Integration of the Methodology

This section shows the flow and integration between research questions and intentions, hypotheses, the section of the questionnaire that was used to get the information, and literature reviews that were used as the basis and background of the research. This section is an effort to describe the detailed methodology that was done during the research. Integration of the methodology in this research is shown in the following table.

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Table 5.4

Integration and Flow of Research Methodology

No Questions (Q) and Intentions (I) of the

Research

Hypotheses Section of the Questionnaire to

Back Up the Hypotheses

Literature Review as the Basis

1. Q: How role models can influence entrepreneurial motivation?

I: To identify roles of role model to the students

I: To use as the basis to develop model relating role model – mechanism and process of influence – entrepreneurial motivation Hypotheses H.1. Role models influence entrepreneurial motivation by changing opinion and

attitude towards entrepreneurship

Q1 Section III.5

Q1 Section IV.7 1. The stage model of _{entrepreneurial} process

2. The theory of role model

3. The theory of entrepreneurial motivation

4. Role models, social network and impacts to attitude

5. Undermine inspiration by role models

6. Push and pull factors of entrepreneurship 7. The study of attitude 8. Processes of opinion change Related scholars: 1. Lafuente et.al. (2007) 2. Zagencyk (2005) 3. Gibson (2004) 4. Shane et al. (2003) 5. Lockwood and Kunda

(1999)

6. Krumboltz (1996) 7. Gilad and Levine

(1986) 8. Erikson (1985) 9. Katz (1960)

161 2. Q : What is the entrepreneurial social network of the research samples I: To identify entrepreneurial social network of the samples N / A Q1 Section II.2 Q1 Section II.4 Q1 Section II.5 Q1 Section II.6 Q1 Section II.10 Q1 Section II.11

1. Social network and interactions in entrepreneurship 2. Theory of role model 3. Theory of social learning Related scholars: 1. Klyver and Schoett

(2011) 2. Gibson (2004) 3. Bandura (1977) 4. Granovetter (1973)

3. Q: Which role models will most influence? and why?

I: To determine which category of social network is the most significant to give influence

Hypotheses H.3.1 People within very

close social network is

considered important and relevant to influence Q1 Section II.4 Q1 Section II.5 Q1 Section II.6 Q1 Section IV.1 Q1 Section IV.3 Q1 Section IV.6

1. Parental role model in entrepreneurial spirit 2. Triggers of entrepreneurship 3. Gender differences in entrepreneurial start up 4. Impact of family background on entrepreneurship 5. Gender interest on small firms Related scholars: 1. Kirkwood (2005) 2. Morrison (2000) 3. Mallete and McGuiness (1999) 4. Matthew and Mosser

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4. Related to No. 2, who are they specifically? and why?

I: To determine possible construct that gives most significant influence I: To identify reasons for treating an individual as a role model I: To support development of the research model Hypotheses H.3.2. Parents have the most

significant influence Q1 Section II.2 Q1 Section II.7 Q1 Section III.4 Q1 Section III.8 Q1 Section IV.1 Q1 Section IV.2

1.Parental role model. 2.Closure vs. exposure mechanisms in the intergenerational transmission of self- employment. 3.Gendered nature of

role model status. 4.Financial, human

capital and the transition to self- employment. 5.Men’s and women’s

role models. 6.Parents, high

potential start-up and entrepreneurship. 7.Parents’ work,

insecurity and children’s work beliefs and attitudes.

Related scholars: 1. Mungai and Velamuri (2009) 2. Sorensen (2007) 3. Murrell and Zagencyk (2006) 4. Niitykangas and Tervo (2005) 5. Taylor (2001) 6. Dunn and Holtz-

Eakin (2000) 7. Gibson and

Cordova (1999) 8. Barling, Dupre and

Hepburn (1998) 9. Bygrave (1995) 10. Dyer (1994) 11. Caroll and Mosakowsky(1987) 12. Speizer (1981)

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5. Q: How and what mechanism can be most influence I: To determine, mechanism that takes place when role model influencing students I: To support the development of the research model Hypotheses H.2. Closure mechanism is

the most common mechanism Q1 Section II.7 Q1 Section II.8 Q1 Section II.9 Q1 Section IV.2 Q1 Section IV.4 Q1 Section IV.5 Q1 Section IV.6 1. Closure vs. exposure mechanisms in the intergenerational transmission of self- employment.

