Elemen keusahawanan dlm pendidikan tinggi

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ELEMEN KEUSAHAWANAN DALAM PENDIDIKAN TINGGI
Entrepreneurship and creativity element in tertiary education
Panel Editor
Prof. Dr. Haji Mohd Mustafa Bin Mohd Ghazali
Dr. Siti Maftuhah Damio
Dr. Hajjah Norsidah Mohammed Noordin
Dr. Rohaya Abdul Wahab
Mohamad Azmi Adnan
Mohammad Mubarrak Mohd Yusof
Mohd Shahrudin Mohmud
Siti Fairuz Dalim
Diterbitkan
Fakulti Pendidikan UiTM
Pereka Kulit
Raiha Shahanaz Redzuan
Diatur Huruf
Mohamad Azmi Adnan
Mohd Shahrudin Mohmud
Mohammad Mubarrak MohdYusof
Hak cipta terpelihara. Tiada dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi
kandungan buku ini dalam apa juga bentuk dan cara apa jua sama ada dengan cara elektronik, fotokopi,
mekanik, atau cara lain sebelum mendapat izin bertulis daripada Dekan Fakulti Pendidikan, Universiti
Teknologi Mara, Kampus Seksyen 17, 40200 Shah Alam, Selangor Darul Ehsan, Malaysia. Perundingan
tertakluk kepada perkiraan royalti atau honorarium.
Perpustakaan Negara Malaysia Data Pengkatalogan-dalam-Penerbitan
Edisi Pertama 2014
© Mohd Mustafa Bin Mohd Ghazali, Siti Maftuhah Damio, Hajjah Norsidah Mohammed Noordin, Rohaya
Abdul Wahab, Mohamad Azmi Adnan, Mohammad Mubarrak Mohd Yusof, Mohd Shahrudin Mohmud, Siti
Fairuz Dalim 2014

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PRAKATA TIMBALAN NAIB CANSELOR, JARINGAN INDUSTRI
MASYARAKAT DAN ALUMNI
UNIVERSITI TEKNOLOGI MARA
Selamat Sejahtera dan Salam Bahagia,
Saya mengucapkan syabas dan tahniah atas penganjuran Seminar Antarabangsa oleh
Fakulti Pendidikan bersama-sama Sekolah Tinggi Keguruan Ilmu Pendidikan dan
Universitas Pendidikan Indonesia Bandung UPI ini. Fakulti Pendidikan UiTM berada di
atas landasan yang tepat dalam menyemarakkan elemen keusahawanan ini sebagai tema
seminar. Ini selari dengan aspirasi universiti yang berhasrat melahirkan graduan bakal
menjadi usahawan muda lebih-lebih lagi selepas UiTM dianugerahkan dengan gelaran
Universiti Keusahawanan oleh Kementerian Pelajaran Malaysia baru-baru ini. Tambahan
pula Fakulti Pendidikan telah memenangi banyak anugerah keusahawanan fakulti. Saya
berkeyakinan tinggi seminar antarabangsa yang dianjurkan ini akan memberi impak yang
tinggi dalam usaha menjadikan bidang keusahawanan sebagai teras melahirkan graduan
pendidikan yang berkualiti.
Selamat berseminar dan selamat maju jaya.
Profesor Dr. Norsaadah Ismail
Timbalan Naib Canselor, Jaringan Industri Masyarakat dan Alumni
Universiti Teknologi MARA (UiTM), Malaysia.

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PRAKATA DEKAN FAKULTI PENDIDIKAN
UNIVERSITI TEKNOLOGI MARA
Salam Sejahtera,
Saya mengambil kesempatan ini untuk mengucapkan syabas dan tahniah kepada semua
Ahli Jawatankuasa seminar ini kerana berjaya menguruskan program kedua seumpama ini
selepas kolokium antarabangsa di UPI Bandung pada tahun 2013. Seminar ini amat
bermanfaat dalam usaha menumpulkan idea dan pandangan berkaitan bidang keusahwanan
selari dengan pengiktirafan yang diberikan kepada UiTM sebagai sebuah universiti
keusahawanan. Tambahan pula Fakulti Pendidikan UiTM sedang mengorak langkah
menjana pelbagai transformasi ke arah menambahbaik peranan dan fungsi fakulti melatih
bakal graduan dalam pelbagai dimensi ilmu.
Selamat datang diucapkan kepada semua ahli rombongan dari Sekolah Tinggi Keguruan
Ilmu Pendidikan UPI Bandung ke seminar yang diadakan di Malaysia pada kali ini semoga
usaha murni ini akan terus berpanjangan dalam tindakan bersama mencari kecemerlangan
akademia di universiti masing-masing akan berterusan. Semoga seminar ini akan
merapatkan hubungan di antara kedua-dua buah universiti dan negara amnya. Selamat
berseminar.
Sekian, Terima Kasih
Profesor Dr. Hj. Mohd Mustafa Mohd Ghazali
Dekan Fakulti Pendidikan
Universiti Teknologi MARA (UiTM), Malaysia.

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PRAKATA KETUA MAGISTER PENDIDIKAN IPS
Memanjatkan rasa syukur kehadirat Allah Robul A‟lamin bahwa berkat rahmat dan
karunia-Nya telah terjalin kerjasama antara UITM dengan STKIP Pasundan, terutama
Proogram Magister (S2) Pendidikan Ilmu Pengetahuan Sosial untuk mengadakan Seminar
AntarBangsa di Kampus UITM yang bertemakan: “Elemen Keusahawanan Dalam
Pendidikan Tinggi”.
Di Indonesia, usaha-usaha untuk menanamkan jiwa dan semangat kewirausahaan di
perguruan tinggi terus digalakan dan ditingkatkan, tentunya dengan berbagai metode dan
strategi yang membuat mahasiswa tertarik untuk berwirausaha. Menurut Heri Kuswara
(2012), sedikitnya ada enam usaha atau cara dalam meningkatkan gemar kewirausahaan
bagi mahasiswa, antara lain:
1. Pendirian Pusat Kewirausahaan Kampus.
2. Entrepreneurship Priority.
3. Pengembangan Program Mahasiswa Wirausaha (PMW)
4. Program Wirausaha Mandiri Untuk Mahasiswa.
5. Program Peningkatan Kompetensi Tenaga Kerja dan Produktivitas bagi Mahasiswa.
6. Program Pemberian Modal Usaha Untuk Mahasiswa.
Selanjutnya McClelland (1998:25-28) menyatakan bahwa, ada tiga sifat baku yang ada
dalam setiap diri manusia, yaitu: need of power, need of affilitiation, dan need of
achievement. Ketiga sifat baku tersebut merefleksikan karakteristik kewirausahaan sebagai
berikut:
1. Adanya keinginan untuk berprestasi.
2. Adanya keinginan untuk bertanggung jawab.
3. Mempunyai preferensi kepada resiko-resiko menengah.
4. Mempunyai persepsi pada kemungkinan berhasil.
5. Memperhitungkan umpan balik dan apa yang mereka kerjakan.
6. Mempunyai aktivitas enerjik.
7. Berorientasi masa depan.
8. Mempunyai keterampilan dalam pengorganisasian, dan
9. Sikap menomorduakan uang.
Pada kesempatan yang berbahagia ini kami ingin mengucapkan terimakasih yang sebesar-
besarnya terutama kepada Profesor Dr. Haji Mohd Mustafa Mohd Ghazali selaku Dekan
Fakulti Pendidikan UITM, Profesor Dr. Norsaadah Ismail selaku Timbalan Naib Conselor

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Jaringan Industri, Masyarakat dan alumni UITM, juga kawan karib saya Haji Mohamad
Azmi Adnan yang telah memfasilitasi untuk bisa terselenggara Seminar AntarBangsa
antara UITM dengan STKIP Pasundan dan mudah-mudahan bisa dilanjutkan dengan
diterbitkannya Prossiding dan buku.
Mudah-mudahan kegiatan ini bisa mempererat persaudaraan antara UiTM dan STKIP
Pasundan, baik bidang pendidikan pengajaran, penelitian maupun bidang pengabdian pada
masyarakat. Akhirnya mudah-mudahan Allah Swt membalas amal shaleh Bapak dan Ibu
dengan limpahan rahmat dan karunia-Nya, amin.
Bandung, 28 Maret 2014
Ketua Magister Pendidikan IPS
Ttd.
Prof. Dr. H. Endang Komara, M.Si

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KANDUNGAN ISBN-978-967-13125-0-6
TAJUK MUKA SURAT
PRAKATA 2
KANDUNGAN 6-7
Pengembangan Kewirausahaan Di Perguruan Tinggi, Pemberdayaan
Masyarakat Dan Kultur Pendidikan Dalam Rangka Menumbuhkan
Kreativitas Dan Penciptaan Lapangan Kerja 8-14
Endang Komara
Effectiveness of Entrepreneurship Programs among institutions
of higher learning in Malaysia: Some issues and challenges 15-25
Ros Aizan Yahaya, Razmi Chik, Mohd Khalid fMohd Abas,
Mohamed Dahlan Ibrahim, Mohd Rafi Yaacob, Ghazali Ahmad,
Wee Yu Ghee & Mohammad Nizamuddin Abdul Rahim
Empowering Youth In Social Entrepreneurship: Best Practices
From Universiti Teknologi Mara (Uitm) International
Humanitarian Mission To Kampung Ampel, Cambodia 26-32
Norshiha Saidin
Entrepreneurship Inclination among Prospective Teachers:
A case of Universiti Teknologi MARA 33-40
Norshidah Nordin, Melissa Malik & Rohaya Abdul Wahab
Menggunakan Kemahiran ETR di kalangan Guru Pelatih: Refleksi
bagi Seminar Kelas Pembangunan Profesional 41-48
Rohaya Abdul Wahab, Nadia Ainuddin Dahlan & Norsidah Mohd Nordin
Konsep Kewirausahaan di Perguruan Tinggi 49-54
Nuning Sri Sukandari
Pendidikan IPS di Sekolah dalam membimbing siswa berwirausaha
untuk menghadapi era globalisasi 55-62
Tony Mokhamad Taufik
Kurikulum kewirausahaan yang mampu membentuk generasi muda
atau para lulusan, baik SMA, SMK, SMP 63-72
Esih Kurniawati
Pendidikan Guru Di Muzium Dan Galeri Seni: Satu Pendekatan 73-82
Badrul Isa, Mohamad Azmi Adnan, Sumardianshah Silah &
Raiha Shahanaz Redzuan

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Pengamatan Estetika Terhadap Reka Bentuk Pakaian: Keselesaan
Dan Pergerakan Fizikal 83-89
Muhamad Firdaus Ramli & Mohammad Mubarrak Mohd Yusof
The Level of Self-Efficacy and Academic Achievement among
Physical And Health Education Students Of UiTM Shah Alam 90-101
Nurshamshida Md Shamsudin, Nur Basyirah Shafei & Mohammad Mubarrak
Bin Mohd Yusof
Utilizing of Concept Mapping for Teaching Biodiversity to Lower
Secondary Students in Science Classroom 102-124
Nurshamshida Md Shamsudin, Aisyah Binti Anuar, Siti Fairuz Dalim
& Mohammad Mubarrak Bin Mohd Yusof
Visual Art for Money Making: A Malaysian Teachers’
Training Institution Experience 125-131
Mohd Khairezan Rahmat & Mohd Shahrudin Mohmud
Penghasilan Karya Kontemporari Menerusi Kaedah Penyelidikan
Artistik ke atas Struktur Motif Ukiran Kayu Tradisional Melayu
Terengganu 132-144
Sumardianshah Silah, Badrul Isa, & Raiha Shahanaz Redzuan
Interest in Learning Science Among Students in SMK Seksyen 19,
Shah Alam 145-154
Mohammad Mubarrak Mohd Yusof, Anthony Roi Jamil, &
Nurshamshida Md Shamsudin
Teachers and Entrepreneurship Education: The Basic Necessities 155-159
Siti Maftuhah Damio & Hamimah Hashim

