Keywords

Proclivity, Entrepreneurship, Simulation, Influencers, Learning and Training

Introduction

Entrepreneurship plays a significant role in enhancing the health of an economy by fostering innovation, directing research and development efforts, creating new technology, devising novel methods of production, and evolving new models of business operations (Hartanto, 2017). Entrepreneurship stimulates economic growth through innovation, seizing opportunities, yielding high returns, and generating employment opportunities (Adeyemi & Popoola, 2022). Higgins defines the entrepreneurship as: ‘Entrepreneurship means the function of seeing investment and production opportunity, organizing an enterprise to undertake a new production process, raising capital, hiring labour, arranging for supply of raw materials and selecting top managers for day-to-day operations of the enterprise’ (Ojha, 2018).

After facing grim prospects of securing employment in the government sector, the youth of India are grappling with the challenges of unemployment. According to the 'State of Working India 2023' report by Azim Premji University’s Centre for Sustainable Employment, over 42 percent of India’s graduates under 25 were unemployed in 2021-22 (Walia, 2023). Excluding such an energetic segment of the population from contributing to national productivity is certainly detrimental to economic growth. Entrepreneurship emerges as an effective channel to channelize this energy, motivating youth to embark on their own ventures. Entrepreneurs encounter immense challenges and require proper assistance and training to succeed in a highly competitive environment. While some entrepreneurial traits are inherent, others can be developed later (Kuip & Verheul, 2003). The government and educational institutions can play a significant role in nurturing traits that go beyond inherent capabilities.

The promotion of entrepreneurship has been the focal point for the policy makers. The government is focussing on development of entrepreneurs and entrepreneurship in the country. Both the central government and state governments have come-up with various entrepreneurship development programs. The universities and the colleges have come up with entrepreneurship curricula. The central government has taken proactive steps through initiatives such as Stand-Up India, Pradhan Mantri Mudra Yojana (Prime Minister Financing Scheme), National Entrepreneurship Development Program (NEDP), Startup India, Atal Innovation Mission (AIM), National Small Industries Corporation (NSIC) Programs, Skill India, Rashtriya Krishi Vikas Yojana (National Agriculture Development Scheme), Make in India, and National Rural Livelihoods Mission (NRLM) to foster entrepreneurship in the country.

These programs are not limited to the start-up stage; several other schemes are in place to support entrepreneurs at various stages of their business. These include the Prime Minister’s Employment Generation Programme (PMEGP), loans for the upgradation of existing PMEGP/MUDRA units, Credit Guarantee Scheme for Micro & Small Enterprises (CGTMSE), Micro & Small Enterprises Cluster Development Programme (MSE-CDP) Scheme, Scheme of Fund for Regeneration of Traditional Industries (SFURTI), Entrepreneurship Skill Development Programme (ESDP) Scheme, Assistance to Training Institutions (ATI) Scheme, Coir Vikas Yojana, Procurement and Marketing Support (PMS) Scheme, International Cooperation (IC) Scheme, National SC-ST Hub Scheme, A Scheme for Promotion of Innovation, Rural Industries, and Entrepreneurship (ASPIRE), Khadi Gramodyog Vikas Yojana, Tool Rooms and Technical Institutions - A Component of Infrastructure Development & Capacity Building scheme, MSME Champions Scheme, Credit Guarantee Scheme for Subordinate Debt (CGSSD) for Stressed MSMEs, Self-Reliant India (SRI) Fund, and Raising and Accelerating MSME Performance (RAMP), among others. These schemes have been extended to entrepreneurs to support the growth and development of their businesses (Ministry of MSMEs, Government of India, 2022).

The central and state governments have actively promoted entrepreneurship through various channels, and educational institutions play a significant role in shaping the minds of aspiring entrepreneurs. Entrepreneurship curriculum is not limited to the graduate level; several state governments have introduced it at the school level as well. With diminishing prospects of securing permanent job opportunities in the government sector, young individuals are increasingly gravitating towards self-employment. The intense competition for jobs in the private sector has compelled them to pursue courses that empower them to become self-employed. Consequently, admissions in vocational, business management, commerce, and economics courses have seen a substantial increase as students pursue these avenues to realize their aspirations of self-employment.

