Entrepreneurship Education in Islamic Community:

Its Application in Human Resource Planning and Development Course

Iswachyu Dhaniarti (rektor@narotama.ac.id)
Bayu Airlangga Putra (bayu.airlangga@narotama.ac.id)
M. Ikhsan Setiawan (ikhsan.setiawan@narotama.ac.id)
Reswanda ( reswanda@narotama.ac.id)
Agus Sukoco (agus.sukoco@narotama.ac.id)
Ani Wulandari (ani.wulandari@narotama.ac.id)
NAROTAMA UNIVERSITY, SURABAYA, INDONESIA
ABSTRACT:
Based on current statistics, Moslem population at present grown over 1.6 billion peoples,
equivalent to 23.4% of the worlds population. Indonesia has the highest Moslem
population, reaches up to 12.7% equivalent to 205 million Moslems worldwide. The growth
rate of Islamic countries between 2015 and 2019 is estimated to reach 5.4 percent, which is
higher than the world average by 1.8 percent. The largest economy among the Islamic
countries is Indonesia with a size of $846 billion. Entrepreneurship and education play an
important role in enhancing Islamic countrys economic state and helps the economy by
providing job opportunities. Entrepreneurship and education play significant role, and it
has been interesting for researchers to in depth. Entrepreneurship education functions to
educate people with the skills and knowledge needed to seize the opportunity existed. This
paper intends to provide an understanding on entrepreneurship and its role on economic
growth and education. This study was conducted in Surabaya, East Java, Indonesia. This
study was implemented in entrepreneurship-based course design of Human Resource
Planning and Development (HRPD) course during the even semester of academic year
2014/2015 at Narotama University, Surabaya. In depth interview and participant
observation were employed in collecting data. Grounded theory method was applied during
investigation. Moreover, qualitative approach was carried in completing this study. The
most important part of the design is the main assignment that instructs the students to
establish their own small business plans which build strategic planning, vision, mission,
goals and strategies for at least the next five years. After that, they must establish a detailed
through planning to conduct various human resource management activities directed to
obtain qualified employees that can support implementing business strategic planning
based on Islamic perspective business and economic. Finally, this paper also discusses the
effectiveness of the HRPD course design in enhancing students entrepreneurial motivation
on Islamic perspective business.
Keywords : Entrepreneurship, Entrepreneurship education, Islamic economic growth,
Human Resource Planning and Development (HRPD)

Introduction
By 2010, the worlds Muslim population 1.6 billion people and grew to over 23% of the
worlds population, mostly because of larger fertility rates in majority-Muslim countries.
Looking forward to 2050, the number of Muslims is expected to grow substantially to about
2.8 billion people and also grow as a share of the worlds population to nearly 30% of the
globe. Although the growth of Muslims globally appears to be slowing, it is still a much
higher growth rate than the worlds population as a whole which is anticipated to be only
0.4% by 2050. In 2010, nearly two-thirds of the worlds Muslim population could be found
in 10 countries Indonesia (209 million), India (176 million), Pakistan (167 million),
Bangladesh (134 million), Nigeria (77 million), Egypt (77 million), Iran (73 million),
Turkey (71 million), Algeria (35 million) and Morocco (32 million). In 2050, the top 10
countries representing not quite two-thirds (62%) of the worlds Muslim population is
projected to include a similar list of countries, but in a different ranking with India having
the highest number of Muslims (311 million), followed by Pakistan (273 million), Indonesia
(257 million), Nigeria (231 million), Bangladesh (182 million), Egypt (120 million), Turkey
(89 million), Iran (86 million), Iraq (80 million) and Afghanistan (72 million) (Grim, 2015).
The economic transformations of China and India are common knowledge. But, what is less
well known is that the five leading economies of 2050 are projected to represent one of the
most religiously diverse groupings in recent memory. For instance, today, seven of the G8
nations have Christian majority populations. But by 2050 only one of the five leading
economies is projected to have a majority Christian population the United States. The
other mega economies in 2050 are projected to include a country with a Hindu majority
(India), a Muslim majority (Indonesia), and two with exceptionally high levels of religious
diversity (China and Japan). GDP at the disposal of Muslim populations are not expected to
change significantly between 2010 and 2020. In 2010, the leading countries included
Indonesia (1.7 trillion), Iran (1.3 trillion), Saudi Arabia (1.1 trillion), Turkey (1.2 trillion)
and Egypt (0.8 trillion). In 2020, the leading countries of GDP at the disposal of Muslim
populations are expected to include Indonesia (3.6 trillion), Saudi Arabia (2.1 trillion),
Turkey (2.0 trillion) and Iran (1.6 trillion). India (1.9 trillion) is expected to hold the number
four spot of leading countries associated with Muslim economic influence even though it is
a Hindu-majority country (Grim, 2015). The global growth has been projected at 3.4 percent
in 2015 and 3.8 in 2016 by IMF, OIC Member States will maintain economic growth next

