The Role University Policies, Self Potential And Environmental Factors Toward The Development Of Sport Entrepreneurial Interest In Sport Science Students
Riswandi Haris1, Djoko Pekik Irianto1, Andi Ihsan2
1Graduate School Program, Yogyakarta State University, Sleman, Yogyakarta, Indonesia
2Graduate School Program,Makassar State University, Makassar, South Sulawesi, Indonesia
Riswandiharis093@gmail.com, Djoko.pekik@yahoo.com, Andiiccan@gmail.com 

Keywords:	Sports Entrepreneurship, Sports Industry, Sports Science, Sport Management

Abstract:	Preserving the stability of global economic competition is the main responsibility for every country in this industrial revolution 4.0 era, and all societies should have contribution in order to to prepare  new generations that are able to compete. One of them is University, through their visions and missions. Related to the economic competition, it cannot be separated from entrepreneurial problems. It becomes the background of this research with the aim to determine the factors that influence entrepreneurial interest for college students, especially for sports science students. in order to achieve the research objectives, this research identified the ability and self-potential, environmental factors and education policy as independent variables (free) and entrepreneurial interests of students as the dependent variable (bound). The samples of this study were Sport Science students of Yogyakarta State University and Makassar State University (Undergraduate and Postgraduate). The results of this study showed that the factors that influence student entrepreneurship interest were the ability & self-potential, and the large number of students' desire for special policies related to entrepreneurship education. Hence, entrepreneurship education policy plays an important role in the development of the sports industry through student entrepreneurship skills by adopting curricula or lessons on entrepreneurship and other entrepreneurial activities. Environmental factors also influence the entrepeneurship interest, eventhough in the analysis there were any significant differences from other variables. Therefore, Universities or Majors that act as policy makers are expected to be able to improve the sports entrepreneurship curriculum and preserve competition in the sports industry.

1.	
1.	INTRODUCTION
In Asian countries, especially Indonesia, new innovations or new businesses and products are required in order to preserve economic growth and survive in global competition. It is based on the government policies which tends to increase youth entrepreneurship capacity or new generation (students). As in Europe and United States, Oosterbeek (2010) explains that in order to achieve more competitive levels of economic growth and innovation, increasing additional entrepreneurial capacity is necessary and entrepreneurship education should be conducted as the first step to build innovative culture. Entrepreneurial culture is also one of the efforts to minimize the problems which are caused by the global crisis, based on the knowledge and practice (Nasrudin 2016).
The main reason for increasing entrepreneurial capacity is to reduce the number of unemployment at the national level, and become a solution for a brief working environment. The development of entrepreneurial capabilities are required, either in  organizations or individuals. Therefore, adding entrepreneurship education in the curriculum will be very important for the youth and students in every country. Therefore, everyone that has contribution as education implementers, such as the government and the stakeholders conduct several accompaniments such as seminars, trainings, and others as the stimuli to become entrepreneurs. According to Fayolle & Gailly (2015), political attitudes in campaigning entrepreneurial interests and the role of educators as facilitators of entrepreneurship for students and alumni in the university can provide a chance to launch entrepreneurial programs, initiatives, and motivation for students.
The development of sports has turned out to an active industry that can create jobs and economic activities. By answering the challenges of the market exchange which is characterized by economic instability, it is the right time for the students, especially sports science students, to become entrepreneurs (Othman, 2016). As the implementation of the vision and mission of the government, the universities and study programs can create a new generation which is innovative, creative, and independent.
Therefore, the purposes of this study were: First, to identify entrepreneurial interests in sports science students; Second, to determine the influence of the social environment on the students’ entrepreneurship interset; and Third, to analyze the entrepreneurial interests of sports science students based on the university policies (curriculum and training).
The limitation of the problems in this study is the entrepreneurship education as a policy to increase the number of entrepreneurs by analyzing the factors that influence entrepreneurial interest in sports science students, especially in Indonesia, by identifying the correlation between types of skills and the external environment, and the effect of training participation and entrepreneurship education as a limitation of the discussion. The significances of the research can be used by educators and the government to create education policies in increasing entrepreneurship in the sports sector, and also to increase its interest. Therefore, this article consisted of literature reviews, research methods (samples, instruments, data collection procedures and data analysis, results and discussion, conclusions and limitations of the research, and the recommendations for further research). 

2. METHOD

2.1. Characteristics of Sample
The samples of this study were undergraduate and postgraduate students of sports science department of Yogyakarta State University, academic year 2018-2019 with the total number 253 for undergraduate students, and 97 for postgraduate students.
The entrepreneurship program covers three scientific fields at Yogyakarta State University and Makassar State University such as sports health, sports training, and sports education. The sampling were conducted until reach the maximum limit.

