http://basicresearchjournals.org/business//Priyanto.
Basic Research Journal of Business Management and Accounts Vol. 1(2) pp. 30-36 September 2012
Available online http//www.basicresearchjournals.org
Copyright ©2012 Basic Research Journal
Review
Entrepreneurial and vocational learning in
entrepreneurship education: Indonesian Non formal
education perspective
Sony Heru Priyanto
Faculty of Agriculture and Business SWCU Salatiga Indonesia.
sonecid@yahoo.com, m4r144@yahoo.com
Accepted 05 October, 2012
Entrepreneurships can also increase the employment growth, invent the nasional identity and
leadership and together with the management capacity are able to become the crucial element to
determine the success of a business. Moreover, Schumpeter (1934) stated that entrepreneurship is
driving force behind economic growth, formulating new economic combination. This study aimed to
find out the implementation of an education and the effects of the students. Furthermore, this study
used an approach from a case study by involving three Sanggar Kegiatan Belajar (SKB); SKB Salatiga,
Kabupaten Semarang and Makasar in order to reach the purpose. The technique analysis used was
naration and ilustration. The finding showed that the model of Enterpreneurship Education which took
place in informal institutions was really pririotazing a technic to run a business and increase skills,
which was appeared in a curriculum and syllabus of the enterpreneurships education which had more
production technic and bussiness managment. A personal development as the essence of
enterpreneurship education was not given too much; there was no otherworldly education to struggle.
The means and infrastructre basic of enterpreneurship were just contained a production technology
development and a business like workshops, instrumentations and laboratory fields. As the
Entrepreneurship Education, this means and infrastructure must be able to support the change of the
students’ mindset and make them able to have entrepreneurial and business competencies. The
teaching material were also still pririotizing the increasing of technology skills and less bussiness
skills. The teachers’ qualification had not supported the purpose of the Entrepreneurship Education.
The effect of this entrepreneurship education had not been able to make someone becoming an
entrepeneur. The participants’ knowledge was increase, however their mental ability, aptitude and
attitude had not change yet.
Keyword: entrepreneursip education, curricullum, syllabus, entrepreneurial learning
INTRODUCTION
One factor that can make a failure in a country’s
economic growth achievement and development is there
is no good entrepeneurship in the individual,
organizations and aven society levels. The previous
researchers stated that entrepreneurship has a significant
role in an economic development (Kirzner, 1973);
Entrepreneurship is a vital component of productivity and
growth (Baumol, 1993).
Despite it is important, the numbers of the
entrepreneurs in Indonesia are not more than 1%,
whereas some experts say that a nation will advance if
the numbers of the entrepreneurs reach 30% in
minimum. Related with this issue, education and training
are totally needed in order to enhance the number of the
entrepreneurs. However, there are no standard form and
structure of Entrepreneurship Education, and even there
are no universities, which have a standard in the
entrepreneurship education development. For the
informal and formal education, despite there is
Entrepreneurship Education, it only contains skills
education, whereas entrepreneurships are different with
skills.
Entrepreneurship Education were developed to prepare
youth and adults to succeed in an entrepreneurial
Sony Heru Priyanto. 31
economy (CEE, 2005). in economies in transition,
entrepreneurial education has become an integral part of
the new curriculum on offer in both private and state
sponsored business schools (Li and Matlay, 2003).
Interestingly, entrepreneurship education is also
promoted as an effective way to facilitate the transition of
a growing graduate population. Despite the widespread
development of entrepreneurship education initiatives in
the last decades, it has no consensus definition about it.
As consequence, there is also a lack of consistent
classifications of educational activities.
According to the above explanation, it can be seen that
Entrepeneurship Education is extremely important, but
related with the education and learning, it has not been
clear enough. Therefore, this study aimed to find out the
Entrepreneurship Education’s curriculum and syllabus in
informal institutions, to know the basic infrastructure and
proponent that support the rise of entrepreneurship
education in informal institutions, and to discover the
effects of entrepreneurship education to the participants’
entrepreneurship competency development. There are
lots of entreprenurship education which had been done
by formal and informal institutions. Nevertheless, there
had no standard form and structure about the
entrepreneurship education. Based on the writer’s
observation, generally, there are many confusion
between skills education and education to become an
entrepreneur, whereas Entrepreneurship Education do
not just about them. There just few of researchs about it.
This study used a qualitative case study to answer the
reaserch question. The data were taken from three
Sanggar Kegiatan Belajar (SKB); SKB Makasar, SKB
Salatiga, and SKB Semarang Regency. Meanwhile, the
key informant were the Head’s and SKB’s Tutors, and the
students. The thecnique analysis used was descriptive
and qualitative.
Review of Literature
The Definition of Entrepreneurship
If it is noted, actually the definition of entrepreneurship
does not just about the education in running a business.
Blais states that entrepreneurship is a personal
development from an individual to make him/her has
creativity, can be innovative, brave, independent, and has
a desire to make him/her able to cooperate with others
and develop his/her business. “The value of
Entrepreneurship Education goes beyond the positive
effects venture creation has on regional development.
According to Blais, the value of Entrepreneurship
Education includes the personal development of the
individual. It adds a practical base to theoretic knowledge
and it focuses attention on student talents and skills. It
also motivates students to become more creative,
innovative and improves a student’s ability to work with
others in team initiatives” (Menzies and Gasse, 1999:6)
Meanwhile, Stevenson also gives a definition of
entrepreneurship.
