Affecting Factors of Technopreneurship Intentions Islamic Higher

Education Students

Raju Wandira

, Ahmad Fauzi

, Fauzan Azim

and Gusmelia Testiana

Program Studi Sistem Informasi, UIN Imam Bonjol, Sumatera Barat, Indonesia

Pendidikan Vokasional Teknik Elektronika, Universitas Muhammadiyah , Riau, Indonesia

Program Studi Sistem Informasi, UIN Raden Fatah, Sumatera Selatan, Indonesia

Keywords:

Affecting Factors, Technopreneurship Intentions, Development of Technology.

Abstract:

This research is to see what affects the technepreneurial intention of students in Islamic universities. A sample

size of 145 students from Islamic universities through a survey using the Linkert scale. Data collection was

done by simple random sampling technique. The data were analyzed using the Structural Equation Model

(SEM) method with the SmartPLS application. In this study, ﬁve constructs are proposed, namely: Techno-

preneur Intention (TI), Technopreneur Education (TE), Perceived Selfefﬁcacy (PS), Innate Innovativeness (II),

and Facilitating Condition (FC). Based on the results of the analysis, of the six hypotheses proposed there are

four hypotheses that have a signiﬁcant effect with p < 0.001 (H1, H2, H3, and H6) and two hypotheses that

are not signiﬁcant with p > 0.5 (H4 and H5).

1 INTRODUCTION

Natural wealth is no longer a benchmark in the

progress of a nation. The development of technol-

ogy has changed the paradigm of society in various

ﬁelds of life. It makes life easier and can increase hu-

man productivity. One of the signiﬁcant things that

are inﬂuenced by technology in business activities.

Time and cost-efﬁcient business processes, knowl-

edge management, database systems, and cloud com-

puting (Sulianta et al., 2019; Abdulgani and Man-

tikayan, 2018).

In Indonesia, the productive population growth

is very rapid, reaching 70 percent 2020 of the 270

million Indonesian population. A productive pop-

ulation is the main contributor to increasing eco-

nomic growth (Mahmud, 2022). According to the

2020 survey, 53.73 Indonesians have used the inter-

net and 90.75 percent have used cell phones (B.P.S.,

2020). On the other hand, according to the news por-

tal, Ekonomi.bisnis.com on March 19, 2022, Indone-

sian entrepreneurs are only 3.4% and it takes 14% to

become a developed country (Haﬁyyan, 2022). Of

course, this is a supporting factor and an opportu-

nity to give birth to young, innovative technopreneurs

(Salhieh and Al-abdallat, 2022). Technopreneurs be-

come an important factor in improving a country’s

economy (Pratiwi et al., 2022; Khan et al., 2019)

and stimulate innovation that increases business prof-

its (Pradhan et al., 2020). Therefore, there is govern-

ment support through the Communications and Infor-

mation Technology by opening various Digital Talent

Scholarship certiﬁed training in the ﬁeld of technol-

ogy to improve productive age skills.

Technopreneur is the use of technology in devel-

oping business by creating new businesses with vari-

ous innovations. The creation of new business models

with various innovations and scientiﬁc collaborations

(Machmud et al., 2020) produces a variety of services

and goods that did not exist before (Abdulgani and

Mantikayan, 2018). Technopreneur as business devel-

opment by combining entrepreneurship with techno-

logical advances (Salhieh and Al-abdallat, 2022). As

a foundation for technopreneurs, entrepreneurs play a

role in growing business innovations in technology. It

is also a big responsibility for universities in creating

young technopreneurs.

Technopreneur is a challenge for students who

are creative, innovative, and literate about techno-

logical developments (Koe et al., 2021). Supported

by education that pays attention to student creativ-

ity and thinks critically in creating products and in-

novations. Technopreneurs play a role in sustain-

able economic development and the growth of new

businesses with increasingly ﬁerce competition (Yor-

danova et al., 2020). Besides being the responsibil-

126

Wandira, R., Fauzi, A., Azim, F. and Testiana, G.

Affecting Factors of Technopreneurship Intentions Islamic Higher Education Students.

DOI: 10.5220/0012444800003848

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 3rd International Conference on Advanced Information Scientiﬁc Development (ICAISD 2023), pages 126-130

ISBN: 978-989-758-678-1

ity of the government by providing certiﬁed training,

it is also the responsibility of higher education to be

able to create technopreneurs who can create business

innovations (Hidayat et al., 2018), including Islamic

higher education. With the rapid advancement and

use of technology, support from the government is an

opportunity for students to become a technopreneur.

