Entrepreneurial Intentions among Entrepreneurship Course Students

Shaped by Individual Effects and Family Support

Haris Budiyono

and Rianti Setyawasih

Department of Agribusiness, Universitas Islam 45, Cut Meutia No. 83, City of Bekasi, Indonesia

Keywords: Entrepreneurship Course, Entrepreneurial Intention, Family Support, Personal Attitude, Self-Efficacy.

Abstract: This study provides explanation on how entrepreneurship course possibly stimulate student interest and

sprinkle seeds of entrepreneurial intention. Most previous studies of entrepreneurial intention associated to

university students without any consideration or explanation on how entrepreneurship course have been

provided to them. Path analysis was used to evaluate causal model of the relationships among entrepreneurial

intentions, personal attitude, self-efficacy, and family support. Result indicates that self-efficacy acts well as

an intervening variable influence positively and directly on student entrepreneurial intention. Family support

influence positively and directly on student entrepreneurial intention, and indirectly through formation

personal attitude and self-efficacy. How family support influence entrepreneurial intention as resulted in this

study relevant to other researchers. Responsibility of entrepreneurship course on shaping attitude and self-

efficacy to seed student entrepreneurial intention at the university level should be aligned with university

vision itself. Actually there is great challenge for the higher education institutions in Indonesia to move

forward early in formulating a suitable concept of entrepreneurial ecosystem at campus level. Eventually, a

high number of graduates becoming successful business owners next would be an excellent measure of

outcomes for the higher education itself.

1 INTRODUCTION

Indeed, Indonesia needs more well educated

entrepreneurs to support national economy growth, to

take a benefit of growing opportunities from a huge

potential dynamic market, and to distribute of wealth

for the society. Attention should be given by higher

education as an actor in the Quadruple Helix

framework (academia, business sector, civil society,

and government) to contribute more in making some

internal efforts and collaboration in term of

entrepreneurship, to develop the wealth of society.

Positively, some higher education institutions now

likely develop such as institutional advantages for

themselves by promoting entrepreneurship. They

conduct entrepreneurship initiative differentiated

programmes at their campus, such as facilitating

entrepreneurship incubator, developing student

business centre, joining international research with

GEM (Global Entrepreneurship Monitoring), and

other programs to stimulate interest on

entrepreneurship among university students. Higher

education directorate (DIKTI), Ministry of Research,

Technology, and Higher Education also provide a

scheme to fund a number selected business plan

proposed by higher education students yearly.

Probably, the most well-known and prestigious

entrepreneurship program in the country was held by

PT Bank Mandiri, this government owned bank

company offers 4 (four) fund scheme for higher

education students to compete their entrepreneurial

competences in area of social entrepreneur; industrial,

trade, and service entrepreneur; creative

entrepreneur; and culinary food entrepreneur.

One interested feature of entrepreneurship profile

across societies around the world as surveyed by

GEM is self-perceptions about entrepreneurship.

This measure comprises 4 (four) items: perceived

opportunities, perceived capabilities, fear of failure,

and entrepreneurial intention. Self-perceptions about

entrepreneurship in Indonesia were reported as

follows: perceived opportunities (43.1%), perceived

capabilities (55.1%), undeterred by fear of failure

(38.8%), and entrepreneurial intention (23.2%)

(GEM Global Report 2016/2017). Data of

entrepreneurial intention explained that about 23.2 %

of population aged 18 – 64 years in Indonesia intend

to start a business within three years. It was also

reported by GEM Indonesia 2015/2016 that

Budiyono, H. and Setyawasih, R.

Entrepreneurial Intentions among Entrepreneurship Course Students Shaped by Individual Effects and Family Support.

DOI: 10.5220/0009939821092119

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2109-2119

ISBN: 978-989-758-458-9

2109

perception on entrepreneurship as a good career

choice mostly in young adult (25 – 34 years old),

where male (30.2%) was higher than female (29.2%)

(Nawangpalupi, Pawitan, Widyarini, Gunawan, Putri,

and Iskandarsjah, 2016)

This article will describe more on how

entrepreneurial intention among university students

at UNISMA Bekasi, as a preliminary project research

and planned to expand observation coverage to reach

those university students sample at Jabodetabek area.

This preliminary research investigated on how

entrepreneurial intention among UNISMA students

shaped by individual effects (attitude and self-

efficacy) and family support. Studying

entrepreneurial intentions among students after they

completing entrepreneurship course is very important

whether as a feedback for entrepreneurship learning

process that should be improved in short run and as a

measure of student business intentions to be

investigated next compared with their business

initiations in long run. The link between learning

process and field of research on entrepreneurship is

unique and it could be rare compared to the other

subjects. Investigating those factors determine the

entrepreneurial intention is still acrucial issue in the

entrepreneurship research (Ferreira, et al., 2012) and

those previous studies on entrepreneurial intention

could be different in results as contextual influences

and interventions are not the same.

This study of entrepreneurial intentions among

entrepreneurship course students will provide an

immediate view on their intention after receiving

knowledge and skills from entrepreneurship course.

This would be equal also for those students as

respondents since they have relevant information and

knowledge about entrepreneurship.

2 ENTREPRENEURSHIP

COURSE

The first course in entrepreneurship was taught at

Harvard Business School by Myles Mace in 1947.

From that time until the 1990’s, entrepreneurship was

represented primarily by a single central course in the

business curriculum (Kuratko, 2005; Michael, 2018).

