Corresponding Author: Era Sonita
E-mail: [email protected]
INTRODUCTION
Research on
entrepreneurial activity was first conducted by David Birch in 1979, who wrote
extensively on the role of economic growth as a result of entrepreneurial
activity. Although many opposed it, this research was continued by many of his
followers. Joseph Schumpeter's creative destructive theory states that economic
growth occurs because entrepreneurs create new small companies that use
innovation to enter the market. With the entry and success of this
entrepreneurial activity, it creates new demand, which increases overall
economic activity and therefore creates jobs and wealth.
In line with
Scott A. Shane's opinion that the use of independent entrepreneurial
organizational forms will increase the real economic growth rate of
professionally managed companies. He continued that the form of organization of
independent entrepreneurs provides a greater incentive for the development of a
combination of factors of production than the form of professional management.
From this opinion, many researchers and experts agree that there is a tendency
for individuals to be able to create and produce more value if they are
independent entrepreneurs than if they work in professionally managed
companies. It is accepted by universities that have successfully become
entrepreneurial colleges. Islamic universities themselves have the belief and
view that start-up activities create demand that will improve the economy.
However, entrepreneurial activities have yet to develop in universities.
Entrepreneurship
is recognized as a significant source of economic growth and a factor
influencing the socio-economic well-being of people (Guerrero et al., 2016). The entrepreneurial process is a critical factor in economic
development activities, and business actors are the key to economic growth. the
evolution of business also opens up social prospects through which
entrepreneurship can be a source of job creation, poverty reduction,
innovation, economic development, and economic competitiveness (Li��n, F., & Fayolle, 2015); (Wu, H., & Gu, 2017).
The
formalization of entrepreneurship education in developed countries is
associated with economic growth. There is a view that university graduates are
considered potential entrepreneurs, with a stronger tendency than non-college
graduates (Hahn et al., 2020). Entrepreneurship education is an instrument used to increase
entrepreneurial activity (Bischoff, K., Volkmann, C. K.,
& Audretsch, 2018). Nowadays, universities are increasingly offering not only the
general skills but also the specific skills needed for creating and continuing
a successful entrepreneurial venture.
However,
policies and efforts to improve entrepreneurial attitudes, intentions, and
actions among graduates are hampered by the lack of a common understanding of
the objectives, content, methodology, and educational resources needed to
develop entrepreneurship (Finardi, 2013); (Fayolle, A., & Gailly, 2015); (Nabi, G., Li��n, F., Fayolle, A.,
Krueger, N., & Walmsley, 2017); (Nabi, G., Walmsley, A., Li��n, F.,
Akhtar, I., & Neame, 2018). There is much debate about whether entrepreneurship education
can increase strengths and overcome limitations associated with individuals.
Several researchers have concluded that entrepreneurship education is
relatively new during the last decade. The results of research related to
entrepreneurship to date have not reached the same but sometimes conflicting
conclusions� (Martin, B. C., McNally, J. J.,
& Kay, 2013); (Nabi, G., Walmsley, A., Li��n, F.,
Akhtar, I., & Neame, 2018).; (O�Connor, 2013); (Rauch, A., & Hulsink, 2015);
Every part of
entrepreneurship education consists of a pedagogical program or educational
process for entrepreneurial attitudes and skills. Based on several research
results, entrepreneurship education positively impacts several types of
outcomes from entrepreneurial activities. Entrepreneurship education will
increase the perceived feasibility and desire for an entrepreneurial career.
There is a stronger intention to entrepreneurship from those who receive
entrepreneurship education than those who do not. This aligns with research
that participants who take part in entrepreneurship education and training
courses are more likely to start their businesses than those who do not.
In addition
to the positive effect, several studies did not find a positive effect on
entrepreneurship education and training activities. They can conclude that
participation in entrepreneurship education (in general management training)
does not increase the intention to entrepreneurship. Likewise, the research
results by 1 to start their own business decreased after completing
entrepreneurship training.