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Pengembangan Kewirausahaan Di Perguruan Tinggi, Pemberdayaan
Masyarakat Dan Kultur Pendidikan Dalam Rangka Menumbuhkan
Kreativitas Dan Penciptaan Lapangan Kerja
Endang Komara
Latar Belakang: Program-program pengembangan dan penumbuhan wirausaha mahasiswa
dikalangan Perguruan Tinggi tersebut dilatarbelakangi oleh keprihatinan masih besarnya
pengangguran terbuka di negara Indonesia. Dan Pengembangan kewirausahaan pada perguruan
tinggi di Indonesia saat ini tengah digalakan seiring dengan pesatnya pertumbuhan industri dan arus
globalisasi. Menganalisa disatu sisi menurut laporan BPS, pada 2011 pengangguran mencapai 8,12
juta orang sebesar 14,45% adalah pengangguran terdidik lulusan perguruan tinggi, dan 91,85%
lulusan SMA dan SMP sementara disisi lain, saat ini perguruan tinggi setiap tahunnya
menghasilkan sekitar 1 Juta lulusan. Karena keterbatasan pasar kerja, yang dapat diserap hanya
30%.
1. Pendahuluan
Oleh karena itu dengan Perguruan Tinggi sebagai Institusi pendidikan tertinggi setidaknya
mengamalkan tiga kewajiban (Tridarma) yakni pendidikan, penelitian, dan pengabdian.
Tridarma ditunjukan paling utama pada mahasiswa sebagai peserta didik dan bagian
terbanyak dari Civitas academica Perguruan Tinggi. Setiap aktifitas academic dan non
academic mahasiswa sejatinya harus selalu diarahkan agar nantinya memiliki karakter
pendidikan penelitian, dan pengabdian pada masyarakat. Sejalan dengan hal tersebut,
Perguruan Tinggi mendapatkan nilai tambah bila dihubungkan dengan kewirausahaan.
Kiranya tulisan ini kiranya dapat meninfirasi sekaligus memberikan gambaran dan solusi
jangka panjang dalam menatap indonesia di masa depan yang lebih cerah Amin.
1.1 Rumusan masalah
Masalah yang menjadi bahasan pada makalah ini adalah bagaimana Perguruan Tinggi Di
Indonesia mengembangan kewirausahaan, Pemberdayaan masyarakat dan karakter
pendidikan dalam menumbuhkan kreatifitas dan penciptaan lapangan kerja.
1.2 Tujuan
Untuk mengetahui bagaimana peran perguruan Tinggi dalam menumbuhkan
kewirausaahaan mahasiswa, peberdayaan masyarakat dan karakter pendidikan dalam
kreatifitas dan penciptaan lapangan kerja.
2. Pembahasan
2.1 Pengembangan kewirausahaan di Perguruan Tinggi dan pemberdaayaan masyarakat
Pengembangan kewirausahaan pada perguruan tinggi di Indonesia saat ini tengah digalakan
seiring dengan pesatnya pertumbuhan industri dan arus globalisasi. Gaung kewirausahaan
dalam Perguruan Tinggi mulai terdengar seiring dengan hasil pertemuan Negara-negara
diwilayah Asia dan Fasifik, APEC, di Seattle, Amerika Serikat. Diantara hasil tersebut

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berisikan adanya kerjasama segitiga antara government – business-universities dengan
harapan dapat menyokong perekonomian setiap negara Asia dan Pasifik.
Selanjutnya Kewirausahaan yang sejatinya melekat dengan jurusan ekonomi dan bisnis,
Perlahan tetapi pasti mulai diperkenalkan diberbagai jurusan di beberapa Perguruan Tinggi
di Indonesia. Dan pada praktiknya, kewirausahaan menjadi mata kuliah umum disetiap
jurusan Dalam kuliah tersebut mahasiswa di berikan pembelajaran mengenai konsep,
kendala dan metode berwirausaha sejak dini.
Mengutip pendapat Timon dalam buku kuratko dan Hodgetts berjudul Entrepreneurship: A
Canteporary Approach (2000:17), Kewirausahaan merupakan kemampuan membuat dan
membangun visi dari suatu yang seolah-olah tidak sesuai deangan tindak kreatif, perhatian,
prakarsa, dan analisisnya terhadap perkembangan situasi. Sementara itu, Ziglar dalam
yuliana ( 2011 ) mengutarakan bahwa wirausaha selalu mencari perubahan dengan melihat
perubahan itu sebagai norma, sesuatu yang sehat, menanggapi dan memanfaatkan
perubahan itu sebagai peluang. (PR.12/12/2013)
Perguruan Tinggi sebagai Institusi pendidikan tertinggi setidaknya mengamalkan tiga
kewajiban (Tridarma) yakni pendidikan, penelitian, dan pengabdian. Tridarma ditunjukan
paling utama pada mahasiswa sebagai peserta didik dan bagian terbanyak dari Civitas
academica Perguruan Tinggi. Setiap aktifitas academic dan non academic mahasiswa
sejatinya harus selalu diarahkan agar nantinya memiliki karakter pendidikan penelitian, dan
pengabdian pada masyarakat. Sejalan dengan hal tersebut, Perguruan Tinggi mendapatkan
nilai tambah bila dihubungkan dengan kewirausahaan.
2.2 Potensi mahasiswa
Dilihat dari latar belakang pendidikan, mahasiswa memiliki sejumlah potensi lebih dari
golongan pemuda lainnya pertama, mahaasiswa telah memiliki pengalaman belajar hingga
jenjang pendidikan tertinggi.Tentu mahasiswa memiliki pradigma berfikir dan analitis yang
tinggi. Kedua, usia muda yang khas biasanya dibarengi oleh karakter progresifitas dan
kritis. Dua karakter ini sangat berguna dalam berwirausaha. Progresiv, berguna untuk terus
berusaha mencari terobosan dan pembaharuan waluapun terkadang mengalami kegagalan.
Sementara itu, karakter kritis diperlukan untuk terus-menerus mencari tahu sebagai peluang
usaha.
Selaras dengan potensi tersebut, mahasiswa di Indonesia banyak mendapatkan
kemudahkan untuk membuka lapangan usaha melalui berbagai program usaha yang
dikeluarkan oleh pemerintah di Perguruan Tinggi seperti program kreatifitas mahasiswa
dan proposal mahasiswa wirausaha yang menjadi wadah untuk menampung gagasan
wirausaha mahasiswa. Apalagi jika ditambah masih minimnya wirausaha di Indonesia yang
baru berkisar 0,3% dari total penduduk nasional. Padahal untuk bisa maju, suatu Negara
minimal harus mempunyai 2,5% wirausaha dari total penduduknya.
2.3 Pemberdayaan Masyarakat
Kegiatan kewirausahaan menjadi tantangan tersendiri bagi mahasiswa untuk ber
kontribusi pada masyarakat. Tidak sedikit mahasiswa yang terjebak pada logika
individualistis dalam berwirausaha Skema keuntungannya cenderung vertical (Vertical
Profit) yakni antara konsumen, produksi, dan mengaku usahanya sendiri. Pradigma tersebut

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konon biasanya brcirikan “ Memperoleh keuntungan sebanyak-banyaknya dari modal yang
minim, melalui tenaga kerja yang banyak dengan upah yang rendah”.
Padahal wirausaha dapat menjadi jalan bagi mahasiswa untuk membuat usaha yang
berguna bagi kolektif. Orientasi usaha yang dibuat tidak semata mencari keuntungan untuk
pribadi, melainkan pula berguna bagi masyarakat yang ada disekitarnya ( Horizontal Profit
) Skema inilah yang sejatinya dilakukan oleh mahasiswa, disamping berpotensi membuka
ruang usaha, jangan pula lupakan watak naluriah mahasiswa yakni pengabdian pada
masyarakat.
Setidaknya praktik usaha tersebut akan terealisasi bila pengoptimalkan praktik perkuliahan
kewirausahaan. Semisal contoh bila mahasiswa diberikan penugasan terjun kedaerah
terpencil dan tertinggal. Berikan penugasan menganalisis potensi usaha dan kembangkan
masyarakat disana agar sejahtera dengan usaha tersebut.
Ketika watak pengabdian pada masyarakat terbangun, bukan tidak mungkin terbentuk
usaha yang konstruktif. Para mahasiswa tersebut pada saatnya nanti bisa membuka
lapangan kerja disetiap pelosok daerah terpencil. Membangun daerah dan memberdayakan
masyarakat, bukan justru berteguh pada logika individualis dengan hanya sekadar
membuka usaha dikota. Meskipun demikian, dibutuhkan pula keberpihakkan pemerintah
secara regulasi usaha ataupun permodalan. Jika hal tersebut bisa terealisasi, bukan tidak
mungkin Indonesia bebas dari ketergantungan asing.
Untuk menambah pencerahan penulis berusaha untuk dapat menampilkan contoh-contoh
konkrit dari implementasi praktik kewirausaan berbasis kepedulian sosial baik dari
Individu, organisaasi maupun perusahaan- perusahaan dan Perguruan tinggi
Yang pertama diantaranya, pada Desember 2008 lalu, DPC Hipmi purwakarta telah
melakukan kerjasama dengan sebuah Koperasi di Kecamatan Campaka-Purwakarta dalam
bentuk Pelatihan keterampilan menjahit. Kegiatan ini dilakukan guna meningkatkan
kualitas pendidikan keterampilan menjahit bagi siswa SMPN 2 Campaka Khususnya yang
tidak mampu untuk melanjutkan jenjang pendidikan berikutnya. Mengingat Kecamatan
Campaka ini merupakan kawasan industry khususnya Germent.
Kedua adalah kepedulian perbankan terhadap talenta kewirausahana para mahasiswa yakni
mengikuti kegiatan seleksi kewirausaan muda mandiri di wilayah Jawa Barat, Pada tahap
final terkuak secercah harapan tentang masa depan kompetensi bangsa ini untuk
mensejajarkan diri dengan bangsa lain yang lebih maju. Ada beberapa paparan presentasi
dari 23 peserta terdiri atas 16 mahasiswa dan 16 alumni perguruan tinggi.
Menurut salah satu juri yaitu Bapak H. Januar P Ruswita yang ditulis pada harian Pikiran
rakyat Bandung. Bahwa bisnis – bisnis yang dilakoni finalis muncul dari keberanian
mereka untuk hidup mandiri dalam mengambil peluang, menghadapi tantangan, dan
menanggung resiko .lingkungan dan latar belakang keluarga juga memotivasi mereka untuk
berubah dan tampil berbeda, serta menumbuhkan ide, kreatifitas, inovasi, dan imajinasi
yang luar biasa. Sekarang banyak dari mereka sukses secara finansial.

