Project Report

on

ENTREPRENEURIAL POTENTIAL OF FRESH

GRADUATES
(A Study of MDU, Rohtak)
Submitted to Maharshi Dayanand University, Rohtak in partial fulfillment for the
award of Master in Business Administration

Session 2013-2018

Supervised By : Submitted by:

Dr. Sanajy Nandal Sunita Devi
Professor MBA 5.10 (B)
IMSAR, MDU, Rohtak Roll no.-1357

Institute of Management Studies and Research (IMSAR)

Maharshi Dayanand University, Rohtak, Haryana

0
 DECLARATION

I, Jyoti Narwal, student of Institute of Management Studies and Research (IMSAR), Maharshi
Dayanand University, Rohtak, Haryana studying in MBA, Roll No. 1365, Regn No.
13IMSAR0098, is hereby submitting a project report on the title “Morale Management of
Employees” for partial fulfillment of Degree of Master of Business Administration to M. D.
University, Rohtak.
I solemnly declare that the work done by me is original and no copy of it has been submitted to
any other Universities for award of any other degree/ diploma/ fellowship or on similar title and
topic.

Dr. Sanjay Nandal (JYOTI NARWAL)

MDU(IMSAR) MBA (5.10)

 ACKNOWLEDGEMENT

Getting a report ready requires the work and effort of many people. I would like to
thank all those who have contributed in completing this report. First and foremost, I
would like to acknowledge Dr. Sanjay Nandal of IMSAR for giving me the
opportunity to do work on this project. I would like to thank my special mentor.

JYOTI NARWAL
TABLE OF CONTENTS PAGE

NO.

CHAPTER – 1 INTRODUCTION

 Entrepreneurship

 Employment

 Types of Entrepreneurship

 Scope of Entrepreneurship

 Entrepreneur

 Types of Entrepreneur

 Characteristics of Successful Entrepreneur

 Process of Become an Entrepreneur

CHAPTER – 2 REVIEW OF LITERATURE

CHAPTER – 3 RESEARCH METHODOLOGY

CHAPTER- 4 DATA ANALYSIS & INTERPRETATION

CHAPTER- 5 CONCLUSION & SUGGESTION

SUMMARY

Entrepreneurship has been emphasized in many countries as a way of boosting economic growth
and job creation. As entrepreneurship is becoming popular around the world, its education
should be customized according to each country’s unique cultural context. In recent years it has
become increasingly apparent that graduates are seriously interested in establishing their own
businesses. This trend mirrors changes in employment patterns within the general economy.

In this research paper different aspects and factors that lead the graduates to be entrepreneurs has
been explored. What makes them to decide to start their own business rather than to do jobs.
There are several determinant variables that evaluate a graduate intent towards entrepreneurship.
These are Personal values and characteristics, Childhood environment and role model,
Education, Age, Experience, Market knowledge, Work history, Government policy. We took
following factors to be explored in depth for the purpose of conducting research, Knowledge,
Attitude, Role Model. In the following study questionnaires were used to gather data. We
received 151 responses out of 180 questionnaires dispatched to different universities in
Islamabad for data collection.
CHAPTER-1

INTRODUCTION
INTRODUCTION

Entrepreneurship has long been considered a significant factor for socioeconomic growth and
development because it provides millions of job opportunities, offers a variety of consumer
goods and services, and generally increases national prosperity and competitiveness (Zahra,
1999). In recent years, a wave of interest in entrepreneurship has touched almost every country
in the world because of increasing global competition based on agility, creativity and innovation.
The increased interest in entrepreneurship can also be attributed to the changing structure of the
western economy, the trend to downsize large companies, changing business patterns, and
developing market economies in China, India, and Eastern Europe (Hynes, 1996).

There is no universal definition of entrepreneurship and scholars’ view of the topic has changed
considerably since Schumpeter (1934) defined it for the first time. However now it has become
basis for a whole new field of study. And different institutes in different parts of the world offer
different modules, courses, and training programs targeting this segment of studies. Choosing a
right career is the most important decision in some one’s life, especially when you are taking
initiative on your own where there are thousands of risks involved in terms of money, decision
making, and cut throat competition. Entrepreneur is the word derived from French language
word enterprise, means a person who undertakes the commercial venture according to oxford
dictionary..

Entrepreneurship education provides students motivation, knowledge, and skills essential for
launching a successful venture company (Cho, 1998). Nevertheless, the extent of
entrepreneurship education by country differs according to each country’s unique cultural
context (Lee and Peterson, 2000). Most research about the decision to start a business includes
background or predecessor factors underlying the entrepreneurial decision. Included among
those antecedent factors is the influence of role models on the potential entrepreneur’s thought
process. Business owners have the opportunity to share their wisdom and practical knowledge
with the learner. By including their children in their firm, business owners provide the
opportunity to gain entrepreneurial knowledge that will become valuable in future business start-
ups (Stephens et al., 2006).

Duckers (1985) called entrepreneurship an “innovative act, which includes endowing existing
resources for new wealth-producing capacity.” (Gartner 1985) described it as the “creation of a
new organization.” It is important to note, however, that entrepreneurship, a primary source of
innovation, may involve the development of new visions and business methods for established
companies as well as the creation of new organizations (Carnier, 1996). Therefore,
entrepreneurship can be applied to all kinds of organizations including non-profit institutions.
Although many studies assert that entrepreneurs are different from non–entrepreneurs, there is no
unified definition description of entrepreneurs. Instead, scholars have developed various
definitions of entrepreneurs (Brockhaus,1980).

Youngsters are more energetic and enthusiastic. They are usually innovators and risk takers, they
want to take lead in any given set-up. So as our topic suggests fresh graduates are more like to
stake initiative on their own to kick off new businesses and entering into the market as
entrepreneurs.

Factors that influence intentions entering entrepreneurial market depend upon different
situations. Gartner (1985) attempted to find differences in personality and background between
entrepreneurs and non-entrepreneurs—namely, that entrepreneurs are cultivated by cultural,
economic, social, political, and educational backgrounds that are fundamentally different from
those of non-entrepreneurs and that each entrepreneur has his/her unique motivation, goals, and
talents for venture creation according to his/her unique background. (Thandi, Sharma, 2004)
explains the few factors influencing decision of a graduate to be a entrepreneur knowledge,
skills, attitude and experience. Greene and Saridakis (2003)examined graduate entrepreneurship
over a four-year period between 1999 and 2003, and found that self-employment rate increased
steadily as fresh graduates built up labour market experience. The research identified various
factors that influence graduate entrepreneurship.

