Jiregna Garamu Tarafa

I
WOLLEGA UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF MANAGEMENT
ASSESSMENT OF FACTORS AFFECTING ATTITUDE OF
COLLEGE STUDENTS TOWARDS ENTREPRENEURSHIP:
/A CASE OF NEW GENERATION UNIVERSITY COLLEGE,
NEKEMTE CAMPUS/
BY: -
JIREGNA GARAMU TARAFA
Nekemte, Ethiopia
March, 2018

II
ASSESSMENT OF FACTORS AFFECTING ATTITUDE OF
COLLEGE STUDENTS TOWARDS ENTREPRENEURSHIP:
/A Case of New Generation University College, Nekemte Campus/
A Project Submitted to the School of Graduate Studies, Wollega
University, College of Business and Economics, Department of
Management for Partial Fulfillment of the Requirements for the
Masters of Business Administration (MBA)
BY: - JIREGNA GARAMU TARAFA
Advisor: Dr. Shimelis Zewudie (Ph.D)
Co-Advisors: 1. Mr. Misganu Getahun (MA)
2. Mr. Temesgen Andualem (MBA)
Nekemte, Ethiopia
March, 2019

I
STATEMENT OF THE AUTHOR
I declare that this project entitled “ASESSMENT OF FACTORS AFFECTING
ATTITUDE OF COLLEGE STUDENTS TOWARDS ENTREPRENEURSHIP: (A Case
of New Generation University College, Nekemte Campus).” is my work and that all
sources of materials used for this project have been appropriately acknowledged. This
project is submitted in partial fulfillment of the requirements for Masters of Business
Administration at Wollega University. I seriously declare that this project is not submitted
to any other institution anywhere for the award of any degree or diploma. The project
deposited at the University Library to make available to borrowers under rules of the
Wollega University Library.
Brief quotations from this project are allowable without special permission if accurate
acknowledgment of the source is made. However, requests for permission for extended
quotations from or reproduction in part of this manuscript may be granted by Wollega
University, the school of graduate studies in all other instances, permission must be
obtained from the author.
Name: JIREGNA GARAMU TARAFA Signature:__________ Date of Submission
____________
Place: Wollega University, Nekemte

II
DECLARATION
This is to certify that this project entitled “ASSESSMENT OF FACTORS AFFECTING
ATTITUDE OF COLLEGE STUDENTS TOWARDS ENTREPRENEURSHIP: (A Case
of New Generation University College, Nekemte Campus),” accepted in partial fulfillment
of the requirements for the award of the Master of Business Administration by the school
of Graduate Studies, Wollega University through the college of Business and Economics,
done by JIREGNA GARAMU TARAFA is a genuine work carried out by him under my
guidance. The matter embodied in this project work has not been submitted earlier for the
award of any degree or diploma.
The assistance and help received during the course of this investigation have been duly
acknowledged. Therefore, I recommend that it can be accepted as fulfilling the research
project requirements.
Dr. Shimelis Zewudie (Ph.D) _____________________ ______________
Principal Advisor Signature Date
Ato Misganu Getahun (MA) ____________________ _________________
Co-advisor Signature Date
Ato Temesgen Andualem (MBA) ____________________ _________________
Co-advisor Signature Date

III
WOLLEGA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
FINAL PROJECT APPROVAL FORM
As members of the Board of Examining of the Final MBA project open defense, we certify that we
have read and evaluated the project prepared by JIREGNA GARAMU TARAFA under the title
“ASSESSMENT OF FACTORS AFFECTING ATTITUDE OF COLLEGE STUDENTS
TOWARDS ENTREPRENEURSHIP: (A Case of New Generation University College, Nekemte
Campus),” and recommend that the project be accepted as fulfilling the project requirement for the
Master of Business Administration.
_______________________________ ________________ _______________
Chairperson Signature Date
_______________________________ ________________ _______________
Internal Examiner Signature Date
_______________________________ ________________ _______________
External Examiner Signature Date
Final Approval and Acceptance
Paper Approved by
______________________________ ____________________ ___________
Department PGC Signature Date
____________________________ ________________ ____________
Dean of SGS Signature Date
Certification of the final paper
I hereby certify that all the correction and recommendation suggested by the board of examiners are
incorporated into the final project entitled “ASSESSMENT OF FACTORS AFFECTING
ATTITUDE OF COLLEGE STUDENTS TOWARDS ENTREPRENEURSHIP: (A Case of New
Generation University College, Nekemte Campus),” JIREGNA GARAMU TARAFA.
______________________________ ________________ ____________
Dean of SGS Signature Date

IV
Acknowledgment
First and foremost, Prize and thank be to the almighty God, to His mother Holy Virgin
Mary and to all His saints for my success.
I am greatly indebted and heartily thankful to my advisors; Dr. Shimelis Zewudie, Ato
Misganu Getahun and Ato Temesgen Andualem, who spent their precious time on giving
me their extensive help in every detailed matter which made a great deal of contributions to
the appearance of this paper in its present form.
Next, my appreciation goes to Ato Tadese Amente, Ato Tesfaye Mola, Ato Henok Adamu,
Ato Kelemu Tilahun and Ato Habtamu Kebebe for their great help by providing computer
and related facilities. Besides, I am highly indebted to Ato Tilahun Meshesha, Ato Warga
Chegeno and Ato Simon Mekit, for their continuous and remarkable assistances in moral
and material.
My deepest and heartfelt gratitude also goes to my darting wife W/ro Kebebu Tesema; she
gave me moral support and shouldered all the burdens of the family while I was continuing
my study.
I am also indebted to Ato Hambisa Midhegsa, Ato Geremew Gonfa and Ato Lemessa
Negeri, lecturers of New Generation University College, for their extensive help in
distributing and collecting the questionnaire.
Last, but not least, my greatest heartfelt gratitude goes to Ato Tekalign Deksissa, lecturer
at Wolkite University, for his all sided support from the beginning to the end of this great
achievement without which the accomplishment of the research would be impossible.

V
Acronyms
CSA- Central Statistics Authority
ILO- International Labor Organization
NGUC – New Generation University College
TPB- Theory of Planed Behavior
TVET- Technical Vocational Education and Training

VI
Table of Contents
Page
Statement of the Author--------------------------------------------------------------------------------I
Declaration----------------------------------------------------------------------------------------------II
Final Project Approval-------------------------------------------------------------------------------III
Acknowledgment -------------------------------------------------------------------------------------IV
Acronyms-----------------------------------------------------------------------------------------------V
Table of Contents-------------------------------------------------------------------------------------VI
List of Tables------------------------------------------------------------------------------------------IX
Abstract------------------------------------------------------------------------------------------------X
Chapter One --------------------------------------------------------------------------------------------1
Introduction----------------------------------------------------------------------------------------------1
1.1. Background of the study----------------------------------------------------------------------1
1.2. Statement of the Problem---------------------------------------------------------------------3
1.3. Research Questions ---------------------------------------------------------------------------4
1.4. Objectives of the Study ----------------------------------------------------------------------4
1.4.1. General Objective-----------------------------------------------------------------------------4
1.4.2. Specific Objectives ---------------------------------------------------------------------------4
1.5. Scope of the Study ----------------------------------------------------------------------------5
1.6. Significance of the Study --------------------------------------------------------------------5
1.7. Limitation of the Study ----------------------------------------------------------------------5
1.8. Organization of the Study--------------------------------------------------------------------6
Chapter Two --------------------------------------------------------------------------------------------7
Literature Review --------------------------------------------------------------------------------------7
2.1.Theoretical Review ---------------------------------------------------------------------------7
2.1.1. Effects of Demographic Factors on Attitude----------------------------------------------7
2.1.1.1.Gender----------------------------------------------------------------------------------7

VII
2.1.1.2.Department ---------------------------------------------------------------------------8
2.1.1.3.Batch-----------------------------------------------------------------------------------8
2.1.2. Effects of Demographic Factors on Attitude---------------------------------------------8
2.1.2.1.Personality Traits --------------------------------------------------------------------8
2.1.2.2.Curiosity-------------------------------------------------------------------------------9
2.1.2.3.Locus of Control----------------------------------------------------------------------9
2.1.3. Effects of Extrinsic factors on Attitude---------------------------------------------------10
2.1.3.1.Entrepreneurship Education-------------------------------------------------------10
2.1.3.2.Previous Entrepreneurial Experience---------------------------------------------11
2.1.3.3.Role models--------------------------------------------------------------------------11
2.1.3.4.Family Background----------------------------------------------------------------12
2.2.Empirical Study -----------------------------------------------------------------------------13
2.3.Conceptual Frame Work -------------------------------------------------------------------14
Chapter Three -----------------------------------------------------------------------------------------16
Research Design and Methodology ----------------------------------------------------------------16
3.1. Description of the Study Area--------------------------------------------------------------16
3.2. Research Design -----------------------------------------------------------------------------16
3.3. Target Population----------------------------------------------------------------------------16
3.4. Sampling Procedures and Techniques ----------------------------------------------------17
3.5. Types and Sources of Data-----------------------------------------------------------------19
3.6. Data Collection Techniques ----------------------------------------------------------------19
3.7. Method of Data Analysis -------------------------------------------------------------------20
Chapter Four-------------------------------------------------------------------------------------------21
Result and Discussion -------------------------------------------------------------------------------21
4.1.Background Information of Respondents------------------------------------------------21
4.2.Attitude of students towards Entrepreneurship------------------------------------------23
4.3.Effects of Demographic Factors on Entrepreneurial Attitude-------------------------22
4.4.Effects of Independent Variables on Attitude of Students-----------------------------28
4.5.Contributions of Independent Variables on Students’ Attitude------------------------29