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Salah seorang peserta, mahasiswi dari Unsil Tasikmalaya. Begitu memulai kuliah,
langsung memutuskan lepas dari ketergantungan kepada orangtuanya. Keberaniannya
menjalankan bisnis membuat dan menjual produk-produk rajutan dengan inovasi aplikasi
produk-produk local Tasikmalaya yang saat itu tidak trend dikalangan teman-teman
sebayanya, justru membuat produknya menjadi unik dan cepat diminati pasar. Sekarang
buah keberhasilannya terwujudkan dalam sedan hatchback yang selalu menemaninya
beraktifitas.
Peserta lainnya, Anggapradika, Mahasiswa IM Telkom Bandung termotivasi oleh keuletan
ayahnya, sopir bus yang berani mengubah hidupnya dengan berwirausaha penyewaan bus
pariwisata begitu mulai masuk kampus, anak muda ini berani menjalankan bisns kuliner
masakan jepang serta mengembangkannya dengan model kemitraan syariah. Hasilnya
sekarang sudah delapan outlet di operasikan. Bahkan dari penyisihan laba usahannya, dia
mampu membayar uang muka pembelian satu unit bus pariwisata untuk dikelola ayahnya.
Mengambil basis UMKM, bisnis anak-anak muda yang didukung fisik prima, jiwa energik,
dan pemikiran kritis tersebut bisa menjadi inisiator pergerakan roda perekonomian Negara
kita untuk keluar dari dampak krisis ekonomi, dan siap menghadapi era pasar bebas dunia.
Dinamika bisnis mereka menjadi repleksi makna hidup, dari sikap prihatin ke sikap optimis
yang selalu tertanam pada setiap gerak langkahnya.
Program wirausaha muda mandiri diatas diadakan oleh Bank Mandiri, sebagai bagian
coporate social responsibility (CSR) dari realisasi program kemitraan dan bina lingkungan.
Mendorong menciptakan generasi muda yang tidak hanya menjadi generasi pencari kerja,
tetapi juga menjadi generasi pencipta lapangan kerja. Serta mengangkan UMKM menjadi
sector idaman mahasiswa, dan menggerakan nya menjadi kekuatan ekonomi Negara.
Sementara Kamar Dagang dan Industri Jawa-Barat sebagai wadah organisasi pengusaha-
pengusaha, dalam dua tahun terakhir meluncurkan program perahu atau penumbuhan
wirausaha muda. Program yang dibantu dana CSR Pertamina ini diperuntukan bagi
pengusaha-pengusaha UMKM yang berusia dibawah 35 Tahun, dengan latar belakang
pendidikan Strata Satu. Kepada mereka selama enam bulan dilakukan pendampingan dan
penambahan wawasan bisnis, serta dititipkan selama sebulan diperusahaan-perusahaan
besar.khusus bagi wirausaha yang masih menjalankan pendidikan diperguruan tinggi,
Kamar Dagang dan Industri Jawa-Barat bekerjasama dengan Sekolah Tinggi Ilmu
Ekonomi Ekuitas dibantu pembiayaan dari Telkom, Bank BJB, dan Bank BRI, Mengadaka
program Studenpreneur.
Program-progra penumbuhan wirausaha muda tersebut dilatarbelakangi oleh keprihatinan
masih besarnya pengangguran terbuka di Negara Indonesia. Disatu sisi menurut laporan
BPS, pada 2011 pengangguran mencapai 8,12 juta orang sebesar 14,45% adalah
pengangguran terdidik lulusan perguruan tinggi, dan 91,85% lulusan SMA dan SMP
sementara disisi lain, saat ini perguruan tinggi seiap tahunnya menghasilkan sekitar 1 Juta
lulusan . Karena keterbatasan pasar kerja, yang dapat diserap hanya 30%.
Paradigma baru generasi bangsa Indonesia yang kuat dalam wirausaha sedang giat
dimunculkan. Pelaksanaannya memerlukan perubahan metode pendidikan diperguruan
tinggi dari model perkuliahan yang hanya menghasilkan jobseeker menjadi model yang
menghasilkan juga jobcreator atau wirausaha yang bisa memberikan pekerjaan kepada
orang lain.
Thailand adalah contoh bagaimana pemerintahannya berperan aktif menciptakan
wirausaha-wirausaha muda bangsanya. Database mahasiswa-mahasiswa yang sedang

12
menjalani pendidikan didalam maupun diluar negeri tercatat lengkap dan terintegrasi
pengelolaanya. Kebijakan pemerintah terarah dan sistematis, aparatnya aktif terjun
kekampus-kampus dan menawarkan program-program kewirausahaan.
Berbeda dengan Indonesia, penumbuhan wirausaha-wirausaha muda masih terkendala
persoalan-persoalan klasik yang justru tidak diselesaikan tuntas oleh pemerintah. Rumit
dan mahalnya pengurusan izin usaha menjadi hambatan awal ketika suatu UMKM mulai
menjalankan usaha. Perpajakan juga sering membuat ketidakpastian yang berujung
jebakan. Sementara dukungan perbankan utuk permodalan pengambangan UMKM sudah
relatif membaik, meski pelaksanaan dilapangan belum berjalan mulus.Political will dan
good will Pemerintah tetap diperlukan dan harus berjalan nyata, serta diterjemahkan
melalui kebijakan-kebijakan khusus yang memberikan porsi dan akses seluas-luasnya bagi
wirausaha-wirausaha muda untuk menjadi agent of cange Pembangunan ekonomi bangsa.
2.4 Perubahan Mindset Pendidikan
2.4.1 Kultur Pendidikan
Penulis sangat tertarik dengan Tulisan Guru besar sekaligus Rektor Universitas Pendidikan
Indonesia (UPI Bandung) Bapak Sunaryo Kartadinata dengan judul tulisan Kultur
Pendidikan. Hal ini saya sampaikan agar pemaparan diskusi antar bangsa ini mendapatkan
gambaran utuh tentang sebuah harapan pendidikan Indonesia kedepan? Inilah tulisan
selengkapnya
Persoalan pendidikan yang dialami bangsa ini tidak bisa dilihat secara sporadis, melainkan
harus dilihat dalam perspektif utuh Mindset pendidikan mulai dari aspek filosofis, keilmuan
pendidikan sebagai landasan kerja, dan praksis pendidikan. Pendidikan bukanlah proses “
Investasi “ sesaat dan instan melainkan proses jangka panjang dan hasilnya dalam bentuk
prilaku yang muncul pada saat ini merupakan produk dari proses. Persoalan proses dalam
dunia pendidikan adalah hal yang penting Karena esensi pendidikan adalah proses. Proses
membawa manusia dalam kondisi apa adanya kepada kondisi bagaimana seharusnya.
Apakah praktik (penyelenggaraan) pendidikan selama ini sudah berlandaskan kepada
Mindset utuh ilmu pendidikan dan konsisten dalam makna yang terkandung didalam jiwa
amanat Undang-undang? Fenomena yang tampak menunjukan adanya kesenjangan antara
Mindset utuh pendidikan yang terkandung dalam Undang Undang No 20/2003 dengan
Mindset pendidikan dalam praktik penyelenggaraan pendidikan, yang menumbuhka kultur
pendidikan tidak sehat. Jika pendidikan bertanggung jawab untuk membangun martabat
bangsa yang diwujudkan dalam ketahanan hidup bangsa, perlu upaya penyehatan kultur
pendidikan.
Diperlukan repormasi pemikiran , kebijakan, dan penyalenggaraan pendidikan, yang tidak
semata-mata didasarkan atas pemahaman Undang Undang secara tekstual, melainkan
secara konstektual dan dilandasi dengan pemaknaan filosofis-pendagogis yang berbasis
nilai kultural dan agama. Kunci utama penyahatan pendidikan terletak pada reformasi
Mindset atau tata pikir secara utuh dalam memaknai hakikat dan praktik penyelenggaraan
pendidikan, dan menempatkan ilmu pendidikan sebagai framework dan landasan kerja bagi
penyelenggara pendidikan untuk memfasilitasi perkembangan peserta didik melalui
penciptaan suasana dan prses pembelajaran yang mendidik
Terdapat sejumlah kaidah mendasar yang terkandung dalm Undang Undang No.20/2003
yang perlu ditelaah dalam rangka memahami makna pendidikan dan membangun Mindset

13
utuh pendidikan sebagai landasan kerja bagi penyelenggaraan pendidikan nasional, Untuk
mengembangkan manusia Indonesia bermartabat. Pengertian pendidikan yang dinyatakan
dalam pasal 1 (1) mengandung perubahan pradigma jika dibandingkan dalam kultur
pendidikan yang terkandung dalam UU No.2/1989, tentang system pendidikan nasional.
Dalam Undang Undang No. 20/2003 terjadi sebuah reformasi pemikiran tentang
pendidikan berupa penegasan bahwa pendidikan menekankan kepada mewujudkan suasana
belajar dan proses pembelajaran dan keterlibatan peserta didik secara aktif mengembangkan
potensi dirinya.Pradigma ini menggambarkan bahwa proses pendidikan adalah proses
transaksional untuk mengembangkan ragam potensi peserta didik. Oleh karena itu pendidik
harus berinteraksi dengan keragaman yang disebutkan.
Ukuran keberhasilan pendidikan yang berhenti pada angka ujian adalah sebuah
ketimpangan. Dengan demikian pembelajaran akan menjadi proses menguasai
keterampilan dan mengakumulasi pengetahuan. Paradigma ini menempatkan peserta didik
sebagai pembelajar imitatif dan belajar dari berbagai ekspose didaktis belaka yang akan
berhenti pada penguasaan fakta, prinsip dan aplikasinya. Paradigma ini tidak konsisten
dalam esensi pendidikan yang digariskan dalam Undang Undang Sisdiknas dan bahkan
mengingkari hakikat manusia itu sendiri.
Kaidah pendidikan nasional yang disebutkan semestinya membentuk Blue Print pendidikan
nasional yang mengandung landasan filosofis dan landasan kultural yang menjamin
pendidikan tidak tercerabut dari akar budaya bangsa Indonesia. Ini berarti mausia Indonesia
yang bermartabat adalah manusia Indonesia yang tidak tercerabut dari akar budayanya
sebagai bangsa Indonesia.
Pendidikan berfungsi untuk membangun karakter, membangun watak, dan membangun
kepribadian dan martabat bangsa. Perlu disadari bahwa yang ditegaskan dalam hal ini
adalah, kecerdasan kehidupan bangsa bukan kecerdasan orang perorang martabat bangsa
bukan martabat orang per-orang.Oleh karena itu, pendidikan harus membangun kecerdasan
kultural (cultural intelligency).
Semua rumusan yang sangat indah tetapi abstrak itu perlu dipadankan dengan praktek
penyelenggaraan pendidikan .Pertanyaannya adalah, Sudahkah praktik penyelenggaraan
pendidikan menunjang terpenuhinya fungsi dan tercapainya tujuan yang dirumuskan dalam
kaidah normative yang disebutkan itu? Fungsi dan tujuan pendidikan , sebagai tujuan utuh
pendidikan nasional, yakni tujuan individual,tujuan kolektif, dan tujuan eksistensial.
Tujuan individual yaitu tujuan yang harus tercapai oleh setiap peserta didik dalam
mengembangkan potensi dirinya. Tujuan kolektif adalah tujuan yang harus dicapai dalam
wujud kecerdasan kehidupan bangsa, dan tujuan eksistensial adalah tujuan yang harus
terwujud dalam karakter bangsa yang bermartabat yang memiliki daya saing dan ketahanan
hidup yang kokoh.
Dalam perspektif pendidikan yang digambarkan, membangun manusia Indonesia yang
bermartabat, melalui upaya pendidikan adalah mewujudkan tujuan utuh pendidikan
nasional, sehingga dengan demikian setiap kebijakan, regulasi, praktik penyelenggaraan,
manajemen, dan evaluasi pendidikan harus secara konsisten beranjak dari Mindset utuh
pendidikan yang terarah kepada pencapaian tujuan utuh pendidikan nasional.
Demikialah pemaparan makalah prosiding Seminar Antar bangsa ini, penulis sarikan dari
beberapa tulisan di harian Pikiran Rakyat Bandung dengan penulis Bapak Restu Nur
Wahyudin, Bapak Januar P Ruswita,dan Bapak Sunaryo Kartadinata. Terima kasih..

