Iconent 2016 International Conference on Entrepreneurship

IConEnt 2016 International Conference on Entrepreneurship

March 17th, 2016 Universitas Pelita Harapan

PROCEEDINGS

Organized by:

Universitas Pelita Harapan (UPH) Jl. M.H. Thamrin Boulevard Lippo Village 15811 Banten Website: http://iconent.global.uph.edu/ International Conference on Entrepreneurship (IConEnt 2016) “How Innovation Could Improve the Performance and Productivity in Entrepreneurship?” Business School Universitas Pelita Harapan

Published by: Office Research and Publication Business School Universitas Pelita Harapan Jl. M.H. Thamrin Boulevard Lippi Village 15811 Banten Tangerang, Indonesia Email: [email protected] ; [email protected] Telp: +6221 5460901 Ext. 1255 Website: http://iconent.global.uph.edu/

This publication is copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of the Business School Universitas Pelita Harapan.

First published in 2016 Technical Editor : Greisye Magdalena, S.Kom Layout : Michelle Alviana Cover Design : Jessy Kusno

ISBN : 978-979-96162-2-7 (printed version) 978-979-96162-3-4 (electronic version)

Distributed by: Business School Universitas Pelita Harapan Building F, 1st floor Jl. M.H. Thamrin Boulevard Lippi Village 15811 Banten Tangerang, Indonesia Email: [email protected] ; [email protected] Telp: +6221 5460901 Ext. 1255 Website: http://iconent.global.uph.edu/

FOREWORD FROM THE RECTOR

As rector of Universitas Pelita Harapan, I thereby express my deep satisfaction to have you as presenters and participants on the International Conference on Entrepreneurship 2016. I also express my most sincere gratifications for your special effort made to be together today.

As host, I am deeply pleased to sincerely and warmly welcome our keynote speakers, Prof. Ranjan Das, Ph.D and Prof. Hanno Roberts, Ph.D. The presence of our keynote speakers pertaining to delivery topics about Entrepreneurship with the theme “How Innovation could Improve the Performance and Productivity in Entrepreneurship?” give us new insights about the contribution of Entrepreneurship to enhance economic development in many countries, particularly in Indonesia. The economic success greatly depends on the quality of academics. Business School as one of our faculties had previously pay attention to this.

In my view, IConEnt 2016 is a good opportunity for us to express our future collaborations, at institutional levels and serves of the same purpose, to be useful as possible for the society and the nation. I am convinced that we, as the host of IConEnt 2016, will be able to meet the expectations of every participant. We express our thanks and we unsure each of you to get new insights and international networking in the field of scientific research and academic education.

Thus, I would like to congratulate you again for your participation at the International Conference on Entrepreneurship 2016 by Business School Universitas Pelita Harapan!

Dr. (Hon) Jonathan L. Parapak, M.Eng.Sc. Rector

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FOREWORD FROM THE CONFERENCE CHAIR

We welcome you to International Conference on Entrepreneurship (IConEnt) held on March 17, 2016 in Universitas Pelita Harapan, Tangerang, Indonesia. Entrepreneurship as one of the important parts of the economic determines the future of a nation's economy. Entrepreneurship is the process of identifying, developing, and bringing a vision to life. The vision may be an innovative idea, an opportunity, and a better way to run things. Various examples of the role entrepreneurship play an important role in the economy, including the strengthening of economic growth, improving productivity, creating innovations in the field of technology and products / services, create jobs, as well as change and simplify market competition. A country that has a lot of entrepreneurial sector will contribute to high economic growth and economic development.

IConEnt 2016 is hosted by Business School UPH. The IConEnt-2016 will focus on "How Innovation could improve the Performance and Productivity in Entrepreneurship?". The conference aims to provide opportunities to exchange research ideas and produce new insights. This opportunity also could be used as a way to broaden international network.

The distinguished keynote speakers of IConEnt 2016 are Prof. Ranjan Das, Ph.D and Prof. Hanno Roberts, Ph.D. The conference accepted 104 papers. The authors of submitted papers come from 44 institutions in Indonesia, 18 institutions in 11 countries all over the world, and 2 companies in Indonesia made the conference truly international in scope. The 104 abstracts that were presented on the conference day formed the heart of the conference and provided ample opportunity for discussion. The abstracts were split almost equally between Entrepreneurship several sub-topics such as marketing, human resource management, finance and economics.