VIII
4.6.Difference in Attitude as a Function of Entrepreneurship Course --------------------30
Chapter Five -------------------------------------------------------------------------------------------31
Summery, Conclusions and Recommendation----------------------------------------------------31
5.1. Summery -------------------------------------------------------------------------------------31
5.2. Conclusions----------------------------------------------------------------------------------32
5.3. Recommendations---------------------------------------------------------------------------33
References -------------------------------------------------------------------------------------------X
Appendixes ------------------------------------------------------------------------------------------XIII
Appendix A------------------------------------------------------------------------------------------XIV
Appendix B------------------------------------------------------------------------------------------XX
Appendix C------------------------------------------------------------------------------------------XXI
Appendix D----------------------------------------------------------------------------------------XXIV
Appendix E----------------------------------------------------------------------------------------XXVI

IX
List of Tables
Page
Table 3.1: Population of the Sample Respondents by Gender, Batch and Department------18
Table4.1: Distribution of Respondents by Gender and Batch-----------------------------------21
Table4.2: Distribution of Respondents by Taken or Not Taken Course-----------------------22
Table4.3: Distribution of Respondents by Department------------------------------------------22
Table4.4: Attitude of Respondents towards Entrepreneurship----------------------------------23
Table 4.5: Difference in Attitude as a Function of Gender -------------------------------------24
Table 4.6: Difference in Attitude as a Function of Batch --------------------------------------25
Table4.7: Difference in Attitude as a Function of Department--------------------------------25
Table4.8: Multiple Compression of Attitude by Departments---------------------------------26
Table4.9: Inter-correlations of the Variables-----------------------------------------------------28
Table 4.10: Multiple Regression Analysis of Independent Variables on Attitude-----------29
Table 4.11: Stepwise Regression Analysis of Independent Variable on Attitude------------30
Table 4.12: Attitude as a Function of Entrepreneurship Course ------------------------------31

X
Abstract
This study investigated factors affecting attitude of New Generation University College
students towards entrepreneurship. It was designed to fill the gap of offering
entrepreneurship course for some departments and not offering for other departments in
the university college. It aimed at examining the effect of demographic factors like;
gender, batch and department, intrinsic factors like personality traits, curiosity and locus
of control, and extrinsic factors like; role model, family background, educational support
and previous experience towards entrepreneurship. It also examined the attitudinal
difference between students who have taken and who have not taken entrepreneurship
course. A descriptive survey study method with regression model was undertaken in this
study in order to see the factors deeply. The data gathering instrument was questionnaire
adapted from different sources and developed in five scale Likert scale from strongly
disagree to strongly agree. The questionnaire was distributed to 274 respondents of which
271(98.91%) of them properly filled in and returned back. The data was analyzed using
SPSS version 16.0 with percentage, correlation, regression, and ANOVA. The results show
that there was no significant difference among male and female students, students of
different batches, and among those students who have taken and who have not taken
entrepreneurship course, but there was attitudinal difference among students of different
departments. The independent variables like; gender, batch, department, personality traits,
locus of control, curiosity, role model, educational support, previous experience and family
background collectively have positive impact on the dependent variable attitude towards
entrepreneurship. NGUC is recommended to, to make an experience sharing program
among students of different background regarding their role models, family experience and
their previous experience in order to minimize the attitudinal difference among students of
different background and departments, to focus on the factors that can affect attitude of
students towards entrepreneurship in order to keep the positive attitude of students towards
entrepreneurship, and to evaluate the effectiveness of the methodology of the course to
make it bring a difference among who have taken and who have not taken entrepreneurship
course.

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CHAPTER ONE
INTRODUCTION
1.1. Background of the Study
Entrepreneurship is a word that policymakers, economists, academicians and even students are
talking about. For it is regarded as one of the best economic development strategy; seminars,
conferences and workshops are being organized every year across the world which
emphasized on the importance of entrepreneurship to a country’s, society’s and an
individual’s development (Keat et al,2011 ; Goel et al., 2006). The popularity of
entrepreneurship is largely due to the positive effects it has serving as a catalyst that creates
wealth by generating job opportunities in many countries that, it is a major engine driving many
nations’ economic growth, innovation and competitiveness (Goel et al., 2006; Basu and Virick,
2008).
Economic progress has been significantly advanced by pragmatic people who have
entrepreneurial attitude and able to exploit opportunities and willing to take risks (Hisrich, cited
in Mulugeta, 2010).
Reducing youth unemployment is one of the major challenges facing most governments in the
world. According to a recent study conducted by the International Labor Office (ILO), youth are
generally three and a half times more likely than adults to be unemployed. In 2015,
approximately 660 million young people will either be working or looking for work in the world
(Schoof, 2006). The Central Statistics Authority data of Ethiopia of January, 2013 also shows
that unemployment rate in Ethiopia is 17.5% 0f the total population.
To increase employment and job creation for those unemployed, entrepreneurship is
increasingly accepted as a significant means and a valuable strategy to create jobs and improve
livelihoods and economic independence in today’s changing labor markets (Basu and Virick,
2008; Mulugeta, 2010).
Although the crucial role played by entrepreneurship in economic development, graduated
individuals in Ethiopia are not fully participating on the career of entrepreneurship that, it seems

2
the career of entrepreneurship is underestimated by the attitudes of youth graduated from higher
institutions (Mulugeta, 2010).
Today’s students are tomorrow’s potential entrepreneurs. This is why a growing number of
universities offer courses and programs in entrepreneurship. However, there is little
understanding of the factors that affect students’ attitudes towards entrepreneurship (Basu and
Virick, 2008).
Higher institutions help in inspiring the quality of human resource and they explore new
knowledge necessary to investments that are essential to improve the overall quality of life. They
have been given the mandate of playing a leading role in inculcating students with the
entrepreneurial knowledge and skills that will be useful in changing students’ attitudes towards
entrepreneurship as entrepreneurship education has been recognized as one of the essential
determinants that could influence students’ career decisions (Keat et al,2011).
In our country Ethiopia, higher education institutions are contributing their own part in
producing skilled human resource that contributes for the country’s development, and private
higher education institutions of Ethiopia which enroll about 24 percent of higher education
students, are also contributing their own share in the production of skilled human resources
(Solomon, 2006). One of these higher education institutions, New Generation University College
Nekemte campus is also contributing its own share in the production of skilled human resources
that can contribute for the development of the country.
As all other universities and colleges do, New Generation University College is giving
entrepreneurship course for some departments in the degree program. But the attitude of students
towards entrepreneurship and factors affecting attitudes of students towards entrepreneurship
including the effect of entrepreneurship course was not studied in the university college.
So, this study identified the effects of intrinsic factors like personality traits, curiosity and locus
control, and extrinsic factors such as gender, family background, role models, previous
entrepreneurial experience and educational support on attitudes of students towards
entrepreneurship. In addition, the attitudinal difference between students who have taken the
entrepreneurship course and who have not taken the course was tested.

3
1.2. Statement of the Problem
Many developed nations are developed by giving considerable attention to entrepreneurship
courses and programs in their universities and colleges as the course and the program has an
important role in changing the attitudes of students towards entrepreneurship (Keat et al, 2011).
Like developed countries, developing countries also focus on the value of entrepreneurship for
development (Bizri et al, 2012).
The previous studies have revealed that internal factors like personality traits (self-confidence
and creativity) have very strong relation in affecting attitudes of students towards
entrepreneurship (Bizri et al., 2012). According to the findings of Varghese and Hassan (2012),
young people have good and positive attitudes towards entrepreneurship. On the other hand, the
previous studies made in Ethiopia show that, adults have better attitude towards entrepreneurship
than youth and men have better attitude towards entrepreneurship than women (Mulugeta, 2010;
ILO, 2009).
The former researches outlined above in that their focus areas were in entrepreneurs’
demographic factors like age, geographic area and sex. Besides, they did not see the factors with
respect to the different internal factors such as personality traits, curiosity, and locus of control,
and external factors like family’s background, role model and entrepreneurial experiences. In
addition, the studies did not compare the entrepreneurial attitudes of higher institutions students
who have taken and who have not taken entrepreneurship course, that the study filled the gap of
the importance of entrepreneurship course.
As entrepreneurship education is essential NGUC is offering entrepreneurship course for some
departments and not offering the course for some other departments that, recommending the
university college after assessing the course’s effect can solve the problem.
Therefore, the study aimed at assessing factors that affect attitudes of college students towards
entrepreneurship with the aim of probing college students’ attitudes towards entrepreneurship
with special reference of the students of New Generation University College Nekemte campus.

4
1.3. Research Questions
The research aimed at answering the following research questions:
1. What is attitude of New Generation University College students’ towards
entrepreneurship?
2. What demographic factors affect attitudes of students towards entrepreneurship?
3. What intrinsic factors affect attitudes of students towards entrepreneurship?
4. What extrinsic factors affect attitudes of students towards entrepreneurship?
5. What difference does entrepreneurship education bring on students attitude?
1.4. Objectives of the Study
1.4.1. General Objective
The general objective of the project is to assess factors that affect the attitudes of New
Generation University College students towards entrepreneurship.
1.4.2. Specific Objectives
The specific objectives of the study are:-
1. To identify attitude of New Generation University College students’ towards
entrepreneurship?
2. To identify the effects of demographic factors on attitude of students towards
entrepreneurship.
3. To examine the effect of intrinsic factors students’ entrepreneurial attitudes.
4. To identify the effect of on students’ attitudes towards entrepreneurship.
5. To evaluate the attitudinal difference towards entrepreneurship between students who
have taken and who have not taken entrepreneurship course.

