Investigating Gen Z Entrepreneurship: Factors and Orientation Study

This report presents a research proposal focused on the entrepreneurial orientation of Generation Z (Gen Z), individuals born between 1995 and 2015. The study aims to understand the relationship between Gen Z and entrepreneurship, identify the key factors that drive their entrepreneurial mindsets, and measure their entrepreneurial orientation (EO) in business ventures. The research employs a mixed-methods approach, combining quantitative surveys with 50 participants from diverse professional backgrounds and qualitative interviews with 5 participants. The methodology includes a thorough literature review of secondary sources to explore related theories and concepts. The study's potential value lies in providing insights for businesses seeking to understand and leverage the entrepreneurial potential of the Gen Z workforce, who are a significant consumer base and a driving force in the economy. The report also includes a research ethics application form, detailing the research plan and addressing ethical considerations.

Stage 1 Research Ethics Application Form
Section 1: Details of the Researcher and their Research
N.B. If you are conducting research that involves ‘animals and significant
habitats’, please use the Stage 1 Research Ethics Application Form involving
Animals and Habitats (www.anglia.ac.uk/researchethics).
Applicants carrying out research with children or vulnerable adults may also
need to carry out an online Safeguarding course and submit the pass
certificate with their ethics application. Please refer to the Question
Specific Advice for the Stage 1 Research Ethics Application Form at the
above weblink.
Researcher details
First name
Family name
Department/Faculty
Email address
Name of Institution where you study or
work (if not Anglia Ruskin)
Are you:
Please tick
 Undergraduate (UG) Student
 Postgraduate Taught (PGT) Student
 Postgraduate Research (PGR) Student
 Member of ARU Staff
 Member of ARU staff carrying out Masters/Doctorate research
Students (including staff proposing research on a course/programme)
Your SID
Your course/programme title
Name of your First Supervisor (for PGR) or
Supervisor (for UG and PGT)
Research details
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Title of your research project
N.B. For UG/PGT students, this is not the
title of your research module
Name and institutional affiliation of any
research collaborators
Date of application
Brief Project Summary (up to 700
words) Please summarise your research
in non-specialist language.
1. Brief Project Summary
1.1 Introduction
The ‘Z Generation’ or more popularly known as ‘Generation Z’, refers to the
newest generation born between the years 1995 to 2015. According to
Seemiller and Grace (2017), Generation Z is the generation after Millennial
with people aged from 2 to 24 years. The generation Z is typically the newest
entrance to the modern workforce. On the other hand, EO or Entrepreneurial
Orientation, initially defined by Miller, captures the managerial philosophies,
strategy making practices, professional business behaviors, and product
market innovation as well as showcases the capability to become innovative
and proactive (Papulová and Papula, 2015). According to multiple researches
conducted in the recent years, the Gen Z is more inclined towards pursuing
entrepreneurship.
1. 2 Background of the Study
The newest group of workforce filled with Gen Z entering the organizations are
more likely to steer the business ventures by manifesting entrepreneurial
behavior. In addition to that, these people are starting new business ventures
focusing a great deal on pursuing entrepreneurship. In fact, Ensari (2017) has
suggested that the Z generation is poised to be the most entrepreneurial
generation in the history. There are a number of factors that are significantly
contributing towards developing and empowering an entrepreneurial mindset
amongst the Gen Z teens. The present study aims to investigate the various
factors and aspects that are potentially contributing towards the
entrepreneurial Gen Z teens. In addition to that, the study will also reflect on
the level of entrepreneurial mindset that this Gen Z has in terms of executing
new or existing business ventures.
