147
Hội thảo Khoa học Quốc tế
...
fact many students are quite close in though discovered the opportunity but in the end did not start a
career this is not necessarily good because the opportunity to start a business sometimes only once.
For Universities
The training and orientation to start a business at universities and colleges should note some issues:
Firstly, awareness of training in some universities and colleges is not reasonable. Because they
think training to students receive degrees rather than to start a business. Since then, the spirit and
motivation of the students have not been fully realized.
Second, the content of some training programs is built on the assumption that enterprises
are stable with the organizational system has been established, clearly divided into specialized
functions. However, many start-up studies show that less than 40% of new businesses can survive a
3-year milestone. Therefore, the adjustment of training content is very necessary. At the same time,
continue to promote the implementation of many skills training business start-up, training source
trainers, exchange programs and activities associated with businesses.
At present, Vietnam government always cares for the students who have graduated in order to
create motivation and career training in order to help them develop economic thinking right from
the universities. Especially, Ho Chi Minh City University of Economics is starting to develop and
develop young entrepreneurs, nurturing business ideas and training human resources. high quality
for Vietnam in the future.
REFERENCES
1. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision
Processes, 50(2), 179-211. doi:http://dx.doi.org/10.1016/0749-5978(91)90020-T
2. Audretsch, D. B., & Keilbach, M. (2007). The theory of knowledge spillover entrepreneurship.
Journal of Management Studies, 44(7), 1242-1254. doi: 10.1111/j.1467-6486.2007.00722.x
3. Bhandari, N. C. (2012). Relationship between students’gender, their own employment, their
parents’employment, and the students’intention for entrepreneurship. Journal of Entrepreneurship
Education, 15, 133.
4. Brandstätter, V., Lengfelder, A., & Gollwitzer, P. M. (2001). Implementation intentions and efficient
action initiation. Journal of Personality and Social Psychology, 81(5), 946-960. doi:10.1037/0022-
3514.81.5.946
5. Bùi Thị Thanh, Nguyễn Xuân Hiệp (2016). Ý định khởi nghiệp của sinh viên: Nghiên cứu điều tra
tại TP.HCM. Hội thảo khoa học: Khởi nghiệp tại Việt Nam: Cơ hội và thách thức trong thời kỳ hội
nhập, ĐH Kinh tế TP.HCM.
6. Cao Quốc Việt, Hồ Trọng Nghĩa, Lê Thanh Trúc, Từ Vân Anh (2016). Kiểm Định mô hình tư duy
khởi nghiệp trong mạng lưới mối quan hệ giữa ý định khởi nghiệp, môi trường giáo dục, và động cơ
người học: nghiên cứu trường hợp sinh viên khoa quản trị - UEH. Hội thảo khoa học: Khởi nghiệp
tại Việt Nam: Cơ hội và thách thức trong thời kỳ hội nhập, ĐH Kinh tế TP.HCM.
7. Carree, M., Piergiovanni, R., Santarelli, E., & Verheul, I. (2009). Policies fostering new firm
formation and self-employment in Italy. In Public Policies for Fostering Entrepreneurship, 15-34.
Springer US. doi:10.1007/978-1-4419-0249-8_2
8. Churchill, S., & Jessop, D. C. (2011). Too impulsive for implementation intentions? Evidence that
impulsivity moderates the effectiveness of an implementation intention intervention. Psychology
and Health, 26(5), 517-530. doi: 10.1080/08870441003611536
9. De Clercq, D., Dimov, D., & Thongpapanl, N. (2013). Organizational Social Capital, Formalization,
and Internal Knowledge Sharing in Entrepreneurial Orientation Formation. Entrepreneurship
Theory and Practice, 37(3), 505-537. doi:10.1111/etap.12021