5
1.5. Scope of the Study
The study covered all regular degree program students of New Generation University College of
Nekemte campus, those who were studying in different departments of the university college in
2012/2013 academic year. These students were those students in the same degree level of
education even though their batches were not all the same and whose work was education in full
time basis. The study was also focused on assessment of factors affecting attitudes of students
towards entrepreneurship based up on the demographic factors like; gender, family background,
department and batch, intrinsic factors like; locus of control, personality traits and curiosity, and
the extrinsic factors like; role models, previous entrepreneurial experiences and entrepreneurship
education; and the attitudinal difference towards entrepreneurship among students who have
taken and who have not taken entrepreneurship course that, other areas of the subject under study
were not included in the study.
1.6. Significance of the Study
The study identified attitudes of NGUC students towards entrepreneurship and the factors that
positively or negatively affect students’ attitude towards entrepreneurship that, it can direct those
concerned bodies to design different methodologies in order to develop the students’ attitude
towards entrepreneurship by giving valuable orientation or training especially for those who are
graduating from higher institutions. The study will also help the university college to design the
better way of offering the course in which it can bring significant attitudinal change on the
learners, and it will help other researchers as a source document for further study.
1.7. Limitations of the Study
The study has its own limitations. First financial limitation has its own impact in limiting the
scope of the project. Had resources been adequate, the researcher would have covered a wider
scope than what the project covered. Also there was lack of time since the project was
undertaken in short period of time. Items of the study were close-ended items that the
respondents did not get a chance to write their feelings.
The study focused on demographic factors like gender, family background, department and
batch, intrinsic factors like locus of control, personality traits, curiosity, and extrinsic factors like

6
role model educational support and previous experience that, these factors collectively affect
attitude of students towards entrepreneurship by only 45.3% that, the study may ignore some
important factors that can affect attitude of students towards entrepreneurship by 54.7%. The
study shows there were attitudinal difference among students of different departments but does
not address the sources of these differences. In addition, the finding of the study shows that
educational support has moderate correlation with attitude of students towards entrepreneurship
but there was no significant attitudinal difference between students who have taken and who
have not taken entrepreneurship course that, the study did not indicate the reason behind. So, it
needs other studies to fill these gaps.
1.8. Organization of the Study
The paper is organized in to five chapters. The first chapter contains the introductory part which
deals with background of the study, statement of the problem, research questions, and objectives
of the study, significance of the study scope of the study and limitations of the study. The
second chapter deals about review of related literatures. The third chapter deals with research
methodology where as the fourth chapter contains data analysis and discussion. The fifth chapter
deals with summary, conclusions and recommendations of the study.

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CHAPTER TWO
LITERATURE REARVIEW
2.1. Theoretical Review
Considering entrepreneurship as a state of mind, any person can think and act in an
entrepreneurial manner. Developing entrepreneurial capacities has special importance for
creating innovation stabilizing comparative advantage in economics of the world and
entrepreneurship has drawn special attention on the aspect of job making and business creation
(Kazemi and Madandar, 2012).
According to Theory of Planned Behavior (TPB), being an entrepreneur depends on personal
attitude towards entrepreneurship (Ajzen, 1991; Bizri et al., 2012). Attitude can be defined as a
learned tendency to evaluate things in a certain way; that include evaluations of people, issues,
objects or events (Goel et al., 2006). The more favorable the attitude toward the behavior the
stronger will be an individual’s attitude towards entrepreneurship (Ajzen, 1991).
2.1.1. Effects of Demographic Factors on Attitude
Researches show that demographic factors such as gender, department, batch and family
background can affect attitude of students towards entrepreneurship.
2.1.1.1. Gender
According to the findings of Ghazali et al. (2013), gender profiles did not have a significant
effect on the entrepreneurial attitude. In support of this idea, Kazemi and Madandar (2012)
indicate that gender has no effect on entrepreneurship attitude. On the other hand, Laspita et al
(2006) identified that, males have more positive attitude towards entrepreneurship than females.
A number of studies suggest that gender differences do occur in inclination towards
entrepreneurship. In particular, much research has shown that males are more likely to have their
own venture compared to females that they were found to possess higher entrepreneurial attitude
(Keat et al. 2012).
Studies also examine that males with self-employed parents are more likely to be concerned in
beginning their own business than females with the same family background. It is also

8
investigated that fathers have more influence on their children to become self-employed than
mothers (Keat et al. 2012).
In another finding, the male’s and female’s potential for entrepreneurship is not significantly
different (Bamikole and Ilesanmi 2012). According to Bamikole and Ilesanmi (2012), women
entrepreneurs can only break into what is the old boys’ network and it will appear that female
entrepreneurs have indeed broken into the male network.
2.1.1.2. Department
Regarding the entrepreneurial attitude the finding of Iqbal et al., (2012) states that business
students like accounting, business administration, human resource management and leadership,
cooperative marketing and management have stronger attitude towards entrepreneurship
followed by students of computer science department than other departments.
2.1.1.3. Batch
Regarding batches of students, the finding of Iqbal et al.,(2012) shows that the attitude of last
year students towards entrepreneurship is better than that of first and second year students.
2.1.2. Effects of Intrinsic Factors on Attitude
2.1.2.1. Personality Traits
Personality traits have the ability of constructing attitudes of people’s regularly. These traits
comprise risk taking and achievement motivation (AbdulKadir et al, 2009). Personality trait is
the method that assess entrepreneurial attitude focusing on examination of traits such as
achievement motive and risk taking (Hatten and Ruhland, 2004).
Failure of one’s business can have negative impact on one’s image as an achievement. It affects
one’s self-esteem, self-confidence, and trust. As a result, it affects not only one’s present but also
one’s future entrepreneurial attitude. Because of this it is not surprising that fear of failure is a
significant obstacle to entrepreneurship (Bizri et al., 2012).
Maslow theory classifies security as the second basic need of the individual and individuals need
to feel safe in making choices that risk of loss remains at a lowest amount (Bizri et al., 2012).

9
On the other hand, Herzberg‘s theory shows that the need for safety as a hygiene type need,
which if unsatisfied, will cause the individual to lose motivation and rising negative attitude
towards doing something. This shows that people are generally risk averse, and will want to be
far away from risky activities and this contradicts with the inherent quality of the entrepreneur
which is a risk taker as reasonable risk takers are successful entrepreneurs (Bizri et al., 2012).
Such contradictory evidence makes risk aversion a controversial variable that may either hinder
or contribute to entrepreneurship (Bizri et al., 2012). Risk aversion results in fear of failure, and
fear of failure affects self-esteem, self-confidence, and trust of an individual towards
entrepreneurship. As a result, it prevents individuals from developing positive attitude towards
having their own ventures (Bizri et al., 2012).
Of the many personality traits linked with entrepreneurs, achievement motive is well recognized
as a significant entrepreneurial trait. The need for achievement is based on expectations of doing
something better than anybody and a process of striving for excellence. And founders of business
have higher level of it which is important for business growth (Rasheed, 2000).
2.1.2.2. Curiosity
Curiosity has the ability of constructing attitude of people regularly that affects attitude towards
entrepreneurship positively (AbdulKadir et al, 2009). Attitude towards entrepreneurship is
examined focusing on examination of interest or curiosity of individuals to do something that
may increase his/her motivation like an interest of being a boss of himself/herself can increase
their attitude towards entrepreneurship (Hatten and Ruhland, 2004).
2.1.2.3. Locus of Control
The concept of locus of control refers to a generalized belief that a person can or cannot control
his/her own fate (AbdulKadir et al, 2009). Individuals with an internal locus of control considers
that they are capable to control life events, while individuals with external locus of control feel
that life events are the consequence of external elements, such as chance, luck or fate and other
individuals affect their performance across range of activities (Ullah et al, 2012). Locus of
control indicates the degree to which an individual feels responsibility for success or failure in
his/her life as opposed to feeling that external agents, like luck, is in control (Bamikole and
Ilesanmi, 2012). People with internal locus of control consider that they are able to control life

10
events and struggle for success, while people with external locus of control feel that life events
are the results of external elements, such as chance, luck or fate that other individual can affect
their performance across range of activities (Ullah et al, 2012).
Regarding the advantage of internal locus of control, Hatten and Ruhland (2004), stated that
students who have an internal locus of control will develop a more positive attitude towards
entrepreneurship than students who do not possess an internal locus of control. According to the
findings of Hatten and Ruhland (2004), the changes in attitude were all found to be in the
positive direction from locus of control.
Internal locus of control and higher self-confidence, may result in students taking more
responsibility for what happens to them, and reduce their attitude to participate in socially
unwanted behavior (Rasheed, 2000). For many individuals who seek for independence
entrepreneurship is linked with liberty from unhappiness of unemployment and recognition that
self-employment offered the only way out they could (Kalyani and Kumar, 2011).
2.1.3. Effects of Extrinsic factors on Attitude
2.1.3.1. Entrepreneurship Education
Entrepreneurship education is an important component of education given that an incentive for
individuals making career choices to consider self-employment to increase new venture creation
and economic growth (McStay, 2008). It has a great potential to develop self-employment
attitude of students, and it results in creating more jobs and achieving sustainable employment
over time (Hosseini et al, 2011).
The objectives of entrepreneurship education are changing students’ attitudes that make them to
understand entrepreneurship to become an entrepreneur that finally resulted in the formation of
new businesses as well as new job opportunities (Keat et al, 2011). An important component of
entrepreneurship education is providing a stimulus for individuals making career choices to
consider self-employment (McStay, 2008).
Entrepreneurship education is recognized as one of the vital determinants that can play a vital
role in influence students’ career decisions (Keat et al, 2011). There is a positive relation
between entrepreneurship education and entrepreneurial attitude (Lee and Wong cited in Laspita

