1 COOP Report

KING FAHD UNIVERSITY OF PETRPLUEM & MINERALS

COLLEGE OF INDUSTRIAL MANAGEMENT

DEPARTMENT OF MANAGEMENT & MARKETING

MAY 10 2015

________________________________________________________________________

The Satisfaction Impact toward the Design of

Entrepreneurship Education

CO-OP REPORT

PREPARED BY: MOHAMMAD HAZAZI

200826560

CO-OP ADVISOR: DR. RAZALI BIN MAT ZIN

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Contents

Abstract 3

Acknowledgments 4

Chapter 1. NCB Background

1.1 Introduction 5

1.2 about NCB 5

1.3 about CSR Department 8

Chapter 2. Job History

2.1 Introduction 14

2.1. TASKS ACCOMPLISHED (Weeks 1, 2, 3, 4 & 5) 14

2.2. TASKS ACCOMPLISHED (Weeks 6, 7& 8) 17

2.3. TASKS ACCOMPLISHED (Weeks 9, 10, 11, 12, 13, 14, 15 & 16) 19

2.4. TASKS ACCOMPLISHED (WEEK 17, 18, 19, 20, 21, 22, 24 & 24) 23

Chapter 3. Technical Study: The Impact of entrepreneurship education

program design toward the satisfaction of participants.

3.1. Introduction 26

3.2. Literature Review 26

3.3. Research Problem 28

3.4. Methodology 29

3.5 Analysis and Result 33

3.6 Discussion and Recommendations 35

3.7 Conclusion 38

REFERENCES 38

APPENDIX 39

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Abstract

This report is written as a coverage of the time period I have spent and the activities

performed during my cooperative training in National Commercial Bank (NCB) in Jeddah

city during the academic terms 132 + 133 (2013-2014). This report is going to discuss what

I have learned and experienced during the 7 months in NCB. My Coop training was in The

Corporate of Social Responsibility department (CSR).

This report is going to illustrate the major programs provided by CSR department and

highlight the pros and cons have been noticed in this programs. In addition, there will be a

literature reviews discussing related topics to the satisfaction impact toward the design of

entrepreneurship education, (the technical study).

Furthermore, the data analysis have been collected regarding the technical study will be

shown, as well as the problems have been faced, following with the suggested solutions.

At the end, recommendations and discussion of the solutions given which will add value

to the CSR department as well as to NCB.

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Acknowledgments

I would like to thank all the instructors, my COOP advisors and my company COOP

supervisors who helped me much during the COOP period to success in my first work

experience in the first bank lunched in Saudi Arabia and the largest by assets in the Arab

world. They were really helpful and friendly to me and that’s encouraged me to deliver my

best and a positive image in the work environment.

It was really interesting to me working with an innovative team in CSR department which

I learned a lot from them and that’s lead me to improve myself and my skills as will. A big

thanks to Mr. Abdul-Mohsen Al Harthi, MR.Raddah Al Assafi, Mr.Hussam Al Amuodi,

Mr. Mahmoud Al Turkustani, Mr. Ahmad Magrabi, Mr. Rayan Dahlawy, Mr. Ali Bin

Yammien, Mr. Mohammad Mubasher, Ms. Basmmah Al Jawhari, Ms. Rana Kushaifaty,

Ms.Hala Bamuhraiz, Ms.Sarmad, Ms.Amjad Al Qathami, Ms. Najla Al Jazaeri and the tea

boy Mr. Hussain.

I am really glad to work with this innovative tame and looking forward to work together

again.

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Chapter 1. NCB Background:

1.1 Introduction

The National Commercial Bank was the first Saudi bank to be licensed in the

Kingdom. It is considered the largest bank in Saudi Arabia and Middle East and is a leading

financial institution in the Arab world. The Bank initiated its business under the name of

‘‘The National Commercial Bank’’ following the Royal Decree of King Abdul-Aziz Bin

Saud to joining the two companies, Saleh and Abdul-Aziz Ka'ke company with Salem Bin

Mahfouz company, under on company on 20 Rabi Thani 1373H (26 December 1953), with

8$ Million total assets.

1.2 About NCB

Figure 1.1: Management Level, Hierarchy Chart

Saeed Al-GhamdiDirector, Chief

Executive Officer

Mutlaq A. Al MutlaqDirector

Dr. Khalid A. Alarfaj

Director

Yousef A. Almaimani

Director

Dr. Saad S. AlrwaitaDirector

Mansour S. Al Maiman

Chairman of the Board

Ibrahim M. Al RomaihDirector

Abdulrahman M. AlmofadhiDirector

Abdul Aziz A. Al Zaid

Director

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A. Mission

NCB aims to be the region’s premier financial services group. Committed to Excellence.

Our mission is to be:

The leading Islamic retail bank, excelling in service quality, convenience, and

innovation resulting in the highest customer satisfaction.

The market leader in consumer finance, excelling in risk management, innovative

marketing, distribution and processing.

The preferred provider of financial solutions for businesses, excelling in risk

management, products, speed and service quality.

The leading wealth manager, excelling in offering trusted, expert advice, a

comprehensive product range and service quality.

The first choice investment house in the region, excelling in performance,

innovation and placement.

A growing presence in selected markets, with an aim to increase shareholder total

return and support the development of the country.

