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IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. Volume 15, Issue 2 (Nov. - Dec. 2013), PP 94-102 www.iosrjournals.org Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President University Suresh Kumar , Agata Trevelin Vifenda , Maria Brigitta , Valerie 3 4 1 2,3,4turer, Department of Business Administration, President School of Business, Indonesia) (Student, Department of Business Administration, President School of Business, Indonesia) Abstract: Entrepreneur has become an important thing to support the decreasing of unemployment. There are several factors that influencethe students’ willingness to become an entrepreneur. The purpose of this research is to find outthe non-business student’s willingness to become an entrepreneur in President University.The study observed students’individual desire, education, and family background which influencestudents’ willingness to become an entrepreneur. Since education play an important role in motivating their students’ willingness to become entrepreneur, therefore education institutions need to put in concern about the entrepreneurial education. This research is based on empirical data from 214 respondents. The respondents are President University students’ who are in non-business major from batch 2009 until 2011 who have taken entrepreneurship subject. The data collected were analyzed by factor analysis and Cronbach’s Alpha which is used to measure the reliability. The finding of this research shows the strong relation between individual desire and education to students’ willingness to become an entrepreneur. While based on the research, the next factor after individual desire and education, which is family background, it only gives a little impact to their willingness to build a new job field. Keywords: Business, Entrepreneur, Entrepreneurship Education, Unemployment, Willingness I. Introduction Unemployment means the number of people who do not have a job which provides money (Cambridge Third Edition). All countries in this world face the same problem which is unemployment, including Indonesia. In Trading Economic website, National Statistics Bureau of Indonesia mentioned that from 1982 until 2013, Indonesia Unemployment Rate averaged 6.2 percent reaching an all-time high of 11.2 percent in August of 2005 and a record low of 2.0 percent in December of 1983. According to their data, at June 30, 2006, the unemployment rate of Indonesia still at 10.6 percent, or 11.6 million of the 106 million from total number of person employed, increasing around 2 percent on the 9.5 million of the end of 2005. A report from the Indonesian National Statistics Bureau mentioned that Unemployment Rate in Indonesia decreased to 5.92 percent in the first quarter of 2013 from 6.14 percent in the third quarter of 2012. It shows that Indonesia had a good improvement in decreasing its unemployment. However, the unemployment rate has to be decreased as minimum as they can in order they can have a better life in their country. According to Trading Economic website, the unemployment rate can be defined as the number of people who are actively looking for a job divided by the labor force. Changes in unemployment depend on number of unemployed people who are looking for a job, of people who cannot continue their recent jobs and start to apply other jobs, and of people who do not look for any employment. Therefore, as Amadeo (2012) stated that the solution for unemployment is, obviously, to create new jobs. Based on Amadeo‟s statement, a country needs more new job fields to cover their unemployment. In creating a new job field, it needs an actor called entrepreneur to make it. In this case, more new young entrepreneurs are really needed in Indonesia. To develop it, nowadays many schools or universities in Indonesia which provide an entrepreneurship program to facilitate their student to become an entrepreneur. One of those universities is President University. They have a motto, “Where Tomorrow‟s Leaders Come Together”. It shows people that they want to create the next leaders in the future after the students graduate. According to European Commission (2006), people who make policies also think that the increasing levels of entrepreneurship can be done by education especially through entrepreneurship education. This entrepreneurship education can be conducted by using theoretical and practical learning systems. Moreover Van der Sluis and Van Praag (2007) also stated that entrepreneurship skills can be trained and improvable. The other supporting statement is from Karlan and Valvidia (2006) who said that business practical learning is also suitable to measure the performance of people who dreamed to become an entrepreneur. Those statements are related to what President University has done. They have more than ten majors consist of