SAMARA UNIVERITY

COLLEGE OF BUSINESS AND ECONOMICS

DEPARTMENT OF MANAGEMENT

“ASSESSMENT ON DETERMINANTS OF ENTREPRENEURIAL

ATTITUDE OF GRATUATE STUDENTS IN CASE OF SAMARA
UNIVERSITY”

RESEARCH PROPOSAL SUBMITTED TO THE DEPARTMENT OF

MANAGEMENT FOR THE PARTIAL FULFILLMENT OF BACHELOR OF
ART DEGREE IN MANAGEMENT

SUBMITTED BY: BELETU DESALE

ID NO; 1202258
ADVISOR: ABDUL K (MBA)

JANUARY, 2022

SAMARA ETHIOPIA
 TABLE OF CONTENT

TABLE OF CONTENT....................................................................................................................I
Acronymsand abbreviation.............................................................................................................II
LIST OF TABLE...........................................................................................................................III
Abstract..........................................................................................................................................IV
CHAPTER ONE..............................................................................................................................1
1. INTRODUCTION.......................................................................................................................1
1.1 background of the study.....................................................................................................1
1.2 Statement of the problems.................................................................................................3
1.3 Research Questions............................................................................................................4
1.4 Objectives of the study.......................................................................................................4
1.4.1 General Objective...................................................................................................4
1.4.2 Specific Objectives.................................................................................................4
1.5 Significance of the study....................................................................................................4
1.6 Scope of the study..............................................................................................................5
1.7 Limitations of the Study.....................................................................................................5
1.8 Organization of the Study..................................................................................................5
CHAPTER TWO.............................................................................................................................6
2. LITERATURE REVIEW............................................................................................................6
2.1. Theoretical review............................................................................................................6
2.1.1. Entrepreneurial attitude..........................................................................................6
2.1.2. Entrepreneurs.........................................................................................................7
2.1.3. attitudes..................................................................................................................7
2.4 Contributions of entrepreneurs..........................................................................................7
2.5 Essential Entrepreneurial attitude......................................................................................8
2.6 Personality characteristics of success full entrepreneurs...................................................8
2.6.1. Entrepreneurship Education...................................................................................9
CHAPTER HREE..........................................................................................................................10
3.RESEARCH METROLOGY......................................................................................................10
3.1 Description of the study area...........................................................................................10
3.2. Research design And Research Approach......................................................................10
3.2.1 Research Design....................................................................................................10
3.2.2 Research Approach...............................................................................................11
3.3. Source of data and method of data collection.................................................................11
3.3.1. Source of data......................................................................................................11
3.3.1.1. Primary data..............................................................................................11
3.3.1.2. Secondary data..........................................................................................11
3.3.2. Method of data collection....................................................................................11
3.4. Target Population............................................................................................................12
3.5. Methods of Data processing and analysis......................................................................12
CHAPTER FOUR..........................................................................................................................13
4. Budget breakdown and timeSchedule.......................................................................................13
4.1. Budget Breakdown..........................................................................................................13
4.2. Time schedule.................................................................................................................14
Reference.......................................................................................................................................15

I
Acronymsand abbreviation
SU--Samara University
N—Number of sample size
%- Percentage
EAO-Entrepreneurial Attitude Orientation
ANRS=Afar National Regional State

II
 LIST OF TABLE

Table 4.1 ...............................................................................................................................12

Table 4.2 ...............................................................................................................................13

III
Abstract
The study is assess the determinants of entrepreneurial attitude of graduate students in case of
samara university.The study will be conduct in Samara University. The objective of the study is
to assess the overall business orientation and entrepreneurial attitude of business and non
business students.The researcher will used primary and secondary data to conduct the study. To
collect the primary data the researcher will used open ended and closed ended questionnaires.
The sampling technique will be judgmental and simple random sampling. 520 Students will be
take as a sample size and collected data will be manually sorted out by editing and clarified.The
finding routed many areas of attitudinal difference between business and non business students.
The three most significance difference attitudes between business and non business students will
be ability to make decision, creativity and persistence. Based on business orientation business
students will be more .
Keywords: entrepreneurial attitude,decision, creativity and persistence

IV
 CHAPTER ONE
1. INTRODUCTION
1.1 background of the study

Entrepreneurship is a worldwide phenomenon, with economic growth across the globe positively
impacted by the emergence of new and innovative business start-ups. These new small
businesses play a significant role in job creation, influencing politicians to recognise and support
entrepreneurial start-up activity due to its positive contribution to the economy. Entrepreneurship
as an academic discipline is still considered relatively new, although its origins can be traced
back to the seventeenth century, when economist Richard Cantillon coined the term entrepreneur
(Hisrich and Peters, 2002). There is general agreement that attitudes towards the entrepreneur,
entrepreneurial activity, and its social function are determinant factors for university students to
decide on an entrepreneurial career (Hisrich and Peters, 2002).

Ethiopia, to cope with the business challenges and benefit from globalisation, needs to emerge
with a better economy. The development of its economy presupposes entrepreneurial direction,
which is believed to lead to improved social life and welfare. Ethiopian businessmen and women
should take intelligent risks that are knowledge-based and pave the way for new challenges and
opportunities. Such a strategy helps Ethiopian entrepreneurship grow (Tsige, 2009). Different
economic and social tasks and qualities are attributed to entrepreneurs. The main purpose of
university courses, from the point of view of both the university and the individual student, is to
train and prepare young people for their future vocational activity, which may bring them into
close contact with commercial or social enterprises. Students are thus often in contact with
companies, directly or indirectly, either as prospective employees or in pursuit of future
entrepreneurial self-employment. This means that a number of students were expected to become
entrepreneurs once their studies were complete. In the course of these direct and indirect contacts
between students and companies, the perception of entrepreneurs is based on a specific,
individual image. It is therefore worthwhile finding out more about students' current image of
entrepreneurs. According to the Centre of Africa

Entrepreneurship creates jobs and leads to new knowledge and competence. In Ethiopia
generally and in SU particularly, in the past, there has been a growing concern that students do
not have sufficient skills to undertake entrepreneurial ventures. There are comments that these

students have narrow business perspectives, less flexible to leave their village (branch) in other
working areas and foresee themselves as only job seekers and not job creators. All students
especially Social science are attached to lack of strong entrepreneurial orientation culture
(culture loaded with characteristics of achievement in business, innovativeness in business,
perceived personal control of business outcome, and perceived self-esteem in business)