14
3. PENUTUP
3.1 Kesimpulan
Berdasarkan pemaparaan makalah diatas, maka dapatr ditarik kesimpulan sebagai berikut :
 Program Kewirausahaan yang sejatinya melekat dengan jurusan ekonomi dan
bisnis, Perlahan tetapi pasti mulai diperkenalkan diberbagai jurusan di beberapa
Perguruan Tinggi di Indonesia. Dan pada praktiknya, kewirausahaan menjadi mata
kuliah umum disetiap jurusan Dalam kuliah tersebut mahasiswa di berikan
pembelajaran mengenai konsep, kendala dan metode berwirausaha sejak dini.
 Penumbuhan wirausaha-wirausaha muda masih terkendala persoalan-persoalan
klasik yang justru tidak diselesaikan tuntas oleh pemerintah. Rumit dan mahalnya
pengurusan izin usaha menjadi hambatan awal ketika suatu UMKM mulai
menjalankan usaha. Perpajakan juga sering membuat ketidakpastian yang berujung
jebakan. Sementara dukungan perbankan utuk permodalan pengambangan UMKM
sudah relatif membaik, meski pelaksanaan dilapangan belum berjalan
mulus.Political will dan good will Pemerintah tetap diperlukan dan harus berjalan
nyata, serta diterjemahkan melalui kebijakan-kebijakan khusus yang memberikan
porsi dan akses seluas-luasnya bagi wirausaha-wirausaha muda untuk menjadi agent
of cange Pembangunan ekonomi bangsa
3.2 Saran-saran
Mengambil intisari dari kesimpulan yang telah disampaikan diatas, dapat dikemukakan
saran-saran sebagai berikut :
 Program kewirausahan diperguruan tinggi hendaknya terus dilanjutkan dengan
beberapa akselerasi, target pencapaian dan capaian kompetensi yang harus dimiliki
mahasiswa melalui pengembangan kurikulum pendidikan secara nasional.
 Uji kompetensi mahasiswa dapat dilakukan melalui implemetasi Tridarma
Perguruan Tinggi meliputi Pendidikan, Penelitian, dan Pengabdian masyarakat.
 Diperlukan repormasi pemikiran , kebijakan, dan penyelenggaraan pendidikan, yang
tidak semata-mata didasarkan atas pemahaman Undang Undang secara tekstual,
melainkan secara konstektual dan dilandasi dengan pemaknaan filosofis-pendagogis
yang berbasis nilai kultural dan agama sehingga menghasilkan wirausaaha muda
yang bermental religius..

15
Effectiveness of Entrepreneurship Programs among institutions of higher
learning in Malaysia: Some issues and challenges
Ros Aizan Yahaya, Razmi Chik, Mohd Khalid Mohd Abas, Mohamed Dahlan
Ibrahim, Mohd Rafi Yaacob, Ghazali Ahmad, Wee Yu Ghee & Mohammad
Nizamuddin Abdul Rahim
Abstract: Entrepreneurs and entrepreneurial activities act as catalysts to a country‟s economic
growth. Due to the immense value of their contribution, most governments have incorporated
entrepreneurial training at university level. The Malaysian government encouraged a host of
entrepreneurial activities to drive the country‟s economic transformation to high income economy
in 2020. The entrepreneurial agenda is aimed at producing highly skilled human capital with
entrepreneurial capabilities at the same time reducing graduate unemployment. This paper focuses
on identifying the issues and challenges in entrepreneurial activities faced by institutions of higher
learnings (IHLs) in Malaysia. It is part of a major study evaluating the effectiveness of
entrepreneurial programs at IHLs. Qualitative and quantitative approaches were employed. The
sample for this study were administrators and students of selected IHLs. Outcome of this research
shows that IHLs are facing a myriad of challenges in carrying out entrepreneurial programs
including lack of opportunity for students to create networking with entrepreneurs from outside
their university.
Keywords: entrepreneurship, entrepreneurial activities, issues and challenges, entrepreneurship
education.
1. Introduction
Entrepreneurs are the driving force of a nation‟s economy and they provide for a stronger
economy through innovation driven by creativity. The Malaysian government recognizes
the contribution provided by entrepreneurs in supporting the country‟s economic growth,
therefore, it is vital for a country to have a constant supply of entrepreneurs to keep the
economy going. Various efforts have been and will be made available by the government to
promote entrepreneurial activities. One of the approaches is looking at the role of IHLs as
the seedbeds for training future entrepreneurs. Among the government‟s effort include the
incorporation of entrepreneurial training at the university level. This is hoped to further
enhance and encourage entrepreneurial interests among students to prepare them for the
real world, thus reduce the issue of graduate unemployment.
In recent years, the job markets for graduates are shrinking at an alarming rate. Job
opportunities are scarce and the competition is getting fierce. This is evident from a
collection of research carried out in graduate unemployment (Kuratko 2005;
Venkatachalam and Waqif 2005). Governments are now looking into training
undergraduates in the area of entrepreneurship education. Volery and Mueller (2006)
highlight the possibility of the role of entrepreneurship education in influencing an
individual‟s decision to become an entrepreneur. University students today are future
entrepreneurs and the future of a country depends on them. Therefore, the time is now for
IHL students to be exposed to entrepreneurial skills and competencies such as leadership,
innovation, creativity, competent, risk taking and opportunity seeking to prepare them for
the real world.

16
Currently, almost all IHLs in Malaysia handle different types of entrepreneurial
development programs for their students. Some embed such programs into their formal
program syllabus, while other IHLs conduct similar programs on a voluntary basis.
Whichever way these IHLs handle their entrepreneurship development activities, they have
the same purpose, to prepare their graduates with knowledge and competencies important
to become successful entrepreneurs, hence to produce graduates who are capable to become
entrepreneurs.
This paper focuses on part of a major study on entrepreneurship education conducted
among IHLs in Malaysia. The main purpose of the study is to carry out a situational
analysis on entrepreneurship education development among IHLs in Malaysia. The
objectives are:
1. Identify issues and challenges in entrepreneurship education and development at
IHLs
2. Identify effectiveness and weaknesses existing entrepreneurial effort at IHLs
3. Identify critical success factor regarding entrepreneurship education and
development at IHLs
4. Propose a mechanism or a “bridging program” suitable to be implemented at IHLs
with collaboration from Ministry of Higher Education in helping entrepreneurship
graduates especially in their initial entrepreneurial activities.
Data collected for this research employs a wide sampling strategy. Participants are not
limited to those involved at the universities, but those from Polytechnics and Community
Colleges are also included, hence the term IHL (institute of higher learning) is used. Other
stakeholders include graduate entrepreneurs, business councils, non-governmental
organizations and entrepreneurship educators. It is hoped that the Entrepreneurship
Education and Development Master Plan for IHLs are able to meet the needs of producing
human capital with entrepreneurial competencies, thus support the nation‟s economic
transformation towards a high income economy by 2020. Figure 1.1 shows an overview of
this study.
Figure 1.1 Outline of the Effectiveness of entrepreneurial programs among IHLs in Malaysia

17
This paper, therefore, is concerned with the first objective which is identifying and
evaluating the issues and challenges surrounding entrepreneurship education among IHLs
in Malaysia in promoting entrepreneurship education. A mixed method approach is utilized
and the outcome analyzed accordingly.
2. Background
Entrepreneurship can be defined as a dynamic process in creating incremental wealth
(Ronstadt, 1984). An entrepreneur, on the other hand, is a person or a group of people who
possess entrepreneurship skills such as innovative, risk taker and opportunity seeker. They
are able to manipulate economic factors such as land labour, capital in order to create new
products or provide services to the consumer to gain profit. Table 2.1 outlines various
definitions of entrepreneurs and entrepreneurship as compiled by Fortner (2006).
Table 2.1: Compilation of definitions of entrepreneurs and entrepreneurship as compiled by Fortner (2006),
from 1755 to 2002.
Cantillon (1755) Entrepreneurship is defined as self-employed
Say (1803) Entrepreneurship combines all factors of production.
Schumpeter (1934) Entrepreneurship is the act of creating new combination. It reduces the market
equilibrium and focuses on innovation.
Cole (1968) Entrepreneurship is an activity to start, or to continue and expand a business for profit.
Leibenstein (1969) Entrepreneurship involves activities carried out to develop an enterprise where not all
markets are known or can be identified, and where the function of production is
incomplete.
Kirzner (1973) Entrepreneurship is the exploration of opportunities with the ability to correctly
anticipate where the next market imperfections and imbalances will be.
Ronstadt (1984) Entrepreneurship is the dynamic process of creating incremental wealth.
Hisrich (1989) Entrepreneurship is the process of creating something different with value by devoting
the necessary time and effort, assuming the accompanying financial, psychological, and
social risks, and receiving the resulting rewards of monetary and personal
satisfaction.
Vesper (1986) Entrepreneurship is new venture creation.
Stevenson, Roberts,
and
Gousbeck (1985)
Entrepreneurship is a process by which individuals, either on their own or inside an
organization, pursue opportunities without regard for the resources they currently
control.
Gartner (1989) Entrepreneurship is the creation of new organizations.
Low and
MacMillan
(1988)
Entrepreneurship is the creation of new enterprise.
Stevenson and
Sahlman(1989)
Entrepreneurship is the relentless pursuit of opportunity without regard for resources
currently controlled.
Stoner and Freeman
(1992)
combining resources to produce goods or services that fosters economic growth,
increases productivity, and creates new technologies, products, and services.
Bygrave and Entrepreneurship is the process of creating or seizing an opportunity and pursuing it