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B. Financial Indicators

NCB is one of the largest Bank in the Arab world. The Bank’s paid-up capital is

SR 15,000 million (US$ 4,000 million.)

Total assets at year-end 2013 totaled SR 377,280 million

Net profit for fiscal year 2013 totaled SR 7,852 million

Shareholders’ equity at year-end 2013 totaled SR 40,934 million

Return on average Shareholder’s equity for fiscal year 2012 amounted to 17.9%

Earnings per share for fiscal year 2012 amounted to SR4.31 (US$ 1.16)

C. Key Facts & Achievements

At year 2012, the Bank operated 512 branches throughout the Kingdom,

dedicated exclusively to Islamic Banking services

At year-end 2012, the Bank’s customers surpassed more than 3.3 million clients.

At year 2012, the Bank employees throughout the Kingdom reached a total

manpower of 9,631, 92.1% of which are Saudis.

At year-end 2012, the Bank has operated 1,960 Automated Teller Machines

throughout the Kingdom.

Over 86% of customer transactions had been successfully executed through

alternative delivery channels during fiscal year 2012.

NCB is considered from among the first Saudi companies that implemented the

principle of Corporate Governance and the first bank in Saudi Arabia to receive

International Certification on Business Continuity Management.

The Bank also maintained its leadership in corporate social responsibility. A

number of new programs were launched to enhance NCB’s strategic partnerships

and geographic coverage. Various initiatives included job opportunity programs

that provided entrepreneurs with knowledge, support, and benevolent loans.

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D. Location

King Abdul-Aziz Street – Down Town (Al Balad)

Jeddah – Western Region

Figure 1.2: NCB Head Office Location

1.3 About CSR Department

NCB has been a pioneer in leading and supporting initiatives in the community, in

2004 NCB became the first bank in the Kingdom to initiate a dedicated team to community

service. CSR goal is to serve the community by improving the local and national economy,

education and health.

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A. CSR VISION

To be the leading joint stock company in the field of Corporate Responsibility

B. CSR MISSION

To introduce Creative, Innovative, Non-Profit CSR programs that contribute to the

country’s development

C. NCB'S CSR STRATEGIC GOALS

Contribute to the reduction of the unemployment rate by creating job opportunities for

Saudi nationals

D. CSR Programs

ALAHLI JOB OPPORTUNITIES PROGRAMS

AlAhli Job Opportunities Programs include:

AlAhli Direct Employment Program

- This program is directly geared to providing young Saudi nationals with the

qualification necessary for starting a career in the private sector

AlAhli Entrepreneurs Program

- How to Start Your Small Business, (3,495 entrepreneurs have been trained

through 156 customized training courses since 2005)

- How to Start Your Own Home Business, (2,366 entrepreneurs have been

trained through 132 customized training courses since 2005)

- How to Develop Your Small Business, (376 entrepreneurs have been trained

through this program since 2005).

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AlAhli Productive Families Program (PFP)

- This program mainly targets women who are the sole providers for their

families or those who are members of low-income families

ENTREPRENEURS SUPPORT PROJECT

NCB Start-Up Award

The Award was launched in 2009 and aims to motivate small businesses to

achieve more and to implement the Saudization concept within their

organizations.

NCB Supporting Small Business Program (SMB)

This project was launched in 2011. The program aims at supporting small

productive enterprises by providing them with the required studies and the proper

foundations to establish and sustain their business.

NCB Financing Small Projects

This Programs is for graduates who want to start up their own small projects.

NCB helped 81 entrepreneurs to start small businesses.

NCB MICRO LOANS PROJECT

This project aims at providing the trainees with financial support in order to

increase their productivity (271 micro loans have been provided since 2009)

NCB CHARITY STABILIZATION PROJECT

This project aims at enabling charity organizations to provide handicraft training

(14 charity organizations have been equipped with 16 training rooms throughout

the kingdom).

NCB HAND CRAFT INCUBATOR PROJECT

This project aims at to enable master craftsmen within the heritage industry to

overcome administrative, financial, and technical obstacles by offering marketing

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assistance to help them sell their products (86 ladies benefited from this project in

5 cities throughout the kingdom).

ALAHLI EDUCATION PROGRAMS

AlAhli Education Programs are designed to support educational efforts in order to

enhance academic achievement. The overall objective of the AlAhli Education

Program is to offer trainees scientific and practical knowledge through the

following:

PC LABS

AlAhli PC Labs Program for Universities

24 PC Labs have been built in 14 university covered 10 cities across the

Kingdom.

AlAhli PC Labs Program for Blind Students

AlAhli Labs Program for Blind Students was initiated in 2008-2009 when NCB

installed computer Labs in the Al Noor Institute for the Blind as well as in

mainstream schools integrating the Blind

NCB EDUCATIONAL DEVELOPMENT PROGRAMS

AlAhli Educational Development Program

AlAhli Educational Development program was designed to assist male and female

students who wish to complete their studies.

ENDOWED CHAIRS

AlAhli Endowed Chairs Program

AlAhli Endowed Chairs Program plays a vital role in enriching knowledge and

developing thought in the area of Scientific Research

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ALAHLI HEALTH PROGRAMS

AlAhli Health Programs support the health care sector in the Kingdom. At NCB

we believe it is our social responsibility to contribute to bettering the health of the

nation.