In Personal characteristics the Graduates that are older, male and have parents with prior
experience of entrepreneurship are most likely to become graduate entrepreneurs. The research,
however, did not find statistically significant differences between the social class background or
the ethnicity of the employed and the self-employed graduates.

In Skills the Comparison between graduate entrepreneurs (2003) and employed graduates in the
Class of ’99 data set reveals that both groups received much the same type of skills development
whilst in higher education. Furthermore, amongst the current graduate entrepreneurs, the skills
they developed in higher education had made no difference to choosing self-employment. The
research, however, found that entrepreneurial skills learnt during higher education do appear to
have a long run impact on future entrepreneurial intentions.

In Attitudes, Greene and Saridakis (2003) reported that entrepreneurs are most likely to see
themselves as being extremely ambitious. When asked about their long term values, they place
less emphasis on career development and friends compared to the employed, and do not seem
overly concerned with financial issues despite the initial attraction of entrepreneurship being the
possibility of an attractive salary. Similarly, earlier research by Rae and Woodier (2006) reported
that graduates who have embarked successfully on self-employment tend to display high career
commitment, intrinsic motivation and single mindedness. Findings from the Greene and
Saridakis (2003) report suggested that the graduate entrepreneurs in the Class of ’99 study tend
to be motivated by non-financial factors. In fact, compared to the employed, four years after
graduation, graduate entrepreneurs reported lower income levels but higher levels of satisfaction.
Although there is a minority who have done well economically, the majority of graduate
entrepreneurs are found to be relatively poor but happy. Sources of support Greene and
Saridakis(2003) reported that the most likely sources of advice and guidance for graduate
entrepreneurs are informal sources such as family, social networks and work colleagues.
Compared to the graduate employees, entrepreneurs were more likely to make use of academics,
but less likely to make use of their careers service whilst at university and less likely to make use
of careers publications and recruitment agencies.
ENTREPRENEURSHIP
Entrepreneurship is the process of designing, launching and running a new business, which is
often initially a small business. The people who create these businesses are called entrepreneurs.

Entrepreneurship has been described as the "capacity and willingness to develop, organize and
manage a business venture along with any of its risks in order to make a profit". While
definitions of entrepreneurship typically focus on the launching and running of businesses, due to
the high risks involved in launching a start-up, a significant proportion of start-up businesses
have to close due to "lack of funding, bad business decisions, an economic crisis, lack of market
demand—or a combination of all of these.

A broader definition of the term is sometimes used, especially in the field of Economics. In this
usage, an Entrepreneur is an entity which has the ability to find and act upon opportunities to
translate inventions or technology into new products: "The entrepreneur is able to recognize the
commercial potential of the invention and organize the capital, talent, and other resources that
turn an invention into a commercially viable innovation." In this sense, the term
"Entrepreneurship" also captures innovative activities on the part of established firms, in addition
to similar activities on the part of new businesses.

EMPLOYMENT
Employment is a relationship between two parties, usually based on a contract where work is
paid for, where one party, which may be a corporation, for profit, not-for-profit organization, co-
operative or other entity is the employer and the other is the employee.[1] Employees work in
return for payment, which may be in the form of an hourly wage, by piecework or an annual
salary, depending on the type of work an employee does or which sector she or he is working in.
Employees in some fields or sectors may receive gratuities, bonus payment or stock options. In
some types of employment, employees may receive benefits in addition to payment. Benefits can
include health insurance, housing, disability insurance or use of a gym. Employment is typically
governed by employment laws, regulations or legal contracts.
Employees and employers

An employee contributes labor and expertise to an endeavor of an employer or of a person

conducting a business or undertaking (PCBU) and is usually hired to perform specific duties
which are packaged into a job. In a corporate context, an employee is a person who is hired to
provide services to a company on a regular basis in exchange for compensation and who does not
provide these services as part of an independent business.

Employer–worker relationship

Employer and managerial control within an organization rests at many levels and has important
implications for staff and productivity alike, with control forming the fundamental link between
desired outcomes and actual processes. Employers must balance interests such as decreasing
wage constraints with a maximization of labor productivity in order to achieve a profitable and
productive employment relationship.

Finding employees or employment

The main ways for employers to find workers and for people to find employers are via jobs
listings in newspapers (via classified advertising) and online, also called job boards. Employers
and job seekers also often find each other via professional recruitment consultants which receive
a commission from the employer to find, screen and select suitable candidates. However, a study
has shown that such consultants may not be reliable when they fail to use established principles
in selecting employees. A more traditional approach is with a "Help Wanted" sign in the
establishment (usually hung on a window or door or placed on a store counter). Evaluating
different employees can be quite laborious but setting up different techniques to analyze their
skill to measure their talents within the field can be best through assessments. Employer and
potential employee commonly take the additional step of getting to know each other through the
process of job interview.
Training and development

Training and development refers to the employer's effort to equip a newly hired employee with
necessary skills to perform at the job, and to help the employee grow within the organization. An
appropriate level of training and development helps to improve employee's job satisfaction.[6]

Remuneration

There are many ways that employees are paid, including by hourly wages, by piecework, by
yearly salary, or by gratuities (with the latter often being combined with another form of
payment). In sales jobs and real estate positions, the employee may be paid a commission, a
percentage of the value of the goods or services that they have sold. In some fields and
professions (e.g., executive jobs), employees may be eligible for a bonus if they meet certain
targets. Some executives and employees may be paid in stocks or stock options, a compensation
approach that has the added benefit, from the company's point of view, of helping to align the
interests of the compensated individual with the performance of the company.

