The Role University Policies, Self-potential and Environmental

Factors toward the Development of Sport Entrepreneurial Interest in

Sport Science Students

Riswandi Haris

, Djoko Pekik Irianto

, Andi Ihsan

Graduate School Program, Yogyakarta State University, Jl. Colombo No.1, Depok, Sleman, Yogyakarta, Indonesia

Graduate School Program, Makassar State University, Jl. A.P. Pettarani, Makassar, South Sulawesi, Indonesia

Keywords: Sports, Entrepreneurship, Management

Abstract:

Preserving the stability of global economic competition is the main responsibility for every country in this

industrial revolution 4.0 eras. Thus, all societies should contribute to the competition in order to prepare

new generations that are able to compete. One of them is university, through their visions and missions. The

economic competition cannot be separated from entrepreneurial problems. It is the background of this

research with the aim to determine the factors that influence entrepreneurial interest for college students,

especially for sports science students. In order to achieve the research objectives, this research identified the

ability and self-potential, environmental factors and education policy as independent variables (free) and

entrepreneurial interests of students as the dependent variable (bound). The samples of this study were sport

science students of Yogyakarta State University and Makassar State University (Undergraduate and

Postgraduate). The results of this study show that the factors that influence student entrepreneurship interest

were the ability, self-potential and the large number of students' desire for special policies related to

entrepreneurship education. Hence, entrepreneurship education policy played an important role in the

development of the sports industry through student entrepreneurship skills by adopting curricula or lessons

on entrepreneurship and other entrepreneurial activities. Environmental factors also influenced the

entrepreneurship interest, even though in the analysis there were any significant differences from other

variables. Therefore, universities or program studies that act as policy makers are expected to be able to

improve the sports entrepreneurship curriculum and preserve competition in the sports industry.

1 INTRODUCTION

In Asian countries, especially Indonesia, new

innovations or new businesses and products are

required in order to preserve the economic growth

and survive in global competition. It is based on the

government policies which tend to increase youth or

new generations (students) entrepreneurship

capacity. As in Europe and United States,

Oosterbeek (2010) explains that in order to achieve

more competitive levels of economic growth and

innovation, increasing additional entrepreneurial

capacity is necessary and entrepreneurship education

should be conducted as the first step to build

innovative culture. Entrepreneurial culture is also

one of the efforts to minimize the problems which

are caused by the global crisis, based on the

knowledge and practice (Nasrudin 2016).

The main reason for increasing entrepreneurial

capacity is to reduce the number of unemployment

at the national level and become a solution for a

brief working environment. The development of

entrepreneurial capabilities is required, either in

organizations or individuals. Therefore, adding

entrepreneurship education in the curriculum will be

very important for the youth and students in every

country. Therefore, everyone who are education

implementers, such as the government and the

stakeholders need to conduct several

accompaniments such as seminars, trainings, and

others as the stimuli to become entrepreneurs.

According to Fayolle & Gailly (2015), political

attitudes in campaigning entrepreneurial interests

and the role of educators as facilitators of

entrepreneurship for students and alumni in the

university can provide a chance to launch

Haris, R., Irianto, D. and Ihsan, A.

The Role University Policies, Self-potential and Environmental Factors toward the Development of Sport Entrepreneurial Interest in Sport Science Students.

DOI: 10.5220/0009215401510158

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 151-158

ISBN: 978-989-758-457-2

151

entrepreneurial programs, initiatives, and motivation

for students.

The development of sports has turned out to an

active industry that can create jobs and economic

activities. By answering the challenges of the market

exchange which is characterized by economic

instability, it is the right time for the students,

especially sports science students, to become

entrepreneurs (Othman, 2016). As the

implementation of the vision and mission of the

government, the universities and study programs can

create a new generation which is innovative,

creative, and independent.

Therefore, the purposes of this study were: First,

to identify entrepreneurial interests in sports science

students; Second, to determine the influence of the

social environment on the students’ entrepreneurship

interest; and Third, to analyze the entrepreneurial

interests of sports science students based on the

university policies (curriculum and training).

