PhD. Thesis Defense

PhD. Thesis Defense. Muhammad Nafees 2013-GCUF-07613 PhD (Sociology) Department of Sociology, Govt. College University, Faisalabad, Punjab, Pakistan.

Topic. STUDY OF ENTREPRENEURSHIP EDUCATION ON ENTREPRENEURIAL INTENTIONS OF THE STUDENTS OF BUSINESS ADMINISTRATION IN PUNJAB, PAKISTAN.

Supervisory Committee. Prof. Dr. Babak Mahmood (Supervisor) Dr. Muhammad Farooq (Co-Supervisor) Prof. Dr. Zahira Batool (Member) Dr. Ayesha Ch. (Member).

Structure of the Presentation. Introduction Entrepreneurship Education Entrepreneurial Intension Impact of Education on Entrepreneurial Intension Need of Entrepreneurial Education in Pakistan Significance of the study Research Gap Research Questions Objectives of Study Theoretical Framework.

Structure of the Presentation. Conceptual Framework Research Hypotheses Methodology Socio-Economic and Demographic Characteristics Bivariate and Multivariate Analyses Relationship of Conceptual Model with the Findings Fitted Model Proposed Model Conclusion Recommendations References.

Introduction. Entrepreneurship has many benefits, including job creation, innovation, poverty reduction, economic progress, and enabling a greater variety of goods and services available in society (Arthur et al., 2012). It is considered an essential factor in national economic growth, so the governments around the world have launched campaigns to boost entrepreneurship in their territories (Stamboulis & Barlas, 2014; Van Praag & Versloot, 2007; Fayolle & Gailly, 2008). Although external factors such as resources, economic situations, socio-economic backgrounds, and education differ in each country, many scholars agree that entrepreneurial intention and skills are necessary to boost the culture of entrepreneurship (Alvarez et al., 2013; Estay et al., 2013; Johnson, 1990). In view of its role in economic growth, the Governments have been investing significant resources in supporting entrepreneurship in recent decades (Farinha et al., 2018)..

Entrepreneurship Education. Policymakers globally acknowledge the significance of fostering entrepreneurial intention and are crafting policies to encourage entrepreneurship across all societal levels. A well-equipped working-age population, particularly students, plays a crucial role in economic growth. Educational institutions worldwide provide various entrepreneurial programs, such as electives, degrees, acceleration programs, and venture capital access (Guerrero et al., 2016). Entrepreneurship education is important for economic development, as it equip individuals with skills and knowledge to drive economic growth. It fosters entrepreneurial aspirations, changes business attitudes, and develops leadership and management skills (Vías and Rivera, 2020). This education can help alleviate social and economic issues like poverty, unemployment, and low income, while creating jobs and enhancing income and prosperity (Linan & Fayolle, 2015)..

Entrepreneurial Intention. Entrepreneurship intention is the belief that choosing an entrepreneurial career is a good decision, leading to activities aimed at forming an enterprise (Armitage & Conner, 2001). According to Ajzen (1991), intention reflects the effort and energy individuals are willing to invest in actions. The ultimate predictors of entrepreneurial behaviour are motivations (Tran and Von Korflesch 2016), and Entrepreneurial Intention is an individual's "self-acknowledged belief" that they want to launch a new company and anticipate doing so in the near future (Thompson, 2009). Scholars have sought to shed light on the topic by bringing together the studies of general entrepreneur psychology and the circumstances they experience. The success of entrepreneurs may be attributed to the fact that their actions are grounded on sound logic and sound psychological principles (Sheppard, Hartwick, & Warshaw, 1988)..

Impact of Education on Entrepreneurial Intension.

Need of Entrepreneurial Education in Pakistan. Despite various efforts, entrepreneurship in Pakistan remains a challenge due to limited government attention, slow growth in essential business indicators, and economic vulnerability (Haque, 2007). So the entrepreneurship development in Pakistan lags behind other South Asian countries like Bangladesh, India, and Sri Lanka (GEM, 2017). Pakistani students show the lowest inclination to pursue business ownership after graduation (GUESS, 2011). According to the Global Entrepreneurship Monitor (GEM) report, only 23% of Pakistan's population intends to start a business (Sarfraz & Qureshi, 2013). Human resource management challenges in Pakistan have hindered economic growth, making it essential to encourage youth entrepreneurship to boost the economy and create jobs (Khalid & Asad, 2019). Despite the importance of entrepreneurship education, there is a lack of empirical research in Pakistan on how different course components affect students' motivation to pursue business ownership (Zhang et al., 2014). This gap highlights the need for more studies to understand the impact of entrepreneurship education on aspirations to start businesses in Pakistan..

