu d e n ts ’ p e rc e p tio n s

a c tiv itie s . The sa m e in d e p e n d e n t v a ria b le s a s p re v io u s c o n s id e re d r e le v a n t in n u ll h y p o th e s is

about m o tiv a tio n s

a ttitu d e s to w a rd s e n tre p re n e u ria l m o tiv a tio n fa c to rs .

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The International Journal o f Accounting and Business Society 53

a c tiv itie s

and

a ttitu d e s

to w a rd s

H 2 -3 : T h e re is n o r e la tio n s h ip b e tw e e n w o rk in g s ta tu s o f c o m m e rc e s tu d e n ts

a n d th e ir a ttitu d e s to w a rd s e n tre p re n e u ria l m o tiv a tio n fa c to rs .

H I -4: T h e re is n o r e la tio n s h ip b e tw e e n a g e o f c o m m e rc e s tu d e n ts a n d th e ir

a ttitu d e s to w a rd s e n tre p re n e u ria l m o tiv a tio n fa c to rs .

Research Methodology

L in c o ln U n iv e rs ity c o m m e rc e s tu d e n ts ’ a ttitu d e s to w a rd s e n tre p re n e u ria l

b a rrie rs a n d m o tiv a tio n s a re a n a ly s e d in a q u e s tio n n a ire s u rv e y . T - te s t is u s e d to in v estig a te, th e v a lid ity o f re s p o n s e th e n s ta tis tic a l a n a ly s is (i.e . re g r e s s io n a n d

c o rre la tio n ) s tu d y th e re la tio n s h ip b e tw e e n th e le v e l o f r is k t h a t . s tu d e n ts

c o n s id e r r e le v a n t f o r e n tre p re n e u ria l a c tiv itie s a n d th e ir d e m o g r a p h ic d a ta o n o n e h a n d a n d b a rrie r s /m o tiv a tio n s fo r h y p o th e s e s te s tin g o n th e o th e r h a n d .

D e s c rip tiv e a n a ly s is (i.e . m e a n , s ta n d a rd d e v ia tio n ) is e m p lo y e d to in v e s tig a te th e im p o rta n c e o f b a r r ie r a n d m o tiv a tio n fa c to rs .

Research Instrument

T h e q u e s tio n n a ire o f th e s tu d y d e v e lo p e d b a s e d o n a v a r ie ty o f p re v io u s re s e a rc h q u e s tio n n a ir e s (i.e . S h in n a r, P ru e tt a n d T o n e y , 2 0 0 9 , V e n e s a a r , K o lb re

a n d P ilis te , 2 0 0 6 , th e In te rn a tio n a l L a b o u r O r g a n is a tio n q u e s tio n n a ir e - IL O ,

2 0 0 5 , V e c ia n a e t a l., 2 0 0 5 a n d R a m a y a h a n d H a ru n , 2 0 0 5 a n d W u , 2 0 0 4 ) a n d

c o n s u ltin g w ith fiv e

b a c k g ro u n d . 5 - p o in t L ik e rt sc a le is u s e d in d e v e lo p in g th e q u e s tio n n a ir e to in v e s tig a te s tu d e n t s ’ a ttitu d e s to w a rd s b a rrie r a n d m o tiv a tio n fa c to rs . T h e

e n tr e p re n e u r e x p e rts c h e c k th e firs t d ra ft o f th e q u e s tio n n a ire . A g ro u p o f 20 s e n io r c o m m e rc e s tu d e n ts a n s w e r th e q u e s tio n s w h ile te s tin g e a s y o f re a d in g

a n d u n d e rs ta n d in g . A p ilo t s tu d y w a s c o n d u c te d to in v e s tig a te p o s s ib le c h a n g e in to th e fin a l d r a f t o f th e q u e s tio n n a ire .