1.3 Rationale of the Study
The primary purpose of the study is to understand the relation of Gen Z with
entrepreneurship. According to several studies conducted in the recent past,
Gen Z teens tend to become more focused on money saving, being pragmatic,
are mobile natives and avid users of social media. Unfortunately, these Gen Z
teens are growing up at the time of recession, which potentially leads to adopt
an entrepreneurial mindset (Zhang and Acs, 2019). Typically, this generation
of youth suffers from recession and student loan crisis, which makes them
choose unorthodox career paths. The study aims to unveil the major factors
that acts as the driving forces for Gen Z teens to become entrepreneurs. On
other words, the research is conducted in order to study the entrepreneurial
orientation (EO) of this newest group of workforce in new business ventures
(Williams, 2015).
1.4 Research Objectives
The research objectives for the study are formulated below:
 To understand the relationship between Gen Z and entrepreneurship
 To identify the major factors that drive Gen Z to adopt entrepreneurial
mindsets
 To measure the EO (Entrepreneurial Orientation) of the Gen Z teens
in business ventures
1.5 Research Questions
Based on the research objectives, the research questions are formulated as
follows:
 What is the relationship between Gen Z and entrepreneurship?
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 What are the major factors that drive Gen Z to adopt entrepreneurial
mindsets?
 What is the EO (Entrepreneurial Orientation) of the Gen Z teens in
business ventures?
1.6 Methodology
In order to conduct the research, a mixture of both the qualitative and
quantitative research methods will be applied. In the quantitative method, a
survey will be carried out by forming a questionnaire, which will be distributed
amongst a selected group of participants.
1.7 Details of Participant Population
The sample size or population will be 50 Gen Z teens from different
professional backgrounds pursuing different career paths. On the other hand,
5 Gen Z teen will be interviewed with open ended questions for the qualitative
analysis part.
1.8 Theoretical Approaches
In order to gain deep insight into the details of the selected topic, adequate
amount of secondary sources will be selected and critically reviewed. The
literature review section of the research paper will involve critical analysis of
these selected articles, journal papers, research papers, websites, e-books,
PDFs etc. that hold relevant information of the research topic (Desai and Lele,
2017). The main aim will be to understand the related theory, concepts, ideas
and opinions in a thorough manner along with collecting the useful data and
information already existing from previous researches in this topic.
Please explain the potential value of your
research to society and/or the economy
and its potential to improve knowledge and
understanding.
The potential value of studying the entrepreneurial orientation of Gen Z in the
workplace and in new business ventures is highly beneficial for the companies
who works with the Gen Z. in addition to that, the present business market is
focused on a consumer base where the majority of the population belongs to Gen
Z (Singh and Dangmei, 2016). Therefore, it is significantly crucial to understand
the entrepreneurial behavior of the Gen Z teens in the workplace, as it highly
drives a countries economic and socio-economic positions. Moreover, this study
will also help in gaining useful knowledge to help the business firms in building
strategies to utilize the huge Gen Z talents.
References Desai, S.P. and Lele, V., 2017. Correlating internet, social networks and
workplace-a case of generation Z students. Journal of Commerce and
Management Thought, 8(4), p.802.
Ensari, M.S., 2017. A study on the differences of entrepreneurship potential
among generations. Research Journal of Business and Management, 4(1),
pp.52-62.
Papulová, Z. and Papula, J., 2015. Entrepreneurship in the Eyes of the Young
Generation. Procedia Economics and Finance, 34, pp.514-520.
Seemiller, C. and Grace, M., 2017. Generation Z: Educating and engaging the
next generation of students. About Campus, 22(3), pp.21-26.
Singh, A.P. and Dangmei, J., 2016. Understanding the Generation Z, the future
workforce. South-Asian Journal of Multidisciplinary Studies, 3(3), pp.1-5.
Williams, A., 2015. Move over, millennials, here comes Generation Z. The New
York Times, 18.
Zhang, T. and Acs, Z., 2019. Does Generation Matter to Entrepreneurship? Four
Generations of Entrepreneurs. Southern Economic Journal.
Section 2: Research Ethics Checklist (Refer to Section 3
for an explanation of the colour coding.)