11
et al, 2006). On the other hand, according to the findings of Laspita et al. (2006),
entrepreneurship courses did not bring significant differences in students’ attitudes towards
entrepreneurship.
The finding of Manuere et al (2013) reviled that, entrepreneurship education is vital in changing
the attitude of students towards entrepreneurship. Entrepreneurship education has been
recognized as an important component of human capital development by positively influencing
their entrepreneurial orientation ( Manuere et al,2013) . The finding of Ullah et al (2012) reviled
that; educated entrepreneurs have more ability of operating their enterprise with higher
entrepreneurial orientation than non-educated entrepreneurs.
2.1.3.2. Previous Entrepreneurial Experience
Researches show that an individual’s past business experience influences his/her decision
making and business performance (McStay, 2008; Keat et al., 2012 ).One of the reasons why
individuals become entrepreneurs have connection with their previous experience of business
(McStay, 2008). Individuals’ belief about a career is influenced by their interpretation of past
experiences and those experiences therefore influence attitudes of individuals toward
entrepreneurship (Carr and Sequeira, 2007).
Successful entrepreneurs may have acquired necessary knowledge and skills to succeed in the
ventures that they are already familiar with and would be able to capitalize on their experience in
new ventures and they tend to have higher attitude towards self-employment (Keat et al., 2012).
2.1.3.3. Role models
The role models have great effects and vital influences in changing the attitude of individuals
towards entrepreneurship and in determining entrepreneurial careers as they would provide the
useful business-related information, guidance as well as moral supports (Keat et al, 2011).
Having to see successful persons in business, an individual would have the wish to imitate in
order to become a successful person in business that results in influencing attitudes’ towards
entrepreneurship (Keat et al, 2011; McStay, 2008). Role models can affect graduates’
entrepreneurial attitudes and thus previous exposure to role models is an important area to

12
investigate further in relation to an individual’s attitudes towards entrepreneurship (Matlay in
McStay, 2008).
Laspita et al. (2006) identified that, having a close self-employed relative as a role model have a
positive influence on attitude towards self-employment and the numbers of entrepreneurial
friends were positively related to entrepreneurial decision. According to the findings of Burger,
L. et al. (2005), the presence of a business role model in the lives of students lead to have
positive entrepreneurial attitude.
2.1.3.4. Family Background
A significant variable for would be entrepreneurs is the background of the family they come
from. Family background provides those would be entrepreneurs with an early social network for
the potential entrepreneur to learn the social and cultural norms of a business (Vardhan and Biju,
2012).
Family background has been found to be the most important factor that affects building of
attitude towards entrepreneurship. Early communication received by an individual from the
family’s occupational background would impact career choices by inducing individuals to
choose a career in which they are viewed positively and impact the attitudes of individuals
towards entrepreneurship (Getinet, 2003; Keat et al,2011). Attitude towards entrepreneurship of
individuals coming from business making and business occupation family background were
found to be more positive. It is possible that people from business occupational background have
a better exposure to entrepreneurial efforts as they may be aware of the challenges of starting
their own enterprise (Keat et al, 2011; Getinet, 2003).
The findings of Laspita et al. (2006) shows that, family back grounds have partial influence on
entrepreneurial attitude that the father has significant attitude towards the student’s
entrepreneurial attitude.
For individuals with prior exposure to family business, their previous experiences are filtered
through the individual's perception of themselves based upon the reflected appraisal of
significant others in the context of self-employment. Entrepreneurial behavior that is positively
and immediately supported is an important and necessary requirement for a new

13
Venture creation. An individual who is without experience and whose family is not supportive
can become discouraged and ultimately not continue with starting a business (Keat et al. 2012).
Various studies described that it is not easy to set up a business for the first generation
entrepreneurs, but majority of the entrepreneurs set up their business if they already have a
family background (Ullah, H. et al, 2012).
2.2. Review of Empirical Study
Studies show that the attitudes of individuals towards entrepreneurship depend on the
effectiveness of entrepreneurship education that, its role in influencing an individual’s decision
to become an entrepreneur is high (Keat et al, 2011; McStay, 2008).
Persons having needs for achievement motivation, are those individuals who want to solve their
problems themselves, perceive end and make struggle to achieve end, express best performance
and innovative that looking for new and improved ways to get better output (Ullah, et al, 2012).
The findings of Bamikole and Ilesanmi (2012), correlation between locus of control and
entrepreneurial ability was not significant. Entrepreneurs had an internal locus of control which
may have been a better way to identify potential entrepreneurs than achievement motivation
(Hatten and Ruhland, 2004).
For the Correlation of gender and locus of control the findings of Bamikole and Ilesanmi (2012),
indicates that male and female do not considerably differ in locus of control and in carrying out
entrepreneur act that in turn affect entrepreneurial attitude.
Regarding family background, research has been suggested students from families of business
background have positive attitude towards entrepreneurship (Keat et al, 2011). On the other
hand, findings have shown that having a self-occupied or business owner parents have no effect
on students entrepreneurial attitudes.
For the importance of past experience of students, studies have shown that individuals’ past
business experience influence their decision making and business performance in either a
positive or a negative way (McStay, 2008).

14
As indicated in the findings of AbdulKadir et al (2009), traits like risk taking, achievement
motivation (which are personality traits), curiosity and locus of control affect the attitude of
individuals towards entrepreneurship positively. Personality, gender and having a close self-
employed relative altogether have a strong positive relation to attitude on self-employment (Sing
and DeNoble cited in Laspita et al, 2006). In this context, Chen cited in Laspita et al (2006)
states that students who have entrepreneurial friends and relatives and who have taken
entrepreneurship courses were positively related to entrepreneurial attitude and that male
students expressed stronger attitude toward becoming an entrepreneur than female students did.
In the reverse, findings of Kazemi and Madandar (2012) concluded that gender has no effect on
entrepreneurship attitude and there is no attitudinal difference towards entrepreneurship among
both sexes.
Regarding the effect of entrepreneurship education on attitude towards entrepreneurship, the
finding of Laspita et al. (2006) says that entrepreneurship courses did not bring significant
differences in students’ attitudes towards entrepreneurship. On the other hand, the findings of
Rasheed (2000) indicate that students who have taken entrepreneurship course have higher
attitude towards entrepreneurship than those who have not taken the course. Related to this the
finding of Raposo and Paço (2011) also indicates that entrepreneurship education influences the
attitudes of students towards future career choice.
2.3. The Conceptual Frame Work
The dependent variable in this research is attitude towards entrepreneurship. Attitude can be
defined as a learned tendency to evaluate things in a certain way. The independent variables
employed in this framework are demographic factors like; gender, department, batch and family
background, intrinsic factors such as; personal traits, curiosity and locus of control, and extrinsic
factors like ; role models, previous experience, educational support, previous experience,
(AbdulKadir et al , 2009).
To test the effects these factors on attitude towards entrepreneurship, on the bases of the models
made by Gelderen, et al (2008), Ghazali et al., (2012) and AbdulKadir, et al , (2009) the
following illustration will be made to examine the effects of each factors.

15
Figure1. Factors that affect attitudes towards entrepreneurship
Source: AbdulKadir, et al, (2009)
DEMOGRAPHIC FACTORS
 Gender
 Department
 Batch
INTRINSIC FACTORS
 Personality Traits
 Curiosity
 Locus of Control
ATTITUDE TOWARDS
ENTREPRENEURSHIP
EXTRINSIC FACTORS
 Role Model
 Previous Experience
 Entrepreneurship Course
 Family Background


16
CHAPTER THREE
RESEARCH METHODOLOGY
3.1. Description of Study Area
The study was conducted on students of New Generation University College Nekemte campus
found 328 KMs to west from Addis Ababa, the capital city of the country, in Nekemte town. The
University College is one of the private institutions that, in the campus it is teaching students in
degree and TVET level in the campus. In the degree level, there are nine departments namely;
Accounting, Business Administration, Human Resource Management and Leadership,
Cooperatives Marketing and Management, Sociology and Social Anthropology, Management
Information Science (MIS), Computer Science, Bachelor Science Nursing and Health Officer.
3.2. Study Design
A descriptive study design with regression model was employed in the study to identify attitude
of college students towards entrepreneurship and to assess the key factors that affect attitudes of
students towards entrepreneurship. This design enabled the researcher to describe different
factors that affect attitudes of college students towards entrepreneurship.
3.3. Target Population
The population of the study was all degree regular students attending their education in New
Generation University College, Nekemte campus in the academic year 2012/2013. These
students were selected for they were learning in the same level of degree program and their full
time work was education. In addition, the entrepreneurship course was given for some
departments and not given for some other departments in the degree program. So, based on the
objective of the study, in order to see the difference between students learning in the same level
and to test attitudinal difference among those who have taken and who have not taken
entrepreneurship course, the study focused only on regular degree students. Accordingly, the
total population of the study was 958 from all nine departments of all batches.

