Dinçer, M. A. M., Çitçici, U., (2015) Is It Possible To Develop Entrepreneurship Course From E-MBA Students Perspective? 3rd International OFEL Conference on Governance, Management

7/25/2019 Diner, M. A. M., itici, U., (2015) Is It Possible To Develop Entrepreneurship Course From E-MBA Students Perspe

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Is it possible to develop entrepreneurship course from E-MBA students perspective?Umut Sanem itiMustafa Abdl Metin DinerSakarya University, International Trade Depsartment, Sakarya, TurkeySakarya University, Sakarya, Turkey

[email protected]@gmail.com

AbstractTo create a powerful and preferable position in the Europe, Bologna process was initiated in

higher education system in European countries to get the same structure as North American

degrees. In Bologna process the content, objectives, and outcomes of the courses and

programs which are offered by university should be identified for the students in a clear way

before they choose it. To this end it is supposed that students can make a realistic course

selection with their past experience and own talents. Entrepreneurship is one of the popular

courses in universities curriculum. But how much does the content of this course meet theexpectation of the students? To answer this question researcher should first answer the

following question: From students perspectives what does entrepreneurship course means? Is

it possible to arrange the course content in a dynamic way if logical answers are obtained

from these questions?

Entrepreneurship is one of the key elements of the success and development of business. In

this sense educating and developing of entrepreneurs have become increasingly important in

todays business world. In many universities without making a faculty or department

distinction there are lots of entrepreneurship courses. At this point researchers have a

curiosity about how the students evaluate the course as the direct consumer of it. In this study

to search of this curiosity we used qualitative content analysis. In the first step of the research

we made structured interview with 36 students who took this lesson in university. Thanks to

structured interview method we obtained some datum. These involve the students

expectations for the course, and the ability to use what they have learned in class. The

distinctive feature of this study is participants who are included in this research. In the study

we have studied with E-MBA students who are working in the sector and want to develop

themselves and to advance in their career. Due to these characteristics, these students can be

defined as a conscious consumer groups. And this quality of these students makes them very

important research objects in this study.

Keywords: Consumer of course, curriculum intend, entrepreneurship, entrepreneurs

Track:Entrepreneurship and Contemporary Economic Issues

Word count: 4.7671. Introduction/ Theoretical FrameworkEntrepreneurship phenomenon has been rising on the global agenda among the all countries.Both developing and well developed countries accept that this phenomenon is one of the keyelements of the success in business. In this sense educating and developing of entrepreneurshave become increasingly important in todays business world. In many universities withoutmaking a faculty or department distinction there are lots of entrepreneurship courses. At this

point researchers have a curiosity about how do the students evaluate the course as the directconsumer of it?Bologna process brings a responsibility to the students which is acting as a consciousnessconsumer in the course selection. In this study we chose E-MBA students as our case field,

because they meet relatively the best consciousness consumer profile among the other


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students groups. And this quality of these students makes them very important researchobjects in this study.We have a main question in this study. To this end we produced two sub-questions tounderstand the problematic:

From students perspectives what does entrepreneurship course means?

o Is the entrepreneurship course essential from students view?o What kind of role do the students expect from the university in the

development of entrepreneurship in country or in their entrepreneurshipdevelopment?

If we get consistent contributions from these questions both the entrepreneurship course anduniversities role on entrepreneurship will be renewed.It is no exaggeration to say that entrepreneurship and small firms have been a hot topic insociety as well as in education and academic research in recent decades ( Landstrom, 2005:4)And recent years have seen an exponential increase in entrepreneurship education (EE) andmany countries grasped this issue as one of the key element of economic development. Tothis end many countries opened entrepreneurship courses in their universities and these

emergencies create a complexity and diversity in the EE. However, the infamous questionwhat is an entrepreneur? has fuelled debates concerning entrepreneurship as an academicdiscipline (Hills, 1988; Edwards and Muir, 2012: 279).These courses are of great importance to create and empower entrepreneurs movements, butentrepreneurship courses in higher education need to be improved together by scholars,students, and entrepreneurs. In this sense we are trying to inquire whether theseentrepreneurship courses are sufficient to provide abilities and understandings which arerequired for creating/supporting students as entrepreneurs. In the following sectionentrepreneurship is shortly presented. And then relationship between entrepreneurship andeducation is discussed. Next the research method of the study is presented. Finally, we discussour findings and their contributions in the research context.