He
differentiates
between
entrepreneurship, business, and manager. They are very
different, but they can make a tight relationship to run a
business. According to Priyanto (2005), the successful
businessperson has both an entrepreneurial spirit and
management capacity.
In a meantime, Saint Louis University (1994) gives a
holistic definition related with the definition of
entrepreneurship. “The combination of skills, aptitudes,
and attitudes within individuals resulting in new ideas,
innovations, and the ability to turn opportunities into
reality through the creation of new ventures. The best
entrepreneurs invent new ways to live, work, and
achieve.
Successful
entrepreneurship
blends
independence and collaboration, vision and action, the
individual and the community”.
Based on Morris and Jones (1999:74), from the
previous definitions, several expertise should be thought
in the Entrepreneurship Education; Identify and evaluate
an opportunity, Define a business concept, Identify the
needed resources, Acquire the necessary resources,
Implement, operate and harvest the venture.
Meanwhile, according to Hood and Young (1993:121125), an entrepreneur must have some things and they
must be thought in the Entrepreneurship Education’s
Curriculum,
i.e.
Leadership,
Communication
(oral/written), Human Relations/Hiring, Management,
Deal-making/Negotiation, Logical/Analytical thinking,
Decision-making and Goal-setting and Business plan
preparation.
Besides having skills, an entrepreneur must have
characteristics, such as Self-motivation (acting on one’s
own initiative without external pressure), Risk-taking (high
comfort level with risk; has the ability to calculate the
appropriate degree of risk), Common-sense (sound
practical sense, especially in everyday matters), Values
(the principles or moral standards of a person or social
group; the generally accepted or personally held
judgment of what is valuable or important in life),
Competitiveness/Aggressiveness (having a strong urge
to win; keen to compete; forceful, assertive; energetic,
enterprising),
Persistence (continuing in spite of
obstacles), Responsibility (authority; the ability to act
independently and make decisions; accountable for one’s
own actions and able to endure the consequences), Selfconfidence (self–reliant; belief in one’s ability to succeed),
Acceptance of loneliness (emotional independence), and
Adaptability (able
to
adapt oneself
to
new
conditions/environments) to make he/she success. Other
characteristics that must be had by an entrepreneurship
are
Neuroticism
(Negative
Personality),
Extroversion/Introversion,
Agreeableness,
Conscientiousness and Openness.
32. Basic Res. J. Bus. Manag. Acc.
Entrepreneurial Learning
In a learning cycle theory, Munford (1995) argues that
learning is reached from a learning process of
experiences that are obtained from everyday’s activities.
Then, the experiences are concluded and being a
concept and a value system that are used for future
successfulness. Hall (1996) states that someone’s
attitudes and performances will change by a short
learning process, while a long learning process can
cause the emerge of someone’s identities and
adaptability potency which are very crucial for his/her
successfulness.
Cope and Watt (2000) argues that a critical-incident
that are experienced by an entrepreneur in his/her daily
efforts, contains a very high emotional load and learning.
They also emphasize the importance of mentoring to
interpret the critical-incident that is faced is a learning
process, so the result can be effective.
Suliyan (2000) emphasizes the importance of clientmentor in the successfulness of a guiding. He states that
education, skills, and learning were facilitated, an
entrepreneur need the by paying attention to the degree
of an entrepreneur’s life cycle. Rae (2000) describes
further that an entrepreneur’s potency development is
influenced by motivation, individual’s values, skills,
learning, relationships, and the desired target.
Meanwhile, Minniti and Bygrave (2001) prove in an
entrepreneur’s dynamic learning model; failure and
success will enrich and renew an entrepreneur’s stock of
knowledge and attitudes, so he/she can be adequate in
an entrepreneurship.
Related with the efforts to maintain a business, an
entrepreneur needs a strong and consistent positioning
strategy in a dynamic competitive environment. It needs a
continuity improvement to manage the changes to make
it effective, thus a good learning process, such as singleloop learning that needed to strengthen the position and
double-loop learning, to be use find out the solid
foundation in order to build the competitive advantage.
Wright (1997) mentions that “a learning accumulation”
is one of intangible assets that can make an individual or
company’s capabilities are inimitable, especially in a tacit
knowledge.
Education and training, mentoring and studying from
experiences become a factor that can establish the
significant entrepreneurship learning. It is appropriate
with some researchers’ arguments about entrepreneur
learning (Rae, 2000; Minniti and Bygrave, 2001),
education and training processes (Ulrich and Cole, 1987;
Robinson and Sexton, 1994; Gibb, 1997; Leitch and
Horrison, 1999) and entrepreneur learning from
experiences (Henderson, 1993; Rae, 2000; Cope dan
Watts, 2003). Learning can be regarded as a change
process and knowledge establishment, skills, attitudes,
and an entrepreneur’s abilities, whether
education, training, mentoring or experiences.
through
Entrepreneurship Education
Many models and concepts of entrepreneurship
education
were
developed.
In
general,
the
entrepreneurship education model contains several
purposes, such as changing mindset, entrepreneurship’s
expertise, enabling to create a business plans and
communication skills. In conclusion, the important things
are how to prepare the students to be able to take a
chance and run it in order to make it more valuable
business.
