Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Knowledge and Skills of Business Administration

Graduates and Their Entrepreneurial Performance
Gilda L. Ilusorio
College of Business and Management, Misamis University, Ozamiz City, Philippines

Abstract:- Graduates’ competencies are important factors companies in various business formats using technical business
in influencing entrepreneurial performance and are platforms in the new digital economy (Yaghoubi & Motaghed,
extremely important for economic growth and 2017).
development. This study determined the knowledge and
skills of Business Administration graduates concerning In line with this, many people believe that entrepreneurial
their entrepreneurial performance. The study used the education is an acceptable answer to the fourth industrial
descriptive-correlational design. The 140 respondents who revolution, which requires all people and organizations in
graduated from the school year 2011 to 2019 from the society to be increasingly equipped with entrepreneurial
Business Administration program were selected randomly. capabilities in a more complicated world (Aidara et al., 2021).
Entrepreneurial Knowledge, Skills, and Performance Schools have opened business and entrepreneurship courses for
Questionnaires were used in gathering the data as research college students to be oriented with the strategic ways of
instruments. Results revealed that the entrepreneurial running a business. The primary objective of schools is to teach
knowledge, and the entrepreneurial skills of the graduates, students to think critically while adapting some theoretical
are satisfactory while their performance is very good. concepts integrated with the course. Students are taught to
Results also revealed that graduates’ entrepreneurial select a predetermined objective and acquire the methods and
knowledge and skills influence their entrepreneurial resources necessary to achieve its goals effectively (Abun,
performance. The program outcomes of the Business Foronda, Belandres, Agoot, & Magallanes, 2019).
Administration curriculum were observed in the
performance of the graduates as entrepreneurs. The need to A crucial component of higher education is developing
develop twenty-first-century entrepreneurial skills to be students' entrepreneurial knowledge and abilities in a global
more competitive and facilitate the graduates’ readiness economy (Jackson, 2017). This is especially significant
towards entrepreneurship. considering recent research findings indicating that while
students graduate with discipline-specific knowledge, they lack
Keywords:- Entrepreneurship, Entrepreneurial Knowledge, strength in various areas, including mathematical and literacy
Entrepreneurial, Performance, Entrepreneurial Skills, Twenty- abilities, innovation, cultural awareness, and problem-solving
First-Century Skills. skills. If higher education institutions fail to provide students
with these abilities, employers, particularly small business
I. INTRODUCTION owners, will carry the financial responsibility of teaching them
through additional training and development, which would
The value of entrepreneurship has been recognized by the necessitate financial investment (Landrieu & Murray, 2017).
government, the academic community, and researchers
(Kuratko & Hodgetts, 2016). As a result, politicians, Educational institutions play an important role in
economists, and academics have discussed starting a business providing and developing necessary skills and knowledge for
and cultivating an entrepreneurial culture. This issue is based all graduates. However, entrepreneurship education is a
on the premise that new businesses contribute to job creation, challenging subject to grasp. The variety of scholars can help
economic progress, and political and social stability. (Kuratko understand the intricacy of entrepreneurship education, which
& Hodgetts, 2016; Postigo, Iacobucci &Tamborini, 2018; can be defined as the study of, preparation for, and practice of
Wennekers & Thurik, 2019). entrepreneurship (Kyguolienė & Švipas, 2019). Attempting to
provide an understanding of what entrepreneurship is, as well
Furthermore, entrepreneurship has a positive impact on as how to set up and manage a business, falls under the category
promoting innovation, creating jobs, increasing productivity, of entrepreneurship teaching, to provide the necessary
and generating social and economic wealth in a country's knowledge and skills to start and manage a business, as well as
economy where promotion is viewed as a national priority by organizing the entrepreneurial learning process experientially
governments all over the world to develop innovative solutions through entrepreneurship (Lackeus, 2015; Komarkova,
to a specific problem (Wennekers & Thurik, 2019). Moreover, Gagliardi, Conrads, & Collado, 2015).
starting and sustaining a business in the digital environment
entails using the internet and other virtual networks to conduct
electronic trade. Therefore, many entrepreneurs can launch new

