Entrepreneurship learning, positive psychological capital and entrepreneur competence of students: a research study

Abstract

This study examines the direct and indirect effects of entrepreneurial learning on the formation of positive psychology capital, and explains the direct and indirect effects of entrepreneurial learning and positive psychological capital on student entrepreneurial competencies in Makassar City. This research is included in the type of explanatory research, which is non-experimental. The population in this study were 345 students who had participated in entrepreneurship education and training at state and private universities in South Sulawesi Province, while the sample size was 201 students who already had and were running a business. The results of this study indicate that entrepreneurial learning has a significant effect on the formation of positive psychology capital of students of entrepreneurship, and positive psychology capital has a significant influence on student entrepreneurial competence in South Sulawesi Province. The results of path analysis show that entrepreneurial learning has a significant effect on student entrepreneurial competence through mediation of positive psychology capital.

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ENTREPRENEURSHIP AND SUSTAINABILITY ISSUES
ISSN 2345-0282 (online) http://jssidoi.org/jesi/
2019 Volume 7 Number 1 (September)
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ENTREPRENEURSHIP LEARNING, POSITIVE PSYCHOLOGICAL CAPITAL AND
ENTREPRENEUR COMPETENCE OF STUDENTS: A RESEARCH STUDY
*
Muhammad Hasan¹*, St. Hatidja², Nurjanna3, Feliks Arfid Guampe4, Gempita5,
Muhammad Imam Ma’ruf6
1,6 Universitas Negeri Makassar, Jl. Raya Pendidikan Kampus UNM Gunung Sari Baru, Makassar, South Sulawesi,
Indonesia
2 STKIP Pembangunan Indonesia, Jl. Inspeksi Kanal No. 10, Kabupaten Gowa, South Sulawesi, Indonesia
3 STIE Tri Dharma Nusantara Makassar, Jl. Kumala II No. 51, Makassar, South Sulawesi, Indonesia
4 Universitas Kristen Tentena, Jl. Torulemba No. 21, Kabupaten Poso, Central Sulawesi, Indonesia
5 STIE Yapman Majene, Jl. Sudirman No. 76, Majene, West Sulawesi, Indonesia
E-mail: 1*m.hasan@unm.ac.id (Corresponding author)
Received 13 February 2019; accepted 15 July 2019; published 30 September 2019
Abstract. This study examines the direct and indirect effects of entrepreneurial learning on the formation of positive psychology capital,
and explains the direct and indirect effects of entrepreneurial learning and positive psychological capital on student entrepreneurial
competencies in Makassar City. This research is included in the type of explanatory research, which is non-experimental. The population in
this study were 345 students who had participated in entrepreneurship education and training at state and private universities in South
Sulawesi Province, while the sample size was 201 students who already had and were running a business. The results of this study indicate
that entrepreneurial learning has a significant effect on the formation of positive psychology capital of students of entrepreneurship, and
positive psychology capital has a significant influence on student entrepreneurial competence in South Sulawesi Province. The results of
path analysis show that entrepreneurial learning has a significant effect on student entrepreneurial competence through mediation of
positive psychology capital.
Keywords: entrepreneurship learning; positive psychological capital; entrepreneur competence; students
Reference to this paper should be made as follows: Hasan, M.; Hatidja, St.; Nurjanna, Guampe, F.A.; Gempita, Ma’ruf, M.I. 2019.
Entrepreneurship learning, positive psychological capital and entrepreneur competence of students: a research study, Entrepreneurship and
Sustainability Issues 7(1): 425-437. http://doi.org/10.9770/jesi.2019.7.1(30)
JEL Classifications: I25
Additional disciplines: psychology; educology
*
The research was supported by the Directorate of Higher Education and Ministry of Research, Technology and
Higher Education, the Republic of Indonesia

