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b
jects
f
o
r
u
n
d
er
g
r
ad
u
ate
p
r
o
g
r
am
s
in
Ma
lay
s
ia’
s
h
ig
h
er
lear
n
in
g
i
n
s
titu
tio
n
s
(
HL
I
)
s
in
ce
1
9
8
0
s
.
E
n
tr
e
p
r
en
e
u
r
s
h
ip
s
u
b
j
ec
ts
in
HL
I
s
in
teg
r
ates
b
o
th
en
tr
ep
r
en
e
u
r
ial
th
eo
r
y
an
d
p
r
ac
tical
with
in
an
d
b
ey
o
n
d
class
r
o
o
m
en
v
ir
o
n
m
en
ts
with
th
e
u
ltima
te
aim
to
p
r
o
m
o
te
en
tr
e
p
r
en
e
u
r
ial
in
ten
tio
n
am
o
n
g
u
n
d
er
g
r
ad
u
ate
[
4
]
.
E
m
p
ir
ical
r
esear
ch
f
o
u
n
d
th
at
p
r
io
r
s
tu
d
ies
o
n
en
tr
ep
r
en
eu
r
ial
ed
u
ca
tio
n
in
Ma
lay
s
ia
ten
d
s
to
f
o
cu
s
o
n
r
ev
iewin
g
i
s
s
u
e
an
d
ch
alle
n
g
es,
r
e
v
ea
lin
g
s
h
o
r
tco
m
in
g
s
in
p
r
ac
tice,
p
r
o
f
ilin
g
ed
u
ca
tio
n
al
p
o
licies
as
well
as
f
ac
to
r
s
af
f
ec
tin
g
en
tr
ep
r
e
n
eu
r
ial
in
ten
tio
n
s
f
r
o
m
ed
u
ca
tio
n
s
y
s
tem
p
er
s
p
ec
tiv
e.
Ho
wev
er
,
th
e
co
n
ce
p
t
o
f
th
e
en
tr
ep
r
e
n
eu
r
ial
in
ten
tio
n
d
eter
m
in
an
ts
b
ey
o
n
d
e
n
t
r
ep
r
e
n
eu
r
ial
ed
u
ca
tio
n
r
em
ai
n
s
am
b
ig
u
o
u
s
.
As
s
u
ch
,
th
is
s
tu
d
y
ad
v
an
ce
s
th
e
d
is
cu
s
s
io
n
in
en
tr
ep
r
en
e
u
r
s
h
i
p
ed
u
ca
tio
n
b
y
r
ev
iewin
g
d
eter
m
in
an
ts
f
o
r
en
tr
ep
r
en
e
u
r
ial
in
te
n
tio
n
f
r
o
m
h
o
lis
tic
p
er
s
p
ec
tiv
e
b
y
i
n
teg
r
atin
g
Mo
d
el
o
f
Per
s
o
n
ality
T
r
aits
,
th
e
th
eo
r
y
o
f
p
lan
n
ed
b
eh
av
i
o
r
(
T
PB
)
with
ed
u
ca
tio
n
s
y
s
tem
d
ete
r
m
in
a
n
ts
.
I
n
ad
d
itio
n
,
th
e
p
ap
er
also
aim
s
to
ass
ess
i
s
th
er
e
an
y
d
if
f
e
r
en
ce
o
n
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
b
ased
o
n
th
e
d
o
m
ain
o
f
u
n
i
v
er
s
ity
’
s
p
r
o
g
r
am
s
(
i.e
.
,
f
ac
u
lties
)
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
E
ntr
epre
ne
uria
l
inte
ntio
n
I
n
ten
tio
n
is
a
s
u
b
jectiv
e
ju
d
g
m
en
t
ab
o
u
t
h
o
w
s
o
m
eo
n
e
will
ac
t
to
d
o
s
o
m
eth
i
n
g
in
th
e
f
u
t
u
r
e,
an
d
is
d
ef
in
ed
as
th
e
d
esire
t
o
e
n
ter
th
em
s
elv
es
in
t
o
a
s
p
ec
if
i
ed
b
e
h
av
io
r
[
7
]
.
Me
an
tim
e,
en
tr
ep
r
en
eu
r
s
ar
e
in
d
iv
id
u
als
wh
o
aim
to
b
ec
o
m
e
s
elf
-
em
p
lo
y
ed
a
n
d
is
a
w
ay
f
o
r
th
e
m
to
ac
h
iev
e
th
eir
p
er
s
o
n
al
s
u
cc
ess
[
8
]
.
Hen
ce
,
en
tr
ep
r
en
e
u
r
ial
in
ten
ti
o
n
co
u
ld
b
e
r
e
f
er
r
ed
as
th
e
d
esire
s
o
r
wis
h
e
s
o
f
an
in
d
iv
id
u
al
to
s
tar
t
a
n
ew
b
u
s
in
ess
.
As
s
u
ch
,
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
in
th
is
p
ap
er
is
d
ef
in
ed
as
th
e
d
esire
o
f
th
e
u
n
d
er
g
r
ad
u
ates
to
ap
p
r
o
ac
h
th
e
wo
r
ld
o
f
en
tr
e
p
r
en
eu
r
s
h
ip
,
wh
ile
th
e
in
ten
tio
n
lev
el
is
as
s
ess
ed
b
ased
o
n
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
p
r
o
p
o
s
ed
b
y
p
r
i
o
r
s
ch
o
lar
s
[
9
]
.
T
h
e
s
tu
d
y
o
f
e
n
tr
ep
r
en
eu
r
ial
in
ten
tio
n
o
f
f
e
r
s
v
alu
ab
le
m
o
v
em
e
n
t
f
o
r
r
esear
ch
er
s
to
r
ec
o
g
n
ize
th
e
d
eter
m
in
an
ts
th
at
d
r
iv
i
n
g
u
n
d
er
g
r
ad
u
ates’
in
ten
tio
n
to
war
d
en
tr
ep
r
en
eu
r
s
h
ip
[
8
]
.
2
.
2
.
E
ntr
epre
ne
uria
l e
du
ca
t
io
n
E
n
tr
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
r
ef
er
s
to
th
e
s
y
llab
u
s
o
r
co
u
r
s
es
th
at
ex
p
o
s
e
s
tu
d
en
ts
with
en
tr
ep
r
en
e
u
r
ial
ca
p
a
b
ilit
ies,
k
n
o
wled
g
e
a
n
d
s
k
ills
[
1
0
]
.
T
h
e
n
atu
r
e
o
f
en
tr
ep
r
en
e
u
r
ial
is
u
n
p
r
ed
ictab
le,
f
u
ll
o
f
r
is
k
an
d
ch
allen
g
es
[
1
1
]
,
r
es
ea
r
ch
d
o
n
e
b
y
p
r
io
r
s
ch
o
lar
s
u
g
g
ested
th
at
th
ese
ar
e
th
e
m
ain
r
ea
s
o
n
s
th
at
d
im
in
is
h
ed
u
n
d
e
r
g
r
a
d
u
ates’
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
s
,
esp
ec
ially
f
o
r
in
d
iv
id
u
al
wh
o
lack
o
f
r
is
k
-
ag
ain
s
t
b
eh
av
io
r
.
E
n
tr
ep
r
en
eu
r
ial
ed
u
ca
tio
n
h
as
b
ee
n
v
iewe
d
b
y
p
r
io
r
r
esear
ch
er
s
as
a
f
o
r
m
al
tr
a
in
in
g
p
latf
o
r
m
th
at
p
r
ep
ar
e
d
u
n
d
e
r
g
r
a
d
u
ate
to
ex
p
lo
r
e
en
tr
ep
r
en
eu
r
ial
wo
r
ld
.
E
n
tr
ep
r
en
e
u
r
ial
ed
u
ca
tio
n
ex
p
o
s
es
u
n
d
er
g
r
ad
u
ates
to
b
u
s
in
ess
d
ev
el
o
p
m
e
n
t
p
r
o
ce
s
s
,
b
u
s
in
ess
m
an
ag
em
en
t
k
n
o
wled
g
e
a
n
d
s
k
ill,
s
u
ch
a
s
h
u
m
an
r
eso
u
r
ce
s
m
an
ag
em
en
t,
f
i
n
an
cial
m
an
ag
em
en
t,
r
is
k
m
an
ag
em
en
t
,
as
well
as
th
e
p
r
o
ce
s
s
o
f
co
m
p
lex
d
ec
is
io
n
m
ak
in
g
s
[
1
2
]
.