18
Timmons
(1992)
regardless of the resources currently controlled
Drucker (1995) Innovation is the effort to create purposeful, focused change in an enterprise's economic
or social potential.
Harvard Business
School
(2002)
Entrepreneurship is a way of managing opportunities over time. It is an approach to
management that entails the continuous identification and pursuit of opportunity, the
marshalling and organization of resources to address evolving opportunities, and the
ongoing reassessment of needs as context changes over time.
Entrepreneurship education involves the process of educating and encouraging learners to
be more inclined towards entrepreneurship which involves relevant pedagogical processes
(Binks, 2006). The main purpose of entrepreneurship education is to create an awareness of
entrepreneurial culture at the same time inculcating entrepreneurial behaviors and mindset
which leads to the creation of new business and job opportunities (Fayolle and Gailly 2005)
Entrepreneurship education is necessary to produce graduates who are capable of fulfilling
the society‟s needs (Rushing 1990). This can be achieved through implementation of
entrepreneurial curriculum which incorporates formal and informal teaching and learning
activities (Boyle, 2007). The planning and designing of the curriculum for entrepreneurship
education should take into consideration the relevancy to the real world by being creative
and innovative (Robinson and Haynes, 1991).
The government of Malaysia is fully aware of the importance of entrepreneurship to the
economic growth of the country. For this reason, the government, through various
government agencies, provide support and encouragement to strengthen entrepreneurial
activities in the country. The government started focusing on entrepreneurial activities way
back when the New Economic Policy was launched. A special ministry for Cooperation
and Entrepreneurial Development was established aiming at the creation of an industrious
Bumiputera community. The ministry was absolved in 2009 and entrepreneurship
development was later placed under the jurisdiction of the Ministry of International Trade
and Industry (MITI) which is responsible for the internationalization of trade in the country
until today.
Institutions of higher learnings (IHLs) in Malaysia play a vital role in encouraging and
promoting entrepreneurship education. This is due to the fact that IHLs act as launchpads
for future entrepreneurs to develop their skills and abilities in entrepreneurship. IHLs
should therefore provide and nurture an entrepreneurial environment that can encourage
and develop students‟ interests in entrepreneurship. At this moment, IHLs in Malaysia have
been encouraging entrepreneurial activities through various means, formal and informal.
Among them through projects conducted by entrepreneurial student associations, as part of
the syllabus requirement whereby students are needed to do entrepreneurial projects, as
well as other formal and informal activities. Forums and panel discussions were also held
where experts in entrepreneurship were invited as speakers.
Previous research in entrepreneurship education and development at IHLs has been carried
out by a few researchers. For example, Haniroh and Nor Aishah (2009) conducted a study
on the needs of formal entrepreneurship education at public IHLs involving 1558 first year
to final year Arts and Science students from five public IHLs. Outcome of their study
reveals that in general students agreed that there is a dire need for formal entrepreneurship
education at public IHLs in Malaysia. Findings also suggested that there is a significant
difference in course content based on gender of students.

19
Reza et al, (2009) measured the level of interest among 71 entrepreneurship engineering
students at Universiti Malaysia Perlis (UniMAP). Outcome of his study suggested that
students showed high level of interest in techno-entrepreneurship. Ching et al., (2001)
looked at factors affecting UKM students‟ attitude towards entrepreneurship. His sample of
100 undergraduate and postgraduate students shows that the level of social contribution
which influence students interest in entrepreneurship education was at satisfactory level.
3. Methods
This research employs both qualitative and quantitave approaches. The purpose of the
qualitative data was to get a clearer picture of why and how, regarding the aims of the
research. Data was collected through brainstorming sessions, interviews and focus groups.
Visits to entrepreneurial universities abroad were also carried out. Meanwhile, the
quantitative approach was done through distribution of questionnaires. The intrument was
developed based on the outcome of the interviews with the Vice Chancellor of one of the
IHLs, entrepreneurial alumni and the focus group sessions conducted earlier.
A total of 118 IHLs were involved in this research including public and private. Out of this
figure, 20 were public universities, 70 community colleges and 28 polytechnics. To ensure
the private IHLs correctly represent the population, they were divided into clusters based
on their geographical location. Thus the private IHLs were clustered into zones; North,
East, and South Malaysia which totalled 98. Two sets of questionnaires were distributed to
students, authorities of entrepreneurial programs at IHLs, lecturers and other stakeholders.
Among the constructs involved are students attitude, entrepreneurial knowledge, readiness
to become an entrepreneur and entrepreneurship ecosystem. Variables used to gauge
entrepreneurship education knowledge among administrators of entrepreneurial centres at
IHLs include entrepreneurial ecosystem, challenges faced by the IHLs, development of
entrepreneurial programs. As mentioned earlier, this paper focuses on the issues and
challenges faced by the IHLs.
A pilot study was conducted at two IHLs situated in the East Coast of Malaysia. The
purpose of the pilot study was to gauge the reliability of the instrument. Questionnaires
were distributed to a small sample, randomly selected from various academic programs
from two IHLs. Qualitative data were analysed using qualitative methods and quantitative
data were analysed using SPSS. A cross tabulation, descriptive , and inferential analysis
were carried out.
4. Findings
For the purpose of this paper, only the first objective of this research is explored. Outcome
of the first objective has been catagorized into roles played by diffferent stakeholders
namely the IHLs, entrepreneurs and the community. These categories are exhibited in
Figure 4.1

20
Figure 4,1 Categories of stakeholders and their roles
The IHLs role in providing conducive environment for entrepreneurial activities include
providing experienced and qualified faculty members, providing adequate facilities,
providing enough funding for capital and creating entrepreneurial-friendly policies
The entrepreneurs‟ role in providing support include their contribution in sharing of ideas
and expertise with students and the involvement of international entrepreneurs with IHL‟s
projects.
The community‟s role include providing moral support for fresh graduates, parents, as part
of community, providing support for their university children‟s involvement in
entrepreneurial activities. Table 4.1 outlines the findings of the questionnaires for the
constructs mentioned above. Each of these roles is further discussed next.
Table 4.1 Issues and Challenges faced by IHLs in entrepreneurial activities
STATEMENT
Strongly
Disagree
Disagree Neutral Agree
Strongly
Agree
Difficulties faced by the university in
encouraging networking with entrepreneurs
outside the university
9.5% 26.2% 28.6% 26.2% 9.5%
Lack of available means for the university to
create connnection with international
entrepreneurs
2.3% 18.6% 30.2% 34.9% 14.0%
Support provided by the community towards
fresh graduates who are budding entrepreneurs
0.0% 14.0% 27.9% 46.5% 11.6%
Limited funding for startup capital provided by
the university
2.3% 7.0% 20.9% 44.2% 25.6%
Role of IHLs
Role of
Entrepreneurs
Role of
Community

21
Lack of experienced faculty members in the field
of entrepreneurship
2.3% 25.6% 27.9% 25.6% 18.6%
Limited number of suitable lecturers to handle
entrepreneurial programs
4.7% 20.9% 9.3% 34.9% 30.2%
Existing facilities at the universities do not
encourage entrepreneurial activities
9.3% 30.2% 25.6% 14.0% 20.9%
Existing University policy does not provide for
easy business registration for students
14.0% 18.6% 30.2% 18.6% 18.6%
Lack of support for entrepreneurial activities from
top management
18.6% 51.2% 11.6% 9.3% 9.3%
Difficulty in getting experienced entrepreneurs to
share their experiences with students
14.0% 58.1% 9.3% 9.3% 9.3%
Lack of support from parents of most university
students in their involvement in entrepreneurial
activities
4.7% 34.9% 32.6% 20.9% 7.0%
Note: The word “university” is used interchangably with IHLs
4.1 Roles of Stakeholders
4.1.1 Role of IHLs
The role of the IHLs in providing a conducive environment for entrepreneurial activities
was found to be vital in supporting and encouraging entrepreneurial activities. Some issues
highlighted include providing experienced and qualified faculty members, providing
proper facilities, providing enough funds for entrepreneurial activities and providing
entrepreneurial-friendly university policies.
Provide experienced and qualified faculty members. This issue was seen as an important
element in ensuring knowledgeable faculty members at the university. Asked if there is a
lack of experienced faculty members in the field of entrepreneurship, 44.2% agreed and
strongly agreed as opposed to only 27.9 disagree and strongly disagree while 27.9
indifferent. It can be concluded that at the moment there is no clear evidence that there is
lack of experienced faculty members in the field of entrepreneurship.
Lack of experienced faculty members
in the field of entrepreneurship
2.3% 25.6% 27.9% 25.6% 18.6%
On the issue of the number of suitable faculty members who are capable in handling
entrepreneurial programs, a huge 65.1% agreed that this is a big issue at IHLs. 25.6%

22
responded disagree and strongly disagree which clearly shows that currently many faculty
members who are have no entrepreneurial background are tasked to handle entrepreneurial
programs at IHLs.
Limited number of suitable faculty
members to handle entrepreneurial
programs
4.7% 20.9% 9.3% 34.9% 30.2%
Provide adequate facilities, funding for capital, entrepreneurial-friendly policies and
support. About equal number of respondents provide mixed responses regarding the role of
existing university‟s facilities in encouraging entrepreneurial activities. 34.9% agree and
strongly agree that there is not enough facilities to support entrepreneurial activities while
39.5 disagree and strongly disagree.
Existing facilities at the universities do
not encourage entrepreneurial activities
9.3% 30.2% 25.6% 14.0% 20.9%
Asked with the issue of funding for startup capital, majority of respondents agree that this
is a serious issue. 44.2% agree that their IHL did not provide enough funding to startup
their business, while only 9.3% disagree and strongly disagree.
Limited funding for startup capital
provided by the university
2.3% 7.0% 20.9% 44.2% 25.6%
On campus business registration is another issue where 37.2% of respondents agree and
strongly agree that it is a hassle to register their business on campus. Meanwhile, 32.6%
disagree and strongly disagree to this statement.
Existing University policy does not
provide for easy business registration
for students
14.0% 18.6% 30.2% 18.6% 18.6%
When asked about lack of support for entrepreneurial activities from top management, only
18.6% agree and strongly agree to this statement while 69.8% disagree and strongly
disagree. This demonstrates that there exist enough support from top management when it
comes to entrepreneurial activities.
Lack of support for entrepreneurial
activities from top management
18.6% 51.2% 11.6% 9.3% 9.3%
4.1.2 Role of Entrepreneurs
Entrepreneurs play an important role in enhancing and encouraging entrepreneurial
activities. The role of entrepreneurs in contributing and sharing their experiences and ideas

23
with IHL students is another issue faced by IHLs. About 35.7% agree and strongly agree
that the IHLs have some form of difficulties in creating, maintaining and encouraging
networking with entrepreneurs outside the university while 35.7% disagree and strongly
disagree.
Difficulties faced by the university in
encouraging networking with
entrepreneurs outside the university
9.5% 26.2% 28.6% 26.2% 9.5%
Findings also reveal that there is no problem in getting experienced entrepreneurs to share
their experiences with students. 72.1% disagree and strongly disagree when asked whether
there is lack of support from experienced entrepreneurs.
Difficulty in getting experienced
entrepreneurs to share their experiences
with students
14.0% 58.1% 9.3% 9.3% 9.3%
Another issue explored was the available means for the university in creating connections
with international entrepreneurs. 48.9% agree and strongly agree that it is indeed a problem
while oly 20.9% disagree and strongly disagree.
Lack of available means for the
university to create connnection with
international entrepreneurs
2.3% 18.6% 30.2% 34.9% 14.0%
As far as facing difficulties in getting cooperation from international entrepreneurs to be
involved with university projects. 48.9% agree and strongly agree to this issue.
4.1.3 Role of Community
Finally, community involvement in providing moral support for entrepreneurial activities
was also investigated. Findings reveal that parents, as part of the community, provide
strong support towards fresh graduates who are budding entrepreneurs. 57.1% agree and
strongly agree to this statement while 14% strongly disagree.
Support provided by the community
towards fresh graduates who are
budding entrepreneurs
0.0% 14.0% 27.9% 46.5% 11.6%
On the other hand, 39.6% disagree and strongly disagree to the question that parents of
most university students do not support their children‟s involvement in entrepreneurial
activities while they are still studying. 39.6% disagree and strongly disagree to the
statement.

