Volume 11 - Issue 59
/ November 2022
119
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.59.11.11
How to Cite:
Bazuhair, N.A.S. (2022). Attitudes of students of the college of business administration towards self-employment. Amazonia
Investiga, 11(59), 119-129. https://doi.org/10.34069/AI/2022.59.11.11
Attitudes of students of the college of business administration towards
self-employment
.
Received: November 12, 2022 Accepted: December 15, 2022
Written by:
Naseem Abdulghaffar Saeed Bazuhair36
https://orcid.org/0000-0002-4225-6675
Abstract
This study aims to evaluate and discuss the
attitudes of business administration college
students towards Self-Employment and
entrepreneurship. The research community
consists of male and female students studying for
a master's degree at the College of Business
Administration, University of Tabouk. The
sample included (105) male and female students
and (65) male and (40) female students from the
University of Tabouk. The study tool consisted
of a scale that included (20) items, and the scale
consisted of two parts: a) Primary information: It
is considered one of the study's variables. b) The
paragraphs of the questionnaire express the
extent to which the College of Business
Administration students are aware of Self-
Employment. The study's findings indicated that
the attitudes of business administration students
towards Self-Employment are very positive and
high. However, according to the survey results,
Self-Employment has several difficulties,
including a lack of stable income, the need for
adequate capital at the start of the project, and
high prices of goods and services. However, still,
the students' attitudes towards Self-Employment
remain significantly high.
Keywords: Self-Employment, Business
Administration, Entrepreneurship, College
Students.
:
.
.
Introduction
Unemployment among young people is a serious
problem everywhere. According to a recent ILO
survey, 73.3 million young people worldwide
were unemployed in 2014, making up 36.7% of
the total (ILO, 2015). Less than 50% of the 269.9
36
Dr., Assistant professor in Business Management, University of Tabouk, Saudi Arabi.
million people who call Sub-Saharan Africa
homework in the official economy. According to
the ILO (2015), 48.1% of youth in sub-Saharan
Africa experienced long-term unemployment in
2014. Tanzania's workforce, which includes
120
www.amazoniainvestiga.info ISSN 2322- 6307
those aged 15 to 64, makes up 23,466,616 of the
country's total population, or 52.2%, while the
young, who have people aged 15 to 35, make up
15,587,621 of the labour force, or 66.4% of it.
The unemployment rate for young individuals
between the ages of 15 and 24 is 13.4% (URT,
2013). The number of recent graduates entering
the job market in Tanzania each year is projected
to be between 800,000 and 1,000,000, but the
present labour market can only take on roughly
200,000 of them, leading to a high rate of young
unemployment (World Bank, 2015; Msuya,
). This indicates that many young people
stay in the job market for extended periods
without finding employment. These young
people start the workforce jobless, and it takes
them, on average, 5.5 years to find a paying job
(Msuya, ). According to a 2012 research by
Raize, Self-Employment could be considered a
new form of employment to combat
unemployment and poverty.
According to Mahjabeen (2015), persons who
identify as self-employed consider themselves as
working for themselves rather than an employer
in a traditional employment arrangement.
According to a 2015 Tanzanian research by
Mahjabeen, however, most young people pursue
Self-Employment out of need rather than as a
chosen profession owing to the low pay and
burdensome entrance requirements for
conventional work. This has been underlined by
(Msuya, ), who finds that persons with more
favourable views about risk and independence
are more likely to intend to work for themselves.
One of the factors that propel the global economy
is entrepreneurship, which also helps to increase
competitiveness and the well-being of those in
the lowest socioeconomic strata of society by
generating new employment (Msuya, ).
Nowadays, entrepreneurship is a "dictator of
economic life," according to Palimąka &
Rodzinka (2018). It is viewed via various prisms,
including growth, seizing chances, creativity,
innovation, distinctiveness, or risk.
Consequently, entrepreneurship is essential to
the Development of any economy worldwide.
Due to Drucker, P (2006). and his perspective on
interpreting the phenomena of Self-
Employment as inventive entities, assuring a new
quality and founded on creative activity, there
was a sensitive turbulence around solving this
notion in the 1980s. Many people started
questioning whether a sizable portion of the so-
called small and medium-sized organizations
could be referred to as firms. Despite this
problem, Poland and the rest of Europe
emphasize the necessity of supporting the small
and medium-sized business sector as one that is
crucial to the country's and the European Union's
policy (notes regarding strategies for
socioeconomic Development with a focus on
small business were included in such strategic
documents.