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1. Introduction
In the era of industrial revolution 4.0 which has implications for the importance of economic literacy and digital
literacy, every country in the world is expected to be able to have competitiveness, especially in terms of
innovation and creativity. However, there are still many countries that face high unemployment rates among their
youth, especially young people with low education qualifications (Biavaschi et al., 2012; Hasan & Azis, 2018;
Musa & Hasan, 2018), so that, mastering science and technology through education and training is one of the
determining factors for the success of individual in the workforce (Biavaschi et al., 2012). In an innovation-based
digital era, it is necessary to have the well-trained entrepreneurial technical expertise to deal with a rapidly
changing global economic environment (Essia, 2012). Thus, there is a need to establish entrepreneurial learning
that can form entrepreneurial competencies, especially at the level of higher education (Grubor, 2013; Haeruddin,
Pick, & Thein, in press).
Students need tools, techniques, and theories to help them succeed in finding and directing their world. Some
studies have found that entrepreneurship education and business literacy are still lacking among the younger
generation, especially the aspects of entrepreneurial knowledge and skills is one of the efforts to improve the
economic welfare of young people in the future (Ernst & Young, 2012).
The results of other studies from Ernst & Young (2011) confirm that experience in the corporate sector provides
an important foundation in business practice. The informants in the study chose experience as employees as
having the highest impact (33%). Higher education is prioritized by almost one third of informants (30%),
followed by mentors (26%), families (21%), co-founders (16%), secondary education (13%), colleagues (12%),
executives (11 %), friends (9%), and investors (5%). Despite having the second highest contribution according to
the informants, higher education remains one of the important aspects that is able to provide experience in the
formation of entrepreneurial competencies.
Many young people are reluctant to entrepreneurship due to psychological conditions that do not support.
Psychological circumstances are valuable personal resources and capital for someone to succeed (Luthans,
Luthans, & Luthans, 2004). Psychological capital is an extension of the concept of "economic capital", but differs
from human capital or social capital (Luthans, Luthans, & Luthans 2004). In other words, psychological capital is
the belief that a person has all the mental strength, capacity, and ability to do things for the sake of the progress of
oneself and others. Psychological capital is related to "who I am". Psychological capital has four dimensions: self-
efficacy, optimism, resilience, and hope (Luthans et al., 2004; Luthans, Avolio, Avey & Norman, 2007). In
various literature, psychological capital is the primary determinant of the success of the entrepreneurial process,
including in terms of the formation of entrepreneurial competencies. But in the entrepreneurial literature, more
empirical evidence is needed to prove the importance of a positive relationship between psychological capital and
entrepreneurial competence (Newman, Schwarz & Borgia, 2014).
In general, competencies include the knowledge, skills, attitudes, and behaviors needed to complete an activity
(Morris et al., 2013). These include strategic thinking, a favorable orientation for change and innovation, the
ability to build networks and build strategic alliances, risk assessment, identify opportunities and motivate others
around common goals. Mitchelmore and Rowley (2013) propose a structure that establishes six principles of
entrepreneurial skills: proper identification and niche market definitions, development of products or services that
are in line with niche markets/product innovation, idea creation, environmental identification, recognizing and
utilizing opportunities, and formulating strategies to take advantage of opportunities.
Entrepreneurship learning aims to guide all students not only, have an entrepreneurial mindset, but also have the
competence and entrepreneurship skills (Hegarty, 2006). At the level of higher education entrepreneurial learning
aims to build entrepreneurial spirit and culture, so that students have entrepreneurial intentions and competencies.