As
th
e
r
esu
lt,
p
r
e
p
ar
ed
u
n
d
er
g
r
ad
u
ate
to
d
ea
l
with
t
h
e
r
is
k
an
d
ch
allen
g
es
th
at
p
o
t
en
tial
f
ac
ed
i
n
th
e
en
tr
ep
r
en
e
u
r
ial
wo
r
ld
.
Stu
d
ie
s
d
o
n
e
b
y
p
r
io
r
r
esear
c
h
er
s
also
s
u
g
g
ested
th
at
en
tr
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
d
e
ter
m
in
an
ts
to
cr
ea
te
s
tu
d
en
t’
s
d
esire
to
war
d
s
en
tr
ep
r
en
eu
r
s
h
ip
an
d
lead
in
g
to
en
tr
ep
r
en
e
u
r
ial
[
1
3
]
.
E
n
t
r
ep
r
e
n
eu
r
s
h
ip
ed
u
ca
tio
n
is
n
o
t
o
n
l
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ab
o
u
t
lear
n
in
g
h
o
w
to
d
o
a
b
u
s
in
ess
,
it
is
al
s
o
ab
o
u
t e
n
h
an
cin
g
cr
ea
tiv
e
th
i
n
k
in
g
an
d
en
c
o
u
r
ag
i
n
g
a
p
o
wer
f
u
l sen
s
e
o
f
s
elf
-
wo
r
th
an
d
ac
c
o
u
n
tab
ilit
y
[
1
4
]
.
2
.
3
.
M
o
del o
f
perso
na
lity
t
ra
it
Per
s
o
n
ality
tr
a
its
ca
m
b
e
d
ef
i
n
ed
as
a
s
tab
le
ch
ar
ac
ter
is
tic
o
r
p
atter
n
s
o
f
an
i
n
d
iv
id
u
al
r
esp
o
n
s
e
to
ce
r
tain
s
itu
atio
n
.
I
t
r
ef
lects
th
e
in
d
iv
id
u
al’
s
p
atter
n
s
o
r
ch
a
r
ac
ter
is
tics
o
f
th
o
u
g
h
ts
,
f
ee
lin
g
s
,
an
d
b
eh
av
io
r
s
.
Fin
d
in
g
f
r
o
m
liter
atu
r
e
r
ev
ie
w
r
ev
ea
ls
th
at
th
e
p
er
s
o
n
a
lit
y
tr
aits
o
f
an
en
t
r
ep
r
en
eu
r
ar
e
p
o
r
tr
ay
e
d
b
y
th
e
ch
ar
ac
ter
is
tics
o
f
h
ig
h
d
esire
f
o
r
ac
h
iev
em
e
n
t,
lo
cu
s
o
f
co
n
tr
o
l a
n
d
r
is
k
-
ta
k
in
g
in
clin
ati
o
n
[
2
,
9
,
1
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
erg
r
a
d
u
a
tes en
tr
ep
r
en
eu
r
ia
l in
ten
tio
n
:
Ho
lis
tic
d
etermin
a
n
ts
ma
tter
(
Ta
n
Ow
ee
K
o
w
a
n
g
)
59
2
.
3
.
1
.
Desire
f
o
r
a
chiev
e
m
ent
Pre
v
io
u
s
s
tu
d
ies
p
r
o
v
id
e
em
p
ir
ical
ev
id
en
ce
o
n
th
e
ass
o
ciat
io
n
b
etwe
en
t
h
e
d
esire
f
o
r
ac
h
iev
em
en
t
an
d
e
n
tr
ep
r
e
n
eu
r
ial
i
n
ten
tio
n
.
Hig
h
d
esire
o
f
ac
h
ie
v
em
en
t
co
u
ld
b
e
r
e
f
er
r
e
d
to
as
a
s
tab
le
ch
ar
ac
ter
is
tic
o
f
ac
q
u
ir
es
s
atis
f
ac
tio
n
th
r
o
u
g
h
ac
co
m
p
lis
h
m
en
t
o
f
h
ig
h
er
lev
els
o
f
ex
ce
llen
ce
,
wh
ich
it
co
u
ld
b
e
d
r
iv
e
n
b
y
th
e
ac
h
iev
em
en
t o
f
s
atis
f
ac
tio
n
,
f
i
n
an
cial
g
ain
a
n
d
/o
r
p
u
b
lic
r
ec
o
g
n
itio
n
[
1
6
]
.
2
.
3
.
2
.
L
o
cus
o
f
co
ntr
o
l
L
o
cu
s
o
f
co
n
tr
o
ls
o
f
a
n
in
d
i
v
id
u
al
r
ef
er
s
t
o
th
e
i
n
d
iv
id
u
al
p
er
ce
p
tio
n
o
n
h
o
w
well
h
e
o
r
s
h
e
h
ad
co
n
tr
o
lled
o
v
er
th
e
s
itu
atio
n
s
an
d
ex
p
er
ie
n
ce
s
th
at
af
f
ec
t
h
is
o
r
h
er
liv
es.
T
h
e
p
er
ce
p
tio
n
i
s
d
ep
en
d
en
t
o
n
th
e
in
d
iv
id
u
al’
s
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
o
cial
en
v
ir
o
n
m
en
t a
n
d
th
e
k
n
o
wled
g
e
g
ain
e
d
f
r
o
m
d
if
f
er
en
t sit
u
atio
n
s
.
T
h
e
lo
cu
s
o
f
co
n
tr
o
l
o
f
an
in
d
iv
i
d
u
al
ca
n
b
e
eith
er
ex
ter
n
al
o
r
i
n
ter
n
al
[
1
7
]
.
I
n
d
iv
i
d
u
al
with
i
n
ter
io
r
lo
cu
s
ten
d
t
o
ass
u
m
e
th
e
f
u
tu
r
e
life
’
s
p
r
o
v
is
io
n
is
d
r
iv
en
b
y
th
eir
o
wn
ac
tio
n
s
,
wh
ile
in
d
iv
id
u
al
with
ex
ter
n
al
l
o
cu
s
o
f
co
n
tr
o
l
v
iewe
d
e
x
ter
n
al
e
n
v
ir
o
n
m
en
t
d
eter
m
in
e
th
e
f
u
tu
r
e
life
p
r
o
v
is
io
n
.
R
esear
ch
d
o
n
e
b
y
p
r
io
r
s
ch
o
la
r
s
u
g
g
ested
th
at
in
d
iv
id
u
als
w
h
o
h
a
v
e
g
r
ea
ter
i
n
ter
n
al
lo
c
u
s
o
f
c
o
n
tr
o
l
ar
e
c
o
n
s
id
er
ed
to
b
e
h
a
v
e
h
ig
h
e
r
lik
elih
o
o
d
o
f
b
ec
o
m
in
g
a
n
en
t
r
ep
r
en
e
u
r
[
1
8
]
.
2
.
3
.
3
.
Ris
k
-
t
a
k
ing
inclin
a
t
io
n
R
is
k
-
tak
in
g
in
clin
atio
n
is
as
s
o
ciate
d
with
a
s
i
tu
atio
n
o
f
d
ec
is
io
n
m
ak
in
g
in
u
n
d
eter
m
in
ed
co
n
d
itio
n
s
[
1
9
]
.
Stu
d
y
d
o
n
e
b
y
p
r
i
o
r
r
esear
ch
er
[
2
0
]
s
tated
th
at
r
is
k
-
t
ak
in
g
in
clin
atio
n
is
s
ig
n
if
ican
tly
co
r
r
elate
d
with
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
.
T
h
e
n
atu
r
e
o
f
en
tr
e
p
r
en
eu
r
ial
wo
r
ld
is
r
is
k
y
,
h
en
ce
in
d
iv
id
u
al
with
h
ig
h
er
lev
el
o
f
r
is
k
-
tak
in
g
in
clin
atio
n
ten
d
s
to
attac
h
e
d
with
th
e
ch
a
r
ac
t
er
is
tics
o
f
ad
v
en
tu
r
o
u
s
,
d
ar
i
n
g
,
o
p
tim
is
tic
an
d
en
er
g
etic,
wh
ich
is
o
n
e
o
f
th
e
k
ey
d
eter
m
i
n
an
ts
f
o
r
en
tr
ep
r
e
n
eu
r
ial
s
u
cc
ess
[
2
1
]
.
