Apprenticeship or Ownership?
Finisica Dwijayati Patrikha
Universitas Negeri Surabaya
Keywords: Apprenticeship, business education, entrepreneurship, strategic management.
Abstract: Entrepreneurship education is one of the important things in Commerce and Business education. The question
is how it takes? Entrepreneurship is not given in the class but earn, some researcher said it is inherited. The
aim of this article are to provide the entrepreneurship education options which give more benefit and bring
out the entrepreneur attitudes student should have, and measure the student’s entrepreneur knowledge.
Qualitative method is used to describe the entrepreneurship education students perceived. Questioned
respondents are 30 persons who already take the apprenticeship course and had submitted their business
proposal as final task in Strategic Management class. The result shows that apprenticeship is the most
appropriate method that students need to experience; it shows that students perceive more knowledge by
experiencing the real business life.
1 INTRODUCTION
Commerce and business education aims to provide
students with education and skills in the field of
entrepreneurship. Birch (in Aronson, 2004) argues
that if educators improve entrepreneurship, then an
apprenticeship is the answer. An internship will
provide an experience that can be of benefit to the
entrepreneur. Entrepreneurship itself is defined as a
matter of one's courage to do business and non-
business independently (Swasono, 1978).
The purpose of entrepreneurship education are 1)
Realizing the ability and stability of entrepreneurs to
produce progress and prosperity of society, 2) To
cultivate enthusiasm, attitude, behavior and
entrepreneurship among the society among the
capable, reliable and superior community, and 3)
Growing a strong and strong entrepreneurial
awareness.
A university should serve as a way for students to
prepare for their careers, both intellectual preparation
and business preparation, by giving consideration to
the general principles of knowledge (theory) and its
implementation. In entrepreneurship learning in
schools, the role and liveliness of teachers in teaching
should be interesting, in addition to the student's
active role is also required. Keep in mind that the
success of education is the success of students not the
success of teachers. There is still a debate for
educators and academies about how we can actually
teach students to become entrepreneurs (Fayolle,
2008). Some argue that entrepreneurship is a matter
of personality and psychological characteristics, and
it can’t be taught. These challenges make the field of
entrepreneurship education very difficult to deal with
for educators and teachers.
His article aims to provide entrepreneurial
education options, a learning option that benefits and
strives to instill an attitude of entrepreneurship. In
some ways back to the question every educator
should ask: What? For who? Why? How? For what
result?
1.1 Entrepreneurship
What kind of person becomes an entrepreneur? What
traits should be had to become an entrepreneur? Is this
entrepreneur talent from birth or can be learned? The
following are important traits according to
entrepreneurs to become successful entrepreneurs
(Daryanto and Cahyono, 2013).
• The ability to make clear goals,
• Resilience in achieving a goal,
• Flexible but goal-oriented,
• An entrepreneur must understand the basic
principles of how a business can survive and
succeed,
• The desire to be independent,
• Willingness to keep learning, and
• Have good communication abilities.
Patrikha, F.
Apprenticeship or Ownership?.
In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 263-266
ISBN: 978-989-758-308-7
Copyright © 2017 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
263

From these characteristics, an educator should
make it the basis for entrepreneurial learning
(business). This learning explicitly makes it possible
to consider students' point of view (De Clercq, etc.
2013). An educator should be able to identify the
actual conditions and factors that enable success and
failure in the execution of their program. Therefore
entrepreneurial educators should be able to create the
right conditions for entrepreneurial learning that is
more effective and efficient. Because of time
constraints in the material context of the learning
process.
1.2 Apprenticeship
For many students, skills, and knowledge taught
today are still abstract. Material learning is still
limited to the students' imagination, the students
imagine being in a condition where they are required
to be able to solve the problems that have been given
and make them difficult to apply them in the real
world. Students need to gain experience to know their
skills and skills not only taught in the classroom but
on the implementation.
An internship is an old concept that is believed to
provide students with experience, with more
experienced people helping, providing structure and
examples to support the achievement of goals
(Dennen, 2008). But learning through apprenticeship
is not for skill training but rather a social interaction
learning lesson, which is by preparing students to gain
information, experience, and knowledge directly
from the community.
