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Fostering Entrepreneurship in Higher
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33
FOSTERING ENTREPRENEURSHIP IN HIGHER
EDUCATION THROUGH E‐LEARNING:A CASE STUDY
OF SERBIA AND TURKEY
Professor Mirjana Radovic Markovic PhD
Faculty of Business Economics and Entrepreneurship, Belgrade, Serbia
mradovic@gmail.com
Lecturer Dusan Markovic Ms.C
Belgrade Business School, Belgrade, Serbia
dusanbps@gmail.com
Professor Emine Demiray PhD
Faculty of Communication Sciences, Anadolu University, Eskisehir, Turkey
edemiray@anadolu.edu.tr
Professor Ugur Demiray PhD
Faculty of Communication Sciences, Anadolu University, Eskisehir, Turkey
udemiray@anadolu.edu.tr
Assistent Milos Vucekovic BS.c
Singidunum University,Belgrade
milosvu@gmail.com
Assissent Aidin Salamzadeh MS.c
Faculty of Entrepreneurship, University of Tehran, Tehran, Iran
salamzadehaidin@gmail.com
Abstract
The main objective of this study was to determine to what extent the students in the
two Balkan countries are interested in starting their own business after graduating
from institutions of higher education in the field of economic and business orientation.
Of key importance is exploring the opinion of students whether it is necessary the
formal education to foster entrepreneurial skills through online programs in
entrepreneurship. In addition, we wanted to determine the extent to which students are
generally interested in e-learning and what they expect from that kind of education. In
view of these and similar questions, we tried to do an analysis and compare the results
of research on Turkey and Serbia. Our questionnaire contained eight questions to
which the answers are privided by 100 participants from Turkey and 98 from Serbia.
The two countries have taken for our study because they belong to Balkans region and
therefore have certain characteristics that distinguish the region. Although there are
some specific features of the region, the results showed significant differences between
the two analized countries. Explanations can be found in the social, cultural, economic
and other characteristics of Turkey and Serbia.
Keywords: Entrepreneurship, e-learning, Serbia, Turkey
Electronic copy available at: http://ssrn.com/abstract=2203744
34
EMPLOYMENT , EDUCATION AND ENTREPRENEURSHIP
INTRODUCTION
The business environment for the development of entrepreneurial activities is
not enough incentive, both in Serbia and in Turkey. It could be considered
common for the both countries.Namely, it is very difficult to carry out
entrepreneurial activities in mentioned Balkan countries. The reason lies in the
numerous obstacles and limitations, operating extremely discouraging to achieve
these expectations of SMEs. The first line of doing business obstacles refers to
corruption in Serbia. The citizens of Serbia perceive corruption to be a major
problem: the results presented in UNODC report (2011) show that they rank
corruption as the most important problem facing their country after unemployment
and poverty/low standard of living. The second line refers to the discouraging
fiscal and administrative framework for the development of entrepreneurial
activities. Although the Serbian government in the Strategy of Development of
Small and Medium Enterprises (SMEs) by 2013 predicted a reduction in
administrative costs by at least 25 percent by 2011, but just the opposite happened.
Thus Serbian entrepreneurs pay three times more taxes than most European
countries and the region. Also, the Serbian entrepreneurs have inadequate financial
support and the lack of available financial resources in relation to the needs for
capital, which is one of the main problem of development of SMEs in the Republic
Serbia. Turkey has also identified many obstacles, including the high costs of
navigating the inefficient and inconsistent bureaucracy, the difficulty in protecting
intellectual property rights, and monopolistic marketplace dynamics, limited access
to capital , lack of basic and technical knowledge ,and so forth. Surveys of the
World Bank(2012), showed worsening from year to year the business environment
of the Serbian economy ( from 88 position in 2011 to 92 position in 2012
,i.e.change in rank -4 ,but at the same time the business environment in Turkey (
from 73 position in 2011 to 71 position in 2012 ,i.e. change in rank +2).
The both countries pretending to have a dynamic economy have to
permanently work on improving the competences of its workforce.The Serbian
work force is slow to adjust to the changing economic situation. As a result, the
demand for skilled employees is increasing faster than the supply (Radovic
Markovic, 2010a). The skill gap can easily explain this statement due to inflexible
labour market and missing programmes for specific knowledge and skills. To solve
this problem, career counselling and identification of competences and
qualifications for an active employment policy should be targeted (Radovic
Markovic, 2010b). Besides, there is no synergy between scientific and educational
institutions and the environment. There is the similar situation in Turkey.In other
words, the communication between universities, public and private sectors
flourished.Therefore, the modern business environment should be accompanied by
a change in educational environment. Consequently, it is necessary that permanent
adjustments between these two environments should be made that will be
beneficial for both individuals and the society (Radovic Markovic, 2012a).