5
ultimately lead to decreased entrepreneurial and global competitiveness in the university. “It is
now European Journal of Business and Management www.iiste.org
ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online) Vol.9, No.22, 2017 14 generally accepted
that institutions are the rules of the game in a society or, more formally, are the humanly devised
constraints that shape human interaction” (North, 1990, p.3). Therefore, the institutional context
affects the performance of economies, particularly through the influence over the entrepreneur’s
behavior, and therefore should be explored and analyzed. But in the university lack of
exploration and analysis of institutions what all are doing to shape entrepreneurs. By any
measure or standard generally Ethiopia in particular SU is one of the poorest nations and
university respectively in the world. Some of the reasons for our poverty can be lack of:
entrepreneurial thinking, confidence in recognizing opportunities and to make use of identified
opportunities due to fear of risk, rewards of monetary and personal satisfaction, risk taking
ability, conducive environment for developing entrepreneurs and entrepreneurial thinking
(political, cultural, social and economic, demographical environment), educational system or
curriculum developed from our country consideration from Ethiopian youths (Gemechis,2007).
In cognance of the fact, the government has designed a national educational policy. In addition,
even though the new education policy of Ethiopia is inclined towards practical education, there
still implementation problem seems to exist in UOG. Most blame that our educational system has
more of theoretical foundation than emphasizing on the practical and entrepreneurial aspects.
However, the blames and attributions are not empirically tested hitherto. This study therefore,
fills this knowledge gap by empirically assessing the EAO’s of graduating students at UOG.
Conceptual Framework– According to Gibson, Christopher, and Harris (2010) many past
researches incorporate an attitude scale to predict entrepreneurial activity. An advantage of using
an attitude approach is that it can be more domain-specific, which increase the correlation with
actual behavior and reduces unexplained variability. Attitudes tend to change across time and
situations through an interactive process with the environment, and once a person’s attitude has
been measured, a prediction can be made about the person’s future actions. According to
Robinson development of the Entrepreneurial Attitude Orientation (EAO) model based on the
four constructs of achievement, innovation, personal control, and self esteem in business.
Entrepreneurial Attitude Orientation (EAO) model applied by measure entrepreneurial attitudes

6
(Robinson et al.,2011). The subscales of the EAO measure individuals’ attitudes on four
dimensions
Samara University is located in the regional state of afar region about 588 kilometers from Addis
Ababa and which is found in eastern part of Ethiopia.SU is public higher educational institution
established in December 1999 E.C by the amalgamation of Samara college of Agriculture
(Founded in 1999) and Samara institute of health science (established in 1999). So samara
College of agriculture and samara institution of health science as the new clues of samara
University.Now a day the university has 7 colleges, namely Agriculture, social science, law and
veterinary medicine, natural science, health science, college of Technology and Engineering and
Business and Economics colleges. The university adopted the town’s name for logically sound
reasons.
1.2 Statement of the problems
It is self evident that the development of national greatly depend on the embellishment of
flourishing and small operation of business, particular business that are initiated by individual
that means entrepreneurs.Attitudes toward entrepreneurship among university students may be
relevant as well. The number of business initiation and operated in any country and in any given
period was strong relation with a positive entrepreneurial quality and business orientation of the
peoples. But there is great difference between business and not business students. This
difference must be removed by providing some concerned solutions. Both sets of students play
an import role in over the economy. But the role and associated behaviors between them
remaining different.Even though there exist a good entrepreneurial traits and business orientation
starting and intimation business would be difficult unless social, political and economic
environment factories are conductive. For entrepreneurship of grow, a good social, political and
economic environment is necessary condition, but not a sufficient one.Individuals who live in
such an environment must have entrepreneurial traits. Therefore, the above fact the personal
quality they possess, or lack, the business orientation they developed and the social political and
environmental factors in our country will determine the degree, place a development of
entrepreneurship in Ethiopia (Al-Mohammad, 2010).
Entrepreneurial attitude

7
As stated the entrepreneurial traits are basic and essential ingredients for the initiation and
development of entrepreneurship. Therefore an exhibit of a good entrepreneurial attitude
(qualities) is a perquisite for the establishment of business.
1.3 Research Questions
 What is the level of entrepreneurial attitude of graduate students?
 What is the extent of determinant factors that affect entrepreneurial attitude of graduate
students?
 Which factors are highly determined entrepreneurial attitude of graduate students?
1.4 Objectives of the study
1.4.1 General Objective
The general objective of the study is to assess thedeterminants of entrepreneurial attitude of
graduate students in case of samara university.
1.4.2 Specific Objectives
 The study will tries to assess business and nonbusiness attitude towards entrepreneurial
activities.
 To assess the major factors behind inducing students not to involve in business.
 To evaluate the existing prospect as far as students are concerned.
 To compare the business orientation and entrepreneurial traits of business and
nonbusiness students.
 Establish whether significance difference exist between the categories of entrepreneurial
traits of Samara University students.
 Generally to show the importance of involving stalk holders in entrepreneurial education
and fostering business venture.
1.5 Significance of the study
After the answer to the leading questions are sought, the study believe that this paper would give
clear high light of what students feels and their attitude towards business and entrepreneurial
activities. So that any concerned party would a position provided and structured a policy
favoring students. Having the knowledge level of business orientation of students, it make
students aware about the merits of business and being one own boss,Aware the latent
entrepreneurial talent in students and peruse the path,Serve as a reference for future researcher,to

8
fill the information gap at organizational level,to modify or shift stack holders that previously
they have,to solve social, political and economic problems of entrepreneurship,to reduce social
problems and unemployment in the material level and to create job opportunity and new markets.
1.6 Scope of the study
The main objective the study was investigating the overall business orientation and attitudes of
students. But due to some constraints the study has confined to the graduate students of Samara
University
1.7 Limitations of the Study
Some of the major problems encountered while conducting this survey such as Books written
regarding to students orientation towards business and entrepreneur traits were not readily
available in sufficient quality.Financial constraints, special, related to duplication paper.The
sample which would take for undertaking this study does not completely represent all relevant
aspects.The researcher came up these problems through saving leaser time for the study by
minimizing costs and by referring least numbers of related documents.
1.8 Organization of the Study
The study would have five chapters. The first chapter deals introduction which consists of
background of the study, background of the organization, statement of the problem, objective of
the study,significance of the study,Scope and limitation of the study and organization of the
study. The second chapter would emphasize on review of related literature, which is briefly
discussed about the definition and concepts of entrepreneurs and entrepreneurship and other
related concepts. The third chapter would consist of methodology of the study.fourth chapter
would consistdata analysis,presentationand interpretation the fifth,chapter would consist of
conclusion and recommendation.