The limitation of the problems in this study was

the entrepreneurship education as a policy to

increase the number of entrepreneurs by analyzing

the factors that influence entrepreneurial interest in

sports science students, especially in Indonesia, by

identifying the correlation between types of skills

and the external environment, and the effect of

training participation and entrepreneurship education

as a limitation of the discussion. The significances of

the research can be used by educators and the

government to create education policies in

increasing entrepreneurship in the sports sector, and

also to increase its interest. This article consisted of

literature reviews, research methods (samples,

instruments, data collection procedures and data

analysis, results and discussion, conclusions and

limitations of the research, and also the

recommendations for further research).

2 METHOD

2.1 Characteristics of Sample

The samples of this study were undergraduate and

postgraduate students of sports science department

of Yogyakarta State University and Makassar State

University, academic year of 2018-2019. In total,

there were 153 undergraduate students, and 97

postgraduate students.

The entrepreneurship program covers three

scientific fields at Yogyakarta State University and

Makassar State University such as sports health,

sports training, and sports education. The sampling

was conducted until reach the maximum limit.

2.2 Research Instrument

The researcher conducted a survey by using

questionnaire as the instrument. The questionnaire

consisted of 25 questions with the same scale. The

survey referred to the research that was conducted

by Liñán and Chen (2009) called the Entrepreneurial

Intention Questionnaire (EIQ). Likert scale was used

in order to provide information related to research

variables as follows.

2.2.1 Ability and Self Potential

This scale was extracted into the EIQ, which

consisted of 12 items related to entrepreneurial

capacity and interest. The Likert scale was used with

the explanations: 1 represented strongly disagree,

and 4 represented strongly agree.

2.2.2 Environmental Factors

This scale consisted of 4 items that measured the

level of agreement or disagreement, where 1

represented strongly disagree, and 4 represented

strongly agree on a business which was influenced

by the environment.

2.2.3 University Policies

This was extracted from 4 items that refer to the

level of entrepreneurship education policy at the

university (curriculum and training). Likert scale

was used to measure this variable, in which 1 meant

strongly disagree and 4 meant strongly agree.

2.2.4 Entrepreneurial Interest

This scale consisted of 5 items that aimed to

measure whether the participants agree or disagree

with the initiative to make a business or become an

entrepreneur. 4-points Likert scale was used, in

which 1 represented strongly disagree, and 4

represented strongly agree.

2.3 Data Collection Procedures

Data collection was conducted by using stratified

sampling method in order to get the maximum

number of students from each level (Undergraduate

and Postgraduate). The questionnaire was filled out

in two ways, by distributing it directly or online

using Google Form application from December

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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2018 - April 2019. The amount of time which was

spent by students to complete the questionnaire was

around 10 - 20 minutes.

2.4 Data Analysis

The data were analyzed by using SPSS 21. The

analysis of the data consisted of descriptive

statistical analysis (mean, standard deviation, and

percentage), Kaiser-Mayer-Olkin Test (KMO) and

Cronbach Alpha Statistics.

Then, the analysis of the correlation was

calculated by using Pearson product, in order to

determine the relationship between the three

independent variables (entrepreneurship skills to

create an independent business, based on education

and experience, and environmental factors) with the

dependent variable (entrepreneurial interest). This

analysis was called as multiple regression analysis

which explained that the three independent variables

influence students' entrepreneurial interest

(dependent variable). The last was the t-test, which

determined the differences between students who

had attended training or entrepreneurship lessons,

and students who had never attended training,

referred to the existing variables.

3 RESULTS

3.1 The Profile of Samples

The results showed that the students who filled out

the questionnaire were men (74.8%) and women

(24.2%) with the age range between 18-30 years on

average 22.17 (SD = 3.47). The total number of

students which were involved was 82.5% for

graduate students and 17.5% for undergraduate

students. Based on the work experiences, 40% of the

students had work experiences, and 60% had no

experiences, and 85% of students never attended

entrepreneurship training.