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Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Problem-solving, the creation of tacit knowledge via operational metrics such as technological excellence,
action, dedication and ideals, and cultural skills are all competitive capacities, productivity, and export performance
important 21st-century skills for a successful business (Stam et al., 2015). Non-financial performance can also include
(Kole,2017). Entrepreneurial skills are a subset of these generic the owners' or managers' happiness and overall success rating
skills that improve students' ability to think critically in a real- (Rauch et al., 2019).
world business setting while making sound judgments for
solving complicated situations. These abilities aid the In academic institutions, future entrepreneurs are expected
entrepreneur in developing fresh ideas in novel conditions, to acquire the knowledge they need for their future endeavors.
exhibiting ingenuity and a willingness to learn from successes Through formal education, students prepare themselves to
and failures (Bedwell et al., 2014; Curtin, 2004; Gibbons-Wood become successful practicing entrepreneurs. With the afore-
& Lange, 2000; Sin et al., 2016). Entrepreneurs need various cited literature and studies, the researcher, a college instructor,
knowledge, skills, and talents, including communication and conducted the study to assess the perceived entrepreneurial
teamwork. These skills include the capacity to work together to knowledge and skills of BSBA graduates regarding their
solve issues, communicate, and invent new things. However, entrepreneurial performance. This study determined the
college graduates lack many abilities (Boyles, 2012). knowledge and skills of Business Administration graduates and
their entrepreneurial performance.
The perceived entrepreneurial skills among students are
an important factor in becoming self-employed, managing their II. MATERIALS AND METHODS
businesses while building confidence in negotiating with
others, and collaboratively working while showing This study used the descriptive-correlational design. The
perseverance (Galloway, Anderson, Brown, & Wilson, 2016). main goal of descriptive research is to describe the phenomenon
As a result, academics have attempted to define and evaluate and its characteristics. This research mainly focuses on
critical entrepreneurial abilities that improve entrepreneurial answering “how” rather than “what or why” something has
performance (Wickham, 2016). Given the importance of happened. The data may be obtained qualitatively, but it is often
entrepreneurship in the nation's economy and graduates as a analyzed quantitatively, utilizing averages, frequencies,
possible source of entrepreneurs, extensive research on percentages, or other statistical analyses to determine the
entrepreneurship skills and performance is needed. significant relationship (Nassaji, 2015). Meanwhile, statistical
Entrepreneurial skills refer to the individuals' ability to start or control is frequently used in correlational approaches to
transform an enterprise while adding value through the filtering out extraneous variables' influence, resulting in more
organization of resources and opportunities. They are accurate estimates of connections between variables or a
considered key competencies to promote employability, conservative test of hypotheses (Becker et al., 2016). The
involving personal initiative, self-learning, and enterprise design was considered appropriate for the present study, which
development (Hirsch et al.,2015). determined the perceived knowledge and skills of Business
Administration graduates’ entrepreneurial performance.
Another factor to consider is that entrepreneurial skills
have been identified as an important aspect of research and This study was conducted in one of the private institutions
practice's dynamic teaching and learning process (Lans, 2018). in Ozamiz City, Philippines. The institution is situated in
Thus, entrepreneurship education must provide students with Region 10, Misamis Occidental, in the northern part of
the skills needed to establish a firm, while entrepreneurship Mindanao. It is a private, non-sectarian institution of learning.
learning must support the growth of knowledge necessary for It is recognized by the Philippine Association of Colleges and
beginning and managing a business (Kakkonen, 2015; Pfeifer Universities Commission on Accreditation (PACUCOA) as an
and Borozan, 2016; Politis, 2015;). Therefore, entrepreneurship institution with many accredited programs. As a result, the
teaching must provide students with a learning foundation to Commission on Higher Education (CHED) granted the
develop entrepreneurial skills (Sánchez, 2016; Sitzmann, institution an Autonomous Status. The College of Business and
2017). Management, one of the tertiary education colleges at Misamis
University, offers the Business Administration program that is
Entrepreneurial performance is a multi-faceted concept granted Level III 2nd re-accredited status by the PACUCOA.
that has been assessed using a range of variables (Venkatraman
& Ramanujam, 2017). Growth and profitability are common The respondents of this study were the selected Business
indicators of a company's financial health, even if they can Administration graduates. There were 140 respondents
sometimes produce a trade-off. Firms may spend extensively on randomly selected as graduates from 2011 to 2019. They are
long-term growth at the expense of short-term profitability currently practicing entrepreneurship in municipalities and
(Zahra, 2016). Sales, earnings, employment, and market share cities in Region 10 and are involved in entrepreneurial activity
are all indicators of firm growth. In contrast, profitability for not less than a year. They also had given consent to
indicators include accounting-based metrics like return on participate. The respondents were asked to rate their
assets (ROA), return on equity (ROE), and return on sales entrepreneurial knowledge, skills, and performance using the
(ROS). Non-financial performance includes a variety of questionnaires used in this study. This study utilized researcher-