T h e q u e s tio n n a ir e s w e re a d m in is te re d a t th e e n d o f le c tu re s o f a ll c o m m e rc e

c o u rs e s a t w e e k 10 o f th e s e m e s te r w ith th e p e rm is s io n o f th e le c tu re r. A n s w e r to q u e s tio n n a ir e w a s v o lu n ta ry ; s tu d e n ts c a n le a v e th e c la s s ro o m i f u n w illin g to

T h is s tu d y in v e s tig a te s th e a ttitu d e s o f c o m m e rc e s tu d e n ts to w a rd s b a rr ie r a n d m o tiv a tio n fa c to rs o f e n tre p re n e u ria l a c tiv itie s . T h e r e s p o n d e n ts a re c la s s ifie d by g e n d e r, a g e a n d w o rk in g sta tu s . T h e s tu d e n ts a re c la s s if ie d a s “ lo w r is k ” i f

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54 Entrepreneurship Barrier and Motivations ,....

th e y b e lie v e t h a t r is k o f s ta rtin g o w n b u s in e s s is “ n o t in v o lv e a n y ” o r “m o d e r a te ” , o th e r w is e i f th e y c o n s id e r th e ris k o f s ta rtin g o w n b u s in e s s “ a lo t” o r “ m u c h ” th e y c la s s if ie d a s “ h ig h r is k ” . S im ila rly s tu d e n ts w h o h a v e a jo b w h ile s tu d y in g c o n s id e r e d a s “ w o r k in g ” o th e rw is e “ n o t w o r k in g ” . T h e re s u lts o f

d a ta a n a ly s is a re p re s e n te d in th re e s e c tio n s o f b a rrie rs , m o tiv a tio n s a n d

c rite r io n o f c re a tin g o w n b u s in e s s .

Barriers

A s e rie s o f r e g r e s s io n a n a ly s is ru n s im u lta n e o u s ly to in v e s tig a te th e r e la tio n s h ip

b e tw e e n g e n d e r, a g e a n d w o r k in g s ta tu s w ith th e im p o r ta n c e o f 13 b a rrie r

f a c to rs th a t m a y p r e v e n t s tu d e n ts fro m s ta rtin g o w n b u s in e s s . C o rre la tio n s are to o w e a k to e x p la in s ta tis tic a l s ig n ific a n t re la tio n s h ip b e tw e e n g e n d e r, a g e a n d w o r k in g s ta tu s o f a n d th e ir p e rc e p tio n a b o u t th e im p o r ta n t b a rr ie r fa c to rs p r e s e n te d in th e q u e s tio n n a ire s . T h e re fo re , a ll fo u r n u ll h y p o th e s e s r e la te d to

b a r r ie r f a c to rs o f e n tre p re n e u ria l a c tiv itie s a re a c c e p te d . T h e re s u lts o f r e g r e s s io n a n a ly s is re v e a l w e a k s ta tis tic a l re la tio n b e tw e e n th e in d e p e n d e n t v a ria b le s o f g e n d e r, a g e a n d w o rk in g s ta tu s w ith 13 b a r r ie r fa c to rs . T a b le 1 p re s e n ts fiv e fa c to rs th a t e x h ib it s ta tis tic a lly s ig n ific a n t c o rr e la tio n (a t 0.01 and

0 .0 5 le v e l 2 - ta ile d ) w ith G e n d e r o f stu d e n ts . O th e r b a rr ie r fa c to rs a n d s tu d e n ts

c h a ra c te r is tic s th a t a re n o t in c lu d e d in ta b le 1 illu s tra te n o s ta tis tic a lly s ig n if ic a n t r e la tio n s h ip .

T a b l e l : C o r r e l a t i o n s o f fiv e b a r r i e r f a c t o r w i t h s t a t i s t i c a l l y s i g n i f i c a n t relationship

Barrier Factor Gender L e v e l o f c o m p e titio n in th e p ro p o s e d lin e o f

F in a n c ia l r is k P e a rs o n C o r r e la tio n .161 *

I f I fa il, w h a t w ill m y f a m ily th in k o f m e P e a rs o n C o r r e la tio n .134 *

S ig. (2 -ta ile d ) .043 L e v e l o f c o r r u p tio n in b u s in e s s

N = 22 8

P e a rs o n C o r r e la tio n .132 *

S ig. (2 -ta ile d ) .047 ** C o r r e la tio n is s ig n if ic a n t a t th e 0.01 lev e l (2 -ta ile d ).

