Long Term Intentions of Students from Different Cultural and Ethnic Origin Pursuing MPA in Australia

This research report investigates the long term intentions of students from different cultural and ethnic origin pursuing MPA in Australia. It includes insights from students of Bangladesh, Nepal, India, and Pakistan and highlights the means of accomplishing their goals. The study concludes that long term intentions should be specific, measurable, achievable, relevant, and timed (SMART).

ABSTRACT
The present research report investigated and evaluated the long term intention of students from
four different cultural and ethnic origin pursuing MPA in Australia. These students were from
Bangladesh, Nepal, India, and Pakistan. It covers an in-depth insight from two students of each
origin. A thorough understanding of how and why these students intend to reach their goals has
been included. Besides various means of accomplishing their goals has also been highlighted.
Four cultural groups from Bangladesh, Nepal, India, and Pakistan were formed. Two participants
from each group represented their respective countries. Qualitative semi-structured interviews
were planned with Melbourneuniversity-based MPA institute. Each participant volunteered to
participate and gave their informed written consent. The questionnaire included questions that
were formulated to seek out detailing of primary question and had the following secondary
questions:
Secondary Question 1What might the students’ ‘ reasoned objective(s) be? What? How? Why?’
Secondary Question 2What means/mechanisms might there be available to the student? What?
How? Why?
Secondary Question 3 How might the student employ these means to accomplish their goals?
What? How? How?
1 | P a g e

The study investigated that long term intentions of four different culture origin students can be
summed up as SMART intentions. SMART intentions pertain to be specific, which can be well
measured and are achievable. They hold relevance and are perfectly timed.
SPECIFICITY OF LONG TERM INTENTIONS
Non-ambiguous nature of long term goals make them well-intended and better implemented.
Foreign students need to have a clear perspective on their targets. Their goals should be concise
and specific. Clarity of goals assures longevity and sustainability.
MEASURABLE
Students should remain well motivated, and to do so, they should always track and monitor the
progress of their long term goals. Various milestones need to be set as a pathway to reach their
ultimate long term goal. On reaching each milestone, their short term goal should be rewarded,
and in case they fail to meet their goals, brutal scrutiny of their failings should also be assessed.
The idea is mainly to weigh, measure and analyze every aspect of their goal.
ACHIEVABLE
The key is to set goals that are achievable and not impossible to achieve. Many foreign students
join MPA courses with high ambitions but try to retrospect that they have set impossible
intentions. Such moves are short-lived; they may motivate a particular student for a while but
eventually become exhaustive. Many students fall for such a trap of impossible doings, but it
becomes a challenging task to be consistent in the same. Long term goals should be challenging
yet achievable. A student needs to envision himself achieving his set goal before actually diving.
RELEVANT
Its pivotal to check the worth of set goals. Not every goal is worth a try. So it is important to note’
the overall relevance of the long term intention. Unless a goal is relevant, achieving it shall not
add any accomplishment to career.
TIMED
Long term goals should also be well timed. A set targeted time should be meted to any of such
SMART and efficient goals. Lack of target date or time may eventually lead to incomplete
execution of goals.
2 | P a g e

To conclude each of these criteria should be fulfilled to assure the longevity of intentions set by
students.
3 | P a g e

CONTENTS
ABSTRACT...............................................................................................................................................1
Chapter1INTRODUCTION.......................................................................................................................6
1.1. Aim...........................................................................................................................................6
1.2. Justification for theresearch....................................................................................................6
Chapter2 LITERATUREREVIEW.......................................................................................................7
2.1 Backgrounds.................................................................................................................................9
Chapter3 RESEARCHMETHOD..............................................................................................................11
3 Methodology.................................................................................................................................11
3.1. MethodSelection (YIN, 2009)................................................................................................11
3.2. Validity and ReliabilityConsiderations...................................................................................12
3.3. ResearchProtocol..................................................................................................................13
3.4. DataAnalysis..........................................................................................................................14
3.5. EthicalConsiderations............................................................................................................14
Chapter4 RESULTS........................................................................................................................15
4.1. Participants............................................................................................................................16
4.2 Individuals Attitude (Personality trait)’ ...........................................................................17
4.3 Societal Norms............................................................................................................................18
4.4 Social Norms...............................................................................................................................19
4.5 Career.........................................................................................................................................20
Chapter5 Conclusion............................................................................................................................21
5.1.Conclusions about researchquestions........................................................................................21
5.2 Limitations and future perspectives...........................................................................................22
References............................................................................................................................................23
4 | P a g e