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Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
made instruments which were validated, pilot tested, and resources since human capital is the backbone of a successful
yielded a Cronbach's Alpha above 0.7. business.

Before the conduct of the study, permission was obtained The study's findings coincide with the claim of Tittel and
from the Dean of the Graduate School of Misamis University, Terzidis (2020) that the central focus of entrepreneurship is to
Ozamiz City. Similarly, approval was sought from the Misamis let the entrepreneurs acquire knowledge and skills before the
University Alumni Office to access the graduates' contact conduct of the actual business because it determines the
information. After permission was gained, the researcher initiating point of a new business venture through business
administered the questionnaires virtually through google forms conceptualization. Furthermore, Varadarajan (2020)
to the respondents who were purposively selected being emphasized that knowledge in marketing is also a fundamental
Business Administration graduates. Immediate retrieval of the facet of starting a business because customer information is
instruments was observed. Informed consent was obtained from based on the Firm's resource-based, capabilities-based, and
the respondents to ensure they were fully informed about the knowledge-based views. Thus, human resource management
study. The respondents were assured of the confidentiality and strategies are one of the most effective ways to maximize
privacy of their answers. They were also informed that they internal capital and increase profits by improving employee
could withdraw their participation in the study at any time they efficiency (Singh, Mondal, & Das, 2020).
wished to.
Table 1. Level of the Respondents' Entrepreneurial
Mean and Standard Deviation were utilized in assessing Knowledge (n=140)
the level of the respondents’ entrepreneurial knowledge as to Constructs Mean SD
starting a business, finance and marketing, and the human Interpretation
resource; the level of the respondents’ entrepreneurial skills as Knowledge of Starting 3.00 0.35
to technical skills, management skills, business skills, and Business 3.24 Satisfactory
personal-entrepreneurial skills; and the level of the Knowledge of 3.28 0.48
respondents’ entrepreneurial performance as to financial ratio, Financial/Marketing 3.17 Satisfactory
business growth, and the comparative business performance. Knowledge of Human 0.45
Resource Satisfactory
Pearson Product-Moment Correlation Coefficient was Overall Entrepreneurial 0.15
utilized in exploring the significant relationship between the Knowledge Satisfactory
entrepreneurial knowledge of graduates and their
entrepreneurial performance and the significant relationship Note: 3.25-4.00 Very Satisfactory (VS); 2.50-3.24 Satisfactory
between the entrepreneurial skills of graduates and their (S); 1.75-2.49 Fair (F);
entrepreneurial performance. 1.00-1.74 Poor (P)

III. RESULTS AND DISCUSSION The graduates possess satisfactory knowledge of

entrepreneurship. They can expand their entrepreneurial
A. Level of the Respondents’ Entrepreneurial Knowledge expertise by applying and learning new business principles. In
Table 1 presents the respondents’ entrepreneurial this vein, the institution needs to examine the curriculum for the
knowledge. It is indicated that the entrepreneurial knowledge of Business Administration program that encourages
the respondents is satisfactory (M=3.17; SD=0.15). entrepreneurship through creative and practical experiential
Furthermore, all the constructs, such as knowledge of starting learning techniques to increase the level of the entrepreneurial
their businesses(M=3.00; SD=.35), knowledge of finance and knowledge of students. The learning institution encourages
marketing (M=3.24; SD=0.48), and knowledge of human more active learning, internships, fieldwork, and the creation of
resources (M=3.28; SD=0.45) are described as satisfactory. a student-run mini-business to impact students' competencies,
This means that the respondents have the basic knowledge of values, and beliefs.
engaging in entrepreneurial activities.
B. The Level of the Respondents’ Entrepreneurial Skills
The study's finding indicates that knowledge of starting a Table 2 presents the level of the respondents’
business is key in determining the concept of innovativeness entrepreneurial skills. It is indicated that the respondents have
and technique in making the business more successful. good entrepreneurial skills (M=3.09; SD=0.07), as supported
Furthermore, entrepreneurs had adequate financial and by all constructs included, such as technical skills (M=3.09;
marketing knowledge when they started their businesses, and SD=0.54), managerial skills (M=3.11; SD=0.49), business
they have been able to make appropriate marketing programs skills (M=3.00; SD=0.52) and personal-entrepreneurial skills
for their financial projections to become more realistic and (M=3.17; SD=.053). The finding implies that the graduates
attainable. Furthermore, the study's findings revealed that the possess skills necessary for them as entrepreneurs.
respondents are knowledgeable in managing their human

