YOUNG ADULT RESPONSES TO ENTREPRENEURIAL INTENT
The word "intent" itself can be defined as a state of mind directing a person’s attention toward a specific object or a path in order to achieve something. Entrepreneurial intention is thus refer as the intentions of setting up one’s own business in the future. It can also refer to a state of an individual mind, which directs and guides them toward the development and the implementation of new business concept. According to Ajzen (1991), he asserted that the decision to set up a new business venture can be regarded as a planned behaviour and there is a strong relationship between intention towards behaviour and actual act. The research was conducted at the Universiti Malaysia Sabah (UMS) and it is believed that the Malaysian government are encouraging entrepreneurial intentions amongst young adults especially university students in the country. Based on the result, few factors were identified that leads to entrepreneurial intention amongst young adults in Malaysia that is perceived university encouragement (PUE), Perceived Educational Support (PES) which comprises of perceived facilitators support (PFS), perceived knowledge gained (PKG), perceived assignments (PAS), perceived methods of teaching (PMT) and perceiveed course duration (PCD). The next factor is academic major (AM), Attitudes (ATT) which comprises of attitude towards entrepreneurship (ATE), general attitude towards change (GAC), general attitude towards money (GAM), and general attitude towards competition (GAP). The last factor is the entrepreneurial role model in the family (ERM). Based on the result, the respondents responded positively for perceived university encouragement where most of their responses was "My university, people are actively encouraged to pursue their own ideas."Next, perceived educational support which comprises of few items have few responses as well such as "The courses provide students with the knowledge required to start a new company." for perceived knowledge gained. As for perceived facilitators support, most of them responded "The lecturer is helpful & guide me well." As for perceived assignments, most students responded "Practical project provided me with exposure to the real business environment." The students' response towards perceived methods of teaching are mostly towards the satisfaction that they've obtained throughout their learning experience with their respective lecturers. The last item is perceived course duration where they responded that 14 weeks of the course duration allowed was sufficient for them. On top of that, academic major factor is influenced more through how the students are able to cope up with their respective specialized courses. Another factor is attitudes which comprises of few items. As for attitudes towards entrepreneurship, students agree more towards being their own boss rather than having to secure a job when they enter the working world. Next item is general attitudes towards change where the respondents felt that working in a stable and routinized environment is boring. Another item is attitude towards money where students felt that making a lot of money is important to them. The last item is general attitudes towards competition where the respondents felt that they tend to work harder in situations where their performance is compared against that of others. Lastly, the entrepreneurial role model in the family factor is highly regarded amongst the students where they feel that it's important to have peers in their family. In conclusion, a higher perceived university encouragement, perceived educational support, attitudes and entrepreneurial role models in the family leads to a higher entrepreneurial intention amongst young adults. Additionally, the students who are major in business related field also have higher intention to be an entrepreneur.
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