24
Lack of support from parents of most
university students in their
involvement in entrepreneurial
activities
4.7% 34.9% 32.6% 20.9% 7.0%
4.2 Mean Score Analysis
From table 5.1 below it is clear that IHLs in Malaysia are facing high level of challenges in
executing entrepreneurial programs based on the overall mean score of 3.15. The most difficult
challenge is limited funding made available by IHLs for students to start their businesses is with
the mean score of 3.8. The weakest challenge is closely related to lack of support from top
management with a mean score of 2.4. in getting suitable lecturers to run entrepreneurial
programs, a score of 3.65.
Meanwhile, community support towards budding entrepreneurs produces a mean score of 3.65
while the difficulties of IHLs to provide means and ways to network with external entrepreneurs
reveal a 3.40 and lack of experrience among lecturers gives a 3.33. A low average challenge with
a mean score of 3.0 shows the difficulty in business registration, restricted policy 3.09, lack of
suitable facilities 3.07 and difficulty among IHLs to create opportunities for students to netwok
with exterrnal entrepreneurs 3.00.
Low level mean score less that 3.0 are for parents of university students who did not support their
children‟s involvement in entrepreneurial activities 2.91 and difficulties in getting entrepreneurs
to share their experiences 2.42 and no support from top management 2.40.
Table 5.1: Mean score for challenges faced by IHLs in implementation of entrepreneurial programs
STATEMENT
Mean
Score
Difficulties faced by the IHLs in encouraging networking with entrepreneurs outside the university 3.0
Lack of available means for the IHLs to create connnection with international entrepreneurs 3.4
Support provided by the community towards fresh graduates who are budding entrepreneurs 3.56
Limited funding for startup capital provided by the IHL 3.84
Lack of experienced faculty members in the field of entrepreneurship 3.33
Limited number of suitable lecturers to handle entrepreneurial programs 3.65
Existing facilities at the universities do not encourage entrepreneurial activities 3.07
Existing IHL policy does not provide for easy business registration for students 3.09
Lack of support for entrepreneurial activities from top management 2.4
Difficulty in getting experienced entrepreneurs to share their experiences with students 2.42
Lack of support from parents of most IHL students in their involvement in entrepreneurial activities 2.91
OVERALL 3.15
Note: The word “university” is used interchangably with IHLs

25
5. Discussions And Recommendations
The issues discussed in this paper focuses on the challenges faced by IHLs in Malaysia in
implementing and encouraging entrepreneurial activities at their campuses. Findings
suggested that the major role played by the IHLs determine the success of any
enterpreneurial programs. In doing so, the IHLs face some issues and challenges such as
developing networking with entrepreneurs and students, exposing and creating connections
with international entrepreneurs, providing enough funding for students, providing
experienced and qualified faculty members in the field of entrepreneurship, providing a
conducive environment, easing up on the business registration policy and most importantly,
providing support from top management of the IHLs.
The role of the community in providing moral support was seen as a catalyst to further
encourage entrepreneurial activities at IHLs. Last but not least, the role of entrepreneurs,
locally and abroad was seen as important in providing related experiences and knowledge
to IHL students in the process of training them to become successful entrepreneurs later in
life.
It is suggested that future studies focus expanding the sample to include school level
enterpreneurial activities in line with the Ministry of Education‟s aspirations to encourage
entrepreneurship education among schoolchildren.
References
Binks, M., K. Starkey, et al. (200). "Entrepreneurship education and the business school."
Technology Analysis and Strategic Management 18(1): 1-18.
Boyle, T. J. (2007). "A new model of entrepreneurship education: Implications for Central and
Eastern European universities." Industry & Higher Education 16: 9-19.
Fayolle, A. G. and B. Gailly (2005). Using the Theory of Planned Behaviour to assess
entrepreneurship teaching programmes, Centre for Research in Change, Innovation and
Strategy: 1-18.
Fortner, M. L. (2006). Entrepreneurs and their Social Networks: Motivations, Expectations and
Outcomes. PhD Doctoral, The George Washington University, Washington, DC.
Haniroh & Nor Aishah. (2009). Kajian keperluan pendidikan keusahawan secara formal dalam
kalangan pelajar Institut Pengajian Tinggi Awam (IPTA) di Malaysia untuk kecemerlangan
Negara. Prosiding Persidangan Pendidikan, UKM.
Kuratko, D.F. (2005). Entrepreneurship Theory and Practice 29 (5), 577-598.
Robinson, P. and M. Haynes (1991). "Entrepreneurship education in America's major universities."
Entrepreneurship Theory and Practice Spring: 41-52.
Ronstadt, R. C. (1984). Entrepreneurship: Text, Cases, and Notes. Dover, MA: Lord Publishing.
Rushing, W.F. 1990. Entrepreneurship and Education. Dlm. Calvin A.Kent (pnyt.).
Entrepreneurship Education: Current Development, Future Direction. HLM. 29-40. New
York: Quorum Books.
Venkatachalam, V. B. and A. A. Waqif (2005). "Outlook on integrating entrepreneurship in
management education in India." Decision 32(2): 57-71.
Volery, T. and S. Mueller (2006). A conceptual framework for testing the effectiveness of
entrepreneurship education programmes towards entrepreneurial intention. 51st ICSB World
Conference Melbourne, Australia.

26
Empowering Youth In Social Entrepreneurship: Best Practices from
Universiti Teknologi Mara (Uitm) International Humanitarian Mission to
Kampung Ampel, Cambodia
Norshiha Saidin
Abstract: Youth participation in social entrepreneurship is the participation of youths in acts of
promoting human welfare by giving of their time, their talents and treasure. This paper highlights
the best practices of youth involvement in social entrepreneurship in Universiti Teknologi MARA
(UiTM), Malaysia. A series of local community engagements projects culminated in two
international humanitarian missions to Cambodia in 2013 involving 28 students and academicians
in the field of mechanical engineering, building conservation, education and medical care for the
sole purpose of improving the quality of life and eradicating poverty. Both missions were based on
the Islamic principles of philanthropy and aid. The „Wakaf Telaga for Kemboja‟ utilizes the concept
of waqf in order raise the funds required to build 36 wells for hundreds of families in Kampung
Ampel. . The second mission revolved around the act of Qurban and Aqiqah. The motto for the
missions is „Everyone is a change maker.” This article presents the results of the survey and
discusses the multiple benefits empowering youths in social entrepreneurship, in particular fostering
leadership, connecting young people to their communities and developing their interest of making a
difference. The challenge is to ignite the passion, to sustain and to continue recruiting this
generation of Gen Y in philanthropic acts. In order to educate the next wave of philanthropists,
universities must include entrepreneurial and philanthropic elements in their curriculum.
Kata kunci: Best practices, Social entrepreneurship.
1. Introduction
This paper highlights a new movement spreading across the country, the noteworthy topic
of social entrepreneurship and youth empowerment in conducting humanitarian and
philanthropic work. Recognizing the importance of this emerging field, two projects in
social entrepreneurship conducted by students of Universiti Teknologi MARA are
highlighted, as well as a discussion of the multiple benefits that it wields to the students, the
organization and the community.
1.1 Youth philanthropy
Philanthropy is defined as “goodwill to fellow men; and active effort to promote human
welfare; a philanthropic act or gift; or an organization distributing or supported by
philanthropic funds,” (Merriam-Webster 1993, 872) while Agard 2002 describes it as acts
of the wealthy giving money to the poor (Agard 2002). Youth philanthropy is the
participation of youths in acts of promoting human welfare by giving of their time, their
talents and treasure. On a broader level, youth philanthropy demands youths to answer
profound questions such as 1. “What are the issues I am concerned about?” 2. Empowering
youth as leaders; and 3. What do I need to know in order to plan and participate in
philanthropic projects? There are multiple benefits in empowering youths in Islamic

27
philanthropy, in particular fostering leadership, connecting young people to their
communities and developing their interest of making a difference.
This paper suggests the importance of perceiving youth as resources, a concept important to
the philosophy of youth in philanthropy. We put forth the idea that youth should share
responsibility and control with adults in a philanthropic setting, a contradiction to the norm
of youth as recipients and as subordinates to adults (Pratt, Hunt and Owen 1996). Youth
empowerment gives youth the voice and authority to initiate and make decisions on
important issues such as grant making, planning of humanitarian aid and volunteer
management.
Michigan Community Foundations Youth Project (MCYFP) pioneered a ten year project
beginning in 1986, working with youth to develop their talents as grant maker. Such
initiatives provided a future for nonprofit organization and humanitarian organizations
faced with issues of lack funding and shortage of volunteers. This began the movement of
teaching children the concept of philanthropy and the birth of Learning to Give was
established in 1997 (Agard 2002).
Learning to Give (LTG) is the first of its kind, a comprehensive program with a curriculum,
professional development, materials and resources for educators, and its own publications.
(Agard 2002; Learning to Give).
1.2 The Mission of Community Networking Unit, UITM
UiTM Chapter for MERCY Malaysia projects was established in June 2012 and is sited in
the Community Networking Unit of the Office of Industry, Community and Alumni
(ICAN). The guiding principles of the chapter are:
• Collaborating with the community to identify and meet community needs in a
sustainable way
• Building enduring relationships with local communities and addressing inequalities
• Promoting community engagement projects and community based research.
1.3 The International Humanitarian Mission
The Community Networking Unit of ICAN, UiTM in Sept 2013 undertook two
international humanitarian missions to Cambodia, the Waqf Telaga Kemboja and Ibadah
Qurban and Aqiqah. The student initiated missions were in collaboration with Al-Il‟tisam
Relief Program (ARP) a local NGO with an established record of involvement in various
local and international projects. The mission mobilized 22 students and academicians who
are professionals in the field of mechanical engineering, building conservation, education
and medical care for the sole purpose of improving the community quality of life and
eradicating poverty. In Islam, the Niat or intention before embarking on any saction is
crucial. With that understanding, the humanitarian missions were conducted with a clear
resolution of performing our role in providing aid to fellow Muslim brethren and our
continual quest of developing attributes of the righteous.

28
“Serve God and join not any partners with Him; And do good to parents, kinsfolk, orphans,
those in need, neighbors who are near, neighbors who are strangers, the companion of your
side, the wayfarer (Ye meet) and what your right hand tosses, for God loveth not the
arrogant, the vainglorious.”
(Al Anam-36)
“And they feed, for love of God, the indigent, the orphan and the captives.”
(Al Dahr-8)
The main objectives of the social entrepreneurship projects are:
• To provide an opportunity for the university to embark on poverty eradication
projects, to conduct its third function of public advocacy and community
engagement.
• To encourage students and faculty member‟s participation in voluntary
humanitarian projects involving the transfer of knowledge, in this case water
assessment, water management and hygiene education and fund raising.
1.4 Rationale for conducting philanthropic work in Cambodia
According to the Report of the International Fund for Agricultural Development (IFAD) a
specialized body of United Nations Organization, a total of 8.4 million Cambodians live
below the poverty line on less than USD1.25 per day. Over 90% of the poor live in the rural
areas where 80% of Muslims are located. Foreign aid of RM100.00 can support the daily
expenses of one Muslim family living in rural Cambodia for one month.
Although Cambodia is a country rich with natural resources, the economy has suffered due
to ongoing strife. Agricultural activities are still relatively dangerous due to the threat of
landmines and yields are low and rooted in traditional methods. With no drainage system,
paddy cultivation is once a year and dependent on the rainy season and water from the
Mekong River. Excessive rain causes flooding, like the floods in 2011 which flooded
villages along the Mekong for over a month, and meant no revenue for that year. In general,
IFAD documented that 1.6 million people in rural Cambodia faced shortage of food at least
once a year. In addition, limited educational opportunities and low literacy rates are major
obstacle to development.
1.5 Why Kampung Ampel?
The village was selected for several reasons. Firstly due to its location which is 6 hours
away from Phnom Penh, near the Vietnamese border, aid from NGOs has been scarce.
Secondly, the high population density of Kampung Ampel and its four neighboring village,
means there are nearly 10,000 units with total household of 8 to 10 people. And 95% of the
residents are Muslims living below the poverty line.