Electronic copy available at: http://ssrn.com/abstract=2203744
Faculty of Business Economics and Entrepreneurship
35
According to some scientists ,it can not be said that Turkey is successful in
training and support of entrepreneurship (Özmen &Özaltin ,2010).Training of
entrepreneurship in universities is given by means of courses, conferences and
seminars, congresses and symposiums, and activities of community of scholars
(Özmen-Özmen-Uçak, 2007). ). Distance Education has been actually applied in
Turkey since 1982 (Ruzgar,2004). Thousands of students today earn university
diplomas studying at a distance. On the other hand, problems of organization,
technology, and perceptions remain to be addressed (Isman,1997).
Serbia does not have extensive experience deploying online studies and virtual
faculties. Forming an international learning network may enhance e-learning
opportunities in Serbia as well as in countries that are developing or in transition
(Radovic Markovic, 2007) Because the functionality of the technologies and the
benefits of virtual learning to learners and professors have been misunderstood, the
entrepreneurial process although improved in Serbia has been impacted due to the
lack of awareness .
The Europe 2020 Strategy (2010), sets several Initiatives such as "Innovation
Union", "New Skills for New Jobs", "Youth on the Move", and "Digital Agenda".
In order to efficiently prepare for fast changes in society and work environments,
education should provide necessary knowledge and practical skills for students that
are trained for management and entrepreneurship (Radovic Markovic,2012). The
application of various technologies improves learning environment, makes better
and faster communication and provides preconditions create the conditions to
encourage entrepreneurial skills.In line with this , entrepreneurship at the university
level has received increasing attention world-wide. For mentioned reasons, it is the
subject of our research ,too.
THEORETICAL BACKGROUND
Researches show that there is a strong relation between education level and
entrepreneurship. (Celik, 2006). Especiallally higher education is of key
importance for entrepreneurs. Education, in one hand, encourages entrepreneurship
and sets the substructure of entrepreneurship culture; on the other hand, it develops
qualities and competencies of entrepreneur when he sets up a company.
(Tusiad,2002).. Researches show that the Youngs who have education for
entreprenurship tend to become entrepreneurs (Ibicioglu et. al.2009).
According to recent research (Liarokapis et. al .2011), the introduction of
virtual environments into higher education has the potential to bring a positive
change in the learning experience. The online learning environment is quite
different from a traditional classroom. At the first place ,it means that the online
courses require participants to take on new and different teaching as well as
learning behaviors. In addition, an e-learning content differs from other
educational materials ,i.e. it can be disassembled as individual learning objects,
36
EMPLOYMENT , EDUCATION AND ENTREPRENEURSHIP
tagged, and stored for reuse in a variety of different learning contexts (Harris,
2005). “E-learning context is very important. It is common to find educators who
perceive e-learning as internet-only education that encourages a static and contentfocused series of text pages on screen. Others envisage the shallow and random
online messages that are typical of a social real-time chat session, and wonder how
that type of communication could add any value to academic discourse. Some may
have experienced e-learning done poorly, and extrapolate their experience into a
negative impression of all e-learning.” (Demiray ,2010).
In literature it has been compared online learning to face-to-face learning from
a different point of view . Thus Hoben et al.(2002), explored the effectiveness of
online tools such as discussion boards and chat rooms while Spatariu et al.
(2004)addressed evaluating effective online instruction .Graham et al. (2001),
McCombs (2000) and Wentling & Johnson (1999) assessed the value of online
courses in specific fields of study. In particular, the use of virtual worlds to reach
remote, distance, and online learners is creating new opportunities for face-to face
engagement and motivation with difficult-to-reach groups. Draves (2002)provides
a list of reasons why he believes the Internet enhances learning,including such
advantages as being able to learn at a peak time of the day,learning at your own
speed, accessibility to much information, an ability to track personal progress, and
the capability to test personal learning efforts.In addition, the e-learning students
were in an environment where professors respond to their needs on demand
(Radovic Markovic ,2012b).However, most learning environments neglect the
learning services and pedagogy aspects of e-teaching. Hence ,its development has
lagged behind the massive investment in hardware and teacher training in using
ICT (Newton & Rogers, 2001).According to some researchers , e-learning
pedagogy should incorporate the form of learning pedagogy but goes beyond it to
include a deeper study into the incorporation of instructional strategies that take
into account of real-time personalized learning content-to-learner adaptability (Teo
et. al. 2005). However ,online courses require participants to take on new and
different teaching/ and learning approach-new pedagogy and behaviour. Students
are empowered to learn on their own . They are usually far more writing-intensive
than traditional classes have ever been. In an online course, general discussions,
requests for elaboration or assistance, answers to directed questions, group
projects, most assignments, and many tests and quizzes are in writing (Radovic
Markovic, 2007).In addition, „the education and training alone are necessary but
insufficient without providing entrepreneurs with other kinds of support, such as
mentorships, connections to funding (especially for growth entrepreneurs), and
financial assistance (for micro-entrepreneurs). Capacity building of entrepreneurs
outside the formal education system (e.g., soft skill and technical training) is a
critically important task towards building a solid entrepreneurial ecosystem“
(Bohoney et.al. ,2011). Adding distance entrepreneurship courses to existing
offerings will increase the number of alternatives that students can choose from.