2
.
4
.
T
heo
ry
o
f
B
eha
v
io
ur
P
la
n
(
T
B
P
)
B
ased
o
n
th
e
T
h
eo
r
y
o
f
B
eh
av
io
r
Plan
(
T
B
P),
a
n
i
n
d
iv
id
u
al’
s
in
ten
tio
n
to
en
g
ag
e
i
n
a
s
p
ec
if
ic
b
eh
av
io
r
at
a
s
p
ec
if
ic
tim
e
an
d
p
lace
co
u
ld
b
e
p
r
e
d
icted
b
y
a
s
et
o
f
in
d
iv
id
u
al
b
elief
s
.
T
h
is
in
d
iv
id
u
al
b
elief
is
in
f
lu
en
ce
b
y
h
o
w
th
e
in
d
i
v
id
u
al
v
iew
th
e
v
alu
e
o
f
th
e
b
eh
a
v
io
r
,
ass
ess
in
g
th
e
r
is
k
s
an
d
b
en
ef
its
o
f
o
u
tco
m
e
.
W
ith
in
th
e
co
n
tex
t
o
f
en
tr
ep
r
en
eu
r
ial
in
te
n
tio
n
,
th
e
s
et
o
f
in
d
iv
i
d
u
al
b
elief
s
r
ef
er
r
e
d
to
th
e
in
d
iv
id
u
al’
s
attitu
d
es,
s
u
b
jectiv
e
n
o
r
m
an
d
p
er
ce
iv
ed
b
eh
av
io
r
al
co
n
t
r
o
l.
2
.
4
.
1
.
E
ntr
epre
neuria
l a
t
t
it
ud
e
Prio
r
s
ch
o
lar
[
2
2
]
d
ef
in
ed
en
tr
ep
r
en
eu
r
ial
attitu
d
e
as
t
h
e
s
co
p
e
to
wh
ich
th
e
p
er
s
o
n
r
ea
lized
th
at
th
er
e
ar
e
g
r
ea
t
ch
an
ce
s
f
o
r
th
em
to
c
r
ea
te
a
n
ew
b
u
s
in
ess
,
o
r
t
h
e
d
e
g
r
ee
o
n
th
eir
attac
h
m
en
t
to
war
d
s
h
ig
h
s
tatu
s
o
f
en
tr
ep
r
en
e
u
r
s
.
E
n
tr
ep
r
en
eu
r
ial
attitu
d
e
also
co
u
l
d
b
e
v
iewe
d
as
th
e
b
eh
a
v
io
r
as
th
e
s
o
m
eo
n
e'
s
in
ter
est f
o
r
b
ein
g
s
elf
-
em
p
lo
y
ed
an
d
is
p
o
s
itiv
e
an
d
s
tr
o
n
g
ly
co
r
r
elate
d
with
e
n
tr
ep
r
e
n
eu
r
i
al
in
ten
tio
n
s
[
2
3
]
.
2
.
4
.
2
.
Su
b
j
ec
t
i
v
e
n
o
r
m
Su
b
jectiv
e
n
o
r
m
r
e
f
er
s
to
f
ac
to
r
s
th
at
d
r
iv
e
th
e
b
e
h
av
io
r
o
f
en
tr
e
p
r
en
e
u
r
s
h
ip
d
u
e
to
t
h
e
p
r
ess
u
r
e
f
r
o
m
f
am
ily
,
s
o
ciety
an
d
/
o
r
f
r
ien
d
s
.
T
h
er
e
ar
e
m
ix
ed
f
in
d
in
g
s
b
y
p
r
io
r
r
esear
ch
er
s
i
n
r
e
g
ar
d
with
s
u
b
jectiv
e
n
o
r
m
.
So
m
e
o
f
th
e
r
esear
ch
er
s
f
o
u
n
d
th
at
s
u
b
jectiv
e
n
o
r
m
is
in
co
n
s
id
er
a
b
le
to
p
r
ed
ict
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
[
2
3
]
,
s
o
m
e
o
th
er
s
r
es
ea
r
ch
er
s
f
o
u
n
d
th
at
s
u
b
ject
iv
e
n
o
r
m
is
ass
o
ciate
d
with
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
[
2
4
]
.
On
th
e
o
th
er
h
a
n
d
,
s
o
m
e
p
r
ev
io
u
s
r
esear
ch
er
s
co
m
p
letely
d
is
r
eg
ar
d
th
is
v
ar
iab
le
in
m
ea
s
u
r
in
g
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
.
Ho
wev
er
,
ac
co
r
d
in
g
to
p
r
io
r
s
ch
o
lar
[
2
5
]
,
f
am
ily
is
am
o
n
g
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t so
cial
u
n
it in
s
h
ap
in
g
o
n
e’
s
b
e
h
av
io
r
to
b
e
en
tr
ep
r
en
eu
r
.
2
.
4
.
3
.
P
er
ce
iv
ed
beha
v
io
ra
l c
o
ntr
o
l
I
n
ten
tio
n
is
v
iewe
d
as
th
e
o
u
tco
m
e
o
f
p
er
ce
i
v
ed
s
elf
-
e
f
f
icac
y
;
it
is
d
r
iv
en
b
y
th
e
p
er
ce
iv
e
d
b
eh
av
io
r
al
c
o
n
tr
o
l
[
2
6
]
.
Hen
c
e,
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
a
n
d
p
er
ce
iv
ed
b
eh
av
i
o
r
al
co
n
t
r
o
l
co
u
ld
also
r
ef
e
r
as
th
e
s
elf
-
co
n
tr
o
l
o
v
er
b
eh
av
io
r
[
2
7
]
Stu
d
y
co
n
d
u
cted
b
y
p
r
i
o
r
s
ch
o
lar
[
2
8
]
r
ev
ea
led
th
at
s
tu
d
en
ts
wh
o
with
g
r
ea
ter
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
ten
d
to
h
av
e
a
h
ig
h
er
s
co
r
e
o
n
p
er
ce
iv
e
d
b
eh
a
v
io
r
al
co
n
tr
o
l,
an
d
i
n
d
iv
id
u
al
with
h
ig
h
er
e
n
tr
ep
r
e
n
eu
r
ial
co
n
tr
o
l b
elief
s
will d
r
iv
e
to
g
r
ea
t
er
en
tr
ep
r
e
n
eu
r
ial
in
te
n
tio
n
[
2
9
]
.
2
.
5
.
Resea
rc
h
f
ra
m
ewo
r
k
T
h
e
r
esear
ch
f
r
am
ewo
r
k
f
o
r
t
h
is
s
tu
d
y
is
d
ev
elo
p
ed
b
y
in
te
g
r
atin
g
T
h
eo
r
y
o
f
B
eh
av
io
r
Plan
(
T
B
P),
Mo
d
el
o
f
Per
s
o
n
ality
T
r
aits
a
n
d
e
n
tr
ep
r
e
n
eu
r
s
h
ip
ed
u
ca
tio
n
as
th
e
d
eter
m
in
a
n
ts
o
f
en
tr
ep
r
en
eu
r
ial
i
n
ten
tio
n
am
o
n
g
u
n
d
er
g
r
ad
u
ate
with
in
p
u
b
lic
u
n
iv
e
r
s
ity
in
Ma
lay
s
ia.
As
s
u
ch
,
th
e
r
esear
ch
f
r
am
ewo
r
k
co
n
s
is
ts
o
f
f
iv
e
in
d
ep
en
d
en
t v
ar
iab
les wh
ich
a
r
e
attitu
d
e
to
war
d
th
e
b
eh
a
v
io
r
,
s
u
b
jectiv
e
n
o
r
m
s
,
p
e
r
ce
iv
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b
eh
av
io
r
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co
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tr
o
l,
an
d
en
tr
e
p
r
en
e
u
r
ial
ed
u
c
atio
n
an
d
p
e
r
s
o
n
ality
tr
aits
as
s
h
o
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in
Fig
u
r
e
1
.