9
 CHAPTERTWO
2. LITERATURE REVIEW
2.1. Theoretical review
2.1.1. Entrepreneurial attitude
The word entrepreneur originates from the French word “Entreprender” which means” to under
take” or “go between” In business context, it implies to start a business. Entrepreneur is one who
originates, manages and assumes the risk of a business or enterprises. The concept entrepreneur
has a wide range of meaning, on one extreme and entrepreneur is a person of very high attitude
who pioneers changes, possessing characteristics found in any small fractions of the population.
On the other way it means anyone who wants to work for him or herself is considered to be an
entrepreneur. (David Mc Cleland; 2005) P.284) Entrepreneurship placed an emphasis on
innovations such as
- New products
- New production method
- New market
- New form of organization
An entrepreneurship also defined as the process creating something different with value by
devoting the necessary time and effort, assuming the accompanying financial and personal
satisfaction in the book under the title entrepreneurship starting development and managing a
new enterprise. In almost of the definition of entrepreneurship there is agreement that new are
talking about a kind of behavior that includes.
1, initiate taking
2. The organization and recognizing social income’s mechanisms to turn resources and situation
to practical account.
3. The acceptance of risk of failure (Robert C.j 2006; P.174).

10
2.1.2. Entrepreneurs
An entrepreneur is a state of mind that people which to create a new firm or a new value deriver
inside existing organizations. It is driving force of the entrepreneurial activity. Research on
entrepreneurial activity makes an inquiry in to why some people choose to be self-employed or
start their own business while others prefer traditional salary- based jobs(Zutshi (2009).In sum
there are numerous aspects to the study of entrepreneurial in each addressing different facts of
international entrepreneurial activity. (Aizen’s (2012); P.287).
2.1.3. attitudes
An underlying assumption of the researcher query is that taken collectively, students attitude
affect the level of entrepreneurial activity. Specific evidence to support this assumption does not
yet exist. But the study offer several reasons why it is plausible. The presence of entrepreneurial
attitude among university students may be an important indicator of the pool of potential
entrepreneurs. Areas with larger proportion to start successful business may display higher rate
of form creation simply because there are many university students graduate who are likely to
start business. This factor may contribute only partially to the country’s entreprenceural activity.
The total number of students learning a business remains small and dependent up on other un
measured characters. Attitude towards entrepreneurship among university students may be
relevant as well. Non business students have higher failure rate and at least initially pay flower
ways than business or learn entrepreneurship to establish business activity( David Mc Cleland;
2005).Entrepreneurship has become a widely thought subject in university and business schools.
Hoeceer, only a copy small number of studies have investigated the effect of entrepreneurship
and graduate with other majors. The results indicate that graduates on entrepreneurship major are
more likely to start a new business and have stronger entrepreneurial attitude than other
graduates. (Recent entrepreneurial intention of university students). (Researcher tracker and
kolkereid; 2013; P 108).
2.4 Contributions of entrepreneurs
1. Develop new markets; under the concept of marketing, markets are people who are
willing and able to satisfy their need.
2. Discover new source of materials; in business, those who can develop new sources of
materials enjoy a comparative advantage in terms of supply, cost and quality.

11
 3. Mobile capital resources; an entrepreneur has an initiative and self confidence in
accumulating and mobilizing capital resources for new business or business expansion.
4. Introduces new technologies industries, and products. Every year there are new
technology and products that are intended to satisfy human needs.Create employment,
millions of jobs are provided by the factors, services, industries, agricultural enterprises
and the numbers(Panchanatham (2010)
2.5 Essential Entrepreneurial attitude
It is not true that successful entrepreneurs are born that way, infect, anyone can be successful
entrepreneur. However,there are some specific entrepreneurial traits a person must have to be
successful in the field of business of course entrepreneurship is not for everyone.
But with these particular character traits, you can really have what it takes to succeed in the
highly competitive world of business, what are those essential entrepreneurial traits that anyone
who is interested in starting a business must possess.
 Independence; An entrepreneur has a strong sense of independence and will march
forward with a purpose and that is to earn money through his own means and hard work.
 Persistence and determination; These are fueled by a during design to achieve his goal of
succeeding in his chosen field of business.
 Self-confidence; Along with independence an entrepreneur possess self-confidence.
 Creativity; creative people are naturally curious, inquisitive, bright highly flexible when
thinking. They keenly observe their environment and have an eye or spotting new friends
that could potentially be as business opportunity.
 Organized and goal oriented. All efforts must be focused towards achieving the goal.
(Fishbein. M; 2003)
2.6 Personality characteristics of success full entrepreneurs
Most important characters for success as an entrepreneur are Perseverance,Desire and
willingness to take the initiative,Competitiveness, self- reliance,self-confidence,willingness to
take risk, desire to create and innovation, least important for success as an entrepreneur,ability to
read effectively, a willingness to tolerate uncertainty,strong desire for money, patience,being
well organized and a need for power.

12
2.6.1. Entrepreneurship Education
To forge ahead with entrepreneurship education seems imperative for the health and well-being
of a nation. There is a consensus among researchers that entrepreneurship education under rapid
growth. There is also consult that, despite the growth in entrepreneurship education, little
information can be found. Different schools or traditions of research begin for the different
patterns of expansion. The agents of the field agree that entrepreneurship has positive effects.
These effects are pointed out in a wide range of areas. Ayttti (2011) argues that the positive
views are so dominant that it might be even socially unacceptable think negatively. Through this
positive attitude do not necessary correlate with actual activities when it comes to aquaring
business starts ups. They assumed positive effects of entrepreneurship has been questioned.
(Hennery Nd Hill,2011; PP 346-347).
There are so general agreements that entrepreneurship education is, must be rather than shall be.
It is described perhaps the most important economic development mechanisms. To succeed in
this entrepreneurship education must be concerned with learning and facilitating for
entrepreneurship no about it “Doing” is more than “thinking” knowledge has to be converted in
to solutions that benefits customers in the market place. (Formiea 2012: P.171) The learning
must be personal, practical and experimental trough discovery.