All of this emphasizes the crucial role that these
little organizations play in boosting the economy.
Modern society places a lot of emphasis on
developing advancements, technological
advances, or apps directly related to starting and
operating businesses. Encouraging
entrepreneurship among young individuals and
learners is crucial for several reasons, including
the competitive job market and the effects of
demographic change. This implies that young
people entering this marketplace must change to
keep up with it regarding education and new
employment development. The non-financial
dimensions of these behaviours are also being
highlighted in addition to the economic or money
parts of this issue.
The notion of "entrepreneurship" as an
expression of economic activity, i.e., starting
businesses, is presented in the book. In the
empirical section, research is discussed. Its
primary objective was to determine student
views regarding entrepreneurship and business
activity, using learners at the University of
Information Management and Technology in
Rzeszów as an illustration. The goal was to
ascertain whether "non-economic" students also
wanted to create their businesses or if it was just
a topic for commercial students. The collected
analytical findings allowed the authors to
determine whether the questioned students want
to launch a business soon and what subjects they
specialize in. In addition, consider whether
owning a family company and playing the most
critical responsibilities in the group affect this
choice. Finding the requirements and reasons
required (from the student's perspective) to
launch their firm was the final but not the most
minor goal.
The study questions that the findings should
provide an answer to are:
1. What are students' attitudes of the College of
Business Administration towards Self-
Employment, an applied study on the
University of Tabouk?
2. Are there statistically significant differences
towards the attitude of business
administration students towards Self-
Employment due to the gender variable
Bazuhair, N.A.S. / Volume 11 - Issue 59: 119-129 / November, 2022
Volume 11 - Issue 59
/ November 2022
121
http:// www.amazoniainvestiga.info ISSN 2322- 6307
(male/female)?
3. What are the obstacles to Self-Employment
from the point of view of students of the
Faculty of Business Administration,
University of Tabouk?
Literature Review
Compared to employed people, self-employed
people are far happier with their jobs. According
to data gathered from 23 countries, more
interesting occupations and greater autonomy
enjoyed by self-employed people are the
fundamental causes of better job satisfaction
(Msuya, ). Doing what you want appears to
offer non-financial rewards from work,
demonstrating operational functionality:
enjoyable work and autonomy are valued beyond
tangible results as excellent procedural job
features. Al-Qadasi et al., (2021) study claim that
choosing to work for oneself may be a utility-
maximizing career decision. In other words,
people prefer to work for themselves if the
overall value they anticipate getting from it—
from money, independence, taking risks,
exerting effort, and other benefits—is higher than
the predicted value from their best job
alternative.
On the one hand, having a high unemployment
rate may encourage people to create their
businesses. On the other hand, the
"entrepreneurial" impact suggests that more
significant percentages of Self-Employment
could signal more muscular entrepreneurship
development in lowering unemployment in
succeeding times (Al-Qadasi et al., 2021).
Another study (Binde & Coad, 2013)
demonstrates that switching from regular work to
Self-Employment results in an improvement in
life satisfaction (up to two years later), but
changing from unemployment to Self-
Employment does not result in a greater level of
satisfaction. These findings hold up well
regarding several subjective well-being
measures, the choice of matching variables, and
robustness exercises incorporating simulated
confounders (Robinson & Sexton, 1994). In
contrast to being a sign of economic vigour,
rising Self-Employment may be a response to
labour market shortcomings, according to a time-
series regression study of aggregate self-
employment rates in eight major OECD nations
from the early 1990s to 2016 (Mijoč et al., 2016).
Men respond more strongly to the salary
difference between wage/salaried jobs and Self-
Employment, liquidity limitations are more
significant to men, and there is a more extensive
relationship between a man's father's Self-
Employment status and his likelihood of
becoming self-employed. Together, these
findings show that Self-Employment is a more
viable option for women than for males to
replace part-time employment and labour market
inactivity (Mijoč et al., 2016).
A person's intentions may be thought of as a
mental state that aids in directing attention,
accumulating experience, and concentrating
efforts on a particular activity or goal. According
to Mijoč et al., (2016), Intentions reflect the
motivations that shape conduct. Experts concur
that the most potent indicator of a deliberate
move is intent. They are particularly well suited
for studying uncommon, challenging-to-observe,
or involving unexpected time delay behaviours.
