




































American International Journal of Social Science Research 

Vol. 8, No. 1; 2021 

ISSN 2576-103X   E-ISSN 2576-1048 

Published by CRIBFB, USA 

1 

 

STUDENTS’ PERCEPTION AND ATTITUDE TOWARDS 

ENTREPRENEURSHIP IN HO CHI MINH CITY: A CASE 

STUDY AT HO CHI MINH CITY CADRE ACADEMY 
 

 

Trinh Yen Vy  

Ho Chi Minh City Cadre Academy, Ho Chi Minh City, Vietnam 

E-mail: vytrinhyen2021@gmail.com 

 

Pham Ngoc Van Anh 

Ho Chi Minh City Cadre Academy, Ho Chi Minh City, Vietnam 

E-mail: ngocvananhpham2002@gmail.com 

 

Phan Thi Hue Anh 

Ho Chi Minh City Cadre Academy, Ho Chi Minh City, Vietnam 

E-mail: hueanhphan2002@gmail.com 

 

 

ABSTRACT 

In the context of the 4th industrial revolution, it is becoming increasingly difficult to ignore 

entrepreneurship. Starting a business is expected to create economic growth, make positive 

contributions to socio-economic development. It is gradually emerging and becoming a topic of 

much interest from researchers and businesses. So far, however, there has been little discussion 

about student entrepreneurship. The present research examines the perception and attitude of Ho 

Chi Minh City students towards entrepreneurial activity through a case study at Ho Chi Minh City 

Cadre Academy. Specifically, the study addresses the following questions: 1/attitude towards 

entrepreneurship 2/ reasons for students to be confident to start a business 3/ reasons for students 

to be not self-confident to start a business. This study employed questionnaires and in-depth 

interviews as methods to come to the results of the research. The authors selected a non-

probability sampling of 240 students in classes of 5 majors at Ho Chi Minh City Cadre Academy 

for the questionnaire. The findings of this study suggest that the percentage of students who are 

not confident in starting a business is higher than that of those who are self-confident. The study 

also finds out the social factors affecting students’ confidence in starting a business and why they 

are not confident of entrepreneurship.    

 

Keywords: Attitude, Entrepreneurship, Perception, Students. 

 

INTRODUCTION  

In the context of our country's strong integration with the world economy, especially with the 

development of industrial achievements in the 4.0 era, it requires a young workforce fully equipped 

with knowledge and skills. In that situation, student entrepreneurship is also gradually emerging 

and becoming a topic of much interest from large and small businesses. Starting a business is 

expected to create economic growth, make positive contributions to socio-economic development, 

meet the increasing and diverse needs of society, and create many jobs for the community and 



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society. However, most Vietnamese students have difficulty in entrepreneurship. They do not 

distinguish clearly between starting a business and setting up a business. 66.6% of Vietnamese 

students currently do not know about entrepreneurial activities, the proportions of students who 

know about entrepreneurial programs only account for 33.4%, and the actual rate of students 

participating in the entrepreneurial programs only reaches 0.016%. The education system has not 

focused on arousing entrepreneurial spirit. Students graduating from high school are not equipped 

with the basic principles of economics and have a practical approach to business. Most students 

graduating from high school, even many after graduating from university still do not have a full 

perception of entrepreneurial activities. They are not active in setting up a business, creating 

opportunities for themselves. Moreover, education and training programs only focus on equipping 

knowledge and skills for students to become an employee rather than an owner. Every year about 

400,000 students’ graduate, but up to 225,000 students cannot find employment. According to the 

survey data at 1,500 start-ups by the National Start-up Association, most of the new graduates in 

the country have not met the expectations of start-up activities (Decision No. 1665/QD-TTg of the 

Prime Minister, 2017) 

Stemming from the above situation, the authors have chosen the topic: Entrepreneurial 

perception and attitude of students in Ho Chi Minh City (through a case study at Ho Chi Minh City 

Cadre Academy), with the hope of providing a scientific understanding, thereby contributing to 

solving the problems posed in practice about entrepreneurship of students today. 

Deepening a relatively comprehensive and systematic understanding of the perception of 

entrepreneurship of students at Ho Chi Minh City Cadre Academy, thereby contributing to 

clarifying more about this social phenomenon in both theoretical and practical aspects. 

Theoretically, the study aims to systematize the factors forming a concept “Perception of 

an entrepreneurial attitude of students in Ho Chi Minh City (through a case study at Ho Chi Minh 

City Cadre Academy). With this research results, the student's perception of entrepreneurial 

attitude becomes complete and systematic. 

Practically, the study aims to identify the components for the perception of 

entrepreneurship attitude of students in HCMC Ho Chi Minh City, students at Ho Chi Minh City 

Cadre Academy, as well as provide scientific arguments for the research, and solve problems raised 

at the Ho Chi Minh Cadre Academy. 