13
 CHAPTER HREE
3.RESEARCH METROLOGY
3.1 Description of the study area
The study was conducted at Samara University in Afar National Regional State. It is situated
about 660 km from Addis Ababa in the north-east direction. Afar National Regional State
(ANRS) is located in the great East African Rift Valley in the north-eastern part of the country. It
borders Eritrea to the northeast, Tigray, Amhara, Oromia, and Somali Regional States to the
north-west, south-west, south, and south-east, respectively, and Djibouti to the east. Research
design: the research was designed to answer the question listed. Further, the study was
characterised by descriptive research, where the entrepreneurial attitude of students was
investigated and data was collected through a questionnaire to obtain necessary information from
sample respondents. Source of data: the data that are used for this study were obtained mainly
from primary sources. This necessary information or data was obtained from sample respondents
through a questionnaire distributed to a class of graduate students. The study area and population
were carried out at Samara University, particularly among business and economics students. The
study mainly focused on graduate students, who are expected to participate in the creation of jobs
after graduation. The total population of undergraduate regular students according to Samara
University Out of the total population, 142 are management, 141 are accounting and finance, 100
are marketing, 46 are logistics, and 91 are economics students. Sampling Techniques: In this
study, the researcher selected college of business and economics graduate students judgmentally
and applied stratified sampling techniques to the five departments of the college, which are
accounting and finance, management, marketing, logistics, and economics, to gather data
through questionnaires, of which 520 were taken as the total sample size for the study.
Methodology is the basic part of any scientific research because it gives details about the data
(materials). Methods of data collection,research design,research approach,data type, data source,
and sample size are useful to carry out research activities.
3.2. Research design And Research Approach
3.2.1 Research Design
The researcher used descriptive research design method. It is conducting an
observational assessment of the determinants of entrepreneurial attitude
among graduate students at Samara University.
3.2.2 Research Approach
This study follows a descriptive type of research. Mainly because the major purpose of
descriptive research is to describe characteristics of objects, people, groups, organizations, or
environments. This study used both quantitative and qualitative approach, in order to substantiate
the results questionnaire is used.

14
3.3. Source of data and method of data collection

3.3.1. Source of data

In this study, the researcher used both primary and secondary data types. The primary data would
be used to collecte through interviews and questionnaires. The researcher used both open-ended
and closed-ended questions to gather information, and explanation takes place briefly in a
sequential manner. Secondary data would be collected from secondary source data available in
the organisation that is related to the accounting information system, such as magazines,
published documents, and other written documents.

3.3.1.1. Primary data

The researcher would be conducted to obtain primary data through direct communication with
respondents. At the time of the study the primary data used in questionnaire and interview. Most
of the respondents answered the expected questions on the questionnaire and through interview.
Hence the method that the researcher used in this study is convenience sampling technique
approach. This is convenient and reliable to the researcher to collect related information from the
respondents.
3.3.1.2. Secondary data

The researcher was gather secondary data from published materials that reported as to assess
the determinants of entrepreneurial attitude of gratuate students to obtain relevant information
related to the study. The researcher would be tried to get relevant information through preparing
relevant way for target population and sampling. However, primary data may be good way to
obtain more wide and relevant information.
3.3.2. Method of data collection

This study used a questionnaire to collect data. The questionnaire was gather required data
or information from graduate students at the university. The secondary data were obtained
directly from different written documents from Samara University.

3.4. Target Population

The type of sampling technique that the study used was probability sampling techniques such as
simple random sampling. The study population is elected in such a way that every element in the
population has an equal chance of being selected. The study used simple random sampling by
using the lottery method. In order to measure the determinants of entrepreneurial attitude of

15
graduate students derived for the service questionnaires that are prepared and distributed to
customers to be filled out, the sample size that is taken is 520 students, which are randomly
selected.
3.5. Methods ofData processing and analysis

After the necessary data for the study was collected, the processing and analysis of the data were
done. The questionnaire would be manually sorted out by editing, classifying, and collecting it so
that it was suitable for further analysis. Editing is the process of examining the collected data in
order to make sure possible problems are resolved. After processing and classifying the data,
which are the basis for the study, The analysis would be made.

The analysed data would be organised in tables using percentages to summarise or present some
part of the data. by using pie charts, tables, and percentage computations. In this study,
descriptive analysis will be used because of its simplicity and clarity in drawing inferences.

CHAPTER –FOUR
4. DATA ANALYSIS, INTERPRETATION AND PRESENTATION
The general purpose of the study was to assess the overall entrepreneurial
attitudes and business orientation of samara university students. In doing so
questionnaires that consists of 20 items was prepared. The data gathered were
presented and interpreted one after he other. All the data presented, analyzed
and interpreted here are obtained from questionnaires. The questionnaires are
filled by smara University students. These questions were divided in to three
parts as it is shown on the back of the paper. The first part which consists of
five questions, designed to assess the entrepreneurial attitudes of the students.

16
The second part which consists of five questions designed to know the business
orientation of the students and the third part, which consists of 10 questions
designed to asses the existing social, economical and political conditions of the
country.
The questionnaires were organized based on the sequences which were
provided in the questionnaire A total of 140 respondents were taken to fill the
questionnaires. From this 70 respondents were from business students and
the others were from non-business students. Among 140 questionnaires
distributed only 7 questionnaires were not collected. This means 133
respondents were properly filled the questionnaires and giving a response rate
of 95% Among the whole responses 46.43% were from non business students
and the rest 53.57% were from business students. Generally this implies that
most of the participants of business students were more volunteer than the
participants of non-business students.

4.1.GENERAL KNOWLEDGY ABOUT BUSINESS OF RESPONDANT

Respondents of knowledgy about business were from business and economics
college students. And the sample was taken from each graduating class
students.
when asked, being a business and economics students what is your response
do you have enough knowledgy about businessin? They responded as follows:-
Source: Compiled form questionnaires
Item logistics marketing management economics accounting
N % N % N % N % N %
Yes 6 85.7% 3 25% 12 60% 12 100 15 71.4%
No 1 14.2% 9 75% 8 40% 0 0 6 28.57%
Total 7 100% 12 100% 20 100% 12 100% 21 100%

As the table indicate that students respond

85.7%(6),25%(3),60%(12),100%(12),71.4%(15) of Logistics and supply chain

17
management,marketing,management,economics and accounting and finance
students respectivly receiving this course.and
14.2%(1),75%(9),40%(8),0,28.57%(8) respectivly of them responded ‘no’. Then
economics, logistics and supply chain management and accounting and
finance students’ enough knowledgy about the business. on the other hand
marketing management and management students’less knowledgy about the
buiseness because greater responde of two department students are ‘no’.
This indicates that majority of the above three depqrtment students have
enough knowledge about business. But the majority of the two department
students have not enough knowledge about business. Generally it implies that
the three department students are more familiar than the two department
students in having enough knowledge about business.
4.3.1. Their business knowledge and sources of their knowledge

