Measuring the perceptions of sustainabledevelopment among young entrepreneurs aged
18 – 28
__________________________________________________
Simona Getova
Instructor: Dr. Georgia Zafeiriou
Thessaloniki, May 2013
Acknowledgments
This research report has been completed as part of the Business
Research Methods 299 class, at The American College of Thessaloniki,
in the semester of Spring 2013.
I would like to express my sincere gratitude towards my
instructor, Dr. Georgia Zafeiriou for her patient guidance
throughout the process of completing this research and her
constructive comments. I would also like to thank all of my friends
from The American College of Thessaloniki, Greece, the University of
Northern Iowa, USA, and Young Friends of the Earth Europe, for
taking the time to participate in the survey as part of this
research. A tremendous gratitude to Dr. Spyros Kiartzis, Mrs. Jagoda
Munic, and Mr. Saket Mani for engaging in a meaningful discussion
with me and sharing their perceptions and ideals on the concept of
sustainable development.
2
ContentsAcknowledgments....................................................2
List of Figures and Graphs.........................................4Abstract...........................................................5
Key words..........................................................51. Introduction....................................................5
1.2 Research Aim...................................................61.3 Research Questions.............................................6
1.4 Research Objectives............................................72. Literature review...............................................7
2.1 History of entrepreneurship..................................72.2 Sustainable development......................................7
2.3 Sustainable entrepreneurship.................................82.3.1 Ecopreneurs..............................................8
2.3.2 Characteristics of sustainable entrepreneurs..............92.4 Importance of a holistic framework for educating young entrepreneurs....................................................92.4.1 Reasons for implementing a holistic educational approach. .9
2.5 The role of higher education in shaping young entrepreneurs’ views on sustainable development................................10
3. Methodology....................................................11
3
3.1 Research design and data collection methods and instruments. 11
3.2 Sample......................................................113.3 Data analysis...............................................12
3.4 Ethical issues, validity and reliability, and research limitations.....................................................12
4. Results........................................................134.1 Preliminary qualitative findings............................13
4.1.1 Discussion...............................................154.2 Survey findings............................................16
4.2.1 Discussion..............................................225. Conclusions....................................................22
References........................................................24Appendix..........................................................25
a) Questionnaire...............................................25b)Interview Schedule...........................................28
List of Figures and GraphsFigure 2.1 Magic square frame of aims (Brunold 2004:47)below
Figure 4.1 Sustainable Developmentbelow
Figure 4.3 Youth’s stakebelow
Figure 4.4 The Missing Bridgebelow
Figure 4.5 Creation and education of alternative economic models neededbelow
Figure 4.6 Global Frameworkbelow
Figure 4.7 Encourage Youth to move towards SDbelow
4.2.1 4.2.1 Survey question no.1: I have some knowledge on the topic of sustainable development.4.2.1 Survey question no.1: I have some knowledge on the topic of sustainable development.below
4.2.2 4.2.2 Survey question no.2: I have obtained my knowledge on sustainable development because it is/was incorporated in my studies at an institution of higher education.below
4.2.3 4.2.3 Survey question no.3: My college/university put a lot of emphasis on sustainable development.below
4
4.2.4 4.2.4 Survey question no.4: I have learnt about sustainable development through non-formal means of education (seminars, trainings, newspaper/magazine articles, Internet).below
4.2.5 4.2.5 Survey question no.5 Economic development is necessary for sustainable development (SD).below
4.2.6 4.2.6 Survey question no.6: SD requires businesses to behave responsibly to their employees, customers and suppliers.below
4.2.7 4.2.7 Survey question no.7: Improving people’s opportunities for longand healthy lives contributes to SD.below
4.2.8 4.2.8 Survey question no.8: A peaceful culture where people settle conflicts by discussion is necessary for SD.below
4.2.9 4.2.9 Survey question no.9: Protecting the environment is necessary for SD.below
4.2.10 4.2.10 Survey question no.10: Reduction of all kinds of waste is necessary for SD.below
4.2 11 4.3.11 Survey question no.11: I am good at noticing flaws and drawbacks in the society.below
4.2.12 4.2.12 Survey question no.12: I am good at coming up with creative ideas of improving flaws and drawbacks in the society.below
4.2.13 4.2.13 Survey question no.13: I have started/I plan on starting my own organization.below
4.2.14 4.2.14 Survey question no.14: My driving force for my work is economic gain, no matter what.below
4.2.15 4.2.15 Survey question no.15: My driving force for my work is economic gain, with social and environmental responsibility.below
4.2.16 4.2.16 Survey question no.16 – Gender:below
4.2.17 4.2.17 Survey question no.17 - Which age range do you belong to?below
4.2.18 4.3.18 Survey question no.18 - What is the highest level of education you have completed?below
4.2.19 4.2.19 Survey question no.19 - Do you have any work experience?below
Abstract
This research project focused on measuring the perceptions of
sustainable development among young entrepreneurs within the age
range of 18-28. It started off with interviews with three key
5
individuals professionally involved in enhancing
sustainability/sustainable development; thus, the concept of SD and
the familiarity of it among young entrepreneurs was presented from a
business, an activist, and a youth policy making view. In the later
stage of data collection and analysis, the responses of a hundred
young entrepreneurs from thirty-six different countries concluded
that the notion of SD is wide spread and the youth is becoming even
more aware of it as time passes, however, this is due to alternative
educational sources not involving the formal education in a large
scale. Besides measuring the awareness about SD among the young
entrepreneurs surveyed, their prospective actions were questioned if
they would incorporate this concept. The results were positive.