Review of Literature

Encouraging Entrepreneurship by the Universities

Universities can play a significant role in developing entrepreneurship (Ndou et al., 2022; Nguyen et al., 2023; Ignacio et al., 2023). The students can be prepared to embrace entrepreneurial challenges (Natsvlishvili et al., 2023). They can be motivated to start their business. They can be taught and trained to navigate entrepreneurial challenges and cultivate entrepreneurial traits amongst the budding entrepreneurs. Universities are the places where young minds are groomed, nourished, and developed to deal with the intricacies of business and entrepreneurship (Nestorenko et al., 2021). Universities also serve as ideal environments for generating and implementing new ideas, fostering creativity, and encouraging innovation (Egan et al., 2017). Furthermore, universities inspire students to shift their focus from being job seekers to becoming job providers (Hartono, 2021). Given the influential role the universities could play in developing entrepreneurship among university students, it is hypothesised that:

H₁: Entrepreneurial proclivity among the students is likely to be high when university encourages entrepreneurship.

The Entrepreneurial Learnings and Training

The entrepreneurial learning and training facilities provided by universities significantly influence the future of entrepreneurship (Raju et al., 2023, Anwar et al. 2020a). A high-quality output is achievable when students receive quality input, along with effective methods and techniques for processing it. The skills acquired during the course become the tools that students can apply in real-world scenarios. They develop and utilize critical thinking, applying their expertise to identify and seize opportunities. Moreover, they can assess their environment using a critical mechanism learned during their studies. The habit of continually updating and upgrading technical know-how becomes ingrained, contributing to their success (Permand et al., 2016). Higher educational institutions are tasked with designing learning and training programs that mold students into successful entrepreneurs (Balushi et al. 2023). While some universities in the country offer specific entrepreneurship courses, most follow a multidisciplinary approach (Mukesh et al., 2018). Delhi University provides multidisciplinary courses, although only a select few colleges under Delhi University offer dedicated entrepreneurship courses to students.

Entrepreneurship is primarily offered as a subject in Commerce, Economics, Management, and Arts courses at the University of Delhi. However, only a limited number of colleges under the University of Delhi provide dedicated courses in entrepreneurship. In alignment with the National Education Policy of 2020 and the Under Graduate Curricular Framework (UGCF), students now have broader options, including the ability to choose entrepreneurship as a minor subject. To equip students with entrepreneurial competencies, the curriculum should offer real-life experiences from various industries. It should provide opportunities for students to engage with contemporary issues, develop critical analytical traits, and gain insights into domestic and global policies (Olokundun et al., 2017). In addition to a well-designed curriculum, the teaching and training methods play a crucial role in shaping entrepreneurial skills and traits (Hazirah et al., 2020) Modern teaching techniques, such as field studies, case studies, brainstorming sessions, internships, business plan preparation, idea generation, and lectures by entrepreneurs and industry experts, should be incorporated for a comprehensive understanding of entrepreneurship (Torres Barreto et al., 2020). Entrepreneurial programs should be introduced not only to impart knowledge but also to stimulate interest in entrepreneurship (Akhmetshin et al., 2019). Therefore, it is hypothesized that:

H₂: Entrepreneurial proclivity among the students is likely to be high when university develops effective learning and training programmes for students.

Entrepreneurship Influencers

Individuals can be significantly influenced by those whom they interact with, admire, and idealize. These influential figures may shape an individual's decision to pursue entrepreneurship, inspiring them to emulate their style, living standards, and actions (Venkataraman, 2020). Role models play a crucial role in influencing individuals to choose entrepreneurship as a career option, providing valuable information, support, and guidance (Nitu-Antonie, 2017). Family members also exert a considerable influence on career choices (Gorji & Simarasi, 2023). Teachers (Sharif et al., 2019), peer groups, and friends (Naz et al., 2014), as well as individuals whom one admires, contribute to the decision-making process. The achievements, roles, and status of these role models have a profound impact, with individuals aspiring to emulate them. Teachers, given their direct interaction with students, play a significant role in shaping career choices by preparing, encouraging, and cultivating students. They often inspire students by sharing success stories of entrepreneurs (Liao, Nguyen et al., 2022). Peers also hold substantial influence over an individual's career decisions. Friends serve as crucial sources of information and motivation, and the likelihood of choosing an occupation that a friend pursues is notably high. Based on the above discussions, the following hypothesis can be formulated:

H₃: Role models influence the entrepreneurial proclivity among students.