17
3.4. Sampling Procedures and Techniques
To get a reasonable sample size from the target population with the possible maximum sample
size in 95% confidence level, the sample size determination formula suggested by Kerjcie and
Morgan (1970) was used to select a sample of 274 respondents using the following formula:
s= X2 NP (1-P)
d2 (N-1) + X2P (1-P)
Where:
s= required sample size
X2 = the table value of chi-square for 1 degree of freedom at the desired confidence level which
is 3.841.
N= the population size.
P= the population proportion which was assumed to be 0.50 to provide maximum sample size.
d= the degree of accuracy expressed as a proportion which was 0.05.
Based on the given formula the sample size was:
s= 3.841*958*0.5 (1-0.5) = 919.9195 = 274
0.05*0.05 (958-1) + 3.841*0.5 (1-0.5) 3.35275
So, to get a reasonable sample size and more accurate representation among different strata of
departments, batches and genders, and to give equal opportunity (chance) for all the population
to be included in the sample, a proportional stratified convenience sampling technique was used
to select sample students. Thus from each stratum 28.60% (274* 100/958 = 28.60%) of
respondents was selected by convenience and 274(28.60% of 958) student respondents was
included in the study. Therefore, the sample size was proportionate for departments, batches and
genders. The samples selected from each stratum were indicated as follows:

18
Table3.1: Population of the Sample Respondents by Gender, Batch and Department.
Source: New Generation University College (Nekemte Campus) Registrar Office
Among these departments; Accounting, Business Administration, Cooperative Marketing and
Management, Human Resource Management and Leadership, Computer Science and
Management Information Science departments were giving the course entrepreneurship in
No Department Sex
Batches (Year Level) Sample (28.60%)
1st 2nd 3rd Total 1st 2nd 3rd Total
1 Accounting
M 51 67 77 195 15 19 22 56
F 101 82 78 261 29 23 22 74
T 152 149 155 456 43 43 44 130
2 Bachelor Science Nursing
M 6 2 6 14 1 1 2 4
F 16 4 2 22 4 1 1 6
T 22 6 8 36 6 2 2 10
3 Business Administration
M 11 12 8 31 3 3 3 9
F 21 13 22 56 6 4 6 16
T 32 25 30 87 9 7 9 25
4 Computer Science
M 20 16 11 47 5 5 4 14
F 28 12 27 67 8 3 8 19
T 48 28 38 114 14 8 11 33
5
Cooperatives Marketing and
Management
M 7 2 9 2 1 3
F 2 13 15 1 3 4
T 9 15 24 3 4 7
6 Health Officer
M 29 15 44 8 5 13
F 26 9 35 7 3 10
T 55 24 79 15 8 23
7
Human Resource
Management and
Leadership
M 9 9 3 3
F 16 16 4 4
T 25 25 7 7
8
Management Information
System
M 7 4 10 21 2 1 3 6
F 5 6 16 27 1 2 5 8
T 12 10 26 48 3 3 8 14
9
Sociology and Social
Anthropology
M 13 37 50 4 10 14
F 13 26 39 4 7 11
T 26 63 89 8 17 25
Total 321 277 360 958 92 79 103 274

19
different batches, and the departments of Bachelor Science Nursing, Health Officer, and
Sociology and Social Anthropology were not giving the course at all.
Among 274 respondents, 271 (98.91%) of them properly filled in and returned the questionnaire.
From those 271 respondents, 179 (66.1%) of them have taken the entrepreneurship course and
the remaining 92 (33.9%) respondents have not taken the course.
3.5. Types and Sources of Data
In order to get all the necessary information on the subject under study, both primary and
secondary sources of data were used. The primary data were collected from the student
respondents through questionnaire and the secondary data were collected from different
publications, journals, articles, books and other online materials.
3.6. Data Collection Techniques
In order to answer the research questions raised, a structured questionnaire adapted from various
sources with different items was prepared. The questionnaire was used with the objective of
gathering information on students’ attitude towards entrepreneurship and factor that affect
students’ attitude towards entrepreneurship. The questionnaire contained closed-ended items.
The items that ask about the demographic profile of the respondents and that asks about their
background were designed in a closed ended format and those items that focus on attitudes of
students towards entrepreneurship and factors affecting the attitudes of students towards
entrepreneurship were designed using Likert scale ranged from ‘strongly agree’ to ‘strongly
disagree’. That is, (5) strongly agree, (4) agree, (3) indifferent, (2) disagree, and (1) strongly
disagree.
To measure the reliability of the items, pilot study was done with a sample of 18 respondents
(randomly 2 respondents from each department). After pilot study some items which had less
contribution to the total correlation with the subject under study were eliminated and some others
which need modification were modified. Finally, the scale was found to be reliable with
Cronbach alpha 0.85, 0.79, 0.72, 0.86, 0.84, 0.69, 0.71and 0.78 for Attitude, Locus of control,
Personality traits, Curiosity, Role model, Educational Support, Family Background, and Previous
Experience respectively. In addition, the questionnaire was checked for grammar and other
spelling errors using language and measurement professionals.

20
3.7. Method of Data Analysis
The data was summarized by using Excel and was transferred to SPSS of version 16.0 and
analyzed using descriptive statistics such as percentage, mean and standard deviation and
referential statistics like regression, correlation and ANOVA. To identify the correlation of
independent variables with the dependent variable, correlation was used, to see the rank of their
combined and relative contribution of each independent variable to attitude towards
entrepreneurship, regression was employed.
Finally, all the analyses were followed by the necessary interpretations and discussions so as to
achieve the desired goals.

21
CHAPTER FOUR
RESULTS AND DISCUSSION
The data gathered from the study were presented and analyzed in this chapter. Based up on the
objectives of the project, a questionnaire that contains 54 questions was distributed to 274
respondents and 271 (98.91%) of them properly filled in and replied the questionnaire.
Therefore, based up on the responses of 271 respondents, the results of the study are presented
and discussed below.
4.1. Background Information of Respondents
Background information includes the respondents’ genders, batches, departments, and those who
have taken and who have not taken entrepreneurship course.
Table4.1: Distribution of Respondents by Gender and Batch
No Variable
Frequency Percent
1 Gender Male
118 43.5%
Female
153 56.5%
Total
271 100%
2 Batch (Year of
Study)
First Year 90 33.2%
Second Year 79 29.2%
Third Year 102 37.6%
Total 271 100 %
Source: Questionnaire Survey, 2013.
As indicated in the table4.1, majority of the respondents were females (56.5%) compared to
males (43.5%). This shows that more female students than males were participated in the study.
Regarding the batch of study of the respondents, table4.1 shows that, 90 (33.2%) of them were
first year students, 79 (29.2%) of them were second year students and 102 (37.6%) of them were
third year students. From this we can say that the respondents were more or less proportionally
distributed among different batches.

22
Table4.2: Distribution of Respondents by Taken or Not Taken Course
Frequency Percent
Respondents who have taken or not
taken entrepreneurship course. Taken 179 66.1%
Not Taken 92 33.9%
Total 271 100%
Source: Questionnaire Survey, 2013
As shown in table 4.2 above, 179 (66.1%) of the respondents reported that they have taken the
entrepreneurship course and the remaining 92(33.9%) of them reported that they have not taken
the course. This shows that, most students of New Generation University College have taken
entrepreneurship course.
Table4.3: Distribution of Respondents by Department
No Department Frequency Percent
1 Accounting 129 47.6
2 Business Administration 25 9.2
3 Computer Science 33 12.2
4 Sociology and Social Anthropology 25 9.2
5 BSC Nursing 9 3.3
6 Health Officer 22 8.1
7 Cooperatives Marketing and Management 7 2.6
8 Management Information System 14 5.2
9 Human Resource Management and Leadership 7 2.6
Total 271 100
Source: Questionnaire Survey, 2013
As indicated in table 4.2, 129 (47.6%) of the respondents were from accounting department, 33
(12.2%) of them were from computer science department, 25 (9.2%) respondents were from each
of both business Administration, and sociology and social administration departments and
14(5.2%) of the respondents were from management information system department. The least
number of respondents were participated in the study from cooperative marketing and
management, and from human resource management and leadership departments in which each
of the two departments contains 7(2.6%) respondents. From this one can say that the majority of
the respondents were from accounting department.

23
4.2. Attitude of the Students towards Entrepreneurship
The attitude of respondents towards entrepreneurship is computed using twelve (12) items asked
to all respondents. The items and the number and percentage of the respondents for each items
based up on strongly agree and agree, indifferent, and strongly disagree and agree are indicated
in the following table.
Table4.4: Attitude of Respondents towards Entrepreneurship
No Question Strongly
Agree
and
Agree Indifferent
Disagree
and
Strongly
Disagree
No % No % No %
1 A career as entrepreneur is attractive for me. 228 84.1 17 6.3 26 9.6
2 Being an entrepreneur implies more
advantages than disadvantages to me. 192 70.8 23 8.5 55 20.3
3 Entrepreneurs are able to take risks. 171 63.1 29 11 70 25.8
4 Entrepreneurs are very innovative. 31 11.4 38 14 200 73.8
5 Entrepreneurs create jobs. 228 84.1 21 7.7 22 8.1
6 Entrepreneurs earn a lot of money. 189 69.7 30 11 49 18.1
7 Entrepreneurs employee many un employed
individuals 180 66.4 31 11 57 21
8 Entrepreneurs help the economic
development of the country. 209 77.1 23 8.5 35 12.9
9 I am likely to make more money running my
own business than working for others. 174 64.2 33 12 63 23.2
10 I feel that the risks associated with business
are acceptable. 177 65.3 29 11 55 20.3
11 I prefer self-employment rather than working
as an employee in a secured work 181 66.8 36 13 54 19.9
12 I prefer to have my own successful business
than to be employed in a well paid job. 197 72.7 29 11 45 16.6
Source: Questionnaire Survey, 2013.
As indicated in the table above, 66.3% of the respondents were at least agreed and showed
positive attitudes towards entrepreneurship. On the other hand 22.47% of them have no positive
attitude towards entrepreneurship. The remaining 11.23% of the respondents were neutral in their
attitude towards entrepreneurship.