Self-Employment is a typical example of
planned, intentional conduct. According to
Veciana et al., (2005), starting a new business
takes time, requires extensive preparation, and
demands high cognitive skills. As a result, this
conduct may be viewed as planned behaviour for
which the individual's intentions are appropriate
(Kruja & Kalluci, 2021). One of the available
career paths for people is Self-Employment.
Today's students are tomorrow's potential (self)
employed individuals. Thus it is crucial for those
who design economical and educational
regulations to consider whether or not they want
to pursue Self-Employment as a profession
(Fabeil et al., 2022). Young unemployed
individuals may also find it appealing to pursue
Self-Employment as a profession, mainly if
doing so involves seizing a business opportunity.
Most research on intentions for Self-
Employment focuses on developing theories by
examining the causes of intentions and finding
mediators and moderators factors (Kruja &
Kalluci, 2021).
Nevertheless, methodological choices and how
variables are operationalized substantially
impact the final findings regarding the structural
model and predictive ability in addition to
theoretical ideas and applied frameworks (Fabeil
et al., 2022). As a result, the technique concerns
surrounding the assessment of one of the most
important antecedents of Self-Employment
intention—personal attitudes about a self-
employed career—are the main emphasis of this
work. To show the way different perspectives
and opinions towards a particular behaviour, and
thus also toward the self-employed, affect the
epistemological method of assessing them, the
paper (Struckell et al., 2022) compares two
primary approaches used to measure attitudes of
younger age groups toward Self-Employment as
a career choice. Regression analysis creates and
122
www.amazoniainvestiga.info ISSN 2322- 6307
contrasts two models with different
operationalizations of the disposition variable.
The use of intentions in Self-Employment
research and entrepreneurship began
immediately after Mijoč et al., (2016) updated
their planned action theory. Action (TPB). Since
starting a new business endeavour is both
deliberate conduct and planned behaviour
(Akuraun et al., 2020), planned behaviour is
arguably the most often used theoretical
framework for understanding Self-Employment
goals (Kakkonen, 2018). Before the TPB,
entrepreneurship research generally consisted of
less reliable and predictive methodologies,
including personality traits, demographic
variables, situational factors, or approaches that
assessed attitudes, as noted by Akuraun et al.,
(2020). Calitz et al. (2012) claim that the decision
to pursue Self-Employment as a career option is
determined by initial intentions for Self-
Employment supports the usage of research
models in which initial intentions are the best
predictors of this particular behaviour.
Three components make up the theory of planned
behaviour: an individual's attitude toward a
particular behaviour (philosophy), an
individual's perception of other people's
expectations (opinions) toward the chosen
behaviour (subjective norm), and a
person's views regarding their regulation over the
reasoned action. According to Solesvik et al.,
(2012), there is a strong association between the
TPB and plans to become self-employed. By
modelling structural equations, they
demonstrated that the TPB accounts for 55% of
the variation in these aspirations. According to
research (Falk & Leoni, 2009), attitudes
regarding Self-Employment and perceived
control over behaviour are highly predictive of
intentions. When examining the TPB's meaning
from the perspective of Self-Employment, it is
anticipated that attitudes and beliefs about Self-
Employment would significantly impact how
people create their Self-Employment intentions.
According to Kostoglou & Siakas (2008),
dispositions are thoughts and perceptions about
how desirable it is for an individual to engage in
specific actions. These beliefs and views are
linked to expectations about how those results
will influence the individual. In other words,
people form their attitudes regarding observed
behaviour depending on whether they think the
action is good (positive) or disagreeable
(negative).
According to earlier studies, one of the best
indicators of a person's ambition to work for
themselves is their attitude regarding the
possibility of doing so. In other words, attitudes
often play a role in the model with the most
significant proportion of predictor variables
interpretation in investigations (Kruja & Kalluci,
2021).
Using focused resources and services, business
incubation is a crucial framework that promotes
the growth of entrepreneurship in a society
(Iyortsuun, 2017). Universities have adopted this
incubation concept as university-based
entrepreneurship education programs, which
concentrate on creating specialized training
curricula that allow students to gain practical
knowledge and experience in venture formation
(Sudana et al., 2019). Entrepreneurship centres,
which are university-based, multidisciplinary,
and cross-disciplinary institutions, educate
students in the art and science of
entrepreneurship. They take advantage of the
opportunities offered by the entrepreneurial
ecosystem to give them the tools they need to
succeed in entrepreneurship activities (Malecki,
2018). This comparison applies to the suggested
impact of incubator facilities on student ATSE in
this exposition. It is anticipated that educators
will be favourably inclined towards putting what
they learn through SE into practice because the
resources provided to students have the potential
to heighten the entrepreneurial spirit, abilities,
and knowledge of students by bringing life to the
theories learned via class discussion (Ahmed &
Khoso, 2020).