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The technical skills pertaining to the entrepreneurs' know- Overall Entrepreneurial Skills 3.09
how should include oral and written communication skills. 0.07 Satisfactory
Entrepreneurs can create network building and coaching and Legend: 3.25-4.00 Very Satisfactory (VS); 2.50-3.24
demonstrate business management abilities such as systematic Satisfactory (S);1.75-2.49 Fair (F)
planning, goal setting, decision-making, control, negotiating, 1.00-1.74 Poor (P)
and capabilities in the fundamental functional areas of
marketing and finance. In addition, entrepreneurs must be C. Level of the Respondents’ Perceived Entrepreneurial
skilled at developing personal entrepreneurial qualities such as Performance
self-control, risk-taking, inventiveness, perseverance, Table 3 shows the respondents’ entrepreneurial
leadership, and change orientation. performance is very good (M=3.35; SD=1.04). The finding
implies that the graduates claimed to have very competent and
Entrepreneurial skills include management skills in competitive skills making them able to succeed in their chosen
business and people that will aid in the successful management field. Their satisfactory knowledge and skills have made them
of the business endeavor (Wickham, 2016). Furthermore, skills capable of achieving successful entrepreneurship.
such as strategy, planning, marketing, finance, project, and time
management are all part of the general management business Entrepreneurial activity depends largely on how graduates
abilities. Leadership, motivation, delegating, communication, perceive the feasibility of the undertaking based on the
and negotiation are examples of people management abilities desirability of the activity in the social context and perceived
that are vital in running a business effectively and efficiently support. Studies have pointed out that graduates are more
(Hirsch et al., 2015). willing to consider becoming entrepreneurs if they know about
the various support mechanisms. Financial risks were one of the
Findings showed that the graduates’ entrepreneurial skills important barriers to starting a company. The overall abilities
are useful to entrepreneurs as they start and grow their in managing a business as to financial ratio projection, growth,
businesses. However, the identified skills both were perceived and competitive edge positively impact successful ventures.
overall importance and perceived usefulness. This indicates that They stressed that their growing financial ratio could help their
respondents have latent skills that they are undervaluing. Thus, business become stable and lead them to become satisfied in
there is a need to bolster their skills in financial, business their respective practices within their territorial scope. Business
concepts, and environmental scanning through training and growth and profitability are common indicators of a company's
related processes. financial health, even if they can sometimes produce a trade-
off. This supports the claim of Zahra (2016) that firms may
Considering the study's findings, business administration spend extensively on long-term growth at the expense of short-
students continuously expose themselves to avenues that will term profitability. Sales, earnings, employment, and market
allow them to apply the entrepreneurial skills needed to succeed share are all indicators of firm growth. In contrast, profitability
in their fields. The present curricular program of the BSBA indicators include accounting-based metrics like return on
needs to be reviewed to strengthen activities designed to assets (ROA), return on equity (ROE), and return on sales
simulate actual-world situations. Students also need to undergo (ROS) (Rauch et al., 2019).
ocular visits to small-medium enterprises, forums or symposia,
and trade fairs to develop real-life entrepreneurial skills. The Table 3. Respondents' Entrepreneurial Performance
business program needs to materialize the entrepreneurship- (n=140)
related student activities and develop the importance of Constructs Mean SD
entrepreneurship competencies to have interesting activities to Interpretation
encourage serious intentions to establish and run their own Financial Ratio as to:
business. Degree of Importance 2.73 0.34 Good
Degree of Satisfaction 2.58 0.42 Good
Table 2. Respondents' Level of Entrepreneurial Skills Growth of the Firm 4.77 0.80 Very
(N=140) Performance Relative to 3.97 Good
Constructs Mean SD Competitors 0.75 Very
Interpretation Good
Technical Skills 3.09 0.54 Overall Weighted Mean 3.35
Managerial Skills 3.11 Satisfactory 1.04 Very Good
Business Skills 3.00 0.49 Legend: 3.25-4.00 Very Good (VG); 2.50-3.24 Good (G);
Personal- 3.17 Satisfactory 1.75-2.49 Poor (P)
Entrepreneurial Skills 0.52 1.00-1.74 Very Poor (VP)
Satisfactory
0.53
Satisfactory