MEDICAL EQUIPMENT

AlAhli Medical Equipment Program

AlAhli Medical Equipment Program was initiated to support non-profit health

institutions that provide free medical treatment to patients.

MEDICAL UNITS

AlAhli Medical Units Program

AlAhli Medical Units Program was set up to focus on the Emergency care (first

aid) at medical facilities associated with the Saudi Red Crescent.

Intensive Care Ambulance Project

The Intensive Care Ambulance Project has provided 4 highly specialized

ambulances to the Saudi Red Crescent for use in its' mobile intensive care units.

Baby Incubator Project

The Baby Incubator Project was launched in 2010, in collaboration with NCB, the

Ministry of Health and the Neonatal Medicine organization.

HEALTH AWARENESS

AlAhli Health Awareness Program

AlAhli Health Awareness Program works together with the Saudi Red Crescent

Society to raise health awareness among all segments of society.

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Chapter 2. Job History

2.1 Introduction

Many difficulties and challenges I faced during my COOP training time period, 28

weeks, some programs assigned to me have been canceled because of the restructuring of

the whole bank departments and sometimes I found myself involved in some activities

weren't planned for me in the action plan. All problems I have faced and tasks

accomplished are discussed in this chapter in details.

As a KFUPM student, I did my best to represent my collage, Collage of Industrial

Management, and my University to deliver the professional image and skills I have gained

during my academic studying period to show the organization I am working with what

KFUPM students are capable of. Moreover, all my work documents and progress reports

were submitted on time assigned by the COOP Committee Members and the CIM

regulations.

During the seven months I have spent in NCB, I have involved in too many projects to

help my supervisor and my colleagues in their projects. That was really helpful to gain an

excellent experience and skills especially in making a business relations with other

infestations all over the kingdom. Furthermore, I have learned a lot about how to

negotiate and communicate in real business cases.

2.2 TASKS ACCOMPLISHED (Weeks 1, 2, 3, 4 & 5)

I have been assigned to an organizing task of files of old programs, since 2007 to

2013. I worked on Alahli Health Programs, AlAhli Education Programs, AlAhli Social

Programs and Sponsors and Donations Programs under the supervision of

Mr.Abdulmohsen Al Harthi, social program manager, who believe that preparing and

chickening the old files and go through all the contracts and program documents are the

best way to understand the work you are going to involved in as a new team member in

the CSR department.

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All the programs in CSR departments are following the same process as shows in the

figure bellow:

Figure 2.1: CSR Programs procedure

Alahli Health Programs

AlAhli Health Programs supports the health care sector in Saudi Arabia. I found that

the program includes four sections:

AlAhli Medical Equipment Program

AlAhli Medical Units Program

AlAhli Health Awareness Program

AlAhli Charitable Medical Treatment Program

I started organizing all the files since 2008 until 2013, dividing them to sections by years

categorizing them starting with the program approval, a budget approval, a signed contract,

funding requests, issuing approved cheques and payment receipts then Official letters and

other correspondences between the bank & the cooperate company. I made some calls &

Program Approval •1

Budget Approval •2

Signed Contract •3

Funding Requests •4

Issuing Approved Cheque

•5

Payment Receipts •6

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sent messages requesting some missing documents from the companies we were dealing

with.

AlAhli Education Programs

The targets of these program is supporting the educational efforts and enhancing the

academic achievement by offering trainees a scientific and practical knowledge and it

contains three programs:

AlAhli PC Labs Program

AlAhli Educational Development Program

AlAhli Endowed Chairs Program

AlAhli Social Programs

This Program is continuously seeking to perform an active role in humanitarian and

charity work and to achieve social solidarity through designing and adopting innovative

programs in order to meet the actual needs of the community through the following

programs:

AlAhli Charity Organizations Program

AlAhli Orphans' Program

AlAhli Voluntary Work Program

AlAhli Disabled Program

Sponsors and Donations Programs

This program is about the orders send by organizations and other institutions to

sponsors their social events and conferences. Also, this program is responsible of any

donation order the bank receive.

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2.3 TASKS ACCOMPLISHED (Weeks 6, 7& 8)

Mr.Abdulmohsen left the CSR department then I have been assigned to work with

another supervisor, Mr. Raddah Al Assafi. My action plan has been approved during this

week and I immediately started working according to it.

I reviewed all the Small Businesses & Productive Families documents, procures and the

successful stories of each program. I learned how is the procedure of the two programs

moves on, what companies and organizations we cooperated with, kinds of projects we

supported in small businesses program and the products that we supported in the productive

families.

I started analyzing the current environment of the small businesses and productive families

programs. I found that each program has his special training courses, provided by the CSR

department.

For the SMB program, there are two main courses:

How to start your small business.

This course is talking about very important basic subjects that any entrepreneur

needs when he/she decide to start his/her own business, for example, the

marketing strategy, how to do the financial calculations, the Feasibility of the

project,,, etc.

How to start your own business from home.

This course is provided for women who want to start their own business from

home due to the difficulties to start businesses outdoor.