In Indonesia, entrepreneurship course was firstly

taught since 1980’s mainly at the state universities. At

Islamic 45 University (UNISMA) Bekasi,

entrepreneurship course is set as one of mandatory

subjects, as it is usually called “general subject”, this

means that every UNISMA student should take a

course in entrepreneurship. Institutionally, some

efforts to develop entrepreneurship course are

coordinated by Manager of General Subject

Development, under authority of Vice Rector for

Academic Affairs.

There is annual meeting for entrepreneurship

course lecturers at the university to share, discuss,

talk, and initiate. Every odd semester,

entrepreneurship course lecturers are invited to

review and improve entrepreneurship curriculum,

learning module, teaching session plan, initiate

research agenda, and other supportive activities. All

results reported to the Vice Rector to be confirmed as

teaching preparation for next even semester including

teaching plan, research, community services, and

other supportive activities schedule, such as seminar

on entrepreneurship, inviting guest lecturer or

successful alumni as role model in business start-up,

product expo and business start-up days, business

plan competition, etc. Entrepreneurship course

activities include classroom teaching, learning

experiences from business start-up role models and

some cases or business situation that relevant to the

teaching materials via video, individual or group

exercises, and business start-up group to plan, design,

promote, and sell the products. Those activities are

designed to deliver 5 (five) competences as follows:

personality competence (formulate personal vision,

self-motivated, and analytical decision);

interpersonal competence (effective communication,

leadership, and motivating others); creativity and

innovation competence (developing idea and/or

identifying opportunity to product design and

business plan); business start-up arrangement (plan to

market, finance, partner or employee, operation;

business initiation and survival), and selling

competence (students were grouped to sell 50 pieces

in a day or make 5 units sample products and sold via

social media).

However the development of entrepreneurship

course at UNISMA is still apparently at early stage.

To a large extent the entrepreneurship course

delivered at the classroom, lecturing portion

dominantly compared to case studies and

entrepreneurial exercises. There is a slight conflict in

authority to manage and develop entrepreneurship

course institutionally. Although entrepreneurship

course is set as one of institutional mandatory

subjects, the faculties or study programs prefer to use

their own available lecturer resources to teach. This

situation makes difficulties to assure that institutional

platform of lecturing activities fully conducted in

delivering entrepreneurship course.

Surprisingly, as reported by some lecturers, there

a tendency more students will be ready to be self-

employed as an entrepreneur after graduate; most of

ICRI 2018 - International Conference Recent Innovation

2110

students prefer directly to find a job, get a salary,

make a saving, and then start their own business; and

some students prefer directly to find a job, get a

salary, try to start their first own business while

working, and then fully engaged on their own

established business. Thus, there are three ways of

graduates becoming entrepreneurs.

Meanwhile, some of them prefer directly to work

at established company, engage within a corporate

and provide best effort to empower corporate,

domestic or foreign, then to be a world class

company, they act likely to be an intrapreneur for his

or her workplace company. There is no wrong with

their intention to be a permanent employee to be

professional at their field at private company,

government office, or non-government organization,

as their vision to work, gaining a level of wealth for

his or her family by doing best performance at work,

and treated well as human asset by the organization,

and creating human capital workers for the nation.

Any graduate may be ready first to do a social work

at social organization or doing social activity

individually, make a change for the community or

society entrepreneurially, generate income, and then

becoming sociopreneur.

Hence, it can be resumed, in term of

entrepreneurship, the graduates of higher of

educations could be identified 3 (three) directions

where they intent to go or should be encouraged to

go, whether they will be entrepreneurs, intrapreneurs,

or sociopreneurs. This perspective should be

discussed and shared among entrepreneurship

academia. Knowing first that would be 3 (three) or

more interest groups of university students at the

classroom, in term of entrepreneurship, the lecturers

will be wisely and creatively to introduce and deliver

the course of entrepreneurship, get first impression

and stimulate interest of students, but still keep

maintaining the learning purpose of entrepreneurship

course and find any approach to reach output of more

students intentionally be entrepreneurs. Advance

knowledge, skill, and attitude on entrepreneurship

could be offered to students who have more interested

on entrepreneurship, by providing competency based

entrepreneurship training at the campus.

The lecturers of entrepreneurship course should

be selected well to assure those aims of

entrepreneurship course achieved. The most

commonly referred aims of entrepreneurship

education and training programs are: (a) to get useful

knowledge of entrepreneurship; (b) to acquire skills

in the use of techniques, in the analysis of business

atmospheres, and in the synthesis of action plans; (c)

to identify and stimulate entrepreneurial drive, talent

and skills; (d) to develop empathy and support for all

unique aspects of entrepreneurship; (f) to develop

attitudes towards change; and (g) to encourage new

start-ups and other entrepreneurial ventures (Garavan

and O’Cinneide, 1994 in Ferreira, et al., 2012).

Various topics covered on entrepreneurship

course syllabus mostly delivered at US universities,

grouped into five areas as follows: (a) background:

history of theories of entrepreneurship; social impact

of entrepreneurship; (b) generating Ideas: creativity

techniques, marketing research and marketing

intelligence, identifying trends; (c) developing a

business: business models, formats for entry,

patenting and intellectual property rights; (d)

assembling resources: how to sell/presentation

techniques, valuing a business, basics of venture

capital, building performance, writing a business

plan, building a top management team, value chain

analysis; (e) planning: project management/

milestones, discovery driven planning, start-up

procedures; and (f) personal growth: ethics, crafting a

personal entrepreneurship strategy (Michael, 2018).

