International Journal of Education and Practice

2017 Vol. 5, No. 2, pp. 21-28

ISSN(e): 2310-3868
ISSN(p): 2311-6897
DOI: 10.18488/journal.61/2017.5.2/61.2.21.28
© 2017 Conscientia Beam. All Rights Reserved.

ENTREPRENEURIAL BEHAVIOR AMONGST STUDENTS OF COMMUNITY COLLEGES

IN MALAYSIA

Rasmuna Hussain1
1
Department of Community College Education, Putrajaya, Malaysia

ABSTRACT
The government has strategised initiatives to organize an education system that improve the training and skills quality wise, as
well as enhancing the lifelong learning programs. In the field of education and training, interests and apprehensions on the
entrepreneurship subject is the highlight of today’s higher learning institutions. This study aims to measure the implementation
of Basic Entrepreneurship Module (BEM), by using the Stufflebeam’s CIPP Evaluation Model. The achievement level of
entrepreneurial behaviors in terms of cognitive, non-cognitive, commercial skills and the early initiative is assessed as product
evaluation. The strated sampling is used for a large scattered population in Malaysia. Data obtained from 105 students in the
Business Accounting Certificate program from six community colleges. This study used questionnaires as research instrument.
The questionnaires were then analyzed by using descriptive statistics method. Overall, the findings indicated that respondents
agreed that the implementation of BEM has given impact to the product evaluation that consists the aspects of cognitive, non-
cognitive, commercial skills and early initiative at the high levels.
Keywords: Perspectives, Entrepreneurial behavior, Assessment, Community colleges, Entrepreneurship module, Product evaluation.

Received: 22 November 2016/ Revised: 23 December 2016/ Accepted: 4 January 2017/ Published: 17 January 2017

Contribution/ Originality
This study shows the existing entrepreneurship education especially in the higher education institutions. It is
one of very few studies which have evaluated on the entrepreneurial skills amongst students of community colleges
in Malaysia. This paper's primary contribution is the finding that the entrepreneurial behaviors are vital in
cultivating the young entrepreneurs in the community colleges.

1. INTRODUCTION
In the last few decades, Malaysia has made significant investments in post-secondary and tertiary education. To
date, Malaysia has established 405 public training institutions and 584 private skills training institutes (Malaysia,
2010). In 2011, higher education institutions have brought forth more than 147,642 graduates from the institutions
(Ministry of Higher Education Malaysia, 2011). The government is committed to improving the quality of
graduates’ skills, thus higher education institutions have to broaden the employability of their graduates. In order
to enhance the skills and capabilities of the workforce, the government is targeting 33% of the workforce in higher
skilled jobs by 2015, and 50% by 2020. At present, only 28% of the total workforce in Malaysia to work in high-
skilled jobs where only 23.4% of the labor force with tertiary education in Malaysia. The percentage of labor force
with tertiary education is expected to increase to 26.7% in 2010 (Malaysia, 2010). The demand for knowledgeable
and skilled workers have certainly evolved with the existence of many new jobs in the economic growth corridors

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 International Journal of Education and Practice, 2017, 5(2): 21-28

and regions. The increasing demand for knowledgeable and skilled human capital will be met through higher
education and training institutions at all levels.
The National Higher Education Strategic Plan (NHESP) for the period from 2008 to 2010 is implemented by
Ministry of Education (MoE) is formulated to enhance human capital development by empowering the higher
education (MHEM, 2008). The implementation of NHESP has outlined seven strategic cores. The Second Core of
the plan is focused towards the improvement in the quality of teaching and learning, whereby has put universities
on a great challenge to improve the quality of human capital those are knowledgeable, competent and able to meet
the industry demands. Technical and vocational education and training (TVET) is mainstreamed and enhanced the
quality of the graduates. It provides an alternative to enable individuals to realize their potential based on
preferences and talents has been entrusted to the educational and training institutions.
The impactful opportunities and skills training programs will be able to meet the supply of highly skilled
human capital. In additon, enhancement capacity of higher education institutions by reforming programs that have
an element of education and entrepreneurial skills is vital. Intensifying the entrepreneurship education and training
programs should be taken seriously with emphasis on knowledge-based training and instilled positive values and
attitudes towards careers in tentrepreneurship amongst the students. Thus, the challenge should begin with the
development of the curriculum according to market needs and changes in the dynamics of teaching and learning
methods. The culture of teaching and learning need to be changed and transformed in producing quality human
capital whom have excellence in knowledge, skills, creativity and innovation. MoE also put a few key performance
indicators (KPI), and one of them is intensifying education programs and entrepreneurship training in universities,
polytechnics and community colleges.
Bridges (2008) also stressed that to meet the economic needs of the 21st century, a change in the education
system towards the entrepreneurship or ‘entrepreneurially-driven’ is really important. Hence, entrepreneurship is a
major economic driver in the world that leads to create job as well as wealth (Zoheir et al., 2013). Entrepreneurship
education and training is increasingly featured as the important agenda in today’s education, and has gained the
priority place in higher education institutions and schools. Nevertheless, many researchers in the country think that
education and entrepreneurship is still less favorable than in western countries (Nor and Hafinaz, 2005; Mohd et al.,
2007). Thus, Kourilsky and Walstad (1998) stated that entrepreneurship education and training programs will
remain effectively and significant, the needs in teaching and learning approaches and understanding of the real
world of work in entrepreneurship.