Employee benefits

Employee benefits are various non-wage compensation provided to employee in addition to their
wages or salaries. The benefits can include: housing (employer-provided or employer-paid),
group insurance (health, dental, life etc.), disability income protection, retirement benefits,
daycare, tuition reimbursement, sick leave, vacation (paid and non-paid), social security, profit
sharing, funding of education, and other specialized benefits. In some cases, such as with
workers employed in remote or isolated regions, the benefits may include meals. Employee
benefits can improve the relationship between employee and employer and lowers staff turnover.
Organizational justice

Organizational justice is an employee's perception and judgment of employer's treatment in the

context of fairness or justice. The resulting actions to influence the employee-employer
relationship is also a part of organizational justice.

Workforce organizing

Employees can organize into trade or labor unions, which represent the work force to
collectively bargain with the management of organizations about working, and contractual
conditions and services.

Ending employment

Usually, either an employee or employer may end the relationship at any time, often subject to a
certain notice period. This is referred to as at-will employment. The contract between the two
parties specifies the responsibilities of each when ending the relationship and may include
requirements such as notice periods, severance pay, and security measures.[8] In some
professions, notably teaching, civil servants, university professors, and some orchestra jobs,
some employees may have tenure, which means that they cannot be dismissed at will. Another
type of termination is a layoff.
ENTREPRENEURSHIP:
With the advent and swift developments in field of technology and the forces of globalization,
world has become a global village, characterized by an explosive growth in international
business and competition. Being a part of the global economy is posing innumerable and
substantial challenges for organizations and industries throughout the world. On the one hand, to
survive, keep pace with speed of advancements and lead in the challenging world is hard, at the
same time, this opens up various new and unexplored doors of opportunities. Entrepreneurship,
which is one the most powerful economic force known to humankind, is empowering individuals
to seek opportunity where others find intractable problems.
Entrepreneurship is the symbol of business tenacity and achievement; it is a vital source of
change in all facets of society. Entrepreneurs, with their inherent intelligence, drive and hard
work, have made best use of the opportunities available to them. They have historically altered
the direction of national economies. They have invented new products, developed organizations,
and pioneered outburst in new technologies. They have forced the relocation of resources away
from existing users to new and more productive users. Many entrepreneurial innovations have
transformed the society, in which we live and enjoy the outcomes.

OBECTIVES OF ENTREPRENEURSHIP

The objectives when starting a business can be broadly split into two categories:

 Financial objectives and

 Non-Financial objectives

The media tend to focus on the financial objectives – so let's deal with these first.

Financial objectives

Most business start-ups begin with one main financial objective – to survive.
Why survival? Because a large percentage of new businesses do not survive much beyond their
launch. The entrepreneur discovers that the business idea is not viable – the business cannot be
run profitably or it runs out of cash. Start-ups have a high failure rate.

Survival is about the business living within its means. To survive, the business needs to have
enough cash to pay the debts of the business as they arise – suppliers, wages, rent, raw materials
and so on. To survive, a business needs to have:

 Sufficient sources of finance (e.g. cash, a bank overdraft, share capital)

 A viable business model – i.e. one which can make a profit.

If survival can be assured, then profit is the next most important financial objective for a new
business. A profit is earned when the revenue of the business exceeds the total costs. The
entrepreneur can choose to reinvest (aka "retain") the profit in the business, or take it out as a
personal payment or dividend.

For many small business owners, profit is the return for all the hard work and risks taken. Profit
is the reward for taking a risk and making an investment. Ideally, the profit earned is sufficient to
provide the entrepreneur with enough income to live. In many cases it will be more than
sufficient, once the business has been trading successfully for a few years.

However, it is important to appreciate that, to make a sustainable profit, a new business needs to
be able to:

 Add value
 Sell into a large enough market

Another financial objective is personal wealth. Some entrepreneurs have an objective that goes
beyond wanting to earn an adequate income. They aim to build a valuable business that can
substantially increase their personal wealth.
Non-financial objectives

Contrary to popular belief, starting a business is not always about financial objectives. Very
often a new business is started with other, non-financial objectives in mind.

Here are some of the non-financial motives that are often quoted by entrepreneurs:

More control over working life – want to choose what kind of work is done. The need for greater
independence is a major motivator.
Need a more flexible and convenient work schedule, including being able to work from or close
to home. This motive is an important reason behind the many home-based business start-ups
Feel that skills are being wasted and that potential is not being fulfilled Want to escape an
uninteresting job or career
A desire to pursue an interest or hobb Fed up with being told what to do – want to be the boss!
Want the feeling of personal satisfaction from building a business Want a greater share of the
rewards from the effort being put in – compared with simply being paid by an employer Fed
up with working in a business hierarchy or bureaucratic organization (people with
entrepreneurial characteristics often feel stifled working and having to co-exist with others!
As a response to a shock or other major change in personal circumstances – e.g. redundancy,
divorce, illness, bereavement.
Scopes of Entrepreneurship

The scope of entrepreneurship is tremendous in a developing country like India. The

unemployment in the country is rising day by day. The problem of under-employment is also
added to that. As per the report of Labour Bureau, the employment rate is 5% in 2015-2016,
highest in last five years. The percentage is higher in the case of women at 8.7% than men at
4.3%. As per the 5th all -India annual employment-unemployment survey under Usual Principal
Status (UPS), the estimated unemployment rate was 5%. The solace is to promote the
entrepreneurial activities in the country.

There are of course strong reasons behind choosing this career path by the young generation.

 People are ambitious and wish to control the future.

 There is the scope of more profits.
 The country is suffering from unemployment problem and opportunity for alternative
career options are lacking.
 Is committed to promoting entrepreneurship at a larger level.

To the direction of generating employment opportunity for 10crore people, the Planning
Commission has also strongly recommended the self-employment to channelize the unemployed
youth in its report. The Govt. of India, State Govt. and various country and state level
organizations are also offering support to nurture entrepreneurship through different schemes and
programs. Here, to mention Maharashtra Economic Development Council (MEDC), that has
focused on the development of entrepreneurship by research and training in this field. It has also
resulted into another dimension. The entrepreneurship has taken place in the curriculum of the
management colleges. The apex institutions have started organizing workshops and seminars on
entrepreneurship. Thus, the overall movement of entrepreneurship development has started in the
country and is expected to gain huge momentum in the near future.
ENTREPRENEUR:
A person who sets up a business or businesses taking on financial risks in hope of profit.