Over 320 students studying economics, social
sciences, and literature at the College of Lodz
participated in comparing the entrepreneurial
orientation among these students by Polish
scholars. The students who responded to the
survey indicated they would be open to starting
their own company. Still, they felt that the main
obstacle was a lack of inspiration, a refusal to
forge their career paths, and a refusal to
recognize the opportunities that were developing
around them. According to the study's authors,
the purpose of the university and other market
institutions is to promote young people's
entrepreneurship by motivating them to seize
business chances (Akuraun et al., 2020).
Binde did surveys of entrepreneurial orientation
Binde, & Coad (2013) among third-year
economics students who attended lectures at the
University of Economics in Krakow on the
fundamentals of entrepreneurship (Targalski,
2006). Less than 10% of the 216 respondents
who responded said they did not intend to take on
this task, whereas over two-thirds of students
Volume 11 - Issue 59
/ November 2022
123
http:// www.amazoniainvestiga.info ISSN 2322- 6307
showed a strong inclination to manage a
company. The learners identified the concept of
the firm, the idea, and effective administration as
the success factors. In contrast, a lack of
expertise and a wasted opportunity was cited as
elements harming the company. The most often
cited defences of this claim among those
unwilling to engage in economic activities were
a lack of an idea and a desire to be stable (work
and income) (Premand et al., 2016).
Olinski found that over 66 per cent of
participants are thinking about attempting to start
their firm based on a study done on a group of
around 60 extramural students taking a course on
academic entrepreneurship at the College of
Warmia and Mazury in Olsztyn. However, these
individuals reported a lack of finance required to
launch a firm which was also a source of
frustration for the respondents. These students
also expected significant help from professionals
(Malecki, 2018).
According to Fabeil et al., (2022), their study
aimed to determine the substance of university-
level entrepreneurship instruction and how it
affected students' entrepreneurial inclinations.
They looked at, among other things, students'
employment decisions immediately following
their studies and five years later, as well as their
involvement in entrepreneurial education. The
findings demonstrate that in both categories,
entrepreneurship education correlates with a
stronger desire to start a business and become a
firm founder. Additionally, they emphasized how
important it is for students' countries of origin
(efficient nations), age, fields of study (business
and economics have a positive impact, while
other subjects have a negative one), and level of
education (bachelor's) to fuel their more vital
entrepreneurial aspirations (Fabeil et al., 2022;
Walter et al., 2013).
In contrast to those without this experience,
family enterprises have distinct views regarding
entrepreneurship, according to research by
Greene & Saridakis (2008). Additionally, they
considered pupils who wanted to work for or start
a family company. People who grow up in
families where someone owns a business are
more accepting of the chances and obstacles
associated with an entrepreneurial venture. Their
entrepreneurial background affects career
options (Premand et al., 2016). Based on the
preceding, we can see that Polish and other
scientists have used a variety of approaches to
their study of entrepreneurship at the student
level.
Methodology
1. Study approach
This research belongs to the descriptive
analytical analysis that studies the reality of
events and phenomena and their interpretation to
reach clear and practical conclusions through
statistical analyses.
Study sample:
The community of this study included all master
students at the College of Business
Administration, University of Tabouk. The
sample consisted of (65) male and (40) female
students from the study community.
2. Study tools:
This study sought to know the students' attitudes
at the College of Business Administration
towards Self-Employment and applied research
on the University of Tabouk. The tools of this
study consisted of a scale that included (20)
items, and the scale consisted of two parts: a)
Primary information: It is considered one of the
study's variables. b) The paragraphs of the
questionnaire: which express the extent to which
the students of the College of Business
Administration are aware of Self-Employment
Validation and consistency of the instrument: A
sample of (100) male and female students from
the University of Tabouk's Faculty of Business
Administration was measured using the scale,
and the following findings were obtained:
A. Reliability statistics:
The reliability coefficient for all of the scale's
paragraphs was (.743) after it was calculated
using Crunch's alpha coefficient, and it was also
determined using Gutman's half-halves
procedure, which gives the researcher confidence
to use the study tool as a means of gathering data
to address the study's questions.