Key words
Sustainability, entrepreneurship, sustainable development, youngentrepreneurs, business operation, prospective businesses, economicsystem, social system, environment, environmentally friendly,education, higher education, college education, university leveleducation, awareness, perceptions.
1.Introduction
The notion of sustainable development has been discussed on a
large scale since the mid 90’s, and especially in the recent years
it has been a very important topic that is argued from quite
different perspectives and in a wide variety of fields and
disciplines. A lot of emphasis has been put on this concept, and its
popularity is largely due to the eased spread of information
throughout the Internet and with the help of new technologies. The
globalization and the effortless access to information raise
awareness about horrible working conditions in a company that has
outsourced somewhere far away from one’s own residence, the natural
disasters on the other side of the globe or the new dump created6
outside one’s backyard, the violation of human rights in an
indigenous community or the issues in a quasi-democratic country,
etc. Since it is more than significant to prevent such problems in
order to live better lives ourselves and leave healthy social,
economic, and eco-systems to the generations to come - which is the
main point of the concept of sustainable development, I attempted to
measure the genuine perceptions about sustainable development of
young entrepreneurs – the future systems’ creators and maintainers.
As a starting point, in my research I reviewed what some of the
existent literature has written about sustainable development as a
concept, and as a basis, I took my review and proceeded with
engaging three experts from three different areas of work towards
sustainable development in an interview. After the conducted
interviews, through developing and distributing a survey, I
attempted to examine the level of awareness about sustainable
development among young entrepreneurs, more specifically, aged 18 -
28. Moreover, through the analysis of the survey, I examined whether
the information collected from the literature and the discussion
with the interviewees was applicable to my sample – one hundred
ambitious individuals from thirty-six different countries, all aged
18-28. The formed hypothesis that was verified by the analysis of
the survey was that young entrepreneurs are only slightly aware of
the notion of sustainable development, and they lack specific
knowledge on this topic that should be provided by the formal
educational system. Concentrating on the sample of young
entrepreneurs within this age range allowed me to inspect how these
generations feel about sustainable development, having in mind that
these are the generations considered to have the chance to make a
shift in the way the world develops economically and socially while
preserving the environment. In addition, I examined whether in these
young individuals’ views and plans, and their ambitions for
7
prospective projects and development take into consideration the
concept of sustainable development.
The research aim, followed by the research questions and
objectives is presented below. The literature review of works on
youth entrepreneurship and the notion of sustainable development is
next which leads to the methodology chapter, explaining in depth how
was this research conducted. Finally, the research limitations part
of this paper is preceding the presentation of results, discussions,
and conclusions. The points for further research, the references and
the appendix providing the employed questionnaire and interview
schedule, conclude this research project.
1.2 Research Aim To identify the general perceptions about sustainable
development among young entrepreneurs aged 18-28.
1.3 Research Questions1. How familiar are young entrepreneurs with the notion of
sustainable development?
2. To what extent has higher education influenced young
entrepreneurs’ views on sustainable development?
3. Would prospective business actions of young entrepreneurs be in
the spirit of sustainable development?
1.4 Research Objectives1. To examine to what degree are young entrepreneurs aware of the
notion of sustainable development as defined by existing
literature.
2. To identify young entrepreneurs’ views regarding the degree to
which higher educational institutions familiarize them with the
notion of sustainable development.
8
3. To inspect whether young entrepreneurs’ business aspirations
are compliant with the notion of sustainable development.
2.Literature review
2.1 History of entrepreneurship
In order for me to begin this research I felt the need to
become more knowledgeable on how entrepreneurship is defined by
accessible sources and when does it appear in the existing
literature. The first and foremost usage of the word “entrepreneur”
is attached to the 18th century writer, Richard Cantillon, who has
been using it to describe individuals who purchase materials and
means of production at certain prices, and consequently, use the two
to produce something new (Tilley and Young 2009). In modern times,
the contribution of entrepreneurs in these societies is closely
related to the theory of neoclassical economics (Hebert and Link
1989). In addition, entrepreneurs are seen as business, societal,
and/or environmental flaw catchers, who pursue risks in order to
implement their ideas for resolving the existing defects in the
society (Schaper 2002). Along with these lines, entrepreneurship is
regarded as a “creative destruction,” a term coined by the founder
of modern entrepreneurial theory, Joseph Schumpeter (Schumpeter
1954). In that sense, entrepreneurs are revolutionaries who discover
new ways of doing what already has been done, enabling them to
pursue new opportunities that have different results from the ones
received so far, and by doing that, revolutionizing the society
(Tilley and Young 2009).
2.2 Sustainable development
The notion of sustainable development integrates a few elements
that move the societies forward. The incorporation of the following
dimensions is the core of any action taken towards enhancing9
sustainable development: economic wealth, social justice, ecological
stability, and international co-operation (Brunold 2005). This
author suggests that even though some of the goals of the previously
mentioned elements might be conflicting, their integration is
crucial for sustainable development. Brunold (2004) also indicates
the education process as a very significant factor that drives the
incorporation of the core dimensions towards effective sustainable
development. The visual representation of this is Figure 2.1 below:
Magic square frame of aims (Brunold 2004). Since the entrepreneurial
youth is the creator of the future wealth and well-being, the
education they receive is invaluable and it is essential that it
includes the amalgamation of the fundamental elements of a society.
In other words, it is crucial that the generations to come are
taught to have the best interest of these basic society’s dimensions
in whatever is that they do, or will be doing in the future.