Because in this research the target audience is Islamic

university students, so the purpose of this research is

to see the background of the intention of Islamic uni-

versity students to start becoming technopreneurs dur-

ing the study period or after completing their studies.

For that, it can be seen the development of young Is-

lamic technopreneurs in the future.

2 RELATE WORK

2.1 Technopreneur Intention

Technopreneur intention comes from the intention

to start entrepreneurship by producing an innovative

business (Singhry, 2015). Several studies on techno-

preneur intention have been carried out by previous

researchers. The study of Rosly, et al. (Rosly et al.,

2015) looked at the effect of creativity on the inter-

est in technopreneurship of 226 science and technol-

ogy students at UiTM Shah Alam, Malaysia. By dis-

tributing the survey, it was found that students inten-

tions to become technopreneurs were inﬂuenced by

creativity and as a consideration in identifying stu-

dent technopreneur competencies. Another study was

conducted by Koe, et al. (Koe et al., 2021) on 138

Bumiputra students who examined technopreneur in-

terests related to self-efﬁcacy and Individual Orienta-

tion. This study obtained a positive inﬂuence on stu-

dents technopreneur intentions. On the other hand,

innovation does not affect students intentions to be-

come technopreneurs.

2.2 Technopreneur Education

The research of Sherkat and Chenari (Sherkat and

Chenari, 2022) which examined 205 students to see

the effectiveness of entrepreneur education on stu-

dents’ intentions to become entrepreneurs. In this

study, it was found that there was a positive rela-

tionship between entrepreneurial education and stu-

dents’ intentions to become entrepreneurs. In addi-

tion, there is also a study by Porforio, et al. (Por-

ﬁrio et al., 2022) which examined 1750 students re-

garding the relationship between education and en-

trepreneurial intentions. In this study, it was found

that entrepreneurship education is an important as-

pect of student entrepreneurial intentions. Other stud-

ies also obtained positive results regarding student en-

trepreneurship education (Baber, 2022).

2.3 Facilitating Condition

Baber (Baber, 2022) found that there is a positive

relationship between entrepreneurial intentions and

the condition of the facilities owned. Adequacy

of resources with adequate infrastructure affects en-

trepreneurial intentions because it will facilitate busi-

ness processes (Rahman et al., 2020). Facilitating

Conditions is one of the factors that inﬂuence en-

trepreneurial intentions (Islam and Khan, 2021).

2.4 Innate Innovativeness

Innovation is concerned with accepting and develop-

ing new ideas (Midgley and Dowling, 2021). Innate

innovation is considered a global innovation that is

different from speciﬁc innovations and applies to cer-

tain categories (Steenkamp et al., 1999). Related to

innovation has been researched by Salhieh and Al Ab-

dallat (Salhieh and Al-abdallat, 2022). This study

found that innate innovation showed a direct effect on

students technopreneur’s intentions. Another study

also found the same result, that innovation is one of

the factors that drive the entrepreneurial intentions

of Zimbabwean women (Mandongwe and Jaravaza,

2020). However, regarding innovation to techno-

preneur intentions, the author still lacks literature, be-

cause research is more directed at entrepreneurship in

general.

2.5 Perceived Selfefﬁcacy

A positive perception can increase a person’s conﬁ-

dence in carrying out tasks (Murnieks et al., 2014)

so that they can face various challenges in running

a business. High or low self-affection will affect

women in entrepreneurship. There are many studies

related to the relationship between self-efﬁcacy and

interest in entrepreneurship. There is a signiﬁcant re-

lationship between self-efﬁcacy and entrepreneurial

intention (Tu and Wang, 2017; Wu and Rudnak, 2022;

27, 2020). Similarly, the research study of Machmud,

et al. (Machmud et al., 2020) obtained signiﬁcant re-

sults between the self-efﬁcacy and technopreneurs in-

tentions of students. There is also a study by Koe,

et al. (Koe et al., 2021) with the same results. In this

study, it was found that self-affection had a signiﬁcant

positive effect on the intentions of technopreneurs for

undergraduates in Malaysia.

Affecting Factors of Technopreneurship Intentions Islamic Higher Education Students

127

3 METHODOLOGY

3.1 Data Collection

Data was obtained by distributing online question-

naires to students who were still carrying out lec-

tures. The questionnaire consists of two parts, the

ﬁrst is about the demographic data of the respondents,

and the second is a 5-point linker scale survey with 1

indicating strongly disagree to 5 indicating strongly

agree. Students are selected according to the vari-

ous levels of the semester they are currently facing.