Simulation and Industry Interaction Programmes

In the present competitive environment, theoretical knowledge alone is deemed insufficient. Practical experience has become indispensable, allowing individuals to apply and test their theoretical learning in real-world scenarios (Lambert and Wall, 2021). Practical knowledge is best acquired through hands-on work, and simulation can be highly effective in providing practical experiences by creating an industry-like environment where individuals are given specific tasks to perform. Directly working in the industry for a specified period is another valuable approach to gaining practical experience. Universities play a role in facilitating practical exposure through industry interaction and internship programs, wherein students visit companies, work for a designated period, and gain hands-on experience. Entrepreneurial internship and interaction programs are particularly instrumental in providing students with practical, real-life experiences that enhance their confidence and self-efficacy (Wen-Hwa Ko, 2008). Practical experience equips students to confront and navigate various situations effectively (Amaquandoh et al., 2023). Integrating academic curriculum with industrial internship and interaction programs enhances students' professional capabilities (Chong et al., 2021). Given the numerous benefits these programs provide to students, they should be an integral part of the educational structure (Bell, 2014). A well-designed internship program can significantly impact the selection of entrepreneurship as a career, resulting in:

H₄: The simulation and industry interaction programmes conducted by the university enhance entrepreneurial proclivity among the students.

Family Occupation and Characteristics of an Individual

The family occupation and characteristics of an individual exert a strong influence on the choice of entrepreneurship as a career option (Tarling et al., 2016; Morris et al., 1996; Nazareno et al., 2021; Chilenga et al., 2022). If an individual grows up in a business-oriented family, there is a higher likelihood that they will be inclined towards entrepreneurship (Basu, 2004). Studies indicate that an individual's family background and demographic features play a significant role in encouraging them to pursue entrepreneurship. Based on the findings from the above-mentioned studies, it is hypothesized that:

H₅: The linkage between entrepreneurship education and entrepreneurial proclivity is stronger for:

a) Gender

b) Programmes of study

c) Father’s occupation

d) Mother’s occupation

Objectives and Hypothesis

Objectives of the Study

• To investigate the students' inclination towards entrepreneurship.

• To analyze the connection between the inclination towards entrepreneurship and the role of the university in fostering entrepreneurship.

• To examine the correlation between the inclination towards entrepreneurship and Simulation & Industry Interaction Programs.

• To assess the relationship between the inclination towards entrepreneurship and entrepreneurial learning & training.

• To scrutinize the association between the inclination towards entrepreneurship and entrepreneurship influencers.

• To explore the connection between the inclination towards entrepreneurship and the family occupations and characteristics of individuals.

Hypothesis of the Study

H₁: Entrepreneurial proclivity among the students is likely to be high when university encourages entrepreneurship.

H₂: Entrepreneurial proclivity among the students is likely to be high when university develops effective learning and training programmes for students.

H₃: Role models influence the entrepreneurial proclivity among students.

H₄: The simulation and industry interaction programmes conducted by the university enhance entrepreneurial proclivity among the students.

H₅: The relationship between entrepreneurship education and entrepreneurial proclivity is stronger for: gender, programmers of study, father’s occupation, and mother’s occupation.

