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Advances in Social Sciences Research Journal – Vol. 10, No. 8
Publication Date: August 25, 2023
DOI:10.14738/assrj.108.15377.
Castillo, M. P., & Estremera, J. M. M. (2023). The Role of BSBA Teachers on Students' Entrepreneurial Mindset and Skills at the
College of Management and Accountancy. Advances in Social Sciences Research Journal, 10(8). 363-376.
Services for Science and Education – United Kingdom
The Role of BSBA Teachers on Students' Entrepreneurial Mindset
and Skills at the College of Management and Accountancy
Manuel P. Castillo
Phinma Araullo University
Jann Mark M. Estremera
Phinma Araullo University
ABSTRACT
This study investigates the pivotal role of Bachelor of Science in Business
Administration (BSBA) teachers in shaping students' entrepreneurial mindset and
developing their entrepreneurial skills. The entrepreneurial mindset encompasses
attitudes and characteristics conducive to creative thinking, calculated risk-taking,
perseverance, and adaptability. Meanwhile, entrepreneurial skills encompass
practical abilities such as problem-solving, communication, leadership, and
innovation. The study explores the influence of BSBA teachers on creativity,
problem-solving, risk assessment, decision-making, teaching methods, and
instructional approaches. The research draws upon a diverse range of theoretical
perspectives, with an emphasis on experiential learning as a dynamic teaching
approach that actively engages students in problem-solving, risk assessment, and
decision-making. Employing a descriptive and correlational research design, the
study collected data from BSBA students enrolled in a college of management and
accountancy. The research utilized both descriptive and inferential statistics to
analyze the collected data from a sample of 200 BSBA students. The results reveal a
strong consensus among students on the significant impact of BSBA teachers on
their entrepreneurial mindset and skills. Teaching methods that incorporate visual
aids and interactive approaches received particularly high agreement, as did
instructional methods focusing on experiential learning. The data also suggests a
link between students' demographic profiles, college year level, and their
perceptions of the impact of BSBA teachers on their entrepreneurial skills. The
findings reject the null hypothesis that there is no significant relationship between
student profiles and the role of BSBA teachers in entrepreneurial skills
development. It is evident that BSBA educators hold a crucial position in nurturing
an entrepreneurial mindset and refining entrepreneurial proficiencies in students.
Their involvement with inventive pedagogical techniques, experiential
methodologies, and practical illustrations profoundly shapes students' capacity for
innovative thinking, proficient problem-solving, prudent risk assessment, and well- informed decision-making. This research serves to enhance comprehension
regarding efficacious educational strategies in advancing entrepreneurship within
the framework of the BSBA curriculum.
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 8, August-2023
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INTRODUCTION
The entrepreneurial mindset and skills are critical components for individuals pursuing
business careers, as they enable them to identify opportunities, innovate, and navigate the
dynamic business landscape. In the context of Bachelor of Science in Business Administration
(BSBA) education, the role of teachers becomes vital in shaping students' entrepreneurial
mindset and developing their entrepreneurial skills. The entrepreneurial mindset encompasses
a set of attitudes, beliefs, and characteristics that enable individuals to think creatively, take
calculated risks, persist in the face of challenges, and adapt to changing circumstances. It
involves having a proactive and opportunity-driven approach, a willingness to embrace
uncertainty, and a focus on continuous learning and improvement (Martin et al., 2021; Inge B
Larsen, 2017). Developing an entrepreneurial mindset is essential for individuals aspiring to
start their own businesses or contribute to entrepreneurial endeavors within existing
organizations.
Entrepreneurial skills, on the other hand, refer to the practical abilities required to identify,
evaluate, and exploit business opportunities. These skills include problem-solving,
communication, leadership, teamwork, financial management, marketing, and innovation
(Fayolle & Liñán, 2014; Zhao et al., 2018). Acquiring and honing these skills is crucial for
individuals to succeed as entrepreneurs and to contribute effectively to entrepreneurial
initiatives in various organizational contexts.
BSBA teachers play a critical role in shaping students' entrepreneurial mindset by fostering an
environment that encourages creativity, problem-solving, risk assessment and decision
making. According to L Mónico et al. (2021), teachers can influence students' mindset by
providing engaging and challenging learning experiences, promoting an entrepreneurial
culture, and serving as role models. Research suggests that teachers who adopt student- centered teaching approaches, such as problem-based learning, experiential learning, and
active learning, tend to have a positive impact on students' entrepreneurial mindset (Wang
Jiatong et al., 2021; Fayolle & Gailly, 2018). These approaches facilitate the development of
critical thinking, creativity, and problem-solving skills, which are essential components of the
entrepreneurial mindset. Furthermore, BSBA teachers who share their own entrepreneurial
experiences and stories can inspire and motivate students to pursue entrepreneurial paths
(Kickul et al., 2019). By exposing students to real-world examples of entrepreneurship,
teachers provide insights into the challenges, risks, and rewards associated with
entrepreneurial endeavors, thus shaping students' mindset towards entrepreneurship. Such
personal anecdotes can help students develop a realistic understanding of entrepreneurship
and overcome the fear of failure that often accompanies entrepreneurial pursuits.
In addition to shaping the entrepreneurial mindset, BSBA teachers have a significant influence
on students' entrepreneurial skills development. Through their teaching methods, and
instructional approaches, teachers can help students acquire and refine essential
entrepreneurial skills. One-way teachers contribute to skill development is through the use of
case studies and practical exercises that simulate real-world business situations (Chen et al.,
2017). By engaging students in analyzing and solving these cases, teachers facilitate the
application of theoretical knowledge to practical contexts, enhancing students' problem- solving and decision-making skills.