business and non-business major. However, President University has an obligated subject which is Introduction to Entrepreneurship. Every student both in business and non-business major has to take this subject as their lecture. Regarding to this, there is an explanation in European Commission‟s Final Report of Expert www.iosrjournals.org 94 | Page Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President Group titled “Entrepreneurship in Higher Education, Especially in Non-Business Studies”, that there are some arguments say that the content of teaching entrepreneurship will be similar to both business and non-business students, but the way of delivering it will be different. There is an opinion explain that engineering and science students will prefer do practical approach, but these students will also need some basic knowledge about economics, marketing and management techniques. However, the fact is that the most of those non-business students do not study business subjects extensively. It is similar to what happen in President University, they give entrepreneurship subject to all students, and however, it may give a different impact to them because for business students who take an entrepreneur program are supposed to build their own business, however, non- business students are not. They will work with the company in the department based on their major. However, it is important to know whether non-business students have a willingness to be an entrepreneur or not. Therefore, the purpose of this survey is to find out the willingness of non-business students in President University to become an entrepreneur. If the there is a willingness in most of them, it will give good impact for Indonesian economic in the future because they have possibility to create new job fields to decrease the unemployment. II. Literature Review Entrepreneur There are some definitions about entrepreneur. One of them is Casson (2003) mentioned that there are two approaches to explain entrepreneur; they are functional approach and indicative approach. Functional approach describe entrepreneur as someone who does entrepreneurial activity. It is someone who does the duty of an entrepreneur. While, functional approach describe entrepreneur in a more general way, indicative approach define entrepreneur in a more practical and sensible way. Indicative approach describe entrepreneur based on their rank in their society, legal rights, and bound in a relationship with any political groups. Furthermore, Hisrich, Peters, Shepherd (2005) explain about entrepreneur as a person who takes risks and create innovation. In a similar way, entrepreneur as a person who continuously makes something new that identified the importance of observing opportunities (Thompson, 2004). In other way, Gurusamy (2009) also mentioned that entrepreneur as the one who create innovations in developed country. In underdeveloped country, copycat can be called as entrepreneur. He also stated that entrepreneur is someone that ignore the measurement and particular type, entrepreneur build their own production, system of the business, and business unit. The most important idea of entrepreneur is managing his or her own enterprise. H 1 Entrepreneur is someone who does entrepreneurial activity by using his or her imagination, skills, and their confident-self to take a risk in order to create an innovation. The other definition of entrepreneur come from Krishna (2013) who stated entrepreneur is someone that develops something that has not been developed yet, arrange production, take upon risk, and manage economic unpredictability. Entrepreneur is also a potential and characterized by great imagination, provided with special skill to introduce new ideas, or to impersonate, improved technologies and ready to accept the risk involved in it. Entrepreneur also knows the ways production function fluctuating and use it as a different factors of production to increase the economic potential Gurusamy (2009). Entrepreneurship Education Entrepreneurship speak about a process of someone‟s skill to convert ideas into action. This process includes creativity, innovation and braveness to take a risk, including the planning and managing work to succeed in reaching the goals (Commission Communication, 2006). Other definition comes from Yalcin and Kapu (2008) who said that entrepreneurship as a process which consists of three different important dimensions: entrepreneurial motives, problems and opportunities. Meanwhile, in the education side, entrepreneurship should not be mixed with general business and economic Studies major. Its main objective is to encourage creativity, innovation and self-employment, and may also include the following elements: a) to develop personal characteristics and abilities that exist to develop entrepreneurial mindset and behavior which included creativity, sense of