3.2 The Validity of the Data

The table below consists of descriptive analysis of

each variable, validity test (KMO), Cronbach Alpha,

and correlation between independent variables and

dependent variables of the study. The validity of the

variables was analyzed by using Cronbach Alpha,

resulting V1 (dependent variable) α = 0.947 and free

variables (V2-V4) α = 0.876 - 0.734). Meanwhile,

the KMO test was from 0.748 to 0.973 for all

variables. Hence, it can be concluded that the

samples and variables were acceptable or valid (see

Table 1).

Table 1: Means, alpha cronbach, KMO, and correlation of

variable.

X (SD) KMO V

3,19

(1,55)

,973 .947

3,06

(1,28)

,855 .568 ,876

4.77

(0.97)

.733 .428 .476 0.829

3.79

(1.20)

.748 .086 .059 -.117 ,734

*p ≤ .05; ** p ≤ .01; *** p ≤ .001; Cronbach's

Alpha

Correlation analysis showed that the three

independent variables were correlated to the

dependent variable. Individual ability which build an

independent business (r = 0.568) and ability based

on education and experience (r = 0.428) were two

independent variables which showed a higher

correlation (p ≤ 0.001) and the lowest environmental

correlation factor (p ≤ .05) in the negative direction

(r = −.09).

3.3 Analysis of the Correlation

The results of the regression analysis were verified

and multiple hierarchical regression analysis was

illustrated in Table 2. Two regression models that

were significant (p <0.001) explained the interests.

The first model (F (1) = 257.87) showed that 33% of

entrepreneurial interests are based on individual

abilities to create independent businesses as the only

explanatory variables with (ß 0.57). The second

model (F (2) = 142.44; F = 18.43) determined the

main percentage of variance, 35% was the ability

and self-potential (ß = 0.49) and ability based on

university polices (ß = 0, 17). These two variables

were analyzed as the main factors of student

entrepreneurship interest; while environmental

variables were excluded from this model.

The Role University Policies, Self-potential and Environmental Factors toward the Development of Sport Entrepreneurial Interest in Sport

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Table 2: The linear regression model toward

entrepreneurial interest.

Estimate Standard

Erro

Bet

(

Constant

)

1.04 0.15 - 7.11

Ability

and Self

Potential

0.71 0.04 0.57 16.06

(Constant) 0.02 0.28 0.06

Ability

and Self

Potential

0.61 0.05 0.49 12.34

University

Policies

0.28 0.07 0.17 4.29

1: R = .57; R2 = .33; R2adj = .33; F(1) = 257,88; p

<0,001; VIF

2: R = .59; R2 = .35; R2adj = .35; F(2) = 142,44; p

<0,001; ΔR

2 = .023; ΔF = 18,44.

After the ability and self-potential were verified

to influence entrepreneurial intentions, the variables

were analyzed separately in order to obtain better

understanding of what aspects which had the

greatest influence. Multiple linear regression

analysis was conducted and the results showed that

only three of the 12 item variables which had a

direct influence on entrepreneurial interest (p <0.05).

Analysis related to ability and self-potential with

several statements, among others; I want to make an

independent business especially in sports (p <.001, β

= 0.17), 'Entrepreneurship will save my future' (p

<.001, β = 0.17), and 'I have a confidence to start my

own business' (p <.001, β = 0.16). The results of the

analysis show that the students were able to create

independent businesses and able to consider that it is

not difficult to preserve the business which had

already begun (see table 3).

Entrepreneurial skills based on education and

experiences (university policy) were also analyzed

by multiple linear regressions which consisted of

four items. The results of the analysis showed that

three of the five capacities possessed by students

significantly influenced the entrepreneurial interests

of students. From this capacity, in my opinion,

entrepreneurship education was necessary for sports

science students (β = 0.27). Thus, university/

faculty/ study program should make a policy

(curriculum) related to sports entrepreneurship (β =

0.18) and university/ faculty/ study program should

make sports entrepreneurship training (β = 0.10).