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Several studies have been conducted to find out entrepreneurial learning towards the success of students to
become successful entrepreneurs. However, findings from several studies are often difficult to observe because
there is still a lack of quantity of students who have successful businesses (Amoros & Bosma, 2014). Seeing these
findings, it is felt that there are still research gaps to see the impact of entrepreneurial learning on the formation of
student entrepreneurial competencies.
Often, entrepreneurship learning is only related to aspects of knowledge and often neglects the formation of
potential skills, abilities, and entrepreneurial attitudes. Therefore, an empirical study is needed to prove the
relationship between entrepreneurial learning and the structure of positive psychology capital and entrepreneurial
skills in students. Although various learning strategies have been introduced, there is no agreement on the right
learning strategies to form entrepreneurial competencies. However, some experts have agreed on three main
categories of entrepreneurial learning strategies, which include cognitive plans, meta-cognitive strategies, and
resource management strategies (Soric & Palekcic, 2009; Clayton, Blumberg, & Auld, 2010).
2. Literature review
This article aims to determine the impact of entrepreneurial learning on the formation of entrepreneurial
competencies through the formation of positive psychology capital in students, so based on this, the formation of
student entrepreneurial competencies includes triggers, processes, and consequences. The trigger for the
formation of student entrepreneurial competencies includes beliefs, goals, and contextual embeddedness. The
process of developing competencies consists of entrepreneurial learning such as learning by doing (Cope & Watts
2000; Minniti & Bygrave, 2001), cognitive learning strategies (Vermetten et al., 1999; Baubonienė et al., 2018),
meta-cognitive learning strategies (Huang, 2008), and Clayton, Blumberg, & Auld (2010) with dimensions of
cognitive strategy, meta-cognitive strategies, and resource management strategies.
The consequences of the entrepreneurial process are divided into three categories which include: entrepreneurial
competence, entrepreneurial attributes, and entrepreneurial skills (Gibb, 2005). Entrepreneurial behavior includes
seeking and utilizing opportunities, taking initiatives to realize things, solving problems creatively, managing
independently, being responsible, building networks effectively, arranging things creatively, and being able to
take account of various risks. Entrepreneurial attributes of individuals that consist of orientation and ambition of
achievement, self-confidence, performance, high locus of control, orientation to action, preference for learning by
doing, perseverance, determination and creativity. Entrepreneurial skills consist of creative problem solving,
negotiation skills, the ability to manage a business, project or situation holistically, think strategically, and make
intuitive decisions under uncertainty. Based on this, the study of this article was based on the assumption that the
process of developing entrepreneurial competencies through entrepreneurship learning aims to form
entrepreneurial competencies through entrepreneurial attributes of individuals known as positive psychology
capital.
Until now, scientists have identified several that determine one's competency in entrepreneurship, including their
nature and personality, for example the big five (Ciavarella et al., 2004; Musa, Haeruddin, & Haeruddin, 2018),
the tendency to take risks (Zhao et al., 2005), self-efficacy (Zhao et al., 2005), risks to entrepreneurial activity
(Krueger 1993; Matthews & Moser, 1996), and gender (Marlow & McAdam, 2011; Haeruddin & Natsir, 2016;
Azis, Haeruddin, & Azis, 2018). Among these determinants, entrepreneurship learning seems to be one of the
important things, because the evidence in previous research shows that there is a clear relationship between
entrepreneurial learning and entrepreneurial activity (Henderson & Robertson, 2000; Galloway & Keogh, 2006;
Girdzijauskaite et al., 2019).

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Psychological tradition in entrepreneurship tends to focus on entrepreneurial description as a phenomenon, not as
a way to inform entrepreneurial practice (Frese et al., 2012). This study looks at the psychological aspects of
entrepreneurship which are positively related to the formation of entrepreneurial competencies, so that through
this, it is possible to design interventions that can improve student entrepreneurial competence through
entrepreneurial learning.
Psychological capital is a relatively new concept that is still being developed, especially in the formation of
entrepreneurial competencies (Jensen & Luthans, 2006; Baron et al., 2013). Hmieleski and Carr (2008) found that
psychological capital is able to explain the achievement of business performance through the formation of
entrepreneurial competencies. Baron et al., (2013) found that entrepreneurs with higher psychological capital have
a higher welfare because psychological capital is able to form good entrepreneurial competencies.
Based on the study, the conceptual framework of the process of developing student entrepreneurial competencies
can be seen in Figure 1.
Fig.1. The Conceptual Framework of The Process of Developing Student Entrepreneurial Competencies

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3. Methods
This research is included in the type of explanatory research, which is non-experimental in nature and aims to
analyze the influence of entrepreneurial learning and positive psychology capital on student entrepreneurial
competencies in South Sulawesi Province, using a quantitative approach through parameter testing in answering
hypotheses. To get data in accordance with the study design, the closed-ended question type was used.
Entrepreneurship learning refers to Clayton, Blumberg, & Auld (2010) with dimensions of cognitive strategy,
meta-cognitive strategy, and resource management strategies, the measuring scale used is ordinal. Positive
psychology capital refers to Luthans, Luthans, & Luthans (2004) with dimensions, namely: self-efficacy,
optimism, resilience, and hope, the measurement scale used is ordinal. Measurement of entrepreneurial
competencies includes proper identification and niche market definition, development of products or services that
are in line with niche markets/product innovation, idea creation, identification of the environment, recognizing
and utilizing opportunities, and formulating strategies to take advantage of opportunities (Mitchelmore & Rowley,
2013), with an ordinal measurement scale.
The population in this study were 345 students who had participated in entrepreneurship education and training in
South Sulawesi Province, while the sample size was 201 students who already had and were running a business.
Data analysis techniques use statistical testing to verify the various problems presented in the hypothesis, so that
generalization can be carried out, and based on path analysis. The purpose of path analysis is to find out the direct
and indirect effects of a set of exogenous variables on endogenous variables (Hair et al., 2010). Based on the
description, the variables examined in this article can be seen in Table 1.
Table 1. Research Variable
No.
Variable
Symbol
Dimension
Symbol
1.
Entrepreneurship learning
(Clayton, Blumberg, & Auld, 2010)
X1
Cognitive strategy
X1.1
Meta-cognitive strategy
X1.2
Resource management strategies
X1.3
2.
Positive psychology capital
(Luthans, Luthans, & Luthans, 2004)
X2
Self-efficacy
X2.1
Optimism
X2.2
Resilience
X2.3
Hope
X2.4
3.
Entrepreneurial competencies
(Mitchelmore & Rowley, 2013)
Y1
Market identification
Y1.1
Product development and innovation
Y1.2
Idea creation
Y1.3
Identification of the environment
Y1.4
Recognizing and utilizing opportunities
Y1.5
Take advantage of opportunities
Y1.6
4. Results and discussion
The results of the instrument validity test indicate that all indicators in the research variable meet the data validity
requirements. For more details can be seen in Table 2.