N = 228

* C o r r e la tio n is s ig n if ic a n t a t th e 0.0 5 le v e l (2 -ta ile d ).

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a n d s tu d y b e lie v e th a t fa ilu re (If I fail, what will my fam ily think o f me) is n o t a n

b a rrie r f a c to r (2 .1 , 2 .5 , 2 .6 a n d 2.4 fo r m a le a n d 3 .3 , 2 .6 , 3 .0 a n d 2 .6 fo r fe m a le s tu d e n ts w o r k in g w ith h ig h o r lo w ris k re s p e c tiv e ly ). Having to Payback student loan is n o t a n im p o rta n t b a rrie r fo r m a le a n d f e m a le n o t w o rk in g w ith lo w o r h ig h ris k (2 .9 fo r m a le lo w a n d h ig h r is k a n d fe m a le

lo w ris k a n d 3 .0 fo r f e m a le h ig h ris k ). M a le s tu d e n ts w o r k in g w ith lo w r is k a n d

fe m a le fro m th e sa m e c a te g o ry h a v e a n o p p o s ite a ttitu d e s a b o u t Having to Payback student loan fac to r, m a le s tu d e n ts c o n s id e r th is f a c to r a s o n e o f th e

le a s t im p o rta n t w h ile f e m a le c o n s id e r it a s th e m o s t im p o r ta n t b a rr ie r fa c to r.

H o w e v e r, s tu d e n ts w h o a re w o r k in g c o n s id e r th is f a c to r a s im p o rta n t.

E x c e p t n o t w o r k in g lo w ris k s tu d e n ts all o th e r g ro u p s b e lie v e t h a t financial risk is th e m o s t im p o r ta n t fa c to r (3 .5 , 4 .2 , 4 .0 a n d 4 .2 fo r fe m a le a n d 3 .5 , 4.1 fo r w o rk in g m a le , 3 .8 fo r m a le n o t w o rk in g h ig h ris k ) fo r e n tr e p re n e u ria l a c tiv itie s .

H o w e v e r, m a le n o t w o r k in g w ith lo w r is k c o n s id e r th is f a c to r ( m e a n 3 .3 ) as t h e ir s e c o n d im p o r ta n t a fte r th e d e m a n d fo r th e ir p ro d u c t o r s e rv ic e s (People would not have a need fo r my proposed product/services) w ith m e a n o f 3 .6 .

Table 2: Attitudes of students about barriers of starting own business

Working

Not Working

Low Risk High Risk Male:

Low Risk

High Risk

A 8 f1 A 8

H a v in g to P a y b a c k s tu d e n t lo an

2 .9 1.243 L e v e l o f c o m p e titio n in th e p ro p o s e d lin e o f

n e t/s e c u rity

1.06 2 R is k o f fa ilu re

Vol. 18, No. 1 August 2010 © Centre fo r Indonesian Accounting and Management Research Postgraduate Program, Brawijaya University

56 Entrepreneurship Barrier and Motivations,.

T a x la w ( c o m p le x a n d

3.1 0.7 13 P r e p a r in g A c c o u n tin g re c o rd s

a rb itra ry )

0 .7 8 0 Government p ro m o tio n a l p r o g ra m /p o lic y s u p p o rtin g

3.3 0 .8 4 0 Non Government O r g a n is a tio n s ( N G O ) p r o g ra m s s u p p o rtin g

3.0 0 .9 3 0 L e v e l o f c o m p e titio n in th e p r o p o s e d lin e o f

2 .6 1.026 R is k o f fa ilu re

a need for my p ro p o s e d p r o d u c t/s e r v ic e

a rb itra ry )