2.Entrepreneurship and Entrepreneurship TypologiesBecause of the complexity of the entrepreneurship phenomenon there is no singleentrepreneurship definition in literature and this complexity prompts scholars to find out newunderstandings about the entrepreneurship. Even the following definitions display theconceptual variation in the field (Aydn, 2006; Diner, Yldrm, Dil, 2011:602):

- "Entrepreneurs are undertakers engaged in market exchanges at their own risk for thepurpose of making a profit" (Cantillon, 1931)

- "The creation of new enterprise" (Low and Macmillan, 1988)- The process by which individuals (either on their own or inside organizations) pursue

opportunities without regard to the resources they currently control (Stevenson andJarilio, 1990)"- "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" (Hisrisch &Peters, 1989).

- An entrepreneur is the person, who organizes and manages a business undertakingand who assumes risk for the sake of a profit (Wheelen and Hunger,2000: 284)

Briefly we can classify the definitions in two categories; i-what the entrepreneur is; as aparticular person or as the product of a particular environment, ii-or what the entrepreneurdoes; as the performer of a particular role in society, or as a specific input to the economy,

events and processes (Diner, Yldrm, Dil, 2011:602).3.Relationship between Entrepreneurship and Education


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We should acknowledge that education of the entrepreneurial culture is a must for anentrepreneurial society, but it is not enough. And building an entrepreneurial culture takestime and it requires patience. Entrepreneurship education is important because it serves tomotivate potential entrepreneurs and helps to ensure a critical mass of inflow of ideas andentrepreneurs into the community (Otto, 1999: 54; Martiz and Brown, 2012:234).Peter

Drucker (1985:7) stated that entrepreneurship as purposeful tasks that can be organized isin need of being organizedand as systematic work. Carlson et al (2009:1) identifiedentrepreneurship as a mechanism that converts economic knowledge into economic growth.Currently, universities are expected to play a new role in society, in addition to research andteaching, by applying a third mission of economic development (Etzkowitz et al., 2000;Rasmussen et al, 2006: 185). This development has been apparent at many US universities fordecades, and is currently accelerating also in Europe (Rasmussen et al, 2006: 185). Recentstudies suggest entrepreneurship can also be encouraged through education and training (Hyttiand OGorman, 2004; Harris and Gibson, 2008; Beynon et al, 2014:585). Trough suggestionwe mentioned above, entrepreneurship education is seen somehow able to produce superskilled graduates who will be entrepreneurially effective and capable of thinking creatively,

solving problems, analyzing business ideas, identifying opportunities, innovating, effectingeconomic growth, empowering others and creating both jobs and value for society(Department for Business Enterprise and Regulatory Reform (BERR), 2008; EC Enterpriseand Industry Directorate-General, 2009; QAA, 2012; WEF, 2009; Colette, 2013: 837).The term EE can be interpreted in two ways; either learning about entrepreneurship as a

phenomenon, or learning useful skills in order to become an entrepreneur (Rasmussen et al,2006: 186). Furthermore these two dimensional education also play a significant role in theemergence and diffusion of entrepreneurial culture (Fayolle, 2000). To create the rightattitudes in individuals, and to develop knowledge and skills relevant for entrepreneurship,educators in universities, have an obligation to meet students expectations with regard to

preparation for the economy in which they will operate (Galloway et al., 2005; Hynes et al.,2009: 95).Moving from these thoughts our aim is to find what lessons can be learned from students asour cases. To this end in this study we chose our participants from E-MBA students who areworking in the sector. As they are consciousness consumer of entrepreneurship course we aimto get some important clues to develop the content of this course. We used Beynons et al(2014) study "Investigating the motivation for enterprise education: a CaRBS basedexposition" as a path to understand and analyze the main motivation characteristics of oursample. To draw a clear theoretical framework below we will shortly explain the mainmotivation characteristics for undertaking entrepreneurship course. These characteristics arecomposed of six dimensions, which are:

i. Desire to undertake a business startup.ii. Desire to acquire a management competencies.iii. Desire to achieve business growth.iv. Desire to increase confidence in the option of an entrepreneurial career.v. Desire to develop interest in the subject matter.

vi. Desire to acquire entrepreneurial education-related qualifications.In literature there are various classification about main motivational entrepreneurshipcharacteristics. We chose these characteristics as they are the most frequently cited in theliterature.