Types of Entrepreneurs

One of the reasons there is disagreement over the definition of entrepreneur is that it includes so
many different types of self-employed businesses. Some common types of entrepreneurship
include:

 Small business: This includes mom and pop shops and local business owners. Small
business can include partnerships, sole proprietors, and LLCs. Generally it's any business
that has less than 500 employees, according to the Small Business Administration.
 Home-Based Business: A home based business could fit under the category of small
business, but the primary factor in this case is that it's run from home, as opposed to an
office or other location. But just because a business is run from home, doesn't mean it
can't compete with larger businesses. In fact, many large corporations were started from a
home, including Apple and Disney.
 Online Business: Internet-based business can be small, home-based, or even large
corporations. The key difference here is that the business is operated primarily online.
This includes companies like Amazon or other e-commerce businesses,
bloggers, Ebay and Easy owners, and any other business that does the majority of its
business online.
 Inventors: For an inventor to be considered an entrepreneur, he needs to go beyond the
idea stage to build the product and get it to market. A good example of inventors that
transition to entrepreneurs are the contestants on Shark Tank.
 Serial Entrepreneur: Many entrepreneurs get the most joy out of starting and building a
business, but not in its continued management, so they sell it to launch a new idea. They
are still considered entrepreneurs because they operate and assume risk in the business
for the time they own it. Other times, serial entrepreneurs juggle several businesses at
once, earning multiple streams of income.
Characteristics of a Successful Entrepreneur
Some business experts suggest that the entrepreneurial drive is innate, a trait acquired at birth,
while others believe that anyone can become an entrepreneur. Whether a person is born to it or
develops it, there are characteristics and traits required for successful entrepreneurship including:

 Passion - Talk to successful entrepreneurs and you'll nearly always hear the word passion
when they describe what they do. Following your passion is one of the best predictors of
success.
 Independent thinking - Entrepreneurs often think outside the box and aren't swayed by
others who might question their ideas.
 Optimism - It's difficult to succeed at anything if you don't believe in a good outcome.
Entrepreneurs are dreamers and believe their ideas are possible, even when they seem
unattainable.
 Self-confidence - This is not to say entrepreneurs never have self-doubt, but they're able
to overcome it, and believe they can achieve their goal.
 Resourceful and problem solvers - Lack of assets, knowledge, and resources are
common, but entrepreneurs are able to get what they need or figure out how to use what
they've got in order to reach their business goals. They never let problems and challenges
get in the way, and instead find ways to achieve success despite hardships.
 Tenacity and ability to overcome hardship - Entrepreneurs don't quit at the first,
second or even hundredth obstacle. For them, failure is not an option, so they continue to
work toward success, even when things go wrong.
 Vision - Some of the more stringent definitions of entrepreneurship include vision as a
necessary element. It helps to know your end goal when you start. Further, vision is the
fuel that propels you forward toward your goal.
 Focus - It's easy in this fast paced, constant info-in-your-face world to get distracted.
This is especially true for business start-ups that often get side-tracked by the ,shiny
object syndrome (i.e. products and services that promise fast results), or bogged down in
unimportant busy work. Successful entrepreneurs are focused on what will bring results.
  Action oriented - Entrepreneurs don't expect something from nothing and they don't wait
for things to happen. They are doers. They overcome challenges and avoid
procrastination.

How to Become an Entrepreneur

One of the great things about becoming an entrepreneur is that anyone can do it. Steve Jobs, Bill
Gates, and Mark Zuckerberg were in college when they started Apple, Microsoft and Facebook
respectively. The world is littered with entrepreneurs you never heard of who had an idea and
turned it into a thriving, profitable business. Becoming an entrepreneur isn't hard, but it is work
and requires many steps including:

 Development of the characteristics mentioned above

 A great idea
 A plan
 Consistent execution of the plan.
CONTRIBUTION

This research will help to understand the intentions of graduates that what makes them to accept
the challenging task of being a capitalist or an entrepreneur. What risks are involved when they
decide to start-up their own business. This research will help graduates of different fields
understand the Pros and Cons of entrepreneurship. This study will also contribute by helping the
graduates for caste their future plans for entrepreneurship and how should they plan and
approach each step.
This paper will be of special interest to researchers who want to conduct any kind of
investigation on ‘intentions of fresh graduates for forming an enterprise’. This research will cater
the problems of those students who have recently completed their studies and interested to form
new venture or want to select their career. This research paper will also provide facts and figures
based on deep and thorough research to those who want to compare the salaried based jobs with
that of forming their own business. This paper might help government officials i.e. Ministry of
Small and Medium Enterprise, to form or enhance their policies according to the trend in
forming new ventures.
 CHAPTER-2
REVIEW OF LITERATURE
 LITERATURE REVIEW

Following is a very brief review of some findings on factors influencing entrepreneurship and
some work done on entrepreneurship and tertiary education. Neely (2003) presented ‘Five Tenets
of Entrepreneurship’. Some aspects on his first tenet suggested items for the questionnaire and
for the analysis. Specifically, Neely (2003) posited that entrepreneurial tendencies are influenced
by a number of factors Thandi, Sharma (2004), including: Personal values and characteristics –
Entrepreneurs tend to be achievement-oriented, enjoy taking responsibility for projects and
decisions and hate work involving repetitive tasks. They welcome change, regarding it as a
source of opportunity. They are flexible, individualistic and opportunistic.

Childhood environment and role models – A disproportionately large percentage of

entrepreneurs have self-employed or entrepreneurial parents (especially fathers). Also, parents
who encouraged independence, achievement and responsibility tended to instill the desirability
of entrepreneurial pursuits in their children. Apart from parents, siblings, relatives and other
entrepreneurs were also important influences, especially where they played a mentoring role
during and after the launch of the business.