2. LITERATURE REVIEW
Norfadhilah and Norasmah (2012) agreed that if entrepreneurship education aims to create more entrepreneurs,
the teaching and learning approaches should lead students to the experiential learning in a controlled environment.
It is important to educate the students that entrepreneurs could come from various backgrounds and instill students
with a rightful view of the tremendous opportunities available in entrepreneurship. Entrepreneurial skills acquired
by the students could be applied in all forms of employment or career. In fact, a person employed by a business
entity can apply entrepreneurial thinking in the internal management of the business (Kourilsky and Walstad,
1998).
The Second Core of National Mission (2006-2020) is strategised to increase capacity and innovation and
nurture first class mentality by encouraging technology entrepreneurs. In consistent with that, some universities
have increase the efforts in producing knowledgeable and skilled people in entrepreneurship. Entrepreneurship
education curriculum was introduced to instill an element of innovation to stimulate entrepreneurship education
and training programs at higher learning institutions either as a compulsory or an elective subject. (Armanurah et
al., 2006) stated that studies have been conducted to see the acceptance of students from various fields of

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 International Journal of Education and Practice, 2017, 5(2): 21-28

engineering and technology and found that they agreed to accept the subject of entrepreneurship as an elective
subject or intergration to the programs.

3. PROBLEM STATEMENT
Exposure to entrepreneurship education and training effective is evident from the participation of students in
entrepreneurial programs they attend. For community college students in addition to education and skills training
followed by specialized modules are compulsory for all students at the college, they are also given exposure to other
courses run certain parties inside and outside the college. Unfortunately, the number of those who have never
attended the course/program of study in entrepreneurship through community colleges is 66.3 % and only 33.7%
had attended courses/programs in entrepreneurship at community colleges (MHEM, 2010).
This is a phenomenon that is quite surprising and should be taken seriously. Improvement actions to address
this situation to create many more generations of young entrepreneurs who are knowledgeable and should be taken
immediately. There is an issue that need to be discussed is the entrepreneurial aspirations of the graduates in this
program may not nurtured with the received training at the community colleges. Community college is successful
in sowing these characteristics of entrepreneurs and entrepreneurial aspirations among graduates but less
prominent in efforts to build confidence and provide knowledge of entrepreneurship among graduates. A Graduate
Tracer Studies (GTS) have been conducted since 2003 for obtaining feedback on the education and assess the
employability of community college graduates by the Department of Polytechnic and Community College
Education (DPCCE), MHEM. In year 2010 showed 7,672 graduates have been successful in pursuing their careers
in respective fields.
Community colleges students graduate in various fields of engineering and technical whom were self-employed
in entrepreneurship is still less favorable. The tracer study in 2008 has shown that the graduates obtained
employment was 1,797 (48.6%) while the number of those who do not work or unemployed was 1,432 (38.7%).
However, 56.7% of those who do not work stated that they are still looking for a job during this tracer study. The
2010 Tracer Study also shown that the number of graduates who get involved in entrepreneurship by operating
their own companies is the second highest number of 15.7% compare to those who working in the local private
sector by 64.7%. Surprisingly, community colleges graduates whom engaged in entrepreneurship is still low, they
stated a higher aspiration to become entrepreneurs which is 75.8% (MHEM, 2007). This indicates that community
college students are the target groups that should be given emphasis on enhancing entrepreneurial skills training
implemented in the higher institutions. Community college graduates indeed are the future entrepreneurs whom
generate economic development of the nation.