0 .8 6 8 Government p ro m o tio n a l p r o g ra m /p o lic y s u p p o rtin g

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The International Journal o f Accounting and Business Society 57

e n tre p re n e u rs N o n G o v e rn m e n t

O rg a n is a tio n s (N G O ) p ro g ra m s s u p p o rtin g

A c c o r d in g to ta b le 2, in te re s tin g ly , tw o fa c to rs o f preparing accounting records and performing financial analysis

a re r e m a in in g a t th e b o tto m a ll e ig h t g ro u p o f stu d e n ts . T h is m a y in d ic a te th a t c o m m e rc e s tu d e n ts a re b e c a m e k n o w le d g e a b le

a b o u t th e s e fa c to rs in th e c o u rs e o f stu d y o f c o m m e rc e d e g re e . H o w e v e r , th e im p o rta n c e s o f th e s e fa c to rs a re m o re th a n 3 fro m m a x im u m o f 4 . N o n e th e le s s , N G O a n d g o v e rn m e n t p ro m o tio n a l p ro g ra m m e s a lth o u g h n o t a t th e to p o f th e p rio ritie s list, b u t c o n s id e re d as a n im p o rta n t fa c to r b y a ll r e s p o n d e n ts . P e rc e p tio n s o f e ig h t g ro u p s o f s tu d e n ts a re s o rte d b y c o e f f ic ie n t o f v a ria n c e s (C V ). T h e s c o re o f e a c h f a c to r o f b a rrie r a re c a lc u la te d a s th e h e ig h ts C V e q u a l to 13 a n d lo w e s t 1, th e re fo re th e h ig h e s t p o s s ib le s c o re is 104 (8 * 1 3 ). T a b le 3 p re s e n ts th e s c o re o f b a rr ie r fa c to rs b a s e d o n th is r a n k in g s y s te m . T h e m o s t re p e a te d f a c to r is fin a n c ia l r is k (s c o re = 9 1 ) fo llo w e d b y le v e l o f c o m p e titio n s , N G O a n d g o v e rn m e n t p ro g ra m s . T h e le a s t re p e a te d fa c to r is

i f I fa il (score =13)

F r o m th e s e r e s u lts it s e e m s th a t s tu d e n ts a re m o re c o n c e rn a b o u t b u s in e s s o r ie n te d fa c to rs lik e fin a n c ia l ris k , c o m p e titio n a n d N G O p ro g ra m s th a n o th e r p e rs o n a l fa c to rs s u c h a s s tu d e n t lo a n a n d fe a r fro m fa ilu re . F a c to rs s u c h a s r is k o f fa ilu re , ta x la w a n d d e m a n d fo r p ro d u c t a n d s e rv ic e s a re in th e m id d le o f lis t o f ra n k in g o f s c o re s . P e r fo r m in g f in a n c ia l a n a ly s is a n d a c c o u n tin g re c o rd s a re le s s re p e a te d

a fte r payback student loan and 1 evel o f corruption in the business.

Workin Workin

Jg

S O)

Vl

. 2 0$ 2. jJi ’C 5 (2 u ©

JZ

JS WD *

JS W) J3

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58 Entrepreneurship Barrier and Motivations,. . . .

L e v e l o f c o m p e titio n in th e p r o p o s e d lin e o f b u s in e s s

8 10 5 10 10 11 12 12 78 N o n G o v e r n m e n t O r g a n is a tio n s (N G O ) p ro g ra m s s u p p o rtin g

e n tre p re n e u rs

G o v e r n m e n t p r o m o tio n a l p r o g r a m /p o lic y s u p p o rtin g

6 11 4 11 11 4 7 8 62 T a x la w (c o m p le x a n d a rb itra ry )

a b o u t th e b a rr ie r s , a g e a s a d e p e n d e n t v a ria b le is s u rv e y e d . F o r th is in v e s tig a te m a le a n d fe m a le s tu d e n ts w e re c la s s ifie d in th re e a g e g ro u p s o f b e lo w 2 1 , 2 1 -2 6

a n d o v e r 2 6 y e a r s o ld . T h e re w e re n o s ig n ific a n t d iff e re n c e s o b s e rv e d b e tw e e n th e p e r c e p tio n s o f s tu d e n ts fro m v a rio u s a g e g ro u p s a b o u t b a rrie rs fa c to rs . A s

F ig u re 1 s h o w s s ix lin e s (i.e . s ix a g e c a te g o rie s ) fo r 13 b a r r ie r fa c to rs a re v e ry

c lo s e a n d f lu c tu a tio n s a re th e sam e.