Figure 2.1 Magic square frame of aims (Brunold 2004:47)
2.3 Sustainable entrepreneurship
Sustainable entrepreneurs, in any case, are taking on the
approach of creative destruction. Nevertheless, what is significant
about them is their driving force of action. This is to say that
sustainable entrepreneurs are noticing new opportunities that can be
approached holistically, in a sustainable manner, with strong
emphasis on the impact of their operations on the economic,
10
environmental, and the societal system (Gibbs 2009). Patzelt and
Shepherd (2011:632) draw upon a triple bottom line when referring to
sustainable entrepreneurship, namely, sustainable entrepreneurship
being “the discovery, creation, and exploitation of opportunities to
create future goods and services that sustain the natural and/or
communal environment and provide development gain for others.”
2.3.1 Ecopreneurs
The available sources on sustainable entrepreneurship introduce
the term “ecopreneur.” This word is used to describe individuals
that recognize economic prosperity through environmentally friendly
and socially responsible practices, unlike the rest of the
“traditional” entrepreneurs that consciously or unconsciously choose
to be unaware of these bottom lines and only seek economic gain
(Patzelt and Shepherd 2011). Schaper (2002) portrays these
sustainably conscious individuals as the driving force of a market-
based economic system who implement and impose to other businesses,
influence government regulations, and pressure stakeholders and
lobby groups to apply a proactive approach in their daily
operations.
2.3.2 Characteristics of sustainable entrepreneurs
The existing literature suggests that sustainable entrepreneurs
tend to notice business opportunities relative to their prior
individual knowledge and incentives. It is considered that these
individuals will differently perceive prospective entrepreneurial
engagement for they have various characteristics and different
levels of prior knowledge on the markets, technologies, and
businesses (Patzelt and Shepherd 2011). Besides the prior
familiarity, according to Patzelt and Sheperd (2011), the motivation
and individual study of the entrepreneur play a major role in what
kind of business opportunity he/she will recognize and pursue.11
However, since there is a relation observed between entrepreneur’s
prior knowledge on something and his/her perceptiveness on pursuing
a business based on that knowledge, formal education’s role in
familiarizing one with the concept of sustainable development
becomes vital.
2.4 Importance of a holistic framework for educating young entrepreneurs
It is of great importance that the educational system also
provides for and directs the new generations of sustainable
entrepreneurs. Kickul, Janssen-Selvadurai and Griffiths (2012) have
suggested a unified educational framework in order to ensure the
basis on which future entrepreneurs should preferably be educated.
They introduce a conceptual model that takes into consideration the
social and economic values on which foundations of potential
businesses should be set. The phrase “bricolage behavior” is being
used to describe the all-encompassing activities of entrepreneurs
that include the combination and recombination of accessible
resources that results with innovative solutions introduced to the
markets (Kickul et al. 2012). Even though these authors refer to the
prospective students as “social entrepreneurs” and attempt to
introduce an all-inclusive educational ground for entrepreneurs, an
enormous gap exists in this model. To be exact, the lack of raising
awareness about the scarceness of the resources intended to be used,
and consequently, the deficit of environmental education and
sustainability consciousness is a major flaw of the educational
system that threatens the future of sustainable entrepreneurship
(Weybrecht 2012).
2.4.1 Reasons for implementing a holistic educational approach
The encouragement of developing sustainable startups from
scratch is a major contribution in the business sector regarding
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spreading awareness of the notion of sustainable development. The
reasoning behind it is that businesses that have already operated in
a certain way for a while would find it more difficult to alter
their organizational culture to enhance sustainability, whereas
businesses started with a clear objective of operating sustainably
will have the sustainable development as a starting point on which
they will build a profitability plan (Schick, Marxen, and Freimann
2002). Moreover, the ventures that will be designed by
sustainability-driven entrepreneurs will have the all-encompassing
values of being environmentally and socially conscious as a
foundation. On these mutually maintaining qualities the sustainable
entrepreneurs will create businesses that have the social,
environmental, and economic prosperity as self-supportive mechanisms
(Parrish and Foxon 2009).
2.5 The role of higher education in shaping youngentrepreneurs’ views on sustainable development
As emphasized by Dawe, Jucker and Martin (2005), higher
education plays a major role in the future of sustainable
development. This is the case because the youth is influenced on a
large scale through the educational institutions, and the training
of skills in order for youngsters to be able to put sustainable
development into practice should be a top priority of these
institutions (Dawe el al. 2005). Similarly, a document by UNESCO
(1997), titled “Educating for a Sustainable Future: A
Transdisciplinary Vision for Concerted Action,” stresses the fact
that education is a key factor in spreading the awareness among the
youth about the significance of sustainable development. Education
incorporating sustainable development, as stated in the document, is
so vital that it should be part of every educational system, for
this is the system that shapes the visions of the leaders and wealth
creators of tomorrow (UNESCO 1997). Moreover, for universities13
being knowledge developers and the hub of education through
innovation and research, they have the perfect groundwork for
sparking the weightiness of sustainable development and initiating
every day practice of this concept (AEGEE-Europe 2010). To be more
specific, what has been suggested in this booklet by AEGEE-Europe
(2010) is providing organic food in university canteens, decreasing
water usage, efficient energy use and use of renewable energy,
reinforcing non-formal learning outside the classroom, supporting
environmentally friendly means of transportation, valuing cultural
diversity and gender balance, etc. To summarize, being exposed to
sustainable means of every day operations in such an environment as
the formal educational institutions, the students attending those
institutions would be naturally drawn on directing many of their
current and future activities towards sustainable development.