4. METHODOLOGY
The population of this study is students from 10 community colleges in Malaysia. The number of population
identified are 144 students who are pursuing Business Accounting Certificate program and undertaking BEM in
their the final semester. A total of 105 samples were collected for this study. Survey method was used to conduct
this evaluation study.
Questionnaires were distributed as the research instrument to get feedbacks in terms of perception of students
in product evaluation. Data obtained were analysed using descriptive statistics method based on frequencies and
percentages to describe the background of the respondents, whereas the size of central tendency (mean) and
measure of variability (standard deviation) are used to measure the students’ perceptions towards entrepreneurial
behaviors.

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 International Journal of Education and Practice, 2017, 5(2): 21-28

5. RESULT
Data obtained shown that 60.9%(n=64) of respondents were female and 39.1%(n=41) of respondents were male.
Tis study also shown that majority of 70.5%(n=74) has not been pursuing any training in entrepreneurship, wheras
a total of 29.5%(n=31) respondents who has attended any training in related to entrepreneurship. The result covers
the perceptions towards the evaluation of BEM in terms of product evaluation which is the cognitive, non-
cognitive, commercial skills and early initiatives. The level of perceptions can be referred to the mean score
interpretation adapted from Norasmah et al. (2006) as follows:
i. Mean score of 1:00 to 2:00 is low;
ii. Mean score of 2:01 to 3:00 is moderately low;
iii. Mean score of 3:01 to 4:01 is moderately high; and
iv. Mean score of 4:01 to 5:00 is high.

5.1. Product Evaluation

5.1.1. Students’ Perspectives in Cognitive Entrepreneurial Behavior
In this study, the level of cognitive entrepreneurial behaviors is measured by 20 questions as a whole. Table I
shows that the respondents agreed that the item “I think that entrepreneurs should be capable of preparing a business plan”
at the highest mean score of 4.41 and standard deviation of 0.549. Whereby, item “I can be a model to others” has a
lower mean score of 4.12 and standard deviation of 0.60.
Overall, findings show that the achievement of the students is at the high level with mean score of 4.29 and
0.58 of standard deviation on product evaluation in terms of the cognitive entrepreneurial behaviors. This indicates
that students have the excellent cognitive entrepreneurial behaviors.

Table-1. Level of Cognitive Entrepreneurial Behavior

Item Mean SD Intp.
H2 I think that entrepreneurs should be capable of preparing a business plan. 4.41 0.55 H
H7 I can be a model to others. 4.12 0.60 H
Overall Mean (20 items) 4.29 0.58 H
Source: Rasmuna (2014)

5.1.2. Students’ Perspectives in Non-Cognitive Entrepreneurial Behavior

The non-cognitive behavioral elements were measured by 25 questions. Table II shows that item “I think that to
become a successful entrepreneur I have to use my weakness and strength” is the highest mean score of 4.34 and standard
deviation of 0.586. Whereas, respondents agreed that the item “I only venture into a successful business in the future” has
a lower mean score than the former item at 4.00 of mean score and 0.75 of standard deviation.
The overall findings show that the students’ achievement in the cognitive entrepreneurial behaviors is at the
high level 4.16 of mean score and 0.67 of standard deviation. This study also indicates that students have an
excellent non-cognitive entrepreneurial behaviors.

Table-2. Level of Non-Cognitive Entrepreneurial Behavior

Item Mean SD Intp.
I8 I always defend my opinion if someone else does not agree. 4.00 0.753 H
I25 I think that to become a successful entrepreneur I have to
4.34 0.586
use my strengths and weaknesses. H
Overall Mean ( 25 items ) 4.16 0.668 H
Source: Rasmuna (2014)

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 International Journal of Education and Practice, 2017, 5(2): 21-28

5.1.3. Students’ Perspectives in Commercial Skills of Entrepreneurial Behavior

Based on the data analysed in Table III shows the mean score for all items entrepreneurial behavior in terms of
commercial skills of students is between 4.05 to 4.35 of mean score. Respondents indicate the highest level of
agreement with mean score of 4.35 and standard deviation of 0.55 for item, "supervising staff under his/her
supervision". Meanwhile, the students agree at lower mean scores level than other items with mean score of 4.05 and
standard deviation of 0.56 on the item, "operate office equipment on its own (independent)". This indicates that they
strongly agree that to be an entrepreneur they must have excellent commercial skills especially in supervising staff
under his supervision.
Students also agree to have confidence and skills in handling office equipment independently as the preparation
of commercial skills amongst them. Overall, the results show that the items on the achievement of product
evaluation in terms of commercial entrepreneurial skills shows the mean score at a high level with a mean score of
4.23 and standard deviation of 0.58. This shows that students have the excellent entrepreneurial behaviors in the
aspect of commercial skills in which lead themselves to be successful in entrepreneurship.