Table 6. Sources of business knowledge of students

Business students Non-Business
Item responses students
N % N %
Do you have Yes 56 82.35% 30 46.25%
enough knowledge 12 17.655% 35 53.85%
About business? No
From where you have Education 28 41.18% 24 36.92%
got? Talked with 9 13.24% 11 16.92%
business person
Experience from 19 27.94% 14 21.54%
parents
Total 7

item Logistics Marketing management Economics accounting

N % N % N % N % N %
Observation 1 14.2 4 33.3% 1 5% 1 8.3% 2 9.5%
Of business %
Start up

18
Tasked with 1 14.2 2 16.6% 0 0 0 0 0 0
business %
person
Experience 3 42.8 2 16.6% 1 5% 1 8.3%
in parent %
education 2 28.5 4 33.3% 18 90% 10 83.3 19 90.4
% % %
Total 7 100 12 100 20 100 12 100 21 100
Source; Compiled from questionnaires

4.3.1.2. Sources of business knowledge’s of students

As depicted in the above table
28.5%(2),33.3%(4),90%(18),83.3%(10),90.4%(19)of the Logistics and supply
chain management,marketing,management,economics and accounting and
finance students respectivly are responded that they have got their business
knowledge from education and 14.2% (1),16.6%(2) of Logistics and supply
chain management and marketing students have got their business knowledge
from tasked with business persons and experience,on the other hand the other
three department students have no response. 42.8%(3),16.6%(2),5%(1),8.3(1)
Logistics and supply chain management,marketing,management and
economics respectively experiance from parents . 14.2%
(1),33.3%(4),5%(1),8.3%(1),9.5%(2) of the Logistics and supply chain
management,marketing,management,economics and accounting and finance
department students respectivly are responded have got their business
knowledge form observation of business start up of the above sources. In the
case of non business students 36.92% (24) of them have got their business
knowledge from education and 16.92% (11) and 21.54% (14) of the non
business students have got their business knowledge from talked with
business persons and experience from their parents respectively. It is also
shown that 24.62% (16) of he nOn business students have got their business
knowledge from out of the above mentioned sources. This implies that most of
the students in both streams have got their business knowledge from

19
Education. So it is possible to say that majority of students in higher
educational institution get their business knowledge from education rather
than talked with business persons and experience from parents.

20
21
22
 1.
2.
3. Demographic information of respondents

Figure 1. Sex composition of students

Male
36.84%
Female

63.16%

Source: Compiled form questionnaires

Figure 2 Age composition of students

23
 < 20 years age

15.04% 20- 25 years age

30.88% > than 25 years
age

54.14%

Source; compiled from questionnaires

Respondents of business students were from management department and the

respondents of non business students were from sociology department. And
the sample was taken from each graduating class students.
The demographic information of the respondents is given in the above figure. It
is evident that for both business and non business students the sample
consisting of satisfactory spread between males and females. In both streams,
It is also evident that majority participants fail in 20-25 years age group.
As shown in the figure 1 above the proportion of females from the total sample
are 36.84% (49) and the proportion of the males are 63.16%(84). So as we
observed form the data most of the. Students who are enjoying higher
educational institution and coming to graduate are males. It implies that the
involvement of females in education is not as much as males totally.

4.2. Responses towards entrepreneurial attitudes of students.

4.2.1. Entrepreneurial attitudes of business students
when asked, being a business students what is your response in the following
entrepreneurial attitudes? They responded as follows:-

Table 1. Entrepreneurial attitudes of business students

24
 Low High
Category Total N % N %
Human relation skills 68 26 38.24% 42 61.76%
Ability to make decision 68 23 33.82% 45 66.18%
Communication skills 68 25 36.76% 43 63.24%
Persistence 68 30 44.12% 38 55.88%
Self-discipline 68 47 69.12% 21 30.88%
Creativity 68 36 52.94% 32 47.06%
Source: compiled from questionnaires
From table one above it can be seen that the three highest scores for the most
developed attitudes among business students were arranged from highest to
the lowest as follows:-
- Ability to make decision scored total of 66.18% (45) of are high.
- Communication skills (scored total of 63.24% (43) of high and.
- Human relation skills (scored total of 61.76%(42) of the total students
The most developed among business students was ability to make decision
score 66.18% (45). For he three. Most developed attitude more than 60% of
respondents obtained high scores. It implies that most of the business
students have the ability to make decision, communication skills and Human
relation skills.
From the above table 1 the lowest scored attitudes were arranged from lowest
to highest as of follows.
- Self-discipline scored a total of 69.12% (47) of low.
- Creativity scored a total a proportion of 52.94% (36%) of low and
- Persistence scored a total of 44.12% (30) of low.
Surprisingly self-discipline ranked the firs from below. This shows hat business
students are not developed in the attitude of self discipline. Generally as we
can see from the data most of the business students are developed in the
attitude of decision making, communication skills and human relation and in
contrast they are poor in the attitudes of self-discipline creativity and
persistence.

25
4.2.2. The level of entrepreneurial attitudes of non business
students
When asked, being non business students what are your responses in the
following attitudes?

Table 2. Attitudes of non business students

Low High
Category Total N % N %
Human relation skills 65 21 32.31% 44 67.69%
Ability to make decision 65 38 58.46% 27 41.55%
Communication skills 65 19 29.23% 46 70.77%
Persistence 65 23 35.38% 42 64.62%
Self-discipline 65 39 60% 26 40%
Creativity 65 43 66.15% 22 38.85%
Source: compiled from questionnaires

For the non business students, the three most developed entrepreneurial
attitudes are as follows.
Communication skills (scored a total of 70.77& (46) of high).
- Human relations skills (scored a total of 67.69%(44) high) and
- Persistence (scored a total of 64.62% (42) of high).
The most developed attitude among non business students were
communication skills, Human relation skills and persistence. For the three
most developed attitudes more than 65 percent of the respondents obtained
“High” scores.
The three least developed attitudes among non business students are as
follows:-

26
 - Creativity (scored a total fo 66.15%(43) of the respondents of Low)
- Self discipline (scored a total of 60% (39) of the respondents of low) and
- Ability to make decision (scored 58.46% (38) of the total respondents
have low).
For the three least developed attitudes more than 59% the respondents
obtained low as the data shown in the above table 2. The three least developed
attitudes among non business students are creativity, self-disciple and ability
to make decision.
Generally most of the non business students developed with attitudes of
communication skills, human relation and persistence and they are poor with
the attitudes of creativity, self-discipline and ability to make decision. Being
this communication skill is surprisingly developed attitude by non business
students and creativity is surprisingly least developed attitude by non business
students.
This implies that most of the non business students have the ability to
communicate and reach to the solution and in oppositely they do not have the
ability to create new things.