We would like to express our gratitude to the members of the Steering Committee and the Organizing Committee, and the external reviewers for their hard work in reviewing submissions. The conference would not be possible without the excellent papers contributed by authors. We thank all the authors for their contributions and their participation in IConEnt 2016.

Dr. Sabrina O. Sihombing S.E., M.Bus IConEnt 2016 Conference Chair

BOARD OF COMMITTEE

Steering Committee 1. Raymond Liu, Ph.D 2. Prof. Gracia S. Ugut, Ph.D 3. John Riady, B.A., MBA., JD.

Organizing Committee Chair : Dr. Sabrina O. Sihombing, SE., M.Bus Secretary : Greisye Magdalena, S.Kom Treasurer : Margaretha Pink Berlianto, SE., MM., Ak., CA. Member : 1. Rita Juliana, SE., MM., MBA 2. Luciana Bunata, SE. 3. Hendy Hartanto 4. Cindy Pelantika 5. Vincent Saputra Tan

BOARD OF REVIEWER

1. Prof. Dr. Adrienne R. Isakovic (Capella University, U.S.A and Hamdan bin Mohammad e-University, Dubai, U.A.E) 2. Prof. Jorge Mongay Hurtado (Escuela Superior de Gestion Commercial Y Marketing, Madrid, Spain) 3. Prof. Wanrapee Bancheunvijut, Ph.D (University of the Thai Chamber of Commerce, Thailand) 4. Prof. Chin Uy (University of Santo Tomas, Philippines) 5. I-Chieh Wang, Ph.D (Meiho University, Taiwan) 6. Dr. Phatnatcha Chotkunakitti (Rangsit University, Thailand) 7. Prof. Roy Sembel Ph.D (IPMI International Business School, Indonesia) 8. Prof. John J.O.I Ihalauw (Universitas Bunda Mulia, Indonesia) 9. Dr. Ir. Suci Paramitasari Syahlani, M.M. (Universitas Gadjah Mada, Indonesia) 10. Dr. Endang Ruswanti (Universitas Esa Unggul Jakarta, Indonesia) 11. Dr. Fitri Ismiyanti, S.E., M.Si (Univesitas Airlangga Surabaya, Indonesia) 12. Dr. Putu Anom Mahadwartha, S.E., M.M. (Universitas Surabaya, Indonesia) 13. Dr. Titik Indrawati (Universitas Bina Nusantara, Indonesia) 14. Dr. Zulganef, M.M. (Universitas Widyatama Bandung, Indonesia) 15. Dr. Iin Mayasari, S.Pd., S.IP., M.M., M.Si (Universitas Paramadina, Indonesia) 16. Willy Gunadi, Ph.D (Universitas Bina Nusantara, Indonesia) 17. Dr. Kim Sung Suk (Universitas Pelita Harapan, Indonesia) 18. Dr. Antonius Herusetya, Ak., MM., CA. (Universitas Pelita Harapan, Indonesia) 19. Leonardo M. Canoy, JR, Ph.D (Universitas Pelita Harapan, Indonesia)

KEYNOTE SPEAKER 1

Prof. Ranjan Das, Ph.D

Chairman – The Strategy Academy, and Professor of Strategy, Innovation, Entrepreneurship and Leadership***

***Associated with: IIM Calcutta [1994 onwards], The Strategy Academy [2008 onwards], IIM Ranchi [Visiting: 2014-15], IIM Trichy [Visiting: 2014-15], Indian School of Business, Hyderabad [Visiting: 2008-09], Hong Kong University of Science and Technology, Hong Kong [Visiting: 2005-06], Peking University, Jakarta [EMBA 2015-16], Haigazian College, Beirut, Lebanon [Visiting: 1979-80]

Qualification

Doctorate [Fellow] in Management with specialization in Strategic Management from Indian Institute of Management Ahmedabad (IIMA); Master of Science [Applied Mathematics] from Calcutta University

Experience

Prof Ranjan Das, Chairman – The Strategy Academy, and Professor of Strategy, Innovation, Entrepreneurship and Leadership, has a total 40 years of experience comprising

20 years in industry during which Prof Das had held such senior positions as General Manager of an MNC and Managing Director of a Joint Sector Company in India 20 years in teaching, training, research and consulting as a Professor of Strategic Management at IIM Calcutta 7 years [beginning January 2008 and overlapping with the assignment with IIM Calcutta] as an Academic and Social Entrepreneur engaged in setting up India’s FIRST and only one 100% LIVE DIGITAL Academy named The Strategy Academy [TSA]