Designing entrepreneurship course must be

carefully managed. Awareness, interest, desire, and

actions of students need to be crafted well. There is

integrative model developed by Tounes to be

considered in entrepreneurship course. This model

suggested 3 (three) phases for entrepreneurial leaners.

First phase is awareness and information. In this

phase general knowledge related to entrepreneurship

provided to students. Second phase is specialization

into entrepreneurship. The goal of this phase is to

develop attitudes and skills in entrepreneurship. Third

phase is orientation and support. Topics related

during this phase are how to execute the project, how

to implement it, and how students could access

available resources and networks (Azanza, Grama,

and Bono, 2017).

Meanwhile, various skills required by

entrepreneurs can be categorized as follows: (a)

technical skills: written and oral communication,

technical management, and organizing skills; (b)

business management skills: planning, decision-

making, marketing, and accounting skills; and (c)

personal entrepreneurial skills: inner control,

innovation, risk taking, persistence, and being

change-oriented (Hisrich and Peters, 1998 in Ferreira,

et al., 2012).

Eventually, entrepreneurship course provide a

valuable knowledge and skills even for those

graduates who intend to find job first rather to be self-

employed directly. Sort of characteristics of

successful entrepreneur were listed as follows: ability

to work independently and within a team; self-

Entrepreneurial Intentions among Entrepreneurship Course Students Shaped by Individual Effects and Family Support

2111

confident; result oriented; initiative; risk taking;

leadership; originality; and future oriented. These

characteristics are compatible to common skills

required for recent job market.

3 LITERATURE REVIEW

Entrepreneurs are those persons (business

owners) who seek to generate value, through the

creation or expansion of economic activity, by

identifying and exploiting new products, processes or

markets. Entrepreneurial activity is the enterprising

human action in pursuit of the generation of value,

through the creation or expansion of economic

activity, by identifying and exploiting new products,

processes or markets. Entrepreneurship is the

phenomenon associated with entrepreneurial activity

(Ahmad and Hoffmann, 2007). An entrepreneur is a

person who sees an opportunity or has an idea and

assumes the risk of starting a business to take

advantage of that opportunity or idea, the risks that go

with creating an organization can be financial,

material, and psychological (Hatten, 2012).

Entrepreneurship plays an important role in the

creation and growth the businesses, as well as in the

growth and prosperity of regions and nations (Hisrich

et al., 2013).

3.1 Entrepreneurial Intention

Basically, intentions were started from a cognitive

process which serves to flow beliefs, perceptions, and

other exogenous factors into the intent to act, than it

followed by the action itself. In this case, such actions

or behaviour are intended or planned (Ajzen, 1991).

Starting a business is one of planned behaviours or

intended actions, and thus it is best predicted by

intentions (Krueger and Carsrud, 1993).

Understanding the antecedents of intentions increases

our understanding of the intended behaviour

(Krueger, Reilly, and Carsrud, 2000).

Entrepreneurial intentions were measured by

GEM as they are defined by the percentage of

individuals who expect to start a business within the

next three years (those already entrepreneurially

active are excluded from this measure).

Entrepreneurial intentions are defined as intentions of

setting up one’s own business in the future (Gelderen

et al., 2008). Entrepreneurial intent is defined as those

initial actions done by an individual prior to formally

beginning the start-up or generating initial sales

related to an on-going business. Several activities can

be considered initial actions, such as writing a

business plan, looking for a building or equipment,

saving money, or developing a product or service

(Carr and Sequeira, 2007). Entrepreneurial intention

is a conscious state of mind that directs attention and

therefore experience and action toward a specific

object or pathway to achieve it (Bird, 1989; Hamidi

et al., 2008; Ferreira, et al., 2012).

The process of entrepreneurial action is most

often intentional. The motivational factors embedded

in intentions energize people toward their

entrepreneurial behaviour. The levels of their

intentions will reflect on how hard they are willing to

try and make some efforts to prepare and perform

well. When individuals see that starting a business to

be feasible and desirable, they will have stronger

intentions to start their own businesses (Hisrich et al.,

2013).

There are two models commonly used to predict

entrepreneurial intention, firstly Theory of Planned

Behaviour (TPB) developed by Icek Ajzen (1988);

and secondly Shapero-Sokol model (1982). TPB

explains intentions by means of attitudes, perceived

behavioural control (PBC), and subjective norms.

Meanwhile Shapero and Sokol model explains

entrepreneurial intention on the basis of perceived

desirability, perceived feasibility and the propensity

to act (Gelderen, et.al., 2008). It was argued in

between intentions toward entrepreneurial behaviour

and target entrepreneurial behaviour still there are

exogenous precipitating, facilitating, or inhibiting

influences to be considered (Krueger and Carsrud,

1993).

However, TPB mostly used to explain

entrepreneurial intention with some modifications.

Previous research conducted by Gelderen, et.al., 2008

used TPB completely, followed by Susetyo and

Lestari (2014) studied attitudes, perceived

behavioural control (PBC), and subjective norms as

latent variables, modelled by Structural Equation

Model (SEM) to examine related exogenous

variables. Handaru, et.al. (2014) replaced perceived

behavioural control with self-efficacy. Carr and

Sequeira (2007) examined attitudes, perceived family

support, and self-efficacy towards business

ownership mediating the relationship between prior

exposure to a family business and entrepreneurial

intent. Ferreira, et al. (2012) investigated effects of

achievement, self-confidence, and personal attitude

on entrepreneurial intention.