Entrepreneurship education has in the last decade,
grown in stature and numbers as a popular and
innovative
part
of
the
business
curriculum.
Entrepreneurship education seems to be one of the most
important fields of development for the fact that
entrepreneurs are seen as the people who are driving the
economies of countries and entrepreneurship is seen as
the engine of the growing economy in the millennium we
are in Welsch (1993). According to Derman & Levin
(1994), business and management education started to
place: 1) too much emphasis on theory and quantitative
analysis; 2) too little emphasis on qualitative factors; 3)
too much emphasis on tools, concepts and models; 4)
too much emphasis on bureaucratic management; 5) too
little emphasis on entrepreneurial activity, and 6)
professors and educators working on unreal rather than
important problems (Vuuren and Nieman, 2000).
Entrepreneurship education consists of:
The change of mindset.
This activity becomes a basic and main activity in an
entrepreneurship education. The change of mindset is
believed as a key to be success in establhising strong
entrepreneurs’ characteristics.
Entrepreneurial Skills
The unique traits, behaviors, and processes that
differentiate an entrepreneur from an employee or
manager.
Ready Skills
The business, or entrepreneurial, knowledge and skills
Sony Heru Priyanto. 33
Table 1. Kinds of Tutors’ Competencies
No.
1.
The name of the course and training
KWK Spa
2.
KWD Catfish Production Courses
The tutors’ competencies
Body steam, Body scrub, Hair spa, Facial manual
spa, Pijat reflesi in spa, Communication with the
customers, Body mask
Freshwater
fish
productions,
Entrepreneurship/agribusiness, Managment in a
fish business, Ornamental fish Cultivation
Training, Training for improving the quality of the
results, Training for Fishery Managment.
Table 2. Kinds of Facilities and Infrastructures
No.
1.
The name of courses/training
KWK Spa
2.
KWD Catfish Production Courses
Tutors’ competencies
Sauna, Bath up, Big and small towels,
Aroma teraphy’s firebox, Kimono, Massage oil, kinds
of scrubs,
Essential oil, Body’s maskers,
Milk bath, Herb bath.
Spawning pools, Enlargement Pools, Fish
production’s tools.
that are prerequisites or co-requisites for the study of
entrepreneurship.
the markets.
Tutors, Learning Infrastructure
Business Functions
The business activities performed in starting and running
a business.
Finding
Curriculum
The most important thing that must be noted in the
Entrepreneurship Education development is creating a
curriculum. If it is noticed, generally, the concept of
entrepreneurship education development in informal
institutions does not have a clear curriculum yet.
Although it has been already exists, it is still prioritizing in
a technical skill aspect. The finding showed that the
concept of entrepreneurship education in BPPNFI
Makasar contain development of general competencies,
which were consisted of Health and Safety, developing
cooperation and communication, creating work planning
and preparing the equipments and vessels. The
Functional Competency/Int consisted of planting,
seeding, harvesting, managing, and selling seaweed
seeds and its products; the Specific/Special Competency,
entrepreneurship’s principals, starting a cultivation of
seaweeds business, deciding production’s areas,
compiling strategies and plans how to develop a
seaweed business, controlling and evaluating the
seaweed businesses and building business networks and
Related with the curicullum and syllabus, the informal
institutions also provided teachers, means and
infrastuctures in forms of the material, tools, building, and
laboratorium. Normally, the teachers were taken from
people who experted in their fields. Since there were
many matreial about goods and service techniques, the
tutors were those who really comprehended in the
production
skills,
for
instance
for
the
spa
entrepreneurship’s courses, the tutor’s competency was
body steam and body scrub.
Below were the lists of some competencies owned by the
tutors from each courses types and entrepreneurship
training. Table 1.
Discussion
In general, the curriculum of entrepreneurship education
in the informal institutions was still prioritizing in the
technology competencies that leaded to the skills in
mastering certain technologies. The aspects of the
business had also thought or introduced in order to run a
business. Meanwhile, for the entrepreneurships had not
explored yet. The participants’ potencies had not yet
explored in term of the entrepreneur spirit development.
For a case that was occurred in BPPNFI Makasar, the
curriculum that was related with entrepreneurship contain
only explanation about the meaning of space, scope of
the entrepreneurship, self-improvement to establish
34. Basic Res. J. Bus. Manag. Acc.
entrepreneurship, determination of factors that support
entrepreneurship. When it is compared with the criteria of
the ideal entrepreneurship education, the curriculum had
not adequate yet to produce an entrepreneur.
The main problem in the entrepreneurship education
development was the fault of defining entrepreneurship.
In general, entrepreneurship is interpreted as a skill to
run a business independently. Since the understanding
about entrepreneurship was too narrow, the curriculum
and syllabus that were complied to develop the
entrepreneurship education, was only limited with how to
run a business, and even there was one idea stated that
it was just a business skill.
According to the above explanation, the most important
thing in arranging a curriculum for entrepreneurship
education was changing someone’s personalities, from
having a fixed mindset to growth mindset, passive to
active, lazy to diligent, pessimist to optimist, introvert to
extrovert, afraid to try something to become brave,
dependent to independent, follower to become creative,
stagnant to innovative.