 

LITERATURE REVIEW 

Perspectives on Entrepreneurial Attitude of Students 

When it comes to the entrepreneurial attitude, most people will think a lot about capital, status, 

role, and importance of entrepreneurship. That has partly influenced the view of most students 

who want to start a business. The Government's project "Supporting entrepreneurship for 

university students by 2025" defines the goal as a strong shift in the educational process from 

mainly providing knowledge to developing comprehensively students’ competencies and 

qualifications. Students' learning will, therefore "go hand in hand with practice"; closely linking 

theory with practice. Supporting students in innovative entrepreneurship is one of the important 

and practical solutions to effectively implement the Central guiding point of view. Carrying out 

the tasks assigned by the Party and the Government, over the past time, the Ministry of Education 

and Training, in collaboration with central and local ministries, has actively implemented many 

activities and solutions to support students in entrepreneurship. It is also necessary to affirm that 

entrepreneurship is the result of a process of educational innovation from high school to college, 

not just the name of a project or movement. Only in this way can this activity keep its significance 



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(Decision No. 1665/QD-TTg of Prime Minister, 2017). The study "The reality of some factors 

affecting the entrepreneurial spirit of students in Hanoi" by Luong Ngoc Minh has shown that the 

status of students’ entrepreneurial spirit is at a low level and pointed out the factors affecting the 

process of students' entrepreneurship in Hanoi (Minh, 2019). Duong Ngoc Hong's study on "The 

reality of innovative start-ups in Vietnam - difficulties and solutions", also outlined four factors 

that can be considered more favorable for start-ups in Vietnam. They are four indicators in which 

Vietnam has the highest-ranking: the dynamism of the domestic market, culture and social norms, 

infrastructure, and openness of the domestic market. This study also showed the relationship 

between students’ perception and thinking associated with entrepreneurial intention. The study 

highlighted the difficulties and challenges in the current situation that students and startups have 

been facing. It offered advice and solutions to help those who want to start a business or those who 

have started a business to be well prepared and avoid making mistakes in starting their own 

business. 

The study “Examining the relationship between entrepreneurial perception, intention, and 

behavior of Vietnamese students" by Nguyen Quang Thu and Tran The Hoang - Ho Chi Minh City 

University of Economics and Ha Kien Tan - Binh Duong University of Economics and Technology 

affirmed that the perceived feasibility factor (entrepreneur’s competence) and action intention have 

a great impact on entrepreneurial behaviors. This factor suggests that students need to experience 

and persevere in investing in their startup ideas through training activities at university to 

strengthen their entrepreneurial competencies. The study also found out that to be able to start a 

business, students need to be equipped with a lot of relevant entrepreneurial knowledge such as 

knowledge of product/service markets, sales, and marketing, competitors, technology, human 

resources, laws, especially finance, etc. If students have ideas, and consistently find a market for 

their products/services, but they are lack capital, their ideas are just ideas until they can make them 

happen. Therefore, if there is no or little capital to start a business, students can mobilize external 

capital if they want to start a business. This study also showed that besides teaching finance, 

economics, and management, students must be taught psychology to be able to deal with failures 

and take risks (Thu, Hoang, & Tan, 2018).  

The research article "The role of the relationship between students' entrepreneurial 

intentions and behavior" by Nguyen Quang Thu, Tran The Hoang, and Ha Kien Tan shared the 

same point of view. This study examined the relationship between intention and entrepreneurial 

behaviors of final year students in Southern Vietnam, including Ho Chi Minh City, Binh Duong 

Province, and Dong Nai Province through the mediator element that is entrepreneurial 

commitment. These relationships are determined by a sample of 248 students who have been 

starting their businesses. The study results revealed that entrepreneurial intention has a direct 

positive, impact on entrepreneurial behaviors, but its positive impact is weaker than 

entrepreneurial commitment. The entrepreneurial commitment has a positive impact on 

entrepreneurial intention. Furthermore, it is conceivable that entrepreneurial commitment plays a 

significant moderating role in the relationship between intention and entrepreneurial behavior 

(Thu, Hoang, & Tan, 2020).  

In the study "Factors affecting young people's entrepreneurial intention in Vietnam" by 

Nguyen Anh Tuan, it mentioned and generalized the factors affecting the thoughts and attitude of 

young people about entrepreneurship. A multiple linear regression method was applied to 

determine the relationship between entrepreneurial intentions and potential conditions. This study 

has shown what needs to be done to promote the desire to succeed and challenge, entrepreneurial 

attitude and perception control behavior, and creativity have many benefits in increasing the 



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intention to start a business of Vietnamese youth (Tuan, 2018). Report "Vietnam - Good land for 

startups: Why not?" of the Vietnam Chamber of Commerce and Industry, the US Agency for 

International Development has given specific arguments that to have a good attitude about 

entrepreneurship, it is first necessary to understand the concept of entrepreneurship correctly, 

which is a prerequisite for determining the right audience and goals, a premise to ensure the 

effectiveness of support policies and programs to promote the entrepreneurial spirit. On the 

contrary, incorrect or incomplete understanding of this concept will lead to misleading support 

policies and programs, wasting resources, and being unable to promote internal resources. This 

report also makes the argument that social attitudes have a direct influence on the entrepreneurial 

spirit and decision to start a business of people, especially young people. The policies and laws of 

a country will directly affect the creation of a culture of entrepreneurship and innovation. In reality, 

countries with a positive attitude and support for entrepreneurship will have a higher level of 

entrepreneurship and innovation (Vietnam Chamber of Commerce and Industry, US Agency for 

International Development (2018). Regarding the research paper "Some factors affecting students' 

intention to start a business" by Truong Duc Thao and Nguyen Trung Thuy Linh, these authors 

have analyzed the attitude towards entrepreneurship. They believed that those who have a positive 

attitude and a passion for the business will have a positive impact on starting a business and making 

it easier to achieve success. The study has provided information and perspective on how the 

attitude will affect entrepreneurship and promoted the spirit and movement of entrepreneurship for 

Vietnamese students (Thao & Linh, 2019) 

School is considered as a second home, containing a lot of valuable knowledge and 

foundation, bringing a new space for students and also a place to help students make their dreams 

and ambitions come true. School is one of the factors that have a great influence on the students' 

perception of entrepreneurship. This is clearly shown through the study “The role of 

entrepreneurship education for students' intention to start a business”, Quang (2017). Similarly, 

the study “Strengthening propaganda to raise awareness about entrepreneurship for students" was 

carried out by Dong Nai Start-up group. In addition, the study "The role of education in the 

perception and intention of starting a business of students at Binh Duong University of Economics 

and Technology" conducted by Ha Kien Tan, Nguyen Ngoc Diem & Nguyen Trong Minh (Tan, 

Diem, & Minh, 2019). Hang and Tung (2019) conducted a study “The influence of 

entrepreneurship training on entrepreneurial intention - a case study at the University of Danang”. 