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Figure 1: Mean of importance of barrier factors (age groups).

R e s u lts o f f a c to r a n a ly s is a re p re s e n te d in th e f o llo w in g ta b le s . A c c o r d in g to ta b le 4 (K M O a n d B a rtle tt's T e s t) a d e q u a c y o f s a m p lin g is 0 .8 2 2 w h ic h in d ic a te

th a t f a c to r a n a ly s is y ie ld d is tin c t a n d re lia b le fa c to rs.

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Postgraduate Program, Brawijaya University

60 Entrepreneurship Barrier and Motivations ,....

T a b l e 4 ; B a r r i e r s f a c t o r a n a l y s i s - K M O a n d B a r t l e t t ’s T e s t

K a is e r - M e y e r -O lk in M e a s u re o f S a m p lin g A d e q u a c y . .822

B a r tle tt's T e s t o f S p h e ric ity

illu s tra te C o m p o n e n t M a tr ix b e fo re a n d a fte r ro ta tio n . A c c o r d in g to th e s e ta b le s tw o d is tin c tiv e g r o u p s o f fa c to rs a re 1) s o lu tio n a n d a c tio n s 2 ) ris k . T h e first

fiv e fa c to rs in ta b le 7 a re re la te d to f in d in g s o lu tio n a n d ta k in g a c tio n s a b o u t

e n tr e p re n e u ria l a s s u m e d p ro b le m s , w h ile fa c to rs 7 to 12 c o u ld b e c la s s ifie d as r is k fa c to rs . A n e x p la n a tio n is th a t c o m m e rc e s tu d e n ts a re c o n c e rn a b o u t ris k w h ile c o n s id e r in g fa c to rs re la te d to re s p o n d to e n tr e p re n e u ria l n e e d s . T h e y are

c o n c e r n a b o u t p ro b le m s o lv in g a n d ta k in g a c tio n s a b o u t th e ir n e w o w n

b u s in e s s e s a n d r is k o f e n tre p re n e u ria l a c tiv itie s . T w o fa c to rs a re n o t c la s s ifie d

a s a n y o f th e s e tw o g ro u p s . F a c to r 6 c a n n o t j o i n th e s o lu tio n a n d a c tio n g ro u p w h ile f a c to r 13 h a s le a s t r e la tio n s h ip w ith r is k fa c to rs .

T h e c o m m u n a litie s ta b le o f fa c to rs a n a ly s is s u g g e s t to e x c lu d e f e w fa c to rs w ith lo w v a ria n c e (< 0 .5 ). T h e re s u lts a fte r e x c lu d in g e a c h o f th e e ig h t s u c h fa c to rs

d e p ic t th a t th e a d e q u a c y is d e c re a s in g a n d n o s ig n ific a n t c h a n g e o b s e rv e d in

f a c to r s ’ v a ria n c e s .

Table 5: Total Variance Explained

Co mp

R o ta tio n S u m s o f In itia l E ig e n v a lu e s one

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1 2 T a x law ( c o m p le x a n d a rb itra ry )

G o v e rn m e n t p ro m o tio n a l p r o g ra m /p o lic y s u p p o rtin g .6 2 7

e n tre p re n e u rs

I f I fa il, w h a t w ill m y fa m ily th in k o f m e .623 P e o p le w o u ld n o t h a v e a n e e d fo r m y p ro p o s e d

.5 6 6 L e v e l o f c o m p e titio n in th e p ro p o s e d lin e o f b u s in e s s

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62 Entrepreneurship Barrier and Motivations ,....

