1.

1 INTRODUCTION

In the dynamic landscape of the global economy, entrepreneurship plays

a pivotal role in driving innovation, fostering economic growth, and
creating employment opportunities. Recognizing the significance of
nurturing an entrepreneurial mindset from an early stage, this study aims
to delve into the attitudes of students towards entrepreneurship.
Understanding the factors that influence students' perceptions,
motivations, and barriers regarding entrepreneurship is crucial for
educators, policymakers, and stakeholders in shaping effective
educational strategies and support systems.

Entrepreneurship is not merely a career choice; it embodies a set of skills,

attitudes, and behaviors that contribute to the development of an
individual as a proactive and innovative problem-solver. In recent years,
there has been a growing emphasis on integrating entrepreneurship
education into academic curricula to prepare students for the challenges
and opportunities of the contemporary job market. However, the success
of such initiatives depends on a nuanced understanding of students'
attitudes towards entrepreneurship.

Entrepreneurship has traditionally been defined as the process of

designing, launching and running a new business, which typically begins
as a small business, such as a start-up company, offering a product,
process or service for sale or higher, and the people who do so are called
entrepreneurs. It has been defined as the ―capacity and willingness to
develop, organize, and manage a business venture, along with any of its
risks in order to make profit‖.

While definitions of entrepreneurship typically focus on the

launching and running business, due to the high risk involved in

1
launching a start-up, a significant proportion of business, have to close,
due to lack of funding, bad business decisions, and economic crisis, or
accommodation of all of these or due to lack of market demand. In the
2000s, the definition of "entrepreneurship" has been expanded to explain
how and why some individuals (or teams) identify opportunities, evaluate
them as viable, and then decide to exploit them, whereas others do not,
and, in turn, how entrepreneurs use these opportunities to develop new
products or services, launch new firms or even new industries and create
wealth.

Recent advances stress the fundamentally uncertain nature of the

entrepreneurial process, because although opportunities exist their
existence cannot be discovered or identified prior to their actualization
into profits. Traditionally, an entrepreneur has been defined as "a person
who starts, organizes and manages any enterprise, especially a business,
usually with considerable initiative and risk". "Rather than working as an
employee, an entrepreneur runs a small business and assumes all the risk
and reward of a given business venture, idea, or good or service offered
for sale.

2
 1.2 STATEMENT OF THE PROBLEM

In Kerala there are many universities from where number of students

passes out every year in all streams of education. All students pursuing
their education hope to get a good job. The present study is attempt to
know the attitude of B.com students towards entrepreneurship.

3
 1.3 OBJECTIVES OF THE STUDY

 To study the attitude of the college students towards

entrepreneurship.
 To know whether the students are inclined to entrepreneurship as
their professional career choice.
 To understand the awareness of college students about
entrepreneur ship.

4
 1.4 RESEARCH METHODOLOGY

Research methodology is the systematic, theoretical analysis of the

methods applied to a field of study. It comprises the theoretical
analysis of the body of methods and principles associated with a
branch of knowledge. Typically, it encompasses concepts such as
paradigm, theoretical model, phases and quantitative or qualitative
techniques.

1.4.1 RESEARCH DESIGN

A research design according is the set of methods and procedures

used in collecting and analyzing measures of the variables specified in
the research problem research. Research design is the framework that
has been created to find answers to research questions. The problem is
to find out the A study on Impact of Financial incentives on employee
performance.

Descriptive Research

Descriptive research is defined as a method that describe the

characteristic of the population or phenomenon that is being studied.

Area of study

The research study conducted in Punnayur Panchayath.

1.4.2 DATA COLLECTION METHOD

Sources of data collected

Primary Data: The primary data collected through questionnaire

method.

Secondary data: The secondary data collected through books, journals

and websites.

5
1.4.3 SAMPLE SIZE

The sample size is 50 respondents

1.4.4 PERIOD OF THE STUDY

The research study takes 21 days period.

1.5.5 SAMPLING METHOD

Convenience sampling method is used for the purpose of drawing from

population.