In the Proceedings of the national scientific conference chaired by the National Economics 

University, there was a discussion "creative start-ups in Vietnam, opportunities for sustainable 

development" by Dang Thi Kim Thoa and Nguyen Ngoc Diep. The study “Discussion on 

entrepreneurship activities in Vietnam” was carried out by Nguyen Thi Thu Ha. Luong Thu Ha 

had a study on “The topic of financial management in starting a business”. These authors have 

shown that start-up activities are very rich and diverse in types, helping us to have activities 

suitable for each type in a specific context. The studies also show students’ attitudes to the difficult 

problems and obstacles that entrepreneurs face in building their business models, business forms, 

and start-up in the digital era. The above are summaries of the achievements and views of previous 

researchers, about the forms and contents of entrepreneurship and the role of schools and 

universities in entrepreneurship. 

Reviewing previous studies and documents partly helps the authors find out the missing 

gaps that need to be filled in and this is also a premise to help inherit the achievements of those 

studies. Our point of view on students' entrepreneurial attitude will be presented in Figure 1.  

 



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The Entrepreneurial Attitude of Students 
According to the author of this study, students' attitude about entrepreneurship is the specific 

behavior that students engage in entrepreneurship. It plays a critical role in deciding to start a 

business of students today. The expression of entrepreneurial attitude is being confident of 

starting a business, or not being confident of starting a business. 

 

 

Figure 1. Students’ attitude about entrepreneurship 

 

Regarding confidence in starting a business, the indicators are these: 1/ Having cultivated 

and learned more professional knowledge and participation; 2/ Training soft skills classes; 3/ 

Because the Academy creates conditions for students to have creative ideas, this indicator tells us 

whether students participate in startup activities organized by the Academy; 4/ Have an optimistic 

spirit, full of enthusiasm with passion; 5/ The learning program has plenty of time for practice and 

practical experience; 6/ Organize many seminars and workshops on the topic of entrepreneurship 

among students. 

On the contrary, some students are not confident in starting a business. It includes the 

following indicators: 1/ There is no optimism, always afraid of failing in debt; 2/ Waste of time 

and effort; 3/ Lack of professional knowledge; 4/ Do not have the necessary skills in starting a 

business; 5/ Lack of practical experience, no leader is what hinders students in the process of 

starting a business. 

METHODS 

Document Research 

The authors have analyzed and synthesized the concepts, theoretical approaches, contents, and 

methods of related works and published statistical data sources. These include: i) Books, printed 

newspapers, online newspapers, scientific journals and research works at national conferences, ...; 



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ii) Decrees, schemes of the Government, ministries, branches, and legal documents related to the 

research object. 

 

Questionnaire 

A questionnaire is a method of collecting information through the use of a prepared questionnaire 

by the researcher to give instructions on how to answer the questions, and the respondents will 

write their answers. The surveyors will record the answers and process the information, 

specifically as follows: 

(1)   The sampling process: Both quantitative and qualitative methods were used. In the current 

study, the authors selected a non-probability sampling of 240 students in classes of 5 majors at Ho 

Chi Minh City Cadre Academy. 

(2)   In terms of design, the questionnaire includes two parts: (i) Information on respondents' 

characteristics; (ii) Information on students’ entrepreneurial attitude. These contents are arranged 

according to the detailed structure of the topic, from general to detailed level, paying attention to 

the psychological factor of the students who answered the questionnaire. 

(3)   Regarding respondents to the questionnaire: To ensure the accuracy of the information, the 

respondents must be students of 5 majors at Ho Chi Minh Cadre Academy, including Social Work, 

Political Science, Party Construction and State Government, Law, State Management. 

(4)   How to conduct the survey: First, the author contacted the training department to ask for 

permission to interview students in classes of the five mentioned majors. Then, the authors met 

the monitors of these classes to ask for permission to survey the perception and attitude of students 

about entrepreneurship. The information collection process is always under the supervision of the 

authors to minimize errors. 

(5)   Regarding processing survey results: After the data collection process, the data were checked, 

coded, entered, and processed according to the requirements of the study. The data analysis for 

this study was conducted through SPSS 20.0 software. 

(6)   Regarding the characteristics of the respondents, they are classified according to the following 

five social groups: 

  

  Table 1. Social groups 

 

Social groups Quantity (N) Rate (%) 

1. Gender 

Female 159 66.3 

Male 81 33.8 

Total 240 100.0 

2. Region 
Coming from the North 28 11.7 

Coming from the Central region 39 16.3 

Coming from the South 173 72.1 

3. Major 

Social Work 48 20.0 

Political Science 48 20.0 

Party Construction and State Government  48 20.0 

Law 48 20.0 

State Management  48 20.0 

4. Student 

year 

Freshman 60 25.0 

Sophomore 60 25.0 

Junior 60 25.0 



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Senior 60 25.0 

5. Age 

group 

From 19 to 20 years old 119 49.6 

From 21 to 27 years old 121 50.4 

 

In-Depth Interview 

In-depth interviews are a qualitative data collection method that allows direct interaction between 

interviewers and interviewees. Interviewing is a method widely used in surveys and scientific 

research to collect and explore information from interviewees. 