Significance of the study. Unemployment negatively impacts the economy by reducing national income and productivity. It occurs when there are more job seekers than available jobs, often due to population growth outpacing job creation. Nations emphasizing entrepreneurship tend to have lower unemployment, as new businesses create more job opportunities (Audretsch, 2000). Entrepreneurship education's impact is often measured by its effect on students' intent to start businesses (Bae et al., 2014). Many studies show a positive correlation between entrepreneurship education and entrepreneurial intentions (Anwar & Saleem, 2019; Boldureanu et al., 2020). No prior research focused on how entrepreneurship education affects business administration students in Punjab, Pakistan. This study was important because Punjab is the hub of business activity and the most populous province in the country. Understanding the impact of entrepreneurship education here could provide policy measures to enhance entrepreneurial aspirations that ultimately help boost the economy..

Research Gap. There is a notable gap in research on entrepreneurial education at the college and university levels (Byabashaija & Katono, 2011). The impact of entrepreneurship education and training on the intention to start businesses is not well-studied, and the effects of internship education on entrepreneurial intentions are underexplored (Zhang et al., 2014). The value of self-employment education is still debated (Fretschner & Weber, 2013). This study addresses a gap in the literature by providing empirical data on the direct impact of entrepreneurship education on entrepreneurial intention in a developing nation. Previous studies (Byabashaija & Katono, 2011) called for further empirical testing to understand this link fully, noting a minimal effect of entrepreneurship education on business start-up decisions. Most research on this connection has been conducted in high-income nations (Zhang et al., 2014; Hussain & Norashidah, 2015; Karimi et al., 2017). The primary objective was to provide academic institutions with new data to enhance entrepreneurship education and inform policymakers on its effectiveness in encouraging entrepreneurial intention..

Research Questions. This study addressed the following questions in order to assess the degree of entrepreneurial intents and investigate the variables that influence intentions toward entrepreneurship. RQ Among the students of business administrations, does the entrepreneurship education and training have association with entrepreneurial intensions? S. RQ 1 Which components of education influence more to enhance entrepreneurial intentions among the target group? S. RQ 2 Which skills of the target population significantly influence on their entrepreneurial Intention? S. RQ 3 Does curricular and extracurricular activities being offered by the universities are helpful to infuse the entrepreneurial intension among the students in Punjab Pakistan? S. RQ 4 What policy initiatives are needed to enhance the EIs among the students of business administration in the target population?.

Objectives of Study. This study was aimed to achieve the following objectives:- To study the socio-economic characteristics of the respondents To examine the impact of entrepreneurship education on entrepreneurial intentions of the target group To find out the relevance significance between predictive and response variables To assess the level of curricular and extracurricular activities being offered by the public sector universities to infuse the entrepreneurial intension among the university students To suggest suitable policy measures to enhance the entrepreneurial intensions in the target population.

Review of Literature. Entrepreneurship study has extensively investigated questions such as how new businesses originate, who begins them, and why (Autio et al., 1997; Low, 2001; Gartner, 1988). Previous studies have looked at how exposure to the general curriculum influences the development of attitudes and intentions toward entrepreneurship, and they have shown that education has a significant indirect effect on the decision to strike out on one's own (Hisrich & Peter, 1989; Krueger, 1993; Wu & Wu, 2008). Researchers have found that a person's gender (Eccles, 1994) exposure to entrepreneurial activities (Krueger, 1993; Matthews & Moser, 1996), and risk-taking propensity (Zhao et al., 2005) all have a role in whether or not they become entrepreneurs. A business degree is more likely to lead to a job with a well-established corporation than a fledgling one (Davidsson, 1995)..