Chapter1INTRODUCTION
The present research investigated the long term intention of four different culture-origin
students studying MPA in Australia. Besides it also investigated how & why do they intend to
accomplish those goals. The students belonged to Bangladesh, Nepal, India, and Pakistanand an
attempt to bring out an in-depth insight from two students of each origin was made.Long term
intentions are those objects of one's ambition that take a significant time to be accomplished.
Such goals are not short duration as they cannot be accomplished quickly. Thus proper planning
is necessary. Besides serious commitment is another objective to fulfill such long term intentions.
Daunting in nature when compared to short term intentions, but the concept of goal setting
remains the same. This concept is termed as Chunking. It is an easy and feasible process of
splitting down everything which is needed for a long term goal into fragments of the achievable
target this way the concept of SMART goal is also fulfilled. When a student upholds a task in such—
light, it permits him to fulfill every shorter goal required to achieve a bigger one.
1.1. Aim
The present research aimed at building a better understanding of foreign students enrolling for
higher education in Australia. Their reasoned objectives for long term intentions, investigating
how these students are benefitted from these short term and intensive courses. Also highlights
what are their requirements and how they accomplish these goals. The research also investigated
what are the potential benefits of pursuing higher studies from Australia.
1.2. Justification for theresearch
This research is a holistic approach towards foreign students and what better ways can be
implemented to attract students of different ethnic background in terms of quality education.
This research shall help both businesses as well as academics as more no. of foreign students will
boost up the economy of the country. The results will substantiate pre-existing education
standards, and a means to be more complacent with their academic counterparts. It is a tool for
the guidance of a future perspective towards quantitative studies of international students.
5 | P a g e

Chapter2 LITERATUREREVIEW:
The internationalization of higher education in Australia can be described as among the
most successful initiatives related in implementing cross cultural matters. The result is
that international students in Australia make up a large part of the students in universities
in Australia.. So much success has been achieved by the internationalization of getting
the programs that at present 18% of the student population industry that comprises of
international students. Australia has a high reputation as a teaching institution. However it
requires a high-quality and level of service that the international student body is looking
for (Yu, Brown and Farnworth, 2017).
For a student, it is a rich and exciting experience to come to a new country. However, this
experience may be constrained as a result of uncertainty and the disorientation in finding
their way around the new culture and social expectations (Zhao, 2019). Under the
circumstances, in the present literature review the long-term intentions of students from
different culture origin, particularly those studying MPA will be explored and also the ways
in which the international students intend to achieve these goals.
In this context, the concept of 'transition' needs to be discussed on account of shifted that
takes place from familiar to unfamiliar learning environment. Studies that have been
conducted regarding higher education revealed that learning proves to be most yielding
when there is a transition into a new academic environment, which incorporates
rewarding and positive experiences for the students that can take care of the particular
requirements of the students (Ata, 2015). This can be particularly significant in cases
where politeness discourses, which are culturally specific in case of non-Western
institutions do not allow the communication of such information directly to international
6 | P a g e

education organizations. Their political be said that useful insights have been provided by
it to the educators regarding the viewpoints that were otherwise unavailable and that can
be used for reviewing the curriculum of higher education and also the quality assurance in
context of the delivery of such education (Egliston, 2017).
There appears to be inconsistency present in the discussions taking place between the
groups of enemies and students regarding what is involved in the transition into foreign
international curriculum. It is revealed by the rhetoric that the internationalization of
curriculum belonged to someone else apart from the self, which results in fruitless
reflective teaching practice irrespective of the large number of foreign students present in
our educational institutions. However, there appears to be limited mutual understanding
between the student body and academic star regarding the kind of cultural and social of
adaptive challenges that are faced by the students who are facing a new and usually
alienating educational setting.
The confusion that is created as a result appears to be resulting in a less amiable
transition between the old and the new environment of study in case of the international
students. The result is that concerns have been expressed by the academicians that it
may result later on in reducing the opportunities of academic learning and achievement
level. There is an extensive review of the research that has examined the beliefs related
with the learning difficulties faced by international students. Therefore evidence is
available, which suggests the presence of misleading information regarding the culture of
incoming students that is based on steel types. A wide range of steel types are present,
which result in making false assumptions regarding the students coming from the Asian
countries related with the cross-cultural integration into the Western-style culture and
dynamics of the classroom. Some problematic issues that have been mentioned in this
7 | P a g e