Table-3. Level of Commercial Skills Entrepreneurial Behavior

Item Mean SD Intp.
J14 Supervise staff under his/her supervision. 4.35 0.554 H
J13 Handling office equipment with its own (independent). 4.05 0.562 H
Overall Mean (14 items) 4.23 0.581 H
Source: Rasmuna (2014)

5.1.4. Students’ Perspectives in Early Initiative Entrepreneurial Behavior

Table II shows the mean score for each item of the entrepreneurial behaviors in terms of the earlier initiative is
between 3.79 to 4.34. Students states the highest mean score of 4.34 and standard deviation of 0.52 for item, "I'm
going to open a business of my interest." Whereas, students express moderately high of 3.79 mean score and standard
deviation of 1.11 on the item, "I open a business when I have my own financial resources”. This means that they have the
initiative to set up a business based on their own interests in the future. However, the students confidence to start a
business simply when they own a good financial resources.
Overall, the results show that the achievement of product evaluation in terms of the early entrepreneurial
initiatives shows the mean scores on the high level of 4.14 and a standard deviation of 0.69. This concludes that
students have the excellent entrepreneurial behaviors entrepreneurship in terms of early initiative.

Table-4. Level of Early Initiative Entrepreneurial Behavior

Item Mean SD Intp.
K11 I'm going to open a business of my interest. 4.34 0.516 H
K8 I would open a business when I have my own financial resources. 3.79 1.107 MH
Overall Mean ( 12 items ) 4.14 0.693 H
Source: Rasmuna (2014)

6. DISCUSSION
The findings indicate that the product evaluation of the entrepreneurial behaviors among community college
students is high in terms of cognitive, non-cognitive, commercial skills and the early initiatives behavioral. Overall
achievement of the entrepreneurial behaviors in the aspects of cognitive, non-cognitive, commercial skills and early
initiatives is at the high level of mean scores between 4.14 and 4.29. In this study, the cognitive behaviorals
possessed by the students are related to the knowledge of the function of careers, goals formulation, planning and
problems solving.

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 International Journal of Education and Practice, 2017, 5(2): 21-28