initiative, risk-taking, autonomy, self-confidence, etc.), b) to raise students awareness to self- employment and arouse student to choose entrepreneurship as one of their career option, c) to work on real business activity, and, d) to provide particular business essential skills and understanding how it works in the real world (European Commission, 2008). H 2 In some universities, non-business major student never get a chance to have an entrepreneurship courses and practices. www.iosrjournals.org 95 | Page Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President Based on journal written by Heinonen and Hytti (2008), in some universities, the 2 different principles in giving entrepreneurship courses to business students and non-business students which are: a) The first, show the connection between understanding entrepreneurship learning as a research field in business school, b) Second, to developing Entrepreneurship as an integrated and synthetic subject in business school, c) Fix entrepreneurship studies in the entrepreneurial university to become better, d) Remembering the importance of organizing ways, entrepreneurship teaching, and administrative issues. Willingness: Motivation and Factors motivating non-business students to become an entrepreneur Entrepreneurial Motivation is the power that keep entrepreneurial spirit continuously going on and on in every actions they did. Motivation involves inner state of mind that causing someone to achieve the goals. It is also an inspirational process of controlling someone‟s effort and action relating to their goals. Motivation as one of essential entrepreneurial aspects is an existing physiological emotion, which bring actions closer to the goals. It is a continuing process because it is human instinct to never completely satisfied (Krishan, 2013). Moreover, Krishan also add his explanation by saying that motivation is a changing of force that shapes someone into some action. The word motivation originated from motive, which explained as dynamic form of an ambition, passion, furiously want, desire effect of change of attitude that will be converted to goal oriented. H 4 Most non-business students want to become entrepreneur because they want to achieve something. Based on the book that Sahai (2008) written, researchers expressed the idea of various set of factors responsible for entrepreneurial motivation such as : the need for achievement, unsatisfied with someone‟s occupation, work and family situations, the wants to control someone‟s life and decision making. The need for achievement increases when someone has to achieve more than what he or she already own which able to lead the inclination of his or her job. In this research paper, there are three variables used to be written in the questionnaire. They are family background, education, and individual desire. Below are the statements from certain journals based on each variable. For this questionnaire, there are three journals that provide the statements, they are: a) Business Simulation Games in Forming of Students‟ Entrepreneurship by Monica Wawer, b) An Assesment of Entrepreneurship Intention Among Sunyani Polytechnic Marketing Students by Yeboah Asuamah Samuel, Kumi Ernest, and Jacob Baffour Awuah (2013), c) Entrepreneurial Motives and Perceived Problems: An Empirical Study of Entrepreneur in Kyrgyzstan by Nergis Aziz, Barry A. Friedman, Aichurek Bopieva, and Ibrahim Keles (2013). Variables Statements Family Background Running my own business helps me to keep my family tradition I want to continue family-owned business My family give me business mind Education I am prepared to do anything to be an entrepreneur I want to implement the skills I learnt I have thought seriously to start my own business after completing my study I want to implement the theoretical knowledge in business practice Individual Desire My professional goal is to become entrepreneur I prefer to be an entrepreneur rather than to be an employee in a company. I want to get higher profit orientation in the future I am determined to create a firm in the future I want to be my own boss I will start my business in next five years I want to provide employment I want to earn a reasonable living I want to take advantage from my creative talent I want to achieve my dream I want to challenge myself I want to shapes competencies in different business area I want to solve the crisis situations III. Research Methodology This survey was conducted to find out non-business students‟ willingness to become an entrepreneur. For that purpose, the target population of this survey were non-business students in President University from all majors except Business Administration (BA) and ranging from batch 2009 – 2011. The respondents were identified and carefully chosen, which are non-business students based on their batch and their major who had www.iosrjournals.org 96 | Page Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President done entrepreneurship project. This filtering activity resulting 200 to 300 potential respondents and they were chosen to participate in this research. Data for the questionnaire were well-managed and consisted of 20 questions with three main indicators. Those indicators are: individual desire, education, and family background factor. There were 230 questionnaires were printed and uploaded beforehand and were distributed through personal approach and online instrument (Google Drive, and LINE.) After two weeks of distribution, only 214 responses were valid while the other 16 contain of invalid answers or over pessimistic answers. 