A Proposal for a Standard With Innovation Management System

Zaidatol Akmaliah Lope Pihie, Afsaneh Bagheri and Zaidatol Haslinda Abdullah Sani
efficacy was measured by using an instrument called Self-Efficacy Skills developed by Scherer et al.
(1989). Finally entrepreneurial intention was measured by an instrument developed by Ajzen (1980),
Krueger (2000) and Hassan (2007). The students were asked to respond on a 5 point Likert scale,
anchored from 1 denoting strongly disagree to 5 strongly agree. 400 questionnaires were distributed.
391 students completely filled up the questionnaire with a response rate of 97.5%. The students were
from two private learning institutions in Klang Valley, Malaysia where most of the private institutions of
higher education are located.
4. Findings
Analysis of the data shows that 242 (62%) of the respondents were male and 149 (38%) were female
(Table 1). The students were from a multicultural background and different countries. About 74% of
the students stated that their immediate family will support them to become an entrepreneur.
Although, most of the students (76%) had no business experiences and 68% of them had never taken
any entrepreneurship courses, the majority of them (71%) intend to become an entrepreneur and
(81%) of them believed that students should learn entrepreneurship.
Table 1: Demographic information of the participants
Gender F %
Male 242 62
Female
Country
149 38
Malaysian 244 62
International
Specialization
147 38
Business Administration 97 26.9
Information Technology 85 23.5
Others
Want to be an entrepreneur?
179 49.6
Yes 277 71
No
Support from family?
114 29
Yes 289 74
No
Students need to learn entrepreneurship?
102 26
Yes 315 81
No
Business experience
76 19
Yes 85 24
No
Had taken any entrepreneurship courses?
306 76
Yes 120 32
No 271 68
Table 2 illustrates that students scored higher on entrepreneurial skills (mean=3.48) compared to
regulatory focus (mean=3.20), entrepreneurial intention (mean=3.09) and self-efficacy (3.21).
Table 2: Mean scores of students’ entrepreneurial capability
Study variables Cronbach’s Alpha Mean SD
1. Regulatory Focus
a). Promotion Pride
b). Prevention Pride
Entrepreneurial intention
Entrepreneurial activities
Social valuation
.671
.479
.455
3.20
2.73
3.25
.855 3.09
3.12
3.01
Self-Efficacy .814 3.21 .71
Entrepreneurial Skills .864 3.48 .80
Results of t-test on different constructs under this investigation based on students’ gender illustrate
that scores for male students are quite higher than their female counterparts in all dimensions (Table
3). Specifically, male students scored higher in regulatory focus (t=.39), promotion focus (t=.24),
prevention focus (t=.63), self-efficacy (t=.96), entrepreneurial intention (t=.96), entrepreneurial
activities (t=.78), social valuation (t=.86) and entrepreneurial skills (t=.25). However, the differences
are not significant.
433
.49
.46
.58
.52
.55
.57