Methodology

To assess entrepreneurial inclination among undergraduate students in colleges under the University of Delhi, the present study utilized a questionnaire distributed randomly via Google Form. The study focused on colleges offering Commerce, Vocational, and Management courses. There are 91colleges under University of Delhi. Around 71,000 students take admissions in First Year of Courses each year in these colleges (The Economic Times, 2023). There are few specialised colleges that run specific courses only. Most of the colleges run general courses. A sample size of 972 students from twelve randomly selected colleges within the University of Delhi, studying courses such as Commerce, Management, Economics, Vocational, and Arts, was chosen. All the collected responses were deemed suitable for inclusion in the study. The questionnaire encompassed various aspects, including the general profile of respondents, attitudes toward entrepreneurship, factors influencing entrepreneurship, learning, and training experiences at colleges, and participation in simulation and industry interaction programs. Students were requested to provide self-ratings on a 5-point Likert scale, ranging from strongly agree to strongly disagree for each statement. Demographic information, such as age, gender, courses pursued, occupation of parents, and the names of colleges attended, was also included in the questionnaire. Following data compilation, factor analysis using the Principal Component Method was conducted in SPSS, extracting seven fixed variables based on factor loadings and the Kaiser-Meyer-Olkin Measure of Sampling Adequacy, which was found to be .901. Additionally, Bartlett's Test of Sphericity (p=0.000< 0.05) indicated that the sample size and variables were sufficient for testing and establishing relationships. The data were analysed using SPSS through techniques such as Factor Analysis, ANOVA, Correlation, and Regression Analysis.

Analysis and Interpretation

Respondents Profile Out of 972 respondents, 65% were male students, while 35% were female students. The majority of the students, constituting 78%, fell within the 18-20 years age group. The prevalent courses pursued by students were B. Com., B.A. (Vocational Studies), and B. Com. (H). The occupations of most students' fathers were in services and businesses. In contrast, the occupations of their mothers were predominantly in non-services, non-business, and non-agricultural sectors.

Factor Analysis

Factor analysis was used to reduce and grouping of the statements for the following dependent and independent variables.

• The Entrepreneurial learning and Training (EL&T)

• Simulation and Industry Interaction Programmes (S&IIP)

• The Entrepreneurial Proclivity (EP)

• Promoting Entrepreneurship by the University (PEU)

• Entrepreneurship Influencers (EI)

• Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP)

• Entrepreneurship Hurdle (EH)

The Principal Component Method with Varimax Rotation has been employed to finalize questions for the study, selecting those with factor loadings exceeding 0.5. Following the application of the Principal Component Method with Varimax Rotation on the collected responses, the study identified 9 items in Entrepreneurial Learnings and Training (EL&T), 7 items in Simulation and Industry Interaction Programmes (S&IIP), 5 items in Entrepreneurship Proclivity (EP), 4 items in Promoting Entrepreneurship by the University (PEU), 4 items in Entrepreneurship Influencers (EI), 4 items in Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP), and 3 items loaded in Entrepreneurship Hurdle (EH) with factor loadings above 0.5. Summarized results are presented in KMO and Bartlett’s Test Table 1 and Factor Loadings Table 2.

Table 1 Kmo and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy		0.901
Bartlett's Test of Sphericity	Approx. Chi-Square	8405.569
	df	1485
	Sig.	0