two years, average economic growth rate will accelerate in 2016 and 2017 with 5.1 and 5.8
percent, respectively (COMCEC, 2015). Thomson Reuters (2013) issued a special report on
the state of the global Islamic economy. The report estimated that global Muslim
expenditure on food and beverages to be US$1,088 billion in 2012, which was 16.6 percent
of global expenditure. Indonesia was documented as the largest Muslim food consumer with
$197 billion followed by Turkey ($100 billion) and Pakistan ($93 billion). Islamic finance
assets are currently estimated to be $1.35 trillion. Muslims globally are estimated to have
spent a total of $224 billion on clothing and footwear in 2012, representing 10.6 percent of
global expenditure. Global Muslim spending on tourism was estimated at $137 billion in
2012 (excluding the haj and minor pilgrimage), representing a significant 12.5 percent of
global expenditure. Indonesia, with the largest Muslim population in the world, can take the
economic benefits from the development of the global Islamic economy today.
Entrepreneurship is a key for the prosperity of a country. Experts agree that
entrepreneurship is one of the most powerful engines for economic growth (Kuratko, 2005
in Gedeon, 2014). This is because entrepreneurs open large number of new businesses that
provide jobs for more labors, which in turn reduce the level of unemployment.
Entrepreneurs also tend to be innovative in their business operation. For instance, they often
use technology that can enhance production process efficiency, so that increase the
competitive advantage of their countries. In general, it can be said that entrepreneurship
knowledge is a critical factor to attain success (Welsh & Dragusin, 2013). Muslim
entrepreneurs are bound by the ethics and the spirit of Islamic rules in the exercise of their
entrepreneurial activities.

They have the ability to carry out their business properly,

transparently and fairly by stay away from all the prohibition as prescribed in Islam
(Mohammad Noorizzuddin Nooh & Hisham Sabri, 2005, in Rameli, 2014). This makes
them different from the other entrepreneurs, whether Muslim or non-Muslim. The holistic
characteristics of Muslim entrepreneurs has inculcated rule of metaphysics which are
abstract like sin, merit, hell and heaven that becomes the trigger to humans behavior in
structuring entrepreneurial development (Mohd Faizal P.Rameli, Muhammad Ridhwan &
Kalsom, 2013, in Rameli, 2014). Thus, every Muslim entrepreneur who are involved in
entrepreneurial activities, perceives an opportunity and creates an organization to pursue it
based on Islamic principles should be known as Muslimpreneurs (Mohd Faizal P.Rameli,
Muhammad Ridhwan & Kalsom, 2013, in Rameli, 2014) rather than only known as Muslim
entrepreneurs. However, data show that in 2013 entrepreneur rate in Indonesia is only

1.56% of total population. This figure is below those in Malaysia and Singapore where
entrepreneurship rate reach 5% and 7% respectively. Moreover, in developed countries,
such as Japan and the United States, entrepreneurship rate can reach quite impressive figure
of 10% and 12% respectively. Many researchers suggest that the ideal number of
entrepreneur in a developing country like Indonesia is at least 2% of its population
(Santoso, 2014).
In order to become entrepreneurs, the entrepreneurship education is important as it helps to
enhance the entrepreneurship skills of students as well as guidance on how to launch a
venture (Lebusa, 2011). Creating as many as possible entrepreneurs is a strategic activity
that urgently should be done by governments. Higher education institutions, as government
partners in education sector, have strategic role in assisting that process of entrepreneurship
creation. University students are excellent human resources expected to become intellectual
force in advancing a country in many aspects such as economy, technology, or culture. For
that reason, after graduating in the future, they are expected to have knowledge, skill, and
motivation needed to establish a business (Welsh & Dragusin, 2013). One of the core
elements in learning activity at university is lecturing activity. This activity is organized in
the form of courses that can be taken by students every semester. In this respect,
entrepreneur creation function must be integrated into lecturing activities which are
manifested in the design of each course.
This article reports the findings of a case study on impact of about the learning process and
outcomes of Human Resource Planning and Development (HRPD) course during the even
semester of academic year 2014/2015 at Narotama University Surabaya to increase the
knowledge, skills and ability and entrepreneurial skill of the student in Islamic perspective
business. The semester started from March 2015 and ended in early July 2015. In that
semester, the HRPD course applied an entrepreneurship-based course design combined with
build in strategic planning to create a new start up business in Islamic perspective business
and philosophy.
Research Method
Muslim is 84 percent of total students in Narotama University, Surabaya, Indonesia. This
study is case study-qualitative in its approach. It used a case study method as its strategy of
inquiry, where the researcher deeply explores a program, event, activity, process, or one or