Prof Das had written 6 books and many articles and case studies. He is an independent director of a couple of companies in India and advises many companies in India and overseas in the areas of Strategy, Innovation, Entrepreneurship and Leadership

Prof Das’s current teaching, research and consulting focus areas are:

Industry and Competitive Analysis, Industry Evolution, Business Model Innovation,

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Competitive and Growth Strategy, Strategic Repositioning, Corporate Restructuring and M&A, Strategic Risk Management, Strategy Execution, Organizational Transformation and Management of Change, Strategic Leadership, and Institution Building

Prof Ranjan Das’s principal mission is to assist individuals and organizations in developing their strategies to achieve SUCCESS in whatever fields they are in or shall be in. As a part of this mission, that aims to reach out to people and organizations who are denied opportunities to excel, Prof Das has been working for many years on his core priority of developing a real-time, low cost, universally accessible and highly convenient to use technology enabled and two way interactive learning and capability building process [including development of the underlying delivery platform] that combines the features of time tested traditional brick and mortar model with location-independent features of e- learning model.

Backed by his last 11 years of specific experience in this field, Prof Das is convinced that such a new generation Learning and Development [L&D] process that ensures the following features [called 6Cs] viz.

CUSTOMIZED-CONTENT: Design of CUSTOMIZED CONTENT [including preparation of reading materials and cases], based on content research in client-defined areas, industry- specific and benchmarked internationally.

CLASS-CAPACITY: For any batch, class size is scalable and faculty conducted LIVE sessions can be accessed Universally from ANYWHERE

CAPABILITY-ASSESSMENT: Measuring the extent of specific skills actually acquired by each participant relative to specific standards, his/her ability to apply such skills and associated changes in his/her behavior effected

CONVENIENCE: High Convenience in learning and acquiring required capabilities: o Ability to attend faculty conducted 100% LIVE sessions from ANYWHERE in India and the World[ i.e. live content from the faculty is universally accessible] o Faculty conducted 100% LIVE sessions are REAL-TIME and TWO WAY INTERACTIVE o RECORDINGS of all faculty conducted 100% LIVE sessions can be accessed on Anytime-Anywhere basis

CARBON-REDUCING: Opportunity to deliver all L&D programs as GREEN Programs [since there will be no burning of fuel to reach any training venue and there will be no use of any paper] and hence such L&D programs will not leave any unwanted carbon footprints anywhere.

COST: Opportunity to reduce effective cost of L&D per participant to less than half of traditional delivery and yet ensure the triple advantages of Customized-Content, Capability- Assessment and Convenience is now a reality and shall soon be reaching the point of inflection that will have the potential to disrupt progressively the traditional brick and mortar delivery as well as much hyped 100% pre-recoded e- learning method of education delivery

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KEYNOTE SPEAKER 2

Prof. Hanno Roberts, Ph.D

Personal Details

Name : Henri Johan Eduard Roberts (alias Hanno) Nationality : Netherlands

Present Position

1999-present Full professor in Management Accounting and Control, Norwegian School of Business, Oslo, Norway (tenured from June 1999) Associate Professor in Management Accounting and Control, Norwegian School 1997-1999 of Business, Oslo, Norway (tenured September 1997 til June 1999) Associate Professor in Management Accounting and Control, Norwegian School 1996-1997 of Business, Oslo, Norway (non-tenured) Educational background 1993 Ph.D. degree, Faculty of Economics and Business Administration/University of Maastricht, The Netherlands. Title of thesis: Accountability and Responsibility: the influence of organisation design on management accounting. 1986 M.B.A., Rotterdam School of Management, The Netherlands 1983 B.A. in Business Economics, Erasmus University, Rotterdam, The Netherlands

Previous Positions

2010-2011 Visiting full professor, Nanyang Business School/Nanyang Technological University, Singapore, hosted by the Dept. of Accounting, as part of the (then existing) MBA program collaboration (Assoc. Professor Lai Hong Chung).

2003 Sabbatical at the Autonomous University of Madrid, Spain, hosted by Dept. of Organization Studies and Accounting (Prof. Leandro Cañibano).

1999-2000 Örebro University, Sweden, hosted by Dept of Accounting (Assoc. Professor Ole Westin)

1992-1996 Visiting full professor (non-tenured) in Accounting and Financial Economics, Universidad Carlos III de Madrid, Spain.