In a curriculum, the entrepreneurship education must
contain some education aspects, such as Business
Knowledge and Skills, which was consisted of Basic
business skills (marketing/sales, finance, accounting,
management), Strategic and analytical thinking,
Technical
expertise,
Opportunity
identification,
Communications (oral and written), Leadership, Good
human
and
interpersonal
relations,
Dealmaking/negotiation, Goal-setting and Business planning.
Personal Traits/Characteristics, such as Self-motivation
and motivation to excel, Risk-taking/risk-bearing,
Common-sense,
Values,
Competitiveness/aggressiveness,
Persistence/determination,
Responsibility,
Selfconfidence, Emotional independence, Adaptability,
Desire for feedback on achievements, Desire to plan and
set goals for future achievement, Strong personal
initiative, Strong personal commitment to the venture,
Desire to obtain information and learn, Internal locus of
control, High value placed on careers in which personal
goals, individual accomplishments, and the demands of
work itself govern, Creativity and innovation
Therefore, the first thing that must be thought in the
entrepreneurship education was helping the participants
to have a growth mindset, for example the
entrpreneurship education development model from Brida
Hyhes (1996), i.e. theoretical method or reading
intepretation which was going to produce personal
qualities,
such
as
confidence,
interpretation,
communication and information processing; skill method
which will give a result on knowledge; find method which
will give a result on career.
Besides, the entrepreneurship model must also be
holistic and integrated from self-preparation, selfdevelopment, business-preparation, running the business
and doing an evaluation to the business work. The
entrepreneurship education needed direct experiences,
hence they could have a chance to increase their bravery
to take risk, manage the result and learn from the
outcome (Badrawi, 2010).
Meanwhile, according to Mariotti, there were many
good entrepreneurship education curriculums that can be
used to be implemented in entrepreneurship teaching
learning processes. However, there were at leat 12 main
points in the entrpeneurship teaching and learning
processes; The importance of Mental and Physical
Health, The Joy of Business and the Power of
Opportunity Recognition, The Economics of One Unit,
The Law of Supply and Demand, The attitude of: Don’t
compete, create a Comparative Advantage, The Wealth
Creation Process: innovation, opportunity recognition and
pursuit, personal savings and investment, home
ownership, and small business ownership, Marketing:
putting yourself in the customer’s shoes, Leadership,
Teamwork, Ethics, Philanthropy, Understanding financial
statements (Balance Sheet/Income Statements) and
where you fit as an employee and/or owner, and critical
concepts such as Return On Investment, Break-Even,
and Positive Cash Flow, The Basic Sales Call, How to
write a Business Plan, and The Rule of 72: the power of
compounding interest.”
Based on experiences happened in Europe’s education
institutions, there was an important note in the
managment of entrepreneurship education. The purpose
of an entrepreneurship education was not only measured
by the number of the students, but also the
effects/outcome of the education. The entrepreneurship
educations were individual self-development, attitudes
and capacities. Moreover, it was also about the skill
application and attitudes that were formed during his/her
carrer, and the interaction process during his/her life.
Therefore, the entrepreneurship education was not a
short term process, but the meaningful long term
process.
CONCLUSION
Entrepreneurship was very related with development.
The number of bussinessperson in Indonesia was just
0.18%, while in the USA 11%. One factor that made the
number of entrepreneur in Indonesia was few was the
entrepreneurship education model which had not been
able to produce an entrepreneur.
From a study from several cases that were happened
in informal education institutions, it can be concluded that
the educational model were the entrepreneurship
education model that were applied in informal institutions
was very prioritizing the technique to run a business. It
can be seen from the entrepreneurshhip curriculum and
syllabus which were more about production technical and
business managment. The personal development that
became a main point of entrepreneurship education had
Sony Heru Priyanto. 35
not been taught yet. The finding showed that there were
many of the entrepreneurship education models which
was only taught for increasing technology skills, which
were hoped to be used in a business. The curriculum
about mental education to keep struggling was not
thought deeply yet.
The basic entrepreneurship education’s facilities and
infrastructures were also still tend to focuse on the
production technology development and business, such
as workshop areas, equipments, and field laboratory. As
an entrepreneurship education, the facilities and
infrastructures must support the change of mindset and
enable the participants to have both entrepreneurial and
business competencies. The material was also still
focusing on the technology skill development and few
business skills. The tutors’ qualifications were not able to
support the aim of entrepreneurship education too.
Since the curriculum and syllabus with the facilities and
infrastrutures were not adequate enough to support
entrepreneurship education, the effect of this
entrepreneurship education had not given a significant
result in making someone to be an entrepreneur. The
participants got many knowlegde and their skills were
also increase, but their mental ability, aptitude and
attitude had not change a lot.
The Recommendation for the next research
According to the above finding, the entrepreneurship
education model need to be arranged for informal
educations institutional, which are related with selfimprovement aspect, business relation and growth, and
technology development. For the self-improvement, the
material must contain a change of mindset, from fixed
mind set to growth mind set and characteristics
development, such as need of achievement, risk taking,
independence, creative-innovative.
For the business improvement, the management
material such as production, financial, Human Resource,
marketing, and risks need to be taught. Furthermore, the
material about communication skills with others in order
to build growing business relations is also need to be
taught. The technology material need to be given as a
case study. The most important thing is not about the
kinds of technology, but how to utilize the technologies,
improve and produce technologies, which can be used
for business development. Pay attention that
entrepreneurship implementation are very varieties, it
also need to see the entrepreneurship education
implementation in informal institutions from high school to
universities.