N.B. If you are conducting research that involves ‘animals and
significant habitats’, please use the Stage 1 Research Ethics
Application Form involving Animals and Habitats
(www.anglia.ac.uk/researchethics).
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You must provide a response to ALL questions. Please refer to the Question Specific
Advice for completing the Stage 1 Research Ethics Application Form for guidance.
Will your r esearch (delete as appropriate):
1 Involve human participants? YES
2 Create a risk that individuals and/or organisations could be identified in the outputs? NO
3 Involve participants whose responses could be influenced by your relationship with
them or by any perceived, or real, conflicts of interest?
NO
4 Involve the co-operation of a ‘gatekeeper’ to gain access to participants? NO
5 Offer financial or other forms of incentives to participants? NO
6 Involve the possibility that any incidental health issues relating to participants be
identified?
NO
7 Involve the discussion of topics that participants may find distressing? NO
8 Take place outside of the country where you work and/or are enrolled to study? NO
9 Cause a negative impact on the environment (over and above that of normal daily
activity)?
NO
10 Involve gathering or preparing non-living biological samples not held already in a
university, museum or other collection?
NO
11 Involve genetic modification of human tissue, or use of genetically modified organisms
classified as Class One activities?1.
NO
12 Involve genetic modification of human tissue, or use of genetically modified organisms
above Class One activities?2.
NO
13 Collect, use or store any human tissue or DNA (including but not limited to, serum,
plasma, organs, saliva, urine, hairs and nails)?3
NO
14 Involve medical research with humans, including clinical trials or medical devices? NO
15 Involve the administration of drugs, placebos or other substances (e.g. food, vitamins) to
humans?
NO
16 Cause (or have the potential to cause) pain, physical or psychological harm or negative
consequences to humans?
NO
17 Involve the collection of data without the consent of participants, or other forms of
deception?
NO
18 Involve interventions with people aged 16 years of age and under? NO
19 Relate to military sites, personnel, equipment, or the defence industry? NO
1 Email [e-mail] for further information.
2 As above.
2
3 For any research involving human material you must contact Matt Bristow ([e-mail] ) for further guidance on how to
proceed
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20 Risk damage/disturbance to culturally, spiritually or historically significant artefacts/places,
or human remains?
NO
21 Contain research methodologies you, or members of your team, require training to carry
out?
NO
22 Involve access to, or use (including internet use) of, material covered by the Counter
Terrorism and Security Act (2015), or the Terrorism Act (2006), or which could be
classified as security sensitive?4
NO
23 Involve you or participants in a) activities which may be illegal and/or b) the observation,
handling or storage (including export) of information or material which may be regarded
as illegal?
NO
24 Require ethical approval from any recognised external agencies? e.g. NHS, Social
Care, Ministry of Justice, Ministry of Defence. Please refer to the Question Specific
Advice for the Stage 1 Research Ethics Application Form and Code of Practice for
Applying for Ethical Approval for further information.
NO
25 Involve individuals aged 16 years of age and over who lack ‘capacity to consent’ and
therefore fall under the Mental Capacity Act (2005)?
NO
26 Pose any ethical issue not covered elsewhere in this checklist (excluding issues relating
to animals and significant habitats which are dealt with in a separate form)?
NO
Please note that the Faculty Research Ethics Panel (FREP) will refer to the Office of the Secretary
and Clerk any application where, in the view of the Chair, the proposed research poses a risk of a
legal or security related nature to Anglia Ruskin University. The Chair will seek guidance from the
Secretary and Clerk before the FREP decides if the proposed research can be granted ethical
approval and/or the nature of any special arrangements which need to be put in place.