The outcomes of applying it.
124
www.amazoniainvestiga.info ISSN 2322- 6307
Table No. 1.
Reliability Statistics (Source: Prepared by the author).
Split half
Cronbach's Alpha
N of Items
677.
743.
20
B. Validity of the scale: Utilizing internal
consistency, this was confirmed. Measuring
the correlation coefficient between each
individual's result on each scale item and
overall score allowed the determination of
the scale's consistency reliability.
Table No. 2.
Measuring the correlation coefficient was used to determine the scale's internal consistency (Source:
Prepared by the author).
Pearson Correlation
N
Pearson Correlation
N
.567 (**)
11
.765 (**)
1
.535 (**)
12
.629 (**)
2
.556 (**)
13
.583 (**)
3
.585 (**)
14
.732 (**)
4
.505 (**)
15
.595 (**)
5
.311 (*)
16
.611 (**)
6
.499(**)
17
.654 (**)
7
.682 (**)
18
.679 (**)
8
.593 (**)
19
.592 (**)
9
.307 (**)
20
.500 (**)
10
At the two-tailed significance threshold of 0.01, the correlation is significant—the 0.05 point of significance
for correlation (2-tailed).
Results and Discussion
The first question
The question states (What are the students'
attitudes of the College of Business
Administration towards Self-Employment, an
applied study on the University of Tabouk?) To
answer this question, the statistical
characteristics were presented to calculate a
sample of descriptive answers on the scale of
business administration students' attitudes
towards Self-Employment.
Table No. 3.
Descriptive statistics to clarify the attitude of business administration students towards Self-Employment
(Source: Prepared by the author).
N
Mean
Std. Deviation
Ranking
Self-Employment is a freelance
105
4.4952
59037
5
Academic preparation must be linked
to the Self-Employment job market
105
4.1238
84005
11
Global economic changes support the
idea of freelance
105
4.3048
79812
9
Good academic qualification
increases Self-Employment
opportunities
105
4.4952
63736
5
I have an interest in knowing and
understanding the basics of freelance
105
4.5905
66064
4
Self-Employment helps reduce the
unemployment rate in society
105
4.7714
52362
1
Volume 11 - Issue 59
/ November 2022
125
http:// www.amazoniainvestiga.info ISSN 2322- 6307
I have an idea for a particular project
to start after graduating from
university
105
3.8190
1.01698
13
Self-Employment increases creative
opportunities for young people
105
4.6762
56322
3
I would like to benefit from Self-
Employment projects for young
people like me
105
4.4667
73467
6
Self-Employment is a typical
alternative to delayed government
hiring
105
4.3524
84331
7
My studies in the College of
Business Administration support the
start of a freelance
105
4.1524
90703
10
I make sure that the Self-
Employment that I wish matches my
interests and capabilities
105
4.5905
61543
4
Self-Employment achieves the social
and economic development system
105
4.3238
76580
8
Deprivation of work increases my
self-confidence
105
4.6857
56012
2
Make sure that Self-Employment is
at the heart of my speciality
105
3.9238
99707
12
It is clear from the previous table that the
attitudes of the College of Business
Administration students towards Self-
Employment were very high, as all expressions
were high, as emphasized the desire of young
people to benefit from Self-Employment projects
and the inclination towards it after graduation
from the university. Hence, the words (5, 1, 4, 9,
10, 13, 8, 14, 6, 9) were ranked high, while
statements (7, 15) were ranked the lowest. They
were educating university students specializing
in the College of Business Administration about
Self-Employment. It agrees with the current
study, Al-Zeer (2021), on the level of university
youth's attitudes towards the practice of Self-
Employment, through three aspects: the
cognitive, emotional and behavioural aspects.
The study also aimed to identify the university's
role in developing and strengthening students'
attitudes towards Self-Employment.
Figure No. 1. Attitudes of business administration students towards Self-Employment (Source: Prepared
by the author).
0
20
40
60
80
100
120
123456789101112131415
Attitudes of business administration students
towards Self-Employment
NMean Std. Deviation Ranking
126
www.amazoniainvestiga.info ISSN 2322- 6307
The second question
Are there statistically significant variations in
how business administration students feel about
working for themselves related to the gender
variable (male/female)? T-test was employed to
respond, as seen in the tables below:
Table No. 4.