2. Career dynamics of self- employment.

Related scholars: 1.Sorensen (2007) 2.Caroll and Mosakowsky

(1987)

6. Q: Who is the

entrepreneur and what is entrepreneurship? I: To get insights regarding entrepreneurs and entrepreneurship from the students I: To asses students understanding regarding the themes

As baseline study and

data Q1 Section II.1 Q2 Q1 Section II.11

1. Measurement of entrepreneurship. 2. Conceptual frameworks

and empirical indicators of entrepreneurship. 3. Framework in addressing and measuring entrepreneurship. 4. The means of entrepreneurship. 5. Basic theory of entrepreneurship and entrepreneurs. Related scholars:

1. Kukoc and Regan (2008) 2. Godin et.al. (2008) 3. Ahmad and Hoffman

(2007)

4. Hisrich et al. (2005) 5. Audretsch (1995, 2003) 6. Carton, Hofer and

Meeks (1998)

7. Stevenson and Sahlman (1991)

8. Stevenson and Jarillo (1990)

9. Hébert and Link (1989) 10.Drucker (1986)

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7. Q: What are the learning experiences by observing entrepreneurs? I: Perceived and expected condition from entrepreneurial learning by observing entrepreneurs in the social network Related to H.1 and

H.2 Q1 Section II.12 Q1 Section II.13 1.Entrepreneurial learning 2.Entrepreneurship education Related scholars: 1.Falavarjani et al. (2012) 2.Kuckertz (2011) 3.Mwasalwiba (2010) 4.Lourenco and Jones

(2006)

5.Edwards and Muir (2004) 6.Kirby (2002)

7.Rae (1997, 1999) 8.Gibbs (1987)

8. Q: Who are the samples / respondents of the research

I: Identify samples as the main subject of the research

As baseline data Q1 Section I.1,2,3, and 4 Q1 Section II.3 Q2 1. Samples criteria 2. Fieldwork 9. Q: How is student entrepreneurial motivation for start- up?

I: To get insights regarding future career objectives and

motivation to start up from the students

Related to H.1 Q1 Section III.1 Q1 Section III.2 Q1 Section III.3 Q1 Section III.6 Q1 Section III.7 Q1 Section III.9 1. Entrepreneurial motivation. 2. Opportunity and necessity based entrepreneurship. 3. Pull and push factors in

entrepreneurship. 4. Business start-up success

factors.

5. Career dynamics of self- employment. Related scholars: 1. Shane et al. (2003) 2. Reynolds et al (2001) 3. Shane and Venkataraman (2000) 4. Frese and De Kruiff

(2000)

5. Tellegen (1997)

165 Summary

The research identifies questions that need to be answered and found through the fieldwork. The main research question of the research related to the existence of role models and their relationship to students’ entrepreneurial motivation. From the research questions, the hypotheses of the research were then constructed. There are two research questions that were identified in the research and there are three main hypotheses that were developed to answer them.

The philosophy of this research was based on the consideration that it puts its position as realism (ontology of the research), positivist (epistemology of the research) and has nomothetic methodology. Therefore, the paradigm of the research was based on the functionalist paradigm in which its theory building was based on causal analysis.

For guidance and to frame the research models were used to explain and guide the way the research would precede. Two models, that both had been developed by the researcher, were used in the research, both based on the main literature and theoretical foundations relevant to the research topic. These models were the push and pull factors based model and the proximity based model. The push and pull factors based model can show the existence of a role model as of one of the factors for people in choosing an entrepreneurial career. Meanwhile, the proximity based model can show the status / dimension of each role model based on its status and distance to other individuals. From both models, the role model construct was then developed with the intention to be used in the research.

Undergraduate students are the research sample. From the consideration of access and other technical considerations in the fieldwork, the researcher chose undergraduate

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students at the Faculty of Economics at Andalas University as the research population. Several criteria were then determined to choose suitable students to become samples for the research. These criteria were used jointly with the sampling method of the research which was simple random sampling.

Data collection was done through the questionnaires and interview. The questionnaires consisted of two questionnaires. The first questionnaire was the core questionnaire about the role model and the other was the questionnaire about student perception of entrepreneurs. The first questionnaire intended to find students’ overview and perception about role models and their relationship to entrepreneurial motivation, while the second acted as the baseline study to form an overview about students’ perception regarding entrepreneurs and entrepreneurship. The questionnaires were disseminated to the students of the Faculty of Economics of Andalas University. Interviews were also used to support data collection in the research. They were undertaken specifically with the students majoring in entrepreneurship at the Department of Management of the Faculty. They aimed to get further information regarding the motivation of the students majoring in entrepreneurship to become an entrepreneur. They were chosen for this stage as they might be considered to have been the most knowledgeable students concerning entrepreneurship and the role it could play in the curriculum.

The research identified its research variables, which were divided into dependent and independent variables. The main purpose of the research was to explain the influence of role models on students’ entrepreneurial motivation. Therefore, it stated the existence of a role model as its independent variable and students’ entrepreneurial motivation as its dependent variable. From these variables, the research then stated the parameters of role model influence that were used for further analysis in the research.

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Data and information that had been collected in the fieldwork through questionnaires and interviews were then analysed by using quantitative method and qualitative method. Questionnaires were mainly analysed by using the quantitative method in forms of descriptive statistic and regression analysis, where a statistical programme (SPSS) was used to analyse the data. Interviews were analysed with a qualitative method in which a summary of students’ answers in the interview was used to get the information. The result of the interview was first read and then categorized to get to the summary. Both methods of analysis were then used in the research to organise data and gain insights.

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