Essentially, the apprentices should learn overall
about the task and profession by completing some
light work at work. So that when they are faced with
a bigger problem, they can solve it based on their
previous experience. Their understanding of
completing this work as a whole will affect their
performance.
1.3 Strategic Management
In learning entrepreneurial and business activities,
students are usually given a problem in concept and
are required to solve the problem. Basically in
problem-solving required the concept of strategic
management. There are five concepts that must be
owned by students in solving business problems that
are 1) decision-making ability; 2) analytical ability;
3) strategic thinking ability; 4) The ability to process
decisions; And 5) Ability to implement policies. All
these concepts must be owned by a businessman.
Students are required to be able to analyze
deficiencies and strengths as well as challenges and
opportunities that can strengthen the business.
Analyze and choose the right strategy for the
company. Some other things related to
entrepreneurship. The best strategy in the world will
be useless if it is not implemented. Finally, they
should be able to always look for opportunities in
organizing and using their owned resources and turn
these opportunities into economic or social activities.
2 METHODS
Qualitative method is used to describe the
entrepreneurship education students perceived.
Questioned respondents are 30 persons who already
take the apprenticeship course and had submitted
their business proposal as final task in Strategic
Management class. Using questionnaires from De
Clercq, etc. (2013), with dichotomous answer
choices, i.e. "Yes" and "No" answers to know
student’s Entrepreneurial Intention, Perceived
Abilities, Perceived attractiveness, Learning
orientation, and Passion for work, which had given
before and after their apprentice program.
3 RESULTS
Entrepreneurship education in business is important.
To start a business they need entrepreneurial attitude
which is independent, able to set the objectives, dare
to take risks but still remain flexible in the
implementation to achieve goals. The entrepreneur,
who always wants to learn, makes him willing to
accept criticism from others, learn from his mistakes
and his own successes and other successful
entrepreneurs. Always look for opportunities to
achieve goals by using all of the resources they have.
The ingrained entrepreneurial behavior is a success in
entrepreneurship education. Dare to implement their
decisions and able to take risks is the success of
business education.
For example, Kirby (2007) identifies goals in
entrepreneurship education. Some people relate to the
increased awareness of entrepreneurship by teaching
students about entrepreneurs in particular about: their
role and function in the economy and society. Some
argue to develop successful attributes of successful
entrepreneurs to their students (Kirby, 2007).
Universities should be more concerned with
education through companies and use them in the
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process of creating new businesses to help students
gain a variety of business understanding and
transferable skills or competencies.
Respondents are students who have taken
strategic management courses, this class of strategic
management in the implementation, in the middle of
the students will be given the option to choose to do
apprenticeship activities. In this class there are 30
people who are performing at micro, small and
medium enterprises for 60 hours work in 3 weeks.
After that the student will give the apprenticeship
report. At the end of the semester students will be
given the task of a business. Imagine opening a new
business and making a proposal according to the
theories that have been given and the experience of
the internship they have.
Before and after the apprenticeship activities, they
had to answer the questionnaire. And do some
interview. From the questionnaire we can calculate
the answer scores, which 18 it’s the maximum. The
mean for the first phase, before apprenticeship (BA)
is 11.10 and the second phase, after apprenticeship
(AA) the mean is 17.03. From this data we can say
that apprenticeship give positive impacts for student,
AA makes them more responsible. Their
entrepreneurial intention, learning orientation and
their passion for work are increased.
Table 1: Paired t-test
N
Std. Dv
t
df
Sig. (2-tailed)
30
1.89251
-17.172
29
.000
Based on the data from table 1 it can be concluded
that there is a difference between the students
entrepreneurial intention, perceived attractiveness,
learning orientation, and their passion for work before
and after the internship. As indicated by Sig. (2-
tailed) is < 0.05 which mean there is difference
between the before and after data.
Table 2: Entrepreneurial Intention
Questions
Answer
BA
AA
I have been preparing to
start my own business
14
27
I am likely to start my own
business soon
9
28
AA makes all the students have been preparing to
start their own business. For this answer we need
some confirmation from the interview. Students who
answer “No” in BA been interviewed, the conclusion
is in the BA students doesn’t know how and where to
start a business, they mentioned if they got “abstract
path” in BA, refer to their limited knowledge and
experience but it become vivid in AA.