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Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
It is widely accepted that entrepreneurial education is as value = 0.18; p-value = 0.02) respectively. Similarly, the
much about honing broad creative and entrepreneurial abilities knowledge of financial and marketing and financial ratio as to
as it is about improving company success. Entrepreneurial the degree of importance and satisfaction show opposite results
education helps people develop the entrepreneurial skills of having no significant relationship (r-value = 0.17; p-value =
needed to run a firm successfully. Such education also aids in 0.34) and (r-value = 0.23; p-value = 0.00), respectively. The
gaining confidence in their ability (Minai et al., 2018). knowledge of human resource and financial ratio as to the
degree of importance and satisfaction shows a highly
The Business Administration program aims to produce significant relationship (r-value = 0.25; p-value = 0.00) and (r-
graduates who will become skilled, flexible, and adaptable value = 0.28; P value = 0.00), respectively. However, the
entrepreneurs to the challenging needs of the business world knowledge of starting a business and the Firm's growth show a
(CBM College Catalogue, 2020). The program particularly highly significant relationship (r-value = 0.33; p-value = 0.00).
aims this by reflecting on the learning outcomes such as More so, the Firm's knowledge of financial and marketing and
planning and implementing business-related activities, growth shows a highly significant relationship (r-value = 0.21;
innovating business ideas based on emerging industries, and p-value = 0.01).
analyzing the business environment for strategic direction.
These related program learning outcomes (PLO) of the Similarly, the knowledge of human resources, the Firm's
Business Administration are realized through the graduates' growth, the knowledge of starting a business, and performance
performance. Graduates provide evidence of achieving the relative to the competitors show a highly significant
program learning outcomes through their entrepreneurial relationship (r-value= 0.25; p-value = 0.00). The knowledge of
achievement. Entrepreneurs always search for the best finance, marketing, and performance relative to competitors
opportunities for the betterment of their firms. shows a highly significant relationship (r-value = 0.23; p-value
0.00). The knowledge of human resources and performance
D. Significant Relationship between the Respondents’ relative to competitors show a highly significant relationship (r-
Entrepreneurial Knowledge and Entrepreneurial value = 0.13; p-value = 0.01).
Performance
Table 4 shows the significant relationship between The findings imply that the knowledge of starting a
respondents’ entrepreneurial knowledge on starting a business, business, finance, marketing, and human resource affect the
finance and marketing, and the human resource to the respondents’ performance as to financial ratio, growth of the
respondents’ entrepreneurial performance as to financial ratio, Firm, and relative to competitors. The entrepreneurial
growth of the Firm, and relative to competitors. It is shown in knowledge of the respondents can impact their respective
the table that the knowledge on starting a business and financial performance in operating their businesses and the business
ratio as to the degree of importance and satisfaction have industry. Entrepreneurs choose a business venture and consider
opposite results with no significant relationship and with their passion in choosing what they want to focus on while
significant relationship (r-value= 0.03; p-value= 0.72) and (r- considering the feasibility of a business idea.