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365
Castillo, M. P., & Estremera, J. M. M. (2023). The Role of BSBA Teachers on Students' Entrepreneurial Mindset and Skills at the College of
Management and Accountancy. Advances in Social Sciences Research Journal, 10(8). 363-376.
URL: http://dx.doi.org/10.14738/assrj.108.15377
Moreover, BSBA teachers can provide students with opportunities to practice and develop
entrepreneurial skills through internships, entrepreneurial projects, and business plan
competitions (Bacigalupo et al., 2016; Zhao et al., 2018). These hands-on experiences allow
students to apply their knowledge and skills in real entrepreneurial settings, fostering their
ability to identify and exploit opportunities, work in teams, communicate effectively, and
manage resources. By immersing students in these practical experiences, teachers bridge the
gap between theory and practice, enabling students to acquire the skills necessary for
entrepreneurial success.
Furthermore, the mentorship role of BSBA teachers is crucial in nurturing students'
entrepreneurial skills. By providing individualized guidance, feedback, and support, teachers
can help students develop their skills and overcome challenges encountered during the
entrepreneurial process (Chen et al., 2017). Effective mentorship involves creating a supportive
and trusting relationship where teachers serve as coaches, helping students set goals, develop
action plans, and acquire the knowledge and skills necessary for their entrepreneurial journey.
By fostering an entrepreneurial culture, utilizing student-centered teaching approaches,
sharing personal experiences, providing practical learning opportunities, and offering
mentorship, teachers influence students' attitudes, beliefs, and practical abilities necessary for
entrepreneurship. This research aims to further explore and understand the influence of BSBA
teachers on students' entrepreneurial mindset and skills, contributing to the development of
effective educational practices in this field.
THEORETICAL BACKGROUND
Experiential learning, a pedagogical approach championed by David Kolb, places a profound
emphasis on active participation and subsequent reflection as a potent means of knowledge
acquisition. In the realm of Business Administration education, particularly within the context
of entrepreneurship, this approach holds immense value. When BSBA teachers infuse their
teaching methodologies with experiential learning activities that encompass elements like
creativity, problem-solving, risk assessment, and decision-making, they provide students with
a dynamic learning environment that closely mirrors the multifaceted challenges of the
business world.
By engaging students in hands-on tasks that necessitate creative thinking, they are encouraged
to break away from conventional paradigms and explore innovative solutions. The experiential
approach also cultivates adept problem-solving abilities, enabling students to dissect intricate
issues, envision alternatives, and evaluate the potential outcomes of their choices. The inclusion
of risk assessment and decision-making activities fosters a resilient mindset, as students are
prompted to weigh pros and cons, contemplate uncertainties, and make calculated judgments- an essential skillset for entrepreneurial ventures characterized by ambiguity and change.
This immersive learning strategy enables students to internalize entrepreneurial concepts in a
tangible manner, bridging the gap between theoretical knowledge and its practical application.
Furthermore, this approach nurtures adaptability, a vital trait in the entrepreneurial landscape
where the ability to pivot and thrive in ever-shifting conditions is paramount. By engaging in
these experiential learning activities, students are not merely passive recipients of information;
they become active participants in their own educational journey, instilling a deeper
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understanding of business intricacies and enhancing their preparedness to navigate the
challenges of real-world entrepreneurship.
STATEMENT OF THE PROBLEM
1. How may the demographic profile of the respondents be described in terms of:
1.1 Age
1.2 Sex
1.3 College Year Level
2. How may the role of BSBA teachers on students' entrepreneurial skills development in terms
of:
2.1 Creativity
2.2 Problem-solving
2.3 Risk assessment
2.4 Decision-making
3. How may the impact of BSBA teachers on students' entrepreneurial mindset in terms of:
3.1 Teaching methods
3.2 Instructional Approaches
4. Is there a significant relationship between the profile of the respondents and the role of
BSBA teachers on students’ entrepreneurial skills development.
Hypothesis
1. There is no significant relationship between the profile of the respondents and the role
of BSBA teachers on students’ entrepreneurial skills development.
METHODOLOGY
The researcher employed the descriptive research method to conduct this study. According to
Shuttleworth (2008), descriptive research involves observing and describing the behavior of a
subject without influencing it. Similarly, Leedy and Ormrod (2001) define descriptive research
as a basic research method that examines the current state of a situation. Descriptive research
aims to identify attributes of a particular phenomenon through observation or explore
correlations between multiple phenomena.
Specifically, this study utilized the correlational research method, which is a type of non- experimental research. In correlational research, the researcher measures two variables and
examines the statistical relationship (correlation) between them, without actively controlling
extraneous variables (Price, Jhaniani, and Chiang, 2016).
The participants of this study were BSBA students from the College of Management and
Accountancy at Araullo University during the 1st semester of the school year 2023-2024. They
were selected using purposive sampling, with the following inclusion criteria: (1) currently
enrolled students, and (2) willing to participate in the study.
The researchers employed a researcher-made questionnaire to gather data from the
respondents. The collected data were statistically analyzed using descriptive statistics such as
frequency, percentage, and weighted mean. Additionally, inferential statistics like Spearman
rho were also utilized.