B
ased
o
n
th
e
r
e
s
ea
r
ch
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r
am
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e
r
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ch
o
b
ject
iv
es a
s
s
h
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in
T
ab
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ates
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h
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f
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llo
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m
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.
1
.
P
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T
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th
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5
8
6
s
tu
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th
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3
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I
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8
8
2
2
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Ana
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3
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3
.
1
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[
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.
4.
RE
SU
L
T
AND
DI
SCUS
SI
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f
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.
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As
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ab
le
3
,
th
e
s
ig
n
i
f
ican
t
v
alu
e
f
o
r
all
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o
r
r
elatio
n
test
is
les
s
th
an
0
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5
s
u
g
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este
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th
at
th
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n
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ip
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en
all
th
e
d
eter
m
in
an
ts
o
f
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
(
wh
ich
a
r
e
attitu
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e,
s
u
b
jectiv
e
n
o
r
m
,
b
eh
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io
r
co
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tr
o
l,
en
tr
e
p
r
en
eu
r
s
h
ip
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u
ca
t
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n
a
n
d
p
e
r
s
o
n
ality
tr
aits
)
with
lev
el
o
f
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
ar
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
57
-
64
62
s
ig
n
if
ican
t,
with
co
r
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elatio
n
co
ef
f
icien
t
o
f
p
o
s
itiv
e
0
.
4
0
7
(
m
o
d
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ate
c
o
r
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elatio
n
)
t
o
0
.
8
1
2
(
v
er
y
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tr
o
n
g
co
r
r
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n
)
.
T
h
is
f
in
d
in
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h
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ed
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e
f
in
d
i
n
g
r
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aled
b
y
p
r
io
r
s
ch
o
lar
s
[
1
9
,
2
2
,
2
7
]
wh
ic
h
s
u
g
g
ested
th
at
an
in
d
iv
id
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al’
s
in
ten
tio
n
o
f
p
er
f
o
r
m
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g
a
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eh
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v
io
r
is
r
elate
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to
th
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in
d
iv
id
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al’
s
p
er
s
o
n
ality
tr
aits
,
b
eh
av
io
r
s
as
well
as k
n
o
wled
g
e
an
d
s
k
ill lea
r
n
t f
r
o
m
th
e
ed
u
ca
tio
n
s
y
s
te
m
.
Fin
d
in
g
f
r
o
m
th
is
s
tu
d
y
s
u
g
g
e
s
ted
th
at
with
in
th
e
c
o
n
tex
t
o
f
u
n
d
e
r
g
r
a
d
u
ates
with
in
p
u
b
lic
u
n
iv
er
s
ity
in
Ma
lay
s
ia,
en
tr
ep
r
en
eu
r
ial
attitu
d
e
is
th
e
m
o
s
t
s
ig
n
if
ican
t
d
eter
m
in
an
t
th
at
co
r
r
elate
d
with
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
s
,
with
a
“
v
er
y
s
tr
o
n
g
”
co
r
r
elatio
n
co
e
f
f
icien
t
o
f
0
.
8
1
2
.
W
h
er
eb
y
s
u
b
jectiv
e
n
o
r
m
,
b
eh
a
v
io
r
c
o
n
tr
o
l
an
d
p
er
s
o
n
ality
tr
aits
ar
e
s
u
g
g
ested
b
y
r
esp
o
n
d
en
ts
as
s
t
r
o
n
g
ly
co
r
r
elate
d
with
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
.
Ho
wev
er
,
o
n
e
o
f
th
e
in
ter
e
s
tin
g
f
in
d
in
g
f
r
o
m
th
is
s
tu
d
y
is
en
tr
ep
r
en
e
u
r
s
h
ip
e
d
u
ca
t
io
n
is
v
iewe
d
b
y
u
n
d
er
g
r
ad
u
ate
as
d
eter
m
in
an
t
with
m
o
d
er
ate
co
r
r
elatio
n
w
i
th
en
tr
ep
r
en
eu
r
s
h
ip
in
ten
tio
n
.
E
n
tr
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
is
co
m
m
o
n
ly
v
ie
wed
as
th
e
p
latf
o
r
m
f
o
r
s
t
u
d
en
ts
to
g
ain
th
e
f
o
r
m
al
en
tr
ep
r
en
e
u
r
r
elate
d
k
n
o
wled
g
e
an
d
s
k
ill
[
2
3
,
3
2
-
3
4
]
.
Fin
d
in
g
f
r
o
m
th
is
s
tu
d
y
s
u
g
g
ested
th
at
p
er
h
ap
s
ed
u
ca
tio
n
s
y
s
tem
m
ig
h
t
b
e
n
o
t
th
e
m
ain
d
eter
m
in
an
t
to
p
r
o
m
o
te
e
n
tr
ep
r
e
n
eu
r
i
n
ten
tio
n
,
in
s
tead
,
in
d
iv
id
u
al
b
eh
av
io
r
an
d
p
er
s
o
n
ality
tr
aits
ar
e
th
e
f
u
n
d
am
en
tal
d
r
iv
er
s
f
o
r
en
tr
ep
r
e
n
eu
r
ial
in
ten
tio
n
,
en
tr
ep
r
e
n
eu
r
ed
u
ca
tio
n
is
ju
s
t
s
er
v
ed
as
a
s
u
p
p
o
r
tin
g
s
y
s
tem
to
en
h
a
n
ce
th
e
en
tr
ep
r
en
eu
r
k
n
o
wled
g
e
an
d
s
k
ill.
T
h
e
f
in
d
in
g
also
ec
h
o
es
th
e
s
tu
d
y
d
o
n
e
b
y
p
r
io
r
s
ch
o
lar
[
3
5
,
3
6
]
wh
ic
h
r
ev
ea
led
th
at
th
e
ef
f
ec
ts
o
f
en
tr
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
to
w
ar
d
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
is
less
s
ig
n
if
ican
t
as
co
m
p
ar
e
d
with
attitu
d
e
to
war
d
b
eh
a
v
io
r
[
3
5
]
an
d
p
e
r
s
o
n
ality
tr
ait
o
f
n
ee
d
f
o
r
ac
h
iev
em
en
t,
r
is
k
-
tak
in
g
p
r
o
p
en
s
ity
an
d
in
ter
n
al
lo
cu
s
o
f
co
n
tr
o
l
[
3
6
]
.
As
s
u
ch
,
p
er
h
ap
s
th
e
co
n
ten
t
o
r
s
y
llab
u
s
o
f
en
tr
ep
r
en
e
u
r
s
h
ip
e
d
u
ca
tio
n
s
h
o
u
l
d
co
n
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id
er
to
g
o
b
ey
o
n
d
s
co
p
e
o
f
e
n
tr
ep
r
e
n
e
u
r
s
h
ip
,
an
d
e
x
p
lo
r
e
h
o
w
to
in
teg
r
ate
b
eh
av
i
o
r
al
a
n
d
p
er
s
o
n
ality
tr
ait
r
elate
d
co
m
p
o
n
e
n
ts
in
to
th
e
s
y
llab
u
s
in
o
r
d
er
to
p
r
o
m
o
te
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
.
4
.
3
.
Addres
s
re
s
ea
rc
h o
bje
ct
iv
e
2
Data
co
llected
in
s
ec
tio
n
3
o
f
q
u
esti
o
n
n
air
e
(
i.e
.
,
e
n
tr
ep
r
e
n
eu
r
ial
in
ten
tio
n
lev
el)
is
a
n
aly
ze
d
v
i
a
ANOV
A
te
s
t
to
ass
e
s
s
is
th
er
e
an
y
d
if
f
e
r
en
ce
o
n
e
n
tr
ep
r
e
n
e
u
r
ial
in
ten
tio
n
b
ased
o
n
Facu
lty
.
Ho
m
o
g
e
n
eity
o
f
v
ar
ian
ce
is
ass
u
m
ed
f
o
r
ANO
VA
test
,
as
s
u
ch
,
p
r
io
r
to
ANOV
A
test
,
co
m
p
ar
is
o
n
o
f
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
v
ar
ian
ce
am
o
n
g
t
h
e
th
r
ee
d
e
m
o
g
r
ap
h
ics
(
i.e
.