2.2. Research Instrument

The researcher conducted a survey by using questionnaire as the instrumen. The questionnaire consist of 25 questions with same scale. The survey referred to the research that was conducted by Liñán and Chen (2009) called the Entrepreneurial Intention Questionnaire (EIQ). Likert scale was used in order to provide information related to research variables, as follows:

Ability and Self Potential

This scale was extracted into the EIQ, which consisted of 12 items related to entrepreneurial capacity and interest. The Likert scale was used with the explanations: 1 represented strongly disagree, and 4 represented strongly agree.

Enviromental Factors

This scale consisted of 4 items that measured the level of agreement or disagreement, where 1 represented strongly disagree, and 4 represented strongly agree on a business which was influenced by the environment.

University Policies

This was extracted from 4 items that refer to the level of entrepreneurship education policy at the university (curriculum and training). Likert scale was used to measure this variable, where 1 means strongly disagree and 4 means strongly agree.
a.	Entrepreneurial Interest

This scale consisted of 5 items that aimed to measure whether the participants agree or disagree with the initiative to make a business or become an entrepreneur. 4-points Likert scale was used, where 1 represented strongly disagree, and 4 represented strongly agree.

2.3. Data Collection Procedures

Data collection was conducted by using stratified sampling method in order to get the maximum number of students from each level (Undergraduate and Postgraduate). The questionnaire can be filled out in two ways, such as distributed it directly or online, by using Google Form application from December 2018 - April 2019. The amount of time which was spent by students to complete the questionnaire was around 10 - 20 minutes.

2.4. Data Analysis

The data were analyzed by using SPSS 21. The analysis of the data consisted of; descriptive statistical analysis (mean, standard deviation, and percentage), Kaiser-Mayer-Olkin Test (KMO) and Cronbach Alpha Statistics.
Then, the analysis of the correlation was calculated by using Pearson product, in order to determine the relationship between the three independent variables (wntrepreneurship skills to create an independent business, based on education and experience, and environmental factors) with the dependent variable (entrepreneurial interest). This analysis wass called as multiple regression analysis which explained that the three independent variables influence students' entrepreneurial interest (dependent variable). And the last is the t-test, which determined the differences between students who had attended training or entrepreneurship lessons, and students who had never attended training, referred to the existing variables.

3. RESULTS

3.1. The Profile of Samples

The results showed that the students who filled out the questionnaire were men (74.8%) and women (24.2%) with the age range between 18-30 years on average 22.17 (SD = 3.47). The total number of students which were involved were 82.5% for graduate students and 17.5% for undergraduate students. Based on the work experiences, 40% of the students had work experiences, and 60% had no experiences. 85% of students never attended entrepreneurship training.

3.2. The Validity of the Data

The table below consists of descriptive analysis of each variable, validity test (KMO), Cronbach Alpha, and correlation between independent variables and dependent variables of the study. The validity of the variables was analyzed by using Cronbach Alpha,and the results of V1 (dependent variable) α = 0.947 and free variables (V2-V4) α = 0.876 - 0.734). Meanwhile, the KMO test was from 0.748 to 0.973 for all variables. Hence, it can be concluded that the samples and variables were acceptable or valid (see Table 1).
Tabel 1. Means, Alpha Cronbach, KMO, and Correlation of variable.
	X (SD)	KMO	V1	V2	V3	V4	
V1	3,19 (1,55)	,973	.947				
V2	3,06 (1,28)	,855	.568	,876			
V3	4.77 (0.97)	.733	.428	.476	0.829		
V4	3.79 (1.20)	.748	.086	.059	-.117	,734	
*p ≤ .05; ** p ≤ .01; *** p ≤ .001; Cronbach's Alpha
Correlation analysis showed that the three independent variables were correlated to the dependent variable. Individual ability which build an independent business (r = 0.568) and ability based on education and experience (r = 0.428) were two independent variables which showed a higher correlation (p ≤ 0.001) and the lowest environmental correlation factor (p ≤ .05) in the negative direction (r = −.09).
3.3. Analysis of the Correlation
The results of the regression analysis were verified and multiple hierarchical regression analysis was illustrated in Table 2. Two regression models that were significant (p <0.001) explained the interests. The first model (F (1) = 257.87) showed that 33% of entrepreneurial interests were based on individual abilities to create independent businesses as the only explanatory variables with ß 0.57. The second model (F (2) = 142.44; F = 18.43) determined the main percentage of variance, 35%, is the ability to create an independent business (ß = 0.49) and ability based on perfection and experience (ß = 0 , 17); these two variables were analyzed as the main factors of student entrepreneurship interest. While environmental variables are excluded from this model.
Tabel 2. The linear regression model toward entrepreneurial interest.
		Estimate	Standar Error	Beta	t	
1	(Constant)	1.04	0.15	-	7.11	
	Ability and Self Potential	0.71	0.04	0.57	16.06	
2	(Constant) 	0.02	0.28		0.06	
	Ability and Self Potential	0.61	0.05	0.49	12.34	
	University Policies	0.28	0.07	0.17 	4.29 	
1: R = .57; R2 = .33; R2adj = .33; F(1) = 257,88; p <0,001; VIF
2: R = .59; R2 = .35; R2adj = .35; F(2) = 142,44; p <0,001; ΔR2 = .023; ΔF = 18,44.