During the research, we used the in-depth interview method with 10 students representing each 

major. To find out and collect in-depth information on students' perception and attitude of 

entrepreneurship, the advantages and disadvantages as well as the factors affecting the perception 

of students in entrepreneurial activities, which takes into account the factors such as gender, age, 

major, student year of students at the Academy. On that basis, some recommendations are 

proposed to improve students' perception of starting a business at the Ho Chi Minh City Cadre 

Academy. 

 

Other Methods 

In addition to the above initial data collection methods, for the purpose of the study, the authors 

also use a series of general methods in scientific research such as: analysis and synthesis, deductive 

and inductive, logical and compare methods. 

 

RESULTS 

A correct perception of entrepreneurship will help students have more positive attitudes in their 

entrepreneurial activities. Therefore, in this study, it is necessary to focus on clarifying the students' 

attitudes about starting a business, as well as the reasons for performing these activities in the 

current context at the Academy of Cadres. How to start a successful business and why? 

Being ready to start a business 

In the current context, students' entrepreneurial attitude is an important activity in 

expressing their entrepreneurial behaviors. The author's survey shows two indicators of students' 

attitudes when starting a business, including 1/ Confident in starting a business, 2/ not confident 

in starting a business. This attitude is an important factor for them to join their entrepreneurial 

activities successfully or not. The research team's survey revealed: 

 
Table 2. Students’ attitude to be ready to start a business, by majors 

 

Being ready to start a business 

Majors 

Social work Politics Party 

Construction 

and State 

Government 

Law State 

Management 

Total 

N % N % N % N % N % N % 

1. Being confident in starting a 

business 
19 39.6 15 31.3 30 62.5 20 41.7 26 54.2 110 45.8 

2. Being not confident in starting a 

business 
29 60.4 33 68.8 18 37.5 28 58.3 22 45.8 130 54.2 

Total 48 100.0 48 100.0 48 100.0 48 100.0 48 100.0 240 100.0 

Source: Primary source 



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As the above comment shows, there is a gap from perception to attitude. The perception is 

an orientation, the attitude is the behavior that performs the entrepreneurial activities. Students' 

perceptions of the entrepreneurial activities at the Academy are generally very good. However, 

Table 2 shows the attitude of students' readiness to start a business, in indicator No. 1/ Being 

confident of starting a business accounted for 45.8%, lower than indicator 2/ Being not confident 

of starting a business represented 54.2%. The number of students of Ho Chi Minh Cadre Academy 

who are not ready for entrepreneurship is less than half of that is ready. And the authors continued 

to analyze the correlations between social groups. 

When looking at social groups, specialized groups, also in table 2 with Significant equals 

to 0.018, it shows that these groups have differences in their readiness to start a business. In 

indicator 1/ Being confident of starting a business, the Party construction & State government 

accounted for 62.5% higher than the State management at 54.2%, Law group accounted for 41.7%, 

and social work group accounted for 39.6%. The lowest is the Political science group, accounting 

for 31.3%. In Indicator 2/ Being not confident of starting a business, the political science group 

accounted for a higher proportion at 68.8%, the social work group accounted for 60.4%, the Law 

group accounted for 58.3%, the State management group accounted for 45.8%, the lowest rate is 

the group of Party construction and state management with the proportion of 37.55%. Regarding 

the gender group, with Significant equals to 0.03, it reveals that there is a difference between this 

groups in an attitude of starting a business. In indicator No. 1/ Being confident of starting a 

business, the proportion of men accounted for 55.6%, higher than that of women at 40.9%. 

Indicator 2/ Being not confident of starting a business, the proportion of women is 59.1%, the 

proportion of men is 44.4. Why is there this difference? To find out about this disparity, the authors 

interviewed a female student. She said: “I majored in political science, so I am more politically 

inclined and I have no financial resources and intention to start a business.” (Female student, 

majoring in politics, 20 years old). Another male student stated: “In the process of going to 

university, I experienced many jobs as well as worked in many different fields. Each profession 

has given me the knowledge to accumulate for my future. Let me show you a little: I'm the owner 

of a fruit tea truck. Please buy and support me” (Male student, major of Party construction and 

state government, 21 years old). However, in the group of regions, Significant equals 0.191, in age 

group, Significant equals 0.239, in the group of student year Significant equals 0.503, showing 

that there is no difference between groups in attitude to start a business. That is, the perception of 

entrepreneurial behavior is relatively similar for these groups. The authors would like to take two 

indicators to carry out the evaluation and analysis process. In indicator 1/ Being confident of 

starting a business, fourth-year students accounted for 51.7%, higher than the third year at 48.3%, 

the first year accounted for 45.0%, the lowest was the second year at 38.3%. Or in indicator 2/ 

Being not confident of starting a business, second-year students accounted for 61.7%, higher than 

that of the first year at 55.0%, the third year accounted for 51.7% and the fourth year represented 

48.3%. Studying deeper into this issue, the authors interviewed a female student, saying: "Whether 

you are ready to do a certain job or not depends on each individual. Even if you love doing it but 

you are afraid of taking risks and challenges, you still cannot confidently do that job” (Female 

student, State Administration major, 20 years old). Thus, through the above analysis, we can see 

that more than half of the students are not ready to start a business. This is due to some factors, 

which the authors will present in the next section. 