Most previous studies of entrepreneurial intention

associated to university students without any

consideration or explanation on how

entrepreneurship course have been provided to them.

This study provides explanation on how

ICRI 2018 - International Conference Recent Innovation

2112

entrepreneurship course possibly stimulate student

interest and sprinkle seeds of entrepreneurial

intention.

3.2 Family Support

Individuals are influenced by the even more

immediate social environment characterized by

closer links to family or friends and relatives.

Research suggests that with respect to the source of

the family background and role models – for example,

parental versus others (i.e., close friends), or

immediate family (i.e., mother, father, siblings)

versus extended family (i.e., aunt, uncle, cousin,

grandparent) – that all can affect entrepreneurial

intentions through attitudes (Ozaralli and

Rivenburgh, 2016). However, past or existing

exposure to parental entrepreneurial experiences may

impact individuals’ attitudes and behaviours

positively or negatively towards business ownership.

It was found that individuals raised in business

families, might perceive the entrepreneurial career as

more feasible but not necessarily desirable.

Experiences with past or existing success of the

family members or close friends in entrepreneurial

activities will affect the students’ entrepreneurial

intentions positively (Zellweger, Sieger, and Halter,

2011)

Parents play a very important role in all aspects of

a young person’s life, including those critical

decision-making points such as choosing a career.

Those parental influential factors are “parental

supports”, “perceived parental career concerns about

welfare and prestige”, and “perceived parental

barriers to career choice” (Wong and Liu, 2010). The

term of a prior family business exposure can be

viewed as an intergenerational influence agent, since

it serves as one mechanism whereby the transmission

of information, beliefs, and resources within-family

occurs. Throughout a person's self-development, the

socialization that occurs is a continuing process of

reflection and action, which ultimately drives

attitudes and behaviour that people have concerning

how they interact with others, what life choices they

make, and how they decide what lifestyles and work

roles to assume. The family business will affect the

family member's attitude and intentions towards

entrepreneurial action (Carr and Sequeira, 2007).

3.3 Attitude

Attitude toward the behaviour or personal attraction

refers to the degree to which the individual holds an

overall positive or negative personal valuation about

being an entrepreneur. Attitudes are feelings, often

influenced by our beliefs, that predispose our

reactions to objects, people, and events (Myers,

2010). Attitude is a fairly stable evaluation of

something as good or bad that makes a person think,

feel, or behave positively or negatively about some

person, group, or social issue (Gleitman, Gross, and

Resberg, 2011).

Attitude is a tendency toward a particular

cognitive, emotional, or behavioural reaction. Social

psychologists have long viewed attitudes as having

three components: (a) the cognitive component is a

set of beliefs about the object; (b) the emotional, or

affective, component includes feelings about the

object; and (c) the behavioural component is the way

people act toward the object. If these three

components were always in harmony, we would be

able to predict people’s behaviour toward certain

object or issue (Bernstein and Nash, 2008). Attitudes

are evaluative statements—either favourable or

unfavourable—about objects, people, or events. They

reflect how we feel about something (Robbins and

Judge, 2013).

3.4 Self-efficacy

The self-efficacy construct is considered to be

appropriate to predict entrepreneurial intention. This

construct includes an assessment of confident beliefs

an individual has about internal (personality) and

external (environment) constraints and possibilities,

and it is close to action and action intentionality

(Drnovsek, Wincent, and Cardon, 2010), therefore

from this point of view, it could be assumed that self-

efficacy as to be a good predictor of business start-up

intentions.

The perception of feasibility has much to do with

an entrepreneur’s self-efficacy. Self-efficacy has

traditionally been used to explain entrepreneurs’

motivations and performances as well as students’

entrepreneurial intentions and behaviours. Self-

efficacy was grounded in social cognitive theory.

Self-efficacy is the personal cognitive evaluation of

one’s ability to successfully perform a specific task.

This personal assessment of task performance success

is affected by various personal, behavioural and

environmental factors. Those environmental factors

highly influence one’s perceived capabilities when

acquiring a new sense of self-efficacy or changing

acquired skills to successfully complete a novel task

(Bagheri and Pihie, 2014).

Entrepreneurial self-efficacy simultaneously

examines the dynamic interaction between the

individual and the environment by explaining what

Entrepreneurial Intentions among Entrepreneurship Course Students Shaped by Individual Effects and Family Support

2113

cognitive, motivational and affective processes are

implicated in an individual’s decision to engage in

entrepreneurial activities (Baron, 2004).

Entrepreneurial self-efficacy involves individuals’

beliefs regarding their capabilities to attain goals and

control positive and negative cognitions that an

entrepreneur has during the process of starting-up a

business. Entrepreneurial self-efficacy includes at

least two dimensions: the type of goal beliefs

(task/outcome) and type of control beliefs

(positive/negative) that exist in the context of

business start-up processes (Drnovsek, Wincent, and

Cardon, 2010).

Those literatures support the hypotheses as the

following:

H1. Higher levels of family supports are

significantly and positively related to entrepreneurial

intention.

H2. Higher levels of family supports are

significantly and positively related to personal

attitude.

H3. Higher levels of family supports are

significantly and positively related to self-efficacy.

H4. Higher levels of personal attitude are

significantly and positively related to self-efficacy.

H5. Higher levels of personal attitude are

significantly and positively related to entrepreneurial

intention.

H6. Higher levels of self-efficacy are

significantly and positively related to entrepreneurial

intention.