,
f
ac
u
lty
o
f
e
n
g
in
ee
r
in
g
,
s
o
cial
s
cien
ce
s
an
d
m
an
ag
e
m
en
t)
n
ee
d
to
b
e
p
e
r
f
o
r
m
ed
v
ia
L
ev
en
e
t
est
at
s
ig
n
if
ican
t
lev
el
o
f
0
.
0
5
.
T
h
e
a
n
aly
s
is
r
esu
lt
o
f
L
e
v
en
e
test
is
s
h
o
wn
in
T
ab
le
4
.
T
ab
le
4
.
L
e
v
en
e
test
r
esu
lt
Le
v
e
n
e
s
t
a
t
i
s
t
i
c
S
i
g
.
.
2
6
6
.
8
5
0
As
r
ef
er
to
T
a
b
le
4
,
th
e
s
ig
n
if
ican
t
v
alu
e
o
f
0
.
8
5
0
(
i.e
.
,
m
o
r
e
th
a
n
0
.
0
5
)
s
u
g
g
ested
th
at
th
er
e
is
s
u
f
f
icien
t
ev
id
en
ce
t
o
s
u
p
p
o
r
t th
at
v
ar
ian
ce
o
f
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
f
o
r
th
e
th
r
ee
d
em
o
g
r
ap
h
ic
o
r
f
ac
u
lties
ar
e
eq
u
al.
As s
u
ch
,
ANOV
A
test
ca
n
b
e
d
o
n
e
ac
co
r
d
in
g
ly
.
R
esu
lt o
f
ANOV
A
test
is
s
h
o
wn
in
T
ab
le
5
.
T
ab
le
5
.
ANOV
A
an
aly
s
is
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
B
e
t
w
e
e
n
g
r
o
u
p
s
1
.
2
7
6
2
0
.
6
3
8
0
.
7
3
9
0
.
6
8
7
W
i
t
h
i
n
g
r
o
u
p
s
1
6
9
.
1
4
8
1
9
6
0
.
8
6
3
-
-
To
t
a
l
1
7
0
.
4
2
4
1
9
8
-
-
-
B
as
e
d
o
n
an
aly
s
is
r
esu
lt
o
f
ANOV
A
as
s
h
o
wn
in
T
ab
le
5
,
th
e
s
ig
n
if
ican
ce
v
alu
e
f
o
r
t
h
e
ANOV
A
test
i
s
0
.
6
8
7
,
wh
ich
is
h
ig
h
er
th
an
0
.
0
5
.
T
h
is
s
u
g
g
ested
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
ter
m
o
f
u
n
d
er
g
r
ad
u
ates’
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
b
ased
o
n
f
ac
u
lty
.
T
h
e
f
in
d
in
g
is
in
lin
e
with
th
e
s
t
u
d
y
d
o
n
e
b
y
p
r
io
r
s
ch
o
lar
wh
ich
r
ev
ea
le
d
th
at
d
em
o
g
r
a
p
h
ic
m
ad
e
n
o
s
ig
n
if
i
ca
n
t
d
if
f
e
r
en
ce
to
war
d
en
tr
ep
r
en
eu
r
ial
i
n
ten
tio
n
[
3
7
]
.
W
h
er
ea
s
,
th
e
teac
h
in
g
a
p
p
r
o
ac
h
u
s
ed
to
d
eliv
er
th
e
e
n
tr
ep
r
en
e
u
r
s
h
ip
co
u
r
s
es
m
ig
h
t
af
f
ec
t
th
e
le
v
el
o
f
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
[
3
8
]
.
Hen
ce
,
t
h
e
in
s
ig
n
if
ican
t
d
if
f
er
en
ce
o
f
u
n
d
e
r
g
r
a
d
u
ate
s
’
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
am
o
n
g
th
e
th
r
ee
f
ac
u
lties
is
p
er
h
ap
s
d
u
e
to
th
e
en
tr
ep
r
en
eu
r
s
h
ip
m
o
d
u
les
o
f
f
er
e
d
b
y
th
e
u
n
iv
er
s
ity
to
th
e
th
r
ee
f
ac
u
lties
is
u
n
iv
e
r
s
al,
in
a
d
d
itio
n
,
th
e
m
o
d
u
le
i
s
o
r
g
an
ize
d
a
n
d
m
an
ag
e
d
b
y
th
e
s
am
e
g
r
o
u
p
o
f
lectu
r
er
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
erg
r
a
d
u
a
tes en
tr
ep
r
en
eu
r
ia
l in
ten
tio
n
:
Ho
lis
tic
d
etermin
a
n
ts
ma
tter
(
Ta
n
Ow
ee
K
o
w
a
n
g
)
63
5.
CO
NCLU
SI
O
N
Fin
d
in
g
f
r
o
m
th
e
s
tu
d
y
s
u
g
g
ested
all
th
e
f
iv
e
h
o
lis
tic
en
tr
ep
r
en
e
u
r
ial
in
ten
tio
n
d
et
er
m
in
an
ts
(
en
tr
ep
r
e
n
eu
r
ial
attitu
d
e,
s
u
b
jectiv
e
n
o
r
m
s
,
p
e
r
ce
iv
ed
b
e
h
av
io
r
al
co
n
tr
o
l,
e
n
tr
ep
r
e
n
eu
r
ial
ed
u
ca
tio
n
,
a
n
d
p
er
s
o
n
ality
tr
aits
)
ar
e
s
ig
n
if
i
ca
n
tly
co
r
r
elate
d
with
e
n
tr
ep
r
en
eu
r
ial
in
te
n
tio
n
at
s
ig
n
if
i
ca
n
t
lev
el
o
f
0
.
0
5
.
Ho
wev
er
,
o
n
e
o
f
th
e
r
em
a
r
k
a
b
le
f
in
d
i
n
g
is
th
e
co
r
r
elatio
n
co
ef
f
icien
t
f
o
r
f
ac
to
r
“E
n
tr
ep
r
en
eu
r
ial
E
d
u
ca
tio
n
”
is
th
e
lo
west
am
o
n
g
all.
T
h
e
i
m
p
licatio
n
o
f
th
is
f
in
d
in
g
is
p
er
h
ap
s
th
e
e
d
u
ca
tio
n
o
f
en
tr
e
p
r
en
eu
r
ial
e
d
u
ca
tio
n
s
h
all
em
p
h
asize
o
n
cu
ltiv
at
in
g
s
tu
d
en
ts
’
e
n
tr
ep
r
e
n
eu
r
ial
att
itu
d
e,
b
e
h
av
io
r
al
an
d
p
er
s
o
n
a
lity
r
ath
er
t
h
an
th
e
th
eo
r
etica
l p
ar
t o
f
en
tr
e
p
r
en
e
u
r
ial
an
d
en
tr
e
p
r
en
e
u
r
s
h
ip
.
E
n
tr
ep
r
en
e
u
r
s
h
ip
co
u
r
s
es
in
th
e
u
n
iv
er
s
ity
u
n
d
er
s
tu
d
y
ar
e
d
eliv
er
ed
to
all
th
e
f
ac
u
lties
b
y
ap
p
r
o
x
im
ately
1
2
lect
u
r
e
r
s
,
b
ased
o
n
t
h
e
s
am
e
co
u
r
s
e
m
o
d
u
le
an
d
m
an
ag
e
d
b
y
th
e
Pan
e
l
o
f
E
n
tr
ep
r
e
n
eu
r
.
Fin
d
in
g
f
r
o
m
th
e
r
esear
c
h
r
e
v
ea
ls
th
at
th
er
e
is
n
o
s
ig
n
if
ica
n
t
d
if
f
e
r
en
ce
i
n
ter
m
o
f
s
tu
d
e
n
ts
’
en
tr
ep
r
e
n
eu
r
ial
in
ten
tio
n
ac
r
o
s
s
all
th
e
th
r
e
e
f
ac
u
lties
.