Table 2 Factor Loadings for Key Variables
Main Variables and Questions		Communalities Extraction	Factor Loadings
The Entrepreneurial Learnings and Training (EL&T)
The entrepreneurial learning and training (EL&T) enhanced entrepreneurial knowledge and skills.		0.696	0.769
The entrepreneurial learning and training provided a unique experience.		0.668	0.769
The entrepreneurial learning and training gave experience of learn by doing.		0.669	0.759
The teachers created interest in entrepreneurship through the learning and training.		0.678	0.73
The entrepreneurial learning and training taught to deal with uncertainties in the real world.		0.609	0.726
The teachers through learning and training made the course relevant to the real business world.		0.607	0.703
The entrepreneurial learning and training created interest towards entrepreneurship.		0.607	0.674
The entrepreneurial learning and training made a better understanding about business.		0.553	0.633
The teachers with their experiences and competencies made teaching and training more fruitful.		0.552	0.617
Simulation and Industry Interaction Programmes (S&IIP)
Industry internship programmes developed my job-related skills.		0.749	0.782
S&IIP developed an ability to plan and organise my routine work.		0.691	0.746
S&IIP helped me in creating new business ideas.		0.685	0.737
S&IIP developed my problem-solving skills.		0.709	0.73
Entrepreneurship internship programmes game me real business training that are generally not found in classes.		0.519	0.702
Industry interaction and entrepreneurship internship programmes develop my communication skills.		0.608	0.698
S&IIP makes me confident to tackle problems easily.		0.583	0.674
Entrepreneurship Proclivity (EP)
Being entrepreneurship an honourable profession, I honour those who are entrepreneurs.		0.685	0.793
I admire those who run their business successfully.		0.65	0.79
I will setup my startup one day.		0.591	0.624
Being entrepreneurship a job creator, I would become a job creator.		0.364	0.559
I consider entrepreneurship strongly as a career option.	0.605		0.535
Promoting Entrepreneurship by the University (PEU)
University encourages the students to pursue entrepreneurship ventures.		0.551	0.681
Entrepreneurial case studies are often discussed in the classroom.		0.545	0.677
We can think of starting a business while studying in the university.		0.613	0.621
Frequent entrepreneurship and business programmes motivate students to start their businesses.		0.586	0.538
Entrepreneurship Influencers (EI)
As my friends are in business, so I am also interested in business.		0.522	0.651
With their business ideas, people encourage me to pursue their own business ideas.		0.468	0.568
I find my peer group as a source of information for business matters.		0.505	0.552
My peer group feels that I should become self-employed.		0.466	0.541
Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP)
I did not learn from entrepreneurship development programmes.		0.538	0.697
Industry interaction programmes did not add into my business knowledge.		0.542	0.694
While internship programmes I treated as a cheap labour.		0.496	0.688
I do not owe those courses that require students to learn by doing.		0.388	0.566
Entrepreneurship Hurdle (EH)
I have not thought of entrepreneurship as a career option.		0.535	0.642
There is always a threat of failure in self-employment; the chances of failure are very high.	0.345		0.568
Rather starting a small firm, I would prefer to join a big corporate house.		0.354	0.526

Analysis of Correlation Matrix

Table 3 provides the means, standard deviations, and matrix correlations among Entrepreneurial Proclivity (EP), Entrepreneurship Learning and Training (EL&T), Simulation and Industry Interaction Programmes (S&IIP), Promoting Entrepreneurship by the University (PEU), Entrepreneurship Influencers (EI), Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP), and Entrepreneurship Hurdle (EH).

Table 3 Means, Standard Deviation and Matrix Correlations
	Mean	S.D.		EP	EL&T	S&IIP	PEU	EI	SoS&IIP	EH
Entrepreneurship Proclivity (EP)	3.7827	0.63554	Pearson Correlation	1
			Sig. (2-tailed)
The Entrepreneurial Learnings and Training	3.3093	0.90703	Pearson Correlation	.265**	1
(EL&T)			Sig. (2-tailed)	0
Simulation and Industry Interaction Programmes (S&IIP)	3.5141	0.88227	Pearson Correlation	.334**	.542**	1
			Sig. (2-tailed)	0	0
Promoting Entrepreneurship by the University (PEU)	3.544	0.88076	Pearson Correlation	.308**	.584**	.441**	1
			Sig. (2-tailed)	0	0	0
Entrepreneurship Influencers (EI)	2.909	0.90695	Pearson Correlation	.143*	.418**	.225**	.343**	1
			Sig. (2-tailed)	0.01	0	0	0
Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP)	2.5316	0.8413	Pearson Correlation	-0.079	-0.044	-.213**	-0.054	.178**	1
			Sig. (2-tailed)	0.154	0.433	0	0.329	0.001
Entrepreneurship Hurdle (EH)	2.7706	0.88513	Pearson Correlation	.178**	0.037	0.005	0.049	0.089	0.097	1
			Sig. (2-tailed)	0.001	0.51	0.928	0.382	0.109	0.081

Simulation and Industry Interaction Programmes (S&IIP), Promoting Entrepreneurship by the University (PEU) and Entrepreneurship Learnings and Training (EL&T) are highly correlated with Entrepreneurial Proclivity (EP). There correlation is significant at 0.01 level. Entrepreneurship Hurdle (EH) also demonstrates a positive relationship with entrepreneurial proclivity and this correlation is significant at the 0.01 level. Entrepreneurship Influencers (EI) shows a correlation at the 0.05 level. Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP) displays a negative correlation and is statistically insignificant. There is a negative and significant correlation between Simulation and Industry Interaction Programmes (S&IIP) and Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP). Interestingly, based on the correlation matrix, all scales exhibit a statistically significant correlation with entrepreneurial proclivity, except Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP).