1.4.6 TOOLS USED FOR DATA ANALYSIS

 Simple percentage method : Equation = (No.of respondents/Total

no.of respondents)*100
 Graphs and diagram

6
 1.5 SCOPE OF THE STUDY
The scope of the study is limited to the evaluation of the interest of final
year students towards entrepreneurship.final years students.covers
majority of their course in commerce related subjects, but in future,
students will not be taking more interest to the field of entrepreneurship,
and this study focus on identifying the reasons for students not entering
the field of entrepreneurship.

7
 1.6 LIMITATION OF THE STUDY

 Findings are certainly based on the questionnaire.

 The sample size is limited to 50.
 The allowed time for the study is very limited.
 Respondents are not free from bias.

8
REVIEW OF LITERATURE

 Shaik Karim and E.Lokandha Reddy (2014): In AndhraPradesh

there exist a positive image of the entrepreneur and entrepreneur
ranked third as profession. In this study the attitude of the students
measured by using the variables likes perception of desirability,
feasibility, entrepreneur`s image, intention etc. Here The
researchers found students consider that create a firm at present is
more difficult than past decade
 Ammani Ammal and Dr. Malarmathi (2014): positive attitude
towards an entrepreneurial career depends up on the personal
experience or the family background. This study also reveals that
the attitude in respect of entrepreneurship can influence by
encouraging and training the students.
 Idy Ukpong (2014): conducted a study of Cyprus universities. This
study emphasis that capital, university education, survival and
familiarity are affects students‘ entrepreneurial perception and
concluded that the entrepreneurial students‘ perception is gender
free.
 Leonidas A Zampetakis and Stelios Rozakais (2013): reported that

students` attitudes towards entrepreneurship are related to their

intention to start business and behavioral control is a strong
predictor of intention.This study investigated the role of anticipated
emotional ambivalence in students‘ entrepreneurial intent and
found anticipated emotions negatively affect entrepreneurial intent
through perceived behavioral control.
 Dr. Mohsin Shaikh (2012): found the educational background of

the students influence the intention of students to become an

entrepreneur. He also recognizes age, autonomy, independence,

9
 self efficiency and ownership have a greater influence on the
intention to start a venture. Another finding is that the likelihood of
venturing intoEntrepreneurship decrease whiles the level of
education increases.
 Banu (1984): an attitude is a mental neural state of readiness,
organized through experience exerting a directive or dynamic
influence upon the individual`s response to all objects and
situations with which it is related.

10
 THEORETICAL FRAMEWORK

DEFINITION OF ENTREPRENEUR

The term ‗entrepreneur‘ was first used in the business field by Richard
Cantillon , the French economist. To him, an entrepreneur means a dealer
who purchases the means of production for combining them into
marketable products. According to Peter F Drucker ―An entrepreneur is
one who always searches for change, responds to it, and exploits it as an
opportunity. Innovation is the specific tool of entrepreneurs, the means by
which they exploit change as an opportunity for a different business or
service‖. Simply, entrepreneur is a person who runs a business.

ENTREPRENEURSHIP

Entrepreneurship is a multi-dimensional task defined differently by

different scholars. For some, entrepreneurship is ‗risk bearing‘, for some
others, ‗innovating‘ and for certain others, it is ‗thrill seeking‘.
Entrepreneurship is neither a science nor an art. It is a practice.

DEFINITION

A.H Cole defines entrepreneurship as ―the purposeful activity of an

individual or a group of associated individuals, undertaken to initiate,
maintain or aggrandise profit by production or distribution of economic
goods and services. Schumpeter defines ―entrepreneurship is based on
purposeful and systematic innovation. It included not only the
independent business man but also company directors and managers who
actually carry out innovative function.