Start-Up: Garavan and OCinneide (1994), Young (1997), Petridou et al.(2009)and Peterson and Limbu (2010) suggested students undertake entrepreneurial

related programmes to provide the knowledge required for the business start-upprocess. Galloway and Brown (2002) proposed students undertook entrepreneurial


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education to enhance their prospects of undertaking an entrepreneurial start-up atsome future point. Specifically, their study noted 78 per cent of students identified(Beynon et al, 2014: 588-589).

Management: Ineffective managerial competencies have long been associated withsmall business failure (Walker et al., 2007; Beynon et al,2014: 589). Anderson and

Jack (2008) identified individuals are attracted to the discipline of entrepreneurialeducation by the opportunity of personal development and an adaptable skills base.Specifically, Cooper et al. (2004) and Galloway et al. (2005) noted students seekeducation which provides them with transferable skills including managerialcompetencies. Chrisman and McMullan (2004) and Bhandari (2006) also notedthat entrepreneurial education study enabled improved managerial competency inareas such as sales and management of employees (Beynon et al, 2014: 589).

Business growth: Entrepreneurship activity enhances business growth (Acs andAudretsch, 2003; Audretsch and Keilbach, 2006; Praag and Versloot, 2007;Beynon et al, 2014: 589). As we mentioned in the typologies of entrepreneurshipsection most of the entrepreneurs have a desire for substantial growth in their

business. Entrepreneurial education enables existing and nascent entrepreneurs topursue an entrepreneurial career with a growth perspective. Failure to enable thiscould mean graduate start-up with non-growth aspirations and limited potential(Beynon et al, 2014: 589).

Self-Confidence: Given that an entrepreneur is generally regarded as one whoprefers to own his own business, it can be expected that the entrepreneur mustbelieve that he is able to achieve the goals that are set (Koh, 1996:15). In otherwords, an entrepreneur is expected to have a perceived sense of self-esteem andcompetence in conjunction with his business affairs (Robinson et al., 1991: Koh,1996: 15). Ho and Koh (1992) have suggested that self-confidence is a necessaryentrepreneurial characteristic and that it is related to other psychologicalcharacteristics. Empirical studies in the entrepreneurship literature have foundentrepreneurs to have a higher degree of self-confidence relative to non-entrepreneurs (Robinson et al., 1991; Ho and Koh, 1992; Koh 1996: 15). Thus,entrepreneurial education must encourage new entrepreneurial careers and increasethe confidence of the existing entrepreneurial population to further develop theiractivities (Beynon et al, 2014: 589).

Interests: Jaafar and Abdul Aziz (2008) noted nascent entrepreneurs andowner/managers pursue an entrepreneurial career to develop an idea or pursue ahobby. An entrepreneurial education program should therefore provide the studentwith the ability to generate new enterprise ideas (DeTienne and Chandler, 2004)

and refine and develop existing proposals (Politis, 2005; Beynon et al, 2014: 589-590). Qualifications: Prior research informs us that SME owner/managers have lower

formal educational levels in comparison to their counterparts within largerbusinesses, and participate in fewer training activities (Organization for EconomicCo-operation and Development (OECD), 2002; Bartram, 2005). In contrast,Robinson and Sexton (1994) suggest SME owner/managers are more highlyeducated than the general public, a statistic supported by Muir et al. (2001) basedon a study of female entrepreneurs (Beynon et al,2014: 590). Schwarz et al. (2009)noted highly educated entrepreneurs were more likely to grow their enterprisesthan lesser qualified counterparts. Moreover, the importance of highly educated

owner/managers for the survival and growth of business start-ups is wellestablished (Cooper et al., 1994; Kennedy and Drennan, 2001). Therefore, an