4 METHOD

Surveys were administrated at 7 (seven) faculties at

UNISMA, City of Bekasi. The population in this

study was those students enrolled entrepreneurship

course (540 students) at different study programs of

undergraduate university studies in the academic year

2015/2016. Using non-probability sampling method,

with convenience sampling technique, 250

questionnaires were distributed and returned. There

were 227 valid questionnaires, with a valid rate of

92.84%, respondents were 59 males (25.99%) and

168 females (74,01%), they were students from

different study programs and faculties, FAI (14,10%),

FISIP (20,70%), FP (3,96%), FE (38,33%), FKIP

(10,57%), FT (2,64%), and FKSB (9,69%). Their

ages were between 18 to 25 years old. Parental status

of students were as employee (49.34%), self-

employed or having a business (39.65%),

unemployed or currently not work (5.73%), and

retired (4.85%).

Path analysis was used to evaluate causal models

by examining the relationships between

entrepreneurial intentions, personal attitude, and self-

efficacy (as endogenous variables) and family

support (as an exogenous variable). Self-efficacy was

placed as mediating/intervening variable that

transmits the indirect effects of independent variables

(family support, personal attitude, and self-efficacy)

and dependent variable (entrepreneurial intention).

This method will estimate both the magnitude and

significance of causal connections between variables.

Path diagram for hypothesized structural model

predicting entrepreneurship intention (Y) was

illustrated in Figure 1., influenced by family support

), personal attitude (X

), and self-efficacy (X

In this study, we define entrepreneurial intention

as student actions based on planned or decision has

been made consciously to self-lead directed to

business initiation, sharpen ideas to make or to serve,

keep to search opportunities for start-up, collect

information related to business intended, self-

exposure to business role models, initiate to spend

money efficiently or to save for initiation, and

identify available resources or helps for start-up.

A family support is defined as the parental

perspectives toward entrepreneur career choice by

reflecting positive self or others experiences and

positive suggestion about having own business,

appreciating self-employed person and

entrepreneurial activity, and providing good

suggestion on an entrepreneur as a career choice after

graduate. This measure consists of a 6 item set

questions.

An individual attitude is defined as a student

valuation about being an entrepreneur by considering

willingness to challenge the way to pursue happiness,

have personal income higher than wage or salary,

have self-autonomy by doing own business, face

uncertainty during start-up, work hard to tackle the

risks, and think smart to calculate potential loss. This

measure consists of a 6 item set questions.

Figure 1. Path diagram for hypothesized structural

model predicting entrepreneurial intention

ICRI 2018 - International Conference Recent Innovation

2114

Self-efficacy is defined as a student self-belief to

be able to think an idea for starting a business, plan

and prepare for start-up, explore those resources as

needed for start-up, persistent and commitment to do

some efforts for start-up, assure to have customers at

first day start-up, do the best to face business

competitors, and control the financial risk and

potential factors those lead to fail. This measure

consists of a 7 item set questions.

The respondenthadtheoptiontochoosefrom

a 5‐point Likert scale where 1 = ‘‘extremely

disagree’’ and 5 = ‘‘extremely agree”forthose

questions to measure the degree of family

support,attitude,andself‐efficacy.Meanwhileto

measure the level of entrepreneurial intention,

individual respondent may choose one of 5

optionsfrom1=‘‘neveratall’’to5=‘‘veryoften”

astheyexperienced.

Using SPSS 22, construct validity test indicated

that correlation is significant at the 0.01 level (1-

tailed) among items for all variables. The cronbach’s

alpha used to measure construct reliability measure of

family support (0.928); personal attitude (0.924);

self-efficacy (0.939); and entrepreneurial intention

(0.928). This result indicated that constructs for all

variable were reliable, since they met the required a

reliability of 0.70 or higher.

Tests of Normality by Kolmogorov-Smirnov and

Shaphiro-Wilk techniques on data set of family

support (sig 0.089 and sig 0.148), attitude (sig 0.200

and sig 0.173), self-efficacy (sig 0.200 and sig 0.137),

and entrepreneurial intention (sig 0.200 and sig

0.192) indicated that all four data set are normally

distributed, since all of sigs > 0.05. Test of

Homogeneity of Variances, Levene Statistic 1.790;

= 3; df

= 904; and p-value=0.147 > 0.05 (H

accepted) indicated that data set of family support,

attitude, self-efficacy, and entrepreneurial intention

have equal variances.

5 RESULTS

The hypothesized structural model predicting

entrepreneurship intention was tested by software

Lisrel8.80. Output of test provided correlation matrix

(Table 1), structural equations (Figure 2), and path

diagram (Figure 3).

Structural equations on Figure 2 show family

support predicts attitude; family support and attitude

predict self-efficacy; and family support, attitude, and

self-efficacy predict entrepreneurial intention. This

path model is a saturated model because all paths are

included. All path coefficients as represented on

Figure 3 are significant, since all values of t

supported. Goodness of Fit Statistics indicates that

chi-square = 0.0, degrees of freedom = 0, and P = 1.00

> 1, the model is saturated, the fit is perfect.