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Available online http//www.basicresearchjournals.org
Copyright ©2012 Basic Research Journal
Review
Entrepreneurial and vocational learning in
entrepreneurship education: Indonesian Non formal
education perspective
Sony Heru Priyanto
Faculty of Agriculture and Business SWCU Salatiga Indonesia.
sonecid@yahoo.com, m4r144@yahoo.com
Accepted 05 October, 2012
Entrepreneurships can also increase the employment growth, invent the nasional identity and
leadership and together with the management capacity are able to become the crucial element to
determine the success of a business. Moreover, Schumpeter (1934) stated that entrepreneurship is
driving force behind economic growth, formulating new economic combination. This study aimed to
find out the implementation of an education and the effects of the students. Furthermore, this study
used an approach from a case study by involving three Sanggar Kegiatan Belajar (SKB); SKB Salatiga,
Kabupaten Semarang and Makasar in order to reach the purpose. The technique analysis used was
naration and ilustration. The finding showed that the model of Enterpreneurship Education which took
place in informal institutions was really pririotazing a technic to run a business and increase skills,
which was appeared in a curriculum and syllabus of the enterpreneurships education which had more
production technic and bussiness managment. A personal development as the essence of
enterpreneurship education was not given too much; there was no otherworldly education to struggle.
The means and infrastructre basic of enterpreneurship were just contained a production technology
development and a business like workshops, instrumentations and laboratory fields. As the
Entrepreneurship Education, this means and infrastructure must be able to support the change of the
students’ mindset and make them able to have entrepreneurial and business competencies. The
teaching material were also still pririotizing the increasing of technology skills and less bussiness
skills. The teachers’ qualification had not supported the purpose of the Entrepreneurship Education.
The effect of this entrepreneurship education had not been able to make someone becoming an
entrepeneur. The participants’ knowledge was increase, however their mental ability, aptitude and
attitude had not change yet.
Keyword: entrepreneursip education, curricullum, syllabus, entrepreneurial learning
INTRODUCTION
One factor that can make a failure in a country’s
economic growth achievement and development is there
is no good entrepeneurship in the individual,
organizations and aven society levels. The previous
researchers stated that entrepreneurship has a significant
role in an economic development (Kirzner, 1973);
Entrepreneurship is a vital component of productivity and
growth (Baumol, 1993).
Despite it is important, the numbers of the
entrepreneurs in Indonesia are not more than 1%,
whereas some experts say that a nation will advance if
the numbers of the entrepreneurs reach 30% in
minimum. Related with this issue, education and training
are totally needed in order to enhance the number of the
entrepreneurs. However, there are no standard form and
structure of Entrepreneurship Education, and even there
are no universities, which have a standard in the
entrepreneurship education development. For the
informal and formal education, despite there is
Entrepreneurship Education, it only contains skills
education, whereas entrepreneurships are different with
skills.
Entrepreneurship Education were developed to prepare
youth and adults to succeed in an entrepreneurial
Sony Heru Priyanto. 31
economy (CEE, 2005). in economies in transition,
entrepreneurial education has become an integral part of
the new curriculum on offer in both private and state
sponsored business schools (Li and Matlay, 2003).
Interestingly, entrepreneurship education is also
promoted as an effective way to facilitate the transition of
a growing graduate population. Despite the widespread
development of entrepreneurship education initiatives in
the last decades, it has no consensus definition about it.
As consequence, there is also a lack of consistent
classifications of educational activities.
According to the above explanation, it can be seen that
Entrepeneurship Education is extremely important, but
related with the education and learning, it has not been
clear enough. Therefore, this study aimed to find out the
Entrepreneurship Education’s curriculum and syllabus in
informal institutions, to know the basic infrastructure and
proponent that support the rise of entrepreneurship
education in informal institutions, and to discover the
effects of entrepreneurship education to the participants’
entrepreneurship competency development. There are
lots of entreprenurship education which had been done
by formal and informal institutions. Nevertheless, there
had no standard form and structure about the
entrepreneurship education. Based on the writer’s
observation, generally, there are many confusion
between skills education and education to become an
entrepreneur, whereas Entrepreneurship Education do
not just about them. There just few of researchs about it.
This study used a qualitative case study to answer the
reaserch question. The data were taken from three
Sanggar Kegiatan Belajar (SKB); SKB Makasar, SKB
Salatiga, and SKB Semarang Regency. Meanwhile, the
key informant were the Head’s and SKB’s Tutors, and the
students. The thecnique analysis used was descriptive
and qualitative.
Review of Literature
The Definition of Entrepreneurship
If it is noted, actually the definition of entrepreneurship
does not just about the education in running a business.
Blais states that entrepreneurship is a personal
development from an individual to make him/her has
creativity, can be innovative, brave, independent, and has
a desire to make him/her able to cooperate with others
and develop his/her business. “The value of
Entrepreneurship Education goes beyond the positive
effects venture creation has on regional development.
According to Blais, the value of Entrepreneurship
Education includes the personal development of the
individual. It adds a practical base to theoretic knowledge
and it focuses attention on student talents and skills. It
also motivates students to become more creative,
innovative and improves a student’s ability to work with
others in team initiatives” (Menzies and Gasse, 1999:6)
Meanwhile, Stevenson also gives a definition of
entrepreneurship.