5-point Likert scale [1 (Strongly disagree), 2 (disagree), 3 (neutral; neither agree or disagree), 4 (agree), and 5 (Strongly agree)] were used to measure non-business students‟ willingness and give prioritization to point 4 and 5 which represent a strong answer. Quantitative analysis were used to analyze the tabulated data. Test of validity was done by using factor analysis and reliability test as conducted after data collection and tabulation were done. Factor analysis tested through KMO and Bartlett‟s Test, while reliability test tested through Cronbach‟s Alpha. IBM SPSS 20.0 statistical processing software were used to analyze and process the data. The demographic data collected based on its types and inputted into four tables sorted from smallest to the largest. From the „Major‟ table, it shows that the respondents‟ majors were divided into fourteen majors with majority of the responses comes from Accounting major with 39 respondents while the minority of the responses comes from Law major with 1 respondent who took 1%. The next information is in the „Batch‟ table of the respondents which is divided into three main batches, they are 2009, 2010, and 2011. From the result shown, it found out the majority of respondents are students in batch 2011 with 139 respondents and batch 2009 with 19 respondents as the minority. The gender of our respondents are divided into two genders (female and male) and find that more than half of respondents are female with 136 responses. The last information is the age of respondents, which divided into four information (18, 19, 20, and 21 years old). From the result, finding out that most of the respondents are in 20 range of age. Based on the respondent information, it can be said that this research has successfully distributed the questionnaire with 93% success rate. IV. Findings Factor Analysis Table 4.1.1: KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .898 Approx. Chi-Square 2474.132 Bartlett's Test of SphericitDf 190 Sig. .000 Table 4.1.2:Communalities Initial Extraction ID1 1.000 .801 ID2 1.000 .657 ID3 1.000 .457 ID4 1.000 .648 ID5 1.000 .624 ID6 1.000 .403 ID7 1.000 .585 ID8 1.000 .625 ID9 1.000 .565 ID10 1.000 .799 ID11 1.000 .626 ID12 1.000 .503 ID13 1.000 .501 E1 1.000 .600 E2 1.000 .596 E3 1.000 .542 E4 1.000 .641 FB1 1.000 .653 FB2 1.000 .718 FB3 1.000 .331 Extraction Method: Principal Component Analysis. www.iosrjournals.org 97 | Page Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President Table 4.1.1 and Table 4.1.2 are the result of first KMO, Bartlett‟s test and Communalities extraction with all of the questions. Based on Field. A(2009), the KMO and Bartlett‟s test is valid, since KMO value between 0.5 and 1.0, and the sig. value of Bartlett‟s test is highly significant (p < 0.0001). However, it is different with the communalities extraction result. There are three questions that have the extraction lower than 0.5, which means they have to be deleted. To get the valid data, we should exclude them from the next test, they are ID3, ID6, and FB3. Table 4.1.3 : KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .899 Approx. Chi-Square 2082.887 Bartlett's Test of Sphericity Df 136 Sig. .000 Table 4.1.4: Communalities Initial Extraction ID1 1.000 .805 ID2 1.000 .673 ID4 1.000 .650 ID5 1.000 .629 ID7 1.000 .595 ID8 1.000 .621 ID9 1.000 .567 ID10 1.000 .796 ID11 1.000 .625 ID12 1.000 .528 ID13 1.000 .499 E1 1.000 .617 E2 1.000 .589 E3 1.000 .498 E4 1.000 .620 FB1 1.000 .713 FB2 1.000 .772 Extraction Method: Principal Component Analysis. Table 4.1.5: KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .894 Approx. Chi-Square 1799.657 Bartlett's Test of Sphericity Df 105 Sig. .000 Table 4.1.6: Communalities Initial Extractio n ID1 1.000 .809 ID2 1.000 .669 ID4 1.000 .646 ID5 1.000 .649 ID7 1.000 .612 ID8 1.000 .631 ID9 1.000 .594 ID10 1.000 .814 ID11 1.000 .603 ID12 1.000 .493 E1 1.000 .611 E2 1.000 .604 E4 1.000 .606 FB1 1.000 .768 FB2 1.000 .819 Extraction Method: Principal Component Analysis. After deleting ID3, ID6, and FB3, the KMO value is increased from 0.898 into 0.899 (Table 4.1.3), while the sig. value of Bartlett‟s test is still