Certainly, students can individualize their own education through their choices
(Croy 1998). If their alternatives can be expanded then individualization can be
Faculty of Business Economics and Entrepreneurship
37
increased. In addition, we can soon expect that the students could learn with
software that is developed for their kind of intelligence and learning style
(Christensen et al., 2008).However, despite the many universities around the world
recognized e-learning as a very important form of entrepreneurial studies program,
there are many students who are not familiar with it. Many still do not know what
to expect from this kind of study and what are its features. Moreover, a number of
students found that formal education acquired through online programs is not
necessary for success in business, but consider that other factors are more
important. Keeping above in mind, we have done research to determine, among
other things, wether are our students familiar with this form of study and what
they expect from e-learning. In view of these and similar questions, we tried to do
an analysis and compare the results of research on Turkey and Serbia.
METHODOLOGY
The
questionnaire is designed to investigate the concepts of "elearning"/"distance learning" and "entrepreneurship", from the stand point of view
of students in this field. This Questionnaire is applied to Anadolu University,
Faculty of Economics ,Turkey and Belgrade Business School ,Serbia. The sample
of students who participated in the survey is approximate for both countries ( 100
respondents were from Turkey and 98 respondents from Serbia) .
The ratio of the respondents in Turkey is 65: 35 ( female and men
respectively), but in Serbia are 72 : 20 (female and men respectively).The highest
percentage of women ( 71%) in Turkey are between 21-23 years old .On the other
side ,the highest percentage of women ( 65%) in Serbia are aged between 19 to 22.
Our research included eight questions as follow:
1. Do you intend to run your private business as soon as you graduate?
A) Yes
B) No
2 Why would you like to be an entrepreneur?
A) This is the only way to get a job
B) I can earn more than working for someone
C) I have a good business idea which I want to realize
3. Do you have any role model among successful entrepreneurs?
A) Yes
B) No
4. Is formal education necessary for entrepreneurship ?
A) Yes
B) No
38
EMPLOYMENT , EDUCATION AND ENTREPRENEURSHIP
5. Do you believe that distance learning would be a good solution for future
young entrepreneurs?
A) Yes
B) No
6. Would you like to attend one of these distance learning programs ?
A) Yes
B) No
7. What would be the most important in selecting such a program, and ways of
learning?
A) Acquisition of knowledge
B) The faster and easier way to graduate
C) Flexibility in studying
8. What do you think is crucial to be successful in the entrepreneurial career?
A) To be highly motivated to succeed
B) Have the innovative ability and have original business ideas
C) Having good business contacts
KEY FINDINGS
The results obtained from our questionnaire we use in performing a
comparative analysis between the two above-mentioned countries.
1. Do you intend to run your private business as soon as you graduate?
We started this research with a question „Do you intend to run your private
business as soon as you graduate?”
Faculty of Business Economics and Entrepreneurship
39
Twenty-nine respondents from Turkey (29%) answered “Yes” to the question and
71% said“No”. Only 1/3 of responders are intending to start up a business after graduation
. Although young people in Serbia are generally preferred to employ primarily in state
institutions, but to start their own businesses, this study showed different results.Very
interesting is the opinion of the respondents from Serbia ,i.e. about 90 % respondents are
really ready to launch their own businesses as soon as graduate . The explanation lies in the
fact that the respondents attend business studies. Certainly the results would be different if
made the same question to students from technical university or college.
2. Why would you like to be an entrepreneur?
The third option is the most important by 50 respondents (50%) from Turkey
(“I have a good business idea which want to realize”) . However, this opinion is not
shared by respondents from Serbia.For them is of key importance „ to earn more if
they work for themselves“ (45%).