Questionnaires were distributed from July 20, 2022,

to August 4, 2022, which were ﬁlled out by 146 cor-

respondents consisting of IT students from various Is-

lamic universities. Which consists of 71 men and 74

women. Of 146 respondents 145 data could be pro-

cessed, due to incompleteness so the data could not

be processed. This is related to research using Smart-

PLS with a small sample size. Research conducted by

Zhang et al. with 144 samples (Zhang et al., 2010),

Fang and Chiu’s study with 142 samples (Fang and

Chiu, 2010) and another study by Tamjidyamcholo et

al. with 142 samples (Tamjidyamcholo et al., 2014).

3.2 Research Framework and

Hypothesis

The following is a proposed concept against the

intentions of student technopreneurs. It consists

of 5 constructs, namely: Technopreneur Intention

(TI), Technopreneur Education (TE), Perceived Self-

efﬁcacy (PS), Innate Innovativeness (II), and Facili-

tating Condition (FC).

Figure 1: Research Framework.

From the framework concept proposed above, the

following hypothesis is obtained:

• H1: The condition of the facilities (FC) owned

has a signiﬁcant effect on technopreneur educa-

tion (TE) on technopreneur intention.

• H2: Facility condition (FC) has a signiﬁcant effect

on technopreneur intention (IT)

• H3: Innate innovation (II) has a signiﬁcant effect

on perceived self-efﬁcacy (PS) on technopreneur

intention

• H4: Innate innovation (II) has a signiﬁcant effect

on technopreneur intentions (TI)

• H5: Perceived self-efﬁcacy (PS has a signiﬁcant

effect on technopreneur intentions (TI)

• H6: Technopreneur education (TE) has a signiﬁ-

cant effect on technopreneur intentions (TI)

4 RESULTS AND DISCUSSION

Data analysis in this study was carried out us-

ing Structural Equation Modeling (SEM) using the

SmartPLS application. SEM can provide solutions in

solving multi-regression problems with factor anal-

ysis between constructs based on the proposed the-

ory (31, 2010). This research provides quite inter-

esting results. Some results follow the proposed hy-

pothesis, some results do not follow the hypothesis.

In the process of analyzing the results shown in Fig-

ure 2, there are 27 factors, namely Facilitating Con-

dition (4), Technopreneur Education (6), Innate Inno-

vativeness (8), Technopreneur Intention (4), and Per-

ceived Self-efﬁcacy (5) The achievement of the stan-

dard factor of each variable is on the threshold of 0.50

to achieve the validity of all variables (31, 2010; 32,

2014), so that all proposed variables can be accepted.

Figure 2: Result of Construct.

In table 1 all the proposed constructs have Cron-

bach’s alpha above 0.7, ranging from 0.846 to 0.904

which is considered quite reliable and satisfactory

so that the results of the analysis can be accepted

(Salhieh and Al-abdallat, 2022; Sherkat and Chenari,

2022; 32, 2014; Hair et al., 2012). Minimum valid-

ity is met with the average variance extracted (AVE)

value of no more than the minimum value of 0.5.

Table 2 shows the standard deviation, t-value and

p-value. This analysis shows that all proposed hy-

potheses are acceptable.

ICAISD 2023 - International Conference on Advanced Information Scientiﬁc Development

128

Table 1: Validity and Reliability.

Construct CA Rho A CR AVE

Facilitating Condition 0.846 0.850 0.896 0.683

Innate Innovativeness 0.871 0.888 0.894 0.515

Perceived Selfafﬁcacy 0.904 0.904 0.929 0.722

Technopreneur Education 0.864 0.864 0.899 0.598

Technopreneur intention 0.882 0.822 0.919 0.739

Table 2: Validity and Reliability.

Impact O M STD

T P Decision

FC-TE 0.487 0.497 0.054 9.018 0.000 Signiﬁcant

FC-TI 0.481 0.479 0.110 4.380 0.000 Signiﬁcant

II-PS 0.405 0.433 0.063 6.379 0.000 Signiﬁcant

II-TI -

0.038

0.037

0.082 0.463 0.643 Insigniﬁcant

PS-TI -

0.058

0.059

0.105 0.551 0.582 Insigniﬁcant

TE-TI 0.309 0.316 0.080 3.871 0.000 Signiﬁcant

In table 2, we can see the results of each of the pro-

posed hypotheses. Hypotheses 1 and 2 (H1 and H2)

which show that facilities have a signiﬁcant inﬂuence

on technopreneurs’ education and technopreneurs’ in-

tention were obtained with a p-value of ¡0.001. This

result is in line with Baber (Baber, 2022) who found

that facilitating conditions inﬂuence technopreneurs’

intentions. However, this result is different from the

study of Singhry and Rahman (Singhry and Rahman,

2016) which found that the facilities owned were not

a factor in technopreneurs’ intention.