the same. However, there are still two questions in the Communalities extraction that proved as invalid data and they have to be deleted, they are ID13 and E3 (Table 4.1.4). After ID13 and E3 are deleted, the next KMO result decrease become 0.894 with the same sig. value of www.iosrjournals.org 98 | Page Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President Bartlett‟s test (Table 4.1.5). In this third test, Table 4.1.6 shows that there is an invalid data again in the Communalities extraction, which is ID12, and it has to be deleted to get the valid data. Table 4.1.7: KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .884 Approx. Chi-Square 1672.544 Bartlett's Test of Sphericity df 91 Sig. .000 Table 4.1.8 : Communalities Initial Extraction ID1 1.000 .813 ID2 1.000 .684 ID4 1.000 .639 ID5 1.000 .666 ID7 1.000 .613 ID8 1.000 .642 ID9 1.000 .599 ID10 1.000 .821 ID11 1.000 .590 E1 1.000 .604 E2 1.000 .612 E4 1.000 .606 FB1 1.000 .768 FB2 1.000 .820 Extraction Method: Principal Component Analysis. After deleting six questions with three times of testing, then the data are valid with the 0.884 KMO value and 0.0001 sig. value of Bartlett‟s test (Table 4.1.7). The data in Communalities extraction are also above 0.5 and below 1.0, which mean that they are appropriate(Table 4.1.8). Table 4.1.9: Total Variance Explained Compo Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings nent Total % of Cumulative % Total % of Cumulative % Total % of Cumulative % Variance Variance Variance 1 6.230 44.503 44.503 6.230 44.503 44.503 3.950 28.215 28.215 2 1.942 13.874 58.377 1.942 13.874 58.377 3.486 24.903 53.118 3 1.304 9.316 67.693 1.304 9.316 67.693 2.040 14.575 67.693 4 .866 6.185 73.878 5 .600 4.284 78.162 6 .523 3.738 81.899 7 .445 3.182 85.081 8 .436 3.112 88.193 9 .382 2.730 90.924 10 .309 2.211 93.134 11 .291 2.079 95.214 12 .248 1.771 96.984 13 .222 1.588 98.573 14 .200 1.427 100.000 Extraction Method: Principal Component Analysis. The next finding, Table 4.1.9, gives information that there are only 3 factors that influence the students‟ willingness to be an entrepreneur. To find out which factors that will be used, the factors should have Initial Eigenvalue greater than 1. Those 2 factors are 67.693 percent influencing the students‟ willingness. Table 4.1.10: Rotated Component Matrix a Component 1 2 3 ID10 .895 E2 .757 ID9 .751 ID11 .725 ID8 .698 ID7 .579 .463 ID1 .879 ID2 .790 ID4 .765 ID5 .438 .682 E1 .646 FB2 .900 www.iosrjournals.org 99 | Page Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President FB1 .823 E4 .540 .549 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a. Rotation converged in 5 iterations. a Table 4.1.11: Rotated Component Matrix Component 1 2 3 ID10 .898 ID9 .765 ID11 .760 ID8 .745 E2 .732 ID7 .600 .439 ID1 .894 ID2 .843 ID4 .709 E1 .686 FB2 .920 FB1 .862 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a. Rotation converged in 5 iterations. Table 4.1.12: KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .830 Approx. Chi-Square 1198.369 Bartlett's Test of Sphericity df 55 Sig. .000 Table 4.1.13: Communalities Initial Extraction ID1 1.000 .845 ID2 1.000 .760 ID4 1.000 .594 ID8 1.000 .648 ID9 1.000 .633 ID10 1.000 .824 ID11 1.000 .617 E1 1.000 .645 E2 1.000 .603 FB1 1.000 .827 FB2 1.000 .853 Extraction Method: Principal Component Analysis. Table 4.1.14: Total Variance Explained Component Initial Eigenvalues Extraction Sums of Squared Rotation Sums of Squared Loadings Loadings Total % of Cumulative Total % of Cumulative Total % of Cumulative Variance % Variance % Variance % 1 4.758 43.255 43.255 4.758 43.255 43.255 3.301 30.012 30.012 2 1.934 17.583 60.838 1.934 17.583 60.838 2.802 25.473 55.485 3 1.157 10.521 71.359 1.157 10.521 71.359 1.746 15.874 71.359 4 .715 6.501 77.859 5 .548 4.977 82.837 6 .476 4.324 87.161 7 .366 3.325 90.487 8 .327 2.975 93.462 9 .282 2.564 96.026 10 .230 2.093 98.119 11 .207 1.881 100.000 Extraction Method: Principal Component Analysis. Table 4.1.15: Rotated Component Matrix a www.iosrjournals.org 100 | Page Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President Component 1 2 3 ID10 .899 ID9 .777 ID11 .759 ID8 .740 E2 .736 ID1 .896 ID2 .845 ID4 .713 E1 .689 FB2 .919 FB1 .867 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a. Rotation converged in 5 iterations. Table 4.1.10 is Rotated Component Matrix, which is written to determine which questions of the questionnaire belong to which factors. Since there are some questions which belong to more than one factor have to be deleted, therefore, to get the valid data, question ID5, E4, and ID7 have to be eliminated (Table 4.1.10 and 4.1.11). After deleting them, the test should be started again and the final result of factor analysis is appropriate, as ID10, ID9, ID11, ID8, and E2 belong to factor 1 (Individual Desire), ID1, ID2, ID4, and E1 belong to factor 2 (Education), FB2 and FB1 