The disparities in the average scores of male and female business administration students for their attitude
towards Self-Employment due to the gender variable (male/female) (Source: Prepared by the author).
Statistical sig.
Sig. (2-tailed)
Df
T
Std. Deviation
Mean
N
Gender
Not Statistical function
807
103
213
5.29731
84.7000
40
Male
4.26066
83.0751
65
female
The previous table shows clearly that due to the
gender variable (male/female), there are no
statistically significant variations in how
business administration students feel about self-
employment. The goal of the present study,
Al-Bishri (2022), was to identify the key
elements influencing young people's desire for
self-employment.
The third question
The question states (What are the obstacles to
Self-Employment from the point of view of
students of the Faculty of Business
Administration, University of Tabouk?) To
answer this question, the statistical
characteristics were presented to calculate a
sample of explanatory answers on the scale of
business administration students' attitudes
towards freelance.
Table No. 5.
Descriptive statistics to clarify the obstacles to Self-Employment from the point of view of students of the
College of Business Administration (Source: Prepared by the author).
The above table makes obvious the obstacles to
employment from the perspective of the College
of Business Administration students, as all
expressions were high, as it confirmed the
students' need for awareness and educational
programs to develop the concept of Self-
Employment, as well as the difficulty of taking
responsibility for starting my project on my own,
so the expressions came (4,2,3,1) ranked high,
while phrase No. (1) came in the lowest rank,
which is academic courses that do not develop
the idea of Self-Employment. At the same time,
the research Al-Bishri (2022) discovered that
self-employment has several challenges, such as
a lack of a steady income, the requirement for
appropriate money at the beginning of the
project, and high costs for services and products.
N
Mean
Std. Deviation
Ranking
1. My studies in the College of
Business Administration support
the start of a freelance
105
4.1524
.90703
4
2. I make sure that the Self-
Employment that I wish matches
my interests and capabilities
105
4.5905
.61543
2
3. Self-Employment achieves the
social and economic development
system
105
4.3238
.76580
3
4. Deprivation of work increases
my self-confidence
105
4.6857
.56012
1
5. Make sure that Self-Employment
is at the heart of my speciality
105
3.9238
.99707
5
Volume 11 - Issue 59
/ November 2022
127
http:// www.amazoniainvestiga.info ISSN 2322- 6307
Figure No. 2. Obstacles to freelancing (Source: Prepared by the author).
Conclusion
The attitudes of business administration students
towards Self-Employment are very positive and
high. This is reflected in the student's attitude
towards Self-Employment after graduation. This
was supported by Abdel Razeq's study (2019).
One of the most crucial cornerstones of the
economy and growth of any nation seeking
improvement and progress has been self-
employment. Due to the numerous projects and
businesses in these nations, which positively
impact the economic and social spheres, boost
incomes, combat unemployment and antisocial
behaviour, and foster self-reliance, unpaid labour
has helped construct many independent
countries. This was confirmed by the study of
Al-Zeer (2021) to identify the university's role in
developing and enhancing their attitudes towards
Self-Employment. A survey by Fakihi et al.,
(2022) recommended promoting trends towards
entrepreneurship by spreading the culture of
Self-Employment and entrepreneurship in
society and integrating entrepreneurship
education into various university education
programs. The study by Nabil (2020) concluded
the importance of entrepreneurship and its
impact on the national economy through the
work of a program of economic Development.
Funding: not applicable.
Disclosure statement: The author certifies that
she has no financial, organizational, or individual
interests that could conflict with those of other
people.
Bibliographic references
Abdel Razeq, F. Z. M. (2019). Self-Employment
culture: Misconceptions and elements absent
from Egyptian education in the light of
analyzing some examples of successful
Egyptian self-employed persons. The Future
of Arab Education, 26, p. 120. Retrieved from
http://search.mandumah.com/Record/104839
2
Ahmed, I., & Khoso, I. (2020). The Impact of
Micro-finance on Self-Employment and
Poverty Reduction: A case of Sindh Rural
Support Organization and Tameer Micro-
Finance Bank, Sindh. Amazonia Investiga,
9(32), 18-27.
https://doi.org/10.34069/AI/2020.32.08.2
Akuraun, S., Goyit, M., & Dakung, R. (2020).