4.2.3. Comparison of the Levels of Entrepreneurial Attitudes of

Business and non Business students
As the response shows in the tables 1 and 2 appear both business and non-
business students have different percentages level of attitudes. Students in
both streams scores above 60% in the attitudes of human relation and
communization skills. This implies that most of the students in universities
have the attitude of human relation and they can communicate easily in the
business area and where ever it needed. But when we compare the attitudes
among the two categories, communication skill is more scored by non business
students which scores 70.77% (46) high, while it scores 63.24% (43) in case of
business students.

27
It implies that non business students have highly developed attitude of
communication skill than business students.
It is also possible to say that highly developed attitude among non business
students is communication skill and while highly developed attitude among
business students is ability to make decision.
The most least developed attitude among non business students is creativity
which scores 66.15%(43) low. Where as the least developed attitude among
business students is self discipline which scores 69.12% (47) low.
This implies that most of the non business students have not the ability to
create new things when compared to the business students which scores
52.94%(36) of creativity of “low” and in the other hand most of business
student have least developed attitude of self discipline when compared to non
business attitudes of self - discipline which scores 60% (39) low.
4.2.4. Educational business knowledge
Responses of students how much the course provide students required to start
new business is as follows.

Table 3. Knowledge’s from the courses of business

Item Business students Non business students
N % N %
Yes 39 57.35% 34 52.31%
No 29 42.65% 31 47.69%
Total 68 100% 65 100%

Item Lo Mar Mana Economics Aco

N % N % N % N % N %
Y es 4 57.1 8 66.6 10 50% 10 83.3 13 61.9
No 3 42.9 4 33.3 10 50% 2 16.6 8 38.09
%
Totl 7 100 12 100 20 100 12 100 21 100%

28
Source: Compiled from questionnaires

As the table indicate that students respond

57.1%(4),66.6%(8),50%(10),83.3%(10),61.9%(13) of Logistics and supply chain
management,marketing,management,economics and accounting and finance
students respectivly receiving this course. Finding that economics and
marketing student believe more than logistics management and accounting
students in receiving this course that entrepreneurs are made and consistent
with the emphasis on he importance of university education the facilitating the
“making” process. That is fact the above two department students are more
interested to start new business than the above other three department
students that is why they are familiar with the business courses which
motivates them to do so. It implies that important receiving entrepreneurial
courses as part of university education is important to start new business
company.
It is considered essentially by almost students for an ideal entrepreneur

4.2.6. Creative motivation for new business.

The attitudes of students how much the creative atmosphere can inspire us to
develop ideas for new business.

Table 5. Creative motivation for new business

Business students Non-business

Item Responses students
N % N %
Can the creative Yes 48 70.59% 33 50.77%
atmosphere to develop No 20 29.41% 32 49.23%
ideas for new business Total 68 100 65 100%
Source: Compiled from questionnaires

29
 As the table above shows 70-59% (48) of Business students responded ‘yes”
and 29.41% (20) of respondents responded ‘no’ and 50.77 (33) of non-business
students responded ‘yes’. And 70.59% (48) of the business students are
believing that the creative atmosphere inspires them to develop ideas for new
business than that of non business students which are 50.77% (33) of them.
This indicates that the majority of the business students are believing that the
creative atmosphere inspire them to develop ideas for new business. But in the
case of non-business students nearly half of the students are believing the
creative atmosphere inspires them to develop ideas for new business.
4.3. AN OVERVIEW OF BUSINESS ORIENTATION OF samara
UNIVERSITY STUDENTS

4.3.1. Their business knowledge and sources of their knowledge

Table 6. Sources of business knowledge of students

Business Non-Business
Item responses students students
N % N %
Do you have Yes 56 82.35% 30 46.25%
enough knowledge 12 17.655% 35 53.85%
About business? No
From where you Education 28 41.18% 24 36.92%
have got? Talked with 9 13.24% 11 16.92%
business person
Experience from 19 27.94% 14 21.54%
parents
None 12 17.65% 16 24.62%
Total 68 100% 65 1005
Source; Compiled from questionnaires

30
4.3.1.1. Business knowledge of students
Students of business and on business were asked whether they have enough
knowledge about business or not. As it has shown in the table above,
82.35%(56) of business students responded as they have enough knowledge
about business while only 17.65%(12) of them responded as they do not have
enough knowledge about business. But 53.85% (30) of no business students
responded as they do not have enough knowledge about business while only
46.15% (30) of them responded as they have enough knowledge about
business. This indicates that majority of the business students have enough
knowledge about business. But the majority of non business students have not
enough knowledge about business. Generally it implies that businesses
students are more familiar than non business students in having enough
knowledge about business.

4.3.1.2. Sources of business knowledge’s of students

As depicted in the above table 41.18% (28) of business student responded that
they have got their business knowledge from education and 13.24% (19) of the
students have got their business knowledge from tasked with business persons
and experience, from parents respectively. 17.65% (12) of the business
students have got their business knowledge form neither of the above sources.
In the case of non business students 36.92% (24) of them have got their
business knowledge from education and 16.92% (11) and 21.54% (14) of the
non business students have got their business knowledge from talked with
business persons and experience from their parents respectively. It is also
shown that 24.62% (16) of he non business students have got their business
knowledge from out of the above mentioned sources. This implies that most of
the students in both streams have got their business knowledge from
Education. So it is possible to say that majority of students in higher
educational institution get their business knowledge from education rather
than talked with business persons and experience from parents.

31
4.3.2. Business vision of students
When asked, in principle the students do ever envision of their self-running
their own business (or they already in business for their selves) They
responded as follows.

Table 7 Business vision of students

Item Business students Non business students
N % N %
Yes certainly 38 55.88% 7 10.77%
May be 12 17.64% 32 49.23%
No 9 13.24% 24 36.92%
1 am already in 9 13.24% 2 3.08%
business
Total 68 100% 65 100%
Source; compiled from questionnaires

Over 55% of the business students would consider going in to business for
them selves. This indicates that majority of business students are in vasion of
going in to business for them selves. Majority of non business students would
not consider going in to business for them selves even they get the possibility.
13.24(9) of business students are already in business and 3.08%(2) of noon
business students are engaging in business.
So it implies the majority of students who are in vision of going in to business
for them selves are business students. It is known that business students have
more concepts in the area of business because they get it through their
education process.