Education – Entrepreneurs tend to be less educated than the general population, though this is by
no means the ‘norm’. Though neely felt that ‘a formal education is by no means necessary’,
education was important for successful entrepreneurship, for it helps entrepreneurs deal with the
challenges and obstacles encountered along the way. Age – Entrepreneurial careers were pursued
between the ages of 22 and 45. Neely said that the exceptions required ‘a degree of experience,
financial backing and sheer energy not often found outside this group’, he adds that there are
‘milestone’ ages – 25, 30, 35, 40 and 45 – at which entrepreneurs are most likely to embark on
their first endeavor. Experience – By applying experience and insights from previous ventures to
new ones, some entrepreneurs become serial entrepreneurs, launching or buying a number of
businesses, thereby honing their entrepreneurial skills. Market knowledge – A working
knowledge of the market enables entrepreneurs to ‘hit the ground running’.
Work history – Nascent entrepreneurs are very often dissatisfied with paid employment.
However, in their own ventures, they use the experience gained in finance, marketing,
distribution and product/service development.

Government policy – This can be proactive by providing entrepreneurial supporting activities

and funding, as well as encouraging commercialization of research in universities and
government funded laboratories. Jane Guthrie, managing editor of the Kansas City Small
Business Monthly, believed that most entrepreneurs shared a number of particular drivers. She
cited several ‘drivers that fuel entrepreneurs’, including independence, risk taking, ego, vision,
instinct, energy, lure of wealth, initiative, control, challenges, passion and family tradition.

Saras D. Sarasvathy (2001), a Business Professor at University of Washington, acknowledged

that ‘there is something different about entrepreneurs. They think a particular way or there’s
something about the way they approach problems’. She set out to discover characteristics, habits,
and behaviors that make entrepreneurs tick. For her study, entitled What Makes Entrepreneurs
Entrepreneurial, she met with 25 founders of companies with revenues between $200 million and
$6.5 billion. She found that entrepreneurs were flexible in their thinking and creative Thandi,
Sharma (2004).

Thandi, Sharma (2004) collegial discussions at the Australian Graduate School of

Entrepreneurship, Swinburne University of Technology intimated that certain factors either pull
or push one towards entrepreneurship. The ‘pull’ factors include management experience, family
history of entrepreneurship, prior self-employment, and functional skills such as financed and
marketing. ‘Push’ factors include being unemployed. Education and motivation could be either a
pull or push factor.

When studying the entrepreneurial characteristics of undergraduate students in a South African

University, Louw et al. (1997) found that: Awareness of the importance of entrepreneurship was
higher among third year Business Management respondent. Awareness of the importance of
entrepreneurship was higher among Business Management. There was a tendency towards risk
aversion despite the importance of risk taking in entrepreneurial activities. Gender of respondent
did not affect responses. Research by Drnovsek and Glas (2001) at a Slovenian University
showed that: Graduate students in Master of Science programme in entrepreneurship, rather than
the MBA graduates, were more likely on average to start up a new firm. Graduate students with
longer working experience are on average more likely to start up a new firm. Graduate students
of entrepreneurship and MBA students do not differ on self-perceived entrepreneurial self-
efficacy.

Lankard (1991) made a case that educational institutions’ curricula should include techniques for
helping students develop entrepreneurial skills. He hypothesised that vocational education could
foster a number of entrepreneurial characteristics such as being action oriented people and
believing that working smart and hard is the key to success. He also said that entrepreneurs had a
history of being enterprising, earning money through babysitting, paper routes etc. Entrepreneurs
also often came from families where one or both parents have owned their business. In order to
produce entrepreneurial graduates, Lanyard made some recommendations for curriculum
changes in terms of vocational and technical education in the US. He advocated emphasis on
business planning, computer applications, managing capital/cash flow, marketing skills and
accounting skills; promotion of the involvement of vocational programme instructors in any
business management instruction initiatives across all programme areas; and emphasis on
opportunities for entrepreneurship education strategies including the special needs of targeted
populations and the promotion of vocational equity for all students.

Cho (1998) also maintained that if entrepreneurial talent were innate and could not be built up
postnatal, entrepreneurship education would lose its significance and that entrepreneurial talent
should therefore not be perceived as innate. Furthermore, Cho’s (1998) study reveals that
entrepreneurship education promotes the intention of venture creation because entrepreneurship-
related knowledge and skills stimulate an individual’s motivation to create a new venture.

Several previous studies indicated that intentions, including entrepreneurial intentions, are one of
the best predictor of planned behavior. Krueger et al. (2000) Entrepreneurship Mgt. (2006) found
that personal and situational variables affect entrepreneurial attitudes and motivation. Role
models affect entrepreneurial intentions by changing attitudes and beliefs. Exogenous influences,
such as perceptions of resource availability, can change intentions to launch a business.
Intentions explain why some entrepreneurs decide to start a business before they scan for
opportunities. Krueger et al. (2000) asserted that intentions predict entrepreneurship better than
personality traits and situations and that “a strong intention to start a business should result in an
eventual attempt, even if immediate circumstances... may dictate a long delay”. They concluded
that role models could affect entrepreneurial intentions if they changed attitudes and beliefs
about a person’s perceived ability to be successful in a new venture. Krueger (2000) posited that
intentions were a function of perceived desirability and feasibility of an act, and asserted that
perceptions related to desirability are learned.

Douglas and Shepherd (2001) suggested that risk, need for independence, and income potential
are important factors affecting career decisions. Risk and independence are especially important
for those intending entrepreneurial careers. They found that income was not a determining factor
leading toward the intention to start a business. Goals, motivations, and intentions are
intertwined in predicting the entrepreneurial decision. Kuratko, Hornsby, and Naffziger (1997)
suggested that individuals starting businesses have personally relevant goal sets to which they
aspire. Extrinsic goals that concentrate on wealth and personal income and intrinsic goals, such
as recognition, challenge, autonomy, family security, and excitement were important for
sustaining entrepreneurship. Entrepreneurship, along with strong intent, is the two basic
requirements for successful venture creation. Launching ventures without relevant knowledge is
reckless even when there is strong intention for venture creation. Thus, appropriate
entrepreneurship education is a precondition for bringing up the right perception and intention
about entrepreneurship Lee, Chang, Lim (2005).