Table 4. Significant Relationship between Entrepreneurial Knowledge and Performance (n=140)

Test Statistics
Variables r-value p-value Remarks
Knowledge of Starting a Business and
Financial Ratio as to:
Degree of Importance 0.03 0.72 Not Significant
Degree of Satisfaction 0.18 0.02* Significant

Knowledge of Finance and Marketing and Financial Ratios as to:

Degree of Importance 0.17 0.34 Not Significant
Degree of Satisfaction 0.23 0.00** Highly Significant

Knowledge of Human Resource and Financial Ratios as to:

Degree of Importance 0.25 0.00** Highly Significant
Degree of Satisfaction 0.28 0.00** Highly Significant

Knowledge of Starting a Business and Growth of the Firm 0.33 0.00** Highly Significant

Knowledge of Finance and Marketing and Growth of the Firm 0.21 0.01** Highly Significant

Knowledge of Human Resource and Growth of the Firm 0.25 0.00** Highly Significant

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ISSN No:-2456-2165
Knowledge of Starting a Business and Performance Relative to Competitors 0.25 0.00** Highly Significant

Knowledge of Finance and Marketing and Performance Relative to Competitors 0.23 0.00** Highly Significant

Knowledge of Human Resource and Performance Relative to Competitors 0.13 0.01** Highly Significant

Legend: 0.00-0.01** Highly Significant 0.02-0.05*Significant More than 0.05 Not Significant

An entrepreneur who has adequate knowledge in the three of context and not only communicated through books, manuals,
areas (starting a business, financial and marketing, and human and training.
resource) can help them to be confident in several strategies like
managing their marketing campaigns, their financial position, E. Significant Relationship between Respondents’
and stability as well as the degree in managing their people Entrepreneurial Skills and performance
within their business activities. Functional areas will impact The Pearson Product Moment Correlation Coefficient was
managing their businesses (Roxasa, 2013). Moreover, this used to determine the significant relationship between the
knowledge can help entrepreneurs to create strategic forces respondents' entrepreneurial skills and performance (Table 5).
toward their rival competitors. Entrepreneurs must assess the It is indicated that the relationship between respondents’
internal and external factors that would affect the business's entrepreneurial skills and performance is highly significant.
long-term success by adapting appropriate business strategies The technical skills and financial ratio show a highly significant
in managing the business activity that would create a healthy relationship between the degree of importance (r-value = 0.30;
competitive environment (Dobrović & Furjan, 2020). p-value = 0.00). The technical skills and financial ratio in
Knowledge is usually seen as a requisite for voluntary action relation to the degree of satisfaction show a highly significant
and an essential predictor. Entrepreneurial knowledge lies at the result (r-value = 0.25; p-value = 0.00). Managerial skills and
heart of entrepreneurship and substantially impacts venture financial ratio show a highly significant result regarding the
development decisions and intentions (Yaghoubi, Karimi, & degree of importance and satisfaction (r-value = 0.37; p-value
Motaghed, 2017). = 0.00). Finally, the business skills and financial ratio regarding
the degree of importance shows a highly significant relationship
Higher education and courses are designed to provide (r-value = 0.23; p-value = 0.00).
students with a foundation of knowledge and encourage them
to think entrepreneurially. Therefore, graduate surveys can give Meanwhile, the business skills and financial ratio about
useful statistics for evaluating educational and training the degree of satisfaction show a highly significant relationship
outcomes and serve as the foundation for future planning (r-value = 0.36; p-value = 0.00). Likewise, the personal-
activities such as curriculum review and re-engineering of topic entrepreneurial skills and financial ratio about the degree of
content or program development to suit global demands importance show a highly significant relationship (r-value =
(Dulnuan, 2016). In addition, the implications of the result of 0.39; p-value = 0.00). However, on the other hand, the personal
this study can be utilized as the foundation for future curriculum entrepreneurial skills and the financial ratio of the degree of
modification, which is a critical step toward program satisfaction show a highly significant relationship (r-value =
improvement. 0.38; p-value = 0.00).

The Business Administration program continues to The findings imply that the respondents' entrepreneurial skills
develop through initiative, creativity, problem-solving, and impact their performance; therefore, real entrepreneurial skills
class-based discussions of case studies or hypothetical are attributed to the entrepreneurs' know-how in establishing
questions related to entrepreneurship that may help graduates and operating their businesses successfully. More so,
become successful entrepreneurs in the future. Students need entrepreneurial skills are considered the unique capabilities of
out-of-the-box information to enhance knowledge independent an entrepreneur to help the organization gain a long-term
advantage.