After the ability and self-potential are verified to influence entrepreneurial intentions, the variables were analyzed separately in order to obtain better understandinf of what aspects which had the greatest influence. Multiple linear regression analysis was conducted, and the results showed that only six of the 12 item variables which had a direct influence on entrepreneurial interest (p <0.05). Analysis related to ability and self potential with several statements, among others; 'I am ready to start an independent business (p <.01, β = 0.17),' If I try to start a business, I will have a high probability of success '(p <.001, β = 0.17), and' Start a business still easy for me '(p <.01, β = 0.14). The results of the analysis show that the students were able to create independent businesses and consider it as not difficult to preserve the business which had already begun (see table 3).
Table 3. The linear regression model of entrepreneurial interest based on the ability and self potential 
	Standar	Beta	t	Sig.	
(Constant)	0.15	-	6,56	.000	
I want to make an independet business especially in sports	0,06	0.17	3,01	.0003	
The sports industry is suitable with me	0,06	0.15	2,79	0.006	
I have a potency to become an entrepreneur	0,07	0.10	1,59	0.112	
I have an experience in entrepreneurship	0.03	0.04	0.92	0.358	
I have a good leadership to start a business	0,05	0.10	1,89	0.060	
I have an innovation for sports industry	0,05	0.17	3,54	.000	
I have an  ability in managing a business	0,08	0.08	1,39	0.065	
I want to obtain some benefits from sports entrpreneurship	0.05	0.10	2.18	0.029	
I have a confidence to start my own business	0.06	0.16	2.66	.000	
I have ever joined an entrepreneuship training	0.05	0.07	0.87	0.247	
Entrepreneurship will save my future	0,05	0.17	3,00	0.002	
I will take every risk from my business	0.07	0.03	0.35	0.729	
R = 0,58; R2 = .34; R2adj = .33; F(6) = 47,93; p <0,001; VIF:
Entrepreneurial skills based on education and experience were also analyzed by multiple linear regression which consisted of five items. The results of the analysis showed that three of the five capacities possessed by students significantly influenced the entrepreneurial interests of students. These capacities include; new product and service development (p <0.001), opportunity recognition (p <.001), and creativity (p <.05). From this capacity, the development of new products and services had the greatest influence (β = 0.27), followed by recognition of opportunities (β = 0.18), and creativity (β = 0.10). Therefore, this ability is important in influencing entrepreneurial interests. (see Table 4):
Table 4.  The linear regression model of entrepreneurial interest based on university policy
	Standar Error	Beta	t	Sig.	
(Constant)	0.30	-	0,87	.387	
In my opinion, entrepreneurship education is necssary for sports science students	0,05	0. 10	2,18	.029	
University/ Faculty/Study Program should make a policy (curriculum) related to sports entrepreneurship	0,06	0. 18	3,96	.000	
University/ Faculty/Study Program should make sports entrepreneurship training	0,06	0. 03	0,55	. 586	
Sports Entrepreneurship becomes one of the main courses	0.07	-0.02	-0.35	.729	
R = 0,46; R2 = .21; R2adj = .20; F(5) = 29.380; p <0,001; VIF

3.4. The Analysis of the Comparison
The final analysis of the results of this study is comparing the students who had taken entrepreneurship training, and those who had not participated in entrepreneurship training. This analysis was taken from all research variables. The results of the analysis showed that a significant difference between the variables that were capable of creating an independent business, the ability based on education, and experience was greater than the environmental factor on the entrepreneurial interest of students. It wasrevealed  that the independent business planning variable, based on education and experience, had participated in entrepreneurship training and environmental factors, and never participated in entrepreneurship training on entrepreneurial interests of students.
4. DISCUSSION
4.1 University Policies toward the Sports Entrepreneurship
According to data from the Central Statistics Agency, the number of unemployment has reached 6.87 million or 5.13% in 2018. The increasing of unemployments, including undergraduate graduates, was caused by global economic demands toward fresh graduates to consider other alternative options and start new businesses. Based on the data, universities or schools should conduct educational efforts towards their graduates by developing their abilities and skills related to industry for each discipline (Roffe 2010). The University should also identifies the students’ needs in order to develop their mindset of entrepreneurship, experience, creative thinking, self-confidence, and social and communication skills, as the components of the curriculum (Rae, 2011).