The
conflicting results of this study were conducted at a single university, which
may reflect certain aspects of Training, students, the entrepreneurial environment,
or a combination of these factors. Most studies on entrepreneurship education
take from a holistic point of view, analyzing the impact of entrepreneurship
education and entrepreneurship training. Entrepreneurship education consists of
several components, including training content lecture materials, resource
persons, resources, delivery methods, facilities, and so on).
Entrepreneurial Environment
The author will try to explain when to use the entrepreneurial
value intervention strategy, how to monitor its use, and how to manage it. To
measure it, the key to the strategy itself is students who will strengthen
their learning. This is believed to be able to direct students to a positive
self-perception to become an entrepreneur. One of this strategy's goals is to
involve students in active learning.
Figure
1. Environmental Forces: Perception and Performance
From Figure
1, the concept of Evans and Hanson, 1999, explains that there are five stages
for an individual in the entrepreneurial career path model, namely:
1.
The
Foundation Stage, in the form of creating and strengthening entrepreneurial
values both for the individual itself and for the community as a
whole
2.
The awakening
stage, where at this stage individuals are faced with entrepreneurship as a
viable alternative to other forms of career paths
3.
The
specialization stage is the initial skill required to create the acquired
business. In this case, the individual identifies himself as an entrepreneur.
4.
The creation
stage is where the individual moves from knowledge and learning to action:
company creation or valorization, the achievement of mastery of entrepreneurial
skills.
5.
In the
maturity stage, the individual builds on his experience and advances his career
through knowledge-based development, networking, and external validation and
assessment of his chosen career.
From the
picture, there is an exciting thing, namely, the existence of a
reinforcement/feedback mechanism. This mechanism illustrates the interaction
between entrepreneurs and their environment, which is temporal across groups.
Researchers
want to learn what is currently being done at Islamic universities, especially
UIN Sjech M Djamil Bukittinggi, regarding value creation in traditional
entrepreneurship education activities. How does the organization's attitude at
UIN Sjech M Djamil Djambek Bukittinggi about management and ethics compare to
their cultural views?
Innovative
concepts based on knowledge economy and organization represent new developments
in the knowledge society (Giraldo et al., 2022). The most influential factor for a person's future is how they
respond to these developments. Higher education is essential, and universities
play an important role on which all activities and decisions depend. Because
universities are a source of creative inspiration whose primary purpose is to
create, build, and control new technology (Starko, 2013).
Entrepreneurship
provides an avenue for the development of higher education where the autonomy
of higher education is determined so that universities can ensure that it is
possible to provide financial resources in other ways that will reduce
dependence on the state. Consequently, universities must be able to develop new
activities according to the community's needs and make fundamental changes in
their structure to ensure the capacity of universities to face change. Therefore,
universities are encouraged to do so because of the importance of knowledge in
industry and economics and are responsible for transferring creativity,
innovation, and new technology to the community (Moghaddasi et al., 2015).
At the
Islamic College of UIN Sjech M Djamil Djambek Bukittinggi, with the performance
and role of traditional universities as well as their identity and commitment
to society, the issue of entrepreneurship becomes a significant factor to be
developed in economic, social, and cultural programs.
Entrepreneurship
Education at UIN Scjeh M Djamil Djambek Bukittinggi
Entrepreneurship education is not a program that has long existed
at UIN Scjeh M Djamil Djambek Bukittinggi. Only recently, minimal
entrepreneurship teaching was carried out in the education system because
entrepreneurship has not been seen as the primary goal of the education system.
Based on a survey conducted at UIN Scjeh M Djamil Djambek Bukittinggi, 75 percent
said the entrepreneurship teaching system at UIN Scjeh M Djamil Djambek
Bukittinggi did not develop a business spirit among students (Sonita et al., 2021). At the Islamic tertiary level, the latest survey shows that
entrepreneurship education is growing at all levels of the study program and in
the entrepreneurship particular study program. Student interest in
entrepreneurship is more due to the current conditions of employment.
Currently, the availability of middle management positions has begun to decrease.
Graduates can make entrepreneurship an alternative to their work. Finally, the
entrepreneurship education system needs to be promoted, and the values
of entrepreneurship in all educational cycles. Although the
success of this educational program shows that education can increase the
likelihood of business success, the fact on the ground is that only a few
highly educated people interested in entrepreneurship need to get attention.