regard include the difficulties present in transferring from the 'passive' or
active learning styles, no taking part in debate and argument, plagiarizing frequently and
difficulties in adjusting to the local learning environment and culture. Therefore a
comprehensive account is present regarding the research, which refutes these
assumptions as being based on stereotypes. These stereotypes are in turn based on the
global assimilation of the migration policies that were adopted during the 1950s and 60s.
In these cases, the laws were dictated by the host culture and all others have to
assimilate. There is contrary evidence which is based on the fact that the international
students who are coming from the Asian cultures are present in the top achieving range in
case of many academic disciplines. Therefore it can be argued in this regard that it would
not be possible if there were not successfully integrated into the learning culture of the
West (Hanusch, 2013).
Therefore be gained in this regard is not to put blame on either teaching and learning
continuum or in other words, the academicians or the students. Therefore, the purpose is
to evaluate the working that takes place between academic institutions and student
bodies for the purpose of finding out the pragmatic procedure that results in experiences
of a certain type. As a result of this insight, alternative ways may be discovered to ease
out the transition process of international students (ODonnell, 2017’ ).
Another significant question related with the exploration of use of the students regarding
international study is the choice of country. Even in Australia cannot be described as the
most popular destination when it comes to international study, the reputation of the
country in attracting students from different nations of the world has achieved popularity
during the recent years. This can be seen in case of significant overseas marketing
campaigns and advertisements that have been initiated by the universities in Australia
8 | P a g e

(Mein Smith, 2018). It appears that at least, peripherally these efforts have achieved
success. While relying on the notion regarding the way overseas students consider
Australia has the probable destination for study, the students have been asked to
describe their expectations of the endeavors made by them before arriving in this country.
Later on this description can be compared with the way the students experienced this
transition after they have spent some time in Australia. The meaning ascribed by some
students to a higher degree from a university in Australia can be translated into a better
career opportunity in the home country. Another expectation that is present in this regard
is of an increase in intercultural exchange that is beneficial for improving the professional
and language skills, particularly in case of persons who are placed in language industry.
There are several cases where the decision made by the students to take studies abroad
involved carefully considering the benefits that are attached to it, both professionally and
personally. In most of the cases, the expectations to improve life opportunities for the
students are joined with a plan for overseas study (Marginson, 2015).
In view of the examples discussed above, it can be stated that the risk involved in joining
international study has to be balanced against the values of personal, professional,
cultural and linguistic investment. Therefore, in other words, there is a lot at stake, while
starting up the plans of international study. It has also been revealed by several studies
that while it appears to be common sense assumption that has been made regarding the
preparation for study, but the risks appear to be considered more by the incoming
international students (Liamputtong, 2011).
The joint theme present in the expectations that have been revealed by the participants is
related with the cultural integration into the new environment of study. It is expected that
as a result of social and cultural integration into the local community in Australia may
9 | P a g e

result in causing the effect of achieving the learning outcomes faster. The assumption
present in this regard is to receive the support of community and society to achieve new
learning outcomes at a faster speed. This can be imposed as a result of the monetary
constraint. Therefore, an expectation of cooperation is present between the culture of the
home country and host culture while treading on the path of achievement in the
educational program in Australia.
Therefore the dream of achieving a degree that can open the doors to better life is faced
by the reality where the expectations regarding the achievements from the study in
Australia are not fulfilled. It is possible that the educational aspirations may clash with the
cultural and social constraints that are the result of finding in a marginalized and isolated
presence. The integration into the local community in Australia has been explained to be
achieved at the cost of leaving one's own culture behind.
It can also be stated that there appears to be a need for international student facility that
has been particularly established for the international students coming to Australia. Such
facility can have the resources that are capable of fulfilling the need of 'being available'
and 'caring' for the students. The links are also required to be established between the
working group of the staff and the student facility for mediating communication between
the delegates. For this purpose the experience of 'student monitoring programs' that have
been introduced in a number universities in Australia can be used.
10 | P a g e