11
TYPES OF ENTREPRENEURS

Clarence Danhof classifies the entrepreneurs into the following four

categories:

A. Innovative Entrepreneurs: An innovative entrepreneur is one

who introduces new goods, and a better combination of an
enterprise. This type of entrepreneur is a rare species in developing
countries.
B. Adoptive or Imitating Entrepreneurs: Adoptive entrepreneurs
are adopting or imitating the successful innovations made by other
entrepreneurs. These entrepreneurs are the most suited for
developing countries because such countries can adopt technology,
knowledge and skill already available in advanced countries.
C. Fabian Entrepreneurs: Fabian entrepreneurship is characterized
by great caution in introducing any change. These entrepreneurs
are shy and lazy. Their dealings are determined by customs,
religion, tradition and past practices. Being not interested in taking
risks, they follow the footsteps of their predecessors.
D. Drone Entrepreneurs: A drone entrepreneur follows the
traditional method of production. In the majority of cases, drone
entrepreneurs are thrown out of the market due to poor
marketability of their products

Arthur H Cole, another behavioral scientist, has classified the

entrepreneurs into three: Empirical Rational Cognitive.

1. Empirical: The empirical entrepreneur hardly introduces anything

revolutionary and follows the principle of rule of thumb.

12
 2. Rational: The rational entrepreneur is well informed about the
general economic conditions. He introduces changes that look
more revolutionary.
3. Cognitive: The cognitive entrepreneur is well informed. He draws
upon the advice and services of experts and introduces changes that
reflect a complete break-up from the existing scheme of things.The
following are some more types of entrepreneurs listed by some
other behavioral scientists.

Further classifications are:

 Solo operators: They prefer to do their work alone, and if

needed they may employ a few subordinates. In the beginning
most of the entrepreneurs start their enterprises in this form.
 Active Partners: Active partners are those entrepreneurs who
carry on their business as a joint venture. All the partners take
active part in the operations of the business.
 Inventors: Inventors are those entrepreneurs who invent new
products or new method of production by utilizing their
innovative competencies.
 Challengers: These entrepreneurs plunge into industry because
of the challenges it presents.
 Buyers: The buyers do not like to bear much risk. In order to
reduce the risk in setting up a new enterprise, they would like to
purchase an on-going business.
 Life timers: These entrepreneurs are inherited entrepreneurs.
They consider their business as an integral part of their life.

13
History of Entrepreneurship

Entrepreneurship is defined as the process of starting a business. Today,

entrepreneurs are romanticized as being the cornerstones of a successful
capitalist economy. The first big shift in entrepreneurship took place
during the agricultural revolution, which occurred about 12000 years ago.
By specializing in different professions, members of the community
could trade valuable goods for food. Some common areas of
specialization include:

 Hunting and gathering

 Fishing
 Cooking
 Shelter-building
 Clothes-making

One of the key developments in the history of entrepreneurship was the

invention of money. Over time, paper money and coinage would be
developed. Currency gave entrepreneurs several important things; It
facilitated long-distance trade It acted as a medium of exchange It
provided a way for entrepreneurs to store value.

Modern Entrepreneurship

Today, entrepreneurs are the lifeblood of economies all over the world.
Even in command economies like China, entrepreneurs are valued for
their contribution to the economy and encouraged to innovate to compete
with companies around the world. Since the beginnings of history,
entrepreneurship has always been ruled by the market forces known as
supply and demand. Early entrepreneurs in the Agricultural Revolution
met the needs of farmers by providing them with tools and shelter. In

14
exchange, they received food that could feed their families. As years went
by, the means of entrepreneurship changed dramatically but the core
reasons for entrepreneurship remained the same. Everywhere in the
world, entrepreneurs arose to address demand by providing supply. They
innovated and invented new technologies to solve problems that nobody
had ever solved before.

Traditional entrepreneurs

Traditionally, an entrepreneur has been defined as "a person who starts,

organizes and manages any enterprise, especially a business, usually with
considerable initiative and risk". "Rather than working as an employee,
an entrepreneur runs a small business and assumes all the risk and reward
of a given business venture, idea, or good or service offered for sale. The
entrepreneur is commonly seen as a business leader and innovator of new
ideas and business processes." Entrepreneurs tend to be good at
perceiving new business opportunities and they often exhibit positive
biases in their perception (i.e., a bias towards finding new possibilities
and seeing unmet market needs) and a pro-risk-taking attitude that makes
them more likely to exploit the opportunity. An entrepreneur is typically
in control of a commercial undertaking, directing the factors of
production–the human, financial and material resources–that are required
to exploit a business opportunity. They act as the manager and oversee
the launch and growth of an enterprise. Entrepreneurship is the process by
which an individual (or team) identifies a business opportunity and
acquires and deploys the necessary resources required for its exploitation.
The exploitation of entrepreneurial opportunities may include actions
such as developing a business plan, hiring the human resources, acquiring
financial and material resources, providing leadership, and being
responsible for the venture's success or failure.