more individuals. Case is bounded based on time and activity, and the researcher gathers
detailed information using multiple data collecting procedures during a sustained time
period (Stake, 1995 in Creswell, 2009). In this case study, two of the researchers is also the
lecturer of HRPD and HRM courses in sub-subject HR Panning next used term : HRPD
Course, so that gaining wide enough access to explore vast array of data related to the
implementation of HRPD course, such as course design, teaching materials, students
characteristics, students performances, and students attitudes toward the course. The
participants of HRPD course in even and odd semester 2014-2015 is 20 (twenty) students.
The participants are involved as respondents for this study, the students was answered
interactively in several sessions of in-depth interview arranged by the researchers and openended questionnaire distributed via e-mail. Those in-depth interviews and open-ended
questionnaires were used to explore as deeply as possible data about the learning process in
HRPD course as well as conditions felt or experienced by students after completing the
course. The data collection activity has been conducted in September and October 2015,
about two months after the course finished. The expected outcome of this study is a
comprehensive description about the implementation of HRPD course, which integrates
some entrepreneurship principles into its design, and its effectiveness in raising
entrepreneurial students motivation to build, execute and develop business in Islamic
perspective and values.
Entrepreneurship Concepts
As expressed by Zimmerer, et al (1996) that the entrepreneurial success will be achieved
when entrepreneurial thinking and doing something new or something new ways ( thing and
doing new things or old thing in a new way) . Entrepreneurial behavior is a function of
competence , incentives and environment equipped by some provisions such as knowledge /
experience , skills and abilities . This provision would establish the competence ,
competence is defined as the knowledge , skills and abilities of individuals that can impact
directly on business performance .
Entrepreneur is a person who exploits opportunity, often by recombining available
resources, and in the other hand also bears uncertainty in the execution (Gmsay, 2014).
According to Eze and Nwali (2012) entrepreneurship activities are generally viewed as
having advantages because show certain attributes as follows:

Entrepreneur take an initiative to combine and allocate various resources;

Entrepreneur make decisions about policy;

Entrepreneur is an innovator who always involved in the art of creating new

idea/product/business;

Entrepreneur is a risk taker/bearer.

According to Nadim and Singh (2011), entrepreneur is an individual whose actions are
relied on his creative ideas. This means that an entrepreneur is a dreamer who acts, not
someone who only dreams but never acts, nor someone who realizes others dream without
having his own dream. As Dunham (2010) proposes, entrepreneurs often strive to exploit
opportunities for various reasons, such as desire for achievement, need for independence,
and passion for certain ideas.
The concepts of entrepreneur have significant autonomous role and independently, strong
attitude and always create something new and innovative mind.

As the Vision and

Mission, learning process in Narotama University is being give the learning experience that
can be implemented in the next phase after graduation as an entrepreneur with Islamic
value as a competitive advantage sources.
Entrepreneurship Education
Many studies show strong relationship between education sector and the emergence of
entrepreneurs. For instance, one study finds that the role of resources and other support
mechanism in educational environment positively have impact on students perception of
entrepreneurship as career choice (Johannisson, 1991 and Autio et al., 1997, in Fayolle et
al., 2006). Recently, the idea about entrepreneurship-oriented university has risen. More
familiarly called entrepreneurial university, such university is a natural incubator which
tries to provide supportive environment where university members can explore, evaluate,
and use ideas that can be transformed into various entrepreneurship-oriented social and
economic initiatives (Guerrero et al., 2012).
Improved business performance of SMEs can not be separated from the quality of human
resources to increase productivity and value added . The entrepreneurs are humans excel is
always oriented to pursue and take advantage of opportunities to create goods and services
that are new, by creating new organizational forms or process new raw materials,
implement better processes and efficient to win competition (Reswanda, 2011).