Chapter3 RESEARCHMETHOD
3 Methodology
The best approach for an interview is a semi-structured qualitative approach. The highlights are:
 Rich source of data
 Answers questions like what, how and why
 Relevant for pilot studies of the research program.
3.1. MethodSelection(YIN, 2009)
Yinthrough his working of case studies and methodologies also highlighted the same. As per Yin, the
best method for any pilot research is qualitative semi-structured data. The main aspect of such
methodology is to recognize one fact or reality by assembling the fragments obtained from a series
of interviews. Table 1 refers to various paradigms that have been incorporated into the bracket of
realism.
Research
Paradigms
Explanation Scientific Approach Authors
Optimism
 An approach whereby
results are drawn through
inference or deduction
 Experiments
 Surveys (Ucbaşaran, 2010)
Reality
 Human mental limitations
block realism, so the reality
is difficult to attain.
 Interviews
 Casestudies,
 the
convergenta p p r o
a c h o f
interviewing
(LINTON, 2002)
 Societal norms are  Changes the
11 | P a g e

The theory with
a critical
appreciation
responsible for
realism
environment that the
subjects are in.
(Anderson 1986)
Behavioral
Constructs
 The behavior of people
constructs reality
 Interviews in depth
(PRIES, 2007)
Table 1: Various researchparadigmsby Yin (2009)
This is further supported by Table 2, which correlates the research strategy with the information
sought, the ability to control the environment and the focus on contemporary events. As a pilot
study, this research is concerned with how and why. As it is concerned with present-day
businesses, and it is not possible to control behavioral events, the case research is
mostappropriate.
Strategy Type of Research
Questions
Requires control
over behavioral
events?
Focuses on
contemporary
events
Experiment How? Why? Yes Yes
Survey
Who? What? Where?
How many? How much? No Yes
Archival Analysis Who? What? Where?
How many? How much? No Yes/No
History How? Why? No No
Case Research How? Why? No Yes
Table 2 Relevant situations for different research strategies (Yin, 2009)
3.2. Validity and ReliabilityConsiderations
The present research work fulfills the validity as well as reliability requirements as set by Yin in
the year 2009.
Types of
Validity
Description of
measure
Case study tactics The
phaseofresearchinwhichtacticisu
sed.
Construct
validity
Development of operational
protocols or measures
- multiple sources ofevidence
- establishachainofevidence
- havekeyinformantsreviewdr
aftcasestudyreport
data collection
data composition
Internal
validity
concerned with the soundness of
cause and effect relationships
- patternMatching
- explanationBuilding data analysis
12 | P a g e

External
validity
concerned with the
generalizability of the findings
-
usereplicationlogicinmultiplecase
studies
research design
Reliability Reproducibility of the study. - use case studyprotocol
- developacasestudydatabase data collection
Table 3 Case Study Tactics (Yin, 2009)
A sample size of eight is valid and acceptable sincethe participants fulfill the selection criteria
and scope of the present research. Interview confirmed that the theory of planned behavior is
valid and creates value.
3.3. ResearchProtocol
Participant Selection
The criteria for selecting the participants were
- Course enrolled for: MPA from an Australian university
- 4 culture origin: Bangladesh, Nepal, India, Pakistan
Interview process
The interviews were conducted one on one with each participant. The interviews were recorded
for later data analysis. The interview format is semi-structured and consisted of a range of open-
ended questions that the interviewer could use to guide the interview. The interviewer was also
given the freedom to pursue and expand on concepts introduced by the participants. Each
interview continued until the participant had no further concepts to add. The general interview
structure is provided below, with the full protocol provided in AppendixC.
Introducetopic: Introduced the participants to the topic being
researched.
ParticipantProfile: Asked the participant fortheacademichistory to
generate a participant profile
PrimaryResearchQuestion: What & why is the long term intention of four‘
different culture-origin students studying MPA in
13 | P a g e

Australia; and how & why do they intend to
accomplish those goals? an in-depth insight from–
two students of each origin.'
SecondaryQuestion1: What might the students reasoned objective(s) be?’‘’
What? How? Why?
SecondaryQuestion2: What means/mechanisms might there be available
to the student? What? How? Why?
SecondaryQuestion3: How might the student employ these means to
accomplish their goals? What? How? How?
3.4. DataAnalysis
The process for analyzing the data is describedbelow.
1. Listen to the interview recording and identify each relevant concept introduced by
theparticipant.
2. Theparticipants were pseudonyms.
3. The table enlists relevant concepts in the first column and tracks back to the
participant pseudonyms in the columns that follow.
4. Group the concepts based on the broader concept to which theyrefer.
5. Generation of a framework for classification of the mentioned concepts.
3.5. EthicalConsiderations
The research project was approved by the Ethics Committee of Melbourne. The literature review
progressed during the review period, requiring some modifications to the research questions
identified. The approval was considered to remain valid as the modifications did not change the
methodology or the research area of this report and were considered low risk because of the
already low-risk nature of the research.
14 | P a g e