4 The Counter Terrorism and Security Act (2015) and Terrorism Act (2006) outlaws web posting of material that encourages or endorses
terrorist acts, even terrorist acts that have occurred in the past. Sections of the Terrorism Act also create a risk of prosecution for those
who transmit material of this nature, including transmitting the material electronically. The storage of such material on a computer can, if
discovered, prompt a police investigation. Visits to websites related to terrorism and the downloading of material issued by terrorist
groups (even from open-access sites) may be subject to monitoring by the police. Storage of this material for research purposes may
also be subject to monitoring by the police. Therefore, research relating to terrorism, or any other research that could be classified as
security-sensitive (for example, Ministry of Defence-commissioned work on military equipment, IT encryption design for public bodies or
businesses) needs special treatment. If you have any doubts about whether your research could be classified as security-sensitive,
please speak to your FREP Chair.
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Section 3: Approval process
All student applications must be sent to your Supervisor for checking.
Your Supervisor must then forward the application to the DREP/FREP (as appropriate)
FREP = Faculty Research Ethics Panel
DREP = Departmental Research Ethics Panel
NO answered to all
questions
Risk category Green
Complete Section 5 of this form
and then send it to your DREP (or
FREP for the Faculty of Medical
Science only).
You do not require ethical
approval from a committee.
You can start your research
immediately.
YES to any of Questions
1-11 and/or 26 but NO to
all other questions
Risk category Yellow
Complete Section 4 and 5 of this form and
submit it, and the Participant Information
Sheet (PIS) and Participant Consent Form
(PCF), to your DREP (or FREP for Faculty of
Medical Science only). Your faculty may
require further documents.
You need to wait for ethical approval
before you start your research.
YES to any of Questions
12-23
Risk Category Red
Complete Section 5 of this form and
complete the Stage 2 Approval form. Submit
both, and any other documents required, to
your FREP.
If you answered YES to Question 22
you must also complete and submit
for consideration by the committee
the Stage 3 Approval form.
You need to wait for ethical approval
before you start your research.
YES to either or
both of Questions
24-25
Risk Category
Purple
You need external approval(s) which, if
granted, may be regarded as equivalent to
approval from an Anglia Ruskin ethics
committee.
Refer to the Question Specific Advice for the
Stage 1 Research Ethics Application Form
and Code of Practice for Applying for Ethical
Approval for further information
You need to wait for ethical and/or
governance approval before you start
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your research.
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Section 4: Project details
Management of Ethical Risk
For each of Questions 1-11 and Question 26, where you have responded ‘Yes’, please explain for the
committee how you justify and will manage the ethical risk created. Your research is in the Yellow
risk category.
Section 5: Confirmation/Declaration statements
Confirmation Statements (delete as appropriate)
1 I have completed the relevant training in research ethics.5 Yes No
Not applicable
2 I have consulted the Research Ethics Policy and the relevant sections of the Code of Practice for
Applying for Ethical Approval, available at www.anglia.ac.uk/researchethics.
Yes No
3 I have completed a Risk Assessment (Health and Safety).6 Yes No
Not applicable
4 My research complies with the UK Data Protection Act (1998) and/or the data protection laws of
the country where the research is being conducted.7
Yes No
Not applicable
5 For research funded externally where the funding was acquired via Anglia Ruskin, I have
completed a Project Risk Assessment.8
Yes No
Not applicable
6 I have attached my confirmation of passing a Safeguarding course. Yes No
Not applicable
7 If my research project involves a contract between Anglia Ruskin University and an external
party, I have had the contract approved by the Secretary and Clerk’s Office9
Yes No
Not applicable
5 Where required, UG or PGT students must submit confirmation with this form that they have passed the on-line ethics training.
Some courses have exemption from this requirement. Please check with your supervisor.
6 For research conducted at ARU including Ixion, University Centre Peterborough and College of West Anglia, go to
http://web.anglia.ac.uk/anet/staff/sec_clerk/gen_info.phtml for the relevant guidance. Students at other institutions must follow
local processes.
7 For guidance go to web.anglia.ac.uk/anet/staff/sec_clerk/dpa.phtml
8 For details go to web.anglia.ac.uk/anet/rdcs/compliance/faqs.phtml
9 For details go to http://web.anglia.ac.uk/anet/staff/sec_clerk/
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