He
differentiates
between
entrepreneurship, business, and manager. They are very
different, but they can make a tight relationship to run a
business. According to Priyanto (2005), the successful
businessperson has both an entrepreneurial spirit and
management capacity.
In a meantime, Saint Louis University (1994) gives a
holistic definition related with the definition of
entrepreneurship. “The combination of skills, aptitudes,
and attitudes within individuals resulting in new ideas,
innovations, and the ability to turn opportunities into
reality through the creation of new ventures. The best
entrepreneurs invent new ways to live, work, and
achieve.
Successful
entrepreneurship
blends
independence and collaboration, vision and action, the
individual and the community”.
Based on Morris and Jones (1999:74), from the
previous definitions, several expertise should be thought
in the Entrepreneurship Education; Identify and evaluate
an opportunity, Define a business concept, Identify the
needed resources, Acquire the necessary resources,
Implement, operate and harvest the venture.
Meanwhile, according to Hood and Young (1993:121125), an entrepreneur must have some things and they
must be thought in the Entrepreneurship Education’s
Curriculum,
i.e.
Leadership,
Communication
(oral/written), Human Relations/Hiring, Management,
Deal-making/Negotiation, Logical/Analytical thinking,
Decision-making and Goal-setting and Business plan
preparation.
Besides having skills, an entrepreneur must have
characteristics, such as Self-motivation (acting on one’s
own initiative without external pressure), Risk-taking (high
comfort level with risk; has the ability to calculate the
appropriate degree of risk), Common-sense (sound
practical sense, especially in everyday matters), Values
(the principles or moral standards of a person or social
group; the generally accepted or personally held
judgment of what is valuable or important in life),
Competitiveness/Aggressiveness (having a strong urge
to win; keen to compete; forceful, assertive; energetic,
enterprising),
Persistence (continuing in spite of
obstacles), Responsibility (authority; the ability to act
independently and make decisions; accountable for one’s
own actions and able to endure the consequences), Selfconfidence (self–reliant; belief in one’s ability to succeed),
Acceptance of loneliness (emotional independence), and
Adaptability (able
to
adapt oneself
to
new
conditions/environments) to make he/she success. Other
characteristics that must be had by an entrepreneurship
are
Neuroticism
(Negative
Personality),
Extroversion/Introversion,
Agreeableness,
Conscientiousness and Openness.
32. Basic Res. J. Bus. Manag. Acc.
Entrepreneurial Learning
In a learning cycle theory, Munford (1995) argues that
learning is reached from a learning process of
experiences that are obtained from everyday’s activities.
Then, the experiences are concluded and being a
concept and a value system that are used for future
successfulness. Hall (1996) states that someone’s
attitudes and performances will change by a short
learning process, while a long learning process can
cause the emerge of someone’s identities and
adaptability potency which are very crucial for his/her
successfulness.
Cope and Watt (2000) argues that a critical-incident
that are experienced by an entrepreneur in his/her daily
efforts, contains a very high emotional load and learning.
They also emphasize the importance of mentoring to
interpret the critical-incident that is faced is a learning
process, so the result can be effective.
Suliyan (2000) emphasizes the importance of clientmentor in the successfulness of a guiding. He states that
education, skills, and learning were facilitated, an
entrepreneur need the by paying attention to the degree
of an entrepreneur’s life cycle. Rae (2000) describes
further that an entrepreneur’s potency development is
influenced by motivation, individual’s values, skills,
learning, relationships, and the desired target.
Meanwhile, Minniti and Bygrave (2001) prove in an
entrepreneur’s dynamic learning model; failure and
success will enrich and renew an entrepreneur’s stock of
knowledge and attitudes, so he/she can be adequate in
an entrepreneurship.
Related with the efforts to maintain a business, an
entrepreneur needs a strong and consistent positioning
strategy in a dynamic competitive environment. It needs a
continuity improvement to manage the changes to make
it effective, thus a good learning process, such as singleloop learning that needed to strengthen the position and
double-loop learning, to be use find out the solid
foundation in order to build the competitive advantage.
Wright (1997) mentions that “a learning accumulation”
is one of intangible assets that can make an individual or
company’s capabilities are inimitable, especially in a tacit
knowledge.
Education and training, mentoring and studying from
experiences become a factor that can establish the
significant entrepreneurship learning. It is appropriate
with some researchers’ arguments about entrepreneur
learning (Rae, 2000; Minniti and Bygrave, 2001),
education and training processes (Ulrich and Cole, 1987;
Robinson and Sexton, 1994; Gibb, 1997; Leitch and
Horrison, 1999) and entrepreneur learning from
experiences (Henderson, 1993; Rae, 2000; Cope dan
Watts, 2003). Learning can be regarded as a change
process and knowledge establishment, skills, attitudes,
and an entrepreneur’s abilities, whether
education, training, mentoring or experiences.
through
Entrepreneurship Education
Many models and concepts of entrepreneurship
education
were
developed.
In
general,
the
entrepreneurship education model contains several
purposes, such as changing mindset, entrepreneurship’s
expertise, enabling to create a business plans and
communication skills. In conclusion, the important things
are how to prepare the students to be able to take a
chance and run it in order to make it more valuable
business.
Entrepreneurship education has in the last decade,
grown in stature and numbers as a popular and
innovative
part
of
the
business
curriculum.