In the literature review above I have presented the main
concepts on which I am founding my research. The notion of
sustainable development has been defined, as well as how it relates
to young entrepreneurs and their formal education. Namely, previous
research has emphasized the vital need of education of these
individuals that incorporates sustainable development; nevertheless,
little has been done to actually measure to what extent the
perception of sustainable development has influenced young
entrepreneurs’ visions for their present and future actions.
Consequently, this research project is designed to fill in the
previously mentioned gap through engaging one hundred young
entre/eco-preneurs from around the globe and measuring their
perceptions on sustainable development.
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3.Methodology3.1 Research design and data collection methods and
instrumentsThe philosophical approach taken to in this research included
both interpretive and positivistic elements, respectively, for the
research was completed through triangulation. It started as an
exploratory study - an inductive approach was used to firstly
collect some qualitative data through interviews containing open
questions and form a hypothesis. This provided the basis for
continuation of the research with a deductive approach for which a
descriptive studies based on quantitative data was utilized –
questionnaires. The survey conducted was the main data collection
tool and it was used to test the formed hypothesis. The structure of
the questionnaires (see Appendix: Questionnaire) and some of the
questions included were inspired by the questionnaire from
“Measuring Knowledge, Attitudes and Behaviours Concerning
Sustainable Development among Tenth Grade Students in Manitoba” by
Michalos, Creech, Swayze, Kahlke, Buckler, and Rempel(2011). The
questionnaires were designed using the free online survey creator,
FluidSurveys.com.
I used sustainable means of data collection in the spirit of
the topic of the research. The questionnaires were distributed
online, and two out of the three interviews were conducted via
email, whereas one of them only was in person. I used Facebook – a
social network, in order to reach the participants in the survey.
3.2 Sample
The types of sampling that the research employed were quota and
purposive sampling. The quota sampling was intended to serve as a
starting point with the conducted interviews as a tool. Since there
is a great number of individuals in different sectors that work
towards promoting sustainability and/or sustainable development, I15
chose three key persons that represent different groups and are
experts knowledgeable and experienced in the field of
sustainability: from the business sector - Director of Alternative
Energy Sources in Hellenic Petroleum SA. - Dr. Spyros Kiartzis, from
environmental activism sector - Chair of the Executive Committee of
Friends of the Earth International and environmental activist - Mrs.
Jagoda Munic, and from youth policy making sector – a youthvist
(young activist), young policy analyst, and a student at the
University of Pune - Saket Mani. The collection of qualitative data
was followed by the process of engaging my purposive sampling
participants. The intended participants in the survey to whom the
questionnaires were distributed are individuals aged 18 – 28 who are
involved in either studying or implementing
business/startup/organization creation and/or have some
understanding or experience in sustainable development. Total of one
hundred participants from thirty-sixdifferent countries in the world
took the survey. The countries represented by participants in the
survey are: United States of America, Republic of Macedonia, Greece,
Albania, Bulgaria, Bosnia and Herzegovina,Romania, Serbia,
Montenegro, Kosovo, Croatia, Italy, France, The Netherlands, Norway,
Spain, Portugal, United Kingdom, Austria, Czech Republic, Poland,
Germany, Russia, Turkey, Armenia, Morocco, Brazil, Nepal, Egypt,
Saudi Arabia, United Arab Emirates, Pakistan, Sri Lanka, Malaysia,
Japan, and Australia.
Taking the commonly familiar saying “the future of the world is
in the hands of the youth” as a starting point, I am basing the
findings of my research on the analysis of the answers of this
sample for these individuals are or will be the future leaders and
creators of economic, environmental and societal activity.
Therefore, their perceptions on pursuing sustainable approach in
whatever it is that they are or will be contributing to the
previously mentioned systems, is of extreme importance for this
16
research. In addition, it is undoubtedly of a great significance for
the world we live in nowadays and the systems that future
generations will inherit.
3.3 Data analysis
In order to draw truthful conclusions, I had to successfully
analyze the collected data. Regarding my qualitatively collected
data, I used content analysis and the Atlas.ti to code and create
graphical representations of the information obtained from the
interviews. As for the quantitative part of the data, I employed
FluidSurveys.com in order to examine the data I have collected. The
correlations between questions answered and the graphs presented in
the results below were created in Excel.
In the survey (see Appendix: Questionnaire), questions 1-4 measure
participants’ level of familiarity with sustainable development and
the source of their knowledge – Research Objective 2. Questions 5-10
measure participants’ actual familiarity with the topic of
sustainable development and where does this familiarity come from
(formal or non-formal education) – Research Objective 1; and
finally, questions 11-15 measure whether participants’
entrepreneurial aspirations take the concept of sustainable
development into consideration – Research Objective 3. The rest of
the questions in the survey16-20 are demographics questions.
3.4 Ethical issues, validity and reliability, and research limitations
The ethical considerations that I had to be aware of during the
process of collecting data were mostly regarding the voluntary
participations on both survey respondents’ and interviewees’ part.
In addition, the survey was completely anonymous and there was no
compensation for it, as there was no compensation for the
interviewees either. 17
With regards to the research limitations, I encountered some at
the very beginning of the project. This was due to the lack of
research conducted on measuring the degree of awareness about
sustainable development among young entrepreneurs, and this topic
was attempted to be covered by this research. Another research
dimension that was limiting was the gender, age and education
inequality among the participants. In order for the findings to be
generalized and replicable to the whole sample it would have been
very helpful if the number of respondents from each age group, each
educational background, with each working experience and from each
gender, were equally represented when taking the survey.