For the productive families program, I have learned that this program is targeting the needy

families who are officially registered on the databases of the Ministry of Social Affairs &

they have a handicraft they depend on in their income. This program helps them to improve

their handcraft and supports them to face any difficulties they may have faced with the

marketing, selling their products, how to manage their work, how to deal with the

customers, etc.

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I sat with each project manager and asked them to tell me more about the projects and I

found that there is no clear strategy to improve the two programs and they are going to

follow the same procedure for the current year and probably for the next year as well, they

said.

I worked more in the SMB & PDF programs. I asked the two programs managers to provide

me with the special book they teach & I reviewed the databases of the companies &

organizations we cooperated with. I wrote down a prototype of the SWOT analysis & the

objectives for preparation of my suggested marketing strategy that I have to provide.

For the One Community Magazine, I sent a request to public relationships & Media

department in the Bank asking for if they are still interested to publish the 25th Version of

the One Community Magazine & they haven’t sent any response up till date.

One of my colleges, a coop trainee student from King Abdul-Aziz University, have finished

his coop training, during week 8, and my boss assigned me to complete my colleges work.

I issued some cheques for some charities organizations & I made calls asking for receipts.

Secondly, I set up the marketing objectives for the SMB program & I made the first

prototype for the strategies the CSR have to follow to reach that objectives.

Finally, I sat with my boss to discuss the work I am going to handle in the Productive

Families, he asked me to handle one of the products supported by the program & try to

improve it by bringing a professional trainers helping to improve the products and the work

outdoor with the families.

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2.4 TASKS ACCOMPLISHED (Weeks 9, 10, 11, 12, 13, 14, 15 & 16)

I have reviewed the old Small Business Questionnaire files and I have noticed that

there is already a very useful questionnaire template (see appendix 5.1 & 5,2). Since the

beginning of the program, the manager was collecting the data and he didn’t use them, I

suggested to the SM manager to use the data instead to build another one as they asked me

in the action plan, he accepted then I started building an excel sheet template to enter the

data (see appendix 5.3). After that, I came up with a results of the people responded of the

SM training program. The Questionnaire I have used measures the satisfaction in five main

sectors:

Administration Services

Training Center

The Content

Trainers

The Results

I have been assigned to handle Alahli CSR booth in the productive families’ conference

in Jeddah. I was working with one of my colleague providing information to the booth

visitors. We brought 9 of our productive families alumni and we have organized their

products in a special section carrying NCB logo. I was working in the evening, from 5

PM to 11 PM in Jeddah Helton hotel, during the whole week, (see figure 2.4).

Figure 2.4: A photo of Alahli CSR booth:

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I worked on the charities organizations program during the whole two weeks. I reviewed

the program files then I found 36 charities did not send the receipt of our donation. I made

a table of all those charities’ contacts information, then I started calling them and asking

them to check their banks accounts to be sure that they have received the donation. After

that, I asked them to send me the receipt. I found 6 charities, out of the 36 have not received

any donation. Since we paid to charities through cheques, I started calling our regional

branches managers to see what they did with the cheques and way they did not deliver it to

the charities. I found the cheques then I asked the branch managers to send it back to our

department. When I received it, I paid the donation again to the charities but through cash

transfer to their IBAN accounts.

Our volunteer manager Miss. Hala Bamehriz, asked me to help in the volunteers programs’

data base. She sent me a data base of the NCB employees who joined the volunteer program

during the last years of the program. The excel sheet was full of mistakes and my task was

to go to the Outlook address book of the NCB employee and try to correct the information

in the excel sheet. I have followed this sequence:

Volunteer Name

Volunteer ID

Volunteer Job Title

Department Name

Volunteer office address

Volunteer Phone Number

Volunteer Email

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2.5 TASKS ACCOMPLISHED (Weeks 17, 18, 19, 20, 21, 22, 23&24)

Follow up with the charities

I have followed up with charities donations program during this week's 17 & 18. I

have checked all the payments and get the recites except one charity I was facing a problem

with, I could not find the cheque & this mistake was because of the Medina Monawara

regional manager. He passed the cheque to the IMARH and they lost it. I have contacted

my manager Raddah about this issue then he asked one of our colleges to follow up with

this issue to see what we can do and contact with the legal department.

Follow up with 2013 Small Business Documents

During week 18 up to 24, I have been assigned to handle missing documents of Small

Business 2013. I received a table of 20 organizations they still have not send some of the

documents. I started contacting them and I have got all the missed documents except with

2 organizations, Qatrrah charity in AlQassem and Taibah University. They are not

responding to us and they keep creating excuses to prevent sending the files to us so we

end up paying the cheque to them. I asked the small business program what to do in this

situation, I took his advice and I sent them an email stating that if they have not sent the

missing documents before 4th of August, we are going to cancel the contracts and they will

not receive any money.

Follow up with 2012 Productive Families Documents

During week 20, 21 & 22, I have been assigned to handle 2012 productive families

missing Documents. I received a table of 16 organizations they still have not send some of

the documents. I started contact them & I have got all the missed documents by the end of

week 22.

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Besat Alreeh Bazar

During week 21, I have been assigned to handle the participants of Besat Alreeh Bazar

which the CSR was the Major sponsor of the Bazar. I received a list of our small business

program participants during 2013. I started calling them to see who is ready to participate

in our corner in the bazar. I have brought 4 women to represents our department in the

bazar. After that, I was working in the evening to prepare the booth and our participant's

corner during the week 22 & 23, (see figure 2.5 & 2.6).