Hypothesis three (H3) shows a signiﬁcant effect

of innate innovativeness on perceived self-efﬁcacy.

This means that the innovations that emerge in the

students’ ideas have a signiﬁcant effect on their own

beliefs in creating innovative new business opportu-

nities. However, the fourth hypothesis (H4) of innate

innovativeness did not show a signiﬁcant impact on

students’ technopreneur intention with p = 0.643. Al-

though this innate innovativeness has a signiﬁcant im-

pact on conﬁdence in entrepreneurship, it is not a fac-

tor in technopreneur intention.

In the ﬁfth hypothesis (H5), p = 0.582, which

means that it does not signiﬁcantly affect perceived

self-efﬁcacy on technopreneur intention. Although

having the conﬁdence to start and opportunities are

not factors that inﬂuence technopreneur intention.

Meanwhile, in the sixth hypothesis (H6), that techno-

preneur education has a signiﬁcant effect on techno-

preneur intention. So that the education provided re-

lated to technopreneurs becomes a factor that affects

the technopreneur intention of students.

So, from the results of the hypothesis analysis,

the results that affect the intention of Islamic students

to become a technopreneur are the existence of sup-

porting facilities to become a technopreneur accom-

panied by education or courses on technopreneurs

(H1, H2, and H6) as well as the innate interests

of the students concerned. effect on self-efﬁcacy

(H3). Meanwhile, Innate Innovativeness and Per-

ceived Self-efﬁcacy do not affect students’ intentions

to become technopreneurs.

For this reason, Islamic higher education insti-

tutions need to improve their curriculum related to

technopreneurs and provide supporting facilities that

can foster interest and improve students’ techno-

preneur abilities. As for the students themselves, it

is necessary to increase creativity and innovation so

as to open up great opportunities to become techno-

preneurs.

5 CONCLUSIONS

This study looks at the factors that inﬂuence stu-

dents’ intentions to become a technopreneur. There

are 5 constructs proposed in this study, namely:

Technopreneur Intention (TI), Technopreneur Educa-

tion (TE), Perceived Self-efﬁcacy (PS), Innate Inno-

vativeness (II), and Facilitating Condition (FC). From

these ﬁve constructs, six hypotheses were proposed.

Data was obtained by distributing online surveys to

students. From the results of the analysis found

several signiﬁcant factors that affect the intention of

technopreneur students. There are 4 hypotheses that

can be accepted (H1, H2, H3, and H6) and reject the 2

proposed hypotheses (H4 and H5). The results of this

study found that Facilitating conditions had a signif-

icant effect on Technopreneur education and techno-

preneur intentions. However, innate innovativeness

and perceived self-efﬁcacy have no signiﬁcant effect

on Technopreneur intention. The limitations of this

study cannot be avoided with limited data and vari-

ables so that it can be developed in further research

with more complete data, more samples, and better

constructs and hypotheses.

REFERENCES

(2010). Multirative data analysis: A global perspective,

volume 7. Pearson prentice hall,”, new jersey.

(2014). Partial least squares structural equation model-

ing (pls-sem): An emerging tool in business research.

Long Range Planning, 26:106–121.

(2020). Emotional competence, entrepreneurial self-

efﬁcacy, and entrepreneurial intention: A study based

on china college students. Front. Psychol, 11:1–13.

Abdulgani, M. and Mantikayan, J. (2018). Exploring fac-

tors that affect technopreneurship: A literature review.

CCSPC RD Journal.

Baber, H. (2022). Entrepreneurial and crowdfunding inten-

tions of management students in south korea.

Affecting Factors of Technopreneurship Intentions Islamic Higher Education Students

129

B.P.S. (2020). Statistik telekomunikasi indonesia 2020.

Badan Pusat Statistik.

Fang, Y. and Chiu, C. (2010). In justice we trust: Explor-

ing knowledge-sharing continuance intentions in vir-

tual communities of practice. Comput. Human Behav,

26:235–246.

Haﬁyyan (2022). Pengusaha ri baru 3,4 persen, butuh 14

persen untuk jadi negara maju.

Hair, J., Ringle, C., and Sarstedt, M. (2012). Partial least

squares: The better approach to structural equation

modeling?” qual. Life Res, 45:312–319.

Hidayat, H., Herawati, S., Syahmaidi, E., Hidayati, A., and

Ardi, Z. (2018). Designing of technopreneurship sci-

entiﬁc learning framework in vocationalbased higher

education in indonesia.

Islam, M. and Khan, M. (2021). Factors inﬂuencing the

adoption of crowdfunding in bangladesh: A study of

start-up entrepreneurs.