Theoretical Framework. The evaluation of entrepreneurial intention requires a clear and logical framework that fully explain the nature of modern business goals. Various models of intention are there, including Ajzen's (1987, 1991) Theory of Planned Behavior (TPB), Bird's (1988) model, Shapero's model (Shapero & Sokol, 1982), Davidson's (1994) model, and their revisions by Boyd and Vozikis (1994), Krueger (1993), and Autio et al., (1997). The reliability of key intention models from the 1990s, such as TPB and Shapero's entrepreneurial event model, was affirmed by Krueger et al., (2000). The current study applied TPB to assess if entrepreneurial education affects what motivates people, focusing on how well TPB has worked in predicting intentions in different areas (Ajzen, 2001; Kolvereid, 1996). TPB's three components—personal attitude, subjective norms, and behavioral controls, with empirical evidence supporting its application in entrepreneurship studies (Ajzen & Sheikh, 2016; Fayolle & Gailly, 2004; Zhao et al., 2005)..

Theoretical Framework Cont.…. The Theory of Planned Behavior (TPB) expands on the Theory of Reasoned Action (TRA) to understand how internal attitudes and external social norms influence human and organizational behavior..

Theoretical Framework Cont.…. Studies by Armitage and Conner (2001), Ajzen (1991), Kim & Hunter (1993), and others demonstrates TPB's strength in predicting behavior. Research by Kolvereid (1997), Krueger et al. (2000), and Autio et al., (2001) further validates TPB's relevance in entrepreneurship, making it a foundational theory for understanding entrepreneurial motivation (Fayolle & Gailly, 2015; Zhao et al., 2005; Kautonen et al., 2015). So, in this study, the researcher followed the Theory of Planned Behavior (TPB) to examine the impact of the entrepreneurial education on motivational factors..

Conceptual Framework. Entrepreneurial intentions must be tested in relation to the components of entrepreneurship education (Siemens & Long, 2011). According to Johannisson (1991), there are four types of learning that entrepreneurs need to succeed: know-why (values and motivations), know-how (entrepreneurial skills and talents), know-who (social interaction), and know-what (entrepreneurial knowledge). Johannisson's learning factors have been widely accepted by researchers studying entrepreneurial education in recent years. Fayolle et al., (2006a; 2006b) and Souitaris et al., (2007), for example, used these learning factors in their researches. Although previous research shows that entrepreneurship education helps students gain relevant knowledge and skills, influencing their cognitive processes and enhancing their ability to identify opportunities and their entrepreneurial self-efficacy. However, there is still a gap in understanding why some students have low entrepreneurial intentions even after such education. Studies indicate that demographic factors like gender and area of residence influence entrepreneurial intent (Mueller & Dato-on, 2008)..

Conceptual Framework Cont.…. Based on the preceding literature and theoretical guidelines, the researcher outlined the following conceptual framework..

Research Hypotheses. The researcher formulated following hypotheses to test the relationships of independent variables with the dependent variable. Professional behavior of the teachers is positively associated with students’ Entrepreneurial intention Positive attitude towards entrepreneurship is positively associated with students’ Entrepreneurial intention Entrepreneur role models of the students influence their entrepreneurial intension The more the risk-taking attitude of the students the more the entrepreneurial intension they have Leadership skills have positive association with students’ Entrepreneurial intention The professional skills enhance the Entrepreneurial intention of the students.

Research Hypotheses Cont.….. Ability to create new ideas enhances students’ Entrepreneurial intention Meetings with business community is positively associated with students’ Entrepreneurial intention Social and networking skills have positive association with entrepreneurial intension among the students Course Contents mediate entrepreneurial intension of the students Participation in Seminars and workshops enhance students’ Entrepreneurial intention Male students exhibiting a higher inclination for entrepreneurship compared to female students Higher family economic status positively moderates the impact of entrepreneurship education on entrepreneurial intentions.

Research Design The study utilized a quantitative approach which allowed for a comprehensive examination of the cause-and-effect relationship between independent and dependent variables. The research employed a survey method to collect quantitative data from the respondents. Target Population The final semester students of Business Administration (sixteen years of education) in public sector Universities of Punjab were the target population. Sampling Technique Because of the scattered distribution of the population, the researcher utilized a multistage sampling technique to recruit respondents. First, the researcher randomly selected five public sector universities from Punjab. The respondents from each university were determined proportionately based on the total number of students in the final semesters, ensuring a 95% confidence level and a 5% margin of error using the sampling formula outlined by Yamane (1967). This resulted in a sample of 755 respondents..

Sampling Frame. Methodology Cont.….. University 1 Students of Business Adninistration final Sen-ester University 2 Students ofBusiness Administration final Senester Public Sector Universities in Punjab University 3 Students ofBusiness Administration final Senester Sample University 4 Students ofBusiness Administration final Senes ter University 5 Students ofBusiness Administration final Senester.