15
"Entrepreneurial spirit is characterized by innovation and risk-taking.
While entrepreneurship is often associated with new, small, for-profit
start-ups, entrepreneurial behavior can be seen in small-, medium and
large-sized firms, new and established firms and in for-profit and not-for-
profit organizations, including voluntary sector groups, charitable
organizations and government. The term "entrepreneur" is often conflated
with the term "small business" or used interchangeably with this term.
While most entrepreneurial ventures start out as a small business, not all
small businesses are entrepreneurial in the strict sense of the term. Many
small businesses are sole proprietor operations consisting solely of the
owner, or they have a small number of employees, and many of these
small businesses offer an existing product, process or service, and they do
not aim at growth. In contrast, entrepreneurial ventures offer an
innovative product, process or service, and the entrepreneur typically
aims to scale up the company by adding employees, seeking international
sales, and so on, a process which is financed by venture capital and angel
investments.

Successful entrepreneurs have the ability to lead a business in a positive

direction by proper planning, to adapt to changing environments and
understand their own strengths and weaknesses. A feminist entrepreneur
is an individual who applies feminist values and approaches through
entrepreneurship, with the goal of improving the quality of life and
wellbeing of girls and women. Many are doing so by creating ‗for
women, by women‘ enterprises.‘ Feminist entrepreneurs are motivated to
enter commercial markets by desire to create wealth and social change,
based on the ethics of cooperation, equality, and mutual respect. The
entrepreneur is commonly seen as an innovator — a designer of new
ideas and business processes. Management skill and strong team building

16
abilities are often perceived as essential leadership attributes for
successful entrepreneurs. Political economist Robert Reich considers
leadership, management ability, and team-building to be essential
qualities of an entrepreneur.

In a developing country like India, the role of entrepreneurship

development is more important than that in developed countries so far as
the creation of self-employment opportunities and reduction of
unemployment situations are concerned. India has witnessed an
increasing interest in entrepreneurship among academic scholars,
government policymakers and business leaders. Some universities and
vocational training institutes in India have incorporated entrepreneurship
and small business management in their course curriculum so as to
provide the necessary exposure for students to the entrepreneurial and
industrial climate of the country. While the literature on entrepreneurship
in India is growing, no study has so far tried to explain the relative
contribution of personality factors and socio demographic background
factors in pursuing an entrepreneurial career there. The academic tradition
of entrepreneurship in India is limited. It is predominantly accepted that
the educational system of universities has to provide a rigorous academic
environment that may serve as a catalyst for emerging enterprises. The
potential for entrepreneurs today is greater than ever, which underlines
the study with what the assets think of entrepreneurship.

17
 TABLE 4.1 SHOWING RESPONSE WHETHER
ENTREPRENEURSHIP CAN BE CONSIDERED AS A CAREER
OPTION IN TODAY’S WORLD

PARTICULARS RESPONDENTS PERCENTAGE

Strongly disagree 0 0%
Disagree 3 6%
Neutral 15 30%
Agree 28 56%
Strongly agree 4 8%
TOTAL 50 100%

CHART 4.1 SHOWING RESPONSE WHETHER

ENTREPRENEURSHIP CAN BE CONSIDERED AS A CAREER
OPTION IN TODAY’S WORLD

30 56%

25

20
30%
15
RESPONDENTS
10

6% 8%
5
0
0
Strongly Disagree Neutral Agree Strongly
disagree agree

INTERPRETATION

The above chart shows that 56% of the respondents agreed with the
statement of entrepreneurship can be considered as a career, 30% stayed
neutral, 6% of the respondents disagreed with the statement.