32
4.3.3. Family /relative business
When asked whether there is a business person in their family or relatives the
students responded as follows.
Table 8. Families’ Business

Item Lo Mark Mana Eco Ac Ac

N % N % N % N % N %
Yes 6 85.71% 9 75% 12 60% 7 58.3% 11 52.3%
NO 1 14.28% 3 25% 8 40% 5 41.6% 10 47.6%
Total 7 100 12 100 20 100 12 100 21 100
Source; Compiled from questionnaires
Asthe above table indicates,85.715%
(6),75%(9),60%(12),58.3%(7),52%(11))college of the business and eocnomics
graduat student department of logistics and supply chain
management,marketing management,management,economics and accounting
and finance students respectivly are responded ‘yes’ and
14.28%(1),25%(3),40%(8),41.6%(5),47.6%(10) respectivly of them responded
‘no’. Then the logistics and supply chain management and marketing

33
 management students’ families or relatives have been engaged on business
than other department b/c greater respondant of ‘yes’ was the two department
students. on the other hand accounting and finance and economics
management students’ greater responde no. As it depicted the accounting and
finance and economics and management students’ families or relatives have
been engaged on business than logistics and supply chain management and
marketing management familis or relative. It implies that having family’s or
relative’s business does not enhance the business attitude of students. As we
have seen in the above the family’s or relative’s business of the two
departement students is greater than the three department student however
the entrepreneurial attitude and business orientation of the three department
students is not as much as two department students.
4.3.4. Intention of students after drop out Form University
When asked if you completely dismissed from the university due to some
problem, then what will you do? They responded as follows.

Table 9. Intention of students after drop out from university

Item Business students Non business students
N % N %
To start business 33 48.53% 25 38.46%
To continue evening 15 22.06% 24 36.92%
education
To employee in organization 11 16.18% 7 10.77%
Other 9 13.24% 9 13.85%
Total 68 100 65 100
Source: Compiled from questionnaires

34
The majority of both business and non business students would consider
starting a business. But business students considered it more than non
business students having 48.53% of respondents and 38.46% of respondents
are from non business students. On the other hand, both business and non
business students have scored equally options of 9b.855) of each for “other”
after drop out from university. This implies that since business students have
some knowledge about the business they have the intention to start a
business. It they drop out form the university. In the other hand the non
business students are not intention of beginning business if they immediately
drop out from the university. If indicates they do not have the knowledge how
to start and where to start business because of this they prefer to be an
employee of organizations.
4.3.5. Role model by Students
When asked whom do you consider the best role model they responded as
follows.

Table 10. Considerations of by students as good role model

Item Business students Non business students
N % N %
Sportsman 15 22.06 12 18.46
Politician 9 13.24 7 10.77
Intellectuals 20 29.41 18 27.69
Artists 15 22.06 21 32.31
Business persons 9 13.24 7 10.77
Total 68 100 65 100
Source; Compiled from questionnaires

35
In the above table it was described the intellectuals (29.41%) were recognized
best role model by business students. Artists (32.31%) were also recognized
best role model by non business students. Business persons were ranked last
role models by both streams of students, but more of the business students
(13.24%) were considered business persons as heir role model than that of non
business students (10.775). in taking business persons as best role model
business students are better than non business students. Generally it implies
that, although students have good idea about the business, they modeled by
intellectuals. The reason is hat it brings them respective persons and famous.
4.4.AN ASSESSMENT ON SOCIAL CULTURAL, ECONOMICAL AND
POLITICAL CONDITIONS
4.4.1. Socio-Cultural environment
Socio-cultural factors like work cultures, honesty, hard work religion language
attitudes towards business etc… have an appreciable impact for those who
want to start business when asked, about their socio cultural conditions in
their environment;- they responded as follows.
Figure 3. Socio-cultural Environment

Source; compiled from questionnaires

In the above figure 3 it has been shown that, 74.4% (99) of respondents
described that business in their environment have been considered as a
respected job, where as 25.6%(34) of the respondents described that business
in their environment have not been considered as a respected job.

36
The reasons for respondents who said ‘no’ are as follows.
 Lack of business knowledge
 To continue education and later on to be employed in a higher
organization professionally.
 Some cultural disfavors business, for example in rural society farming
has been given more attention than business.

4.4.2. Economic environment assessment

Most of the time political ideology of the ruling government of country greatly
shapes he economic system, the government of business and
entrepreneurship, when they asked about the current economic policy. They
response as the following proportion of “yes” and ‘no’.

Figure 4. Economic Environment Assessment

Source compiled from questionnaires

In the above figure 4 it has been shown that, 56.25%(75) of the respondents
described that the current Ethiopian economic policy is favorable for
entrepreneurs (potential business persons) where as the last 43.25%(58) of the

37
respondents said that not Favorable for entrepreneurs (potential business
persons)
It indicates that the present economic environment is favorable for potential
business persons. It is because now a day in the market system there is
government interference.

The reasons for respondents who were disfavored of the current Ethiopian
economic policy were as follows.
- High taxation
- Low (minimal incentivel) for business persons
- Minimal effort for economic infrastructure development.
- Un fair regional economic development of rural and industrial areas.
- High mount of interest rate from financial institutions.
- In efficient civil service
- Fluctuation in tariffs of import export policy
- The prevalence of inflation in the economy.
4.4.3. An assessment of political legal environment
Government plays a crucial role in the different decision making areas of
business which in turn have an impact on political business persons, when
asked them the political condition of the country they responded as flows
shown in figure bellow.
Figure 5 The political legal assessement

38
 Source compiled from questionnaires
As it has shown in the figure 5 above 52.6% (70) of the respondents described
that he political or legal condition of the country was suitable for potential
business persons /entrepreneurs where as 47.4%(63) of the respondents
repeals that the political or legal conditions prevailing in to country has not
been as such suitable for potential business persons /entrepreneurs.

The reasons for respondents who were disfavor of the political or legal
conditions existing in the country is as follows:
 Poor policies regarding a new product development such as policies
regarding patent protection, patent infringement, regulation regarding
packaging, safely and population rule etc.
 The complexity in permission of regulating agencies permission for a new
plant and building facilities.
 There are no shared objectives of government and private sectors.
 Governance responsibilities of the government and the private sector are
not clearly put.
 Market regulation is not mostly ensuring fair competition and market
efficiency.
 Dialogue between the private sector and government has not been
strengthened so that it could minimize the regulatory and governance
weakness.
 Bureaucratic delays and administrative in efficiencies.

