TABLE OF CONTENTS NO. TITLE PAGE. 1. Social Media And Political Participation Among Young People 10

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اجذومن اسنرف :نيرشعلاو ىداحلا نرقلا يف ايبوفوملاسلاا

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ةيريظنت ةيؤر :دجسملل يسايسلا رودلا

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نآرقلا ءوض يف ةيمييقت ةسارد تاقّوعملاو تامّوقملا :ايسينودنأ

يف ينيدلا شياعتلا

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ةيعرشلا دصاقملاو حلاصملا نيب

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ENTREPRENEURSHIP EDUCATION IN ISLAMIC COMMUNITY:

ITS APPLICATION IN HUMAN RESOURCE PLANNING AND

DEVELOPMENT COURSE

Iswachyu Dhaniarti rektor@narotama.ac.id Bayu Airlangga Putra bayu.airlangga@narotama.ac.id M. Ikhsan Setiawan ikhsan.setiawan@narotama.ac.id Reswanda reswanda@narotama.ac.id Agus Sukoco agus.sukoco@narotama.ac.id Ani Wulandari ani.wulandari@narotama.ac.id Narotama University, Surabaya, Indonesia Introduction

By 2010, the world’s Muslim population 1.6 billion people and grew to over 23% of the world’s population, mostly because of larger fertility rates in majority-Muslim countries. Looking forward to 2050, the number of Muslims is expected to grow substantially to about 2.8 billion people and also grow as a share of the world’s population to nearly 30% of the globe. Although the growth of Muslims globally appears to be slowing, it is still a much higher growth rate than the world’s population as a whole which is anticipated to be only 0.4% by 2050. In 2010, nearly two-thirds of the world’s Muslim population could be found in 10 countries – Indonesia (209 million), India (176 million), Pakistan (167 million), Bangladesh (134 million), Nigeria (77 million), Egypt (77 million), Iran (73 million), Turkey (71 million), Algeria (35 million) and Morocco (32 million). In 2050, the top 10 countries representing not quite two-thirds (62%) of the world’s Muslim population is projected to include a similar list of countries, but in a different ranking with India having the highest number of Muslims (311 million), followed by Pakistan (273 million), Indonesia (257 million), Nigeria (231 million), Bangladesh (182 million), Egypt (120 million), Turkey (89 million), Iran (86 million), Iraq (80 million) and Afghanistan (72 million) (Grim, 2015). The economic transformations of China and India are common knowledge. But, what is less well known is that the five leading economies of 2050 are projected to represent one of the most religiously diverse groupings in recent memory. For instance, today, seven of the G8 nations have Christian majority populations. But by 2050 only one of the five leading economies is projected to have a majority Christian population – the United States. The other mega economies in 2050 are projected to include a country with a Hindu majority (India), a Muslim majority (Indonesia), and two with exceptionally high levels of religious diversity

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(China and Japan). GDP at the disposal of Muslim populations are not expected to change significantly between 2010 and 2020. In 2010, the leading countries included Indonesia (1.7 trillion), Iran (1.3 trillion), Saudi Arabia (1.1 trillion), Turkey (1.2 trillion) and Egypt (0.8 trillion). In 2020, the leading countries of GDP at the disposal of Muslim populations are expected to include Indonesia (3.6 trillion), Saudi Arabia (2.1 trillion), Turkey (2.0 trillion) and Iran (1.6 trillion). India (1.9 trillion) is expected to hold the number four spot of leading countries associated with Muslim economic influence even though it is a Hindu-majority country (Grim, 2015). The global growth has been projected at 3.4 percent in 2015 and 3.8 in 2016 by IMF, OIC Member States will maintain economic growth next two years, average economic growth rate will accelerate in 2016 and 2017 with 5.1 and 5.8 percent, respectively (COMCEC, 2015). Thomson Reuters (2013) issued a special report on the state of the global Islamic economy. The report estimated that global Muslim expenditure on food and beverages to be US$1,088 billion in 2012, which was 16.6 percent of global expenditure. Indonesia was documented as the largest Muslim food consumer with $197 billion followed by Turkey ($100 billion) and Pakistan ($93 billion). Islamic finance assets are currently estimated to be $1.35 trillion. Muslims globally are estimated to have spent a total of $224 billion on clothing and footwear in 2012, representing 10.6 percent of global expenditure. Global Muslim spending on tourism was estimated at $137 billion in 2012 (excluding the haj and minor pilgrimage), representing a significant 12.5 percent of global expenditure. Indonesia, with the largest Muslim population in the world, can take the economic benefits from the development of the global Islamic economy today.

