An assessment of Entrepreneurial passion and Entrepreneurial readiness among undergraduate students of Pakistan towards an enterprise as career choice

The term

Entrepreneurship

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is a key factor of every country that wants to be competitive on the global knowledge-based market due to fact that it has traditionally been viewed as a tool that promotes economic development, creativity and innovation. The term "

Entrepreneur

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" originates from the French word ‘Entreprender”, which means “to do something” Swedberg (2000) or “to undertake”(Kuratko & Hodgetts, 2001). The definition of

entrepreneurship

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is the development of designing, launching and operating a new

business

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to offer a product, process or service (Yetisen et al., 2015).

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entrepreneurship

Suggestion

Entrepreneurship

is the one of the solution to combat unemployment nationwide

for example

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by creating job opportunities for others (Bukner, Begs, & Khatib, 2012. The topic of entrepreneurial

passion

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provides a way of understanding whether a person views work as a task or something they love (Baum and Locke 2004). Being an

entrepreneur

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is linked to high levels of

passion

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due to the need to be focused and future orientated (De Clercq, Honig, and Martin 2013).

Passion

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is an emotion that motivates people, despite obstacles they may face in starting new businesses (

Vallerand

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et al. 2008).

Passion

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gives you and your venture a better chance of getting finishing line.

Passion

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can be developed by

environment

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because good

environment

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always motivates you towards success and it gives you inspiration and

role

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model to be successful

entrepreneur

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. There are 2 types of

passion

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Harmoinous

passion

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and obsessive

passion

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Harmonious entrepreneurial

passion

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is

fueled

heated, driven, or produced by burning fuel

fuelled

by entrepreneurial

identity

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centrality whereas obsessive entrepreneurial

passion

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is fueled by an affective interpersonal commitment Entrepreneurial

identity

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centrality refers to the importance of the entrepreneurial

identity

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compared to other identities the individual holds (McCall and Simmons, 1966; Murnieks et al., 2014), while affective interpersonal commitment refers to the significance of relationships an individual has with valued others and the potential loss if those relationships are compromised (Hoelter, 1983; Stryker, 1968). We

then

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integrate the

study

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of entrepreneurial

passion

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with the Dualistic Model of

Passion

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(

Vallerand

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et al., 2003) to show that the paths to harmonious and obsessive entrepreneurial

passion

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are different. Harmonious entrepreneurial

passion

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represents a

passion

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that is

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engaged willingly, free of contingency or constraint, whereas obsessive entrepreneurial

passion

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indicates compulsion to

engage a given

Suggestion

engage in a given

activity (

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Vallerand

Suggestion

Valerian

et al., 2003).

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Vallerand

Suggestion

Valerian

et al.

(

Accept space

(

2003, 756) defined

passion

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as a strong inclination toward an activity that people like, find important, and in which they invest significant time and energy'. Philippe et al.

(

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(

2010) defined, it simply as a powerful desire to perform specific activities Cardon et al.

(

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(

2009, 515) conceptualized entrepreneurial

passion

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as Consciously accessible intense positive feelings experienced by engagement in entrepreneurial activities associated with roles that are meaningful for the self-

identity

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of the

entrepreneur

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.’

Moreover

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, these authors called attention to the multifaceted nature of the EP, and proposed three distinct entrepreneurial identities related to various aspects of the entrepreneurial process: (1) Researcher proposed three distinct entrepreneurial identities related to various aspects of the entrepreneurial process: (1) An inventor, who is passionate about the activities involved in identifying, inventing, and exploring new ideas and mainly work coming up with new ideas and solutions are they always looking for new opportunities (2) A founder, who is passionate about the activities involved in creating a venture to commercialize and exploit opportunities and mainly identify with the

role

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of founder they are more passionate about making their creative ideas and establishing a

business

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in practice 3) A developer, who is passionate about activities relevant to fostering, growing, and expanding the

business

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after it is established. These different passions related to

identity

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influence goal-related cognitions and prompt particular entrepreneurial outcomes (Cardon et al. 2009). Entrepreneurial