1986-1992 Assistant Professor (non-tenured), Dept. of Accounting, Faculty of Economics and Business Administration, University of Maastricht, The Netherlands. Job description: Ph.D. research and teaching. The Ph.D. research took place within the larger framework of the government financed program on Technological Development and Innovation [in Dutch: ‘Technologische Ontwikkeling en Innovatie’] which is located in the Maastricht Economic Research Institute on Innovation and Technology (MERIT). Teaching: management accounting (all levels) and business administration (undergraduate and graduate levels).

1986 Employee of the Chamber of Commerce for Rotterdam. Job content: Investigating the technology multiplier effects of heavy industry on the subcontracting industries in the Rotterdam port area.

1985 Employee Total Quality Control team, Koninklijke Brink/Molyn Verffabrieken (Royal Brink/Molyn Paint Industries), Groot-Ammers, The Netherlands. Job content: Introducing an total quality management system.

Other Engagements:

Instituto de Empresa Business School, Spain (MBA 1995-1996), University of Vaasa, Finland (MSc in Accounting 1998-2000), Groupe HEC, France (MBA 2001), HHL - Graduate School of Management Leipzig, Germany (MBA 2001, 2002, 2003, EMBA 2006, 2007), IEDE – Institute for Executive Development (Spain; 2003-2004), DEUSTO-ESTE Business School, San Sebastian (Spain: 2005), Universidad del Pacifico, Lima (Peru: 2006), University of Seville, Spain, under the EU-SOCRATES program (October-December 2009), Nanyang Business School/Nanyang Technological University, Singapore (MBA program 2010-2011), External Lecturer

Instituto de Estudios Cajasol, Seville, Spain (EMBA program 2011), Payap University, Chiang Mai, Thailand (MBA program 2011-2013), Singapore Management University (MBA program 2012-onward).

CONFERENCE SCHEDULE

International Conference on Entrepreneurship (IConEnt-2016) Business School – Universitas Pelita Harapan (UPH) Thursday, March 17th, 2016

Time Venue Event 07.00 – 08.00 D 501 Registration Welcoming and Opening 08.00 – 08.30 D 501 Speech Keynote Speech I 08.30 – 09.00 D 501 by Prof. Ranjan Das Keynote Speech II 09.00 – 09.30 D 501 by Prof. Hanno Roberts, Ph.D 09.30 – 10.00 D 501 Question & Answer 10.00 – 12.00 F Building Panel Discussion 1 Olympic Swimming Pool 12.00 – 13.00 Lunch UPH 13.00 – 16.00 F Building Panel Discussion 2 Best Paper Award and 16.00 – 16.30 F 702 Closing

MAPS OF UNIVERSITAS PELITA HARAPAN

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LIST OF INSTITUTIONS

National Institution (Indonesia) No. Instition Name 1. Andalas University, Padang 2. ASM Bina Insani Bekasi 3. Bakrie University, Jakarta 4. Bangka Belitung University 5. Bhayangkara Jaya University, Jakarta 6. Bosowa University of Makassar 7. Ciputra University, Surabaya 8. Hasanuddin University, Makassar 9. Institut Teknologi Bandung 10. KALBIS Institute, Jakarta 11. Muhammadiyah Jakarta University 12. Muhammadiyah University of Malang 13. Mulawarman University, Samarinda 14. Musamus University, Merauke 15. Polytechnic of Sriwijaya 16. Sekolah Tinggi Ilmu Ekonomi Y.A.I 17. Soegijapranata Catholic University, Semarang 18. STIE ‘YPPI’ Rembang 19. STIE Kesatuan, Bogor 20. STMIK AKAKOM, Daerah Istimewa Yogyakarta 21. Swiss German University, Tangerang 22. Telkom University, Bandung 23. Universitas 17 Agustus 1945 Semarang 24. Universitas Bina Nusantara, Jakarta 25. Universitas Darwan Ali, Kalimantan Tengah 26. Universitas Dharma Andalas, Padang 27. Universitas Esa Unggul, Jakarta 28. Universitas Gunadarma, Jakarta 29. Universitas Indonesia 30. Universitas Katolik Indonesia Atma Jaya, Jakarta 31. Universitas Krisnadwipayana, Jakarta 32. Universitas Mataram 33. Universitas Methodist Indonesia, Medan 34. Universitas Negeri Jakarta 35. Universitas Negeri Makassar 36. Universitas Padjajaran, Bandung 37. Universitas Pelita Harapan, Tangerang 38. Universitas Saburai, Lampung 39. Universitas Sahid Jakarta 40. Universitas Tarumanagara, Jakarta 41. University of Palangka Raya 42. University of Sam Ratulangi, Manado 43. Widyatama University, Bandung