The proposed form of learning strategy for entrepreneurship will
be designed to harness the power to convey knowledge effectively and maximize
the learner's cognitive absorption capacity from peer-to-peer stories. It will
emphasize various active and experiential learning aspects regarding
pedagogical, behavioral, and cognitive forms and dimensions of process,
context, content, and impact. In addition, the nature, dynamics, and
implications of learning relationships, such as apprenticeship, student
mentoring, and peer-to-peer learning, will be explored empirically and placed
in a learning life cycle model (Carayannis et al., 2015). This model consists of two stages of the evolutionary cognitive,
behavioral, and physiological life cycle: embryonic, growth, adult, and
stagnation.
When one talks to students of UIN Sjech M. Djamil Djambek
Bukittinggi about entrepreneurship in their higher education, people can easily
perceive that entrepreneurial values are positive. How can we
conclude about this opposing view? Is it possible to change the perception of
entrepreneurship at UIN Sjech M. Djamil Bukittinggi and other cultures?
This lack of entrepreneurial interest in Islamic tertiary
institutions is seen with more than 11,000 students of UIN Sjech M. Djamil
Djambek Bukittinggi. Around 2000 are students at the Faculty of Islamic
Economics and Business, and only a few specialize in entrepreneurship.
Moreover, this is quite interesting at the Faculty of Islamic Economics and
Business; the authors get several reasons during interviews and dialogues with
students about this lack of interest in entrepreneurship. One of the most
common is the public's view of entrepreneurship. People still see
entrepreneurship as an individualist figure, where the motivation for
entrepreneurship is to make money at the expense of others. Some students of
UIN Sjech M. Djamil Djambek Bukittinggi prefer to take products from existing
companies to start a new business. Another reason given by students is that
entrepreneurship is too risky; there is a view that someone who fails in
entrepreneurship is stereotyped as a failure for the rest of his life. Another
view is that entrepreneurial people need to get an office job. In addition,
there is a view from students that entrepreneurship is for those who already
have great experience in business rather than for someone who is just starting
a business. Students also believe that it is challenging to raise initial
capital to open a new business. Even if there is a bank that lends capital, it
is usually given to graduates who are professionals and need more experience.
In addition, there are also arguments for entrepreneurship needing more
administrative work to be done. Moreover, one of the most common reasons for
not being interested in entrepreneurship is related to too necessary taxes and
the high risk of bankruptcy.
From some of the findings from the survey, a question arises: Can
teaching entrepreneurial values increase interest and start-ups? Is entrepreneurship
education tailored to fit a particular environment and culture? Because
individual values based on culture can change over time and education. Is it
possible for UIN Sjech M. Djamil Djambek Bukittinggi to teach that
entrepreneurship aligns with the region's cultural values? Is entrepreneurship
destined always to be seen as a second-class activity for those who fail to
find a career path in the office? Based on the background, this study aims to
find out and analyze cross-cultural learning strategies for entrepreneurship
education with lifelong education implications for civil society.
METHOD
This
type of research is survey research. Where researchers conducted a survey of
UIN Sjech M. Djamil Djambek Bukittinggi students. The research location was
conducted at the Sjech M. Djamil Djambek Bukittinggi State Islamic College
(UIN). The research population was students of UIN Sjech M. Djamil Djambek
Bukittinggi, especially students of the Faculty of Islamic Economics and
Business. Sampling was carried out by means of random sampling of students who
had received entrepreneurship education, took entrepreneurship courses, and who
had just taken entrepreneurship courses. By using a questionnaire as a data
collection tool. Experimental design techniques or post tests: related to
changes in entrepreneurial values before and after receiving entrepreneurship learning
and its benefits for society as a whole. The survey method is used for ratio
measurement for quantitative research. An example is that the person being
questioned (using a written questionnaire) will be asked to decide whether
those who are self-employed are seen as 1 = failures; 2 = neither failed nor
succeeded; 3 = very successful. True score theory will be used to discuss
reliability.