Chapter4 RESULTS
This section presents a summary of the research participant profiles and the results of the
interviews according to the method described. Chapter 5 will discuss the findings of this research
within the context of theliterature.
A summary of the key interview results can be found in Table 4 below. The table also identifies
the relevant section for the interpretation of thedata.
Section 4.2
Individuals’
Attitude
(Personality trait)
Innovativeness
Optimism
Competitiveness
Risk preferences
Section 4.3
Societal Norms
The economic condition of the home
country
Political conditions
section 4.4
Social norms
Experience
 Exposure to other cultures
 Exposure to new experiences
 Exposure to art
Entrepreneurial/ Business family
Entrepreneurial/ Business education
section 4.5
Career(Zellweger,
2011)
Private sector (own country or foreign
country)
Public sector (own country or foreign
country)
Own business venture (own country or
foreign country)
Table 4 Results Summary
15 | P a g e

4.1. Participants
Four groups were identified of different culture origin. Two participants from each country
who gave their informed written consent were included in the research program. All
participants studied MPA in Australian university ofMelbourne.
Participant University Course Country Year Interview
Length
P1 SBU MPA Bangladesh First 70 minutes
P2 SBU MPA Bangladesh First 90 minutes
P3 SBU MPA Nepal First 50 minutes
P4 SBU MPA Nepal First 10 minutes
P5 SBU MPA India First 90 minutes
P6 SBU MPA India First 60 minutes
P7 SBU MPA Pakistan First 60 minutes
P8 SBU MPA Pakistan First 70 minutes
SBU Swinburne University, MPA Masters in Professional Accounting
16 | P a g e

4.2 Individuals Attitude (Personality trait)’
Individuals Attitude (Personality trait)’ P1 P
2
P
3
P
4
P
5
P
6
P
7
P
8
4.2.1
Innovativene
ss
Long term intentions are ruled by innovativeness 1 1 1 1 1 1
Innovativeness often involves risk. 1 1 1 1 1 1
Short term losses are overlooked for long term gains 1 1 1 1
New ideas are better than modifying the older ones 1 1 1 1 1 1
4.2.2
Optimism
The higher the positivity of an individual higher is the likelihood of
achieving long term intentions 1 1 1 1
Positive outlook changes the perspective of learning from losses. 1 1 1 1 1
Optimism broadens risk taking aptitude 1 1 1 1 1
4.2.3
Competitivene
ss
Fundamental trait is competitiveness among peers to score better 1
1 1 1 1
Each level of short term goals reaffirms competitiveness 1 1 1 1
4.2.4
Risk
preferences
Competition further keeps abreast of risk preferences 1 1 1 1 1 1
Risks are involved for securing long term intentions 1 1 1 1 1 1
Risks are higher if technical skills are missing 1 1 1 1 1 1 1
Risks govern propensity of actions 1 1 1 1 1
Reasoned objectives of an individual must involve thorough
analysis of involved risks 1 1
1 1 1 1
Competitive vs. Cooperative 1 1 1 1 1
Risks preferences are indirectly proportional to sustainability of
your career
1
Table 6 Results for Individuals Attitude (Personality trait)’
All participants almost equally reflected mixed patterns of personality traits.
17 | P a g e

4.3 Societal Norms
Societal Norms P1 P
2
P
3
P
4
P
5
P
6
P
7
P
8
4.3.1
Economic
condition of
home
country
Are economic conditions of home country better to achieve your
long term intentions
1 1 1 1 1 1 1 1
Are resources of country sufficient 1 1 1 1 1
Are your long term intentions capable of boosting your countrys’
economy
1 1 1 1 1 1 1
4.3.2
Political
conditions
Government subsidized rates for starting a new venture 1 1 1 1 1
Newer reforms in governments manifesto of your country’
available 1 1 1 1 1
Funding is available by the governments in case of lack of
investors for starting up a new venture 1 1 1 1 1 1 1
Participants from India represented better economic as well as political standards followed
by Nepal then Pakistan then Bangladesh.
18 | P a g e