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educated and skilled labor force is considered essential for the growth of the SMEsector within the global economy (Walker et al., 2007; Beynon et al,2014: 590).Thus, it is important to assess the importance the individual student places on theattainment of an entrepreneurial-related qualification as a mechanism to developtheir entrepreneurial competencies

4. Methodology

E-MBA students constitute our cases. As a research strategy, the case study is used manysituations to contribute to our knowledge of individual, group, organizational, social, political,and related phenomena (Yin, 2003: 1). A case study is an empirical inquiry that investigates acontemporary phenomenon within its real-life context, especially when the boundaries

between phenomenon and context are not clearly evident (Yin, 2003: 13). Due to the unclearboundaries between phenomenon and context, in this study we used case study as our researchstrategy and design. Through this research design the researcher can obtain detailed dataabout a person, group or institution. In this study to search of this curiosity we madestructured interview with 36 students, who took this lesson in E-MBA program, and we made

qualitative content analysis. Through the structured interview method some data obtainedfrom students which are the expectation for the course, and the ability of use what they havelearned in class.The definitions about entrepreneurship which are taken from related literature, and the mainmotivation characteristics for undertaking entrepreneurship course, which is used in theBeynons et al (2014) study, are used as conceptual tools to shape the interview questions inour study. Also these conceptual tools will be used a theoretical lens to interpret our findings.In the qualitative content analysis we followed both deductive and conductive strategies. Dueto our conceptual tools we followed deductive strategy in the content analysis because wehave some pre-codes and themes. At the same time we used inductive strategy as we builtnew codes and themes in the analyzing process due to open codingmethod (in vivo coding).The datum gained from interview is analyzed in qualitative analysis software (MaxQDA).Through the software coding and analyzing process of the qualitative content analysis is madeeasily. Also this software gave some other advantages to the analyzer, such as monitoring andcontrolling the data easily, and the opportunity to add new codes or remove existing codes.

5.General View of the Analysis

In this section we gave the general view of our analysis with MaxQDA table. Below in thefigue rows are the codes of the study which are derived from questions and intervies. Ouranlyzing tool is composed of 10 main categories which are gender, age, education,requirement of the course, selection purposes of the course, business, constraints/supporters,

university responsibilities, sampling orientation, and X factor. And the columns are the casesof the analysis.


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Figure 1: General View of T

In the education category weand distance education. We mis a distinction in entrepreneudegree and distance bachaloraccording to their post graduaIn the requirement of the courWe coded some cases as esscoded as elective.In the selection of the purpocreated four codes whichentrepreneurship, quality dewhich is in vivo code, rest ofBusiness category is composeand proficiency. All three codConstraints/ supporter categocomposed of 3 codes; internal

support. We coded personal cWe coded bureaucracy nas sstate supports, funds and suchIn the course of analyze we cthis category composed of 7leader and motivator, researcsome codes. We coded someuniversities in auditor roleuniversities only in educatorother hand some interviewee

because these participants

university. Learning by doingresponses in mentor education

e Analysis

lassifed students as their garduations whic aade this classification because we wanted torship orientatitons between students who hadegree. Also we made the same distinctione programs which are E-MBA and MBA.

se category we built two codes which are esential due to their responds to the related

es we asked students selection reason of tare different focuses, understanding/discovelopment, and professional focuses. Apartthe codes derived from Beynons et al (2014d of 3 dimensions which are entrepreneur, ses were created from the responds of the inte

y was derived from literature and intervieconstraints, external constraints, and stae an

haracteristics like lack of self-confidence inch terms in external constraints. On the otsupports in state and other institutions suppo

reated a new category which is university rcodes which are auditor, education, financieher, and organizer. We will shortly explainesponse in auditor code, because some partiin their entrepreneurship process. Som

role, so we coded these responses in educas attributed a new role to the universitiesant to find fund for their entrepreneur

method seen as a requirement by the participcode.