Narotama University is a higher education institution that is very concerned with

entrepreneurship development. Narotama Universitys mission statement sounds to present
a valid contribution in the development of science and technology for the sake of society
welfare through education activities, research, and community service by means of
communication and information technology. It is very clear that the mission contains a
strong will to participate in the efforts to improve the wealth of society. Then, the will is
translated by the Faculty of Economics and Business (FEB) as one of its educational
objectives aims to produce graduates who have ability to become an entrepreneur in real
economy sector (small and medium enterprises). For that reason, the management of FEB
always encourages lecturers to incorporate entrepreneurial elements into their course
designs, especially ones related to small and medium enterprises (SMEs).
There are three phases of entrepreneurial career: first, potential entrepreneur, which
comprises those who have entrepreneurial intention; second, early-stages entrepreneurial
activity, which comprises nascent and new entrepreneurs; third, established entrepreneurs
(Xavier et al., 2012, in Croitoru, 2013). Using this concept, the learning outcome of an
entrepreneurship-based course design in Narotama University is more focused on the effort
to increase students entrepreneurial intention. However, this case study uses students
entrepreneurial motivation concept in Islamic perspective and values rather than students
entrepreneurial intention concept. This is because the concept of entrepreneurial motivation
is regarded as more comprehensive, covering various factors inducing individual to start a
business and intention on significant economic and business potential growth in Islamic
perspective and values that known as Sharia business.
Human Resource Planning and Development Course Design
According to Schuler and Jackson (2006), professionals in the field of human resource (HR)
management must perform roles as business partner, consultant, innovator, monitor, and
change manager. Among these roles, at least roles as business partner, innovator, and
change manager have relevance with the characteristics of an entrepreneur. The role as
business partner demands an understanding of external environment and an ability to
participate in strategy formulation and implementation. The role as innovator demands an
initiative to take action and make improvement in HR policies and practices continuously
by taking advantage from technology advancement. Finally, the role as change manager
demands a capability to understand long-term vision and strategy and to predict talents for

future needs. Therefore, from above explanation, it can be concluded that HR management
professionals must equip themselves with an entrepreneur attributes.
It is this premise that at first triggered the development of entrepreneurship-based design for
courses in HR management concentration, including Human Resource Planning and
Development (HRPD) course. As stated by Fayole and Gailly (2008), an educator needs to
plan his teaching model by initially answering five questions: what?, for whom?, why?,
how?, and for which result? Question what? is related to the content of a course itself.
Question for whom? refers to the target audiences of a certain course. Question why?
has to do with the learning method to be used. The last, question for which result? is
related to the evaluation and assessment. Based on the questions above, the following is a
general description of an entrepreneurship-based HRPD course. The content of HRPD
course is about concepts and practices in HR planning and development oriented toward the
implementation of entrepreneurial business strategy. The audiences of this course are
management major students who had chosen HR management as their study concentration.
The learning objective of HRPD course is equipping students with a number of
competencies which are necessary in planning and developing HR in an entrepreneurial
organization. In this respect, the students are directed to assume themselves as entrepreneurs
focusing on the preparation of employees in order to support the business activity. The
purpose of such arrangement is to raise students entrepreneurial motivation, even though
not necessarily start early in their career. To accomplish the learning objective, a
combination of tutorial, exercise, design project, and discussion was used as the learning
method. Next paragraphs briefly explain the design project instructions as one of the
important parts of HRPD course. In HRPD course, the students were asked to initially make
a plan to establish a small business. Then, based on that plan, they were asked to design an
HR planning and development scheme that appropriate enough for supporting the strategy
implementation. The focus on small business was determined based on the premise that
small business can provide conducive environment for entrepreneurship and innovation,
which not always has to rely on know-how and resources control like the characteristics of a
large scale production, but needs commitment and close cooperation among organization
members (Sahut & Peris-Ortiz, 2014). The students must at first determine the business
field they would focus on. In this case, it also includes goods or services that would be
produced and offered to consumers. They must also explain the initial condition of the