Table 7: Rotated Component Matrix(a)

Component

1 P e r fo r m in g f in a n c ia l a n a ly s is .7 9 6

2 G o v e r n m e n t p r o m o tio n a l p ro g ra m /p o lic y s u p p o rtin g .781

e n tr e p re n e u rs

3 P r e p a r in g A c c o u n tin g re c o rd s .773

4 N o n G o v e r n m e n t O r g a n is a tio n s (N G O ) p ro g ra m s s u p p o rtin g .6 5 6

e n tr e p re n e u rs

5 T a x la w ( c o m p le x a n d a rb itra ry ) .641

6 P e o p le w o u ld n o t h a v e a n e e d fo r m y p ro p o s e d p ro d u c t/s e r v ic e .4 8 7

7 F in a n c ia l r is k .747

8 L e v e l o f c o m p e titio n in th e p ro p o s e d lin e o f b u s in e s s .728

9 S o c ia l s a fe ty .64 0

10 R is k o f fa ilu re .621

11 I f I f a il, w h a t w ill m y fa m ily th in k o f m e .543

12 L e v e l o f c o rr u p tio n in b u s in e s s .461 .507

13 H a v in g to p a y b a c k m y s tu d e n t lo an .405

fa c to rs . R 2 f o r t h e s e f a c to rs a re e v e n lo w e r th a n p re v io u s s e c tio n , th e re fo re no s ta tis tic a l s ig n if ic a n t r e la tio n s h ip e x is te d b e tw e e n m o tiv a tio n s o f s ta rtin g o w n

b u s in e s s a n d in d e p e n d e n t v a ria b le s o f th e stu d y . T h e r e f o r e , a ll fo u r null

h y p o th e s e s r e la te d to m o tiv a tio n s o f e n tre p re n e u ria l a c tiv itie s a re a c c e p te d . T h e re s u lts o f r e g r e s s io n a n d c o rre la tio n a n a ly s is in d ic a te n o s ta tis tic a l s ig n ific a n t re la tio n b e tw e e n g e n d e r, a g e a n d w o r k in g s ta tu e s o f s tu d e n ts a n d th e ir p e rc e p tio n a b o u t m o tiv a tio n fa c to rs . T h e o n ly e x c e p tio n s a re tw o fa c to rs o f u n iv e r s ity a n d p re - u n iv e r s ity b a c k g ro u n d th a t e x h ib it c o rr e la tio n w ith g e n d e r

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U n iv e rs ity s tu d y a n d p e rs o n a l e x p e rie n c e a re c o n s id e re d im p o r ta n t m o tiv a tio n

fa c to rs fo r c o m m e rc e s tu d e n ts w h ic h re v e a l th e im p o rta n c e o f u n iv e rs ity p ro g ra m s a n d tr a in in g fo r fu tu re e n tre p re n e u rs . Personal experience as a m o tiv a tio n fa c to r is c o n s id e re d th e m o st im p o rta n t fo r a ll g ro u p s o f s tu d e n ts

government supports

fa c to rs in th e ir e n tre p re n e u ria l a c tiv itie s . T h e s e tw o fa c to rs s p e c ia lly s h o u ld ta k e a le a d in g r o le in s u c h a c tiv itie s w h ic h b e n e fit th e e c o n o m ic d e v e lo p m e n t.

Table 8: Attitudes of students about motivations of starting own business

Working

Not Working

Low iisk High Risk Male:

Low *isk

High Risk

3.1 1.013 M e d ia (T V , R a d io ,

3.3 1.031 u n iv e rs ity )

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64 Entrepreneurship Barrier and Motivations ,....

T h e s a m e s c o rin g s y s te m a s b a rr ie r fa c to rs is u s e d fo r m o tiv a tio n fa c to rs . T o ta l p o s s ib le s c o re f o r m o tiv a tio n fa c to rs is 72 (8 * 9 ). T a b le 9 illu s tra te th e s c o re o f n in e m o tiv a tio n fa c to rs . P e rs o n a l e x p e rie n c e , u n iv e rs ity b a c k g ro u n d a n d fa m ily

a re th e h ig h e s t s c o re fa c to rs w h ile m e d ia , g o v e rn m e n t s u p p o rt a n d p re ­ u n iv e r s ity fa c to rs a re th e le a s t re p e a te d fa c to rs . S tu d e n ts re ly on th e ir ow n

e x p e rie n c e , u n iv e r s ity e d u c a tio n a n d fa m ily b a c k g ro u n d as s o u rc e s o f p re p a r a tio n f o r th e ir fu tu re e n tre p re n e u ria l c a re e rs . T h e y a re n o t c o u n t o n p re ­ u n iv e rs ity , g o v e rn m e n t s u p p o rt a n d m e d ia as a s o u rc e o f e n tre p re n e u ria l

a c tiv itie s m o tiv a tio n s . -

T a b l e 9 : S c o r e o f m o ti v a t i o n s f a c t o r s o f s t a r t i n g o w n b u s in e s s -- --