18
 TABLE 4.2 SHOWING PERSPECTIVE ON
ENTREPRENEURSHIP DOES NOT PROVIDE JOB STABILITY

PARTICULARS RESPONDENTS PERCENTAGE

Yes 30 60%
No 20 40%
TOTAL 50 100%

CHART 4.2 SHOWING PERSPECTIVE ON

ENTREPRENEURSHIP DOES NOT PROVIDE JOB STABILITY

40%
Yes
No
60%

INTERPRETATION

The above diagram shows that 60% of the respondents stated that
entrepreneurship does not provide job stability and the rest 40% students
were against this statement.

19
TABLE 4.3 SHOWING EXPERIENCE IN CERTAIN JOB AREAS

PARTICULARS RESPONDENTS PERCENTAGE

Sales experience 12 24%
Supervisory role 5 10%
Handling cash 29 58%
Running own business 4 8%
TOTAL 50 100%

CHART 4.3 SHOWING EXPERIENCE IN CERTAIN JOB AREAS

8%
24%
Sales experience
Supervisory role
Handling cash
10%
Running own business
58%

INTERPRETATION

From the above diagram 58% of the respondents have experience in

handling cash, 24% respondents have sales experience, 10% of the
respondents have done supervisory role and 8% respondents have
experience of running their own business.

20
 TABLE 4.4 SHOWING AREA OF CAREER WHICH IS MORE
INTERESTED IN THE FUTURE

PARTICULARS RESPONDENTS PERCENTAGE

Sole proprietorship 24 48%
Partnership 6 12%
Service business 7 14%
Company 8 16%
Other 5 10%
TOTAL 50 100%

CHART 4.4 SHOWING AREA OF CAREER WHICH IS MORE

INTERESTED IN THE FUTURE

10%

Sole proprietorship
16%
Partnership
48%
Service business
Company
14% Other

12%

INTERPRETATION

The above chart shows that out of 50 respondents 24 of them wants to be

sole proprietor, for 8 respondents wanted to set up a company, 7 of them
preferred service business, 6 of them wanted to create a partnership firm.

21
 TABLE 4.5 SHOWING WHETHER ENTREPRENEURSHIP IS
RISKY

PARTICULARS RESPONDENTS PERCENTAGE

Yes 50 100%
No 0 0%
TOTAL 50 100%

CHART 4.5 SHOWING WHETHER ENTREPRENEURSHIP IS

RISKY

60
100%
50

40

30
RESPONDENTS

20

10

0 0%
Yes No

INTERPRETATION

The above chart shows that all the respondents agreed that
entrepreneurship is risky.

22
 TABLE 4.6 SHOWING WHETHER IT IS DIFFICULT TO GET
FINANCE/LOAN TO START NEW BUSINESS

PARTICULARS RESPONDENTS PERCENTAGE

Strongly disagree 0 0%
Disagree 2 4%
Neutral 9 18%
Agree 35 70%
Strongly agree 4 8%
TOTAL 50 100%
CHART 4.6 SHOWING WHETHER IT IS DIFFICULT TO GET
FINANCE/LOAN TO START NEW BUSINESS

Strongly agree 4

Agree 35

Neutral 9
RESPONDENTS

Disagree 2

Strongly disagree 0

0 10 20 30 40

INTERPRETATION

The above chart shows that out of 50 respondents 35 of them agreed to

the statement, it is difficult to get finance/loan to start a new business, 9
respondents stayed neutral, 4 respondents strongly agreed and 2 of them
disagreed to the statement.

23
 TABLE 4.7 SHOWING INTEREST LEVEL IN SETTING OWN
BUSINESS

PARTICULARS RESPONDENTS PERCENTAGE

Very interested 6 12%
Interested 9 18%
Neutral 33 66%
Uninterested 2 4%
Not at all interested 0 0%
TOTAL 50 100%

CHART 4.7 SHOWING INTEREST LEVEL IN SETTING OWN

BUSINESS

4% 0%

12%
Very interested
Interested
18%
Neutral
Uninterested
66% Not at all interested

INTERPRETATION

The above chart shows that 66% of the respondents stayed neutral, 18%
respondents are interested in starting new business, 12% respondents are
very interested and 4% are uninterested in starting new business.