Readiness

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: Entrepreneurs who are ready or prepared to run their own

business

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. Not only financially, but

also

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physically and mentally entrepreneurs need to prepared to run their own

business

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. To be Successful entrepreneurs must have a

readiness

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of knowledge, interest, motivation and abilities. We can say it is an individual cognitive attributes of capability and willingness to direct

behavior

manner of acting or controlling yourself

behaviour

in an entrepreneurial context. Entrepreneurial

readiness

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can be defined as the “confluence of a set of personal traits that differentiates individuals with

readiness

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for

entrepreneurship

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as especially competent to observe and analyze their

environment

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in

such

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a way that they channel their high creative and productive potentials,so they may deploy their capability to dare and need for self-achievement” (Coduras, Saiz-Alvarez, & Ruiz, 2016; Ruiz, Soriano, & Coduras, 2016)

This

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definition pointed out that Student’s entrepreneurial

readiness

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depends on

ability

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and willingness to explore various environmental opportunities, utilize its capability (Entrepreneurial

ability

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) based on the available resources and the need for self-achievement (Motivation). Scott and Twomey (1988) observed that undergraduate students, with the assistance of an entrepreneurial education strategy, could be helped to consider

entrepreneurship

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as a career.

Similarly

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, Postigo, Lacobucci, and Tamborini, (2006) acknowledged the significance of education and the

role

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it plays in entrepreneurial activity, stating that it is critical to attract the young and educated to

entrepreneurship

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, especially as current industrial trends are towards a knowledge-based

environment

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.

However

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,

entrepreneurship

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education and

business

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know-how can affect entrepreneurial intentions only if they change key attitudes and perceptions

such

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as, perceived desirability of self-employment and perceived entrepreneurial self-efficacy. In

entrepreneurship

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, the internal element of the Individual is especially is critical, as it needs a high degree of

readiness

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to engage in entrepreneurial challenges (Ghazalan et al, 2018). Ghazala et al (2018) suggests that Knowledge, interest, motivation and

ability

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increase the tendency of a student in the future to become successful entrepreneurs.

Hence

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, one of the main causes of the inability of an individual to become an

entrepreneur

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is due to lack of

readiness

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in the aspects of knowledge, interest, motivation and

ability

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. Most graduates are prepared to enter the

labor

a social class comprising those who do manual labor or work for wages

labour

market as employees, but not as entrepreneurs. Most graduates had no intention of starting new ventures or of becoming self-employed. The traditional trend was, and may be, is still to be employed either by the government or by a private organization in the worst scenario. Working for oneself was regarded as a failure. The demand for an entrepreneurial driven economy has the benefit of creating employment for people that both the government and big organizations will not be able to employ (Kirby, 2011). It is in

this

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perspective that educational institutions could play a major act in preparing graduates to espouse entrepreneurial mindsets The

readiness

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will be measured on the basis of attitude, social norms (including superior and subjective aspects) and the Perceived Behavioural Control (PBC). The low survival rate might

also

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be due to inadequate preparation for establishing and operating one’s own

business

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. The present

study

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recruited students as participants because they belong to the age group most likely to start companies (Staniewski & Szopiński, 2013). While taking university courses, students should obtain the skills needed to apply their

ability

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through the use of modern technology. Unfortunately, a widespread view holds that Polish universities do not adequately prepare students to use the

ability

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they have acquired in practice. So In

This

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study

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we will test entrepreneurial

passion

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and entrepreneurial

readiness

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to see how many undergraduate students are inspired and driven by their

role

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model and select area of Entreprenership as their career choice.

This

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study

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analysis, students will able to uncover Hidden abilities and creative and fresh ideas for starting a new

business

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. The research provides information that will help policy makers better understand the factors influencing the

passion

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and

readiness

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among university students, the way how to encourage

passion

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and

readiness

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towards starting their own work.