Therefore, university policy was important in

influencing entrepreneurial interests (see Table 4).

Table 3: The linear regression model of entrepreneurial

interest based on the ability and self-potential.

Standard Beta t Sig.

(Constant) 0.15 - 6,56 .000

I want to make an

independent

business

especially in

sports.

0,06 0.17 3,01 .0003

The sports

industry is

suitable with me.

0,06 0.10 2,79 0.006

I have a potency

to become an

entrepreneur.

0,07 0.10 1,59 0.112

I have an

experience in

entrepreneurship.

0.03 0.04 0.92 0.358

I have a good

leadership to start

a business.

0,05 0.10 1,89 0.060

I have an

innovation for

sports industry.

0,05 0.12 3,54 .000

I have ability in

managing a

business.

0,08 0.08 1,39 0.065

I want to obtain

some benefits

from sports

entrepreneurship.

0.05 0.10 2.18 0.029

I have a

confidence to start

my own business.

0.06 0.16 2.66 .0003

Entrepreneurship

will save my

future.

0,05 0.17 3,00 0.002

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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Table 4: The linear regression model of

entrepreneurial interest based on university policy.

Standard

Error

Beta t Sig.

(Constant) 0.30 - 0,87 .387

In my opinion,

entrepreneurship

education is

necessary for

sports science

students.

0,06 0. 27 5.82 .000

University/

Faculty/Study

Program should

make a policy

(curriculum)

related to sports

entrepreneurship.

0,06 0. 18 3,96 .000

University/

Faculty/Study

Program should

make sports

entrepreneurship

training.

0,06 0. 10 0,55 .586

Sports

Entrepreneurship

becomes one of

the main courses.

0.07 0.07 0.35 .629

4. DISCUSSION

4.1 University Policies toward the

Sports Entrepreneurship

According to data from the Central Statistics

Agency, the number of unemployment has reached

6.87 million or 5.13% in 2018. The increasing of

unemployment, including undergraduate graduates,

was caused by global economic demands toward

fresh graduates to consider other alternative options

and start new businesses. Based on the data,

universities or schools should conduct educational

efforts towards their graduates by developing their

abilities and skills related to industry for each

discipline (Roffe 2010). The University should also

identify the students’ needs in order to develop their

mindset of entrepreneurship, experience, creative

thinking, self-confidence, and social and

communication skills, as the components of the

curriculum (Rae, 2011).

4.2 Relationship of Entrepreneurship

and Sport

As a constitutional country, Indonesia arranges all

elements in the constitution which called as Undang-

undang, including the sports system. The Law No. 3

of 2005 concerning the National Sports System is a

reference for sports practitioners and academics in

sports industry, which is related to sports

entrepreneurship. It is explained that sports industry

is a sports business activity in the form of stores and

services which is held by the government and the

community regarding to the provisions, and national

sport needs. (People's Representative Council,

2005).

The trend of sports industry in Indonesia has

been increasing every year, as proved by the interest

of some companies in investing in several sports

clubs such as Intermilan, Liverpool, AC. Milan, etc.

On the other words, Indonesian sports apparel has

been claimed in international level. The changes of

social status are the reason for the development of

paradigms and sports as an indicator of welfare in

social life, based on the development of social

awareness about entrepreneurship training, seminars,

and lessons in the educational environment and its

development.

Basically, sports entrepreneurship plays an

important role in the developments of a country,

such as the development of business, employment,

welfare, and physical and mental health

(Sheikhzadeh, 2016). Economic competition is

required in every country in order to be able to

compete with others. Therefore, professionals in the

sports industry should be able to identify the

business opportunities and use them by developing

new products or services based on innovation and

creativity, based on the societies’ needs in sports. It

is not difficult to develop an entrepreneurial culture

in the sports industry since it has been a dynamic

activity that is managed by entrepreneurs, as an

effort to increase the market or produce an

innovation (Ratten, 2011 & Ayazi, 2015). It

becomes clear that sports industry has a different

background in services, production, and other

sports-related features, in order to provide the

opportunities for entrepreneurship in the sports

industry which are vast and extensive (Jones & Bill,

2009).

