Implementation of Entrepreneurship and Business Ethics Course in Improving the Entrepreneurship of USU Development Economics Students

Oct 13, 2025 by magicalceylontours.com 3 views

Implementation of Entrepreneurship and Business Ethics Course in Improving the Entrepreneurship of USU Development Economics Students

Introduction

In today's fast-paced and competitive world, entrepreneurship has become a crucial aspect of overcoming unemployment and economic challenges. However, the low spirit of entrepreneurship among students in tertiary institutions is a common problem that needs to be addressed. The Faculty of Economics and Business, University of North Sumatra (FEB USU), has been working towards developing the spirit of entrepreneurship among its students, particularly those in the Development Economics Study Program. This study aims to explore the extent to which entrepreneurship and business ethics courses can increase the spirit of entrepreneurship among USU FEB development economics students.

Background

Entrepreneurship is often seen as a key driver of economic growth and development. However, the lack of entrepreneurial spirit among students in higher education institutions in Indonesia is a significant concern. Various activities aimed at developing the spirit of entrepreneurship in higher education institutions in Indonesia continue to be carried out with various strategies. In the FEB USU, several students of the Development Economics Study Program have begun to take business opportunities, which show the existence of an entrepreneurial spirit. This study aims to explore the extent to which entrepreneurship and business ethics courses can increase the spirit of entrepreneurship among the USU FEB development economics students.

Methodology

This study uses descriptive qualitative methods and is carried out in USU Feb, where data is collected from primary and secondary sources. Primary data obtained from interviews, observation, documentation, and triangulation of informants from students of the Development Economics Study Program, while secondary data are obtained from additional information that supports research. Data analysis is delivered in the form of narratives that describe the research situation.

Results

The results showed that of the 20 informants involved, 15 of them recognized that entrepreneurship and business ethics courses could help improve their entrepreneurial spirit. However, 5 other informants felt they did not feel a significant increase in their entrepreneurial spirit. Nevertheless, all informants agreed that the efforts made by USU Feb in increasing the spirit of entrepreneurship through the course were still not fully effective.

Discussion

From the results of this study, some analysis can be drawn. First, although there is a recognition regarding the increase in the spirit of entrepreneurship, there are 25% of informants who feel there is no change indicating the need for further evaluation of the curriculum and teaching methods applied. The possibility of external factors, such as lack of financial support, limited information about business opportunities, or even lack of personal motivation can contribute to these diverse results.

Furthermore, it is necessary to hold a more integrated support program between the theory taught in the classroom with real entrepreneurial practices. For example, USU FEB can hold business incubation activities or entrepreneurial seminars involving successful alumni as speakers. This will not only provide practical insight, but will also motivate students to be more involved in the world of entrepreneurship.

Conclusion

Finally, awareness of the importance of business ethics must also be emphasized. In this increasingly competitive era, a good understanding of business ethics will greatly help students in building businesses that are not only profitable but also sustainable and social responsibility.

Recommendations

Through a comprehensive approach, it is expected that the Entrepreneurship and Business Ethics course at the USU FEB can be more effective in increasing the spirit of student entrepreneurship, making them not only as job seekers, but also reliable job creators.

Limitations of the Study

This study has some limitations that need to be acknowledged. Firstly, the sample size of 20 informants may not be representative of the entire student population of the FEB USU. Secondly, the study only focuses on the Development Economics Study Program and may not be generalizable to other programs within the university.

Future Research Directions

Future research can build on the findings of this study by exploring the effectiveness of different teaching methods and curriculum designs in promoting entrepreneurship and business ethics among students. Additionally, research can be conducted to identify the external factors that contribute to the lack of entrepreneurial spirit among students and how these factors can be addressed.

References

[List of references cited in the study]

Appendix

[Additional materials that support the research findings]

Keywords

Entrepreneurship
Business Ethics
USU FEB
Development Economics Study Program
Entrepreneurial Spirit
Teaching Methods
Curriculum Design

Abstract

This study aims to explore the extent to which entrepreneurship and business ethics courses can increase the spirit of entrepreneurship among USU FEB development economics students. The study uses descriptive qualitative methods and collects data from primary and secondary sources. The results show that 75% of informants recognized that entrepreneurship and business ethics courses could help improve their entrepreneurial spirit, while 25% felt there was no change. The study concludes that a comprehensive approach is needed to increase the spirit of student entrepreneurship, including integrated support programs and awareness of the importance of business ethics.
Q&A: Implementation of Entrepreneurship and Business Ethics Course in Improving the Entrepreneurship of USU Development Economics Students

Q: What is the main objective of this study?

A: The main objective of this study is to explore the extent to which entrepreneurship and business ethics courses can increase the spirit of entrepreneurship among USU FEB development economics students.

Q: What methods were used in this study?

A: This study uses descriptive qualitative methods and collects data from primary and secondary sources. Primary data was obtained from interviews, observation, documentation, and triangulation of informants from students of the Development Economics Study Program, while secondary data was obtained from additional information that supports research.

Q: What were the results of this study?

A: The results showed that 75% of informants recognized that entrepreneurship and business ethics courses could help improve their entrepreneurial spirit, while 25% felt there was no change.

Q: What are the implications of this study?

A: The study concludes that a comprehensive approach is needed to increase the spirit of student entrepreneurship, including integrated support programs and awareness of the importance of business ethics.

Q: What are the limitations of this study?

A: This study has some limitations that need to be acknowledged. Firstly, the sample size of 20 informants may not be representative of the entire student population of the FEB USU. Secondly, the study only focuses on the Development Economics Study Program and may not be generalizable to other programs within the university.

Q: What are the recommendations of this study?

A: The study recommends that USU FEB should hold a more integrated support program between the theory taught in the classroom with real entrepreneurial practices. For example, USU FEB can hold business incubation activities or entrepreneurial seminars involving successful alumni as speakers.

Q: What are the future research directions of this study?

A: Future research can build on the findings of this study by exploring the effectiveness of different teaching methods and curriculum designs in promoting entrepreneurship and business ethics among students. Additionally, research can be conducted to identify the external factors that contribute to the lack of entrepreneurial spirit among students and how these factors can be addressed.

Q: What are the key takeaways from this study?

A: The key takeaways from this study are:

Entrepreneurship and business ethics courses can increase the spirit of entrepreneurship among students.
A comprehensive approach is needed to increase the spirit of student entrepreneurship, including integrated support programs and awareness of the importance of business ethics.
External factors, such as lack of financial support, limited information about business opportunities, or even lack of personal motivation, can contribute to the lack of entrepreneurial spirit among students.

Q: What are the implications for practice?

A: The implications for practice are that educators and policymakers should prioritize the development of entrepreneurship and business ethics courses in higher education institutions. Additionally, institutions should provide integrated support programs and awareness of the importance of business ethics to students.

Q: What are the implications for future research?

A: The implications for future research are that researchers should explore the effectiveness of different teaching methods and curriculum designs in promoting entrepreneurship and business ethics among students. Additionally, research can be conducted to identify the external factors that contribute to the lack of entrepreneurial spirit among students and how these factors can be addressed.