Data Collection Tool Questionnaire was used for data collection. Respondents were not asked to reveal their identity as it was unnecessary for the study, but they were informed of the study's purpose and their prior consent for data use was obtained. Initially, 755 questionnaires were distributed; 66 were invalid, so 66 more were distributed to meet the required sample size. Questionnaire Design Respondents were offered 33 questions with clear, simple language, some based on multiple statements to get in-depth data. Data on the dependent variable was gathered using the Entrepreneurial Intention Questionnaire (EIQ) by Liñán and Chen (2009). The EIQ was developed to standardize the measurement of entrepreneurial intention, allowing for global research comparison and addressing inconsistent results (Liñán & Chen, 2009). It employs Ajzen’s (1991) theory of planned behavior to measure personal attitude, subjective norms, perceived behavioral control, and entrepreneurial intention..

Data Collection Procedures Five public sector universities were randomly selected. The researcher obtained permission through request letters and visited classrooms to distribute the questionnaires, explain the research purpose, obtain informed consent, and provide instructions. The completed questionnaires were collected after a suitable time for further processing. Data Analysis The collected data were analyzed by using SPSS-22 software. Both descriptive and inferential statistical techniques were used for analysis. To explore the association between two variables, Pearson Chi-square and Gamma statistics were used in this study. Multivariate analysis explores the significance of independent variables in explaining the dependent variable, using various methods to determine these relationships (Woehr and Cavell, 1993; Maki, Hoffman, and Berk, 1978). It is not just a mathematical tool; it’s a storytelling device for uncovering relationships between variables. Multiple Linear Regression (MLR) was used to determine the relationship dependent and independent variables..

Socio-Economic and Demographic Characteristics of the Respondents.

Socio-Economic and Demographic Characteristics. Characteristic Categories Frequency Percentage Age (in years) Up to 22 446 59.1 23 to 25 183 24.2 26 to 28 39 5.2 29 and above 87 11.5 Total 755 100 Gender Male 583 77.2 Female 172 22.8 Total 755 100 Residential Area Rural 465 61.6 Urban 257 34 Suburb Area 33 4.4 Total 755 100 Monthly Household Income (PKR) Up to 50,000 334 44.2 50,001 to 100,000 245 32.5 100,001 to 150,000 129 17.1 Above 150,000 47 6.2 Total 755 100.

Socio-Economic and Demographic Characteristics Cont.….

Bivariate and Multivariate Analyses.

Bivariate Analysis. Hypotheses Chi-square P value Gamma P value Result Professional behavior of the teachers is positively associated with students’ Entrepreneurial intention 97.441 (0.000) 0.408 (0.000) Accepted Positive attitude towards entrepreneurship is positively associated with students’ Entrepreneurial intention 32.077 (0.000) 0.313 (0.000) Accepted Entrepreneur role models of the students influence their entrepreneurial intension 149.357 (0.000) 0.747 (0.000) Accepted The more the risk-taking attitude of the students the more the entrepreneurial intension they have 97.600 (0.000) 0.408 (0.000) Accepted Leadership skills have positive association with students’ Entrepreneurial intention 64.379 (0.000) 0.412 (0.000) Accepted The professional skills enhance the Entrepreneurial intention of the students 104.011 (0.000) 0.448 (0.000) Accepted Ability to create new ideas enhances students’ Entrepreneurial intention 78.847 (0.000) 0.428 (0.000) Accepted.

Bivariate Analysis. Hypotheses Chi-square P value Gamma P value Result Meetings with business community is positively associated with students’ Entrepreneurial intention 104.672 (0.000) 0.483 (0.000) Accepted Social and networking skills have positive association with entrepreneurial intension among the students 88.185 (0.000) 0.406 (0.000) Accepted Course Contents mediate entrepreneurial intension of the students 118.367 (0.000) 0.298 (0.000) Accepted Participation in Seminars and workshops enhance students’ Entrepreneurial intention 90.276 (0.000) 0.474 (0.000) Accepted Male students exhibiting a higher inclination for entrepreneurship compared to female students 86.619 (0.000) -0.592 (0.000) Accepted Higher family economic status positively moderates the impact of entrepreneurship education on entrepreneurial intentions 187.927 (0.000) 0.301 (0.000) Accepted.