From the academic side, sports science has

become a study in various disciplines, but the study

of entrepreneurship still tends to be limited and lack

of literacy. The lack of literacy in sports

entrepreneurship is expected to get special attention.

The Role University Policies, Self-potential and Environmental Factors toward the Development of Sport Entrepreneurial Interest in Sport

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It is because sports industry can create great

opportunities for university alumni, especially sports

science graduates, by developing effective training

in order to increase the number of sports

entrepreneurs and people's lives (Ansari, 2015).

Based on the university policy, individual's

interest in entrepreneurship is also a special variable

for entrepreneurship development. A person's

passion in doing business and facing risks can be

seen from the courage, self-confidence,

perseverance, and strong determination with the

provision of competition that includes ability and

knowledge, combines with the personality traits and

entrepreneurial interests (Oosterbeek, 2010).

Previously, Yazdanifar (2015) explained that the

awareness of environment and society would

facilitate opportunities in offering services with

different levels of knowledge and skills from each

entrepreneur. Educational policies are conducted

with programs that consider the characteristics of

entrepreneurships’ needs (Oosterbeek, 2010).

4.3 Factor of Entrepreneurship

The interest in entrepreneurship can be predicted

theoretically from entrepreneurial self-potential,

based on education or experience and environmental

factors.

4.3.1 Ability and Self Potential

Some studies explain the relationship between ASP

and student entrepreneurship interests, one of them

is Chen (1998) who concluded that ASP is a power

that exists in individuals who believe in their ability

so that they are able to implement and develop the

entrepreneurship that they formed. Chen stated, "In

order to improve the students’ confidence, it does

not only focus on students' skills but also on ASP

strengthening, so the educators can consider the

entrepreneurial attitudes and perceptions that can be

possible in real life”.

4.3.2 Educational Policies

Ployhart and Moliterno (2011) explain that the

groups and individuals who have a higher level of

knowledge, skills, or abilities can be outstanding

rather than others who have lower levels of

knowledge, skills, or abilities. In the society, the

ability of entrepreneurs can be seen from the level of

education, work experience, and genetics. In line

with Unger (2011) says that the determinants of

entrepreneurial interest such as human resources,

abilities, and knowledge are obtained by individuals

through the process of education, preparation for

work, and other types of experience. He

demonstrates the relationship between human capital

and entrepreneurial success and highlights better

results for investing in human capital based on

knowledge and skills rather than investing in human

capital based on education and experience. The

relationship between educational outcomes and

entrepreneurship training with interventions of the

focus on academics is stronger rather than more

specific and concise content (Martin, 2013).

The training material or entrepreneurship

education with more specifications will provide

conceptual and more comprehensive understanding

of students in identifying job opportunities and

making decisions. Hence, an understanding of

entrepreneurial abilities based on education and

experience has the possibility of analyzing

opportunities that are more effective in creating

business, especially sports science students and

alumni.

4.3.3 Environmental Factors

Entrepreneurship education programs should

consider other variables such as environmental

factors which are supported by government and

economic policies, and educational institutions in

order to form entrepreneurial interests. (Ajzen,

1991). Related to the theory, Oosterbeek et al.

(2010) conclude that entrepreneurial skills of each

individual which participates in entrepreneurship

training do not have a significant effect on students'

interest in entrepreneurship. Meanwhile, according

to Sánchez (2011), entrepreneurship education

programs which are contained in entrepreneurship

training programs do not only focus on the technical

aspects of creating new businesses but also focus on

other aspects such as the awareness and

understanding of environmental characteristics

related to the economic needs of the society. In line

with Agus Kristiyanto (2011), he states that business

people also help to reduce poverty from the sports

industry that is developed and qualified by providing

social protection, policies, and technical assistance.

