| dc.description.abstract | Purpose – This paper is purposed to examine the correlation between Entrepreneurial Capacities and Entrepreneurial Project’s Success Rate. Students‟ Entrepreneurial Capacities are divided as intelligent, personality, creativity, entrepreneurial talent and entrepreneurial interest. On this paper, the entrepreneurial project success rate has been limited into two tangible measurements: financial gain and market positive response. Financial gain will be determined by student’s entrepreneurial sponsorship achievement and event’s financial profit. While market positive response will be identified by student’s personal achievement in gathering audience during the event and the event’s audience in total three days. In additional, students‟ learning experiences of this entrepreneurial project will be considered as intangible measurement for entrepreneurial education’s success rate.
Design/methodology/approach – This research is designed as an action based research with explorative descriptive method to test correlation between B1 to B13 correlation test with B14; and B1 to B13 correlation test with B15. The data collected through quantitative and qualitative approaches; and it’s been analyzed through ‘R’ statistic descriptive analysis. The students’ intelligent, entrepreneurial talent and personal interest have been examined through CFIT (Culture Fair Intelligent Test) and APM (Advance Progressive Matrix) tests. Meanwhile, in order to analyze success rate of the event, the data has been collected through open-ended questioners to all 85 students and in-depth interview.
Findings – Research result shows that tendency to act and ability to observed feasibility have correlation positive with student’s entrepreneurial sponsorship achievement, but insignificant. Furthermore, students with social responsibility have correlation positive with student’s personal achievement in gathering audience during the event, but insignificant. Other independent variables have no correlation with B14 and/or B15. Meanwhile, the entrepreneurial project has been successful being conducted and generated financial profit as much as IDR 50 million with total audience more than 3,000 visitors and participants during all three days event. Students have learned important learning experiences while they had prepared and conducted this entrepreneurial project. Both findings above explain that the road map of entrepreneurial learning journey more significant affected entrepreneurial project’s success rate comparing with student’s personal intelligent ratios, personality, creativity, entrepreneurial talent, and entrepreneurial interest.
Practical implications – This results show that there is no correlation between students’ intelligent, personality, creativity, entrepreneurial interest and talent with entrepreneurial project’s success rate. However, the design of learning journey is the key to encourage and inspire students to practice and put their best efforts for the success of their entrepreneurial project. Therefore, the challenge for educators in hospitality and tourism is to design a creative and innovative road map for students to learn and experience an entrepreneurial education.
Originality/values – This paper idea is original because research results are expected to be provided the correlation between students‟ intelligent, student’s personality, students‟ entrepreneurial interest and students‟ entrepreneurial talent with the success of entrepreneurial project as a part of entrepreneurial education for IHTB students. The idea is to examine the significant correlation with entrepreneurial project’s success rate. By knowing the correlation, the entrepreneurial education in IHTB could be constantly innovated in term of providing entrepreneurial experience to IHTB students | en_US |