Table 3: Perceived Ability
Questions
Answer
BA
AA
It is highly feasible that I could start my
own business.
17
29
I feel certain that I would be able to start
my own business if I wished to do so
17
28
In the BA it seem they doesn’t have self-
confidence or in psychology it called self-efficacy
that they could start a business, but in AA they seem
gained confidence of their own capability to start a
business. The interview conclusion is students in AA
got more knowledge and experiences about what
business are. They are more confidence in making
decision what kind of business they want to do and
how to start it.
Table 4: Perceived Attractiveness
Questions
Answer
BA
AA
I have a strong desire to start my
own business.
15
25
I feel a strong urge to become
self-employed
18
30
My overall wish is to have my
own business
19
28
Table 4 describe that almost all of the student have
a strong desire to start their own business but it was
not their overall wish to have their own business, but
AA makes them wishing to do. In the interview they
mentioned “fun” to running their own business, all of
them had dreamed having their own business. After
apprenticeship, 8 of them had already starts their own
business there are food, snacks, and service business
and make more money from it.
Table 5: Learning Orientation
Questions
Answer
BA
AA
I often read materials to improve my
abilities.
22
30
I like to take on a challenging task…
18
29
I often look for opportunities
20
29
I enjoy challenging task…
21
25
Developing my abilities is important…
20
29
I prefer to work in situations that
require a high level of ability and talent.
21
29
From table 5, it give a picture that in the BA
student doesn’t like to do challenging task and most
of them said that they not enjoy for doing so. AA gave
them realized to developing their abilities. From the
Apprenticeship or Ownership?
265

interview it can be concluded that student have realize
that bay doing some challenging task they can
developing their abilities, they can manage their own
power to do some multitask.
Table 6: Passion for work
Questions
Answer
BA
AA
I derive most of my life satisfaction
from working hard
21
30
I love to work hard.
23
28
I look forward to returning to work
when I am away from it.
20
28
I accomplish a lot because I love to
work hard.
19
30
Sometimes I wish that I could be
working harder when I am not.
18
29
Student stated in BA that they are a hard worker,
and doesn’t want to have more works. In the AA they
still stated that they are a hard worker and wishing to
be more efficient at work, they willing to do some
multitask so they can finish their works earlier and
have leisure time. This is a contrary, because in the
BA they doesn’t want to do extra works, but in the
AA they realized that they can do more.
Fayolle and Gailly (2008) argues that to obtain the
social benefits of entrepreneurship education, which
is the goal of economic learning needs a process. The
purpose of this lesson is related to the development of
students' talent and creativity. To start a business is
not easy, many are deadlocked, but with experience-
based learning process, failure can be a learning
process.
4 CONCLUSIONS
In this case, entrepreneurship education should aim to
develop entrepreneurial attitudes in the widest sense
and provide stimulation or a new creation spirit as
well as entrepreneurial values. Improving students'
awareness of entrepreneurship can be done in a
different way, namely by emphasizing the role of
entrepreneurship for a country's economy.
Motivation, values and attitudes of entrepreneur can
also be presented in the discussion, can be through the
testimony of entrepreneurial success in public
lectures or case studies in the classroom. In addition,
entrepreneurship education can help students see new
business opportunities to create career choices they
want to work with, develop positive and favorable
attitudes toward the trends situation of being civil
servants. Therefore, entrepreneurship education also
requires a career perspective for one's professional
life.
In the end an entrepreneur should always look for
opportunities to organize and use the right resources
to turn these opportunities into economic activity.
Therefore, entrepreneurship education can be an
important tool in developing an entrepreneurial
culture.
Based on the results of questionnaires and
interviews, quantitatively it can be concluded that
business and entrepreneurship learning can be
through the process of learning in the classroom, but
in the development of attitude would be better if
entrepreneurship learning equipped with internship
activities. In general, apprenticeship learning aims to
provide experience, in this context, the internship
gives students the confidence to own their own
business.
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