Entrepreneurship education seems to be one of the most
important fields of development for the fact that
entrepreneurs are seen as the people who are driving the
economies of countries and entrepreneurship is seen as
the engine of the growing economy in the millennium we
are in Welsch (1993). According to Derman & Levin
(1994), business and management education started to
place: 1) too much emphasis on theory and quantitative
analysis; 2) too little emphasis on qualitative factors; 3)
too much emphasis on tools, concepts and models; 4)
too much emphasis on bureaucratic management; 5) too
little emphasis on entrepreneurial activity, and 6)
professors and educators working on unreal rather than
important problems (Vuuren and Nieman, 2000).
Entrepreneurship education consists of:
The change of mindset.
This activity becomes a basic and main activity in an
entrepreneurship education. The change of mindset is
believed as a key to be success in establhising strong
entrepreneurs’ characteristics.
Entrepreneurial Skills
The unique traits, behaviors, and processes that
differentiate an entrepreneur from an employee or
manager.
Ready Skills
The business, or entrepreneurial, knowledge and skills
Sony Heru Priyanto. 33
Table 1. Kinds of Tutors’ Competencies
No.
1.
The name of the course and training
KWK Spa
2.
KWD Catfish Production Courses
The tutors’ competencies
Body steam, Body scrub, Hair spa, Facial manual
spa, Pijat reflesi in spa, Communication with the
customers, Body mask
Freshwater
fish
productions,
Entrepreneurship/agribusiness, Managment in a
fish business, Ornamental fish Cultivation
Training, Training for improving the quality of the
results, Training for Fishery Managment.
Table 2. Kinds of Facilities and Infrastructures
No.
1.
The name of courses/training
KWK Spa
2.
KWD Catfish Production Courses
Tutors’ competencies
Sauna, Bath up, Big and small towels,
Aroma teraphy’s firebox, Kimono, Massage oil, kinds
of scrubs,
Essential oil, Body’s maskers,
Milk bath, Herb bath.
Spawning pools, Enlargement Pools, Fish
production’s tools.
that are prerequisites or co-requisites for the study of
entrepreneurship.
the markets.
Tutors, Learning Infrastructure
Business Functions
The business activities performed in starting and running
a business.
Finding
Curriculum
The most important thing that must be noted in the
Entrepreneurship Education development is creating a
curriculum. If it is noticed, generally, the concept of
entrepreneurship education development in informal
institutions does not have a clear curriculum yet.
Although it has been already exists, it is still prioritizing in
a technical skill aspect. The finding showed that the
concept of entrepreneurship education in BPPNFI
Makasar contain development of general competencies,
which were consisted of Health and Safety, developing
cooperation and communication, creating work planning
and preparing the equipments and vessels. The
Functional Competency/Int consisted of planting,
seeding, harvesting, managing, and selling seaweed
seeds and its products; the Specific/Special Competency,
entrepreneurship’s principals, starting a cultivation of
seaweeds business, deciding production’s areas,
compiling strategies and plans how to develop a
seaweed business, controlling and evaluating the
seaweed businesses and building business networks and
Related with the curicullum and syllabus, the informal
institutions also provided teachers, means and
infrastuctures in forms of the material, tools, building, and
laboratorium. Normally, the teachers were taken from
people who experted in their fields. Since there were
many matreial about goods and service techniques, the
tutors were those who really comprehended in the
production
skills,
for
instance
for
the
spa
entrepreneurship’s courses, the tutor’s competency was
body steam and body scrub.
Below were the lists of some competencies owned by the
tutors from each courses types and entrepreneurship
training. Table 1.
Discussion
In general, the curriculum of entrepreneurship education
in the informal institutions was still prioritizing in the
technology competencies that leaded to the skills in
mastering certain technologies. The aspects of the
business had also thought or introduced in order to run a
business. Meanwhile, for the entrepreneurships had not
explored yet. The participants’ potencies had not yet
explored in term of the entrepreneur spirit development.
For a case that was occurred in BPPNFI Makasar, the
curriculum that was related with entrepreneurship contain
only explanation about the meaning of space, scope of
the entrepreneurship, self-improvement to establish
34. Basic Res. J. Bus. Manag. Acc.
entrepreneurship, determination of factors that support
entrepreneurship. When it is compared with the criteria of
the ideal entrepreneurship education, the curriculum had
not adequate yet to produce an entrepreneur.
The main problem in the entrepreneurship education
development was the fault of defining entrepreneurship.
In general, entrepreneurship is interpreted as a skill to
run a business independently. Since the understanding
about entrepreneurship was too narrow, the curriculum
and syllabus that were complied to develop the
entrepreneurship education, was only limited with how to
run a business, and even there was one idea stated that
it was just a business skill.
According to the above explanation, the most important
thing in arranging a curriculum for entrepreneurship
education was changing someone’s personalities, from
having a fixed mindset to growth mindset, passive to
active, lazy to diligent, pessimist to optimist, introvert to
extrovert, afraid to try something to become brave,
dependent to independent, follower to become creative,
stagnant to innovative.
In a curriculum, the entrepreneurship education must
contain some education aspects, such as Business
Knowledge and Skills, which was consisted of Basic
business skills (marketing/sales, finance, accounting,
management), Strategic and analytical thinking,
Technical
expertise,
Opportunity
identification,
Communications (oral and written), Leadership, Good
human
and
interpersonal
relations,
Dealmaking/negotiation, Goal-setting and Business planning.