business, potential competitors, and strategy and innovation for coping with competition.
Moreover, they must also determine profiles of the market segments they target. After that,
they must formulate vision and mission statements for the business. The mission statement
needs to explain business process and HR management policy that are in line with the
competitive strategy and innovation. Next, the implementation of that mission needs to be
concreted in the form of objectives to be achieved in the next five years. Here, they must
also set target for the realization of the planned business innovation. The realization must be
manifested in product features and physical appearance of the business, along with its
expansion profile in the future. Next, the student must formulate strategies to achieve the
vision, mission, and objectives. In this part, they also have to formulate strategies or special
agenda to face the era of ASEAN Economic Community (AEC). Included here is the
connection between strategy and innovation which already formulated before and the
predicted business environment changes in the AEC era.
After the strategy has been formulated completely and detailed enough, the students were
instructed to plan HR needs for their small business. Here, they must specify various aspects
such as organization functions needed and the number and qualification of employee
required for each function. Further, they must specify various aspects concerning HR
development processes, such as job analysis, recruitment and selection, training and
development, performance evaluation, and compensation. In addition to the above project
instructions about small business plan and HR planning and development design, in midterm and final-term examination sessions, there are several additional assignments must be
done by the students in order to enrich the project in progress. For example, the students
must give a description of the use of HR information system and the utilization of change
management techniques to cope with global environment dynamics.
Finding and Discussion
This section describes important and relevant findings of this case study. All student
respondents said that after completing this course they felt a strong intention to become an
entrepreneur in Islamic perspective Business. According to the students, after completing
HRPD course combined with the entrepreneurships content they gained competencies in
Islamic perspective business and values as the following matters :

The students shows high potential and willingness to be an Moslem

entrepreneur; they want doing business in Islamic ways and have ability in

generating innovative business ideas and developing business plan more

systematically;

The students appreciate and look that business as worship; they are motivated
to run a business as a form of worship to Allah SWT. So orientation is not just
looking for worldly gain, but was already aware of the orientation of the
hereafter.

Comparing to the conventional busisness, student more appreciate to the

principles of muamalat (commonweal) orientation;

Including here the

awareness to set aside part of the business profits to charity, infaq, and
shodaqoh, not only share profit but loss also.

In addition, they are also encouraged to run a business that is environmentally

sound (Green Issues), because Islam teaches Muslims to be a mercy to all the
worlds (rahmatan lil alamin), so strictly prohibits the destruction of the
environment. They also believe if the business does not run by the way Islamic,
it will eventually collapse and no blessing. There are also students who
expresses his fear when eating the goods of illicit proceeds.

The others finding is the students respect to the Honesty Value in business : The
students are very aware of the importance of honesty in doing business. This
example is shown by explaining what the condition of the goods sold, without
exaggeration or covered up, and they intend to looking for the quality of good
that if they would become entrepreneurs must sell goods that are lawful and
good (halal).

The last, the students have orientation to respect of the rights of employees: they
categorized in 3 major things, namely the right material, spiritual rights, and the
right ethical/moral. The right material for example they will paying salaries on
time and in the appropriate amount corresponding contribution made by the
employee (the principle of fairness and decency). Spiritual rights, for example
by giving sufficient time for worship (prayer time), giving spiritual spray
(recitation) on a regular basis, and if the financial condition of the company
allows employees to finance a pilgrimage or umrah. Rights ethical/moral, for
example by treating the employee humanely, soft, and listen to their aspirations.
While also maintaining the dignity of employees by providing work clothes were
polite and sharia, especially for female employees.

Conclusion and Recommendation

It can be concluded that the students entrepreneurial motivation by way of Islamic
perspective business after completing the HRPD course combine with the entrepreneurial
contents are raising. The students benefit by learning they gained two important things are
skills in making business and obtain Islamic values in the business so that they can feel the
comfort and reassurance in business and live in this world , or in other words, benefit
materially and spiritually. Furthermore, based on their expectations then that can be
recommended is the follow up after this learning is not stopping at just how to raise
awareness of business by way of Islamic , but also want to have a follow-up is evident that
want their guidance started the business and then run a well that could eventually survive
and grow in a healthy manner this Islamic business.
In the end, it required the support of all parties concerned with the phenomenon of
economic growth based on the spirit of Islamic, especially at the level of the student who is
the successor generation in the core struggle of religion and nation. With the advantage of
being created in the business based on Islamic values, it will create not only the welfare of
the Indonesian people and the world but also the spirit of peace, because there is no means
an economic welfare but always covered with fear and worry , Hopefully only with values
Islam can achieve economic prosperity and peace in the world and beneficial for the
hereafter as well.
References:
Committee for Economic and Commercial Cooperation of the Organization of Islamic
Cooperation (COMCEC), 2015, FINANCIAL OUTLOOK OF THE OIC MEMBER
COUNTRIES 2015, www.comcec.org
Creswell, J.W., 2009, Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, 3rd Ed., Thousand Oaks: Sage.
Croitoru, A., 2013, Digging Among The Roots of Entrepreneurship, Journal of Community
Positive Practices, Vol. 13, No. 1, pp. 92-111.
Dunham, L.C., 2010, From Rational to Wise Action: Recasting Our Theories of
Entrepreneurship, Journal of Business Ethics, Vol. 92, pp. 513-530.