 

 

 



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Reasons for being Confident of Starting a Business 

Starting a business always requires the entrepreneur to be confident in the connection of resources, 

or the application of knowledge with the surrounding practical activities. This confidence will lead 

them to success and as above shows that up to 45.8% of students think that they are confident 

enough to start a business (see Table 2 above). What is the reason to motivate their behavior? The 

survey of the authors showed that there are 6 indicators showing the reason for this confidence: 1/ 

Students have cultivated and learned more professional knowledge; 2/ Students have been trained 

and participated in soft skills classes; 3/ The Academy has created conditions for students to 

participate in creating ideas of entrepreneurship; 4/ Students have an optimistic spirit, full of 

enthusiasm with passion; 5/ The learning programs have a lot of time for practice and practical 

experience; 6/ The Academy has organized many seminars and workshops on the topic of skills in 

students. This will make students more confident in the process of entrepreneurship. It can be 

shown as follows: 

 

Table 3. Reasons for students’ confidence in starting a business, by majors 

 

Reasons for being confident to start a 

business 

Major 

Social Work Politics Party 

Construction 

and State 

Government 

Law State 

management 

Total 

N % N % N % N % N % N % 

1 Students have cultivated and learned 

more professional knowledge 
13 68.4 5 35.7 22 73.3 17 85.0 16 61.5 73 67.0 

2 Students have been trained and 

participated in soft skills courses 
9 47.4 7 50.0 24 80.0 11 55.0 12 46.2 63 57.8 

3 the Academy has created conditions for 

students to participate in creating ideas of 

entrepreneurship 

4 21.1 3 21.4 21 70.0 10 50.0 14 53.8 52 47.7 

4 Students have an optimistic spirit, full 

of enthusiasm with passion 
13 68.4 12 85.7 22 73.3 17 85.0 22 84.6 86 78.9 

5 The learning programs have a lot of 

time for practice and real experience 
12 63.2 7 50.0 6 20.0 11 55.0 14 53.8 50 45.9 

6 The Academy has organized many 

seminars and workshops on the topic 

of entrepreneurship among students 

5 26.3 6 42.9 4 13.3 8 40.0 16 61.5 39 35.8 

Total 19 100.0 14 100.0 30 100.0 20 100.0 26 100.0 109 100.0 

Significant = 0.000 

Source: Primary source 

Table 3 shows that in indicator 4/ Students have an optimistic spirit, full of enthusiasm and 

passion accounted for the highest rate at 78.9%, compared to indicator 1/ Students have cultivated 

and learned more professional knowledge rate at 67.0%. In indicator 3/ the Academy has created 

conditions for students to participate in creating ideas of entrepreneurship, the proportion is 47.7%; 

in indicator 5/ The learning programs have a lot of time for practice and real experience accounted 

for 45.9% and the lowest is indicator 6/ The Academy has organized many seminars and 

workshops on the topic of entrepreneurship accounted for 35.8%.  

Indeed, the above description shows that to be successful in your career, you need to have 

an attitude of confidence and optimism, full of enthusiasm with passion about your chosen job. 



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Studying more about social groups revealed more differences, as well as the consensus of groups 

with reasons for confidence when starting a business. Considering the social groups, the 

specialized groups are also in Table 3 with significant equals to 0.000, showing that there is a huge 

difference between majors in terms of reasons for confidence in starting a business. The authors 

would like to take two indicators for illustrative analysis: In indicator 4/ Students have an 

optimistic spirit, full of enthusiasm with passion, major of political science accounted for 85.7% 

higher than the rate of Law at 85.0%, the State management accounted for 84.6%, the Party 

construction and state government accounted for 73.3%, the lowest in the social work major at 

68.4%. Or in indicator 6/ The Academy has organized many seminars and workshops on the topic 

of entrepreneurship of students, the state management major accounted for 61.5%, which is higher 

than that of the political science at 42.9%, the rate of the law major is 40.0%, the social work rate 

is 26.3%, the lowest rate is the Party construction and the state government with the rate of 13.3% 

(see Appendix A). Conducting an in-depth interview on this issue, a male student said: "Honestly, 

in the process of starting a business, there are many difficulties and challenges, but when you have 

confidence in them as well as in yourself, you will start a business successfully” (Male student, 

major of social work, 22 years old). The author's in-depth interview with a female student showed 

that: “The knowledge and skills equipped help me grasp the basics to choose a right career” 

(Female student, state management major, 20 years old). It can be seen that, in addition to the 

difference in the rate between the indicators on the perception of reasons for confidence, there is 

also a correlation difference between the specialized groups, that is, this reason depends on each 

student's perception. Particularly in the group of the student year, age, gender, and region, students 

have relatively similar choices about reasons for confidently starting a business. 

 

Reasons for not being Confident of Starting a Business 

Table 2 above also shows that 52.5% of students at Ho Chi Minh Cadre Academy suppose that 

they are not confident enough to start a business. Therefore, what is the reason for this? Research 

shows that there are up to 5 reasons that govern and influence not daring to start a business, such 

as lack of optimism, fear of failure, debt. 

 

 

Figure 2. Reasons for not being confident in starting a business 

Source: Primary source 



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Figure 2 shows that the biggest worry of students in starting a business today is the lack of 

experience. In indicator 5, the reason why students are not confident in starting a business is that 

they are lack of practical experience and have no leader, and this reason accounted for 73.6%. In 

indicator 3/ Lack of professional knowledge, the proportion is 71.2%. In indicator 4/ Not having 

the necessary background skills in starting a business accounted for 64%. In indicator 1/ No 

optimism, always afraid of failure and debt accounted for 32% and the lowest rate is in indicator 

2/ Waste of time and effort accounted for 29.6%. 

Thereby, the above reasons are quite reasonable and affect the attitude of students 

participating in entrepreneurship, especially the lack of practical experience and no leader. And to 

study and analyze more carefully before coming to a conclusion about this, the author has 

performed Chi-Square Tests between groups to find out the nature of the issue.  