4.2 Relationship of Entrepreneurship and Sport

As a constitutional country, Indonesia arranges all elements in the constitution which called as Undang-undang, including the sports system. The Law No. 3 tahun 2005 concerning the National Sports System is a reference for sports practitioners and academics in sports industry, which is related to sports entrepreneurship. It is explained that sports industry is a sports business activity in the form of stores and services which is held by the government and the community regarding to the provisions, and national sports needs. (People's Representative Council, 2005).
The trend of sports industry in Indonesia has been increasing every year, as proved by the interest of some companies in doing investation in several sports clubs such as Intermilan, Liverpool, AC.Milan, etc. On the other words, Indonesian sports apparel has been claimed until international level. The changes of social status are the reason for the development of paradigms and sports as an indicator of welfare in social life, based on the development of social awareness about entrepreneurship training, seminars, and lessons in the educational environment and its development.
Basically, sports entrepreneurship plays an important role in the developments of a country, such as the development of business, employment, welfare, and physical and mental health (Sheikhzadeh, 2016). Economic competition is required in every country in order to be able to compete with others. Therefore, professionals in the sports industry should be able to identify the business opportunities and use them by developing new products or services based on innovation and creativity, based on the societies’ needs in sports. It is not difficult to develop an entrepreneurial culture in the sports industry since it has been a dynamic activity that is managed by entrepreneurs, as an effort to increase the market or produce an innovation (Ratten, 2011 & Ayazi, 2015). It becomes clear that sports industry has a different background in services, production, and other sports-related features, in order to provide the opportunities for entrepreneurship in the sports industry which are vast and extensive (Jones & Bill, 2009).
From the academic side, sports science has become a study in various disciplines, but the study of entrepreneurship tends to be still limited and lack of literacy. The lack of literacy about sports entrepreneurship is expected to get special attention since sports industry can create great opportunities for university alumni, especially sports science graduates, by developing effective training in order to increase the number of sports entrepreneurs and people's lives (Ansari, 2015).
Based on the university policy, individual's interest in entrepreneurship is also a special variable for entrepreneurship development. A person's passion in doing business and facing risks can be seen from the courage, self-confidence, perseverance, and strong determination with the provision of competition that includes ability and knowledge, combines with the personality traits and entrepreneurial interests (Oosterbeek, 2010). Previously, Yazdanifar (2015) explained that the awareness  to environmental and society would facilitate opportunities in offering services with different levels of knowledge and skills from each entrepreneur. Educational policies are conducted with programs that consider the characteristics of entrepreneurships’ needs (Oosterbeek, 2010). 
The interest in entrepreneurship can be predicted theoretically from entrepreneurial self-potential, based on education or experience and environmental factors.

Ability and Self Potential

Some studies explain the relationship between ASP and student entrepreneurship interests, one of them is Chen (1998) who concluded that ASP is a power that exists in individuals who believe in their ability in order to be able to implement and develop the entrepreneurship which they formed. Chen stated, "In order to improve the stdents’ confidence, it does not only focus on students' skills but also on ASP strengthening, so  the educators can consider entrepreneurial attitudes and perceptions that can be possible in real life”.

Educational Policies
Ployhart and Moliterno (2011) explained the groups and individuals who have a higher level of knowledge, skills, or abilities that can be outstandng rather than others have lower levels of knowledge, skills, or abilities. In the society, the ability of entrepreneurs can be seen from the level of education, work experience, and genetics. In line with Unger (2011) who said that the determinants of entrepreneurial interest such as human resources, abilities, and knowledge are obtained by individuals through the process of education, preparation for work, and other types of experience. This author demonstrates the relationship between human capital and entrepreneurial success and highlights better results for investing in human capital based on knowledge and skills rather than investing in human capital based on education and experience. The relationship between educational outcomes and entrepreneurship training with interventions of the focus on academics is stronger rather than more specific and concise content. (Martin, 2013).
The training material or entrepreneurship education with more specifications will provide conceptual and more comprehensive understanding of students in identifying job opportunities and making decisions. Hence, an understanding of entrepreneurial abilities based on education and experience has the possibility of analyzing opportunities that are more effective in creating business, especially sports science students and alumni.
Enviromental Factors