Table 1. Correlation Matrix of Y and X

Correlation Matrix of Y and X

Attitude Self-

Efficacy

Entreprene

urial

Intention

Family

Support

Attitude 1.000

Self-

Efficacy

0.826 1.000

Entrepren

eurial

Intention

0.820 0.930 1.000

Family

Support

0.849 0.937 0.904 1.000

Means 17.202 20.784 22.399 17.173

Standard

Deviation

4.174 5.477 5.326 4.733

Figure 2. Structural Equations

Figure 3. Path Diagram

The path coefficient on Figure 3 represented as a

standardized regression coefficient. It calculated from

beta (effects among endogenous variables) and

gamma (effect of exogenous variable on endogenous

variables). It shows that direct effect p

= 0.193, p

0.118, p

= 0.652, p

= 0.848, and p

= 0.105. Data

show the highest direct effect on entrepreneurial

intention is self-efficacy (0.652), followed by family

support (0.193) and student attitude (0.118).

However, the highest direct effect on self-efficacy is

family support (0.848). This finding shows that

family support cannot be denied as important variable

still contribute to shape student entrepreneurial

intention, whether directly or indirectly through self-

Entrepreneurial Intentions among Entrepreneurship Course Students Shaped by Individual Effects and Family Support

2115

efficacy. Direct effect student attitude on self-efficacy

is lower (0.105) compared to family support.

Indirect effect family support on entrepreneurial

intention was calculated as following: (p

)(p

)+(p

) (p

) = (0.849)(0.118)+(0.848)

(0.652)+(0.849)(0.105)(0.652)=0.711. Indirect effect

student attitude on entrepreneurial intention was

calculated as following: (p

)(p

)=(0.105)(0.652)=

0.069. The result of indirect effects, direct effects, and

total effects on entrepreneurial intention were

represented in Table 2. Data show total causal effects

provided by family support (0.904) is higher than

self-efficacy (0.652) on entrepreneurial intention.

The result also is aligned with the argument of

Krueger, Reilly, and Carsrud (2000) that stated

correlations between self-efficacy and career intent

range from 0.3 to 0.6. This correlation is assumed be

better than most predictors used in entrepreneurship

research entrepreneurial phenomena. In our study, the

path coefficient of self-efficacy directly effects

entrepreneurial intention is 0.652.

Table 2. Causal Effects on Entrepreneurial Intention

Variable

Causal Effects

Indirect Direct Total

Attitude

0.069 0.118 0.187

Self-

Efficacy

- 0.652 0.652

Family

Support

0.711 0.193 0.904

Indirect effect family support on self-efficacy

calculated as following: = (p

)(p

)=(0.849)(0.105)

=0.090.

The result of indirect effects, direct effects,

and total effects on self-efficacy were represented in

Table 3. Data show total causal effects of family

support (0.937) and student attitude (0.105) on self-

efficacy.

Table 3. Causal Effects on Self-Efficacy

Variable

Causal Effects

Indirect Direct Total

Attitude

- 0.105 0.105

Family

Support

0.090 0.848 0.937

6 CONCLUSIONS AND

DISCUSSION

The path coefficients, t-values, and statistical results

in our structural model predicting entrepreneurship

intention as presented in Figure 3 supporting all six

hypotheses in this study. The model of

entrepreneurial intention shaped by student

individual effects and family support as proposed is

also fit. Result indicates that family support serves

as an important (exogenous) variable influence

positively and directly on entrepreneurial intention,

and also influence positively and indirectly on

entrepreneurial intention through formation personal

attitude and self-efficacy. Result also indicates that

self-efficacy acts well as an intervening variable

influence positively and directly on entrepreneurial

intention. A family support and individual self-

efficacy have strong contribution to foundation of

student entrepreneurial intention, individual attitude

also positively effect to form entrepreneurial

intention directly or indirectly through formation self-

efficacy. However, in this research individual attitude

has a slight effect directly on entrepreneurial

intention.

How family support influence entrepreneurial

intention relevant to other researchers, Carr and

Sequeira (2007) argued that entrepreneurial intention

can be influenced by many other exogenous

variables, including the strong ties that individuals

have with important influence agents within their

environment (excluding university environment). An

individual's beliefs about a career is influenced by

their interpretation of past experiences (self, friends,

parents, or relatives experiences), as well as their

perception of the attitudes and expectations of

‘socializers’ (e.g. parents, friends, teachers) toward

those careers. Those interpretations and perceptions

will lead to attitudes and self-efficacy positively or

negatively toward career choice to be self-employed.

Related information about parental expectations

on their children after graduate from university was

collected by interviewing some students of

entrepreneurship course. There is a tendency that

parents becoming wisely to give more free for the

students to choose their career choices after graduate

considering highly competitive and difficulties to

enter specific professions or job market. But, few

parents still force their children to take a particular

profession or to work at well-known established

company or to be permanent employee at

governmental office, as they hoped to have a fixed

salary as expected, prestige, and security. Most of

parents want their children just quickly get job after

graduate to be living independently and separately.

However, parents commonly expect their children

prepared for life after graduate, whether for working

or starting a business. It is quite interesting that some

students reported as even their parents working for

ICRI 2018 - International Conference Recent Innovation

2116

entirely life support them to be an entrepreneur

directly after graduate or next after they have

experiences and readiness saving as they got from

some years working.

Some entrepreneurship course students in this

study (39.65%) have an early familiar on business

activities since they grew up in a family business,

even half of them involved at their parent business.

This familiarization on business earlier tends to be

positively contributed to shape student values and

attitudes on business ownership. However other

researcher argued that individuals will hold a positive

attitude towards business ownership if they perceive

that their parent business ownership not only be

feasible to do but also should be desirable profit.