Figure 2.5: A photo of Besat Alreeh Bazar

Figure 2.6: A photo of Besat Alreeh Bazar, (Al Ahli booth).

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Productive Families Bazar

During week 22, I have been assigned to handle the participants of productive

families Bazar which the CSR was the Major sponsor of the Bazar same as BesatAlreeh

bazar.I received a list of our productive family's program participants during 2013. I

started calling them to see who is ready to participate in our corner in the bazar. I have

brought 6 women to represent our department in the bazar. After that, I worked during

the working hours to prepare the booth and our participant's corner during the week 23,

(see figure 2.7 & 2.8).

Figure 2.7: A photo of Productive Families Bazar, (Al Ahli booth).

Figure 2.8: A photo of Productive Families Bazar, (the bazar gifts).

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Volunteers Program

I participated in two activities of the CSR voluntary program for the employee and I

gained 8 voluntary credit hours. First one was Rubat Renovation Initiative during week 21,

it is a home of Widows and poor people and we have prepared the building roof to be as a

garden & we distributed some food stuff & free water. Secondly. I have participated in

EFTARAK ALENA Campaign during week 24, it is awareness campaign to teach people

not to drive fast before Ramadan breakfast and we give them a breakfast box so he can eat

if he did not arrive home before Maghreb prayer, (see figure 2.9).

Sponsorship and Donation Program

During week 24, I have been assigned to handle the sponsorship and donation

program. I received the files and start entering all donations and sponsors orders onto a

special forms. Only in Ramadan, we have received 115 donations and sponsors orders for

a different projects around the kingdom.

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Figure 2.9: Photos of EFTARAK ALENA Campaign.

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Chapter3. Technical Study: The Satisfaction Impact toward the Design of

Entrepreneurship education.

3.1. Introduction

This report trying to analyses the satisfaction impact toward the design of

Entrepreneurship education. NCB provide a short courses for two weeks for public. This

short courses is laying under the of the small business program (SM) provided by the

National Commercial Bank, CSR Department. In addition, this report concentrate on the

design of the program from four sides, managerial work, training center, content, and the

trainers. Furthermore, the overall impact towards the outcomes of SM design statistically

measured using the correlation method. At the end, recommendations and discussion of the

solutions given which will add value to the CSR department as well as to NCB.

3.2. Literature Reviews

An attitude has been found to be significant in how the entrepreneur education

enhance the sustainable development (The role of entrepreneurship education), (2012).

The purpose of this study was to show how to deliver a sustainable development into

education programs and how the entrepreneurial is related to sustainability education.

The study shows a clear positive relationship between the entrepreneur's education

contents and the improvement to intention such as learning. Also the study found a strong

relationship of teaching contents related to entrepreneurship and the positive

enhancement of their way of learning.

"Our model suggests that if nascent entrepreneurs perceive benefits from content related

to sustainable entrepreneurship, their intentions to exploit such learning will be

enhanced."

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"Our model indicates that if nascent entrepreneurs learn content related to sustainable

entrepreneurship, the likelihood of exploiting such learning will be enhanced."

(International Small Business Journal, 2012).

An attitude has been found to be significant in entrepreneurship education toward

entrepreneurial intentions (The Impact of entrepreneurship education programs on

entrepreneurial intentions: An application of the theory of planned behavior).

It shows a significant positive correlation between the entrepreneurship education and the

entrepreneurial intention and that’s the satisfaction impact toward the entrepreneurship

education. "Participation in an entrepreneurship education program is positively and

significantly correlated with entrepreneurial intention directly after studies (r=0.04,

p<0.000).".

" probability of having an entrepreneurial intention right after studies (0.293, p<0.000)."

In the same study, the writer reported that there is a less probability of having

entrepreneurship intention for females, "Being female decreases the probability of having

entrepreneurial intention after studies by 2.4%." (Erasmus School of Economics, 2013).

According to the International Business Research CCSE (2009), a significant relationship

founded between genders and perception of desirability towards starting a business (The

Attractiveness of Entrepreneurship for Females and Males in a Developing Arab Muslim

Country; Entrepreneurial Intentions in Tunisia). It founded a significant level of 5 percent

between genders and perception of desirability towards starting a business. Also have found a

significant relationship between genders and the perception of feasibility towards starting a

business at the same level of significant, 5 present. Furthermore, the study founded a significant

relationship, at a 5 percent significance level, between gender and attitude towards female

entrepreneurship. (CCSE, 2009).

According to Emerald Insight (Attitude toward Education, 2010), founded a positive impact on

attitudes towards entrepreneurship education and vary between genders. (Attitudes towards

entrepreneurship education: a comparative analysis).

"The study also indicated that entrepreneurship education could have a positive impact on

attitudes towards entrepreneurship, though differences between gender and institutions

continued to be significant post completion of the course."

"This observation suggests that entrepreneurship education may have a greater actual

27 COOP Report

impact on male students’ desire to begin a business following their studies but in terms

of perceived impact female students' benefited more from the learning experience."

(Attitude toward Education, 2010).