Khan, A., Kumar, A., and Mohite, J. (2019). Promotion of

techno-entrepreneurship programs in different coun-

tries: A review.

Koe, W., Krishnan, R., and Alias, N. (2021). The inﬂuence

of self-efﬁcacy and individual entrepreneurial orien-

tation on technopreneurial intention among bumiputra

undergraduate students.

Machmud, A., Nurhayati, D., Aprilianti, I., and Fathonah,

W. (2020). Effect of self efﬁcacy ict on technopreneur-

ship intention of technopreneurial learning mediation:

The case young generation in indonesia.

Mahmud, M. (2022). Analisis proﬁl penduduk indonesia.

Badan Pusat Statistik.

Mandongwe, L. and Jaravaza, D. (2020). Women en-

trepreneurial intentions in subsistence marketplaces:

The role of entrepreneurial orientation and demo-

graphic proﬁles in zimbabwe. Cogent Business and

Management, 7:1–36.

Midgley, D. and Dowling, G. (2021). Innovativeness: The

concept and its measurement. Journal of Consumer

Research, 4:229.

Murnieks, C., Mosakowski, E., and Cardon, M. (2014).

Women entrepreneurial intentions in subsistence mar-

ketplaces: The role of entrepreneurial orientation and

demographic proﬁles in zimbabwe. Journal of man-

agement, 40:1583–1606.

Porﬁrio, J., Carrilho, T., Jardim, J., and Wittberg, V. (2022).

Fostering entrepreneurship intentions: The role of en-

trepreneurship education.

Pradhan, R., Arvin, M., Nair, M., and Bennett, S. (2020).

The dynamics among entrepreneurship, innovation,

and economic growth in the eurozone countries.

Pratiwi, C., Sasongko, A., Aguzman, G., Wibawa, R., and

Pambudy, R. (2022). Characteristics and challenge

faced by socio-technopreneur in indonesia.

Rahman, R., Shah, S., El-Gohary, H., and Abbas, M.

(2020). Social media adoption and ﬁnancial sustain-

ability: Learned lessons from developing countries.

Sustainability, 12:1–26.

Rosly, H., Junid, J., and Rahim, H. (2015). The relation-

ship of creativity and technopreneurship intention the

relationship of creativity and technopreneurship inten-

tion. International Academic Research Journal of So-

cial Science, page 8–15.

Salhieh, S. and Al-abdallat, Y. (2022). Technopreneurial in-

tentions: The effect of innate innovativeness and aca-

demic self-efﬁcacy.

Sherkat, A. and Chenari, A. (2022). Assessing the effective-

ness of entrepreneurship education in the universities

of tehran province based on an entrepreneurial inten-

tion model.

Singhry, H. (2015). The effect of technology en-

trepreneurial capabilities on technopreneurial inten-

tion of nascent graduates.

Singhry, H. and Rahman, A. (2016). Antecedents of gradu-

ates ’ technopreneurial behaviors: Co-variance analy-

sis based on the uniﬁed theory of acceptance and use

of technology 2. J. Bus. Technopreneursh, 6:267–298.

Steenkamp, J.-B., Hofstede, F., and Wedel, M. (1999). A

cross-national investigation into the individual and na-

tional cultural antecedents of consumer innovative-

ness. Journal of Consumer Research, 63:55–69.

Sulianta, F., Sapriya, P., and Ed, M. (2019). User generated

content platform as a new media for technopreneur

writer in industrial age version 4.

Tamjidyamcholo, A., Baba, M., Shuib, N., and Rohani, V.

(2014). Evaluation model for knowledge sharing in

information security professional virtual community.

Conputer and Security, 43:19–34.

Tu, Y. and Wang, H. (2017). A study on the inﬂuence

of college students’ self-efﬁcacy and creativity on en-

trepreneurial intention. J. High. Educ, 3:95–100.

Wu, A. and Rudnak, I. (2022). Testing the inﬂuence of self-

efﬁcacy and demographic characteristics among inter-

national students on entrepreneurial intention in the

context of hungary. Sustainability, 14:1–21.

Yordanova, D., Filipe, J., and Coelho, M. (2020). The in-

ﬂuence of self-efﬁcacy and individual entrepreneurial

orientation on technopreneurial intention among bu-

miputra undergraduate students.

Zhang, Y., Fang, Y., Wei, K., and Chen, H. (2010). Ex-

ploring the role of psychological safety in promoting

the intention to continue sharing knowledge in virtual

communities. Int. J. Inf. Manage, 30:425–436.

ICAISD 2023 - International Conference on Advanced Information Scientiﬁc Development

130