 

Table 3. Reasons for not being confident in starting a business, by majors 

 

Reasons for not being confident to start a 

business 

Major 

Social Work Political 

Science 

Party 

Construction 

and State 

Government  

Law State 

management 

Total 

N % N % N % N % N % N % 

1 No optimism, always being afraid of 

failure and debt 
4 14.3 10 31.3 7 38.9 13 52.0 6 27.3 40 32.0 

2 Waste of time and effort 3 10.7 8 25.0 14 77.8 9 36.0 3 13.6 37 29.6 

3 Lack of professional knowledge 19 67.9 23 71.9 12 66.7 19 76.0 16 72.7 89 71.2 

4 Did not acquire foundational skills 20 71.4 19 59.4 9 50.0 16 64.0 16 72.7 80 64.0 

5 Lack of practical experience, no leader 23 82.1 24 75.0 5 27.8 21 84.0 19 86.4 92 73.6 

Total 28 100.0 32 100.0 18 100.0 25 100.0 22 100.0 125 100.0 

Significant = 0.000 

Source: Primary source 

Considering the social group, the major group is also in Table 3 with significant equals 

0.000, showing that there is a difference between the majors. The authors would like to take an 

indicator for analysis. In indicator 5/ Lack of practical experience and no leader, state management 

group accounted for 86.4%, Law group represented 84.9%, social work group accounted for 

82.1%, political science group at 75.0 % and the lowest in the party construction and the state 

government accounting for 27.8% (see Appendix F). It seems that in index 5, only the Party 

construction group and the state government have a much lower rate compared to the other groups. 

The question raised here is why do students think that the lack of a leader and lack of practical 

experience is a decisive factor? When we interviewed a female student, she said: “Starting a 

business has many failures. If no one shares or advises you what to do, it's easy to get lost. You 

don't know what to do and where to start. There is no joy but suffering” (A female student, major 

of party construction and state government, 20 years old). 

Regarding the significance of age group equals 0.217, it shows that there is no difference 

between the reasons for not being confident to start a business. The authors would like to take 

some indicators to analyze and clarify the similarity in perception between groups. Meanwhile, in 

indicator 5/ Lack of practical experience, there is no leader in the age group (21-27) accounting 

for 75.9%, higher than the age group (19-20) at 71.6%. As for indicator 2/ Waste of time and effort, 



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the age group from (21-27 years old) accounted for 31.0%, higher than the age group (19-20 years 

old) at 28.4% (see Appendix G). Finding out about this issue, a male student said: “Starting a 

business takes a long time, it takes years to recover capital. If you're lucky, you can get it back, 

but if you lose it all, it's like playing! What I want is to be safe in entrepreneurship?” (Male student, 

party construction and state government, 20 years old). The Significant of gender group is 0.896, 

the Significant of region group is 0.147 and finally the significance of the student year group is 

0.426, showing that there is no difference between men and women in the reasons why students 

are not confident to start a business (see Appendix H, I, J). Why is there a perception of the same 

reasons? To find out about this issue, the authors interviewed a male student: "I'm very poor in 

knowledge and social issues, so I don't think I'll start a business. (Male student, Political science 

major, 19 years old), or a female student: “I want to start a business, but I don't have the experience 

or skills to handle problems when starting a business” (Female student, Party construction and 

state government major, 20 years old). 

 

CONCLUSION 

Research on students' attitudes towards entrepreneurship up to now, has always played an 

important role in the country's development programs for the cause of education. To find out the 

entrepreneurial perception and attitude of students at Ho Chi Minh Cadre Academy, the current 

research has deeply clarified each aspect and different reasons for the entrepreneurial perception 

of students. 

With the lessons from previous studies of many authors as well as the views and theories 

in Section 3.1, and the authors’ conception of the entrepreneurial attitude in Section 3.2 is very 

thorough, it is a premise for the authors to survey entrepreneurial attitudes in section 4 of the study. 

Through the above description, analysis, and explanation, the research has discovered an important 

feature in students' perception of entrepreneurship - that is, the restructuring of the economic model 

to a market economy and international integration there is a combination between old types and 

new types of start-ups. For example, the study also pointed out the social factors affecting the 

students' entrepreneurial perception. The students’ perception is still hesitant facing the options, 

their attitude is not drastic. 

In addition, the perception of students is struggling between the trend of starting a business 

or not. The perception of the students is very good, but they have an attitude of not daring to start 

a business. If we put this restructuring in the context of the country in transition - from an 

agricultural civilization to an industrial and modern civilization, from a subsidy mechanism to a 

market and integration mechanism, we will see that's inevitable. This is also considered the reason 

why many students are still afraid and do not have much confidence in starting a business, and 

some students have never thought of starting their own business. 