A strong student attitude has been found towards entrepreneurship education (An Evaluation

of Students’ Attitude towards Entrepreneurship Education in some Selected Universities in North

East Nigeria). The study showed that the ability and willingness of students' behavioral intention

are related to the interest of students toward entrepreneurship education lectures, thereby,

influencing their intention to be entrepreneurs.

" students a having positive behavioral tendencies towards entrepreneurship education averagely

with 78.72%."

" The students showed that they enjoy entrepreneurship education lecture with 80.80%, interest to

be an entrepreneur was rated with 78.10%." (Global Journal of Management and Business

Research, 2014).

3.3. Research Problem

This report try to answer 5 main questions which are the hypotheses that the report trying

to test participants' impact based on the data collected from NCB entrepreneur short

courses.

I have divided the questions into two main segments:

A- Independent Variable into Dependent Variables (Functional level):

H1: The more positive is the attitude towards the managerial work, the greater

positive performance toward the course outcomes

H2: The more positive attitude towards the training center, the greater positive

performance towards the course outcomes.

H3: The more positive performance towards the course content, the greater

positive performance towards the course outcomes.

H4: The more positive performance towards the trainers, the greater positive

performance towards the course outcomes.

28 COOP Report

B- Gender variable into Dependent Variable (Focused group level):

H5: women's positive performance toward entrepreneur education, are more than

men.

3.4. Methodology

In this part, the report going to briefly describe three main sections. First one is the

questionnaire then I am going to describe more about the sample of my research, after that

I will mention the techniques I have used in my research.

3.4.1 Questionnaire

A 24 different questions have been collected from 634 participants asking them to share

their satisfaction impact toward NCB entrepreneur short courses provided by contracted

charities and organizations, (see appendix 5.1).

The questionnaire have been categorized into five main segments:

A. Managerial Work, MW (Independent Variables)

Which represent the preparation work for the short courses done by the

entrepreneurship manger, Mr.Hussam Al Amudi, and the participants in this section

have to give their satisfaction opinion by responding into five questions:

Course ads, MW1, (are they satisfied about the course advertisements?)

Initial interviews, MW2, (are they satisfied about the initial interviews made

by the course coordinator with them?)

Final interviews, MW2, (are they satisfied about the final interviews made

by the course coordinator with them?)

Contact Reachability (accessibility), MW4, (are they satisfied about the

contact reachability with the course coordinator?)

Coordinator Assistance, MW5, (are they satisfy with the program

coordinator assistance?)

B. Training Center, TC, (Independent Variables)

which represent the charity or the organization contracted by the CSR department

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to provide the short course using their facilities and in this section, participants

have to respond to seven questions as follow:

Appropriateness of Place, TC1, (are the participants satisfied about the

place they taking the course in?)

Audio and visual tools, TC2, (does the participants satisfied and feel

comfortable about the audio and visual tools?

Appropriateness of time, TC3, (does the course time appropriate and fit

well with participants?)

Quality level of what was served, TC4, (does participants satisfied with

what have been served during the course like food and drinks?)

Time duration in the day, TC5, (does the time scheduled by the course

provider fit will with participants day time?)

Course overall time duration, TC6, (are they satisfied with the overall time

duration?)

Utilities and facilities, TC7.

C. Content, Co, (Independent Variables)

In this part, participants asked to give their satisfaction opinion about the content

of the short course book which is a special version written by a faculty in KFUPM

for the CSR department. Participants have to respond to four questions:

Training briefcase, Co1, (are they satisfied toward the briefcase they got

after completing the course?)

Quality level of printing and making course file, Co2.

Clarity of the course, Co3.

Content and objectivities correlations, Co4.

D. Trainers, Tr, (Independent Variables)

This part is about the course trainers witch are chosen by the SMB manager after

reviewing their CVs and interview them. Participants need to respond to the Likert

scale in six questions:

Familiarity of information, Tr1.

Ability to deliver the concept, Tr2.

Ability to organize the course, Tr3.

Time control, Tr4.

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Interaction with trainees, Tr5.

Varity of style in presenting, Tr6.

E. Course Outcomes, CO, (Dependent Variables)

In this part, participants are giving their satisfaction opinion about the overall

course outcomes and how did they benefit from the course. Two questions have to

be answered:

Practical advantage range of the course, CO1.

Match in the course expectation and results, CO2.

Data Usage

This questionnaire has been obtained from the small business manager. The type of this

questioner is a Likert scale questionnaire with a scale from 1 to 5, (see figure 3.1), where

1 Strongly Dissatisfied

2 Dissatisfied

3 Neither

4 Satisfied

5 Strongly Satisfied

Figure 3.1: the questioner Likert scale

0

1

2

3

4

5

Satisfaction

Strongly Dissatisfied Dissatisfied Neither Satisfied Strongly Satisfied

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3.4.2 Sample

Our sample have been driven from the entrepreneurship short courses, Small Business

Program. 634 participants in the short courses have been respond to the questioner.

Female have been defined with number 2 in SPSS with 308 female and male have been

defined with number 1 and the both are nominal variables. All of the participants have

attended the courses in different contracted charities and educational organizations with

the CSR department. Different trainers have trained them with diffident skills, (see figure

3.2).

Figure 3.2: Number of respondents by gender.