Entrepreneurship is a key for the prosperity of a country. Experts agree that entrepreneurship is one of the most powerful engines for economic growth (Kuratko, 2005 in Gedeon, 2014). This is because entrepreneurs open large number of new businesses that provide jobs for more labors, which in turn reduce the level of unemployment. Entrepreneurs also tend to be innovative in their business operation. For instance, they often use technology that can enhance production process efficiency, so that increase the competitive advantage of their countries. In general, it can be said that entrepreneurship knowledge is a critical factor to attain success (Welsh & Dragusin, 2013). Muslim entrepreneurs are bound by the ethics and the spirit of Islamic rules in the exercise of their entrepreneurial activities. They have the ability to carry out their business properly, transparently and fairly by stay away from all the prohibition as prescribed in Islam (Mohammad Noorizzuddin Nooh & Hisham Sabri, 2005, in Rameli, 2014). This makes them different from the other entrepreneurs, whether Muslim or non-Muslim. The holistic characteristics of Muslim entrepreneurs has inculcated rule of metaphysics which are abstract like sin, merit, hell and heaven that becomes the trigger to human’s behavior in structuring entrepreneurial development (Mohd Faizal P.Rameli, Muhammad Ridhwan & Kalsom, 2013, in Rameli, 2014). Thus, every Muslim entrepreneur who are involved in entrepreneurial activities, perceives an opportunity and creates an organization to pursue it based on Islamic principles should be known as Muslimpreneurs (Mohd Faizal P.Rameli, Muhammad Ridhwan & Kalsom, 2013, in Rameli, 2014) rather than only known as Muslim entrepreneurs. However, data show that in 2013 entrepreneur rate in Indonesia is only 1.56% of total population. This figure is below those in Malaysia and Singapore where entrepreneurship rate reach 5% and 7% respectively. Moreover, in developed countries, such as Japan and the United States, entrepreneurship rate can reach quite impressive figure of 10% and 12% respectively. Many researchers suggest that the ideal number of entrepreneur in a developing country like Indonesia is at least 2% of its population (Santoso, 2014).

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In order to become entrepreneurs, the entrepreneurship education is important as it helps to enhance the entrepreneurship skills of students as well as guidance on how to launch a venture (Lebusa, 2011). Creating as many as possible entrepreneurs is a strategic activity that urgently should be done by governments. Higher education institutions, as government partners in education sector, have strategic role in assisting that process of entrepreneurship creation. University students are excellent human resources expected to become intellectual force in advancing a country in many aspects such as economy, technology, or culture. For that reason, after graduating in the future, they are expected to have knowledge, skill, and motivation needed to establish a business (Welsh & Dragusin, 2013). One of the core elements in learning activity at university is lecturing activity. This activity is organized in the form of courses that can be taken by students every semester. In this respect, entrepreneur creation function must be integrated into lecturing activities which are manifested in the design of each course.

This article reports the findings of a case study on impact of about the learning process and outcomes of Human Resource Planning and Development (HRPD) course during the even semester of academic year 2014/2015 at Narotama University Surabaya to increase the knowledge, skills and ability and entrepreneurial skill of the student in Islamic perspective business. The semester started from March 2015 and ended in early July 2015. In that semester, the HRPD course applied an entrepreneurship-based course design combined with build in strategic planning to create a new start up business in Islamic perspective business and philosophy.