Analysis of ANOVA – One Way

Entrepreneurship Proclivity (EP) among the students significantly differs across courses pursued (F= 2.045; p=.049), but not across the occupation of the father (F = 1.156; p = .327) Table 4.

Table 4 Combined Anova Table
Entrepreneurial Proclivity		Percent	F	Sig.	Hypothesis
Gender	Male	65	0.277	0.599	Not supported
	Female	35
Father’s	Services	33	1.156	0.327	Supported
Occupation	Business	37
	Agriculture	9
	Others	21
Mother’s Occupation	Services	11	0.769	0.512	Not supported
	Business	5
	Agriculture	1
	Others	83
Age	< 17	14	0.201	0.896	Not supported
	18-20	78
	21-23	7
	24-26	1
	> 27	0
Courses	B. Com (H)	16	2.045	0.049	Supported
Pursuing	BMS	4
	B. Com.	47
	B.A.(VS)	18
	BBE	1
	B.A.(H) Economics	1
	B.A.	11
	Others	2

The entrepreneurship proclivity among students does not differ across gender of the students (F= .277, p = .599), occupation of the mother (F=.769; p=.512), and age of the students (F= .201; p= .896).

Linear Regression Analysis

Linear regression analysis (Enter Method) was employed to analyze the relationship between the dependent variable, Entrepreneurship Proclivity (EP), and independent variables: Entrepreneurship Learning and Training (EL&T), Simulation and Industry Interaction Programmes (S&IIP), Promoting Entrepreneurship by the University (PEU), and Entrepreneurship Influencers (EI) Table 5.

Table 5 Variables Entered/Removeda
Model	Variables Entered		Variables Removed	Method
1	S&IIP, EP, PEU, EL&Tb			Enter
a. Dependent Variable: EP
b. All requested variables entered.

Table 6 Model Summary reveals that the R² coefficient value is 0.145; thus, approximately 15% of the variance in entrepreneurship proclivity among undergraduate students of the University of Delhi can be predicted by Entrepreneurial Learning and Training (EL&T), Simulation and Industry Interaction Programmes (S&IIP), Promoting Entrepreneurship by the University (PEU), and Entrepreneurship Influencers (EI).

Table 6 Model Summary
Model	R	R Square	Adjusted R Square	Std. Error of the Estimate
1	.380a	0.145	0.134	0.59149
a. Predictors: (Constant), S&IIP, EI, PEU, EL&T

The Table 7 ANOVA^a analysis shows that at 0.05 significant level, p value is 0.000 which is less than 0.05 and F is 13.476. Therefore, the model is deemed useful for studying the prediction between Entrepreneurial Proclivity (EP) and Entrepreneurial learning and Training (EL&T), Simulation and Industry Interaction Programmes (S&IIP), Promoting Entrepreneurship by the University (PEU), and Entrepreneurship Influencers (EI) amongst the undergraduate students of University of Delhi.

Table 7 Anovaa
Model	Sum of Squares	df	Mean Square	F	Sig.
Regression	18.859	4	4.715	13.476	.000b
Residual	111.605	319	0.35
Total	130.463	323

Table 8: Coefficientsa reveals the changes in every unit of independent variables and its impact on the dependent variable. In Entrepreneurship Learning and Training (EL&T) the (p= 0.778> 0.05; β= 0.020; t value =0282) and in Entrepreneurship Influencers (EI) the (p=.769 > 0.05; β= .294; t value= .294). These two variables have no significant bearing on entrepreneurship proclivity. Promoting Entrepreneurship by the University (PEU) with ((p=0.005<0.05; β=0.186; t value =2.839) and Simulation and Industry Interaction Programmes (S&IIP) with (p=0.000<0.05; β=0.238; t value=3.790) have significance in entrepreneurial proclivity.