T
h
e
im
p
licatio
n
o
f
f
in
d
i
n
g
is
th
e
teac
h
in
g
m
o
d
el
o
f
d
eliv
er
in
g
en
tr
ep
r
en
e
u
r
s
h
ip
co
u
r
s
es
(
co
m
m
o
n
m
o
d
u
le,
m
a
n
ag
ed
b
y
a
g
r
o
u
p
o
f
lectu
r
er
s
ac
r
o
s
s
th
e
u
n
iv
er
s
ity
)
is
th
e
ap
p
r
o
ac
h
th
at
co
u
ld
b
e
a
d
o
p
te
d
b
y
o
th
er
s
u
b
ject
t
o
en
h
a
n
ce
t
h
e
co
n
s
is
ten
cy
o
f
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
.
A
CK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
wo
r
k
was su
p
p
o
r
ted
/f
u
n
d
ed
b
y
t
h
e
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
u
n
d
e
r
Fu
n
d
a
m
en
tal
R
esear
ch
Gr
an
t Sch
em
e
(
FR
GS/1
/2
0
1
9
/
SS
0
3
/UT
M/0
2
/8
)
.
RE
F
E
R
E
NC
E
S
[1
]
A.
Az
h
a
r,
A.
Ja
v
a
i
d
,
M
.
Re
h
m
a
n
a
n
d
A.
H
y
d
e
r
,
“
En
trep
re
n
e
u
rial
I
n
ten
ti
o
n
s
a
m
o
n
g
Bu
sin
e
ss
S
tu
d
e
n
ts
in
P
a
k
istan
,
”
J
o
u
rn
a
l
o
f
B
u
sin
e
ss
S
y
ste
ms
,
Go
v
e
rn
a
n
c
e
a
n
d
Et
h
ics
,
v
o
l.
5
,
n
o
.
2
,
p
p
.
1
3
-
2
1
,
2
0
1
4
.
[2
]
I.
Ah
m
e
d
,
e
t
a
l
.
,
“
De
term
in
a
n
ts
o
f
S
t
u
d
e
n
ts‟
En
tre
p
re
n
e
u
rial
Ca
re
e
r
In
ten
t
io
n
s:
E
v
id
e
n
c
e
f
ro
m
Bu
si
n
e
ss
G
ra
d
u
a
tes
,
”
Eu
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
1
4
-
2
2
,
2
0
1
0
.
[3
]
R.
Th
u
r
ik
,
M
.
A.
Ca
rre
e
,
a
n
d
D.B.
Au
d
re
tsc
h
,
“
Do
e
s
S
e
lf
-
Em
p
lo
y
m
e
n
t
Re
d
u
c
e
Un
e
m
p
l
o
y
m
e
n
t?
”
J
o
u
rn
a
l
o
f
Bu
sin
e
ss
Ven
t
u
rin
g
,
v
o
l.
2
3
,
n
o
.
6
,
p
p
.
6
7
3
-
6
8
6
,
2
0
0
8
.
[4
]
M
.
N.H.
Yu
so
ff,
F
.
A.
Zain
o
l
a
n
d
M
.
D.
Ib
ra
h
im
,
“
En
tre
p
re
n
e
u
rsh
i
p
Ed
u
c
a
ti
o
n
i
n
M
a
lay
sia
’s
P
u
b
l
i
c
In
stit
u
ti
o
n
s
o
f
Hig
h
e
r
Lea
rn
in
g
-
A
Re
v
iew
o
f
t
h
e
Cu
rre
n
t
P
ra
c
ti
c
e
s,”
J
o
u
r
n
a
l
o
f
In
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
S
tu
d
ie
s,
v
o
l.
8
,
n
o
.
1
,
p
p
.
17
-
2
8
,
2
0
1
5
.
[5
]
S
.
Ka
rimi,
H.
Biem
a
n
s
,
T.
Lan
s,
M
.
Aa
z
a
m
i
a
n
d
M
.
M
u
ld
e
r
,
“
F
o
ste
rin
g
st
u
d
e
n
ts’
c
o
m
p
e
ten
c
e
in
id
e
n
ti
fy
in
g
b
u
sin
e
ss
o
p
p
o
rtu
n
it
ie
s
in
e
n
trep
re
n
e
u
rsh
ip
e
d
u
c
a
ti
o
n
,
”
In
n
o
v
a
t
i
o
n
s
in
E
d
u
c
a
ti
o
n
a
n
d
T
e
a
c
h
in
g
In
ter
n
a
ti
o
n
a
l
,
v
o
l.
5
3
,
n
o
.
2
,
p
p
,
2
1
5
-
2
2
9
,
2
0
1
6
,
d
o
i:
1
0
.
1
0
8
0
/1
4
7
0
3
2
9
7
.
2
0
1
4
.
9
9
3
4
1
9
.
[6
]
A.
F
a
y
o
ll
e
,
“
P
e
rs
o
n
a
l
v
iew
s
o
n
th
e
f
u
tu
re
o
f
e
n
trep
re
n
e
u
rsh
ip
e
d
u
c
a
ti
o
n
,
”
E
n
tre
p
re
n
e
u
rs
h
i
p
&
Reg
io
n
a
l
De
v
e
lo
p
me
n
t
,
v
o
l.
2
5
,
n
o
.
7
-
8
,
p
p
.
6
9
2
-
7
0
1
,
2
0
1
3
.
[7
]
A.
Ism
a
il
,
A.G
.
K.
Ab
d
u
l
lah
,
a
n
d
A.T
.
Oth
m
a
n
,
“
Ac
c
e
p
tan
c
e
o
f
e
n
trep
re
n
e
u
rs
h
ip
c
u
lt
u
re
m
o
d
u
le
a
t
th
e
M
a
lay
sia
n
in
stit
u
tes
o
f
h
ig
h
e
r
lea
rn
in
g
:
A
g
e
n
d
e
r
p
e
rsp
e
c
ti
v
e
,
”
Res
e
a
rc
h
J
o
u
rn
a
l
o
f
In
ter
n
a
ti
o
n
a
l
S
tu
d
ies
,
v
o
l.
1
5
,
p
p
.
4
6
-
54
,
2
0
1
0
.
[8
]
B.
Ba
rrin
g
e
r
a
n
d
R
.
Ire
lan
d
,
E
n
tre
p
re
n
e
u
rs
h
ip
:
S
u
c
c
e
ss
fu
ll
y
L
a
u
n
c
h
in
g
Ne
w
Ven
t
u
re
s
,
2
nd
E
d
.
P
e
a
rso
n
Ed
u
c
a
ti
o
n
In
d
ia,
2
0
0
8
.
[9
]
O.
B.
F
a
g
b
o
h
u
n
g
b
e
,
“
Co
rre
lati
o
n
An
a
l
y
sis
o
f
t
h
e
P
s
y
c
h
o
lo
g
ica
l
S
k
il
ls
f
o
r
En
trep
re
n
e
u
rsh
i
p
in
Nig
e
ria,”
W
e
st
Af
ric
a
n
J
o
u
rn
a
l
o
f
ma
n
a
g
e
me
n
t
a
n
d
L
ib
e
ra
l
S
t
u
d
ies
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
9
2
-
2
0
0
,
2
0
1
0
.
[1
0
]
C.
He
n
ry
a
n
d
L
.
Trea
n
o
r,
“
E
n
tr
e
p
re
n
e
u
rsh
i
p
e
d
u
c
a
ti
o
n
a
n
d
v
e
te
rin
a
ry
m
e
d
ici
n
e
:
En
h
a
n
c
in
g
e
m
p
lo
y
a
b
le
sk
il
ls
,
”
Ed
u
c
a
ti
o
n
a
n
d
T
ra
i
n
i
n
g
,
v
o
l.
5
2
,
n
o
.
8
-
9
,
p
p
.
6
0
7
-
6
2
3
,
2
0
1
0
.
[1
1
]
Ni,
L.
W.
,
P
i
n
g
,
L.
B
.
,
Yi
n
g
,
L.
L
.
,
a
n
d
Jia
,
N.
H.
W
.
,
“
En
trep
re
n
e
u
rial
In
ten
ti
o
n
:
a
S
t
u
d
y
a
m
o
n
g
S
t
u
d
e
n
ts o
f
Hig
h
e
r
Lea
rn
in
g
In
sti
t
u
ti
o
n
,
”
F
in
a
l
Ye
a
r
P
ro
jec
t,
UTAR
,
2
0
1
2
.
[1
2
]
M
.
R.
Ud
d
i
n
a
n
d
T.
K.