RESULTS AND DISCUSSION
This result continues the survey of entrepreneurship
students at UIN Sjech M. Djamil Djambek Bukittinggi. The author has collected
information from students of UIN Sjech M. Djamil Djambek Bukittinggi,
especially students of the Faculty of Economics and Islamic Business consisting
of three samples, namely: a) a group of students who have taken
entrepreneurship courses; b) students who are taking entrepreneurship courses
and c) are students who have just completed entrepreneurship courses.
We focus on some of the questions asked and compare the
results between the three sample groups to illustrate the findings of the early
stages of the study. Questionnaire answers have been provided with options.
1. Strongly Agree
2. Agree
3. Just agree
4. Disagree
5. Disagree
6. Strongly disagree
Survey
Results/Questionnaire
1.
Question: In business, it is better to be an entrepreneur than to be an
employee of a big company
Graphic
1. Result to question 1
2.
Question: It is more beneficial
for society to own a large company than many small companies.
Graphic 2.
Result to question 2
3.
Question: The success of an entrepreneur
is primarily determined by "chance"
Graphic
3. Result to question 3
4.
Question: Competition is
undesirable because it destroys the economy.
Graphic
4. Result to question 4
5.
Entrepreneurs are selfish
Graphic 5.
Result to question 5
6.
Entrepreneurship
is primarily a way out for people who have failed elsewhere.
Graphic 6.
Result to question 6
7.
Training is more important than
personality as a success factor in entrepreneurship.
Graphic 7.
Result to question 7
8.
Entrepreneurship is detrimental to
family life.
Graphic 8.
Result to question 8
9.
A business plan is the most
essential tool for creating a new business.
Graphic 9.
Result to question 9
10.
The sole purpose of a business
plan is to obtain financing for a new venture.
Graphic 7.
Result to question 7
Considering the objectives of
entrepreneurship education and the environmental realities faced by teaching
staff and students, the authors try to provide recommendations for providing
entrepreneurship teaching at Islamic colleges of UIN Sjech M. Djamil Djambek
Bukittinggi, which the authors obtained from the results of ongoing research
and several literature studies.
a.
Re-education
is needed because students have their presumptions about entrepreneurship and
entrepreneurship. In this case, students need to be encouraged to be more
creative and be able to express their individuality.
b.
Students must
know market realities and understand that creating new businesses is a suitable
alternative.
c.
The need to
involve young entrepreneurs who have been successful in the educational
process.
d.
They
encourage vertical and horizontal integration, involving students in junior and
senior high school entrepreneurial activities. In this way, students will reinforce
what they have learned in entrepreneurship and help others benefit.
e.
There are
government efforts to encourage cooperation between Islamic universities and
business/industry actors.
f.
They are
setting up a secure environment for business creation. Students need to be
allowed to set up their new business within the boundaries of the educational
program. This is a challenge for teaching staff but is part of entrepreneurial
practice.
g.
Introduce
students to a rich entrepreneurial environment where creativity, innovation,
independence, and individuality can be easily expressed.
h.
There should
be a close relationship between consulting/guidance groups and entrepreneurial
studies
i.
there needs
to be a relationship between the teaching staff and the outside environment to
provide students with information, valuable assistance, and assurance.
This research
aimed to develop a better understanding of the context of entrepreneurship in
the unique Islamic College of UIN Sjech M. Djamil Djambek Bukittinggi.
Moreover, we cannot assume that what is successful in public universities both
abroad and domestically will be successful in Islamic universities and other
universities. UIN Sjech M. Djamil Djambek Bukittinggi needs to create a
learning model that is needed and follows the university's culture.
CONCLUSION
the main difficulty in setting up and
starting a business at UIN Sjech M. Djamil Djambek Bukittinggi is the
perception of culture and activities. Prospective Entrepreneurs/entrepreneurs
who graduate from UIN Sjech M. Djamil Djambek Bukittinggi must build
sustainable networks and relationships during and after creating a new
business. We can see and predict how sustainable entrepreneurship education is
at UIN Sjech M. Djamil Djambek Bukittinggi. Entrepreneurship education will be
an essential subject for Islamic tertiary institutions, so it is essential to
set culturally adapted programs.
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