3.4.3 Analysis Techniques

An average have been taken to each of the five variables, Managerial Work, Training

Center, Content, Trainers and the Course Outcomes in order to test the correlation

between the independent variables, MW, TC, Co and Tr with the dependent variable

which is the Course Outcomes CO.

Another Variable has been added to the SPSS which is the gender. The number of female

participated in this study was little lower than men. 308 participated and defined with the

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number 2. The number of male participated was little higher than female, 326 male and

have been defined in SPSS with number1.

Two test have been used. First, the correlation matrix test as mentioned above to check the

correlation between the variables. Second, the independent t test have been used to check

our fifth hypotheses wither the female are more satisfied with the outcomes more than male

by comparing the two means of male and female when the two means are greater than 3

which is the average of satisfaction.

3.5 Analysis and Result

3.5.1 Correlation Matrix Results

For the correlation matrix, all the independent variables have been tested with the

dependent variable, the outcomes, using the Pearson Correlation and the data are discussed

in detail bellow, (see table 3.1).

Managerial work average VS Course Outcomes Average

A 634 participants tested to check the correlation between their respond in the managerial

work and the course outcomes. A positive significant result founded at the 0.01 level (2-

tailed) by 0.428 which means that there is a positive relationship between the two variables.

Training Center average VS Course Outcomes Average

A 634 participants tested to check the correlation between their respond in the training

center and the course outcomes. A positive significant result founded at the 0.01 level (2-

tailed) by 0.529 which means that there is a positive relationship between the two variables.

Content average VS Course Outcomes Average

A 634 participants tested to check the correlation between their respond in the content and

the course outcomes. A positive significant result founded at the 0.01 level (2-tailed) by

0.476 which means that there is a positive relationship between the two variables.

Trainers average VS Course Outcomes Average

A 634 participants tested to check the correlation between their respond in the trainers and

the course outcomes. A positive significant result founded at the 0.01 level (2-tailed) by

0.600 which means that there is a positive relationship between the two variables.

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Table 3.1: Correlation Matrix

Correlations

Managerial

work avarege

Training

Center

avarege

Content

Avarege

Trainers

Avarege

Course

Outcomes

Avarege

Managerial work avarege Pearson Correlation 1 .514** .548** .434** .428**

Sig. (2-tailed)

.000 .000 .000 .000

N 634 634 634 634 634

Training Center avarege Pearson Correlation .514** 1 .549** .586** .529**

Sig. (2-tailed) .000

.000 .000 .000

N 634 634 634 634 634

Content Avarege Pearson Correlation .548** .549** 1 .592** .476**

Sig. (2-tailed) .000 .000

.000 .000

N 634 634 634 634 634

Trainers Avarege Pearson Correlation .434** .586** .592** 1 .600**

Sig. (2-tailed) .000 .000 .000

.000

N 634 634 634 634 634

Course Outcomes Avarege Pearson Correlation .428** .529** .476** .600** 1

Sig. (2-tailed) .000 .000 .000 .000

N 634 634 634 634 634

**. Correlation is significant at the 0.01 level (2-tailed).

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3.5.2 Independent t Test Results

This test is to check the satisfaction level towards the outcomes for male and female and

compare between their means. We found that the mean outcomes score for female was

4.7646 (sd = .51582) while for male the mean was 4.8604 (sd = .39380). The t-test

conducted statistically significant differences between male and female in their outcomes

average scores: t (573.829) = -2.618, p = .009, (see table 3.2 & 3.3).

The minus sign of the t-test is simply because of the way coded the groups, males and

females. In this dataset, females were coded as “2” firstly and then males as “1”, and the

mean for females (308) was slightly lower than the mean for males (326). If, when running

the t-test, under “Define Groups” we had put “Group 1= 2” (i.e., males) and “Group 2 = 1”

(females), the resulting t-test value would have a positive sign.

It can be easily noticed that there is a little different between male and female in their

impact toward the small business short courses outcomes shown by the two means > 3,

(see Table 3.3).

308 female mean = 4.76

326 male mean = 4.86

In the result, it can be noticed that the average mean of male is slightly greater than the

average mean of female and this can tell us that the male are slightly more satisfied with

the course outcomes than female.

3.6 Discussion and Recommendations:

In the correlation matrix test, it can be noticed very clearly how the four tests, managerial

work MW, training center TC, content Cn, and the trainers Tr, toward the course

outcomes, are all showing a positive significant relationship. This is supporting the first

four hypotheses, H1, H2, H3, & H4, and means that the more positive is the attitude

towards the managerial work, training center, content, and the trainers, the greater

positive performance toward the course outcomes.

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This result reflects how the design of entrepreneurship education programs affecting

directly the performance of the participants of the program. Also, it affect the level of

their satisfaction of the final outcomes results. This could lead us to the first literature

review mentioned that the content and the way providing the entrepreneurship education

will enhance the learning system and the entrepreneur positive thinking toward

entrepreneurship. This also could lead us to the second and fifth literature reviews

especially in the part of influencing intention to be entrepreneurs.

What can be concluded is that the way of designing the entrepreneur program is a major

criteria that affect the final outcomes. The participants' satisfaction depends heavily on

the success of the program design.

In the second test, Independent t Test, it is clear how the male was a slightly higher than

female in their satisfaction towered the entrepreneurship education program. This result is

different that what the study expect in the fifth hypotheses H5 which is the positive

influence by gender.