Specifically in terms of graduate start-up support, the NCGE report few useful studies within a
UK context which “explicitly compare and contrast the types of support used by graduates
engaging with entrepreneurial activities” (ISBA Consortium, 2004). There is a lack, they
suggest, of comparative studies relating to advice and consultancy, business support, and
financial support, for graduate entrepreneurs. An exception is Tackey and Perryman (1999) who
suggest, for their research, that graduates rely on a variety of sources for support and business,
both within and outside the university and that they value the informal more than the formal. A
somewhat similar picture is evident in relation to the wider issue of enterprise education and
training. Hannon, Collins and Smith (2005), argue that current supply reveals “confusion about
the purposes and impact of entrepreneurship education”, whilst the NCGE acknowledge that
entrepreneurship education and training is characterized by ambiguity and uncertainty about
what and how enterprise should be taught. Again, exceptions do exist. Henry et al. (2003), on the
basis of a rigorous study tracking the progress, post programme, of 35 aspiring entrepreneurs
over a three year period, conclude that such programmes can be effective and yield significant
benefits for aspiring entrepreneurs. It is the use of control groups and longitudinal designs, they
suggest, which ensures a level and quality of evaluation that can offer a real contribution to
policy development.
CHAPTER-3

RESEARCH
METHODOLOGY &
SIGNIFICANCE
 SIGNIFICANCE OF STUDY

The purpose of this research is to explore and analyze critically the importance of
entrepreneurship in the broad context of the market, what are the key factors which affect the
decision of fresh graduates to come into this particular field rather than going for a normal
salaried job.

Establishment of enterprise in a society is very useful in many different perspectives i.e. it

contributes a lot in economy of a country to make it more stable, then it promotes the healthy
competition within the market, last but not the least it helps in you in attaining and retaining the
knowledge workers, it might also be helpful to a society in a way that it gives you brilliant minds
and big business tycoons like Bill Gates, Thomas J. Watson, Jamshedji Tata, Baldev Das Birla,
William (Bill) Hewlett, David (Dave) Packard and Michael Dell etc.
Are entrepreneurs born or are they groomed? Cho (1998) mentioned that if entrepreneurial talent
were innate and could not be built up externally or nurtured, entrepreneurship education would
lose its significance and that entrepreneurial talent should therefore not be perceived as innate.
Furthermore, Cho’s (1998) study reveals that entrepreneurship education promotes the intention
of venture creation because entrepreneurship-related knowledge and skills stimulate an
individual’s motivation to create a new venture. Lee and Peterson (2000) state that even those
individuals who are motivated by such factors as financial rewards, achievement, social, career,
and individual fulfillment need a national culture that supports and encourages entrepreneurial
activity.
(Lee, Chang et al., 2005) Entrepreneurship, along with strong intent, is the two basic
requirements for successful venture creation. Launching ventures without relevant knowledge is
reckless even when there is strong intention for venture creation. Thus, appropriate
entrepreneurship education is a precondition for bringing up the right perception and intention
about entrepreneurship.
OBJECTIVES OF STUDY

The main purpose of the research is to explore and critically examine in a descriptive and
analytical manner the relevance of fresh graduates’ intent on becoming entrepreneurs.

a) To explore, study and analyze critically the factors, philosophy and decision
pattern influencing a student when he or she holds graduate degree.
b) To examine and explore the role of the culture, family history, skills, financial
implication in the way of deciding his or her career when he or she is entering
the job market.
c) To study and examine the impact of fresh Graduates intent on start-up a new
venture.
d) To discuss critically the environment forecasted effect of his or her carrier
decision.
THEORETICAL FRAMEWORK

After completing a literature survey and defining problem a theoretical framework is developed a
theoretical framework is a conceptual model of how one theorizes or makes logical sense of the
relationships among the several factors that have been identified as important to the problem. It
offers the conceptual foundation to proceed with the research and it is none other than
identifying the network of relationships among the variables considered important to the study of
any given problem situation. The theoretical framework is the foundation on which the entire
research project is based. It is a logically developed, described and elaborated network of
associations among the variables deemed relevant to the problem situation and identified through
such processes as interviews, observations and literature survey. Experience and intuition also
guide in developing the theoretical framework. A good theoretical framework identifies and
labels the important variables in the situation that are relevant to the problem defined. It logically
describes the interconnections among these variables. The relationships among the independent
variables the dependent variables and if applicable the moderating and intervening variables are
elaborated.
VARIABLES

Dependent Variables Independent Variable

Knowledge

Attitude Entrepreneur
Actualization

Role Model

HYPOTHESIS

The key question being posed or hypothesis tested in the thesis; in this study we are going to
frame the following hypotheses:

H1: It is expected that fresh graduates will have better understanding of the importance of
entrepreneurship education.

H2: It is expected that fresh Graduates based on their skills will have positive attitude towards
starting-up their own business.

H3: It is expected that role model will have a greater influence on intentions of fresh graduates
to start up business venture.
METHODOLOGY

Population

This is a descriptive, quantitative and hypothesis testing study conducted on the “intent of
entrepreneurship in fresh graduates”. A total of 180 respondents were contacted and 151
responses were received. The rate of response was 83.8%. The sample was taken from the
Universities of Islamabad such as Islamic International, Iraq University, Combats.

Measurement

In this study we focused on the actualization of entrepreneurship, including the following facts,
Knowledge, Attitude, and Role Model. These concepts were measured as follows:

Knowledge: To measure this we referred to (Gartner, 1985) and used five items for our
questionnaire. In this scale we used rating options categorized as 5= strongly agree 4= agree
3=neutral 2=disagree 1= strongly disagree. Respondents scored 0.721 alphas on this motive.

Attitude: To measure this we referred to (Ajzen & Madden, 1986) and used five items for our
questionnaire. In this scale we used rating options categorized as 5= strongly agree 4= agree
3=neutral 2=disagree 1= strongly disagree. Respondents scored 0.740 alphas on this motive.

Role Model: To measure this we referred to (Scherer et al-Scherer, Adams, and Wiebe, 1989)
and used five items for our questionnaire. In this scale we used rating options categorized as 5=
strongly agree 4= agree 3=neutral 2=disagree 1= strongly disagree. Respondents scored 0.701
alpha on this motive.
 CHAPTER-4

DATA ANALYSIS &

INTERPRETATION
 DATA ANALYSIS

After data collection and coding, the appropriate data analytical techniques including descriptive
and multivariate analysis will be carried out keeping in view the objectives of study by using
latest available version of SPSS.