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Table 2. Validity Test
Variable
Dimension
Indicator
r
Information
Entrepreneurship learning
(X1)
Cognitive strategy (X1.1)
X1.1.1
0.821
Valid
X1.1.2
0.765
Valid
X1.1.3
0.774
Valid
X1.1.4
0.689
Valid
X1.1.5
0.822
Valid
X1.1.6
0.756
Valid
Meta-cognitive strategy (X1.2)
X1.2.1
0.875
Valid
X1.2.2
0.875
Valid
X1.2.3
0.885
Valid
X1.2.4
0.768
Valid
Resource management strategies (X1.3)
X1.3.1
0.829
Valid
X1.3.2
0.789
Valid
X1.3.3
0.772
Valid
X1.3.4
0.731
Valid
Positive psychology capital
(X2)
Self-efficacy (X2.1)
X2.1.1
0.845
Valid
X2.1.2
0.887
Valid
X2.1.3
0.756
Valid
Optimism (X2.2)
X2.2.1
0.865
Valid
X2.2.2
0.872
Valid
X2.2.3
0.743
Valid
X2.2.4
0.882
Valid
Resilience (X2.3)
X2.3.1
0.764
Valid
X2.3.2
0.751
Valid
X2.3.3
0.890
Valid
X2.3.4
0.746
Valid
Hope (X2.4)
X2.4.1
0.825
Valid
X2.4.2
0.713
Valid
X2.4.3
0.734
Valid
X2.4.4
0.862
Valid
Entrepreneurial competencies
(Y1)
Market identification (Y1.1)
Y1.1.1
0.781
Valid
Y1.1.2
0.881
Valid
Y1.1.3
0.893
Valid
Product development and innovation (Y1.2)
Y1.2.1
0.821
Valid
Y1.2.2
0.774
Valid
Y1.2.3
0.725
Valid
Y1.2.4
0.851
Valid
Idea creation (Y1.3)
Y1.3.1
0.763
Valid
Y1.3.2
0.852
Valid
Y1.3.3
0.742
Valid
Identification of the environment (Y1.4)
Y1.4.1
0.842
Valid
Y1.4.2
0.755
Valid
Y1.4.3
0.791
Valid
Recognizing and utilizing opportunities (Y1.5)
Y1.5.1
0.765
Valid
Y1.5.2
0.882
Valid
Y1.5.3
0.761
Valid
Y1.5.4
0.821
Valid
Take advantage of opportunities (Y1.6)
Y1.6.1
0.723
Valid
Y1.6.2
0.831
Valid
Y1.6.3
0.754
Valid
Y1.6.4
0.771
Valid
Source: Computed by authors