 

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dinh-khoi-nghiep-tinh-huong-nghien-cuu-t-x9qeuq.html 

 

Minh, L. N. (2019). The reality of some factors affecting the entrepreneurial spirit of students in 

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Prime Minister. (2017). Decision No. 1665/QD-TTg approving the project "Supporting students 

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entrepreneurship awareness and intention at Binh Duong University of Economics and 

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APPENDICES 

Appendix A: Reasons for students’ confidence in starting a business, by majors 

 

Reasons for being confident to start a 

business 

Major 

Social Work Political 

science 

Party 

construction 

and State 

government 

Law State 

management 

Total 

N % N % N % N % N % N % 

1 Students have cultivated, learned more 

professional knowledge 
13 68.4 5 35.7 22 73.3 17 85.0 16 61.5 73 67.0 

2 Students were trained and participated 

in soft skills courses 
9 47.4 7 50.0 24 80.0 11 55.0 12 46.2 63 57.8 

3 the Academy has created conditions for 

students to participate in creating ideas of 

entrepreneurship 

4 21.1 3 21.4 21 70.0 10 50.0 14 53.8 52 47.7 

4 Students have an optimistic spirit, full 

of enthusiasm with passion 
13 68.4 12 85.7 22 73.3 17 85.0 22 84.6 86 78.9 

5 The learning programs have a lot of 

time for practice and real experience 
12 63.2 7 50.0 6 20.0 11 55.0 14 53.8 50 45.9 

6 The Academy has organized many 

seminars and workshops on the topic of 

entrepreneurship among students 

5 26.3 6 42.9 4 13.3 8 40.0 16 61.5 39 35.8 

Total 19 100.0 14 100.0 30 100.0 20 100.0 26 100.0 109 100.0 

Pearson Chi-Square Tests 

 Major 

Reasons for being confident to start a business 

Chi-square 64.755 

df 24 

Sig. .000* 

Results are based on nonempty rows and columns in each innermost subtable. 

*. The Chi-square statistic is significant at the 0.05 level. 

 
Appendix B: Reasons for students’ confidence in starting a business, by age group 

 

Reasons for being confident to start a business 

Age group 

From 19 to 20 

years old 

From 21 to 27 

years old 

Total 

N % N % N % 

1. Students have cultivated, learned more professional knowledge 32 65.3 41 68.3 73 67.0 

2. Students were trained and participated in soft skills courses 29 59.2 34 56.7 63 57.8 

3. the Academy has created conditions for students to participate in creating 

ideas of entrepreneurship 
24 49.0 28 46.7 52 47.7 

4. Students have an optimistic spirit, full of enthusiasm with passion 39 79.6 47 78.3 86 78.9 

5. The learning program has a lot of time for practice and real 

experience 
25 51.0 25 41.7 50 45.9 

6. The Academy organized many seminars and workshops on the 

topic of entrepreneurship among students 
19 38.8 20 33.3 39 35.8 

Total 49 100.0 60 100.0 109 100.0 

Pearson Chi-Square Tests 

 Age group 

Reasons for being confident to start a business 

Chi-square 1.563 

Df 6 

Sig. .955 

Results are based on nonempty rows and columns in each innermost subtable. 

 

 



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Appendix C: Reasons for students’ confidence in starting a business, by gender 

Reasons for being confident to start a business 

Gender 

Female Male Total 

N % N % N % 

1. Students have cultivated, learned more professional 

knowledge 
42 64.6 31 70.5 73 67.0 

2. Students were trained and participated in soft skills 

courses 
38 58.5 25 56.8 63 57.8 

3. the Academy has created conditions for students to 

participate in creating ideas of entrepreneurship 
35 53.8 17 38.6 52 47.7 

4. Students have an optimistic spirit, full of enthusiasm 

with passion 
54 83.1 32 72.7 86 78.9 

5. The learning program has a lot of time for practice 

and real experience 
31 47.7 19 43.2 50 45.9 

6. The Academy organized many seminars and 

workshops on the topic of entrepreneurship among 

students 

28 43.1 11 25.0 39 35.8 

Total 65 100.0 44 100.0 109 100.0 

Pearson Chi-Square Tests 

 Gender 

Reasons for being confident to start a business 

Chi-square 8.501 

Df 6 

Sig. .204 

Results are based on nonempty rows and columns in each innermost subtable. 

 
Appendix D: Reasons for students’ confidence in starting a business, by region 

 

Reasons for being confident to start a business 

Region 

The North The central The South Total 

N % N % N % N % 

1. Students have cultivated, learned more professional 

knowledge 
8 66.7 9 69.2 56 66.7 73 67.0 

2. Students were trained and participated in soft skills courses 8 66.7 7 53.8 48 57.1 63 57.8 

3. the Academy has created conditions for students to participate in 

creating ideas of entrepreneurship 
6 50.0 5 38.5 41 48.8 52 47.7 

4. Students have an optimistic spirit, full of enthusiasm with 

passion 
10 83.3 11 84.6 65 77.4 86 78.9 

5. The learning program has a lot of time for practice and real 

experience 
6 50.0 6 46.2 38 45.2 50 45.9 

6. The Academy organized many seminars and workshops on 

the topic of entrepreneurship among students 
1 8.3 6 46.2 32 38.1 39 35.8 

Total 12 100.0 13 100.0 84 100.0 109 100.0 

Pearson Chi-Square Tests 

 Region 

Reasons for being confident to start a business 

Chi-square 6.379 

Df 12 

Sig. .896 

Results are based on nonempty rows and columns in each innermost subtable 

 
Appendix E: Reasons for students’ confidence in starting a business, by student year 

 

Reasons for being confident to start a 

business 

Student year 

Freshman Sophomore Junior Senior Total 

N % N % N % N % N % 

1. Students have cultivated, learned 

more professional knowledge 
16 59.3 16 72.7 20 69.0 21 67.7 73 67.0 



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2. Students were trained and participated 

in soft skills courses 
14 51.9 15 68.2 17 58.6 17 54.8 63 57.8 

3. the Academy has created conditions for 

students to participate in creating ideas of 

entrepreneurship 

10 37.0 14 63.6 14 48.3 14 45.2 52 47.7 

4. Students have an optimistic spirit, full 

of enthusiasm with passion 
22 81.5 17 77.3 24 82.8 23 74.2 86 78.9 

5. The learning program has a lot of 

time for practice and real experience 
11 40.7 14 63.6 13 44.8 12 38.7 50 45.9 

6. The Academy organized many 

seminars and workshops on the topic 

of entrepreneurship among students 

12 44.4 7 31.8 12 41.4 8 25.8 39 35.8 

Total 27 100.0 22 100.0 29 100.0 31 100.0 109 100.0 

Pearson Chi-Square Tests 

 Student year 

Reasons for being confident to start a business 

Chi-square 13.474 

Df 18 

Sig. .763 

Results are based on nonempty rows and columns in each innermost subtable. 