Entrepreneurship education programme,
passion and attitude towards Self-
Employment. Journal of Entrepreneurship in
Emerging Economies, 13(1).
https://doi.org/10.1108/JEEE-11-2019-0170
Al-Bishri, H. b. A. b. A. M. (2022). Factors
associated with young people's desire for
Self-Employment. Ramah Journal for
Research and Studies, p. 66, 551-592.
Retrieved from
http://search.mandumah.com/Record/127606
3
Al-Qadasi, N., & Zhang, G., &
Al-Jubari, I. (2021). The attitude of youth
towards Self-Employment: Evidence from
university students in Yemen. PLoS ONE.
16.
https://doi.org/10.1371/journal.pone.025735
8
Al-Zeer, S. b. R. b. A. (2021). Attitudes of
university youth towards practising Self-
Employment: An applied study on students of
0
20
40
60
80
100
120
12345
Obstacles to freelancing
NMean Std. Deviation Ranking
128
www.amazoniainvestiga.info ISSN 2322- 6307
the Faculty of Economics and Administrative
Sciences at Imam Muhammad bin Saud
Islamic University. Journal of Humanities
and Social Sciences, pp. 61. Retrieved from
http://search.mandumah.com/Record/116256
1
Binde, M., & Coad, A. (2013). Life satisfaction
and Self-Employment: a matching approach.
Small Business Economics, 40(4),
1009-1033.
https://link.springer.com/article/10.1007/s11
187-011-9413-9
Calitz, A., Cullen, M., & Whittaker, D. (2012).
Self-Employment as a Career Choice for ICT
Graduates. International Business
Conference (IBC), At Kenya.
https://www.researchgate.net/profile/Andre-
Calitz-2/publication/281460317_Self-
Employment_as_a_Career_Choice_for_ICT
_Graduates/links/55e9798308ae21d099c2ee
cc/Self-Employment-as-a-Career-Choice-
for-ICT-Graduates.pdf
Drucker, P. F. (2006). Classic Drucker: essential
wisdom of Peter Drucker from the pages of
Harvard Business Review. Harvard Business
Press
Fabeil, N., Langgat, J., Pazim, K., &
Mahmud, R. (2022). Self-Employment
among Graduates during the COVID-19
Pandemic: Necessity or Opportunity
Entrepreneurship Driven. Journal of
Economics and Business, 5.
https://doi.org/10.31014/aior.1992.05.01.400
Fakihi, Y. A. A., & Al-Ababneh, A. F. A. (2022).
The trend towards entrepreneurship and its
relationship to some academic variables
among students of the College of
Administrative Sciences at Najran
University. Journal of the Islamic University
of Educational and Social Sciences, p. 11.
Retrieved from
http://search.mandumah.com/Record/131558
5
Falk, M., & Leoni, T. (2009). Characteristics of
Self-Employment among university
graduates. Applied Economics Letters, 16.
https://doi.org/10.1080/13504850701335319
Greene, F., & Saridakis, G. (2008). The role of
higher education skills and support in
graduate self‐employment. Studies in Higher
Education. 33(6), 653-672.
https://doi.org/10.1080/03075070802457082
ILO. (2015). Global Employment for Youth
2015: Scaling up Investments in Decent Jobs
for Youth. Geneva: International Labour
Organization. Retrieved January 1. From
http://www.ilo.org/global/research/global-
reports/youth/2015/WCMS_412015
Iyortsuun, A.S. (2017). An empirical analysis of
the effect of the business incubation process
on firm performance in Nigeria. Journal of
Small Business and Entrepreneurship, 29(6),
pp. 433-
459.https://www.tandfonline.com/doi/abs/10
.1080/08276331.2017.1376265
Kakkonen, M.L. (2018). First-year business
students' entrepreneurial attitudes. 4th
International Conference on Higher
Education Advances (HEAd'18).
https://doi.org/10.4995/HEAD18.2018.7973
Kostoglou, V., & Siakas, K. (2008). Graduates
entrepreneurship: Investigating Self-
Employment of university students.
Conference: 2nd International FINPIN
Conference - Promoting Entrepreneurship by
Universities, January 2008
https://www.researchgate.net/publication/27
0820246_Graduates_entrepreneurship_Inves
tigating_self-
employment_of_university_students
Kruja, A., & Kalluci, L. (2021).
Entrepreneurship among Graduates: A Self-
Employment and Advancement Opportunity.