24
 TABLE 4.8 SHOWING WHETHER BUSINESS CAN BE
COMMENCED WITHOUT GOOD KNOWLEDGE ON THE
PRODUCT & SERVICES

PARTICULARS RESPONDENTS PERCENTAGE

Yes 0 0%
No 50 100%
TOTAL 50 100%

CHART 4.8 SHOWING WHETHER BUSINESS CAN BE

COMMENCED WITHOUT GOOD KNOWLEDGE ON THE
PRODUCT & SERVICES

60
100%

40

20 RESPONDENTS
0%
0
RESPONDENTS
Yes
No

INTERPRETATION

From the above chart all the respondent agreed that a business cannot be
commenced without knowledge on the product or services.

25
 TABLE 4.9 SHOWING STUDENT’S PERSPECTIVE ON
INSTITUTIONAL SUPPORT FOR ENTREPRENEURSHIP

PARTICULARS RESPONDENTS PERCENTAGE

Strongly disagree 0 0%
Disagree 0 0%
Neutral 29 58%
Agree 16 32%
Strongly agree 5 10%
TOTAL 50 100%

CHART 4.9 SHOWING STUDENT’S PERSPECTIVE ON

INSTITUTIONAL SUPPORT FOR ENTREPRENEURSHIP

10% 0%
Strongly disagree
Disagree

32% Neutral
58% Agree
Strongly agree

INTERPRETATION

The above chart shows that 32% of the respondents agreed that Institution
helps students to start business, 58% of them stayed neutral and 10%
respondents strongly agreed with the statement.

26
 TABLE 4.10 SHOWING WHETHER LACK OF FINANCE IS
MAIN REASON STUDENTS DON’T START A BUSINESS

PARTICULARS RESPONDENTS PERCENTAGE

Yes 26 52%
No 24 48%
TOTAL 50 100%

CHART 4.10 SHOWING WHETHER LACK OF FINANCE IS

MAIN REASON STUDENTS DON’T START A BUSINESS

Yes No

48%
52%

INTERPRETATION

From the above chart, for 52% of the students finance is the main reason
to no to start business and for 48% students it was other reasons.

27
 TABLE 4.11 SHOWING RESPONSE ON THE STATEMENT
ENTREPRENEURSHIP IS A REWARDING CAREER

PARTICULARS RESPONDENTS PERCENTAGE

Strongly disagree 0 0%
Disagree 0 0%
Neutral 2 4%
Agree 6 12%
Strongly agree 42 84%
TOTAL 50 100%

CHART 4.11 SHOWING RESPONSE ON THE STATEMENT

ENTREPRENEURSHIP IS A REWARDING CAREER

Strongly agree 84%

Agree 12%

Neutral 4%
RESPONDENTS

Disagree 0

Strongly disagree 0

0 10 20 30 40 50

INTERPRETATION

The above chart shows that 84% of the respondents strongly agreed that
entrepreneurship is a rewarding career, 4% of the respondents stayed
neutral.

28
 TABLE 4.12 SHOWING WHETHER LACK OF TECHNICAL
KNOWLEDGE PREVENT STUDENTS FROM STARTING
BUSINESS

PARTICULARS RESPONDENTS PERCENTAGE

Yes 47 94%
No 3 6%
TOTAL 50 100%

CHART 4.12 SHOWING WHETHER LACK OF TECHNICAL

KNOWLEDGE PREVENT STUDENTS FROM STARTING
BUSINESS

6%

Yes
No

94%

INTERPRETATION

The above chart shows that for 94% of the respondents lack of technical
knowledge prevent them from starting a business.