This result is supporting the fourth and fifth literature reviews about the influence if

gender toward the entrepreneurship education especially in the part of ability of male to

start a business while the female are benefited more of the learning experience. The

reason of that is because of the difficulties of women in Saudi Arabia to start a business

and the responsibilities of women in general in a conservative Muslim country.

Overall, a positive impact toward the entrepreneurship education between people and it

shows a success in attracting people to learn more about it. The problem could appear in

this kind of training courses is the fancy image, in the participants minds or promoted by

the training provider, about starting a privet business. This could lead to concentrate more

in the quantity of providing the training rather than the quality.

This is actually happens in NCB SMB courses and have been noticed during the coop

period. NCB are concentrate more on the numbers they trains not the quality while they

have the ability to improve the program to be more efficient. Failing to read the fancy

image I mentioned above could lead any provider of this kind of courses to think that he

is doing well while he is not, this is exactly what is happening in NCB SMB program.

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Table 3.2: Group Statistics

Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

Course Outcomes Average Female 308 4.7646 .51582 .02939

Male 326 4.8604 .39380 .02181

Table 3.3: Independent Samples Test

Independent Samples Test

Levene's Test for

Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Course

Outcomes

Average

Equal variances

assumed 19.993 .000 -2.638 632 .009 -.09582 .03633 -.16715 -.02448

Equal variances

not assumed

-2.618 573.829 .009 -.09582 .03660 -.16771 -.02393

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3.7 Conclusions

This report summarized the coop training period for university student in National

Commercial Bank, corporate of social responsibility department. A technical study has

been conducted to measure the satisfaction impact toward the design of entrepreneurship

education.

a positive significant relationship was founded between the design of entrepreneurship

education and the satisfaction of the participants. Furthermore, this study testing the

positive performance toward the entrepreneurship education for both gender, male and

female.

38 COOP Report

References

Lourenço, F., Jones, O., & Jayawarna, D. (2012, April 24). Promoting sustainable development: The

role of entrepreneurship education. Retrieved from URL:

http://isb.sagepub.com/content/31/8/841.full.pdf+html

Sofia Karali. 2013. The Impact of entrepreneurship education programs on entrepreneurial

intentions: An application of the theory of planned behavior. Retrieved from URL:

https://drive.google.com/viewerng/viewer?url=http://oaithesis.eur.nl/ir/repub/asset/13460/MA-

Thesis-Sofia-Karali-357726%2520.pdf

Alistair Anderson, Naïma Mansour. July 2009. The Attractiveness of Entrepreneurship for

Females and Males in a Developing Arab Muslim Country; Entrepreneurial Intentions in Tunisia.

Retrieved from URL:

https://docs.google.com/viewer?url=http%3A%2F%2Fwww.researchgate.net%2Fprofile%2FAlis

tair_Anderson%2Fpublication%2F42385920_The_Attractiveness_of_Entrepreneurship_for_Fem

ales_and_Males_in_a_Developing_Arab_Muslim_Country_Entrepreneurial_Intentions_in_Tunisi

a%2Flinks%2F02bfe50f967f89cca6000000.pdf

Gary Packham, Paul Jones, Christopher Miller, David Pickernelland Brychan Thomas. 2010.

Attitudes towards entrepreneurship education: a comparative analysis.

Retrieved from URL:

http://www.emeraldinsight.com/doi/pdfplus/10.1108/00400911011088926

B. M. Pulka, R. Rikwentishe, & B. Ibrahim. 2014. An Evaluation of Students’ Attitude towards

Entrepreneurship Education in some Selected Universities in North East Nigeria.

Retrieved from URL:

https://globaljournals.org/GJMBR_Volume14/1-An-Evaluation-of-Students.pdf

39 COOP Report

APPENDIX

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APPENDIX A: Questionnaire

Trainees' assessment of the course " How to run a small business"

City date of course

Department :

Assessment marks

5 4 3 2 1

Managerial work

1 Course ads

2 Initial interviews

3 Final interviews

4 Contact Reachability

5 Coordinator Assistance

Training Centre

1 Appropriateness of Place

2 Audio and Visual Tools

3 Appropriateness of Time

4 Quality Level of What was Served

5 Time Duration in the Day

6 Course Overall Time Duration

7 Utilities and Facilities

Content

1 Training Briefcase

2 Quality level of printing and making course file

3 Clarity of course

4 Content and objectives correlation

_ +

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Trainers

1 Familiarity of information

2 Ability to deliver concepts

3 Ability to organize the course

4 Time control

5 Interaction with trainees

6 Variety of style in presenting

Course outcomes

1 Practical Advantage Range of the Course

2 match in the course expectations and results

1 Strongly Dissatisfied

2 Dissatisfied

3 Neither

42 COOP Report

APPENDIX B: A sample of the Questionnaire results

APPENDIX C: Sample of the data entering

84% 82% 83%93% 88% 86%

11% 14% 12% 7% 13% 11%4% 2% 5% 1% 0% 2%1% 1% 0% 0% 0% 0%0% 2% 0% 0% 0% 0%

SB-2013-01

Strongly Satisfied_AVG Satisfied_AVG Neither_AVG Didsatisfied_AVG Strongly Dissatisfied_AVG