Table 5. Significant Relationship between Entrepreneurial Skills and Performance (n=140)

Test Statistics Remarks
Variables r value p-value
Technical Skills and Financial Ratio as to:
Degree of Importance 0.30 0.00** Highly Significant
Degree of Satisfaction 0.25 0.00** Highly Significant

Managerial Skills and Financial Ratio as to:

Degree of Importance 0.37 0.00** Highly Significant
Degree of Satisfaction 0.37 0.00** Highly Significant

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Business Skills and Financial Ratio as to:

Degree of Importance 0.23 0.00** Highly Significant
Degree of Satisfaction 0.36 0.00** Highly Significant

Personal Entrepreneurial Skills and Financial Ratio as to:

Degree of Importance 0.39 0.00** Highly Significant
Degree of Satisfaction 0.38 0.00** Highly Significant

Technical Skills and Growth of the Firm 0.32 0.00** Highly Significant
Managerial Skills and Growth of the Firm 0.437 0.00** Highly Significant
Business Skills and Growth of the Firm 0.36 0.00** Highly Significant
Personal Entrepreneurial Skills and Growth of the Firm 0.48 0.00** Highly Significant

Technical Skills and Performance Relative to Competitors

0.32 0.00** Highly Significant
Managerial Skills and Performance Relative to Competitors
0.36 0.00** Highly Significant
Business Skills and Performance Relative to Competitors
0.36 0.00** Highly Significant
Personal Entrepreneurial Skills and Performance Relative to Competitors
0.46 0.00** Highly Significant
Legend: 0.00-0.01** Highly Significant 0.02-0.05*Significant More than 0.05 Not Significant

It has been found that entrepreneurial skills are an IV. CONCLUSIONS AND RECOMMENDATIONS
important resource that can lead to a firm's long-term
competitive advantage or affect a firm's growth. The government sector and academic community have
Entrepreneurship education has a positive and statistically given the value of entrepreneurship importance. Business
relevant relationship with the need for accomplishment, risk- Administration graduates require entrepreneurial knowledge
taking tendency, internal locus of influence, and entrepreneurial and skills to prepare to handle risk and successfully manage
target intentions among business graduates (Al Mamun, Fazal, ventures after graduation. Their satisfactory entrepreneurial
& Muniady, 2019). Furthermore, entrepreneurial skills are part knowledge and skills contribute to good performance in
of a set of generic talents that can assist entrepreneurs in entrepreneurial ventures. The graduates' knowledge of starting
thinking critically in a real-world business setting while making a business, finance, marketing, and human resource, as well as
sound judgments in the face of complicated difficulties the technical, managerial, business, and personal
(Kristinae, Wardana, Giantari, & Rahyuda, 2020). entrepreneurial skills, impact their performance as
entrepreneurs. Entrepreneurial knowledge and skills influence
Business Administration graduates who are future the entrepreneurial performance of graduates.
entrepreneurs better acquire twenty-first-century
entrepreneurial skills combined with technical skills through Based on the findings and conclusions, it is recommended
the business curriculum. These twenty-first-century skills that business educators primarily designed to provide training
include communication, decision-making, collaboration, to would-be entrepreneurs in starting and operating a business
problem-solving, understanding customer needs, planning, and as well as building one's character. The promotion of real-life
management experience (Ansari et al., 2014; Boyles, 2012; activities is relevant to the graduates’ entrepreneurial
Neck, Greene, & Brush, 2014; Sumedrea, 2015). Specifically, competencies. The Business Administration students are
entrepreneurship skills include working up a concept into a equipped with the necessary knowledge and skills in identifying
business plan, opportunity recognition, environmental business opportunities, business planning, financing, company
scanning, and access to external expertise. Learning to be an valuation, and business management. The twenty-first-century
entrepreneur is best accomplished by “doing” and gaining entrepreneurial skills serve as a guide for developing
experience in real-world scenarios through collaboration with competitive graduates. The business sectors and academic
actual businesspeople. It is the challenge of entrepreneurship business council create partnerships to create a strong
education today to develop strategies to help students develop foundation for graduates' employment. Future researchers will
these skills and be better prepared to become entrepreneurs who study how the community promotes entrepreneurial
will succeed and thrive. engagement among business graduates.

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