Multiple Linear Regression. Model Standardized Coefficients Beta T Sig. Educational Variables Impact of teacher’s behavior on entrepreneurial intension X1 0.113 3.486 0.001 Influence of entrepreneurial role models on entrepreneurial intension? X2 0.279 9.176 0.000 Risk taking attitude of the respondents? X3 0.090 2.876 0.004 Leadership skills of the respondents? X4 0.110 3.606 0.000 Perceived impact of meetings with business communities? X5 0.080 2.479 0.013 Social and networking skills of the respondents? X6 0.061 2.017 0.044 Perceived impact of participation in seminars and workshops on entrepreneurial intension? X7 0.090 2.873 0. 004 Demographic Variables Gender of the respondent? X8 -0.197 -6.700 0.000 Monthly household income (PKR)? X9 0.166 5.724 0.000 R2 = 0.420 Non Significant Variables: Positive attitude towards entrepreneurship, Professional skills, Ability to create new ideas, Course contents.

Thorough univariate, bivariate, and multivariate analyses, this study explored the factors impacting students' entrepreneurial intentions. It uncovered significant relationship between different aspects of entrepreneurship education and demographic characteristics with students' aspirations to become entrepreneurs. Notably, factors such as teachers' professional behavior, positive attitude towards entrepreneurship, presence of entrepreneurial role models, risk-taking attitude, leadership skills, professional skills, social and networking skills, ability to create new ideas, meetings with business communities, course contents, and participation in seminars and workshops were all positively associated with students' entrepreneurial intentions. Moreover, demographic variables, gender, and family income also showed significant associations with entrepreneurial intentions, with males and individuals from higher-income families showing higher inclination towards entrepreneurship. The subsequent multivariate analysis aimed to investigate the relative importance of each independent variable in explaining the dependent variable, shedding light on potential cause-and-effect relationships between predictors and entrepreneurial intentions..

The multiple Linear regression model with an R score of 0.420, revealed a moderately strong positive correlation between the independent variables and entrepreneurial intention. In multivariate analysis, the professional behavior of teachers, presence of entrepreneurial role models, risk-taking attitude, leadership skills, perceived impact of meetings with business communities, social and networking skills, and participation in seminars and workshops, gender and monthly household income of the respondents displayed significant positive associations with entrepreneurial intention. However, factors like positive attitude towards entrepreneurship, theoretical and practical skills, ability to create new ideas, and course contents did not show significant impacts. These findings highlight the complex nature of the various influential factors on entrepreneurial intention among students, highlighting the importance of personalized educational interventions and considerations of demographic variables in fostering entrepreneurial aspirations..

The conceptual framework of the research was built on the relationship between entrepreneurial education components and entrepreneurial intentions. Following Siemens & Long (2011) and Johannisson (1991), entrepreneurial education was divided into four types: know-why (values and motivations), know-how (skills and talents), know-who (social interaction), and know-what (knowledge). The study tested eleven hypotheses based on these categories and two hypotheses on socio-demographic traits, using the Entrepreneurial Intention Questionnaire (EIQ). The bivariate analysis confirmed all hypotheses, while multivariate analysis found four variables insignificant, highlighting the significance of teachers' behavior, role models, risk-taking attitude, leadership skills, and meetings with business communities. Social and networking skills and participation in seminars and workshops also significantly influenced entrepreneurial intentions. Demographically, males showed higher entrepreneurial intentions, and higher household income positively correlated with entrepreneurial ambitions..

Know-Why (1st Component of Entrepreneurship Education) 1. Teachers’ Behavior Significant impact on students' entrepreneurial intention. Multivariate analysis showed a one-unit increase in teachers' behavior raises students' entrepreneurial intention by 0.113 units. 2. Positive attitude towards Entrepreneurship Found to be non-significant in multivariate analysis. 3. Role Models Strong positive influence on entrepreneurial intentions. Multivariate analysis indicated a 0.279 unit increase in entrepreneurial interest per unit increase in role model perception. 4. Risk Taking Attitude Significant predictor of entrepreneurial intention. Multivariate analysis showed a 0.090 unit increase in entrepreneurial intention per unit increase in risk-taking attitude..