The feedback student sheets on entrepreneurship

course were collected and reviewed. The most things

identified that make them feel good and enthusiasm

from entrepreneurship course is the process of

entrepreneurship experienced by role model. A five

to ten minutes duration scene on each video provides

storytelling and information of entrepreneurship

process experienced by one role model. Students

asked to analysis on how an idea developed for start-

up, first day experienced when business initiated,

efforts to survive, and then come to growing business

stage. Each of those four stages on entrepreneurship

process (idea, initiation, implementation/survival,

and invest to grow) were discussed. Students also

identified what sort of factors supporting role model

at each stage. There are three different role models

introduced to the students, first role model who

directly started a business after graduate; second other

who experienced 9 years working at two companies

previously and then decide to start his own business;

and third role model who experienced business fail

many times while he still worked as a consultant for

civil construction company, then he left his work after

his business providing a prospective increasing profit.

Students admitted those role models were impressed

them. Students also appreciated how a rewarded life

could be hold by those role models after years of

doing business and compared to what level of wealth

if they keep continue to work till retired. After

analysing and discussing those role models, students

assigned to draw their simple personal vision whether

to be an entrepreneur or other profession, supported

with those missions would be achieved, and some

indicators for each personal mission must written to

be an accountable and timed measures.

Other thing that entrepreneurship course students

interested is practicing to design, make, and sell a

product, where students were grouped to sell 50

pieces in a day at least. At similar task, they may

choose to make just 5 units sample product and sold

via social media. Working within a group for start-

up experienced will benefit for all student to share

how workable ideas to product, tastes of creativity,

market viability, and encouragement to sell their

products directly to others.

To this end, we concluded that enhancing family

value on entrepreneurship to be favoured a climate for

supporting student entrepreneurial intentions earlier

from home, meanwhile university environment

responsible to shape personal attitude and self-

efficacy. Reasonable career choices to be

entrepreneurs could be encouraged by personal vision

on rewarded life through their own businesses, not by

the fear of difficulty to enter job markets.

Nowadays, university students are from

generation Y and the proceeding generation Z, they

were found to be even more entrepreneurial, with

72% reporting they want to start their own business

(Cochran, 2017). Many business opportunities and

models will be exploded in line with the emergence

of creative industries, technological disruptive

phenomenon, internet of things, and the trend of

sharing economy. Those are more likely as an

emergency and necessity call for imperativeness of

entrepreneurship course.

However, responsibility of entrepreneurship

course on shaping attitude and self-efficacy to seed

student entrepreneurial intention at the university

level should be aligned with university vision itself.

Actually there is great challenge for the higher

education institutions in Indonesia to move forward

early in formulating a suitable concept of

entrepreneurial ecosystem at campus level. It can be

adopted from the national level GEM framework of

entrepreneurial ecosystem to be transformed for a

university level. We proposed 5 (five) relevant

components to be included on entrepreneurial

ecosystem at a university level as following: (a)

university policy on entrepreneurial campus

development; (b) university entrepreneurial finance;

programs; (d) education and competency based

training system on entrepreneurship; and (e) R&D

activities among those actors in the Quadruple Helix

framework (academia, business sector, civil society,

and government).

Furthermore there is a significant change in

accreditation system for higher institution in

Indonesia lately, from 7 standards commonly based

on input and process to 9 components mainly based

on output and outcome. A high number of graduates

becoming successful business owners next would be

an excellent measure of outcomes for the higher

education itself.

Entrepreneurial Intentions among Entrepreneurship Course Students Shaped by Individual Effects and Family Support

2117

Future research should examine student

entrepreneurial intention versus actual business start-

up. Researchers can evaluate whether student

entrepreneurial intentions are still consistent with the

actual business start-up when they graduated (Carr

and Sequeira, 2007). Individuals may hold family

support toward business start-up, supportive personal

attitude, and have high entrepreneurial self-efficacy,

but yet their entrepreneurial intentions never become

reality. This is so important to be monitored in order

to uncover factors that encourage or hinder

entrepreneurial activity, especially related to societal

values, personal attributes, and the entrepreneurship

ecosystem in the country.

ACKNOWLEDGEMENTS

This research was partially funded by the Islamic

“45” University, as it was selected as a competitive

research proposal at the university in the year of 2016.

REFERENCES

Ahmad, N. dan Hoffman, A. 2007. A Framework for

Addressing and Measuring Entrepreneurship (Paris:

Entrepreneurship Indicator Steering Group, OECD).

Ajzen, I. 1991. “The theory of planned behaviour”,

Organizational Behavior and Human Decision

Processes, 50, 1991, pp. 179-211.

Azanza, G., Gramana S., and Bona, G. 2017.

Entrepreneurship Education in Business Schools : Best

Practices and recommendations, Equal Report for

Orientation of Entrepreneurship Activity on Business

Schools in Europe.

Bagheri, A. and Pihie, Z.A.L. 2014. The Factors Shaping

Entrepreneurial Intentions (UK: Cambridge Scholars

Publishing, 1

., 2014).

Bandura, A. 1997. Self-efficacy: The Exercise of Control

(New York: Freeman, 1997).

Baron. R.A. 2004. “The cognitive perspective: a valuable

tool for answering entrepreneurship’s basic ‘why’

questions”, Journal of Business Venturing, Vol. 19 No.

3., pp. 221-39.

Bird, B.J. 1989. Entrepreneurial Behavior (USA:

University of Michigan, Scott, Foresman/Litle, Brown

College Division).

Bernstein, D. A. and Nash, P. W. 2008. Essentials of

Psychology (USA: Houghton Mifflin Company, 4

edition).