Also, it might be that there was a slight selection bias with
regards to the survey respondents. There was no self-selection
survey participation; on the contrary – as a researcher, I tried to
reach individuals who I am aware of the fact that they have or have
had at least minor interest in SD. Thus, it is likely that the
respondents were a bit biased in favor of SD and were more likely
than an average person to know about it.
4.Results
4.1 Preliminary qualitative findings
As a first step in achieving the objectives of the research,
the three interviewees were asked to reflect on few important
parameters including sustainability and sustainable development, the
spread of this concept among the youth, and the impact of formal
education on young entrepreneurs’ perception on the topic of
sustainable development. The interview schedule that was employed is
included in the Appendix (see Interview Schedule).
The answer on the first and the second question of the
interviews is graphically summarized in Figure 3.1 below:
18
Figure 4.1 Sustainable DevelopmentTo put it in words, the three of my interviewees defined sustainable
development as a concept that encompasses high quality of life in
globally interconnected societies that thrive over time as a result
of balanced social equality, economic growth, and environmental
protection.
While Mrs. Munic emphasized the need to increase the awareness
among the youth on the importance of sustainable development and
suggested that education plays one of the crucial roles in this
(shown in Figure 3.2 below), Mr. Mani focused on the stake that
young people have in the creation of sustainable world (shown in
Figure 3.3 below). In order for the youth to be able to claim the
elements from Figure 3.3, Mr. Mani stated:
“Global all-inclusive educational framework is needed.”
Mrs. Munic, however, as it may be seen in Figure 3.2, added
that the incontrovertible existence and extensive usage of
alternative media and the Internet, contributes a lot to one’s
learning and understanding of the concept of sustainable
development; thus, it should be widely employed.
Figure 4.2 Enhancing Youth’s awareness
19
Figure 4.3 Youth’s stakeDr. Kiartzis also tackled the fact that there is an enormous amount
of easily accessible information that today’s youth is exposed to.
However, he argues that in order for young individuals to be highly
aware of its usage towards sustainable development, they have to be
familiarized with the significance of this topic through the formal
educational institutions (Figure 3.4).
Figure 4.4 The Missing Bridge
As an answer of whether the concept of sustainable development is
emphasized enough in institutions of higher education, Mrs. Munic
specified:
“It is tragic that business schools are teaching only one economic paradigm,”
suggesting that it would be the best if the creation of
alternative economic models was part of the curriculum of business
schools (Figure 3.5). Along these lines, for today’s business
students are creators of tomorrow’s economic activity, Mr. Mani
recommends a needed shift from the current economic system to a way
more sustainable ‘Green Economy’:
“We desperately need to change the pattern of our economy and our consumption.
Changing our economy to one that is green is an important part of the SDGs. A Green
Economy can help us to eradicate poverty and ensure Sustainable Development.”
20
Figure 4.5 Creation and education of alternative economic models neededIn addition, in order to achieve the needed shift to a sustainable
development in economic, social and environmental terms, Mr. Mani
suggests a global framework that includes mutual engagement of
governments, global policy makers and most importantly, educational
institutions. Moreover, he points out the need of all-encompassing
formal and non-formal education on sustainable development and SD
leadership (Figure 3.6).
Figure 4.6 Global FrameworkDr. Kiartzis also emphasizes the need for comprehensive formal
education in order for young entrepreneurs to be encouraged to take
upon sustainable practices in their current and future careers
(Figure 3.7).
Figure 4.7 Encourage Youth to move towards SD
4.1.1 Discussion
As it may be seen in the above section of results, the three
interviewees seem to make points that are analogous to what the
existent literature on sustainable development and its spread among
youth talks about. The crucial level of young entrepreneurs’
awareness about sustainable development is an ongoing process that
21
would have been more effective if initiated by the educational
institutions, as what has had the literature presented in the
literature review suggested as well. Moreover, it is a must that
these institutions pay more attention on sustainable development
education while having a comprehensive curriculum including the
social, environmental and economic elements of whatever it is that
they are teaching. This significance comes from the fact that formal
education influences youth’s future activity in a great scale. The
insufficient accent on sustainable development presents an issue for
our and future generations’ quality of life.
The hypothesis that young entrepreneurs lack the adequate
education on sustainable development, and that this is reflected in
their level of awareness about SD and the direction of their
economic, social and environmental activities, was tested
quantitatively and is analyzed in the following section of results.
4.2 Survey findingsIn the section below, the graphs represent the distribution of
percentages according to what the participants in the survey have
answered. Since there were a hundred participants, the percentage
also reflects the concrete number of people that have answered
accordingly.
4.2.1 Survey question no.1: I have some knowledge on the topic of sustainable development.
17%
59%
20%1%1%2% Strongly agree
AgreeNeutralDisagreeStrongly disagreeNo opinion
Almost 80 respondents have indicated that they are familiar to some
extent with the notion of sustainable development. Only 20 of the
whole sample are neutral, and the number of the ones who are
22
unfamiliar, have no opinion on the topic, or do not understand the
question is insignificant.
4.2.2 Survey question no.2: I have obtained my knowledge on sustainable development because it is/was incorporated in my studies at an institution of higher education.
6%
29%
24%25%
13%3%
Strongly agreeAgreeNeutralDisagreeStrongly disagree
The ones that obtained their knowledge on SD because the topic
was/is incorporated in their studies in a formal educational
institution were very few compared to the whole population –
‘strongly agree’ only 6, ‘agree’: 29. The number of the ones who are
neutral about having learned about SD in their colleges and disagree
that this was the case is almost the same – 24 and 25, and it is
very close to the number of respondents that ‘agreed’ that this is
where they gained their knowledge on SD. There were 13 respondents
that ‘strongly disagreed’ with the statement which is quite a
significant number.