4.4 Social Norms
Social Norms P1 P
2
P
3
P
4
P
5
P
6
P
7
P
8
4.4.1
Experience
Exposure to other culture 1 1 1 1 1 1 1 1
Exposure to new experiences 1 1 1 1 1
Exposure to art 1 1 1 1 1 1 1
4.4.2
Entrepreneuri
al/ business
family
Any kin or spouse (family member) started a new venture 1 1 1 1
Inheritance of family business 1 1
Successful business family 1 1
4.4.3
Entrepreneuri
al/ business
education
Are you interested in receiving entrepreneurial training as
integral part of your university education
More business oriented education to develop skills before
your own startup
1 1 1 1 1 1 1 1
All participants were interested in in receiving entrepreneurial training as integral part of their
university education. Besides they preferred business oriented trainingto develop skills
before their own startup.
19 | P a g e

4.5 Career
Career P1 P
2
P
3
P
4
P
5
P
6
P
7
P
8
4.5.1
Private
Sector
Home country 1 1
Foreign country
4.5.2
Public Sector
Home country 1 1
Foreign country
4.5.3 Own
business
venture
Native country 1 1 1 1
One participant from Nepal and one from India wanted to pursue a career in private sector in
their own country. Another participant from Nepal wanted to pursue a job in home nation in
public sector. Four participants (majority) wished to start their own business venture (One
from Bangladesh, one from India and two from Pakistan. These were their long term
intentions.
20 | P a g e

Chapter5 Conclusion
This particular section summarizes the findings of the results of this research project.The
study investigated that long term intentions of four different culture origin students can be
summed up as SMART intentions. SMART intentions pertain to be specific, which can be
well measured and are achievable. They hold relevance and are perfectly timed.
5.1. Conclusions about researchquestions
Primary Research Question: What & why is the long term‘
intention of four different culture-origin students studying MPA in
Australia; and how & why do they intend to accomplish those
goals? an in-depth insight from two students of each origin– ’
Long term intentions of these students from different culture origin are primarily focused on
building entrepreneurial skills to start their own business venture. The results show an
impact of cultural variations and valuations on these long term intentions. They intend to
accomplish their goals by excelling in academics, joining courses which are more business
oriented. Students from India showed highest degree of awareness, a positive attitude, and
risk preferences when compared to other countries. Nepal ranked second followed by
Bangladesh and Pakistan. There was positive perceptions of students towards enduring
risks to make their goals achievable. Theory of planned behavior is further strengthened by
the present study. Their long term intentions are to boost up economic standards of their
countries through their contribution from self-employed ventures.
5.1.1 SecondaryQuestion1: What might the students reasoned’‘
objective(s) be? What? How? Why?’
Reasoned objectives are to fragment their long term goals into achievable short term targets
which ultimately lead to bigger success. Risk preferences govern the propensity of actions to
achieve these goals.
Secondly, good academic reputation along with enrollment for training courses are pivotal for
accomplishment of long term intentions.
5.1.2 SecondaryQuestion2: What means/mechanisms might there
be available to the student? What? How? Why?
Time to time assessments of students by the university they have enrolled in is important to
evaluate and examine individual traits and ability to put in efforts for sustainable long term
21 | P a g e

intentions. Any evaluation which is unfavorable tend to discourage students from achieving their
goals. Scrutiny brutal enough to track them back to their path of accomplishing long term goals is
another mechanism.
5.1.3 SecondaryQuestion3: How might the student employ these
means to accomplish their goals? What? How? How?
Since most of the students intend to start their own venture so government policies of their
respective countries should be such that so as to help them and support them in their
ventures. Future economic and political trends of home nations should be in favor of
students who have received education from countries like Australia.
The results thus draw an inference that a strong social and political atmosphere is helpful in
achieving long term intentions.The investigation of present study is thus twofold. The
contribution of this paper is two-fold. First, a thorough research of risk preference of
individuals with long term intentions was analysed. This found its basis from individual
point of view and their propensity. This knowledge was implemented to develop a firm
concept of short term and long term risk taking aptitude. Examination and analysis of
long term entrepreneurial intentions are not similar to those of analyzing actual
behavior. Choice of present study incorporate both pros and cons, relative strengths
and also weaknesses. Google, FedEx, Snapchat, Facebook etc. are all example of
business startups by none other than university students. There has been a raising
surge of such startups in past few decades. All these stem out of sheer
determination and long term intentions of university students who are even ready to
face challenges and have higher risk preferences. Investigation of such intentions is
indeed a way of paving success stories coming from students who take up foreign
countries like Australia as their preferred choices to pursue higher education in the
field of entrepreneurship. Nonetheless, skill oriented programs, workshops, and
group discussions, practical learning, oral presentations are all means for fostering
capable youth for accomplishing their long term intentions.
5.2Limitations and future perspectives
The following limitations have been there in the study:
Firstly, collection of data was carried out at single point of time. It would be thus
necessary that all future studies should incorporate collections of data at various time
intervals related to individual personality, attitude, societal and social norms, risk
preferences, career choices etc.
The long term intentions should be examined fundamentally on the basis of
22 | P a g e