29
 TABLE 4.13 SHOWING RESPONSE ON THE STATEMENT
RATHER BE MY OWN BOSS OR WORK FOR SOMEONE ELSE

PARTICULARS RESPONDENTS PERCENTAGE

Strongly disagree 0 0%
Disagree 0 0%
Neutral 6 12%
Agree 3 6%
Strongly agree 41 82%
TOTAL 50 100%

CHART 4.13 SHOWING RESPONSE ON THE STATEMENT

RATHER BE MY OWN BOSS OR WORK FOR SOMEONE ELSE

0% 0%

12%
6%
Strongly disagree
Disagree
Neutral
82% Agree
Strongly agree

INTERPRETATION

The above chart shows that 82% of the respondents strongly agreed on
the statement rather be my own boss or work for someone else, 12%
respondents stayed neutral and 6% of them agreed on the statement.

30
 TABLE 4.14 SHOWING STUDENT’S OVERALL ATTITUDE
TOWARDS ENTREPRENEURSHIP

PARTICULARS RESPONDENTS PERCENTAGE

Very positive 37 74%
Positive 11 22%
Neutral 2 4%
Negative 0 0%
Very negative 0 0%
TOTAL 50 100%

CHART 4.14 SHOWING STUDENT’S OVERALL ATTITUDE

TOWARDS ENTREPRENEURSHIP

4%0%

22% Very positive

Positive
Neutral
Negative
Very negative
74%

INTERPRETATION

The above chart shows that 74% of the students are very positive to the
overall attitude towards entrepreneurship, 22% of them selected the
option positive and 4% students stayed neutral.

31
 TABLE 4.15 SHOWING WHETHER STUDENTS ARE
INVOLVED IN ENTREPRENEURIAL ACTIVITIES

PARTICULARS RESPONDENTS PERCENTAGE

Yes 9 18%
No 41 82%
TOTAL 50 100%

CHART 4.15 SHOWING WHETHER STUDENTS ARE

INVOLVED IN ENTREPRENEURIAL ACTIVITIES

No 82%

RESPONDENTS

Yes 18%

0 10 20 30 40 50

INTERPRETATION

The above diagram shows that 18% of the students are involved in
entrepreneurial activities and 82% of them are not involved.

32
 FINDINGS

 56% of the respondents agreed that entrepreneurship can be

considered as a career option.
 More than half of the respondents stated that entrepreneurship does
not provide job stability.
 Majority of the students have experience in handling cash.
 Most of the respondents want to be sole proprietor.
 Everyone agreed that entrepreneurship is risky business.
 70% of the respondents agreed that it is difficult to get finance/loan
to start business.
 Out of 50 respondents 9 of them were interested in setting their
own business.
 All the respondents agreed that business cannot be commenced
without knowledge on product or services.
 For majority of the students Institution helps to start business.
 For 52% of the respondents lack of finance was the main challenge
to start a business.
 Everyone agreed that entrepreneurship is a rewarding career.
 Lack of technical knowledge prevents students from starting new
business.
 Most of the students agreed that they would like to be their own
boss rather than working for someone else.
 Majority of the students have very positive overall attitude towards
entrepreneurship.
 Majority of the students are not currently involved in
entrepreneurial activity.

33
 SUGGESTIONS

 The Institution should provide more entrepreneurial courses for the

students to start business.
 It is suggested to bring new policies to gather required finance for
starting business.
 Students should be encouraged to do small kinds of business on
their own as business is a rewarding career.
 There should be variety of Institution to provide technical
knowledge for starting a new business.
 Study of product and services is a big prerequisite for starting a
business.

34
 CONCLUSION

To sum up, the study underscores the critical impact of both

educational interventions and other programs on students' attitudes
towards entrepreneurship. The incorporation of entrepreneurship courses
into academic curricula contributes to a more positive outlook,
highlighting the need for institutions to prioritize practical, hands-on
experiences. Students should be encouraged and the Institution should be
more interested in making the students more independent.

35
36
37
APPENDIX

38
39
BIBLIOGRAPHY

40
WEBSITES

 https://en.wikipedia.org/
 https://scholar.google.co.in/
 https://www.investopedia.com/

41