Entrepreneurship education programs should consider other variables such as environmental factors which are supported by government and economic policies, and educational institutions in order to form entrepreneurial interests. (Ajzen, 1991). Related to the theory, (Oosterbeek et al., 2010) concluded that entrepreneurial skills of each individual which participates in entrepreneurship training did not have a significant effect on students' interest in entrepreneurship.Meanwhile, according to Sánchez (2011), entrepreneurship education programs which are contained in entrepreneurship training programs not only focus on the technical aspects of creating new businesses but also focus on other aspects such as the awareness and understanding of environmental characteristics related to the economic needs of the society. In line with Agus Kristiyanto (2011) who concluded that business people also helped to reduce poverty from the sports industry that was developed and qualified by providing social protection, policies, and technical assistance.
It has been clear that there are three aspects which should be considered in making educational policy related to entrepreneurship education at the university level, especially for sports science students. This entrepreneurship study is still limited and the predictions of each alumnae's employment opportunities are quite extensive and lack, especially in Indonesia. According to (Saffari, 2013 & Ferreira 2017) identifying entrepreneurial interests of students at university level, especially sports science students, can be conducted with effective methods and specific approaches.
Therefore, this study aimed to analyze the entrepreneurial interests of sports science students based on several factors, such as ability, self-potential, and environmental influences such as university education policies as an effort to implement short-term and long-term vision and mission, create young entrepreneurs, and reduce national unemployment.
5. CONCLUSION
The entrepreneurial interest of sports science students was based on two factors, such as internal factors and external factors. Internal factors are perceived towards individuals entrepreneurial ability to create independent businesses, and based on the experience and education. while external factors were perceived towards social environmental conditions. The research instrument in the form of a questionnaire showed the importance of developing entrepreneurial capacity through university education policies and study programs for students, especially sports science students (Undergraduate and Postgraduate).
5.1. Theoretical Implications
The literature review explained that the discussion about entrepreneurship in sports science students in the last few years had been discussed, but the factors that influence the entrepreneurial interest have not been explicitly discussed. The theory which was used the background of the research was individual proficiency approaches to build independent businesses, based on education, experience, and environmental factors. As a result, individual proficiency based on the education and experience influence the entrepreneurial interest of sports science students rather than environmental factors. Also, other results show that entrepreneurship training also influenced students' entrepreneurial interest and increases their passion in creating independent businesses. A very significant differences from environmental factors showed less influence on entrepreneurial interest in sports science students.
Based on the low level of participation of sports science students in entrepreneurship, this article is expected to be a reference related to factors that influence the emergence of entrepreneurial interest in sports science students, especially in Yogyakarta State University, Makassar State University, and other sports science students in Indonesia. Hopefully, through this research, the universities and sports science faculty can conduct entrepreneurship education policy as a step to develop entrepreneurial interests for sports science students.

5.2. Practical Implications

Based on the results, the entrepreneurial interest of students who have participated in entrepreneurship special education training was very influential, based on the comparison with those who have never participated. Therefore, education policy makers at the university level, faculties, and sports science study programs should  consider the results of this study, as the follow-up and conducted as one of the subjects (lessons). The fundamental reason is because the level of participation of students and alumni in sports science in the entrepreneurship and the sports industry is still low. Through special entrepreneurship lessons, it will also reduce the number of unemployment for sports science graduates. Therefore, revision and development of entrepreneurship education are required since entrepreneurship education can change the students attitude to be more innovative and creative, and aware of business opportunities for personal, community, institutional, and country’s needs. An initial effort that is easy to do is conducting an entrepreneurship training through extracurricular programs while proposing a special curriculum in sports entrepreneurship.

6. RECOMMENDATIONS

The limitations and recommendations for further research that can be done by students and educational practitioners related to this study are as follows:
1.	This study only used three variables that influence entrepreneurial interest. Therefore, further research can use more different variables or variables related to sports entrepreneurship.
2.	In data analysis, this study only used a linear regression model (one step) to analyze the relationship of research variable. Other researches can use structural equation modeling techniques with more variables.
3.	This study only analyzed entrepreneurial interest in general, towards sports science students. Therefore, further research can also specifically examine the interests of sports entrepreneurship.
4.	This study also only uses samples from undergraduate and graduate students of Yogyakarta State University and Makassar State University so that the results of this study are not enough to represent sports science students in Indonesia and other countries. Hopefully, further research can use  wider samples which  can represent the population of sports science students in general.

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