belong to factor 3 (Family Background) as it can be seen in Table 4.1.12, Table 4.1.13, Table 4.1.14, and Table 4.1.15. Reliability Analysis Table 4.2.1: Reliability Statistics Cronbach's Alpha N of Items .867 5 Table 4.2.2: Reliability Statistics Cronbach's Alpha N of Items .852 4 Table 4.2.3: Reliability Statistics Cronbach's Alpha N of Items .803 2 Table 4.2.1 is the test of Cronbach‟s Alpha of the first factor, which is Individual Desire. According to Zaiontz (2013), the result can be defined as a factor that has a strong relationship with the students‟ willingness to become an entrepreneur since the Cronbach‟s Alpha value is 0.6 - 0.7 is acceptable reliability and 0.8 or higher is indicated as a good reliability (0.867). The following tables (Table 4.2.2 and 4.2.3) are also has a good result as factor 2 (Education) has 0.852 Cronbach‟s Alpha value, and factor 3 (Family Background) has 0.803 Cronbach‟s Alpha value. V. Conclusion and Recommendation As the result of KMO, Bartlett‟s test and Communalities extraction, it can be seen that the valid questions are only eleven out of twenty. There are three factors which are individual desire, education, and family background that influence non-business students‟ willingness to become an entrepreneur. From three factors, the most influencing factor is individual desire since it has the highest Cronbach‟s Alpha value. From the research, the respondents who have strong individual desire also have high passion to become an entrepreneur. Based on the questions of the questionnaire regarding their individual desire, most of the respondents want to achieve something in their future. The following factor which has big influence in the non- business students‟ willingness to become an entrepreneur is education factor. This is because President University enrich their students with theoretical and practical knowledge about entrepreneurship. From the previous research by Oosterbeek, et al (2010) in their journal tilted “The Impact of Entrepreneurship Education on Entrepreneurship Skills and Motivation”, proved that the entrepreneurship education which is given by the education institution does not have impact to students‟ skill, motivation, and intention to become an entrepreneur. While the result of this research show that entrepreneurship education influencing the willingness of non-business students, although the most influencing factor is individual desire of themselves. www.iosrjournals.org 101 | Page Students’ Willingness to Become an Entrepreneur: A Survey of Non-Business Students of President Based on the result, President University has done a good job in giving entrepreneurial education to non- business students. However, it can be better if President University can focus more on their entrepreneurial education by providing supportive environment and good mentoring from the lecturers. This will also increase the individual desire of non-business students to become an entrepreneurship. Therefore, although they are not business students but by having high willingness to become an entrepreneur also supported by good education and strong family background, there are high possibility to decrease the unemployment rate by becoming job field creators in the future. Acknowledgements First and foremost, we would like to thank God because of his blessing, we can finish this research paper completely and on time. This research paper is also possibly made through the help and support from everyone, including: our lecturer, friends, and all parties that gave us many information to complete this paper. We would like to thank Mr. Suresh Kumar as our lecturer for his most support and encouragement. He kindly read and checked our paper and offered free time to consult of the detailed content, organization, and the theme of the paper. We also would like to thank him for showing us some examples and guidelines in writing this research paper. The other people that we would like to thank are our beloved friends who kindly read and reminded us to correct the paper to be a better one. They gave us many advices and supports to finish this paper. They also gave us ideas related to our topic. Without helps from certain parties that we have mentioned above, we might face many difficulties in doing this paper. References  A.Friedman, A. Nergis, K. Ibrahim, and S. Salavat, Predictors of Students‟ Desire to be an Entrepreneur: Kyrgyztan, Georgia, and the United States, Eurasian Journal of Business and Economics, 5(9), 2012, 129-140.  Haider. I. M, Impact of Business Education and Family Background on Entrepreneurial Potential, Proc. Of 3 International Conference on Business Management, Lahore, Pakistan, 2013.  Cuervo. A, Ribeiro. D, and Roig. S, Entrepreneurship: Concepts, Theory, and Perspective. Introduction, Springer, 2007, 1-20.  Wawer. 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