24
When we see the first three variables on which the respondents have great positive attitude
towards entrepreneurship, 84 % of the University College students had positive attitude of
accepting entrepreneurs as job creators, 84% of them recognize entrepreneurship as a career and
77% of them accepted that entrepreneurs as those who can enhance the economic development
of the country.
From these we can say that attitude of New Generation University College students towards
entrepreneurship is positive and especially they believe that entrepreneurs are job creators,
entrepreneurship is a career and entrepreneurs can enhance the economic development of the
country. So, working on these three variables can bring a positive change on attitude of students
towards entrepreneurship. This result is consistent with the findings of Ali et.al. (2011) and Iqbal
et al. (2012) that identified students show positive attitude towards entrepreneurship.
4.3. Effects Demographic Factors on Entrepreneurial Attitude
In this section the effects of demographic factors like gender, department and batch of the
students are computed as indicated below.
Table4.5: Difference in Attitude as a Function of Gender
Sum of Squares df Mean Square F
Between Groups 44.257 1 44.257
.934Within Groups 12743.227 269 47.373
Total 12787.483 270
p>.05
Source: SPSS Output of Questionnaire Survey, 2013.
As can be seen in table 4.5, there was no significant gender difference in attitude between male
and female respondents (F=0.934, p>0.05).This shows that there is no attitudinal difference
towards entreprenurship between male and female students. Therefore, being male or female
does not affect attitude of students towards entrepreneurship.
This result is consistent with the findings of Ghazali et al. (2013), Bamikole and Ilesanmi (2012),
and Kazemi and Madandar (2012), which indicate gender has no effect on attitude towards

25
entrepreneurship. In contrast with the result, Keat et al. (2012) indicated that males show more
positive attitude to be self-employed than females. The finding of Ali et al., (2011), also shows
that gender has significant effect on attitude towards entrepreneurship.
Table 4.6: Difference in Attitude as a Function of Batch
Between Groups 161.335 2 80.667
1.712Within Groups 12626.149 268 47.112
Total 12787.483 270
p>.05
As indicated in table 4.6, the result indicates that there was no significant attitudinal difference
among students of different batches (F=1.71, p>0.05). That is, being first, second or third year
student does not bring attitudinal difference on attitude of students towards entrepreneurship.
This finding contradicts with the findings of Iqbal et al., (2012) which shows that the attitude of
last year students towards entrepreneurship is better than that of first and second year students.
Table 4.7: Difference in Attitude as a Function of Department
Between Groups 1102.615 8 137.827
3.090*Within Groups 11684.868 262 44.599
Total 12787.483 270
P<0.05
The result of table 4.7 above shows that, there is significant attitudinal difference among students
of different departments (F=3.090, p<0.05). From this we can understand that, the department of
the student has significant effect on his/her attitude towards entrepreneurship. That is, students of
different departments have different attitude towards entrepreneurship.

26
Table 4.8: Multiple Comparison of Attitude by Departments
(I) Department (J) Department Mean
Difference
(I-J)
Accounting
Business Administration 3.42605*
Computer Science 2.91332*
Bachelor Science Nursing 4.96382*
Cooperatives Marketing &Management -6.38538*
Business
Administration
Sociology and Social Anthropology -3.76000*
Computer Science Cooperatives Marketing &Management -9.29870*
Sociology and Social
Anthropology
Bachelor Science Nursing 5.29778*
Bachelor Science
Nursing
Human Resource Management & Leadership -7.06349*
Health Officer Cooperatives Marketing &Management -7.57143*
*. The mean difference is significant at the 0.05 level.
Based up on the result of table 4.7, table 4.8 compares the attitudinal difference of students of
different departments. As the table indicates, students in accounting department shows positive
mean difference when compared with the students in the departments of business administration
(Mdf=3.42605), computer science (Mdf=2.91332) and bachelor science nursing (Mdf=4.96382).
The comparison of the students in the department of business administration with students of
other departments shows negative mean difference with the departments of sociology and social
anthropology (Mdf= -3.76000) and cooperatives marketing and management (Mdf=-9.81143)
which means the mean of business administration is less than the means of the other
departments.
When we compare the students in the department of computer science with the students of other
departments, it has significant difference with the department of cooperative marketing and
management (Mdf=-9.29870) showing that the mean of computer science is less than that of
cooperative marketing and management.

27
Attitude of students in the department of sociology and social anthropology is more significantly
positive than that of students in department of bachelor science nursing (Mdf= 5.29778) and
negative than that of students in department of cooperative marketing and management
indicating that the mean of cooperative marketing and management is greater than that of
sociology and social anthropology (Mdf= -6.05143).
Attitude of students in the department of bachelor science nursing is not significant when
compared with the attitude of students in the department of cooperative marketing and
management (Mdf= -11.34921). Also when we compare the attitude of bachelor nursing students
with attitude of students in the department of human resource management and leadership the
mean of students in the department of bachelor science nursing is small (Mdf= -7.06349) having
negative mean difference.
Attitude of students in the department of health officer is significant with cooperative marketing
and management (Mdf= -6.70000) with negative mean difference showing the mean of health
officer department is less than that of cooperative marketing and management.
From these we can understand that, cooperative marketing and leadership is the highest
department in which the students bring attitudinal change towards entrepreneurship having
Mdf=11.34921, 9.81143, 7.57143and 6.38538 with bachelor science nursing, business
administration, health officer and accounting departments respectively. The second significant
department is accounting followed by human resource management and leadership, and
sociology and social anthropology departments.
The department in which students show low attitude towards entrepreneurship is the department
of bachelor science nursing showing all negative values when compared to other departments
and even showing Mdf= -11.34921when compared to department of cooperative marketing and
management.
In this regard, Iqbal et al., (2012) states that business students like accounting, business
administration, human resource management and leadership, cooperative marketing and
management have stronger attitude towards entrepreneurship followed by students of computer
science department than other departments. But the finding of current research shows that
students in the departments of cooperative marketing and management, and accounting show
stronger attitude from business students and students of sociology and social anthropology,
which is not from business, show great positive attitude towards entrepreneurship.

28
4.4. Effects of Independent Variables on Attitude towards
Table4.9: Inter-correlations of the Variables
X1 X2 X3 X4 X5 X6 X7 X8
Attitude (X1) - - - - - - - -
Role Model(X2) .401** - - - - - - -
Previous Experience (X3) .269** .303** - - - - - --
Curiosity (X4) .510** .448** .255** - - - - -
Locus of Control(X5) .551** .385** .264** .521** - - - -
Family Background(X6) .211** .163** .158** 0.113 .197** - - -
Educational Support(X7) .350** .301**
.170** .312** .313**
.130* -
Personality Traits(X8)
.533** .474** .247** .456** .566** .122* .361** -
**. Correlation is significant at the 0.01 level; *. Correlation is significant at the 0.05 level
To determine the relationship between the dependent variable and independent variables,
bivariate correlations were computed. Table 4.8 shows inter-correlations among predictor
variable and dependent variable. The results indicate that, attitude is positively related with
Locus of control, Personality Traits , Curiosity , Role Model, Educational Support, Previous
Experience, and Background of students. This shows that all the independent variables are
positively related to the dependent variable.
Even though all the factors have positive correlation with attitude towards entrepreneurship,
Locus of control (r=.551), Personality Traits (r=.533), Curiosity (r=.510), Role Model (r=.401)
and Educational Support (r=.350) have moderate correlation with attitude towards
entrepreneurship, and Previous Experience (r=.269) and Family Entrepreneurial Background
(r=.211) have weak correlation with attitude towards entrepreneurship.

29
4.5. Contributions of Independent Variables on Attitude of students
Multiple regression analyses were employed to examine the effect of independent variables on
attitude of students.
Table 4.10: Multiple Regression Analysis of Independent Variables on Attitude
Variables B
Std.
Error t
R2 F(7, 263)
Constant 10.334 2.973 3.477*
.453 21.566
Gender -1.106 0.657 -1.683
Batch 0.438 0.38 1.153
Department 0.154 0.138 1.11
Locus of control 0.278 0.072 3.87*
Curiosity 0.387 0.104 3.728*
Personality traits 0.242 0.07 3.446*
Role Model 0.135 0.204 0.662
Educational support 0.33 0.144 2.296
Previous experience 0.196 0.161 1.214
Family Background 0.375 0.209 1.792
* P<.01
The results of multiple regression analyses indicate that, Gender, Batch, Department, Locus of
Control, Personality Traits, Curiosity, Role Model, Educational Support, Previous Experience,
and Family Background of students collectively accounted for a significant proportion of
variance in students’ attitude by 45.3%. This proportion of variance was statistically significant
(F=21.566, p<0.01).
In order to see the relative contribution of each independent variable, it is important to evaluate
the variables which have significant contribution with students attitude score.
As indicated in table 4.10, there was statistically significant relation between Locus of control
and attitude score (t=3.87, p<.01), Personality Traits and attitude score (t= 3.446, p<.01), and
Curiosity and attitudinal score (t=3.446, p<.01).