Research Method

Muslim is 84 percent of total students in Narotama University, Surabaya, Indonesia. This study is case study-qualitative in its approach. It used a case study method as its strategy of inquiry, where the researcher deeply explores a program, event, activity, process, or one or more individuals. Case is bounded based on time and activity, and the researcher gathers detailed information using multiple data collecting procedures during a sustained time period (Stake, 1995 in Creswell, 2009). In this case study, two of the researchers is also the lecturer of HRPD and HRM courses in sub-subject HR Panning – next used term : HRPD Course, so that gaining wide enough access to explore vast array of data related to the implementation of HRPD course, such as course design, teaching materials, students’ characteristics, students’ performances, and students’ attitudes toward the course. The participants of HRPD course in even and odd semester 2014-2015 is 20 (twenty) students. The participants are involved as respondents for this study, the students was answered interactively in several sessions of in-depth interview arranged by the researchers and open-ended questionnaire distributed via e-mail. Those in-depth interviews and open-ended questionnaires were used to explore as deeply as possible data about the learning process in HRPD course as well as conditions felt or experienced by students after completing the course. The data collection activity has been conducted in September and October 2015, about two months after the course finished. The expected outcome of this study is a comprehensive description about the implementation of HRPD course, which integrates some entrepreneurship principles into its design, and its effectiveness in raising entrepreneurial students motivation to build, execute and develop business in Islamic perspective and values.

Entrepreneurship Concepts

As expressed by Zimmerer, et al (1996) that the entrepreneurial success will be achieved when entrepreneurial thinking and doing something new or something new ways ( thing and doing new things or old thing in a new way) . Entrepreneurial behavior is a function of

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competence , incentives and environment equipped by some provisions such as knowledge / experience , skills and abilities . This provision would establish the competence , competence is defined as the knowledge , skills and abilities of individuals that can impact directly on business performance .

Entrepreneur is a person who exploits opportunity, often by recombining available resources, and in the other hand also bears uncertainty in the execution (Gümüsay, 2014). According to Eze and Nwali (2012) entrepreneurship activities are generally viewed as having advantages because show certain attributes as follows:

 Entrepreneur take an initiative to combine and allocate various resources;

 Entrepreneur make decisions about policy;

 Entrepreneur is an innovator who always involved in the art of creating new idea/product/business;

 Entrepreneur is a risk taker/bearer.

According to Nadim and Singh (2011), entrepreneur is an individual whose actions are relied on his creative ideas. This means that an entrepreneur is a dreamer who acts, not someone who only dreams but never acts, nor someone who realizes other’s dream without having his own dream. As Dunham (2010) proposes, entrepreneurs often strive to exploit opportunities for various reasons, such as desire for achievement, need for independence, and passion for certain ideas.

The concepts of entrepreneur have significant autonomous role and independently, strong attitude and always create something new and innovative mind. As the Vision and Mission, learning process in Narotama University is being give the learning experience that can be implemented in the next phase after graduation as an entrepreneur with Islamic value as a competitive advantage sources.

Entrepreneurship Education

Many studies show strong relationship between education sector and the emergence of entrepreneurs. For instance, one study finds that the role of resources and other support mechanism in educational environment positively have impact on students’ perception of entrepreneurship as career choice (Johannisson, 1991 and Autio et al., 1997, in Fayolle et al., 2006). Recently, the idea about entrepreneurship-oriented university has risen. More familiarly called “entrepreneurial university”, such university is a natural incubator which tries to provide supportive environment where university members can explore, evaluate, and use ideas that can be transformed into various entrepreneurship-oriented social and economic initiatives (Guerrero et al., 2012).

Improved business performance of SMEs can not be separated from the quality of human resources to increase productivity and value added . The entrepreneurs are humans excel is always oriented to pursue and take advantage of opportunities to create goods and services that are new, by creating new organizational forms or process new raw materials, implement better processes and efficient to win competition (Reswanda, 2011).