Carr, J.C. and Sequeira, J.M. 2007. “Prior family business

exposure as intergenerational influence and

entrepreneurial intent: A Theory of Planned Behavior

approach”, Journal of Business Research 60, pp. 1090–

1098.

Cochran, S. 2017. “Every College Student Should Take a

Course in Entrepreneurship”, Entrepreneur &

Innovation Exchange, Published online at EIX.org on

January 05 2017, DOI: 10.17919/X9XS3X.

Drnovsek, M., Wincent, J., and Cardon, M.S. 2010.

“Entrepreneurial self-efficacy and business start-up:

developing a multi-dimensional definition”,

International Journal of Entrepreneurial Behaviour &

Research Vol. 16 No. 4, pp. 329-348.

Ferreira, J.J., Raposo, M.L., Rodrigues, R.G., Dinis, A., and

Paco, A. do. 2012. “A model of entrepreneurial

intention, An application of the psychological and

behavioural approaches”, Journal of Small Business

and Enterprise Development Vol. 19 No. 3, pp. 424-

440.

Gelderen, M. van., Brand, M., Praag, M. van., Bodewes,

W., Poutsma, E., and Gils, A. van. 2008. “Explaining

entrepreneurial intentions by means of the theory of

planned behaviour”, Career Development International

Vol. 13 No. 6, hh. 538-559.

Gleitman, H., Gross, J., and Resberg, D. 2011. Psychology

(USA: W.W. Norton & Company, Inc., 8

edition).

Global Entrepreneurship Monitor. 2017. Global

Entrepreneurship Monitor, Global Repor 2016/2017

(Global Entrepreneurship Research Association, 2017).

Hamidi, D., Wennberg, K., and Berglund, H. 2008.

“Creativity in entrepreneurship education”, Journal of

Small Business and Enterprise Development, Vol. 15

No. 2, pp. 304-20

Handaru, A.W., Parimita, W., Achmad, A., dan

Nandiswara, C. 2014. “Pengaruh Sikap, Norma

Subjektif, dan Efikasi Diri terhadap Intensi

Berwirausaha Mahasiswa Magister Manajemen (Kajian

Empiris pada Sebuah Universitas Negeri di Jakarta”,

Jurnal Universitas Paramadina, Vol. 11 No. 2, hh.

1046-1061.

Hatten, T.S. 2009. Small Business Management:

Entrepreneurship and Beyond (South-Western,

Cengage Learning, 15

edition).

Hisrich, R.D. and Peters, M.P. 1998. Entrepreneurship

(USA: Irwin McGraw-Hill, Boston, MA., 4

edition).

Hisrich, R.D., Peters, M.P, and Shepherd, D.A. 2013.

Entrepreneurship (USA: McGrawHill International

Edition, 9

. edition).

Krueger, N., and Carsrud, A. 1993. “Entrepreneurial

intentions: Applying the theory of planned behaviour”,

Entrepreneurship and Regional Development 5, pp.

315–330.

Krueger, N.F., Reilly, M.D, and Carsrud, A.L. 2000.

“Competing models of entrepreneurial intentions”,

Journal of Business Venturing, Vol. 15, 2000, pp. 411-

432.

Kuratko, D.F. 2005. “The emergence of entrepreneurship

education: Development, trends and challenges”,

Entrepreneurship Theory and Practice, 29(5), pp. 577-

597.

Michael, S.C. 2018. “What should we teach in the new

ventures class? An empirical anaysis”, Journal of

Entrepreneurship Education, Volume 21, Issue 2.

ICRI 2018 - International Conference Recent Innovation

2118

Myers, D.G. 2010. Psychology (USA: Worth Publishers,

edition).

Nawangpalupi, C.B., Pawitan, G., Widyarini, M.,

Gunawan, A., Putri, F.E., and Iskandarsjah, T. 2016.

Entrepreneurship in Indonesia: Conditions and

Opportunities for Growth and Sustainability (Bandung:

UNPAR Press).

Ozaralli, N. and Rivenburgh, N.K. 2016. “Entrepreneurial

intention: antecedents to entrepreneurial behavior in the

U.S.A. and Turkey, Journal of Global

Entrepreneurship Research, 6:3, pp. 1-32.

Remeikiene, R., Startiene, G., dan Dumciuviene, D. 2013.

“Explaining entrepreneurial intention of university

students: the role of entrepreneurial education”, Make

Learn, International Conference, Zadar, Croatia, hh.

299-307.

Robbins, S.P. and Judge, T.A. 2013. Organizational

behavior (USA: Pearson Education, Inc., publishing as

Prentice Hall — 15

edition).

Susetyo, D. dan Lestari, P.S. 2014. “Developing

entrepreneurial intention model of university students

(An empirical study on university students in

Semarang, Indonesia)”, International Journal of

Engineering and Management Sciences, Vol. 5 (3), hh.

184-196.

Wong, S.C.K. and Liu, G.J. 2010. “Will parental influences

affect career choice?: Evidence from hospitality and

tourism management students in China”, International

Journal of Contemporary Hospitality Management,

Vol. 22 No. 1, pp. 82-102.

Zellweger, T., Sieger, P., and Halter, F. 2011. “Should I

stay or should I go? Career choice intentions of students

with family business background”, Journal of Business

Venturing, 26, pp. 521–536.

Entrepreneurial Intentions among Entrepreneurship Course Students Shaped by Individual Effects and Family Support

2119