4.4.4. An assessment of how to improve the overall business orientation

and entrepreneurial attitudes of students.
An assessment on business and non business students thoughts whether the
general business orientation and entrepreneurial attitudes can be improved or
not, when asked the students in both streams, they responded ass follows

39
Figure 6. Assessment on Improving Business attitude orientation

No
Yes
57.14% 42.86%

Source compiled from questioner

As shown in the figure 6 above the data shows that the majority of the
students 57.14% (76) from the total of both categories think that the general
business orientation and entrepreneurial attitudes of students can be
improved. The rest of the respondents 42.86% (57) do not think that the
general business orientation and entrepreneurial attitudes of students can be
improved.
The reasons for the students who said ‘No’ are put dawn as follows;
 Students have no basic knowledge about business specially non
business students.
 Economic status of the present condition does not enhance to have good
business orientation.
 The knowledge /the course/ about entrepreneur provided to students in
higher institution is not sufficient to catch up enough attitudes about
business.
 Because of failures of business personal around their environment.
 Lack of encouragement in family, most families encourage their
children’s /sons and daughters/ to fit in the academic only not to fit in
the business area.
So, it can be deduced that the education of students in higher level
institution are not enough to bring them with good entrepreneurial attitude

40
 and business orientation. To be succeed students in busing education, they
need more conceptual courses in addition to the present courses.

CHAPTER-FIVE
5. CONCLUSION AND RECOMMENDATION
5.1. CONCLUSION
The main objective of this study is to assess the entrepreneurial attitudes and
business orientation of Jimma university students. Along with this the study
assesses the social economic and optical (legal) conditions prevailing in the
country.
During the study is conducting the researchers used primary data. The
targeted populations were both from business and non business saddens
whom total sixe were 133 students and also their selection were 68 students
form business students and 65 students form non business students. The data
were collected through a questionnaire and analyzed based on both qualitative
and quantities expressions. Out finding routed many areas of attitudinal
difference between business and non business students.
The finding on entrepreneurial attitudes of business and non business
students showed as follows.
The three most developed attitude among business students were
1. Ability to make decision
2. Communication skills and
3. Human relation skills.
The three least developed attitudes among business students were
1. Self discipline
2. Creativity
3. Persistence
The three most developed attitudes among non business students were
1. Communication skills

41
 2. Human relation skills and
3. Persistence
 The three most developed attitudes among non business students were
1. Create wity
2. Self-discipline and
3. Ability to make decisions
The three most significant differences between business and non business
students were shown by the following attitudes
1. Ability to make decision
2. Creativity and
3. Persistence
The ability to make decision and creativity were significantly (high) scored
significantly higher for persistence alone. Our finding regarding to attitudes
show that four of he sixth entrepreneurial attitude under investigation, the
business students exhibited the higher score. Where as the rest two attitudes
namely communication skill and persistence were better scored exhibited by
non business students.
With regard to the other entrepreneurial attitudes he finding depicted that
three entrepreneurial attitudes were under investigation. With all of them
business students were better than non business students as shown bellow.
1. Educational business knowledge
2. The attitudes of students towards start business
3. Creative motivation for new business.
Generally we can say that business students developed posses most of the
attitudes than non business students.
The Finding on business orientation business students were better than non
business students on the following items
- Vision for business
- Business knowledge
- Starting business after drop out from universe

42
 - By considering business barns as their role model.
But non business students were better in having family or relatives
business persons.
Generally among the five questions, prepared for business orientation, the four
questions were better scored by business students. This shows that business
students were more business oriented than non business students. To sum up
out analysis shows that business students were more business oriented and
they are considered to the potential business persons. On he other hand he
Finding on social economical and legal conditions shows that there is a good
social economic and political (legal) conditions for the flourishing of business
according to the students believe. But still there are some problems which may
need corrective actions such as.
 Social problems
 Lack of business knowledge
 Preference on education than business
 Economic problems
 High fixation
 Minimal effort for economy’s infrastructures development
 The prevalence of inflation
 Fluctuation on economic policy
 Political (legal) problem
 The complexity in permission of regulatory agencies
 Dialogue between he private sector and government has not
been strengthened.
 Bureaucratic delay’s and administrate in efficiencies.
 Even though he above problems were need a corrective actions, the
existing prospect for business is good.

43
 5.2. Recommendations
This research finding has important implications for all stake holders who are
involved in entrepreneurship education and fostering business ventures. It is
believed that the entrepreneurial attitudes, which seem to be lest developed,
should be addressed in a responsible manner. The following least developed
attitudes by students need to be exonerated and developed.
1. Ability to make decision
2. Communication skills
3. Human relation skills and
4. Persistence
Through adopting curricula and implementation practical initiatives the
students can be given the opportunity to develop these attitudes. Attention
thus should be given to creation of learning environment where these skills are
fostered and fur there developed. Based on empirical results, it is evident that
ins ohm cases students from both streams posses different on the pericardial
attitudes and some attitudes are more developed in one stream in relation to
an other. The reasons for these differences should be identified as they could
provide possible solutions as how to develop these attitudes in stream where
they are less developed.
It is imperative that the university in both streams should pay attention to skill
development, with particular emphases on those of an entrepreneurial nature.
Entrepreneurs are not necessary born with the required characterizes. Those
characteristics can, how ever, be acquired through education life experiences.
Based on the study it is evident that non business students had not been
business oriented. The reason for those weakness should identified as hey cold
provide potable solutions as how o develop heir orientation towards business
especially ministry of education should give to much focus in this regard. Even
though he existing social, economical and political atmospheres seems
conductive there are also some problems which needs corrective action though
the university should be involved to address he problem.

44
 Reference
1. Burns, P and Dew Hurst, (2002), Small business enterprise andentrepreneurship.
London: Macmillan press.
2. Jim Dewhurs 2nd Ed; (2006), small business and entrepreneurship.
3. Hisrich and paters (2001), entrepreneurship Sixth editio Tata McGraw Hill publishing
company limited.
4. From recent entrepreneurial intention of university students among researcher
(Tracked and kolvircid, 1999; noto etal, 2001; veliana etal, 2005 and
ale at 2006).
Kurtko, Donald F. (2004), Entrepreneurship; a contemporary approach. For worth press

45