Personal Traits/Characteristics, such as Self-motivation
and motivation to excel, Risk-taking/risk-bearing,
Common-sense,
Values,
Competitiveness/aggressiveness,
Persistence/determination,
Responsibility,
Selfconfidence, Emotional independence, Adaptability,
Desire for feedback on achievements, Desire to plan and
set goals for future achievement, Strong personal
initiative, Strong personal commitment to the venture,
Desire to obtain information and learn, Internal locus of
control, High value placed on careers in which personal
goals, individual accomplishments, and the demands of
work itself govern, Creativity and innovation
Therefore, the first thing that must be thought in the
entrepreneurship education was helping the participants
to have a growth mindset, for example the
entrpreneurship education development model from Brida
Hyhes (1996), i.e. theoretical method or reading
intepretation which was going to produce personal
qualities,
such
as
confidence,
interpretation,
communication and information processing; skill method
which will give a result on knowledge; find method which
will give a result on career.
Besides, the entrepreneurship model must also be
holistic and integrated from self-preparation, selfdevelopment, business-preparation, running the business
and doing an evaluation to the business work. The
entrepreneurship education needed direct experiences,
hence they could have a chance to increase their bravery
to take risk, manage the result and learn from the
outcome (Badrawi, 2010).
Meanwhile, according to Mariotti, there were many
good entrepreneurship education curriculums that can be
used to be implemented in entrepreneurship teaching
learning processes. However, there were at leat 12 main
points in the entrpeneurship teaching and learning
processes; The importance of Mental and Physical
Health, The Joy of Business and the Power of
Opportunity Recognition, The Economics of One Unit,
The Law of Supply and Demand, The attitude of: Don’t
compete, create a Comparative Advantage, The Wealth
Creation Process: innovation, opportunity recognition and
pursuit, personal savings and investment, home
ownership, and small business ownership, Marketing:
putting yourself in the customer’s shoes, Leadership,
Teamwork, Ethics, Philanthropy, Understanding financial
statements (Balance Sheet/Income Statements) and
where you fit as an employee and/or owner, and critical
concepts such as Return On Investment, Break-Even,
and Positive Cash Flow, The Basic Sales Call, How to
write a Business Plan, and The Rule of 72: the power of
compounding interest.”
Based on experiences happened in Europe’s education
institutions, there was an important note in the
managment of entrepreneurship education. The purpose
of an entrepreneurship education was not only measured
by the number of the students, but also the
effects/outcome of the education. The entrepreneurship
educations were individual self-development, attitudes
and capacities. Moreover, it was also about the skill
application and attitudes that were formed during his/her
carrer, and the interaction process during his/her life.
Therefore, the entrepreneurship education was not a
short term process, but the meaningful long term
process.
CONCLUSION
Entrepreneurship was very related with development.
The number of bussinessperson in Indonesia was just
0.18%, while in the USA 11%. One factor that made the
number of entrepreneur in Indonesia was few was the
entrepreneurship education model which had not been
able to produce an entrepreneur.
From a study from several cases that were happened
in informal education institutions, it can be concluded that
the educational model were the entrepreneurship
education model that were applied in informal institutions
was very prioritizing the technique to run a business. It
can be seen from the entrepreneurshhip curriculum and
syllabus which were more about production technical and
business managment. The personal development that
became a main point of entrepreneurship education had
Sony Heru Priyanto. 35
not been taught yet. The finding showed that there were
many of the entrepreneurship education models which
was only taught for increasing technology skills, which
were hoped to be used in a business. The curriculum
about mental education to keep struggling was not
thought deeply yet.
The basic entrepreneurship education’s facilities and
infrastructures were also still tend to focuse on the
production technology development and business, such
as workshop areas, equipments, and field laboratory. As
an entrepreneurship education, the facilities and
infrastructures must support the change of mindset and
enable the participants to have both entrepreneurial and
business competencies. The material was also still
focusing on the technology skill development and few
business skills. The tutors’ qualifications were not able to
support the aim of entrepreneurship education too.
Since the curriculum and syllabus with the facilities and
infrastrutures were not adequate enough to support
entrepreneurship education, the effect of this
entrepreneurship education had not given a significant
result in making someone to be an entrepreneur. The
participants got many knowlegde and their skills were
also increase, but their mental ability, aptitude and
attitude had not change a lot.
The Recommendation for the next research
According to the above finding, the entrepreneurship
education model need to be arranged for informal
educations institutional, which are related with selfimprovement aspect, business relation and growth, and
technology development. For the self-improvement, the
material must contain a change of mindset, from fixed
mind set to growth mind set and characteristics
development, such as need of achievement, risk taking,
independence, creative-innovative.
For the business improvement, the management
material such as production, financial, Human Resource,
marketing, and risks need to be taught. Furthermore, the
material about communication skills with others in order
to build growing business relations is also need to be
taught. The technology material need to be given as a
case study. The most important thing is not about the
kinds of technology, but how to utilize the technologies,
improve and produce technologies, which can be used
for business development. Pay attention that
entrepreneurship implementation are very varieties, it
also need to see the entrepreneurship education
implementation in informal institutions from high school to
universities.
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