It has been clear that there are three aspects

which should be considered in making educational

policy related to entrepreneurship education at the

university level, especially for sports science

students. This entrepreneurship study is still limited

and the predictions of each alumna’s employment

opportunities are quite extensive and lack, especially

in Indonesia. According to Saffari (2013) and

Ferreira (2017), identifying entrepreneurial interests

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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of students at university level, especially sports

science students, can be conducted with effective

methods and specific approaches.

Therefore, this study aims to analyze the

entrepreneurial interests of sports science students

based on several factors, including ability, self-

potential, and environmental influences, such as

university education policies as an effort to

implement short-term and long-term vision and

mission, to create young entrepreneurs, and to

reduce national unemployment.

5 CONCLUSION

The entrepreneurial interest of sports science

students was based on two factors, including internal

factors and external factors. The internal factors are

perceived towards individual’s entrepreneurial

ability to create independent businesses and based

on the experience and education; while the external

factors were perceived towards social environmental

conditions. The research instrument in the form of a

questionnaire showed the importance of developing

entrepreneurial capacity through university

education policies and study programs for students,

especially sports science students (Undergraduate

and Postgraduate).

5.1 Theoretical Implications

The literature review explains that the discussion

about entrepreneurship in sports science students in

the last few years was discussed, but the factors that

influence the entrepreneurial interest have not been

explicitly discussed. The theory which was used as

the background of the research was individual

proficiency approaches to build independent

businesses based on education, experience, and

environmental factors. As a result, individual

proficiency based on the education and experience

influence the entrepreneurial interest of sports

science students rather than the environmental

factors. In addition, other results show that

entrepreneurship training also influenced students'

entrepreneurial interest and increased their passion

in creating independent businesses. A very

significant difference from environmental factors

showed less influence on entrepreneurial interest in

sports science students.

Based on the low level of participation of

sports science students in entrepreneurship, this

article is expected to be a reference related to factors

that influence the emergence of entrepreneurial

interest in sports science students, especially in

Yogyakarta State University, Makassar State

University, and other sports science students in

Indonesia. Hopefully, through this research, the

universities and sports science faculties can conduct

entrepreneurship education policy as a step to

develop entrepreneurial interests for sports science

students.

5.2 Practical Implications

Based on the results, the entrepreneurial interest of

students who have participated in entrepreneurship

special education training was very influential, based

on the comparison with those who have never

participated. Therefore, education policy makers at

the university level, faculties, and sports science

study programs should consider the results of this

study as the follow-up and should consider it as one

of the subjects (lessons). The fundamental reason is

because the level of participation of students and

alumni in sports science in the entrepreneurship and

the sports industry was still low. Through special

entrepreneurship lessons, it will also reduce the

number of unemployment for sports science

graduates. Therefore, revision and development of

entrepreneurship education are required since

entrepreneurship education can change the students’

attitude to be more innovative and creative, and to

be aware of business opportunities for personal,

community, institutional, and country’s needs. An

initial effort that is easy to do is by conducting

entrepreneurship training through extracurricular

programs while proposing a special curriculum in

sports entrepreneurship.

6 RECOMMENDATIONS

The limitations and recommendations for further

research that can be done by students and

educational practitioners related to this study are as

follow.

1. This study only used three variables that

influence entrepreneurial interest. Therefore,

further research can use more different

variables or variables related to sports

entrepreneurship.

2. In data analysis, this study only used a linear

regression model (one step) to analyze the

relationship of research variable. Other

researches can use structural equation

modeling techniques with more variables.

The Role University Policies, Self-potential and Environmental Factors toward the Development of Sport Entrepreneurial Interest in Sport

Science Students

157

3. This study only analyzed entrepreneurial

interest in general, towards sports science

students. Therefore, further research can also

specifically examine the interests of sports

entrepreneurship.

4. This study also only used samples from

undergraduate and graduate students of

Yogyakarta State University and Makassar

State University so that the results of this study

were not enough to represent sports science

students in Indonesia and other countries.

Hopefully, further research can use wider

samples which can represent the population of

sports science students in general.

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