Lviv: SPOLOM, pp. 158-161. http://ukr-
happiness-
institute.com/kruja_kalluci_doi_10-31108-7-
2021-35/
Mahjabeen, H. (2015). Tanzania: Skills and
youth employment: A Scoping Paper.
Ottawa: International Development Research
Centre. Retrieved March 23, 2016, from
https://www.africaportal.org/publications/tan
zania-skills-and-youth-employment-a-
scoping-paper/
Malecki, E.J. (2018), Entrepreneurship and
entrepreneurial ecosystems. Geography
Compass, 12(3), pp. 1-21.
Mijoč, J., Stanić, M., & Horvat, J. (2016).
Measuring attitudes in the Self-Employment
intention model: methodological
considerations. Croatian Operational
Research Review.
https://hrcak.srce.hr/ojs/index.php/crorr/artic
le/view/4675
Msuya, M. (2020). Self-Employment:
Developing Positive Attitudes for College
Students. Center for Development
(pp.59-68).
https://www.researchgate.net/publication/33
9780800_Self-
employment_Developing_Positive_Attitudes
_for_College_Students
Nabil, M.A. (2020). Economic development
program to promote Self-Employment
culture among university students. Journal of
Commercial Studies and Research, S40, S1,
27-58. Retrieved from
Volume 11 - Issue 59
/ November 2022
129
http:// www.amazoniainvestiga.info ISSN 2322- 6307
http://search.mandumah.com/Record/118472
2
Palimąka, K., & Rodzinka, J. (2018). Students
Attitudes Towards Starting a Business, on the
Example of Students at the University of
Information Technology and Management in
Rzeszów (Poland). e-Finanse, 14, 90-103.
10.2478/fiqf-2018-0030
Premand, P., Brodmann, S., Almeida, R.,
Grun von Jolk, R., & Barouni, M. (2016).
Entrepreneurship Education and Entry into
Self-Employment Among University
Graduates. World Development, 77, 311-
327. 10.1016/j.worlddev.2015.08.028
Robinson, P.B., & Sexton, E.A. (1994). The
effect of education and experience on Self-
Employment success, Journal of Business
Venturing, 9(2), pp. 141-156.
https://doi.org/10.1016/0883-
9026(94)90006-X
Semenov, O., Oleshko, P., Tsymbal, S.,
Liashko, V., Shevchenko, A., & Popovych, I.
(2021). Research of social expectations of
university students in the dimensions of
psychological well-being. Revista Eduweb,
15(3), 124–138.
https://doi.org/10.46502/issn.1856-
7576/2021.15.03.10
Solesvik, M. Z., Westhead, P., Kolvereid, L., &
Matlay, H. (2012). Student intentions to
become self‐employed: the Ukrainian
context. Journal of Small Business and
Enterprise Development, 19(3), 441-460.
https://www.emerald.com/insight/content/do
i/10.1108/14626001211250153/full/html
Struckell, E.M., Patel, P.C., Ojha, D., &
Oghazi, P. (2022). Financial literacy and self-
employment – The moderating effect of
gender and race, Journal of Business
Research, 139, pp. 639-653.
https://doi.org/10.1016/j.jbusres.2021.10.003
Sudana, I.M., Apriyani, D., Supraptono, E., &
Kamis, A. (2019), "Business incubators
training management model to increase
graduate competency", Benchmarking: An
International Journal, 26(3), pp. 773-787.
Targalski, J. (2006). Innovativeness - cause and
effect of entrepreneurship. Scientific
Journals/Cracow University of Economics,
(730), 5-10 [In Polish]
URT. (2013). Population distribution by
Administrative Units. Dar Es Salaam:
National Bureau of Statistics. Dar es Salaam:
Republic of Tanzania. Retrieved January 2,
2023, from
https://www.scirp.org/(S(lz5mqp453edsnp55
rrgjct55))/reference/ReferencesPapers.aspx?
ReferenceID=1362874
Veciana, J., Aponte, M., & Urbano, D. (2005).
University Students' Attitudes Towards
Entrepreneurship: A Two Countries
Comparison. The International
Entrepreneurship and Management Journal.
1. 165-182. 10.1007/s11365-005-1127-5
Walter, S. G., Parboteeah, K. P., & Walter, A.
(2013). University Departments and Self–
Employment Intentions of Business Students:
A Cross–Level Analysis. Entrepreneurship
Theory and Practice, 37(2), 175–200.
https://doi.org/10.1111/j.1540-
6520.2011.00460.x
