An Analysis on the Creative Confidence of UPLB Students Taking ABME 10. Foundations of Entrepreneurship

Date

12-2019

Degree

Bachelor of Science in Agribusiness Management

College

College of Economics and Management (CEM)

Adviser/Committee Chair

Hanna D. Miranda-Quibot

Committee Member

Romel M. Carlos, Renen Szilardo C. De Guzman, Agnes T. Banzon, Normito R. Zapata, Jr.

Abstract

People often associate creativity to being artistic, or to professions that are related to the arts. However, creativity and creative confidence are also important factors in businesses and industries, specifically in the generation of new approaches, solutions, products, and processes that can lead to further success. Entrepreneurs also need to be creative and innovative for them to identify and pursue opportunities that will be useful in the survival of their businesses.

This study was conducted to analyze the creative confidence of the ABME 10 students during the first semester of the academic year 2019-2020. Specifically, the study aims to: describe the profile of the students, identify the sources of creativity and the factors that hinders their creative confidence, and determine the Personal Entrepreneurial Competencies Scores of the students, assess the level of creative confidence of the students, explain the relationship of the creative confidence of the students to their personal entrepreneurial competencies, and formulate recommendations to help improve the creative confidence of the students.

Out of 172 students, only 130 students participated. Majority of the students are BS Agribusiness Management and Entrepreneurship students, while the remaining are Doctor of Veterinary Medicine, BS Statistics, BS Food Science and Technology, BS Agricultural Biotechnology, and BS Agriculture students. Also, more than half of the students were female. Most of the students have no entrepreneurs in their family, but a large percentage see themselves engaging in entrepreneurial activities in the future.

The respondents were able to identify 11 sources of creativity, namely: Based on Needs, Education, Training, and Extracurricular Activities, Culture, Exposure, Self-Expression, Open-Mindedness, Time Pressure, and Environment. These were further categorized into past experiences, knowledge, self-expression, being open-minded, cultural sensitivity, and resilience and patience. The results show that the students value their past experiences and exposure as it was identified by more than half of the respondents. On the other hand, nine factors that hinders the creative confidence of the students were identified, including low self-confidence, procrastination, conformity to set standards, having no passion, lack of knowledge, lack of resources, mood, unsupportive and competitive environment, and idea generation. A great majority of the students identified that low self-confidence is a major hindrance in creativity.

The Personal Entrepreneurial Competencies scores of the students were computed and the students had low to moderate scores. The students are found to be strong in information seeking, as it has the highest mean score. Moreover, the scores of the female students were lower than the scores of the male students, while the BS Agribusiness Management and Entrepreneurship students had higher scores as compared to other courses. However, there was only a small difference in the mean scores between the two. The mean scores of the students with no entrepreneurs in the family were higher than those with entrepreneurs in the family. The Mann Whitney U Test results showed that only the mean personal entrepreneurial competencies scores when compared according to gender showed significant differences. All the other segments showed that there are no significant differences in the scores, so these cannot be ranked. This shows that the students are highly affected by stereotypes and entrepreneurial activities they are exposed to.

The creative confidence of the students were checked through the use of the derived and their perceptions from the online questionnaires. The Cronbach’s Alpha computed showed that the questionnaire was reliable in computing the derived creative confidence scores of the students. The perceptive scores of the students were from the likert scale type question “I am a Creative Person.” The mean perceptive creative confidence scores of the students were moderate. The mean perceptive creative confidence scores were compared and correlated to the different segments. Results from the Mann Whitney U Test show that only the scores of the female and male students showed significant difference, and the Spearman Rank Correlation Test showed that the likeliness of engaging in entrepreneurial activities in the future has no correlation to the creative confidence of the students. The relationship of the perceived creative confidence and the personal entrepreneurial competencies of the students was tested through the Spearman Rank Correlation Test. The result showed that the relationship of the two variables were very weak.

Generally, the study recommends that different management and educational practices, such as provision of design thinking workshops and seminars regarding creativity for both organizations and universities, be implemented for the development of ideas, processes, products, and strategies. Divergent Methods and brainstorming should also be practiced, together with an environment that gives people freedom. Lastly, students should be encouraged in joining internship programs in order for them to have experiences that will be useful in boosting their creative confidence.

Language

English

LC Subject

Entrepreneurship--Philippines, Decision making

Location

UPLB College of Economics and Management (CEM)

Call Number

LG 993 2019 M17 B33

Notes

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Document Type

Thesis

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