Table 8 Coefficientsa
Model	Unstandardized Coefficients		Standardized Coefficients	t	Sig.	Hypothesis
	B	Std. Error	Beta
(Constant)	2.624	0.169		15.545	0
EL&T	0.014	0.05	0.02	0.282	0.778	H2 Not Supported
PEU	0.134	0.047	0.186	2.839	0.005	H1 Supported
EI	0.012	0.04	0.017	0.294	0.769	H3 Not Supported
S&IIP	0.171	0.045	0.238	3.79	0	H4 Supported
a. Dependent Variable: EP

Discussion and Implications

Entrepreneurship has become pivotal for boosting the economic growth of a country, and both the central and state governments have been actively promoting entrepreneurship. The youth of the nation can play a crucial role in shaping the economy, and it is essential to train and motivate young minds for entrepreneurship. Drawing their focus towards entrepreneurship is vital. The University of Delhi, being one of the premier universities in the country, attracts students from different parts of the nation. In the present study, an attempt has been made to assess the entrepreneurial proclivity of undergraduate students pursuing commerce, vocational, economics, and management courses. Inclination towards entrepreneurship can be developed through effective learning and training. The university can play a significant role in fostering entrepreneurial inclination by incorporating entrepreneurial pedagogy and training into its programs. Entrepreneurship internship programs provided by the university offer practical experience to the students. Teachers and peer groups can serve as motivational forces, encouraging students to set up their enterprises. Successful entrepreneurs, whom the students admire, could serve as role models in this regard.

Entrepreneurship has become pivotal for boosting the economic growth of a country, with both the central and state governments actively promoting entrepreneurial initiatives. The youth of the nation can play a crucial role in shaping the economy, and it is essential to train and motivate young minds for entrepreneurship, drawing their focus towards this field. The University of Delhi, being one of the premier universities in the country, attracts students from different parts of the nation. In the present study, an attempt has been made to assess the entrepreneurial proclivity of undergraduate students pursuing commerce, vocational, economics, and management courses at the University of Delhi. Inclination towards entrepreneurship can be developed through effective learning and training. The university can play a significant role in fostering entrepreneurial inclination by incorporating entrepreneurial pedagogy and training into its programs. Entrepreneurship internship programs provided by the university offer practical experience to the students. Teachers and peer groups can serve as motivational forces, encouraging students to set up their enterprises. Successful entrepreneurs, whom the students admire, could serve as role models in this regard.

In the present study, seven constructs and their various variables were identified after applying the Principal Component Method with Varimax Rotation. Nine items were loaded in Entrepreneurial Learnings and Training (EL&T), seven items in Simulation and Industry Interaction Programmes (S&IIP), five items in Entrepreneurship Proclivity (EP), four items in Promoting Entrepreneurship by the University (PEU), four items in Entrepreneurship Influencers (EI), four items in Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP), and three items were loaded in Entrepreneurship Hurdle (EH), all with factor loadings above 0.5.

The extracted components and variables from the study were further tested through correlation and regression models. Simulation and Industry Interaction Programmes (S&IIP), Promoting Entrepreneurship by the University (PEU), and Entrepreneurial Learnings and Training (EL&T) exhibited high correlations with Entrepreneurial Proclivity (EP), with significance at the 0.01 level. Entrepreneurship Hurdle (EH) also showed a positive relation with entrepreneurial proclivity, significant at the 0.01 level. Entrepreneurship Influencers (EI) demonstrated a correlation at the 0.05 level. Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP) exhibited a negative correlation and was found to be insignificant. Both Simulation and Industry Interaction Programme (S&IIP) and Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP) displayed negative correlations, and this relationship was found to be significant. Interestingly, from the correlation matrix, all scales showed a statistically significant correlation with entrepreneurial proclivity, except for Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP).

Entrepreneurship Proclivity (EP) among students significantly differs across the occupation of the father and courses pursued. However, entrepreneurship proclivity among students does not differ across gender, occupation of the mother, and age of the students. The study further indicates that 15% of the variance can be predicted by Entrepreneurial Learning and Training (EL&T), Simulation and Industry Interaction Programme (S&IIP), Promoting Entrepreneurship by the University (PEU), and Entrepreneurship Influencers (EI) in entrepreneurship proclivity among undergraduate students at the University of Delhi. However, coefficient results reveal that Entrepreneurship Learning and Training (EL&T) and Entrepreneurship Influencers (EI) do not have a significant impact on entrepreneurship proclivity. On the other hand, Promoting Entrepreneurship by the University (PEU) and Simulation and Industry Interaction Programmes (S&IIP) show a significant influence on entrepreneurial proclivity. Additionally, Entrepreneurship Proclivity (EP) among students significantly differs across the occupation of the father and courses pursued, while in all other cases, no significant differences were found