29
1.6 Description of Waqf Telaga Kemboja
Waqf Telaga Kemboja‟s main aim was to provide aid to the Cambodian Muslims in
Kampung Ampal, in meeting their fundamental needs by providing clean water for drinking
and basic hygiene kits and distribution of alms. The General Comment No. 15, The right to
water. UN Committee on Economic, Social and Cultural Rights, November 2002 with
regards to the issue of water rights Article 1.1 states the universal human right to clean
water and sanitation is vital to life, just as human dignity. It is a prerequisite to other rights.
A clean water program is pivotal in improving health care and prevention of water borne
diseases. A recent study cites the risk of infection through water and food such as cholera,
diarrhea, hepatitis A and typhoid in Cambodia as very high. Citing the World Bank, 11,000
children die each year in Cambodia due to illness from unclean water.
The mission utilized the concept of Waqf to raise funds and finance the building of fresh
water wells in Cambodia. The Waqf concept was chosen as it gave Malaysian the
opportunity to perform righteous deeds as well as an important social role in alleviating
poverty and increasing the socioeconomic status among the fellow Muslims. The following
options of aid were offered to and information regarding the fund was disseminated via the
use of SMS, Facebook and websites.
 Waqf or sponsor a well at a cost of RM1500 per well either as an individual, a
family or an organization
 Sponsor a family at RM300 per family
 Sponsor much needed hygiene kits
The initial target was to build 3 wells at a cost of RM1500 per well. Alhamdulillah the
fundraising and awareness campaign conducted during the month of Ramadhan 1434
Hijrah, raised sufficient funds to build 36 well, total cost of RM54,000 as well as
contribution of RM10,000 to complete the construction of Masjid Baitul Nur of Kampong
Phom Soy.
The 5 day humanitarian mission from 1-5 September 2013 carried out various assessments
and completed the following tasks.
1. Well construction under the clean water program. Identify the well site and gained
the consent of the landowner and the agreement of 20 families nearby who agreed to
share the well. Well construction will start at the end of the year after the monsoon
season ends.
2. Carried out a review and provided an assessment of the rehabilitation of Baitul
Rahim mosque, built in 1914, one of the original mosques in Cambodia.
3. The distribution of zakat funds and alms to the religious teachers and poor.
4. Distribution of 400 hygiene kits to families and conducted health assessment for the
elderly.
5. Conducted a study on the history, culture as well as assessment for economic
intervention eco-tourism and fish farming.
6. Produced a travelogue and a visual audit of the village.
.

30
2. Ibadah Qurban and Aqiqah to Kemboja
The second mission Ibadah Qurban and Aqiqah, October 10-15, 2013 was a follow up to
the first mission and was equally successful. The overwhelming response from the faculty
and staff of UiTM and Malaysians raised funds for 104 cows. Kampung Ampel was the
centre for the sacrificial slaughter and saw the community and 26 participants from UiTM
working tirelessly for two days in the selection and sacrificial slaughter of the cattle as well
as the distribution of meat to 20 neighboring villages. Each village received 3-5 cows
depending on its population and needs. All UiTM male students and two female students
were given the experience of performing the Qurban under the guidance of the Imam.
The 6 days humanitarian mission carried out various knowledge transfer activities and
completed the following tasks;
1. Ibadah Qurban and Aqiqah of 104 cows valued at RM280 per portion, total value of
RM203, 840.00
2. Eid ul Adha feast for 1000 people
3. Free circumcision services for 50 children of Kampung Ampel
4. Free medical care and distribution of medicine by 2 volunteer doctors
5. Smart Solat workshop for children and fardu ain classess for woman
6. Collection of well water samples to be analysed by the Faculty of Applied Science..
2.1 Benefits of empowering youths in Islamic philanthropy
The participants from both humanitarian missions (n=34) were asked to respond to a survey
regarding the impact of the program and how it helped.
Learn how to make better decisions 95%
Learn about the issues that peers face in your community 88%
Become better at planning and facilitating meetings 82%
Feel more comfortable sharing ideas in a group 83%
Feel more comfortable in a leadership role 89%
Feel more comfortable giving presentation in public 78%
Feel more committed to helping the ummah 89%
Develop positive relationships with youth that you would
otherwise never have met
88%
Develop a strong, positive relationship with at least one adult 79%
Increase their interest in higher education 59%
Strengthen your sense of identity 89%
Increase your knowledge of Islam 78%
3. Findings and suggestions
The best practices from these international missions and social entrepreneurship projects
demonstrate the successful role of such projects in inculcating wholesome development of

31
students. The paper highlights the following the multiple benefits of empowering youth in
social entrepreneurship:
1. Philanthropic and community engagement activities should be adopted and made an
important component in the university curriculum as part of Islamic Daawah, as it is
education of the heart and heightens one‟s submission to Allah the Almighty.
2. To render help to those in need, is one of the characteristic features of the righteous
and philanthropic activities develops these in youth.
3. Philanthropic and humanitarian service is a more practical method of propagation,
as it is teaching by doing and is a more effective method of teaching to the young people
4. Youth grant makers and community activist develop language and planning skills,
mathematical and budgeting skills. Project management improves their critical thinking,
problem solving and public speaking prowess. All these aid youth development and
enhance graduate employability.
5. Entrepreneurship activities empower youth to take charge and initiate change,
providing them the opportunity to be a giver and not a taker. By involving youth in
philanthropic deeds, research has shown that as adults, they continue to give and serve civil
society (Agard 2002).
6. Philanthropic activities provide safe, secure environments for youth and
opportunities to develop and grow. Working with NGOs and members of society helps
them to forge positive relationships with adults and peers, establish connections with
community and improve their capacity to lead.
7. The concept of youth philanthropy promotes a cultural shift, away from viewing
youth from a deficit perspective, to a culture of viewing youth as assets to the community
and society as a whole.
8. Society and organizations will benefit from youth philanthropy, as young people are
future potential donors (Allen 2002) and potential volunteers in giving of their time and
effort.
3.1 Conclusions
The challenge is to ignite the passion, to sustain and to continue recruiting this generation
of Gen Y in philanthropic acts. In order to educate the next wave of philanthropists,
universities must include philanthropic elements in their curriculum..
References
Allen, Paula. “Youth and Philanthropy:Legal Issues, Practical Consequences.” New Directions for
Philanthropic Fundraising, 38 (2002). 49-65
Agard, Kathryn A. “Learning to Give: Teaching Philanthropy K-12.” New Directions for
Philanthropic Fundraising, 36 (2002). 37-53
Learning to Give. Accessed 01 October 2013 http://www.learningtogive.org

32
Masputeriah Hamzah, Azlan Abdul Rahman, Nur Naha Abu Mansor, Ahmad Ariffin Bujang.
“Transforming Students through Service Learning, University Community Engagement
Conference 2013”.
National Youth Development Information Center. The Younger Americans Act. Accessed 07
October 2004. http://www.nydic.org/nydic/yaanew/YAA.html.
Rosen,M. and Sedonaen. “Changing the Face of Giving: An Assessment of Youth Philanthropy.”
(2001). Youth Leadership Institute. Accessed 01 October 2004.
http://www.irvine.org/assets/pdf/pubs/youth/Youth_Philanthropy.pdf.
Related Websites
The Learning to Give Web site, at http://www.learningtogive.com, contains information about how
to educate students, grades K-12, to be philanthropically knowledgeable. The web site serves
as resources for educators looking to implement philanthropic concepts into their curriculum.
The Youth Grantmakers Web site, at http://www.younggrantmakers.org, offers resources, lessons
and information on how to engage students in the grantmaking process. This Web site is a
communication of the Michigan Community Foundation Youth Project (MCFYP) of the
Council of Michigan Foundations.
Acknowledgment
We wish to thank the many benefactors from Universiti Teknologi MARA and the people of
Malaysia as well as international donors from Dubai, Abu Dhabi and New Zealand. We
surpassed our initial target of building 3 wells, raising enough funds to build 36 wells. Thank
you for helping us make a meaningful difference to the many Muslim families in Kampung
Ampel and neighbouring villages. May Allah Taala give us the guidance to resolve that we
shall make the Quran and Sunnah our guiding light and practice Islam as much as possible in
our deeds. This programme is a project of the University Community Transformation Centre
(UCTC) sited in ICAN.

33
Entrepreneurship Inclination among Prospective Teachers:
A case of Universiti Teknologi MARA
Norshidah Nordin, Melissa Malik & Rohaya Abdul Wahab
Abstract: Entrepreneurship is the vital source of the sustained economic development of the
country. Decisions to be entrepreneurs are determined by certain factors; and such underlying
factors could influence students‟ inclination towards entrepreneurial career. However, not many
studies have been carried out to understand this phenomenon, especially in the local context.
Therefore, this study was intended to investigate the inclination towards entrepreneurship among
prospective teachers of UiTM, Shah Alam. Specifically, it aimed was to examine the level of
inclination towards entrepreneurship and whether there were significant differences between
inclination towards entrepreneurship according to gender and programs. About 159 undergraduate
students from the faculty of Education participated in this study. This study utilized a survey
method using cross sectional research design. An empirical test carried out on the data gathered
from questionnaires demonstrates the level of inclination towards entrepreneurship was moderate.
However, there were no significant differences between inclination towards entrepreneurship
according to gender and programs. Finally, based on the findings, the practical implications were
discussed in this paper.
Kata kunci: Entrepreneurship education; inclination towards entrepreneurship; career aspiration
1. Background of the study
In the world of academics, there has been a marked increase in entrepreneurship studies
(Solomon, Weaver et al, 2005). Many local universities have recognized the importance of
entrepreneurships and developed curriculum related to entrepreneurs‟ education and
learning as a mean to prepare a new generation for an entrepreneurial career (Lim, Lee and
Cheng, 2012; Shane and Venkataraman, 2000).
According to Postigo & Iacobucci (2006) one of the reasons the government and
universities interested in entrepreneurial activity as a means of coping with unemployment
problems and economy enhancement. In the local context, Ahmad Yasruddin Md Yasin et
al (2011) reviewed in their studies that since the year of 2006, report from higher Education
showed that about 30% of graduates were still unemployed and about a quarter of
graduates from local public universities remained unemployed six months after completing
their studies in 2008 (NEAC, 2010). This issue of unemployment is also affecting the
prospective teachers, particularly in the public universities. There were limited place for
prospective teachers to be employed in schools. Hence, government authorities, public and
private institutions considered that entrepreneurship education is an important solution to
the employment difficulty of university graduates by guiding them to organize a new
business venture (Kume et al, 2013). Besides, Mohar Yusof et al (2008) claimed that
entrepreneurship is seen as an engine of economic progress, job creation and social
adjustment. Given this juncture, higher learning institutions have been given the directive
to play a leading role in inculcating university students with the entrepreneurial knowledge
and skills that will be useful in their future career endeavours (Nurmi and Paasio, 2007).
However, despite the exponential growing research interest in the area of entrepreneurship,
there were very few study has been specifically investigated among prospective teachers in
Malaysia.