 

Appendix F: Reasons for being not confident to start a business, by major 

 

Reasons for being not confident to start a 

business 

Major 

Social Work Political 

Science 

Party 

construction 

and State 

government 

Law State 

management 

Total 

N % N % N % N % N % N % 

1 No optimism, always being afraid 

of failure and debt 
4 14.3 10 31.3 7 38.9 13 52.0 6 27.3 40 32.0 

2 Waste of time and effort 3 10.7 8 25.0 14 77.8 9 36.0 3 13.6 37 29.6 

3 Lack of professional knowledge 19 67.9 23 71.9 12 66.7 19 76.0 16 72.7 89 71.2 

4 Did not acquire foundational skills 20 71.4 19 59.4 9 50.0 16 64.0 16 72.7 80 64.0 

5 Lack of practical experience, no 

leader 
23 82.1 24 75.0 5 27.8 21 84.0 19 86.4 92 73.6 

Total 28 100.0 32 100.0 18 100.0 25 100.0 22 100.0 125 100.0 

Pearson Chi-Square Tests 

 Major 

Reasons for not being confident to start a business 

Chi-square 65.252 

df 20 

Sig. .000* 

Results are based on nonempty rows and columns in each innermost subtable. 

*. The Chi-square statistic is significant at the 0.05 level. 

 

Appendix G: Reasons for not being confident to start a business, by age group 

 

Reasons for being not confident to start a business 

Age group 

From 19 to 20 

years old 

From 21 to 27 

years old 

Total 

N % N % N % 

1 No optimism, always being afraid of failure and debt 26 38.8 14 24.1 40 32.0 

2 Waste of time and effort 19 28.4 18 31.0 37 29.6 

3 Lack of professional knowledge 49 73.1 40 69.0 89 71.2 

4 Did not acquire foundational skills 38 56.7 42 72.4 80 64.0 

5 Lack of practical experience, no leader 48 71.6 44 75.9 92 73.6 

Total 67 100.0 58 100.0 125 100.0 



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Pearson Chi-Square Tests 

 Age group 

Reasons for being not confident to start a business 

Chi-square 7.054 

df 5 

Sig. .217 

Results are based on nonempty rows and columns in each innermost subtable. 

 
Appendix H: Reasons for being not confident to start a business, by gender 

 

Reasons for being not confident to start a business 

Gender 

Female Male Total 

N % N % N % 

1 No optimism, always being afraid of failure and debt 29 32.2 11 31.4 40 32.0 

2 Waste of time and effort 29 32.2 8 22.9 37 29.6 

3 Lack of professional knowledge 63 70.0 26 74.3 89 71.2 

4 Did not acquire foundational skills 59 65.6 21 60.0 80 64.0 

5 Lack of practical experience, no leader 66 73.3 26 74.3 92 73.6 

Total 90 100.0 35 100.0 125 100.0 

 

Appendix I: Reasons for being not confident starting a business, by region 

 

Reasons for being not confident to start a business 

Region 

North Central South Total 

N % N % N % N % 

1 No optimism, always being afraid of failure and 

debt 
4 25.0 10 40.0 26 31.0 40 32.0 

2 Waste of time and effort 2 12.5 13 52.0 22 26.2 37 29.6 

3 Lack of professional knowledge 9 56.3 17 68.0 63 75.0 89 71.2 

4 Did not acquire foundational skills 10 62.5 15 60.0 55 65.5 80 64.0 

5 Lack of practical experience, no leader 11 68.8 16 64.0 65 77.4 92 73.6 

Total 16 100.0 25 100.0 84 100.0 125 100.0 

Pearson Chi-Square Tests 

 Region 

Reasons for being not confident to start a business 

Chi-square 14.598 

df 10 

Sig. .147 

Results are based on nonempty rows and columns in each innermost subtable. 

 

Appendix J: Reasons for being not confident to start a business, by student year 

 

Reasons for being not confident to start a 

business 

Student year 

Freshman Sophomore Junior Senior Total 

N % N % N % N % N % 

1 No optimism, always being afraid of 

failure and debt 
12 37.5 14 38.9 6 19.4 8 30.8 40 32.0 

2 Waste of time and effort 8 25.0 11 30.6 9 29.0 9 34.6 37 29.6 

Pearson Chi-Square Tests 

 Gender 

Reasons for being not confident to start a business 

Chi-square 1.643 

df 5 

Sig. .896 

Results are based on nonempty rows and columns in each innermost subtable. 



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3 Lack of professional knowledge 23 71.9 26 72.2 20 64.5 20 76.9 89 71.2 

4 Did not acquire foundational skills 23 71.9 16 44.4 21 67.7 20 76.9 80 64.0 

5 Lack of practical experience, no leader 24 75.0 25 69.4 22 71.0 21 80.8 92 73.6 

Total 32 100.0 36 100.0 31 100.0 26 100.0 125 100.0 

Pearson Chi-Square Tests 

 Student year 

Reasons for being not confident to start a business 

Chi-square 15.362 

df 15 

Sig. .426 

Results are based on nonempty rows and columns in each innermost subtable. 

 
 

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