The findings of this study is in line with Norasmah et al. (2006) that also shows the level of the entrepreneurial
behavior among students is high, especially in the aspect that related to the knowledge of the function of careers
and planning, but moderately high level in the formulation of goals and problems solving. As Norasmah (2002) says
that a person will have a deep knowledge about entrepreneurship if they get more exposure through education or
training in these areas. Thus, students of community college have the high level of knowledge towards
entrepreneurship after getting the exposure through the entrepreneurship module that is BEM.
This study are also consistent with Norasmah et al. (2011) which shows that cognitive entrepreneurship
behavioral among the youth of Orang Asli in Peninsular Malaysia is also high. This study shows that students’
agreement is high on starting a business so that their knowledges in business could give them capablities in
providing a business plan. All in all, before starting a business it is important to have the ability to prepare a good
and an effective business plan.
If this study is also to look on the percentage of entrepreneurial behaviors’ index, this findings will show that
the students of community college do have a high percentage of the entrepreneurial behaviors’index. This study is
in line with a study by Norasmah et al. (2006) which shows that students from the higher learning institutions
(HLIs) also have a high level in the element related to the knowledge of the functions of careers. In addition,
students from the training centre have a high index in the entrepreneurial behaviors than the HLIs’students.
Therefore, students of higher education and training institutions such as community ollege also have a high
percentage of the entrepreneurial behaviors’index in terms of cognitive entrepreneurial behaviors.
This study finds that non-cognitive entrepreneurship behavioral outcomes for students. The overall
achievement in the entrepreneurship behaviors in terms of non-cognitive indicates a high level of the mean scores
between 4.01 and 5.00 Non-cognitive behavioral aspects are consisted the control of external factors, internal
control. self-tolerance of ambiguity, can be controlled by others and self-assessment.
Attitudes and characteristics include all the features necessary for entrepreneurship are such as far-sighted
entrepreneurs, optimism, a desire to succeed, not satisfied with what is seen by others and did not hesitate for a
point to be involved in, confident, freedom, self-reliant, creative and innovative. Non-cognitive behaviors are the
characteristic of a special entrepreneurship which cannot be taught by others (Norasmah and Halimah, 2007).
The study shows that students believe that to become a successful entrepreneurs they need to use their
weaknesses and strengths is at the highest mean score of 4.34 and 0.59 of standard deviation. Mohd and Norasmah
(2010) also believe that those who knows the strengths and weaknesses before engaging in business could be the
potential individual to succeed. This study is parallel to Norasmah et al. (2011) that also find that the non-cognitive
entrepreneurial behavior among youth of Orang Asli in Peninsular Malaysia is high in the control of external
factors, internal control, self-tolerance of ambiguity, can be controlled by others and self-assessment.
This study also find that the respondents highly agree that they believe in venturing into a successful business
in the future with a men score of 4.01 and standard deviation of 0.753. This indicates that the student agree that to
become entrepreneurs but not to become a successful entrepreneur, even though it is possible to achieve. Students
felt that an entrepreneur should be adventurous and take risks to become a successful entrepreneur. According to
Carolyn (2008) entrepreneurs who have a high level in internal locus of control will take action to change
themselves and the environment around them to achieve a successful business venture through taking action on the
opportunities that exist. Therefore, it is very important for the students to prepare and strengthen themselves with
the knowledge and the necessary entrepreneurial skills.
All in all, the results show that each item on the achievement of product evaluation in terms of commercial
entrepreneurial skills is at a high level. Students strongly agree that their commercial skills in supervising staff
under their supervision after having the exposure towards BEM. This means that students have excellent
commercial skills likewise in supervising their staff. The high level of commercial skills of the students proves that
the implemented objectives of BEM are achieved whenever the students have the knowledge in administration,

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 International Journal of Education and Practice, 2017, 5(2): 21-28

financial management and marketing in order to be entrepreneurs. The importance of knowledge of the
entrepreneurial skills in such as commercial skills would propel entrepreneurs taking action and facing change to be
successful in business.
The results shows that the respondents agree that the elements of earlier initiative, "I'm going to open a business
of my interest " is at the highest level. However, item "I am going to open a business when I have the financial resources"
shows a lower level than the overall level. The results show that all items on the achievement of product evaluation
in terms of early initiatives of entrepreneurial behaviors shows a high level of agreement. This shows that the
students have the early initiatives of entrepreneurial behaviors through the BEM modules. Based on the theory
Theory of Reasoned Action which is related to attitude and behavior, an entrepreneur will or will not act from
intention to implemention. They will also have an in-house source of self-control and initiative, aims, business skills,
beliefs, thoughts and practices (Scholl, 2002). These attributes regards as essential to high achievement in
motivation. Thus, students who have demonstrated high achievement of entrepreneurial behaviors related to early
initiatives will take actions with the right intentions, objectives, initiatives and skills will show a better performance
in business.
From these findings it is proposed that exposure to entrepreneurship education and skills training should be
given to all community college students based on the needs of today’s economy. As Nor (2002) says that an
entrepreneurship education is able to influence students to choose entrepreneurship as future careers. All these
efforts will allow the existence of more young entrepreneurs (MHEM, 2009). In the end, it will contributes to
nation of young entrepreneurs with strong entrepreneurial attitudes those would be more successful in business
(Tamizharasi and Panchanatham, 2010).

7. CONCLUSION
The culture of teaching and learning in community colleges need to be changed and transform in the quality of
human capital, excellent knowledge and skills that can generate socioeconomic improvement and community with a
high income. The students of community colleges have to increase their confident so that they can become a
successful entrepreneurs.
This study is also expected to be leveraged by the students at other institutions in enhancing entrepreneurial
skills and knowledge acquired during the exposure through learning. Next, it will provide guidance to educators,
particularly at community colleges in developing entrepreneurial behavior and thus can be applied to students
during the teaching and learning process.

Funding: Author thanks for financial supported by the Department of Sponsorhips under the Ministry of Higher Education
Malaysia (MHEM) as the sponsor throughout the research.
Competing Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.
Contributors/Acknowledgement: Thanks to the Director General, Department of Community College Education and to all
Directors of selected community colleges for giving courage and support in conducting the research afar. Finally, cordially
thankful to the chosen students for answering the questionnaires.

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