Narotama University is a higher education institution that is very concerned with entrepreneurship development. Narotama University’s mission statement sounds “to present a valid contribution in the development of science and technology for the sake of society welfare through education activities, research, and community service by means of communication and information technology”. It is very clear that the mission contains a strong will to participate in the efforts to improve the wealth of society. Then, the will is translated by the Faculty of Economics and Business (FEB) as one of its educational

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objectives aims to produce graduates who have ability to become an entrepreneur in real economy sector (small and medium enterprises). For that reason, the management of FEB always encourages lecturers to incorporate entrepreneurial elements into their course designs, especially ones related to small and medium enterprises (SMEs).

There are three phases of entrepreneurial career: first, potential entrepreneur, which comprises those who have entrepreneurial intention; second, early-stages entrepreneurial activity, which comprises nascent and new entrepreneurs; third, established entrepreneurs (Xavier et al., 2012, in Croitoru, 2013). Using this concept, the learning outcome of an entrepreneurship-based course design in Narotama University is more focused on the effort to increase students’ entrepreneurial intention. However, this case study uses student’s entrepreneurial motivation concept in Islamic perspective and values rather than student’s entrepreneurial intention concept. This is because the concept of entrepreneurial motivation is regarded as more comprehensive, covering various factors inducing individual to start a business and intention on significant economic and business potential growth in Islamic perspective and values that known as Sharia business.

Human Resource Planning and Development Course Design

According to Schuler and Jackson (2006), professionals in the field of human resource (HR) management must perform roles as business partner, consultant, innovator, monitor, and change manager. Among these roles, at least roles as business partner, innovator, and change manager have relevance with the characteristics of an entrepreneur. The role as business partner demands an understanding of external environment and an ability to participate in strategy formulation and implementation. The role as innovator demands an initiative to take action and make improvement in HR policies and practices continuously by taking advantage from technology advancement. Finally, the role as change manager demands a capability to understand long-term vision and strategy and to predict talents for future needs. Therefore, from above explanation, it can be concluded that HR management professionals must equip themselves with an entrepreneur attributes.

It is this premise that at first triggered the development of entrepreneurship-based design for courses in HR management concentration, including Human Resource Planning and Development (HRPD) course. As stated by Fayole and Gailly (2008), an educator needs to plan his teaching model by initially answering five questions: what?, for whom?, why?, how?, and for which result? Question “what?” is related to the content of a course itself. Question “for whom?” refers to the target audiences of a certain course. Question “why?” has to do with the learning method to be used. The last, question “for which result?” is related to the evaluation and assessment. Based on the questions above, the following is a general description of an entrepreneurship-based HRPD course. The content of HRPD course is about concepts and practices in HR planning and development oriented toward the implementation of entrepreneurial business strategy. The audiences of this course are management major students who had chosen HR management as their study concentration.

The learning objective of HRPD course is equipping students with a number of competencies which are necessary in planning and developing HR in an entrepreneurial organization. In this respect, the students are directed to assume themselves as entrepreneurs focusing on the preparation of employees in order to support the business activity. The purpose of such arrangement is to raise students’ entrepreneurial motivation, even though not necessarily start early in their career. To accomplish the learning objective, a combination of tutorial, exercise, design project, and discussion was used as the learning method. Next paragraphs briefly

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explain the design project instructions as one of the important parts of HRPD course. In HRPD course, the students were asked to initially make a plan to establish a small business. Then, based on that plan, they were asked to design an HR planning and development scheme that appropriate enough for supporting the strategy implementation. The focus on small business was determined based on the premise that small business can provide conducive environment for entrepreneurship and innovation, which not always has to rely on know-how and resources control like the characteristics of a large scale production, but needs commitment and close cooperation among organization members (Sahut & Peris-Ortiz, 2014). The students must at first determine the business field they would focus on. In this case, it also includes goods or services that would be produced and offered to consumers. They must also explain the initial condition of the business, potential competitors, and strategy and innovation for coping with competition. Moreover, they must also determine profiles of the market segments they target. After that, they must formulate vision and mission statements for the business. The mission statement needs to explain business process and HR management policy that are in line with the competitive strategy and innovation. Next, the implementation of that mission needs to be concreted in the form of objectives to be achieved in the next five years. Here, they must also set target for the realization of the planned business innovation. The realization must be manifested in product features and physical appearance of the business, along with its expansion profile in the future. Next, the student must formulate strategies to achieve the vision, mission, and objectives. In this part, they also have to formulate strategies or special agenda to face the era of ASEAN Economic Community (AEC). Included here is the connection between strategy and innovation which already formulated before and the predicted business environment changes in the AEC era. After the strategy has been formulated completely and detailed enough, the students were instructed to plan HR needs for their small business. Here, they must specify various aspects such as organization functions needed and the number and qualification of employee required for each function. Further, they must specify various aspects concerning HR development processes, such as job analysis, recruitment and selection, training and development, performance evaluation, and compensation. In addition to the above project instructions about small business plan and HR planning and development design, in mid-term and final-term examination sessions, there are several additional assignments must be done by the students in order to enrich the project in progress. For example, the students must give a description of the use of HR information system and the utilization of change management techniques to cope with global environment dynamics.