Number of
Motive Questionnaires Cronbach's Alpha

Knowledge 151 0.721

Attitude 151 0.740

Role Model 151 0.701

According to Nunnally (1979), operationally, reliability is adequate in the early stages of

developing a measure if 0.70 or higher is attained.

Test of Reliability of Data

Knowledge-Table

Case Processing Summary

N %
Cases Valid 151 100.0
Excluded(
0 .0
a)
Total 151 100.0

A List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's
Alpha N of Items
.721 5

T-Test Table

One-Sample Statistics

Std. Error
N Mean Std. Deviation Mean
K1 151 4.2185 .86328 .07025
K2 151 4.1457 .83584 .06802
K3 151 4.0927 .81936 .06668
K4 151 3.7086 1.17524 .09564
K5 151 4.1854 .83589 .06802

One-Sample Test

Test Value = 0
95% Confidence Interval
of the Difference
Mean
t Df Sig. (2-tailed) Difference Lower Upper
K1 60.048 150 .000 4.21854 4.0797 4.3574
K2 60.948 150 .000 4.14570 4.0113 4.2801
K3 61.380 150 .000 4.09272 3.9610 4.2245
K4 38.777 150 .000 3.70861 3.5196 3.8976
K5 61.529 150 .000 4.18543 4.0510 4.3198
Knowledge-Bar Charts

K1

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

K1

K2

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

K2
 K3

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

K3
 K4

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

K4

K5

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

K5
Attitude-Table

Case Processing Summary

N %
Cases Valid 151 100.0
Excluded(
0 .0
a)
Total 151 100.0

A List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's
Alpha N of Items
.740 5

T-Test

One-Sample Statistics

Std. Error
N Mean Std. Deviation Mean
A1 151 4.0199 1.06752 .08687
A2 151 3.9073 1.23478 .10048
A3 151 3.3179 1.10978 .09031
A4 151 3.3907 1.09528 .08913
A5 151 3.3377 1.05127 .08555
One-Sample Test

Test Value = 0
95% Confidence Interval
of the Difference
Mean
t Df Sig. (2-tailed) Difference Lower Upper
A1 46.273 150 .000 4.01987 3.8482 4.1915
A2 38.884 150 .000 3.90728 3.7087 4.1058
A3 36.738 150 .000 3.31788 3.1394 3.4963
A4 38.041 150 .000 3.39073 3.2146 3.5668
A5 39.015 150 .000 3.33775 3.1687 3.5068
Attitude Bar-Charts

A1

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

A1
 A2

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

A2
 A3

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

A3

A4

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

A4
 A5

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

A5
Role-Model Table

Case Processing Summary

N %
Cases Valid 151 100.0
Excluded(
0 .0
a)
Total 151 100.0

A List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's
Alpha N of Items
.701 5

T-Test
One-Sample Statistics

Std. Error
N Mean Std. Deviation Mean
R1 151 3.6887 1.02102 .08309
R2 151 4.0265 .73889 .06013
R3 151 3.9272 .88769 .07224
R4 151 3.7351 .92161 .07500
R5 151 3.8543 .88240 .07181

One-Sample Test

Test Value = 0
95% Confidence Interval
of the Difference
Mean
t Df Sig. (2-tailed) Difference Lower Upper
R1 44.395 150 .000 3.68874 3.5246 3.8529
R2 66.963 150 .000 4.02649 3.9077 4.1453
R3 54.363 150 .000 3.92715 3.7844 4.0699
R4 49.802 150 .000 3.73510 3.5869 3.8833
R5 53.675 150 .000 3.85430 3.7124 3.9962
 Role Model Bar-Chart

R1

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

R1
 R2

60

50

40
Percent

30

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

R2

R3

60

50

40
Percent

30

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

R3
 R4

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

R4
 R5

50

40

30
Percent

20

10

0
Strongle Disagree Disagree Neither agree nor Agreed Strongly Agreed
disagree

R5
CHAPTER-5
DISCUSSION &
CONCLUSION
 Discussion

The present study is based on theoretical framework on Intent of entrepreneurship in fresh

graduates. It drew 151 content analyzed with intent of entrepreneurship of fresh graduates with 3
variables.
These were Knowledge, Attitude, Role-model. All variables have been compared with one
another with each of the respondent.

H1: In present study our hypothesis on Knowledge was conformed and knowledge was
established to be a strong factor in venture Creation. The mean in table 1 shows that graduates
agreed that knowledge contributes towards venture creation. Respondents scored 0.721 alphas on
this motive.

H2: In present study our hypothesis on Attitude was conformed and attitude was established to
be a strong factor in venture Creation. The mean in table 2 shows that graduates agreed that
attitude contributes towards venture creation. Respondents scored 0.740 alphas on this motive.

H3: In present study our hypothesis on Role-model was conformed and role-model was
established to be a strong factor towards venture Creation. The mean in table 3 shows that
graduates agreed that role model contributes towards venture creation. Respondents scored 0.701
alphas on this motive.
CONCLUSION

After applying T-test we reached to the following conclusion that our first hypothesis on
knowledge was confirmed and that knowledge was established to be a strong factor contributing
towards venture creation. The mean in table 1 shows that graduates agreed that knowledge
contributes towards venture creation.
Our second hypothesis on Attitude was confirmed and it was established to be a vital factor in
starting up own business. The mean in table 2 shows that graduates agreed that attitude
contributes towards venture creation.
Our third hypothesis on Role-model was confirmed and it was established to be a strong factor in
venture creation. The mean in table 3 shows that graduates agreed that role model contributes
towards venture creation.

At the end on the bases of this research we can say that there is a relationship between
Entrepreneurial actualization and Knowledge, Attitude, Role-model.
In the light of this study we can say that Knowledge, Attitude, Role-model have positive
perception and relation towards Entrepreneurial actualization.
Reference

Drnovsek, M. & Glas, M. (2001).

Entrepreneurial Intentions of Nascent Entrepreneurs: A Case of Students in
Entrepreneurship and MBA Programs, a paper pr Conference Internationalising
Entrepreneurship Education and Training, Krueger Park, South Africa.