Bo
se
,
“
De
term
in
a
n
ts
o
f
e
n
trep
re
n
e
u
rial
in
ten
ti
o
n
o
f
b
u
si
n
e
ss
stu
d
e
n
ts
in
Ba
n
g
lad
e
sh
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
B
u
sin
e
ss
a
n
d
M
a
n
a
g
e
me
n
t
,
v
o
l.
7
,
n
o
.
2
4
,
p
p
.
1
2
8
-
137
,
2
0
1
2
.
[1
3
]
P
.
F
.
Iz
e
d
o
n
m
i
a
n
d
C.
O
k
a
fo
r
,
“
T
h
e
E
ffe
c
t
o
f
En
trep
r
e
n
e
u
rsh
i
p
Ed
u
c
a
ti
o
n
On
S
tu
d
e
n
ts
E
n
trep
re
n
e
u
rial
In
ten
ti
o
n
s,
”
Glo
b
a
l
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
me
n
t
a
n
d
B
u
sin
e
ss
Res
e
a
rc
h
,
v
o
l.
1
0
,
n
o
.
6
,
p
p
.
49
-
60
,
2
0
1
0
.
[1
4
]
M
.
Ja
a
fa
r
a
n
d
A.
R.
Ab
d
u
l
-
Az
iz,
“
En
trep
re
n
e
u
rsh
i
p
e
d
u
c
a
ti
o
n
i
n
d
e
v
e
lo
p
in
g
c
o
u
n
try
:
Ex
p
lo
ra
ti
o
n
o
n
it
s
n
e
c
e
ss
it
y
in
t
h
e
c
o
n
str
u
c
ti
o
n
p
ro
g
ra
m
m
e
,
”
J
o
u
rn
a
l
o
f
E
n
g
i
n
e
e
rin
g
De
sig
n
a
n
d
T
e
c
h
n
o
lo
g
y
,
v
o
l.
6,
n
o
.
2
,
p
p
.
1
7
8
-
1
8
9
.
2
0
0
8
.
[1
5
]
H.
M
u
n
ir,
C.
Jia
n
fe
n
g
,
a
n
d
S
.
Ra
m
z
a
n
,
“
P
e
rso
n
a
li
ty
traits
a
n
d
th
e
o
ry
o
f
p
lan
n
e
d
b
e
h
a
v
i
o
r
c
o
m
p
a
riso
n
o
f
e
n
trep
re
n
e
u
r
ial
in
te
n
ti
o
n
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
E
n
tre
p
re
n
e
u
ria
l
Beh
a
v
io
r
a
n
d
Res
e
a
rc
h
,
v
o
l.
2
5
,
n
o
.
3
,
p
p
.
5
5
4
-
5
8
0
,
2
0
1
9
.
[1
6
]
P.
Wes
th
e
a
d
,
En
tre
p
re
n
e
u
rs
h
ip
:
Per
sp
e
c
ti
v
e
s a
n
d
Ca
se
s
.
Esse
x
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
Lt
d
,
2
0
1
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.
[1
7
]
H.
Li
tt
u
n
e
n
,
“
En
trep
re
n
e
u
rsh
i
p
a
n
d
th
e
c
h
a
ra
c
teri
stics
o
f
t
h
e
e
n
tre
p
re
n
e
u
rial
p
e
rso
n
a
li
ty
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
En
tre
p
re
n
e
u
ri
a
l
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a
v
io
r
a
n
d
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se
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rc
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,
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l.
6
,
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o
.
6
,
p
p
.
2
9
5
-
3
1
0
,
2
0
0
0
.
[1
8
]
D.
Ia
c
o
b
u
c
c
i
a
n
d
A.
M
ico
z
z
i,
“
En
tre
p
re
n
e
u
rsh
ip
e
d
u
c
a
ti
o
n
in
I
talian
u
n
iv
e
rsiti
e
s:
Tre
n
d
,
situ
a
ti
o
n
a
n
d
o
p
p
o
rt
u
n
it
ies
,
”
Ed
u
c
a
ti
o
n
a
n
d
T
r
a
in
i
n
g
,
v
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l.
5
4
,
n
o
.
8
/
9
,
p
p
.
6
7
3
-
6
9
6
,
2
0
1
2
.
[1
9
]
B.
Nish
a
n
th
a
,
“
In
fl
u
e
n
c
e
o
f
P
e
rs
o
n
a
li
t
y
Traits
a
n
d
S
o
c
ia
-
d
e
m
o
g
ra
p
h
ic
Ba
c
k
g
r
o
u
n
d
o
f
U
n
d
e
rg
ra
d
u
a
te
S
tu
d
e
n
ts
o
n
M
o
ti
v
a
ti
o
n
fo
r
En
trep
re
n
e
u
rial
C
a
re
e
r:
Th
e
Ca
se
o
f
S
ri
La
n
k
a
,
”
Ryu
k
o
k
u
J
o
u
rn
a
l
o
f
Eco
n
o
mic
S
t
u
d
ies
,
v
o
l
.
49
,
n
o
.
2
,
p
p
.
71
-
82
,
2
0
0
9
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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64
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D.
Do
h
se
a
n
d
S
.
G
.
Walter,
“
Th
e
ro
le o
f
e
n
trep
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e
u
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p
e
d
u
c
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ti
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n
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n
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l
Co
n
tex
t
in
fo
rm
in
g
e
n
trep
re
n
e
u
ria
l
in
ten
ti
o
n
s,”
Wo
r
k
in
g
P
a
p
e
r
,
2
0
1
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
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t
tp
s://
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w.ec
o
n
sto
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u
/h
a
n
d
le/1
0
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1
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5
9
7
5
3
.
[2
1
]
S.
F
in
e
,
e
t
a
l.
,
“
P
sy
c
h
o
lo
g
ica
l
P
re
d
ict
o
rs
o
f
S
u
c
c
e
ss
fu
l
En
tr
e
p
re
n
e
u
rsh
i
p
i
n
C
h
in
a
:
An
Em
p
iri
c
a
l
S
t
u
d
y
,
”
In
te
rn
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
me
n
t,
v
o
l.
2
9
,
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o
.
1
,
p
p
.
2
7
9
-
2
9
2
,
2
0
1
2
.
[2
2
]
R.
Xa
v
ier,
A.
No
o
rs
e
h
a
,
M
.
N
.
Le
il
a
n
ie
,
a
n
d
M
Yu
s
o
f,
“
T
h
e
G
lo
b
a
l
En
tre
p
re
n
e
u
rsh
ip
M
o
n
it
o
r
(G
EM
),
”
M
a
lay
sia
n
Re
p
o
rt,
2
0
1
0
.
[2
3
]
W.
Li
,
“
Et
h
n
ic
En
trep
re
n
e
u
rsh
i
p
:
S
tu
d
y
i
n
g
Ch
i
n
e
se
a
n
d
In
d
ia
n
S
t
u
d
e
n
ts
i
n
t
h
e
Un
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e
d
S
tate
s,”
J
o
u
rn
a
l
o
f
De
v
e
lo
p
me
n
ta
l
E
n
tre
p
re
n
e
u
rs
h
ip
,
v
o
l
.
1
2
,
n
o
.
4
,
p
p
.
4
4
9
-
4
6
6
,
2
0
0
7
.
[2
4
]
D.
Yo
rd
a
n
o
v
a
a
n
d
M
.
A.
Tarra
z
o
n
,
“
G
e
n
d
e
r
Diffe
re
n
c
e
s
in
En
tre
p
re
n
e
u
rial
I
n
ten
ti
o
n
s:
Ev
id
e
n
c
e
F
ro
m
Bu
l
g
a
ria
,”
J
o
u
rn
a
l
o
f
De
v
e
lo
p
me
n
t
a
l
E
n
tre
p
re
n
e
u
rs
h
ip
,
v
o
l.
1
5
,
n
o
.
3
,
p
p
.
2
4
5
-
2
6
1
,
2
0
1
0
.
[2
5
]
J.M
.
Ve
c
ian
a
,
M
.
Ap
o
n
te
,
a
n
d
D.