Conclusion

The study primarily aimed to assess entrepreneurial proclivity among undergraduate students at the University of Delhi. Entrepreneurial inclination can be self-motivated or influenced by institutions, learning and training, parents' occupation, as well as peer groups, teachers, and individuals they admire. A questionnaire containing questions related to the assessment of entrepreneurship proclivity (EP), entrepreneurship influencers (EI), the university's role in promoting entrepreneurship, entrepreneurship learning and training (EL&T), simulation and industry interaction programmes (S&IIP), demographic and family background, image of entrepreneurship, and personal independent learning approaches was circulated among the students. After collecting responses and applying factor analysis, these components and variables were re-grouped and titled as Entrepreneurship Learning and Training, Simulation, and Industry Interaction Programme (S&IIP), Entrepreneurship Proclivity (EP), Promoting Entrepreneurship by the University (PEU), Entrepreneurship Influencers (EI), Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP), and Entrepreneurship Hurdle (EH).

These components were further analyzed, and it was found that there is a positive correlation among all the components with entrepreneurship proclivity, except for Shortcomings of Simulation and Industry Interaction Programme (SoS&IIP). Independent variables also have an impact on dependent variables. The role of the university in promoting entrepreneurship and the simulation and industry interaction programmes it runs have a strong influence on inclination towards entrepreneurship (Ismail, 2019). Although entrepreneurship learning and training (EL&T) show a strong correlation, as reflected in the study, with entrepreneurship proclivity, the study rejects the H2 hypothesis (Krishnan & Monica, 2020). Similarly, the H3 hypothesis regarding the influence of entrepreneurship influencers on entrepreneurial proclivity has not been supported. The study also found that Entrepreneurship Proclivity (EP) among students significantly differs across the occupation of the father and courses pursued, while in all other cases, no significant differences were found. In light of the above discussion, it is suggested that the university should enrich its entrepreneurship learning and training programs to align with the contemporary environment, making students capable of taking up entrepreneurial challenges. Including more case studies in the curriculum would allow students to idealize and consider entrepreneurs as role models. Entrepreneurship internship programs and industry interaction programs are instrumental in entrepreneurial development. The study reveals that simulation and industry interaction programs, as well as internship programs, need to be designed according to the students' requirements. A few concerns of the students regarding the image of entrepreneurship, such as reluctance to take up entrepreneurship as a career option, fear of failure, and preference for jobs in big companies over starting startups, have also been identified. These concerns need to be addressed so that they do not become hurdles for entrepreneurship. The efforts of the government, nodal banks, universities, colleges, and students need to work in unity to achieve maximum results. The policies of the government and universities to promote entrepreneurship must be fully supported by financial institutions and development agencies. Mechanisms for building confidence among students to take up entrepreneurial challenges need to be developed.

Limitations of the Study

The present study is based on responses collected from undergraduate students at 12 randomly selected colleges of the University of Delhi. These colleges vary in their approaches and operations, although the curriculum is centrally controlled by the University. The Simulation and Industry Interaction Programmes (S&IIPs), students' societies, seminars, and other extracurricular activities differ from one college to another. Consequently, the results may not be generalizable to the entire university. It was observed that female students showed indifference to entrepreneurship inclination. A more in-depth study could help identify the reasons for this indifference. The assessment of inclination towards entrepreneurship can be targeted specifically at colleges offering entrepreneurship courses to generalize the results. Due to students' reluctance to provide statements, the sample size could not be larger.

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Received: 25-Dec-2023, Manuscript No. AEJ-24-14362; Editor assigned: 28-Dec-2023, PreQC No. AEJ-24-14362 (PQ); Reviewed: 11-Jan- 2024, QC No. AEJ-24-14362; Revised: 16-Jan-2024, Manuscript No. AEJ-24-14362 (R); Published: 22-Jan-2024