Finding and Discussion

This section describes important and relevant findings of this case study. All student respondents said that after completing this course they felt a strong intention to become an entrepreneur in Islamic perspective Business. According to the students, after completing HRPD course combined with the entrepreneurships content they gained competencies in Islamic perspective business and values as the following matters :

 The students shows high potential and willingness to be an Moslem entrepreneur; they want doing business in Islamic ways and have ability in generating innovative business ideas and developing business plan more systematically;

 The students appreciate and look that business as worship; they are motivated to run a business as a form of worship to Allah SWT. So orientation is not just looking for worldly gain, but was already aware of the orientation of the hereafter.

 Comparing to the conventional busisness, student more appreciate to the principles of muamalat (commonweal) orientation; Including here the awareness to set aside part

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of the business profits to charity, infaq, and shodaqoh, not only share profit but loss also.

 In addition, they are also encouraged to run a business that is environmentally sound (Green Issues), because Islam teaches Muslims to be a mercy to all the worlds (rahmatan lil alamin), so strictly prohibits the destruction of the environment. They also believe if the business does not run by the way Islamic, it will eventually collapse and no blessing. There are also students who expresses his fear when eating the goods of illicit proceeds.

 The others finding is the students respect to the Honesty Value in business : The students are very aware of the importance of honesty in doing business. This example is shown by explaining what the condition of the goods sold, without exaggeration or covered up, and they intend to looking for the quality of good that if they would become entrepreneurs must sell goods that are lawful and good (halal).

 The last, the students have orientation to respect of the rights of employees: they categorized in 3 major things, namely the right material, spiritual rights, and the right ethical/moral. The right material for example they will paying salaries on time and in the appropriate amount corresponding contribution made by the employee (the principle of fairness and decency). Spiritual rights, for example by giving sufficient time for worship (prayer time), giving spiritual spray (recitation) on a regular basis, and if the financial condition of the company allows employees to finance a pilgrimage or umrah. Rights ethical/moral, for example by treating the employee humanely, soft, and listen to their aspirations. While also maintaining the dignity of employees by providing work clothes were polite and sharia, especially for female employees.

Conclusion and Recommendation

It can be concluded that the students’ entrepreneurial motivation by way of Islamic perspective business after completing the HRPD course combine with the entrepreneurial contents are raising. The students benefit by learning they gained two important things are skills in making business and obtain Islamic values in the business so that they can feel the comfort and reassurance in business and live in this world , or in other words, benefit materially and spiritually. Furthermore, based on their expectations then that can be recommended is the follow up after this learning is not stopping at just how to raise awareness of business by way of Islamic , but also want to have a follow-up is evident that want their guidance started the business and then run a well that could eventually survive and grow in a healthy manner this Islamic business.

In the end, it required the support of all parties concerned with the phenomenon of economic growth based on the spirit of Islamic, especially at the level of the student who is the successor generation in the core struggle of religion and nation. With the advantage of being created in the business based on Islamic values, it will create not only the welfare of the Indonesian people and the world but also the spirit of peace, because there is no means an economic welfare but always covered with fear and worry , Hopefully only with values Islam can achieve economic prosperity and peace in the world and beneficial for the hereafter as well.

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