Urb
a
n
o
,
“
Un
i
v
e
rsity
S
t
u
d
e
n
t
s
’
Atti
tu
d
e
s
To
wa
rd
s
En
tre
p
re
n
e
u
rs
h
ip
:
A
Tw
o
Co
u
n
tri
e
s Co
m
p
a
riso
n
,
”
I
n
ter
n
a
t
i
o
n
a
l
E
n
tre
p
re
n
e
u
rs
h
i
p
a
n
d
M
a
n
a
g
e
me
n
t
J
o
u
r
n
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l
,
v
o
l.
1
,
p
p
.
1
6
5
-
1
8
2
,
2
0
0
5
.
[2
6
]
F
.
Li
ñ
á
n
,
J.C.
Ro
d
ríg
u
e
z
-
Co
h
a
rd
,
a
n
d
J.
M
.
R
u
e
d
a
-
Ca
n
tu
c
h
e
,
“
F
a
c
to
rs
a
ffe
c
ti
n
g
e
n
tre
p
re
n
e
u
rial
in
te
n
ti
o
n
le
v
e
ls:
a
ro
le fo
r
e
d
u
c
a
ti
o
n
,
”
I
n
ter
n
a
t
io
n
a
l
En
tre
p
re
n
e
u
rs
h
i
p
a
n
d
M
a
n
a
g
e
me
n
t
J
o
u
rn
a
l,
v
o
l.
7
,
n
o
.
2
,
p
p
.
1
9
5
-
2
1
8
,
2
0
1
1
.
[2
7
]
A.
Ba
g
h
e
ri
a
n
d
Z.
L
o
p
e
-
P
i
h
i
e
,
“
Ro
le
o
f
u
n
i
v
e
rsity
e
n
trep
r
e
n
e
u
rsh
ip
p
ro
g
r
a
m
s
in
d
e
v
e
lo
p
in
g
stu
d
e
n
ts
’
e
n
trep
re
n
e
u
rial
lea
d
e
rsh
i
p
c
o
m
p
e
ten
c
ies
:
P
e
rsp
e
c
ti
v
e
s
fro
m
M
a
lay
sia
n
u
n
d
e
rg
ra
d
u
a
te
stu
d
e
n
ts,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
f
o
r B
u
si
n
e
ss
,
v
o
l.
8
8
,
n
o
.
1
,
p
p
.
5
1
-
6
1
,
2
0
1
3
.
[2
8
]
M
.
Ob
sh
o
n
k
a
,
R.
K
.
S
il
b
e
re
ise
n
,
a
n
d
E.
S
c
h
imit
t
-
Ro
d
e
rm
u
n
d
,
“
En
trep
re
n
e
u
rial
i
n
ten
ti
o
n
a
s
d
e
v
e
lo
p
m
e
n
ta
l
o
u
tco
m
e
,”
J
o
u
rn
a
l
o
f
Vo
c
a
ti
o
n
a
l
Beh
a
v
io
r
,
v
o
l.
7
7
,
n
o
.
1
,
p
p
.
63
-
72
,
2
0
1
0
.
[2
9
]
X.
F
.
T
o
n
g
,
D
.
Y.
K.
To
n
g
,
a
n
d
L.
C.
L
o
y
,
“
F
a
c
to
r
I
n
flu
e
n
c
in
g
En
trep
re
n
e
u
rial
In
te
n
t
io
n
s
a
m
o
n
g
Un
i
v
e
rsit
y
S
tu
d
e
n
ts,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s a
n
d
H
u
ma
n
it
y
S
tu
d
ies
,
v
o
l.
3
,
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o
.
1
,
p
p
.
4
8
7
-
4
9
6
,
2
0
1
1
.
[3
0
]
R.
V.
Kre
jcie
,
e
t
a
l.
,
“
De
term
in
in
g
sa
m
p
le
siz
e
fo
r
re
se
a
rc
h
a
c
ti
v
it
ies
,
”
Ed
u
c
a
ti
o
n
a
l
a
n
d
Psy
c
h
o
lo
g
ica
l
M
e
a
su
re
me
n
t,
v
o
l
.
3
0
,
n
o
.
3
,
p
p
.
6
0
7
-
6
1
0
,
1
9
7
0
.
[3
1
]
T
.
O
.
Ko
wa
n
g
,
e
t
a
l
.
,
“
Th
e
De
v
e
lo
p
m
e
n
t
o
f
P
u
b
l
ic
Un
i
v
e
rsiti
e
s
F
i
n
a
n
c
ial
S
u
sta
in
a
b
il
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y
I
n
d
e
x
v
ia
Lea
n
S
i
x
S
ig
m
a
Co
n
c
e
p
ts,”
A
d
v
a
n
c
e
d
S
c
ien
c
e
L
e
t
ter
s,
v
o
l.
2
4
,
n
o
.
1
1
,
p
p
.
8
0
2
3
-
8
0
2
6
,
2
0
1
8
.
[3
2
]
N.
P
imp
a
,
“
En
trep
re
n
e
u
rsh
ip
e
d
u
c
a
ti
o
n
in
t
h
e
tran
sn
a
ti
o
n
a
l
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
c
o
n
tex
t,
”
J
o
u
rn
a
l
o
f
T
e
c
h
n
ic
a
l
Ed
u
c
a
ti
o
n
a
n
d
T
ra
i
n
i
n
g
,
v
o
l.
1
1
,
n
o
.
4
,
p
p
.
1
8
-
2
5
,
2
0
1
9
.
[3
3
]
G
.
Ce
ra
a
n
d
E.
Ce
ra
,
“
In
ten
ti
o
n
to
sta
rt
a
b
u
si
n
e
ss
a
n
d
e
n
trep
r
e
n
e
u
rsh
ip
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
m
e
:
A
p
re
-
a
n
d
p
o
st
-
p
ro
g
ra
m
m
e
re
se
a
rc
h
d
e
sig
n
,
”
J
o
u
r
n
a
l
o
f
E
n
ter
p
risin
g
C
o
mm
u
it
ies
,
v
o
l.
1
4
,
n
o
.
4
,
p
p
.
6
0
3
-
6
1
9
,
2
0
2
0
.
[3
4
]
I.
A.
S
h
a
h
,
S
.
Am
jed
,
a
n
d
S
.
Ja
b
o
o
b
,
“
Th
e
m
o
d
e
ra
ti
n
g
ro
le
o
f
e
n
trep
re
n
e
u
rsh
i
p
e
d
u
c
a
ti
o
n
in
s
h
a
p
in
g
e
n
trep
re
n
e
u
ria
l
in
ten
ti
o
n
s,”
J
o
u
rn
a
l
o
f
Ec
o
n
imic
S
tru
c
tu
re
s,
v
o
l
.
9
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
8
6
/s4
0
0
0
8
-
0
2
0
-
0
0
1
9
5
-
4
.
[3
5
]
V.
Va
m
v
a
k
a
,
C.
S
to
f
o
ro
s,
T.
P
a
l
a
sk
a
s
,
a
n
d
C.
Bo
tsa
ris,
“
Atti
tu
d
e
to
wa
rd
En
tre
p
re
n
e
u
rsh
i
p
,
P
e
rc
e
iv
e
d
Be
h
a
v
io
ra
l
Co
n
tr
o
l,
a
n
d
En
tre
p
re
n
e
u
rial
in
te
n
ti
o
n
:
Dim
e
n
si
o
n
a
li
t
y
,
S
tr
u
c
tu
ra
l
Re
lati
o
n
sh
i
p
s,
a
n
d
G
e
n
d
e
r
Diffe
r
e
n
c
e
s,”
J
o
u
rn
a
l
o
f
In
n
o
v
a
ti
o
n
a
n
d
E
n
tre
p
re
n
e
u
rs
h
ip
,
v
o
l
.
9
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
8
6
/s
1
3
7
3
1
-
0
2
0
-
0
1
1
2
-
0
.
[3
6
]
T.M
.
N
d
o
fire
p
i,
“
Re
latio
n
sh
ip
b
e
twe
e
n
E
n
trep
re
n
e
u
rsh
i
p
E
d
u
c
a
ti
o
n
a
n
d
E
n
trep
re
n
e
u
r
ial
G
o
a
l
In
ten
ti
o
n
s:
P
sy
c
h
o
l
o
g
ica
l
Traits
a
s
M
e
d
iato
r,
”
J
o
u
rn
a
l
o
f
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