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The results of the validity test in Table 2 show that all indicators in entrepreneurial learning variables, positive
psychology capital, and entrepreneurial competence have a pearson correlation (correlation coefficient) that is
greater than 0.30, so that all of these indicators have met the data validity requirements. After the validity test is
done, then the instrument reliability test is carried out as shown in Table 3.
Table 3. Reliability Test
No.
Variable
Cronbach's Alpha
Information
1.
Entrepreneurship learning (X1)
0.811
Reliable
2.
Positive psychology capital (X2)
0.790
Reliable
3.
Entrepreneurial competencies (Y)
0.874
Reliable
Source: Computed by authors
This study examines the direct and indirect effects of entrepreneurial learning on the formation of positive
psychology capital, and explains the direct and indirect effects of entrepreneurial learning and positive
psychology capital on student entrepreneurial competencies in South Sulawesi Province. Summary of research
results can be seen in Table 4.
Table 4. Path Analysis Coefficient(s)
Direct Effect
Path Analysis
Path Coefficient
Prob.
Result
Entrepreneurship Learning  Positive Psychological Capital
0.887
0.000
Significant
Entrepreneurship Learning  Entrepreneur Competence
0.613
0.001
Significant
Positive Psychological Capital  Entrepreneur Competence
0.754
0.015
Significant
Indirect Effect
Indirect Path
Path Coefficient
Entrepreneurship Learning  Positive Psychological Capital 
Entrepreneur Competence
0.887 x 0.754 = 0.668
Source: Computed by authors
Based on the results of data processing, the entrepreneurial learning path coefficient for positive psychological
capital formation is 0.887, indicating that the influence of entrepreneurial learning on positive psychology capital
formation is 0.887 with a probability value of 0.000. The results of this analysis indicate that entrepreneurship
learning has a significant effect on the formation of positive psychology capital of students who become
entrepreneurs. The coefficient of entrepreneurship learning pathway towards entrepreneurial competence is equal
to 0.613 indicating that the influence of entrepreneurial learning on entrepreneurial competencies is 0.613. The
probability value of entrepreneurship learning on entrepreneurial competencies is 0.001. The results of this
analysis indicate that entrepreneurial learning has a significant effect on student entrepreneurial competencies that
become entrepreneurs. The positive psychology capital path coefficient on entrepreneurial competence is 0.754,
indicating that the positive psychological capital effect on entrepreneurial competency is 0.754. The probability
value of family capital on business performance is 0.015, so the results of this analysis indicate that positive
psychological capital has a significant effect on student entrepreneurial competencies that become entrepreneurs.
The indirect coefficient of entrepreneurship learning on entrepreneurial competence through positive psychology
capital is 0.668, indicating that the coefficient of entrepreneurial learning pathways towards entrepreneurial
competence through positive psychological capital is 0.668.

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The findings of this study indicate that entrepreneurial learning influences the formation of positive psychology
capital. This shows that entrepreneurial learning determines the level of formation of positive psychology capital
(Sarasvathy, 2004). Entrepreneurship learning that is applied makes students learn from direct experience and
other experiences around the campus environment. Positive psychological capital formation is the result of high
learning intensity (Cope, 2003).
The test results in this study indicate that entrepreneurial learning influences entrepreneurial competencies. These
results indicate that applied entrepreneurship learning has been able to cover the realm of skills. There are 3
approaches to entrepreneurship learning, which include entrepreneurial learning by emphasizing theoretical study,
work-oriented learning, this learning encourages students to practice becoming entrepreneurs, fosters students'
interest in becoming entrepreneurs with knowledge and skills in the field of entrepreneurship, and learning
through entrepreneurial activities, this learning invites students to learn to be directly involved in business
activities (O'Connor, 2013).
The findings of this study indicate that student entrepreneurship competencies are supported by appropriate
learning processes within the institution. The curriculum in the institution contains a sequence of courses related
to the formation of student entrepreneurial competencies that are in accordance with the cognitive, affective, and
psychomotor levels of students. This is tailored to the expected competencies through a systematic process. These
findings are in accordance with the findings of Markowska (2011) who suggested that learning entrepreneurship
should be the main vehicle for the development of student entrepreneurial competencies. The research findings
also show that universities have used learning with experience as one of the main methods of delivering
entrepreneurial material, so that izn every learning the weight between knowledge and skills through practice is
increasingly dominant in entrepreneurship learning. Makassar State University, as one of the research locations,
has provided a center for entrepreneurship, external/internal funding for students who want entrepreneurship,
community services and guest lectures, and business incubators. This shows that entrepreneurship learning is also
focused on aspects of learning while working or direct observation.
Another finding in this study shows that positive psychological capital has a significant effect on entrepreneurial
competence and there is an influence of entrepreneurial learning on entrepreneurial competence through
mediating the formation of positive psychology capital. Entrepreneurial success is a series of positive results from
the utilization of internal forces contained within humans (Seligman & Csikszentmihalyi, 2000). Entrepreneurship
views success not only financially but also psychologically (Gorgievski et al., 2011). For entrepreneurs, non-
financial incentives are more satisfying, while financial benefits do not always bring the greatest satisfaction
(Alstete, 2008; Zainal et al., 2018). Meanwhile, the career success literature highlights that people are more
appreciative of personal success than objective performance measures, given their full commitment to their work
(Poon, 2005). In other words, successful entrepreneurs often feel more satisfied after all the difficulties and are far
more satisfied after sharing a lot of money or wealth with the community in the form of charity, donations,
sponsors and at the same time, transforming gratitude to the city for success (Csikzentmihalyi, 2000). Thus,
entrepreneurial success is highlighted to comprise not only financial benefits but also measures of psychological
success, such as satisfaction, gratitude, and readiness (Tang et al., 2010).
The findings of this study indicate that the most dominant dimension of positive psychology capital held by
students is optimism. Optimism is a way of interpreting positive events as a matter that occurs as a result of self,
is permanent, and can occur in various situations; and interpret negative events as things that occur due to things
outside ourselves, are temporary, and only occur in certain situations (Luthans et al., 2007). Optimism is also
interpreted as a hope for a positive and open future for settled self-development (Avey, Richard, Luthans, Mhatre,
2011).