M a le

Female -- --

Workin Workin -- --

b u t p r o v id e n o s ig n if ic a n t d iffe re n c e s a b o u t n in e m o tiv a tio n fa c to rs . R e s u lts o f f a c to r a n a ly s is o f m o tiv a tio n fa c to rs a re p r e s e n te d in ta b le s 10-13.

A c c o r d in g to ta b le 10 (K M O a n d B a rtle tt's T e s t) a d e q u a c y o f s a m p lin g is 0.7 55 w h ic h in d ic a te t h a t fa c to r a n a ly s is y ie ld d is tin c t a n d r e lia b le fa c to rs . E d u c a tio n is c o n s id e r e d a s a o n e c a te g o ry . T h e sa m e as b a rrie rs , b u s in e s s o rie n te d fa c to rs

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(i.e . te a c h e r, m e d ia , c a re e r a d v is o r a n d g o v e rn m e n t s u p p o rt) a re d is tin g u is h e d fro m p e rs o n a l fa c to rs (i.e . fa m ily , p e rs o n a l e x p e rie n c e , frie n d s ). T h is re s u lts s h o w p o s itiv e p e rc e p tio n o f s tu d e n ts to w a rd s s ta rtin g th e i r o w n b u s in e s s e s

b a s e d o f b a c k g ro u n d k n o w le d g e a n d g a in in g s u p p o rt fro m e x p e rie n c e a n d

fa m ily in s te a d o f s e e k in g g o v e rn m e n t a n d o th e r e x te rn a l s u p p o rts .

Table 10: Motivations factors - KMO and Bartlett's Test

K a is e r - M e y e r -O lk in M e a s u re o f S a m p lin g A d e q u a c y . .755

B a rtle tt's T e s t o f

Table 11: Total Variance Explained

Com

R o ta tio n S u m s o f pone

E x tra c tio n S u m s o f

In itia l E ig e n v a lu e s

S q u a re d L o a d in g s nt

S q u a re d L o a d in g s

%of Cumul T o ta

.445 T e a c h e r/le c tu re r

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66 Entrepreneurship Barrier and M otivations,.

Government Support

T a b l e 13: R o t a t e d C o m [>onent M a t r i x ( a )

F a m ily .801 P e r s o n a l e x p e rie n c e

S tu d e n ts w e r e a s k e d to in d ic a te th e lev e l o f im p o rta n c e o f v a rio u s fa c to rs re la te d to e n tr e p re n e u ria l a c tiv itie s . T h e s e fa c to rs th e n c la s s if ie d as 1) in te re s t o n 2 ) n e c e s s a ry p re p a r a tio n o f 3 ) b e n e fits o f s ta rtin g o w n b u s in e s s . In o r d e r to

c o m p a r e th e e ff e c t o f d e m o g ra p h ic c h a ra c te ris tic s o f s tu d e n ts w ith th e ir

a ttitu d e s , re s p o n d e n ts a re c la s s ifie d in to e ig h t g ro u p s a s p re v io u s s e c tio n s o f th is s tu d y . T a b le 14 illu s tra te s s tu d e n ts ’ a ttitu d e s to w a rd s c re a tin g th e ir ow n

b u s in e s s e s . A ll f a c to rs in th is ta b le h a v in g h ig h m e a n , th a t in d ic a te u n iv e rs ity s tu d e n ts a re v e r y in te re s te d in e n tre p re n e u ria l a c tiv itie s u p o n g ra d u a tio n as an in d e p e n d e n t c a re e r.