longitudinal data, thorough literature research to substantiate the findings.
Mechanisms to fulfill long term goals should not be just based on theories rather their
practical implementation.
Secondly, the target participants were all university students. Some of them might
actually fare well in academics as well as career choices. They may prove to be
successful entrepreneurs; so it would be advisable and fruitful if their success stories
is sincerely followed by. They set up examples for future generations to take down
key notes for starting a successful venture. Although there are shortcomings in the
present research work as number of participants are limited. So future perspective is
to target larger population and assess gender predilection too regarding
accomplishing long term intentions.
References
Ajzen, I., 1991. The Theory of Planned Behavior..“” Organizational Behavior and Human
Decision Processes, 50(2), p. 179211.–
Ajzen, I., 2002. Perceived behavioral control, self-efficacy, locus of control, and the theory of
planned behavior.. Journal of Applied Social Psychology, Volume 32, p. 120.–
Aldrich, H. E. &. W. G., 1993. From traits to rates: An ecological perspective on
organizational foundings. Advances in Entrepreneurship, Firm Emergence, and Growth,
Volume 1, p. 145195..–
Ata, A. (2015). Knowledge, Education, and Attitudes of International Students to
IELTS: A Case of Australia. Journal of International Students, 5(4), pp.488-500.
Bird, B. J., 1988. Implementing Entrepreneurial Ideas: The Case for Intention.“ Academy of
Management Review, 13(3), p. 44253.–
Brockhaus, R. H. S. a. P. S. H., 1986. The Psychology of the Entrepreneur.. In The Art and
23 | P a g e

Science of Entrepreneurship, edited by D. L. Sexton and R. W. Smilor, , p. 2548.–
Chen, C. C. P. G. G. a. A. C., 1998. Does Entrepreneurial Self-Efficacy Distinguish
Entrepreneurs From Managers?. Journal of Business Venturing, 13(4), p. 295316.–
De Jorge-Moreno, J. C. L. L. &. T. M. S., 2012. The effect of business and economics
education programs on students entrepreneurial intention..‘ European Journal of Training
and Development, , 36(4), p. 409425.–
Diaz-Garcia, M. a. J. J.-M., 2010. Entrepreneurial Intentions: The Role of Gender..
Douglas, E. a. D. S. 2., 2002. Self-Employment as a Career Choice: Attitudes, Entrepreneurial
Intentions, and Utility Maximization.. Entrepreneurship Theory and Practice , 26(3), p. 8190.–
Egliston, B. (2017). Book review: The Interface Envelope: Gaming, Technology,
Power. Media International Australia, 164(1), pp.157-157.
Fishbein, M. a. I. A., 1975. Belief, Attitude, Intention and Behavior: An Introduction to
Theory and Research.. New York: Addison-Wesley..
Hanusch, F. (2013). Moulding Industry's Image: Journalism Education's Impact on
Students' Professional Views. Media International Australia, 146(1), pp.48-59.
Holmgren, C. F. J., 2005. Taylorism of the mind: entrepreneurship education from a
perspective of educational research.. European Educational Research Journal, 4(4), p.
382390.–
Islam, W., Jamieson, M. and Lawlis, T. (2017). International students in Australia:
Are they food insecure?. Journal of Nutrition & Intermediary Metabolism, 8, pp.72-73.
Krueger, N., 1993. The impact of prior entrepreneurial exposure on perceptions.
24 | P a g e