4.2.3 Survey question no.3: My college/university put a lot of emphasis on sustainable development.
7%17%
36%
23%
12%5% Strongly agree
AgreeNeutralDisagreeStrongly disagreeNo opinion
Only 7 from the hundred respondents attended colleges that
emphasized SD considerably. 17 had slightly weaker feeling about
their universities’ emphasis on the topic, while 36 of the whole
sample were ‘neutral’ about it. Even 23 out of 100 respondents
‘disagreed’ with the statement, and 12 had strong feelings about
their colleges not putting a lot of emphasis on the concept of SD.
23
4.2.4 Survey question no.4: I have learnt about sustainable development through non-formal means of education (seminars, trainings, newspaper/magazine articles, Internet).
29%
48%
12%8% 1% 2% Strongly
agreeAgreeNeutralDisagreeStrongly disagree
There was an amazingly large number of respondents who indicated
that have obtained their knowledge on SD through non-formal means of
education – almost 80 percent of the survey participants. Even 29 of
the almost 80 ‘strongly agreed’ on the statement which left only 12
of all respondents to be ‘neutral,’ and the rest – 11 survey
participants, ‘disagreed,’ ‘strongly disagreed,’ or had ‘no opinion’
on the statement.
4.2.5 Survey question no.5 Economic development is necessary for sustainable development (SD).
30%
47%
13%8% 1% 1% Strongly
agreeAgreeNeutralDisagreeStrongly disagreeNo opinion
Similar statistics on the answer of this question is observed with
the percentages of the previous question. Almost 80 respondents
believe that economic development is necessary for SD, while 13 are
being ‘neutral’ about the statement, and very few survey
participants disagree or have no opinion on it.
4.2.6 Survey question no.6: SD requires businesses to behave responsibly to their employees, customers and suppliers.
42%
44%
8%1%2% 3% Strongly
agreeAgreeNeutralDisagreeStrongly disagree
24
There seems to be almost a consensus regarding the answer on this
statement: almost 90 respondents believe that SD requires businesses
to behave responsibly towards their stakeholders. This answering
pattern is followed in question no. 7 and 8 as well.
4.2.7 Survey question no.7: Improving people’s opportunities for long and healthy lives contributes to SD.
36%
43%
16%2% 2% 1% Strongly
agreeAgreeNeutralDisagreeStrongly disagree
4.2.8 Survey question no.8: A peaceful culture where people settle conflicts by discussion is necessary for SD.
36%
39%
14%4% 4% 3% Strongly
agreeAgreeNeutralDisagreeStrongly disagreeNo opinion
4.2.9 Survey question no.9: Protecting the environment is necessary for SD.
58%36%
3%1% 2% Strongly
agreeAgreeNeutralDisagreeStrongly disagreeNo opinion
The majority of survey participants have indicated that
environmental protection is crucial for SD, and almost the same
amount of them agree that the reduction of all kinds of waste is
essential for SD – as indicated in question no.10.
25
4.2.10 Survey question no.10: Reduction of all kinds of waste is necessary for SD.
53%32%
9%2%1% 3% Strongly
agreeAgreeNeutralDisagreeStrongly disagree
4.3.11 Survey question no.11: I am good at noticing flaws and drawbacks in the society.
18%
58%
20% 1%2%1% Strongly agreeAgreeNeutralDisagreeStrongly disagreeNo opinion
Most of the respondents have voiced their ability of ‘catching the
flaws’ of their surroundings and societies – total of 76, and 65 of
them indicated that they are also able to individually come up with
creative solutions for the society’s drawbacks that they have come
across to (question no.12).
4.2.12 Survey question no.12: I am good at coming up with creative ideas of improving flaws and drawbacks in the society.
21%
44%
26%
6% 3% Strongly agreeAgreeNeutralDisagreeStrongly disagreeNo opinion
4.2.13 Survey question no.13: I have started/I plan on starting my own organization.
18%
32%23%
20% 2% 5% Strongly agreeAgreeNeutralDisagreeStrongly disagree
26
Signifying the entrepreneurial side of my sample, question no.13
asked about respondents’ plans on creating an organization, in the
present or in the future. Half of the survey participants seemed to
be determined to do so, while one fourth of the hundred are
‘neutral,’ or maybe thinking about it. The 20 percent left had no
determination on doing so currently, and very few had ‘no opinion’
on the statement.
4.2.14 Survey question no.14: My driving force for my work is economic gain, no matter what.
0%20%40%
7% 11%22%
33% 25%2% 0%
The majority of the respondents did not agree with the statement of
‘having only economic gain as a driving force’ – question no.14, but
almost 70 of the hundred are motivated by economic gain while being
socially and environmentally responsible – question no.15.
4.2.15 Survey question no.15: My driving force for my work is economic gain, with social and environmental responsibility.
0%20%40% 27%
39%22%
7% 2% 3% 0%
Respondents’ Demographics
With regards to the demographic characteristics of the sample,
there was a slight gender, age and educational level inequality.
Almost two thirds of the respondents were females, with only a bit
more than one third representation of the opposite sex-males. The
most respondents were aged 20-23, with the age range of 24-25 being
27
the next one to follow. The college attendees and college graduates
were represented in large numbers, with mostly volunteering service
completed. Many of the ones who have volunteered, about 40 of them
to be more particular, have taken up internships and/or are employed
as well.