3. Do you have any role model among successful entrepreneurs?
Sixty-six of all respondents (66%) from Turkey answered “Yes” to the third
question .It can be concluded that the most respondents from Turkey have a role
40
EMPLOYMENT , EDUCATION AND ENTREPRENEURSHIP
model among any successful entrepreneurs.But , the responses from Serbia were
quite different.The most of respondents (50%) are answered “No” and 42
respondents ( 42 %) said„Yes“. The reason that young people in Serbia do not have
role models or to a lesser extent than in Turkey can be explained by the fact that
private businesses have a shorter tradition here. Moreover, there is a much smaller
number of true role models, given the high level of corruption that enabled the
successful unethical businesses.
4. Is formal education necessary for entrepreneurship?
Fifty-seven respondents (57%) from Turkey answered “Yes” to the question
four and fifty (50%) from Serbia. It shows that in this case there are no major
differences between the two countries.
5. Do you believe that distance learning would be a good solution for future
young entrepreneurs?
Faculty of Business Economics and Entrepreneurship
41
Forty-four responders (44%) from Turkey answered “Yes” to the question
five ,while 56 responders (56%)said“No“.Women mostly do not believe that
distance learning would be a good solution for future young entrepreneurs. They
share equaly the same opinion with men.
As many as 90% of respondents from Serbia believe that the distance learning
would be a good solution for future young entrepreneurs. Women and men equaly
mostly believed that distance learning would be a good solution for future young
entrepreneurs.
6. Would you like to attend one of the distance learning programs?
Thirty-one of the total number of respondents (31%) from Turkey answered
“Yes” to the question six , while 69 responders (69%) answered “No”.On the other
hand, respondents from Serbia almost all said“Yes”.Probably ,the reason for such
a large number of respondents who gave a positive answer can be found in the fact
that, first of all, the students like to see how e-learning works in practice because it
is still not widely applied in Serbia.
7. What would be the most important criteria in selecting such a program, and
ways of learning?
42
EMPLOYMENT , EDUCATION AND ENTREPRENEURSHIP
In this question the first option “Acquisition of knowledge” is marked by 44%
(44 responders) from Turkey and 25% (25 respondents) from Serbia. The second
option “The faster and easier way to graduate” is marked by 29% (29 respondents)
from Turkey and 27% ( 27 respondents) from Serbia. The third option “Flexibility
in studying” is marked by 27% (27 responders) from Turkey and 48 % from Serbia
(48 respondeents). There are no significant differences between respondents
divided by gender for this question for the both countries.
It should be noted that the top priority for respondents from Serbia in selecting
some e-learning program is „flexibility in studying“, while for those from Turkey
is an „acquisition of knowledge“ as the most important.
8. What do you think is crucial to be successful in the entrepreneurial career?
Question 8 is “What do you think is crucial to be successful in the
entrepreneurial career?”. The first option in this question “Have the innovative
ability and has original business ideas” is marked by 58% (58 responders) from
Turkey and 22% ( 22 respondents) from Serbia.The second option “Having good
business contacts” is marked by 26% (26 responders) from Turkey and 70% ( 70
respondents) from Serbia. The third option “To be highly motivated to succeed” is
marked by 16% (16 responders) from Turkey and 6% ( 5 respondents) from
Serbia.
Faculty of Business Economics and Entrepreneurship
43
CONCLUSION
According to the results of the survey, when respondents replied on the
question whether they believe that distance learning would be a good solution for
future young entrepreneurs ,can be concluded that the Turkish women mostly do
not believe in the mentioned opportunity. They share equaly the same opinion with
men.Hence, it is found that the distance education is slowly accepted among
students in Turkish education system. On the other side, about 90% of respondents
from Serbia believe that the distance learning would be a good solution for
entrepreneurs. This opinion is shared by women and men equaly. In addition,it
should be noted that the top priority for respondents from Serbia in selecting some
e-learning program is „flexibility in studying“, while for those from Turkey is an
„acquisition of knowledge“. There are also differences between both countries in
terms of preferences among students for dealing with entrepreneurial business.In
line with this, respondents from Turkey would like to start up their business
because they want to realize „a good business idea“ ,but respondets from Serbia
are motivated to run business because „an opportunity to earn more than work for
someone“.
Although there are differences between the results obtained for these two
countries, the both od them should apply more effective learning strategies.
Furthmore , it is necessary to explore how to make e- learning more popular and
more accessible for students and to identify their needs and tailor a programme to
meet them .Namely ,everywhere in the world the existing education system is
being redefined and educational programs that have to closely relate to
entrepreneurship are being improved. If Serbs and Turks become more familiar
with the (ICTs) and their implementation in learning and teaching entrepreneurhip
in high education, potential learners as well as educators can expect the benefits
from them.
44
EMPLOYMENT , EDUCATION AND ENTREPRENEURSHIP
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