Page 93 - FREN-C2021 PROCEEDINGS

MASMED and they are involved in students entrepreneurship activities. Thus, they have in-depth
knowledge about the subject matter (entrepreneurship education) at their organization. Researchers
adopted purposive sampling for participants’ selection. The interviewees’ characteristics were reported
in table 1. Researchers conducted each interview session approximately between forty-five minutes to
one hour. Sets of questions were referred for these semi-structured interviews. The interview sessions
that were recorded using audio-visual tapes were then transcribed verbatim reviewed comprehensively
and summarized into themes, categories and concepts. It was then analysed using an atlas.to software.

Table 1. The Interviewees Characteristics
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Respondent Position Gender Age
______________________________________________
1-2 Senior Lecturer Female 40-45
3-5 Senior Lecturer Female 35-39
6-7 Senior Lecturer Female 30-34
8-9 Senior Lecturer Male 45-49
10-11 Lecturer Male 35-39
12 Lecturer Male 30-34
_____________________________________________
* Self-compiled by researchers

Result and Discussion
Findings from the analysis discovered that three (3) themes were derived consists of entrepreneurship
skills, market sensitivity and entrepreneurship thinking.

Entrepreneurship Skills
The majority of the respondents postulated that entrepreneurship skills appeared crucial in
entrepreneurship education among students. One respondent highlighted; “Skill is something that we
can develop. So having the right skills as an entrepreneur would be very beneficial for students once
they graduated”. Moreover, one respondent stated, “To be honest, it’s going to be a tough time for
graduates nowadays to find the best job suitable with their qualification. So what we are doing right
now is to equip them with all the knowledge and skills as entrepreneurs so that they are ready to face
the intense market of job hunting later on”. Furthermore, one respondent highlighted, “Everyone has
their passion and interest but I believed entrepreneurship skills is something that can be nurtured. I
remembered there’s one time in one of the entrepreneurship programs, there’s one student who shows
no interest at all in entrepreneurship and have zero knowledge with regards to any entrepreneurship
programmes under government. They join the activity because they have to, it’s part of their college
or club requirement. By after that the student became interested once know and have the right skills”.

This is in line with a study from Liñán (2004), which that highlighted the disclosure of knowledge and
entrepreneur skills will directly provide a high awareness of the existence of the profession and the
next option will give the best assessment of the capabilities and form self-determination of students to
take entrepreneurship. Entrepreneur’s knowledge appeared evident and relevant in economic growth
and development (Linan, 2015). Wang and Verzet (2011), postulated that entrepreneurship can be
encouraged via entrepreneurship education to develop young talents to have excellent
entrepreneurship skills. All in all, entrepreneurship education enumerate value to the level of
commitment to entrepreneurship. Many universities nowadays provide entrepreneurship education
comprehensively as needed by SMEs as part of the syllabus as well as informal education. Students
club activities are also associated with entrepreneurship programs and thus entrepreneurship education
is not only limited solely to the content of the modules they learned in the classroom alone. Moreover,
researchers and entrepreneurs generally agree that knowledge is needed to identify and develop
entrepreneurship opportunities around them. Mohd Khata et al (2012) highlighted that
entrepreneurship education has been shown to influence and contribute to the willingness of
entrepreneurs to identify opportunities. Hence, with well-planned entrepreneurship education and
training, it can enhance and develop awareness among students. Students need to be equipped with

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