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re formal education see whether if there

ve formal bechalor among the students

ential and elective.

uestion and others

is course. And we vering What is

from the first code, studies.

urvival in business, viewees.

s. This categor is d other isntitutitons

nternal constraints. her hand we coded rt.

sponsibilities. And r, mentor educator,

coding process of cipants want to see

e participant sees tion code. On the

which is financier, ial activities from

ants we coded their


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Our last two categories are saand their codes will be discu

6. Discussion of Results

Figure 2: Age Dimension

Some academic research reveold (Barringer and Ireland, 20The first group is potential eyoung entrepreneurs betweerespectively.

Figure 3: Business Dimensio

Entrepreneurship course is op

One of the factors that may astudents work. Moreover oveseen as an important data. nactivities. 22 of them are wworking out of their educatiosurvival in business who areresearch topic for further studi

mpling orientations and x factor. In the nexsed with their chart graphics in detail.

als that generally investors support entrepre06). To this end we classified our participantrepreneurs over 35. The second group in

22 and 34. The number of these partici

ened as elective course for the participants i

ffect the entrepreneurship course is the busirlapping between university education and bthis case 3 of the 36 participants are conducrking in their proficiency field. And 12 of. This situation is might be an exit point froexperiencing dissatisfaction in their job.

es.

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t section categories

eurs over 35 years ts into two groups. ludes old potential

ants is 24 and 12

E-MBA program.

ness field in which usiness field can be ing entrepreneurial

the participants are m vicious cycle for his can be a new


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Figure 4: Requirements of th

Figure 5: Gender Dimension

Gender is a dimension whiccountries like Turkey macro

women entrepreneurs. In thisdistinction in gender issue to

participants are women. Halelective because there is no nthe women stated that to becowomen believe that there is n

On the other hand, 12 of thentrepreneurship and to learnstated that entrepreneurship ismore effective than the educa

not a distinctive dimension.

Course

is frequently evaluated in the literature.policies are of great importance to incre

study we aimed to understand whether if thshape the entrepreneurship course. In thisof the women stated that entrepreneurshi

eed to take this course to become entrepreneme an entrepreneur this course is a must. Tway to understand and discover what is en

26 men stated that this course is essentiathe successful strategies which they need.an innate characteristic and these hereditarion. In this study because of the balanced di

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And in developing ase the number of

ere is a meaningful study 10 of the 36 course should be

ur. Whereas rest of is second group of

repreneurship?.

l to understand the he rest of the men

characteristics are stribution gender is


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Figure 6: Selection Purposes

We asked our participants w

After gathering data from oliterature.These codes; quality develoProfessional focuses, and diffcodes like quality developmeMost of the participants gene

well as quality development,course, actuality of the cou

prominent elements.

Figure 7: Constraints/ suppor

During the interview we askTurkey. And these questionscomplicating factors in enterinterviewees.The reason of this dilemma

factors and the fact that they

y they chose this course as it is elective i

ur participants we identified four codes

ment, understanding/discovering what iserent focuses. We coded most of the participt and understanding/discovering what is ent

ally want to understand/discover what is enr professional focuses. In different focusese, and guidance of the other academics

s Dimension

d two questions to understand the entrepreere prepared in cross qualifications. We as

prising in Turkey. The replies show contr

mong the participants is based on deficien

have been just initiated by the governmen

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E-MBA program.

hich are based on

entrepreneurship? ants replies in two

repreneurship? trepreneurship? as

s code, ease of the are seen the most

eurship climate in ked facilitating and

diction among the

y of the facilitator

. We deduced two


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codes from interviewees abouand internal constraints.Bureaucracy, insufficient supexternal constraints by InterviLack of self-confidence an

constraints by Interviewees.