4.2.16 Survey question no.16 – Gender:
Response Chart Frequency Count
Female 63% 63
Male 37% 37
Total responses: 100
4.2.17 Survey question no.17 - Which age range do you belong to?
Response Chart Frequency Count
18-19 9% 9
20-21 35% 35
22-23 32% 32
24-25 16% 16
26-28 8% 8
Total responses: 100
4.3.18 Survey question no.18 - What is the highest level of education you have completed?
Response Chart Frequency Count
High School Graduate 10% 10
Some college credits, no degree yet 49% 49
College Graduate 26% 26
Postgraduate Degree 14% 14
Professional Degree 1% 1
Doctoral Degree 0% 0
Total responses: 100
28
4.2.19 Survey question no.19 - Do you have any work experience?
Response Chart Frequency Count
None 4% 4
Volunteering service 67% 67
Internship/s 39% 39
Employed 42% 42
Total responses: 100Survey question no.20 - Country of origin: (text box provided, open-end question)Responses:
United States of America, Republic of Macedonia, Greece, Albania,
Bulgaria, Bosnia and Herzegovina, Romania, Serbia, Montenegro,
Kosovo, Croatia, Italy, France, The Netherlands, Norway, Spain,
Portugal, United Kingdom, Austria, Czech Republic, Poland, Germany,
Russia, Turkey, Armenia, Morocco, Brazil, Nepal, Egypt, Saudi
Arabia, United Arab Emirates, Pakistan, Sri Lanka, Malaysia, Japan,
and Australia.
4.2.1 Discussion
First and foremost, 76 of the hundred participants have indicated
that they have some knowledge about sustainable development which
was a percentage that I was hoping for, since answering the rest of
the survey would not make much sense to the ones that know nothing
about SD. Very significant for the research objectives and the
research project in general were the answers on the second, third,
and fourth questions that contributed to achieving RO 2.There were
only 6 participants who stated that they have certainly gained their
knowledge on SD through their studies in a formal higher educational
institution. Even though the number of 29 participants who also
‘agreed’ that they have been familiarized about SD through the same
educational means is significant, it is very close to the number of
29
participants replying that they are ‘neutral’-24, and ‘disagree’-25
with the statement given. The answer on the next (3rd) question
showed that even from the 35 positive responses (6-strongly agree
(SA) and 29-agree (A)) on the previous question, only 24 (7 SA + 17
A) believe that their college has put a lot of emphasis on the
concept of SD.At the same time, 35 disagree with the statement and
36 of the hundred are ‘neutral’ regarding statement’s truthfulness.
The last question for achieving RO 2 was no.4 that resulted with the
majority of the respondents stating that they have acquired their
knowledge on SD through non-formal means of education. These results
require comparing with the information collected from the literature
review and the analyzed interviews and their summary, in other
words, the hypothesis.
Not much comparison of these findings with an existent literature
may be done for the lack of research conducted in the field of young
entrepreneurs’ perception of SD. However, the conclusions that might
be drawn from this research are presented below.
5.Conclusions
From the quantitative findings analyzed above, it can be concluded
that there is awareness among young entrepreneurs about the concept
of sustainable development. This can also be inferred from the
answers on questions 5-10 that have high positive results – RO 1,
showing ambitious’ youth accurate perception on sustainable
development. Reaching RO3 was through the analysis of the answers on
questions 11-15, from which could be concluded that the sampled
respondents are sustainably driven, and care about being socially
and environmentally responsible while profiting.
As college attending females from around the globe, aged 20-23,
with volunteering service experience constituted the majority of the30
respondents; the above results may be generalized and attached
mostly to this category of young entrepreneurs. The rest of the
sample, even though still represented in considerable number, was
smaller than the one indicated above; thus, the probability of
truthfulness and validity by connecting these results with other
sample’s characteristics might be lower. The research results could
be improved by self-selection survey participation and by equal
gender, age, education and job experience participation.
To overview the hypothesis formed after the literature review and
the preliminary qualitative findings, the part of it that there is
not enough thought given to sustainable development by young
entrepreneurs can be overrun. Nevertheless, the assumption that
these young entrepreneurs have not acquired their knowledge on SD
through formal educational institutions lingers.
Finally, this research has shown that young entrepreneurs have
become familiarized with the notion of SD through non-formal means
of education. A further research can be conducted in order to check
what are the most common and the most effective ways of spreading
the knowledge on sustainable development through the non-formal
educational systems. Another point for further research may be how
to successfully incorporate the concept of sustainable development
into the primary education. Lastly, a challenging research on how to
develop and implement a global educational framework including
policy making, fair government regulations, and the concept of
sustainable development incorporated in all studies across all
educational institutions-the one suggested in the preliminary
qualitative findings-may be done.
31
References
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from
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f
Brunold, A. (2005). Global Learning and Education for Sustainable
development. Higher Education In Europe, 30 (3/4), 295-306.
doi:10.1080/03797720600624815
Brunold, A. (2004). Global Learning and Local Agenda 21: Aspects of Communal
andEducational Processes in ‘‘One World’’(1. Aufl. ed.). Wiesbaden: VS Verlag
fur Sozialwissenschaften.
Dawe, G., Jucker, R., & Martin, S. (2005).Sustainable development in higher
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Academy. Heslington, York: Higher Education Academy.
Gibbs, D. (2009). Sustainability Entrepreneurs, Ecopreneurs and the
Development of a Sustainable Economy. Greener Management International,
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Hebert, R. F., & Link, A. N. (1989).In Search of the Meaning of
Entrepreneurship. Small Business Economics, 1(1), 39-49.