Eze, J.F. & Nwali, A.C., 2012, Capacity Building For Entrepreneurship Education: The
Challenge for The Developing Nations, American Journal of Business Education,
Vol. 5, No. 4, pp. 401-408.
Fayolle, A. & Gailly, B., 2008, From Craft to Science: Teaching Models and Learning
Processes in Entrepreneurship Education, Journal of European Industrial Training,
Vol. 32, No. 7, pp. 569-593.
Fayolle, A., Gailly, B., & Lassas-Clerc, N., 2006, Assessing The Impact of
Entrepreneurship Education Programmes: A New Methodology, Journal of
European Industrial Training, Vol. 30, No. 9, pp. 701-720.
Gedeon, S.A., 2014, Application of Best Practices in University Entrepreneurship
Education: Designing a New MBA Program, European Journal of Training and
Development, Vol. 38, No. 3, pp. 231-253.
Grim, Brian J., Connor, Phillip, 2015, Changing religion, changing economies: Future
global religious and economic growth, Religious Freedom & Business Foundation
Guerrero, M., Urbano, D., Cunningham, J., & Organ, D., 2012, Entrepreneurial Universities
in Two European Regions: A Case Study Comparison, Journal of Technology
Transfer, Vol. 39, pp. 415-434.
Gmsay, A.A., 2014, Entrepreneurship from an Islamic Perspective, Journal of Business
Ethics, Vol. 130, No. 1, pp. 199-208.
Jiwa, S., Lavelle, D., & Rose, A., 2005, E-Entrepreneurship: Learning in a Simulated
Environment, Journal of Electronic Commerce in Organizations, Vol. 3, No. 3, pp.
42-56.
Nadim, A. & Singh, P., 2011, A Systems View of Sustainable Entrepreneurship Education,
Journal of Strategic Innovation and Sustainability, Vol. 7, No. 2, pp. 105-114.
Narotama University, Faculty of Economics and Business Strategic Plan 2005-2015.
Narotama University, Strategic Plan 2005-2015.
P. R. M. Faizal, A. A. M. Ridhwan, and A. W. Kalsom, 2013, The Entrepreneurs
Characteristic from al-Quran and al-Hadis, International Journal of Trade,
Economics and Finance, Vol. 4, No. 4, August 2013.
Reswanda, 2011, Effect of Entrepreneurship Orientation on Organizational Learning
Entrepreneurship, Advantage Sustainable Competitiveness and the Business
Performance Leather Craft Export Oriented SMEs in Sidoarjo, Dissertation University Press.
Sahut, J.M. & Peris-Ortiz, M., 2014, Small Business, Innovation, and Entrepreneurship,
Small Business Economics, Vol. 42, pp. 663-668.
Santoso, A.B., 2014, Analysis: Current Condition of Indonesian Entrepreneur,
http://www.thejakartapost.com/news/2014/12/10.

Schuler, R.S. & Jackson, S.E., 2006, Human Resource Management: International
Perspectives, Mason: Thomson South-Western.
Thomson Reuters, 2013, STATE OF THE GLOBAL ISLAMIC ECONOMY 2013
REPORT
Welsh, D.H.B. & Dragusin, M., 2013, The New Generation of Massive Open Online
Course (MOOCS) and Entrepreneurship Education, Small Business Institute
Journal, Vol. 9, No. 1, pp. 51-65.
Zimmerer, W. Thomas, Norman M. Scarborough. 1996. Entrepreneurship and The New
Venture Formation. New Jersey : Prentice Hall - International Inc.