Know-How (2nd Component of Entrepreneurship Education) 1. Leadership Skills Significant influence on entrepreneurial intention. Multivariate analysis showed a 0.110 unit increase in entrepreneurial intention per unit increase in leadership skills. 2 & 3. Professional Skills, and Ability to Create New Ideas Found to be non-significant in multivariate analysis. Know-Who (3rd Component of Entrepreneurship Education) 1. Meetings with Business Communities Significant link to entrepreneurial drive. Multivariate analysis indicated a 0.080 unit increase in entrepreneurial intention per unit increase in business community engagement..

2. Social and Networking Skills Significant relationship with entrepreneurial ambitions. Multivariate analysis showed a 0.061 unit increase in entrepreneurial intention per unit increase in social skills. Know-What (4th Component of Entrepreneurship Education) 1. Course Contents Found to be non-significant. 2. Participation in Seminars and Workshops Crucial for entrepreneurial mentality. Multivariate analysis showed a 0.090 unit increase in entrepreneurial intention per unit increase in seminar/workshop participation..

Demographic Variables 1. Gender Men showed more desire to become entrepreneurs than women. Multivariate analysis indicated being female decreased entrepreneurial ambition by 0.197 units compared to males. 2. Monthly Household Income Positively influences entrepreneurial intention. Multivariate analysis showed a 0.166 unit increase in entrepreneurial intention per unit increase in household income..

Proposed Model.

Pakistan is lagging in the global economic race, needing enhanced entrepreneurship to boost the economy and create youth employment. In Punjab, the most industrialized province, entrepreneurship education is crucial for fostering an entrepreneurial mindset among business administration students. The study revealed that teachers' behavior significantly influences students' entrepreneurial intentions, highlighting the importance of professional entrepreneurship education. Entrepreneur role modeling also notably affects students' intentions, emphasizing the role of co-curricular and extracurricular activities like meetings with business communities and participation in seminars and workshops. These activities enhance students' exposure and skills necessary for entrepreneurship, such as risk-taking, leadership, and social networking. Despite a passion for entrepreneurship, many students were unwilling to take necessary risks, indicating the need to instill a risk-taking mentality.

through university curricula. The study also found low female participation in entrepreneurial activities, suggesting the need for targeted programs to engage this segment. Additionally, household income significantly influences entrepreneurial intentions, underscoring the importance of financial resources. The research concluded that entrepreneurial education and training methodologies are crucial for fostering an entrepreneurial society. Universities should focus on developing entrepreneurial attitudes, skills, and behavior, incorporating practical exposure through workplace visits, meetings with businessmen, and participation in relevant events. This exposure is essential to boost students' leadership, professional skills, social networking, role models, and risk-taking attitudes. Increasing student interactions with businessmen and practical workplace experiences should be integral to entrepreneurship education, starting early in their university education and gradually increasing..

At University Level Implement teachers training programs that promote professional behavior among teachers, as their conduct significantly influences students' entrepreneurial intentions. Encourage exposure to successful entrepreneurs through co-curricular and extracurricular activities to inspire students and provide them with real-world insights into entrepreneurship. Increase students' interaction with business communities by organizing frequent visits to marketplaces, facilitating meetings with businessmen, and encouraging participation in concerned seminars and workshops. Design entrepreneurship education programs that focus on developing a risk-taking mentality, leadership skills, and social and networking abilities to equip students with the necessary tools for success in the business world..

At University Level Launch special programs to increase female participation in entrepreneurship education and entrepreneurial activities to ensure inclusivity and diversity in the entrepreneurial ecosystem. Provide resources and support to students from lower-income households to foster entrepreneurial aspirations and facilitate their entrepreneurial endeavours. Increase practical learning experiences by integrating visits to workplaces, seminars, workshops, exhibitions, and chambers of commerce into the entrepreneurship education curriculum, starting from the early stages of students' university education..

At Societal Level Proper campaign should be launched through electronic and print media to present the benefits of entrepreneurship among the masses. The government should provide interest free loans to the young entrepreneurs. The political stability in the country should be maintained so that the uncertainty about the policies can be eliminated. When the graduates will trust the policies of the public sector organizations, they will be easily intended to start their businesses..

At Family Level The parents and guardians should try to take their young children along with them at their meetings (if possible) and introduce them with the successful entrepreneurs. The parents should conduct visits at the various business exhibitions and seminars along with their young children for enhancing their exposure. In the routine life, during general discussions, the parents should share appropriate examples of successful entrepreneurs with their children to increase the entrepreneur roll modelling among the children..

THANKS.

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