34
1.1 Understanding the constructs of entrepreneur inclination
The inclination to become as an entrepreneur is connected to entrepreneur intentional
activity. Entrepreneurial intentions might be seen as the first move in an evolving process
(Ponmani et al (2014). According to Bird (1989) intention is defined conscious state of
mind that directs attention toward a specific goal. Parallel, Dhose and Walter (2010)
claimed that entrepreneurial intention is termed as individuals‟ willingness to perform
entrepreneurial behaviour, to engage in entrepreneurial action, to be self-employed, or to
establish new business. Hence, individuals with the intention to start a business not only
have a propensity to start, but in addition, adopt a rational behaviour to reach their goal.
Several theories have been proposed to account for the concept of entrepreneurship. These
theories have their roots in economics, psychology, sociology, anthropology, and
management (Simpeh, 2011). Among the several entrepreneurial intention models, Ajzen‟s
(1991) theory of planned behaviour (TPB) is widely recognized. Ajzen‟s social psychology
theory of planned behaviour posited that three variables, namely (1) attitude towards a
given behaviour, (2) subjective norms and (3) perception of control over the behaviour
precede the formation of intention. Ajzen (1991) claimed that subjective norms refer to the
perceived social pressure to perform behaviour. The presumption is that the more
favourable the social norm, the greater will be the inclination to perform the behaviour. On
the other hand, Shapero and Sokol posited that the intention to go into entrepreneurship is
predicated on perceived desirability and feasibility of entrepreneurship as a career resident
in an individual and his or her propensity to act. Nonetheless, McStay (2008) reviewed
Shapero and Sokol (1982) entrepreneurial event formation model. This model assumes that
critical life changes (displacement) precipitate a change in entrepreneurial intention and
subsequent behaviour. Displacement can occur in a negative form or a positive form.
Hence, the intention to become self-employed and form a new venture (an entrepreneurial
event) therefore depends on the individual‟s perceptions of desirability and feasibility in
relation to that activity.
Literature revealed the linked between personal factors such as general education, gender,
prior experience and family background on the development of perceptions and
consequently intentions of going into entrepreneurship ( Hisrich and Peters, 1989 and
Krueger, 1993). The studies suggest that individual entrepreneurial traits and the good
impact brought by family add to higher intention towards entrepreneurship (Kirkwood
2007). With regards to gender perspective, studies revealed mixed results. For example,
Ooi (2011) found that gender, together with other factors such as programs of study,
previous working experience and mother‟s occupation had significant differences on
undergraduates‟ inclination towards becoming entrepreneurs. Zaidatol Akmaliah &
Afsaneh, (2009a) found that male university students were found to exhibit higher
entrepreneurial intention compared to their female counterparts. Parallel, Ponmani et al
(2014) in their studies revealed that there is a difference in the level entrepreneurial
intention, attitude towards behaviour, and perceived behaviour control between male and
female. Male students showed significantly higher entrepreneurial intention, attitude
towards behaviour, and perceived behaviour control as compared to the female students.
There is no difference between male and female with regard to social norms. On the other
hands, studies done by Kristiansen and Nurul Indarti (2004) and Shinnar et al (2009)

35
showed that there were no significant differences between male and female students
regarding interest in entrepreneurship.
Apart from gender aspect, literature showed that there is a disparity in entrepreneurial
intention between students of different disciplines. The study revealed that the time
anticipated to start a firm is longer for those studying science and/or technical disciplines
than humanities (Galloway et al., (2006); Wu and Wu, 2008). On the other hands, Ponmani
et al (2014) found in their studies that there is no difference between students from science
and non-science with regard to entrepreneurial intention, attitude towards behaviour, and
perceived behaviour control. Students from both streams more or less have the same level
of behavioural characteristics regarding venture start-up.
Hence, having much said about entrepreneurial inclination, the overriding questions: Are
the prospective teachers particularly from local public universities, inclined to be involve in
entrepreneurship? What are the factors that inspire prospective teachers to venture into
entrepreneurships? Are male students more inclined toward entrepreneurship than are
female students? There is still a scanty of empirical research on university students‟
perception toward entrepreneurship, particularly among prospective teachers. Thus this
study was intended to further investigate perceptions of prospective teachers of UiTM
towards entrepreneurship inclination.
1.2 Objectives of the study
 To examine the level of inclination towards entrepreneur among prospective
teachers of UiTM, shah Alam
 To examine the significant difference between prospective teacher‟s entrepreneur
inclination and gender
 To examine significant difference between prospective teachers‟ entrepreneur
inclination and program
2. Methodology
In this study, survey method using cross sectional research design was employed. The
instrument measuring entrepreneurial inclination was adapted from Ooi et al (2011).
Entrepreneurial inclinations indicate respondents‟ probability of starting a business upon
the completion of their study (either after their undergraduate or graduate study). Thus,
respondents who indicated a high probability of starting a business were classified as
entrepreneurially inclined; and those indicated a low probability were classified as non-
entrepreneurial inclined. The questionnaires consists of 8 items with a seven point Likert
scale, ranging from 1 (strongly disagree) to 7 (strongly agree) was utilized. The sample
questions such as, “I seriously considered entrepreneurship as a highly desirable career
option”, “I have the planning for opening a new venture” and “I would like someday to
start my own business” There were 159 undergraduate students from four programs
(namely Art education, TESL, Science education and Physical and health education)
participated in this study. Descriptive (frequency and percentage) and inferential statistics (
t-test and Anova ) were used to analyze the data.

36
3. Findings
1) Analysis on the level of entrepreneur inclination among students‟ of Faculty of
Education UiTM, shah Alam
Table 1: The Levels of entrepreneur inclination among prospective teachers of UiTM, shah alam
Level Frequency Percentage
Low
Moderate
High
10
120
29
6.3
75.5
18.2
Total 159 100
Table 1 displays the levels of entrepreneur in among prospective teachers of UiTM, Shah
Alam. The findings revealed that majority of them, that is, about 75.5% (120) demonstrated
moderate level of entrepreneur inclination and 18.2% (29) showed high entrepreneur
inclination. On the other hand, only 10% (6.3) of respondent showed low level of
entrepreneur inclination. The result of the study is in line with the study done by Ooi et al
(2011). This study suggests that the probability of these prospective teachers to be self-
employed or entrepreneur inclined were quite positive.
Further analysis was carried out to find out the respondents perception towards
entrepreneurial inclination and the result was showed as below:

37
Table 2: Perception towards entrepreneur inclination among prospective teachers of UiTM,
SA
Mean indicator: low=1.00-3.00; moderate= 3.01-5.00; high= 5.01-7.00
Table 2 showed the distribution of mean scores for the perception towards entrepreneur
education among the prospective teachers of the faculty of Education, UiTM , Shah Alam .
The result showed that the overall mean score were average ( m= 4.45, std dev=1.48). The
highest mean score in this dimension was item no 5 (I would like someday to start my own
business) m= 4.97 std, dev=1.427. This is followed by item no 1 (I seriously considered
entrepreneurship as a highly desirable career option, m=4.91, std dev= 1.363) and item no 3
( I have the planning for opening a new venture.) m= 4.61, std= 1.432. However, the least
mean score was m= 3.74, std dev= 1.506 where respondent least prefer to work in a big
organization than a small firm.
Objective 2: Analysis on the differences between entrepreneur inclination and gender
Table 2: Independent t-test between entrepreneur intentions and gender
N Mean std dev t df p
Male 27 4.6157 0.8550 1.638 157 . 103
Female 132 4.3087 0.89374
Based on the independent t-test shown in table 2, there was no significant differences in
entrepreneur intentions and gender of the respondents; where t= 1.638, p= 0.103. Therefore,
the result indicates that the gender does not show any significant effect on entrepreneur
intentions of the prospective teachers of UiTM. This study is in line with the study of
Kristiansen and Nurul Indarti (2004)
Entrepreneur inclination Mean Std dev
1. Seriously considered entrepreneurship as a highly desirable career
option
4.91 1.36
2. Never thought of entrepreneurship as a career choice. 4.26 1.80
3. Have the planning for opening a new venture. 4.61 1.43
4. Won‟t start a business because it is too risky and I am afraid of
failing
4.41 1.62
5. Would like someday to start my own business. 4.97 1.42
6. Could easily pursue a career involving self-employment 4.76 1.32
7. If pursue a career involving self-employment, the chances of
failure would be very high
3.96 1.46
8. Prefer to work in a big organization rather than a small firm. 3.74 1.50
4.45 1.48

38
Objective 3: Analysis on the differences between entrepreneur inclination and
program
Table 3: Anova analysis between entrepreneur intentions and type of program
Sum of squares df F sig
Between group 4.401 3 1.873 0.136
Within group 121.380 155
Table 3 displays ANOVA analysis on the entrepreneur and types program of the
respondents. Based on the One-Way ANOVA test, the results showed, there were no
significant differences in the entrepreneur based on type of program (F=1.873; p= 0.136).
This finding indicated that types of programs of the respondents do not have any effect on
their entrepreneur intentions.
4. Discussions and Conclusions
This study was aimed at examining the perception of prospective teachers towards
entrepreneur inclination. Besides, this study also was intended investigate whether there
were differences between entrepreneurial inclination on gender and program. The finding
revealed that the respondent‟s entrepreneurial inclination was moderate. This is in line with
the study done by Ahmad Yasruddin Md Yasin et al (2011). Thus, the finding suggests that
the prospective teacher inclination towards starting a business was moderate. In this
context, the respondents perceived that entrepreneurship as a highly desirable career option,
they would like someday to start their own business and they have planning for opening a
new venture. However, according to Mohar Yusof et al (2008), factors such as lack of
exposure, experience and information on entrepreneurial opportunities and programmes can
deter students from getting on new venture creation soon after they graduated.
Nonetheless, starting a business is not an event, but a process which may take many years
to evolve and come to an execution. Entrepreneurial inclination might be viewed as the first
step in an evolving process (Mazzarol, Volery, Doss and Thein, 1999). Individuals with
the intention to start a business not only have a propensity to start, but in addition, adopt a
rational behaviour to reach their goal.
Hence, this implied that the academic leaders, educators and policy makers should provide
infrastructure, knowledge skills and mind sets in helping the students to accomplish the
university agenda of creating an innovative entrepreneurial culture and making
entrepreneurship as a career choice. Besides, there is also a pertinent need for the university
to provide entrepreneurship education so as to increase awareness of students towards
entrepreneurship. Nevertheless, Yu and Chan (2004) noted that the level of entrepreneurial
knowledge among students at higher education institutions were still low despite the
relative high level of interest in entrepreneurship. Therefore, Yu and Chan (2004) advised
to revise the curriculum and method of teaching in order to disseminate the entrepreneurial
knowledge and skills to more universities students at higher education institutions.

39
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