Figure 8: University Respons

Universities, as the giver ofentrepreneurship culture in sofactors to eliminate the botcourses.In the analyzing stage of the

motivator, mentor educator, e

As you see in the graph leadethe most mentioned codes. Intto eliminate their self-confidwant to obtain some facilitieenvironment.Interviewees want to see unientrepreneurs. Also interviewinvestors and entrepreneur caIn the course of interv

institutions/corporates/organizrestricted in responds as thergroups which are process orieAs you see below in the figuthe supporter institutions whioriented group intervieweesoverlapping with lack of selfconfidence, gave their resporelatively lack of self-confidedrastic result is that interview

t obstacles of the entrepreneurship in Turkey

port of the state and such factors frequeewees.

d brave and such factors frequently ex

ibilities Dimension

entrepreneurship course, are seen importanciety. Furthermore these actors are accepte

internal and external constraints by the

interview some important codes emerged w

ucation, organizer, financier, researcher, an

and motivator, mentor educator, and organierviewees attributed leader and motivator rolence deficiencies. With the mentor educato

such as learning by doing and experienci

ersities in organizer role because they wantees suggest that universities should be thedidates.

iew we asked participants the nam

ations which come to their minds. Pare is no router in question. And this led two

ted and result oriented. e in the process oriented group interviewee

ch are required for the entrepreneurship actigave the name of successful enterprises.confidence and courage. Participants whose in result oriented code while the other

nce, gave their responses in process orientees in both codes did not give cross sampling

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which are external

ntly expressed as

ressed as internal

t actors to develop as one of the key

consumer of these

hich are leader and

auditor.

er codes are by far e to the universities

r role interviewees g the real working

to meet successful meeting point with

of first three

icipants were not different response

s gave the name of

vities. In the result . This situation is

ave relatively self- groups who have

code. Moreover a in this category.


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Figure 9: Sampling Orientati

Figure 10: X factor Dimensio

We asked interviewees whethvery interesting responses.interviewees replied with imacodes to the previous codes.

give up, imagining, thinking,

entrepreneurs due to the hinterviewees are in designingthat E-MBA students behaentrepreneurship course is ess7. Conclusions

Overall we understood frostatements and our theoreticacourse we made some deducti

1. Two dimensiona

entrepreneurship as a phenomLearning by doing factor is

n

n

er they have ever thought of becoming an enlthough we asked our question with thi

gine verb. To this end during analyzing pros you see in the figure above we developedand not thinking. The subject group can bgh range of the thinking code. Morelevel in their entrepreneurship process. Te as conscious consumer. Implicitly we

ential for their career.

interviews there is a consistency betl frame work. To develop the content of tons:

entrepreneurship educations which ar

enon and learning by doing is differentiatedgiven more importance by the participa

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trepreneur. We got nk verb some of

cess we added new codes: attempted,

e seen as potential over some of the

is situation shows can deduce that

een interviewees e entrepreneurship

e learning about

by the participants. ts. Without a full


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understanding or discovering of what is entrepreneurship how useful it could be for theparticipants is unknown.

Proposal: Mentioning how entrepreneurship process works rather than teaching

entrepreneurial terms. And providing to create business model by the mentoring of successful

entrepreneurs and academics.

2. Some of the participants stated that social network constitutes both facilitating andcomplicating characteristics in Turkey. Social network with government officers areconsidered as a bless to become successful in Turkey. On the other hand, lack of socialnetwork creates problem in reaching resources and this problem leads to self-confidence

problem among the participants.Proposal: To eliminate the self-confidence and courage problem among the

entrepreneurs personal development should be considered in the content of entrepreneurship

course. In the class environment successful and unsuccessful entrepreneurship stories should

be frequently examined by the lecturers and analytical skills of the participants can be

developed by using some questioning methods.

3. Participants believe that one of the barriers about entrepreneurship is lack of self-

confidence. Turkish culture is seen the main reason of this problem by the participants.Particularly Turkish family structures and their low risk orientation in economic life arehampering to raise entrepreneurs in the society. Besides women participants emphasize thatgender problem in entrepreneurship is based on the same problem.

Proposal: Academics can give place social network management and they can debate

some cases which belong to cultural characteristics as well as in entrepreneurship course.

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Documents

Dinçer, M. A. M., Çitçici, U., (2015) Is It Possible To Develop Entrepreneurship Course From E-MBA Students Perspective? 3rd International OFEL Conference on Governance, Management