Entrepreneurship Theory and Practice, 18(1), pp. 5-21.
Lee, L. P. K. W. M. F. a. A. L., 2011. Entrepreneurial Intentions: The Influence of
Organizational and Individual Factors. Journal of Business Venturing , Volume 26, p. 12436.–
Lee, S. M. C. D. &. L. S. B., 2005. Impact of entrepreneurship education: a comparative study
of the U. S. and Korea. International Entrepreneurship and Management Journal, Volume 1,
pp. 27-43.
Liamputtong, P. (2011). International students in Australia: their challenges and
implications for university counselling services. International Journal of Students'
Research, 1(1), pp.8-11.
LINTON, J. D. W. S. T. &. M. J., 2002. LINTON, J. D., WALSH, S. T. & MORABITO, J. 2002.
Analysis, ranking and selection of R&D projects in a portfolio.. R&D Management, Volume
32, pp. 139-148.
Lopes, L. L., 1996. When Time Is of the Essence: Averaging, Aspiration, and the Short Run.
Organizational Behavior and Human Decision Processes, 65(3), p. 17989.–
Marginson, S. (2015). Is Australia Overdependent on International Students?.
International Higher Education, (54).
Mein Smith, P. (2018). Locating Australia? How students view Australias region.’
History Australia, 15(2), pp.216-235.
ODonnell, T. (2017). Book review: The Cultural Intermediaries Reader.’ Media
International Australia, 164(1), pp.163-164.
Palich, L. E. a. D. R. B., 1995. Using Cognitive Theory to Explain Entrepreneurial Risk-Taking:
25 | P a g e

Challenging Conventional Wisdom. Journal of Business Venturing , 10(6), p. 42538.–
PRIES, F. &. G. P., 2007. Commercial exploitation of new technologies arising from university
research: start-ups and markets for technology.. R&D Management, Volume 319- 328., pp.
37 319- 328.
Ryff, C. D. a. C. L. M. K., 1995. The Structure of Psychological Well-Being Revisited. Journal of
Personality and Social Psychology, 69(4), p. 71927.–
Sarasvathy, D. K. H. A. S. a. L. L., 1998. Perceiving and Managing Business Risks: Differences
between Entrepreneurs and Bankers. Journal of Economic Behavior and Organization,
Volume 33, p. 20725..–
Shapero, A. 1., 1982. Social Dimensions of Entrepreneurship.. Shapero, A. 1982. Social“
Dimensions of Entrepreneurship. In The Encyclopedia of Entrepreneurship, edited by C. A.”
Kent,D. Sexton, and K. H. Vesper, 7290. Englewood.–
Shepherd, D. a. J. M. H., 2009. Birds of a Feather Dont Always Flock Together: Identity’
Management in Entrepreneurship. Journal of Business Venturing , Volume 24, p. 31637.–
Shinnar, R. G. O. a. J. F., 2012. Entrepreneurial Perceptions and Intentions:The Role of
Gender and Culture.. Entrepreneurship Theory and Practice, Volume 5, p. 46593.–
Sitkin, S. B. a. A. L. P. 1., 1992. Reconceptualizing the Determinants of Risk Behavior..“”
Academy of Management Review , A17(1), p. 938.–
Smith, N. R. a. J. B. M., 1983. Type of Entrepreneur, Type of Firm, and Managerial
Motivation: Implications for Organizational Life Cycle Theory. Strategic Management
Journal, Volume 4, p. 325–40.
Ucbaşaran, D. W. P. W. M. &. F. M., 2010. The nature of entrepreneurial experience,
business failure and comparative optimism. Journal of Business Venturing, Volume 25, p.
541–555.
26 | P a g e

Uy, M. A. M. F. a. Z. S., 2013. Joint Effects of Prior Start-up Experience and Coping Strategies
on Entrepreneurs’ Psychological Well-Being. Journal of Business Venturing , Volume 28, p.
58397.–
Wilson, F. K. J. &. M. D., 2007. Gender, entrepreneurial self-efficacy, and entrepreneurial
career intentions: implications for entrepreneurship education.. Entrepreneurship Theory &
Practice, 31(3), p. 387406..–
YIN, R., 2009. Case Study Research: Design and Methods (Applied Social Research Methods),
Sage Publications, Inc..
Yu, M., Brown, T. and Farnworth, L. (2017). Embracing international students in
occupational therapy higher education in Australia: Challenge or asset?. Australian
Occupational Therapy Journal, 64(6), pp.501-504.
Zellweger, T. S. P. &. H. F. (., 2011. Should I stay or should I go? Career choice intentions of
students with family business background. Journal of Business Venturing, Volume 26, p.
521536.–
Zhao, H. H. G. E. &. S. S., 2005. The mediating role of self-efficacy in the development of
entrepreneurial intentions.. Journal of Applied Psychology, 90(6), p. 12651272.–
Zhao, X. (2019). Disconnective intimacies through social media: practices of
transnational family among overseas Chinese students in Australia. Media
International Australia, pp.1329878X1983768.
27 | P a g e