30
Table 4.11: Stepwise Regression Analysis of Independent Variables on Attitude
Steps F R2 df1 df2 ∆R2
Locus of Control 117.466 0.304 1 269 -
Personality Traits 80.691 0.376 2 268 0.072
Curiosity 63.918 0.418 3 267 0.042
As shown in table 4.11, Locus of Control alone explained about 30.4% variance in attitude score.
The second independent variable, which was entered in the second step increase the coefficient
of determination to 37.6% (change in R2 is 7.2%). The third independent variable increases the
coefficient of determination to 41.8% (change in R2 is 4.2%).
From these we can say that locus of control have high contribution in changing attitude of
students towards entrepreneurship followed by personality traits and curiosity.
4.6. Difference in Attitude as a Function of Entrepreneurship Course
To see the attitudinal difference between students who have taken and who have not taken
entrepreneurship course; mean, standard deviation and t-test were computed as indicated in the
table 4.12 below.
Table 4.12: Attitude as a Function of Entrepreneurship Course.
Variable B Std. Error t R2 F(1,269)
Constant 44.403 1.521 29.189
I have taken
Entrepreneurship course 1.282 0.881 1.455 0.008 2.116
p>0.05
The result of multiple regression shows that there was no significant difference among students
who have taken and who have not taken entrepreneurship course (t=1.455, p>0.05).
This shows that taking an entrepreneurship course does not bring any attitudinal difference on the
students attitude.
This result is consistent with the finding of Laspita et al. (2006), On the other hand, the result
contradicts with the findings of Rasheed (2000) and Raposo and Paço (2011) which indicates
entrepreneurship education influences the attitudes of students towards future career choice.

31
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1. Summary
In order to fill the gap of offering entrepreneurship course for students of some departments and
not offering the course for students of other departments, and to identify the factors that affect
attitude of students towards entrepreneurship, the study was focus on assessment of factors
affecting attitude of NGUC students towards entrepreneurship. The main purpose of the study
was to identify factors that positively or negatively affect attitudes of students towards
entrepreneurship. Specifically, it aimed at examining the effect of demographic factors like
gender, department and batch, intrinsic factors like; personality traits, curiosity and locus of
control, and extrinsic factors like; role model, entrepreneurship education, family background
and previous experience on attitude towards entrepreneurship. In addition, it aimed at examining
the attitudinal difference as a function of entrepreneurship course.
The results of the study show that the attitude of NGUC students towards entrepreneurship is
positive. The variables which measure about the students’ attitude in viewing entrepreneurship as
a career, expecting entrepreneurs as job creators and accepting entrepreneurs as those who have
great role in developing the economy of the country have great values in the study. Students of
different gender and batch have no significant attitudinal difference towards entrepreneurship
while students of different departments show attitudinal difference. When we compare each
department, those students learning in the departments of cooperatives marketing and
management, accounting, human resource management and leadership, and sociology and social
anthropology ranked in order have relatively more positive attitude towards entrepreneurship
than other departments. The correlation of the variables with attitude shows that attitude is
significantly and positively related with the intrinsic and extrinsic factors under study. Multiple
correlation of all variables show that they collectively affect attitude of students by 45.3%. The
step wise comparison also shows that locus of control, personality traits and curiosity ranked
respectively in order have high positive effect on attitude of students towards entrepreneurship.
Even though the correlation of educational support and attitude towards entrepreneurship is
positive and moderate (r=.350), the result of regression shows that there was no significant
attitudinal difference among students who have taken and not taken entrepreneurship course.

32
5.2. Conclusions
Based on the results of the study, the researcher comes with the following conclusions:
 The finding of the study shows that, being male or female has no effect on attitude of
students towards entrepreneurship that both male and female students can be treated with
the same treatment.
 As the result shows, being first, second or third year student have no effect on attitude of
students towards entrepreneurship that, working on the students to bring attitudinal
change in accordance of their batches is needed.
 The independent variables like; gender, department, batch, locus of control, personality
traits, curiosity, educational support, role model, family background, and entrepreneurial
experience affect attitude of students towards entrepreneurship by 45.3% only, that the
factors that have 54.7% effect on attitude of students towards entrepreneurship were not
known in the university college.
 Intrinsic factors like locus of control, personality traits and curiosity have high effect on
changing attitude of students towards entrepreneurship. Especially, locus of control alone
can positively affect attitude of students towards entrepreneurship by 30.4% that
programs that can develop the students’ locus of control can bring a great change on
attitude of students towards entrepreneurship.
 Extrinsic factors like role model, educational support, previous entrepreneurial
experience, family background of students collectively affect attitude of students towards
entrepreneurship positively even though, the effects of family background and previous
experience were weak.
 There is significant attitudinal difference among departments and those students in the
departments of cooperatives marketing and management, accounting, human resource
management and leadership, and sociology and social anthropology have relatively more
positive attitude towards entrepreneurship than students in the departments of
management information science, computer science, health officer, and bachelor science
nursing.
 Even though educational support has moderate positive correlation with attitude of
students towards entrepreneurship, giving and not giving entrepreneurship do not bring
significant attitudinal difference.

33
5.3. Recommendations
Based up on the findings of the study the researcher comes with the following recommendations:
 Since students of different batches have no significant attitudinal difference on attitude
towards entrepreneurship, it is better for NGUC if it arrange different programs like
seminars and workshops that can make difference at least in attitude of graduating
students than their juniors.
 Some students have role models, some have family entrepreneurial background and some
others have previous entrepreneurial experience that, the University College should
arrange a program of experience sharing of those who have role models, entrepreneurial
experience, and family entrepreneurial background in order to increase attitude of
students towards entrepreneurship.
 To bring valuable attitudinal change towards entrepreneurship, it is better for the
University College if it work on the intrinsic factors like locus of control, personality
traits and curiosity.
 As locus of control, personality traits, curiosity, educational support, role model, family
background, and entrepreneurial experience affect attitude of students towards
entrepreneurship by 44.2% only, the university college and researchers should search for
some other factors that can affect attitude of students by 55.8%.
 In order to minimize the gap of attitudinal difference among students of different
departments, and to increase the attitude of students in all departments, by identifying
what things make more positive attitude for students in the departments of cooperative
marketing and management, and the department of accounting, t the University College
should prepare an experience sharing programs among students of different departments.
 As educational support has positive correlation with attitude towards entrepreneurship, to
bring attitudinal difference on attitude of students by entrepreneurship course the
university college should see the effectiveness of the curriculum of the course and the
teaching learning methodology, the NGUC should design the course in the way it can
bring a difference on those students who have taken the course.

X
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XIV
Appendix A: Questionnaire
WOLLEGA UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF MANAGEMENT
Questionnaire for Students of NGUC
This questionnaire is aimed at identifying the attitudes of college students towards
entrepreneurship, assessing factors that affect students’ attitudes towards entrepreneurship
and assessing the effect of entrepreneurship education on students’ attitudes towards
entrepreneurship for the fulfillment of the requirements of Masters of Business
Administration (MBA).
Dear student, the success of this research is determined by your genuine, frank and timely
responses. So you are kindly requested to respond to the questionnaire honestly and
responsibly. The information you give in this questionnaire will be used only for the
research purpose and any one cannot extract the information without your permission.
Instructions
i. Put a tick mark () in the box placed in front of the alternative you agree and write
your idea for the open ended items.
ii. No need of writing your name.
Thank you for your cooperation!

XV
A. Personal Profile
Encircle the letter of your choice for the items which have alternatives and write your reply
for the items that are open ended.
1. Gender: a) Male b) Female
2. Year of Study: a) 1 b) 2 c) 3
3. Department ___________________________________
B. Family Background Information
Put a tick mark () for your answer of the corresponding item under ‘‘Agree’’ or
‘‘Disagree’’ on the items.
Items Agree
(2)
Disagree
(1)
1 My father/male guardian is self employed
2 My mother/female guardian is self employed
3 My sister or brother is self employed
4 My spouse is self employed
5 My boyfriend or girlfriend is self employed
6 I have taken entrepreneurship course
7 I have self-employed individuals/entrepreneurs among my
close friends

XVI
C. General Questions
Put a tick mark () to show your level of agreement or disagreement for the following
items based on five scales of measurement. The values for the scales of measurements are:
Key 5 = Strongly Agree (SA) 2 = Disagree (D)
4 = Agree (A) 1 = Strongly Disagree (SD)
3 = Indifferent (I)
No Item SA A I DA SD
1 A career as entrepreneur is attractive for me.
2 Being an entrepreneur has no relation with an
entrepreneurship education.
3 Being an entrepreneur implies more
advantages than disadvantages to me.
4 I want to satisfy my interest by having my own
business.
5 Competition makes me work hard.
6 Entrepreneurs are able to take risks.
7 Entrepreneurs are very innovative.
8 Entrepreneurs create jobs.
9 Entrepreneurs earn a lot of money.
10 Entrepreneurs employee many un employed
individuals.
11 Entrepreneurs help the economic development
of the country.

XVII
12 Entrepreneurs lead happy life.
13 Getting what I want has nothing to do with
luck.
14 I accomplish most of my work when I am
alone, under no direct supervision
15 I am likely to make more money running my
own business working for than working for
others.
16 I am willing to accept negative consequences
of my decisions and actions.
17 I am willing to accept positive consequences of
my decisions and actions.
18 I am willing to take risks come from my own
business.
19 I believe that success is a result of luck rather
than personal effort.
20 I do not enjoy outcomes, no matter how
favorable, if they do not stem from my own
efforts.
21 I do not like a well-paid job if I cannot derive a
sense of achievement.
22 I do not like a well-paid job if I cannot derive a
sense of satisfaction from it.