Maki, K. (1999).
Motivation for Entrepreneurship Among Academics. Small Business Institute,
Business Research and Development Centre, Turku School of Economics and
Business Administration. Turku, Finland See
http://www.sbaer.uca.edu/Research/1999/ICSB/99ics078.htm

Saraswathy, S.D. (2001).

What Makes Entrepreneurs Entrepreneurial? Seattle WA, USA:University of
Washington School of Business.

Thandi, H. & Sharma, R. (2002).

MBA Students Perceptions of Entrepreneurial Skills: An Australian Study of
Intentions and Opportunities for Actualisation. Selected Papers for the 2002
SEAAIR Forum, Kuala Lumpur, Malaysia, October. See also:
http://www.seaair.info/pdf/abstract.pdf

Autio, E., Keeley, R., Klofsten, M., Parker, G. and Hay, M. (2001),
“Entrepreneurial intent among students in Scandinavia and in the USA”,
Enterprise and Innovation Management Studies, Vol. 2 No. 2, pp. 145-60
Hisrich, R., Michael, P., & Shepherd, D. (2005).
Entrepreneurship (6th ed.), Boston, MA.

Krueger, N. (2000).
The cognitive infrastructure of opportunity emergence. Entrepreneurship Theory
and Practice, 24(3), 5–24.

Krueger, N., & Brazeal, D. (1994).

Entrepreneurship potential and potential entrepreneurs. Entrepreneurship Theory
and Practice, 19(3), 91–104.

Krueger, N., Reilly, M., & Carsrud, A. (2000).

Competing models of entrepreneurial intentions. Journal of Business Venturing,
15, 411–432.
Kuratko D., & Hodgetts, R. (2004).
Entrepreneurship (6th ed.). Mason, Ohio: Thompson Southwestern.

Kuratko, D., Hornsby, J., & Naffziger, D. (1997).

An examination of owner’s goals in sustaining entrepreneurship. Journal of Small
Business Management, 35(1), 24–33.

Hisrich, R., Michael, P., & Shepherd, D. (2005).

Entrepreneurship (6th ed.), Boston, MA.

Krueger, N. (2000).
The cognitive infrastructure of opportunity emergence. Entrepreneurship Theory
and Practice, 24(3), 5–24.

Krueger, N., & Brazeal, D. (1994).

Entrepreneurship potential and potential entrepreneurs. Entrepreneurship Theory
and Practice, 19(3), 91–104.

Krueger, N., Reilly, M., & Carsrud, A. (2000).

Competing models of entrepreneurial intentions. Journal of Business Venturing,
15, 411–432.

Kuratko D., & Hodgetts, R. (2004).

Entrepreneurship (6th ed.). Mason, Ohio: Thompson Southwestern.

Kuratko, D., Hornsby, J., & Naffziger, D. (1997).

An examination of owner’s goals in sustaining entrepreneurship. Journal of Small
Business Management, 35(1), 24–33.

Drucker, P. F. 1985.
Innovation and entrepreneurship. New York: Haper & Row.

Gartner, W.B. 1985.

A conceptual framework for describing the phenomenon of new venture creation.
Academy of Management Review, 10: 696–706.

Lee, S.M. & Peterson, S. 2000.

Culture, entrepreneurial orientation, and global competitiveness. Journal of
World Business, 35: 401–416.
APPENDIX
“Questionnaire”

1) Would you please let us know which age bracket you fall in?
A) 20-25 years
B) 26-30 years
C) 31-35 years.
D) 36-40 years.

2) Gender
A) Male
B) Female

3) What is the highest level of your education?

A) Intermediate.
B) Bachelor.
C) Masters.
D) M. Phil.
E) PHD.

4) What is your discipline of study?

A) Business Management
B) Social Sciences
C) Engineering.
D) Medicine.
5) Do you agree that Education promotes the intention of venture creation?
A) Strongly disagree
B) Disagree
C) Neither agree nor disagree
D) Agreed
E) Strongly agreed.

6) Do you agree that knowledge stimulate an individual’s motivation to create a new

venture?
A) Strongly disagree
B) Disagree
C) Neither agree nor disagree
D) Agreed
E) Strongly agreed.

7) Do you think that entrepreneurship education plays an effective role on venture

creation?
A) Strongly disagree
B) Disagree
C) Neither agree nor disagree
D) Agreed
E) Strongly agreed.

8) Does your University play a role to foster entrepreneurial initiative among its students?
A) Strongly disagree
B) Disagree
C) Neither agree nor disagree
D) Agreed
E) Strongly agreed
9) Do you think that availability of information is impediment that needs to be addressed?
A) Strongly disagree
B) Disagree
C) Neither agree nor disagree
D) Agreed
E) Strongly agreed

10) Do you think that attitude plays an important role in becoming self- employed?
A) Strongly disagree
B) Disagree
C) Neither agree nor disagree
D) Agreed
E) Strongly agreed

11) Do you agree that Confidence has an impact on successful venture creation?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed

12) Would you give preference to venture creation over getting a Job?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed.

13) Do you agree that Graduates have attitude towards venture creation before
Graduation?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed
14) Do you agree that Graduates have an attitude towards venture creation to overcome
failure?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D)Agreed (E) Strongly agreed

15) Do you agree that graduates who are encouraged to join family business have positive
intentions towards venture creation?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed

16) Do you agree that graduates who are taught how to manage business have better
intentions towards Venture creation?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed

17) Do you agree that Graduates who are told about the advantages and disadvantages of
business by role models will carry better intentions towards Venture creation?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed

18) Do you think Graduates who are discussed family business will have better intentions
towards Venture creation?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed

19) Do you agree that assumption of following family business will have impact on
graduates intentions towards Venture creation?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed
20) is it expected that fresh graduates will have better understanding of the importance of
entrepreneurship education?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed

21) Is it expected that fresh Graduates based on their skills will have positive attitude
towards starting-up their own business?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(4) Agreed (E) Strongly agreed

22) Is it expected that role model will have a greater influence on intentions of fresh
graduates to start up business venture?
(A) Strongly disagree (B) Disagree (C) Neither agree nor disagree
(D) Agreed (E) Strongly agreed