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Optimistic students will be more realistic and flexible. Because, optimism in positive psychology capital is not
only described as positive feelings but also a strong learning in terms of self discipline, analysis of past mistakes,
and planning to prevent the occurrence of bad things. Students with high optimism will be able to feel cognitive
and emotional implications when they get success (Luthans et al., 2007).
Conclusions
The results of this study indicate that entrepreneurial learning has a significant effect on the formation of positive
psychology capital. Other findings show that positive psychology capital has a significant influence on
entrepreneurial competence. The results of path analysis show that entrepreneurial learning has a significant
effect on entrepreneurial competence through the mediation of positive psychology capital. The research findings
have implications for the importance of entrepreneurial learning in higher education, both through education and
training, to form positive psychological capital that can support the formation of entrepreneurial competencies.
The findings of this study are able to provide information on the importance of psychological factors in forming
entrepreneurial competencies, so that entrepreneurship learning at the tertiary level must be designed to balance
cognitive, affective, and psychomotor, especially in the affective aspect, positive psychology capital formation is
very important because of the formation of entrepreneurial competencies very much determined by positive
psychology capital. Future research is expected to conduct research by looking for other psychological factors
that can shape student entrepreneurial competencies.
This research is inseparable from several limitations. The first limitation is, this study only managed to identify
entrepreneurship learning models based on student perceptions, so that in the future it is hoped that the
entrepreneurship learning model that has been identified can be developed in the form of development research.
The second limitation is that this study only measures positive psychology capital and student entrepreneurship
skills based on the perceptions of respondents who are still students, so that in the future this research can be
developed to measure positive psychology capital and entrepreneurship skills of students who have completed
college education and decide to become an entrepreneur.
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Aknowledgements
We would like to thank the Directorate of Higher Education, Ministry of Research, Technology and Higher
Education, the Republic of Indonesia for their financial support of this research. We appreciate the Research
Institution of Universitas Negeri Makassar (UNM), and to anonymous reviewers for excellent comments and
suggestions for this paper.
Muhammad HASAN is a Lecturer in Department of Economics Education, Faculty of Economics, Universitas Negeri Makassar. His
research fields include entrepreneurship, economic education, informal education, economic literacy, and knowledge transfer.
ORCID ID: https://orcid.org/0000-0003-1112-2110
St. HATIDJA is a Lecturer in Department of Economics Education, STKIP Pembangunan Indonesia Makassar. His field of research
includes entrepreneurship and economic education
ORCID ID: https://orcid.org/0000-0002-0819-3471

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2019 Volume 7 Number 1 (September)
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437
NURJANNA is a Lecturer in Department of Management, STIE Tri Dharma Nusantara Makassar. His research fields include
entrepreneurship, management, and financial management.
ORCID ID: https://orcid.org/0000-0002-6083-1215
Feliks Arfid GUAMPE is a Lecturer in Department of Economics Development, Universitas Kristen Tentena. His field of research studies
includes the economics of entrepreneurship, management, and economic education.
ORCID ID: https://orcid.org/0000-0003-0597-9740
GEMPITA is a Lecturer in Department of Management, STIE Yapman Majene. His field of research studies includes the economics of
entrepreneurship, management, and economic education
ORCID ID: https://orcid.org/0000-0003-3248-0881
Muhammad Imam MA'RUF is a Lecturer in Department of Economics Development, Faculty of Economics, Universitas Negeri
Makassar. His field of research includes entrepreneurship, agribusiness, and agricultural economics.
ORCID ID: https://orcid.org/0000-0002-2128-5952
Register for an ORCID ID:
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Copyright © 2019 by author(s) and VsI Entrepreneurship and Sustainability Center
This work is licensed under the Creative Commons Attribution International License (CC BY).
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