XVIII
23 I do not mind routine, unchallenging work if
the pay is good.
24 I have an interest of having enough control
over the direction my life is taking.
25 I feel that the risks associated with business are
acceptable.
26 I get happiness in responding to challenges.
27 I have an experience of being an entrepreneur.
28 I have confidence in my ability to achieve.
29 I obtained an interest that makes me to be self-
employed from my education.
30 I prefer self-employment rather than working
as an employee in a secured work.
31 I prefer to have my own successful business
than to be employed in a well-paid job.
32 I prefer to make things happen than waiting
things happen.
33 I want to be my own boss.
34 I want to have my own business which I
manage than working for others.
35 I was working in an entrepreneur’s business
enterprise.
36 I have a desire of making every effort to start
and run my own business.

XIX
37 Many of the unhappy things in people's lives
are partly due to bad luck.
38 My bad luck results from the mistakes I make.
39 My friends have their own business.
40 Running my own business is a risky task that I
fear to do.
41 The course entrepreneurship provided me with
good ideas of entrepreneurship.
42 There is a direct connection between how hard
I study and the grades I get.
43 When I do something, I want to do things with
excellence.
44 When I make plans, I am almost certain that I
can make them work.
45 Others (Please specify)

XX
Appendix B: Questions and Responses Relatedto Intrinsic factors
I. Personality Traits
No
Item
Strongly
Agree and
Agree
Indiffer
ent
Disagree
and
Strongly
disagree
No % No % No %
1
Competition makes me work hard.
230 84.9 10 3.7 29 10.7
2
I do not like a well-paid job if I cannot
derive a sense of achievement. 146 53.9 44 16 78 28.8
3
I do not like a well-paid job if I cannot
derive a sense of satisfaction from it. 149 55.0 53 20 62 22.9
4
I do not mind routine, unchallenging work
if the pay is good. 161 59.4 49 18 60 22.1
5 I get happiness in responding to challenges. 186 68.6 38 14 47 17.3
6
When I do something, I want to do things
with excellence. 219 80.8 23 8.5 29 10.7
7
I accomplish most of my work when I am
alone, under no direct supervision of
anyone. 154 56.8 39 14 76 28.0
8
I am willing to take risks come from my
own business. 195 72.0 19 7 54 19.9
9 I have confidence in my ability to achieve. 214 79.0 21 7.7 32 11.8
10
Running my own business is a risky task
that I fear to do. 88 32.5 30 11 152 56.1

XXI
II. Locus of Control
No
Item
Strongly
Agree and
Agree
Indifferen
t
Disagree
and
Strongly
Disagree
No % No % No %
1
Getting what I want has nothing to do
with luck. 130 48 52 19.2 89 32.8
2
I am willing to accept negative
consequences of my decisions and
actions. 150 55.4 30 11.1 91 33.6
3
I am willing to accept positive
consequences of my decisions and
actions. 225 83 22 8.1 24 8.9
4
I believe that success is a result of
luck rather than personal effort. 70 25.8 39 14.4 161 59.4
5
I do not enjoy outcomes, no matter
how favorable, if they do not stem
from my own efforts. 137 50.6 49 18.1 84 31.0
6
I prefer to make things happen than
waiting things happen. 166 61.3 41 15.1 62 22.9
7
Many of the unhappy things in
people's lives are partly due to bad
luck. 85 31.4 44 16.2 140 51.7
8
My bad luck results from the mistakes
I make 158 58.3 33 12.2 79 29.2
9
There is a direct connection between
how hard I study and the grades I get. 200 73.8 28 10.3 42 15.5
10
When I make plans, I am almost
certain that I can make them work. 198 73.1 28 10.3 45 16.6

XXII
III. Curiosity
N
o
Item Strongly
Agree and
Agree
Indifferent Disagree
and
Strongly
Disagree
No % No % No %
1
I want to satisfy my interest by having
my own business. 216 79.7 17 6.3 38 14.0
2
I have an interest of having enough
control over the direction my life is
taking. 161 59.4 36 13.3 71 26.2
3 I want to be my own boss. 195 72 26 9.6 45 16.6
4
I want to have my own business
which I manage than working for
others. 169 62.4 29 10.7 73 26.9
5
I have a desire of making every effort
to start and run my own business. 208 76.8 23 8.5 40 14.8

XXIII
Appendix C: Questions and Responses Relatedto Extrinsic Factors
I. Educational Support
Item
Strongly
agree and
Agree
Indifferen
t
Disagree
and
Strongly
Disagree
No % No % No %
Being an entrepreneur has no relation with
an entrepreneurship education. 124 45.8 19 7 128 47.2
I obtained an interest that makes me to be
self-employed from my education. 200 73.8 34 12.5 35 12.9
The course entrepreneurship provided me
with good ideas of entrepreneurship. 199 73.4 27 10 43 15.9
II. Role Models
Item
Strongly
agree and
Agree
Indifferent Disagree
and
Strongly
Disagree
No % No No %
Entrepreneurs lead happy life. 196 72.3 33 12.2 41 15.1
My friends have their own business. 167 61.6 44 16.2 58 21.4
III. Previous Experience
I have an experience of being an
entrepreneur. 173 63.8 38 14 58 21.4
I was working in an entrepreneur’s business
enterprise. 188 69.4 37 13.7 46 17

XXIV
IV. Family Background
No Item Agree Percent Disagree Percent
1 My father/male guardian is self
employed 193 71.2 78 28.8
2 My mother/female guardian is self
employed 163 60.1 108 39.9
3 My sister or brother is self employed 164 60.5 106 39.1
4 My spouse is self employed 104 38.4 145 53.5
5 My boyfriend or girlfriend is self
employed 133 49.1 133 49.1
6 I have self employed
individuals/entrepreneurs among my
close friends
102 37.6 166 61.3

XXV
Appendix D: Meanand Standard Deviation of Items of Dependent Variable
No Item Mean Std.
Deviatio
n
1 A career as entrepreneur is attractive for me 4.20 1.075
2 Being an entrepreneur implies more advantages than
disadvantages to me.
3.85 1.367
3 Entrepreneurs are able to take risks. 3.57 1.409
4 Entrepreneurs are very innovative. 4.01 1.171
5 Entrepreneurs create jobs. 4.27 1.041
6 Entrepreneurs earn a lot of money. 3.85 1.336
7 Entrepreneurs employee many un employed individuals. 3.72 1.357
8 Entrepreneurs help the economic development of the
country.
4.07 1.274
9 I am likely to make more money running my own
business than working for others.
3.70 1.407
10 I feel that the risks associated with business are
acceptable.
3.62 1.461
11 I prefer self-employment rather than working as an
employee in a secured work.
3.78 1.289
12 I prefer to have my own successful business than to be
employed in a well paid job.
3.89 1.241

XXVI
Appendix E: Meanand Standard Deviation of Items of Independent Variables
I. Personality Traits
No Item
Mean
Std.
Deviatio
n
1 Competition makes me work hard. 4.32 1.133
2 I do not like a well-paid job if I cannot derive a sense of
achievement.
3.38 1.372
3 I do not like a well-paid job if I cannot derive a sense of
satisfaction from it.
3.46 1.408
4 I do not mind routine, unchallenging work if the pay is good. 3.60 1.304
5 I get happiness in responding to challenges. 3.87 1.257
6 When I do something, I want to do things with excellence. 4.18 1.068
7 I accomplish most of my work when I am alone, under no
direct supervision of anyone.
3.50 1.358
8 I have confidence in my ability to achieve. 4.13 1.214
9 I am willing to take risks come from my own business. 3.77 1.337
10 Running my own business is a risky task that I fear to do. 3.38 1.450

XXVII
II. Locus of Control
No Item
Mean
Std.
Deviation
1 Getting what I want has nothing to do with luck. 3.21 1.374
2 I am willing to accept negative consequences of my
decisions and actions.
3.38 1.500
3 I am willing to accept positive consequences of my
decisions and actions.
4.18 1.033
4 I believe that success is a result of luck rather than
personal effort.
3.50 1.371
5 I do not enjoy outcomes, no matter how favorable, if they
do not stem from my own efforts.
3.31 1.328
6 I prefer to make things happen than waiting things
happen.
3.56 1.370
7 Many of the unhappy things in people's lives are partly
due to bad luck.
3.31 1.399
8 My bad luck results from the mistakes I make. 3.51 1.419
9 There is a direct connection between how hard I study and
the grades I get.
3.95 1.233
10 When I make plans, I am almost certain that I can make
them work.
3.97 1.245

XXVIII
III. Curiosity
No Item Mean Std.
Deviation
1 I want to satisfy my interest by having my own
business.
4.10 1.144
2 I have an interest of having enough control over the
direction my life is taking.
3.50 1.382
3 I want to be my own boss. 3.89 1.348
4 I want to have my own business which I manage than
working for others.
3.60 1.447
5 I have a desire of making every effort to start and run
my own business.
4.05 1.271
IV. Family Background
No Item Mean Std.
Deviation
My father/male guardian is self employed 1.71 .454
My mother/female guardian is self employed 1.60 .491
My sister or brother is self employed 1.60 .498
My spouse is self employed 1.30 .612
My boyfriend or girlfriend is self employed 1.47 .536
I have self employed individuals/entrepreneurs among my
close friends
1.37 .505

XXIX
V. Role Model
No Item Mean Std.
Deviation
1 Entrepreneurs lead happy life 3.89
1.218
2
My friends have their own business.
3.65
1.327
VI. Previous Experience
No Item Mean Std.
Deviation
1 I have an experience of being an entrepreneur. 3.71 1.371
2
I was working in an entrepreneur’s business enterprise.
3.83 1.266

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