Kickul, J., Janssen-Selvadurai, C., & Griffiths, M. D. (2012). A
Blended Value Framework for Educating the Next Cadre of Social
Entrepreneurs. Academy Of Management Learning & Education, 11(3), 479-493.
Michalos, A. C., Creech, H., Swayze, N., Kahlke, P., Buckler, C., &
Rempel, K. (2011). Measuring Knowledge, Attitudes and Behaviours
Concerning Sustainable Development among Tenth Grade Students in 32
Manitoba. Soc Indic Res, 106, 214-238.
doi 10.1007/s11205-011-9809-6
Parrish, B. D., &Foxon, T. J. (2009).Sustainability Entrepreneurship
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Patzelt, H., & Shepherd, D. A. (2011).Recognizing Opportunities for
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doi:10.1111/j.1540-6520.2010.00386.x
Schaper, M. (2002).The Essence of Ecopreneurship. Greener Management
International, (38), 26.
Schick, H., Marxen, S., &Freimann, J. (2002). Sustainability Issues
for Start-up Entrepreneurs. Greener Management International, (38), 59.
Schumpeter, J. (1954) Capitalism, Socialism and Democracy (London: Allen
&Unwin, 4thedn).
Tilley, F., & Young, W. (2009).Sustainability Entrepreneurs. Greener
Management International, (55), 79-92.
United Nations Educational, Scientific and Cultural Organization.
(1997). Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted
Action.Retrieved May 18, 2013, from
http://www.unesco.org/education/tlsf/mod
Weybrecht, G. (2012) How to Make Anything More Sustainable[Video]. Retrieved from
http://www.youtube.com/watch?v=WoA9vnNff1I
Appendix
a) Questionnaire
33
Date: 17.05.2013 The following questionnaire is designed by Simona Getova: a student atThe American College of Thessaloniki, in order to analyze and support the objectives of the research “Measuring the perceptions of sustainable development among young entrepreneurs aged 18 – 28.” Completing the survey will require approximately three minutes. Participation is completely voluntary and there is no compensation for it. The survey is anonymous, and confidentiality of information is ensured.
Your participation is invaluable for the research purposes. Thank you fortaking the time to complete this questionnaire!
Sincerely,Simona Getova
Please consider the environment before printing this questionnaire.
Instructions: for each sentence below in the space provided, pleaseindicate as appropriate whether you strongly agree, agree, are neutral,disagree, strongly disagree with it, you do not have an opinion on thestatement, or you do not understand it.
Strongly agree Agree Neutra
lDisagre
e
Strongly
disagree
Noopinio
n
Idon'tunderstand
1.I have some knowledge on the topic of sustainabledevelopment.
2.I have obtained myknowledge on sustainable development because it is/was incorporated in my studies at an institution of
34
Strongly agree Agree Neutra
lDisagre
e
Strongly
disagree
Noopinio
n
Idon'tunderstand
higher education.
3.My college/university put a lot of emphasis on sustainable development.
4.I have learnt about sustainable development through non-formal means of education (seminars,trainings, newspaper/magazine articles, Internet).
5.Economic development is necessary for sustainable development (SD).
6.SD requires businesses to behaveresponsibly to theiremployees, customersand suppliers.
7.Improving people’sopportunities for long and healthy lives contributes toSD.
35
Strongly agree Agree Neutra
lDisagre
e
Strongly
disagree
Noopinio
n
Idon'tunderstand
8.A peaceful culturewhere people settle conflicts by discussion is necessary for SD.
9.Protecting the environment is necessary for SD.
10.Reduction of all kinds of waste is necessary for SD.
11.I am good at noticing flaws and drawbacks in the society.
12.I am good at coming up with creative ideas of improving flaws and drawbacks in the society.
13.I have started/I plan on starting my own organization.
14.My driving force for my work is economic gain, no matter what.
36
Strongly agree Agree Neutra
lDisagre
e
Strongly
disagree
Noopinio
n
Idon'tunderstand
15.My driving force for my work is economic gain, with social and environmental responsibility.
16.Gender:Please indicate as appropriate.
Female
Male
17.Which age range do you belong to?Please indicate as appropriate.
18-19
20-21
22-23
24-25
26-28
18.What is the highest level of education you have completed?Please indicate as appropriate.
High School Graduate
Some college credits, no degree yet
College Graduate
Postgraduate Degree
Professional Degree
Doctoral Degree
19.Do you have any work experience?Please indicate as appropriate. You may select more than one answer.
37
None
Volunteering service
Internship/s
Employed
20.Country of origin:
b)Interview Schedule
1. What does 'sustainability' mean to you?2. What does 'sustainable development' mean to you and how does thisconcept fit in the previous term? Some argue that 'development'equals 'growth,' and this contradicts the notion of sustainability.What are your thoughts on this? 3. Would you please tell me about the first encounter of yours withthe concept of sustainable development? When was it and was itthrough the formal educational system or through non-formaleducational means (articles, seminars, trainings)?4. When and why did you start being actively involved in the issueof sustainable development?5. Do you think the youth nowadays is aware enough about thesignificance of sustainable development? If no, what can be done andwhat are some of the ways this may change?6. Do educational institutions (especially higher educationinstitutions) put emphasis on the concept of sustainabledevelopment? Would the perceptions of the youth about sustainabledevelopment be influenced if these institutions worked on the basisof this concept, and had the promotion of this concept as a corevalue?7. Is it probable that the needed shift from irresponsible resourceconsumption to sustainable consumption would be sped up if youngentrepreneurs, prospective job creators, were educated to fulfilltheir entrepreneurial aspirations lead by the concept of sustainabledevelopment?
38
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