Low Risk

High Risk

Low Risk High Risk

a n e w firm

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The International Journal o f Accounting and Business Society 61

6 0 9 0 N u m b e r o f s t u d e n t s in e a c h c a te g o r y :

fa c to rs r e la te d to p re p a ra tio n o f o w n b u s in e s s is 28 (7 * 4 ). Accounting and financial analysis, background education and skills

a re th e m o s t r e p e a te d

fa c to rs in p re p a r a tio n fo r e n tre p re n e u ria l a c tiv itie s . Considering actual business situations and constraints

a n d b e lie v e th a t entrepreneurs are good managers

e n g a g e in e n tre p re n e u rs h ip a c tiv itie s

1 4 3 2 10 S ta rtin g a n e w b u s in e s s y o u n e e d to c o n s id e r

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Centre fo r Indonesian Accounting and Management Research Postgraduate Program, Brawijaya University

68 Entrepreneurship Barrier and Motivations, .

Conclusion and Remarks

T h is p a p e r in v e s tig a te s L in c o ln U n iv e rs ity c o m m e rc e s tu d e n ts a ttitu d e s a b o u t

b a rr ie r a n d m o tiv a tio n fa c to rs o f s ta rtin g o w n b u s in e s s ( e n tre p re n e u ria l

a c tiv itie s ) a n d c rite r io n o f c re a tin g o w n b u s in e s s . T h e re s u lts d e p ic t th a t g e n d e r,

a g e a n d w o r k in g s ta tu s o f r e s p o n d e n t a re n o t s ig n ific a n tly e ffe c t th e ir p e rc e p tio n a b o u t e n tre p re n e u ria l a c tiv itie s . H o w e v e r th e y e m p h a s is fin a n c ia l r is k is a n im p o r ta n t b a rr ie r a n d c o n s id e r fe a r fro m fa ilu re a s le a s t im p o rta n t

b a rrie r. U n iv e r s ity p r o g ra m m e s a n d p e rs o n a l e x p e rie n c e a re m o s t m o tiv a te d

fa c to rs a n d m e d ia a n d g o v e rn m e n t s u p p o rts a re th e le a s t o n e s . T h is s tu d y r e v e a ls th a t s tu d e n ts a re c o n s id e rin g to c re a tin g th e ir n e w firm u p o n

e n tr e p re n e u ria l a c tiv itie s . H o w e v e r, th e y b e lie v e th a t s k ill is im p o rta n t fo r

c ra tin g n e w o w n b u s in e s s . T h is r e s u lt o f th e s tu d y s u g g e s t th a t s tu d e n ts a re m u c h c o n c e r n a b o u t b a rrie rs o f

e n tr e p re n e u ria l a c tiv itie s th e y d e m a n d fo r a p p ro p ria te e d u c a tio n a n d tra in in g to

b e a b le to s ta r t th e ir o w n in d e p e n d e n t b u s in e s s u p o n g ra d u a tio n . T h is is u p to th e u n iv e r s itie s p ro g ra m m e s to s a tis fy th is n e e d w h ic h is in th e lin e o f e c o n o m ic

d e v e lo p m e n t o f th e c o u n try . T h is s tu d y s u g g e s t th a t s tu d e n ts a re m o tiv a te d by th e ir p e rs o n a l e x p e rie n c e , u n iv e r s ity b a c k g ro u n d a n d fa m ily w h ile c o n s id e rin g

f in a n c ia l ris k , le v e l o f c o m p e titio n a s th e m o s t im p o rta n t b a rrie rs . O n th e o th e r

Vol. 18, No. 1 August 2010

Centre fo r Indonesian Accounting and Management Research Postgraduate Program, Brawijaya University

The International Journal o f Accounting and Business Society

p ro b le m s , a n d s u c c e s s fa c to rs, Journal o f Global Business,

1 5 (2 8 ), 2 5 -3 3 .

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A p ril; 100, 2; A c a d e m ic R e s e a rc h L ib ra ry , p 17.

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R e trie v e d S e p te m b e r 2 0 , 2 0 0 9 , fro m A B I/IN F O R M G lo b a l. ( D o c u m e n t ID : 1 5 7 2 0 4 8 5 0 1 ).

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h ttp ://w w w .ilo .O rg /d y n /e m p e n t/d o c s /F 1 9 0 5 9 3 1 0 0 9 /q u e s tio n n a ire e n g lis h .d o c.

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