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44. YARSI University, Jakarta

International Institution No. Institution Name 1. Andhra University, India 2. Bangkok Thonburi University, Bangkok 3. Charles Darwin University, Australia 4. Hidayatullah National Law University, India 5. International Open College, Kuala Lumpur, Malaysia 6. Islamic Aazad University, Dezful, Iran 7. JK Lakshmipat University, Jaipur, India 8. Kolej University Polythec MARA, Kuala Lumpur, Malaysia 9. National Kaohsiung Normal University, Pingtung Country, Taiwan 10. National Sun Yat-sen University, Taiwan 11. Olabisi Onabanjo University, Ago Iwoye, Nigeria 12. Phuket Rajabhat University, Thailand 13. Purdue University Calumet, Hammond, United States 14. Sultan Idris Education University, Perak, Malaysia 15. Université Hassan 1er, Settat, Morocco 16. University of Santo Tomas, Philippines 17. University of Western Australia, Perth 18. University of Westminster, UK

Company No. Company Name 1. House of Minahasa Batik, Sulawesi Utara 2. Lumina Learning Indonesia

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PERCIEVED SOCIAL SUPPORT AND RESILIENCY AMONG MIGRANT STUDENTS IN ENTREPRENEURSHIP UNIVERSITY

Jony Eko Yulianto1), Antonnius Kurniawan2)

1)2)Psychopreneur Research Center, Faculty of Psychology Universitas Ciputra Surabaya

e-mail: [email protected]

Abstract

Multiple features of social support provided by lecturers, parents, friends, and significant others to migrant students (N = 82) in an entrepreneurship university were assessed. The present study attemped to answer three questions: (1) whether percieved social support significantly associated with migrant students’ resiliency; (2) what is the source of social support that percieved as the strongest predictor to resiliency; and (3) what is the type of social support that needed to form migrant students’ resiliency. The respondents were asked to fill Connor-Davidson Resiliency Scale (CD-RS) by Connor and Davidson (2003), and Percieved Social Support Multidimensional Scale (PSS-MS) by Canty-Michell and Zimet (2000). The result revealed that percieved social support was positively associated with resiliency (p<0.05; t=4.609). Significant others were seen as the primary source of social support in migrant student (p=0.003). Emotional social support were found as the type of social support that needed by migrant student to form resiliency (β=0.389). The implication for service provision and entrepreneurship education in university level are discussed.

Keywords: Percieved Social Support, Resiliency, Migrant Student

1. Introduction Several studies have shown that migrant by migrant students is also a concern for the students often encounter obstacles when it is university as an educational institution. in a new study. These constraints include Basically, the campus provides many form relationships with peers, academic facilities as a form of social support to performance issues (Coplan et al, 2004; students of migrants as a means to be able to Gazelle & Ladd, 2003), loneliness, stress adapt better as the provision of lecturers and even depression (Coplan et al, 2004; academic, mentoring system with sister Gayatri, 2007). Hutapea (2014) states that forces, as well as the system remedial to the migrant students have high demands to beginning of the course so that students are adjust to the new environment. Especially able to face the various adjustments and on the first years, these issues are become resilient (Bettinger, Boatman, & considered as a problem called Pitkethly and Long, 2013). Prosser (2001) revealed this as an issue that How is the profile of resilient migrant should receive serious attention from the student? Waxman, Gray and Padron (2003) university because it affects the quality of states that the resilient individual have a life of students in campus. This issue strong protective factors, including the suggests that the ability to adapt quickly is ability to master the academic competence, important to be owned by migrant students. social competence, problem solving skills, The majority of students spend nearly autonomous, and have the ability to set more than 40 hours per week on campus. goals (sense of purpose). Griffin and Allen Thus, the extent of migrants student (2006) found that students are resilient are adaptive to the learning environment will able to maintain their academic goals that largely determine the quality of learning demonstrate strong motivation to follow the (Hallinan, 2008). The problems experienced activities of the course. Bormand and 458

Overman (2004) found that students who powerful. have the resilience tends to enjoy academic This opinion was affirmed by research activity, have an internal locus of control, Chen, Wang, and Wang (2009) who have confidence in the capabilities, and have conducted a study of a group of children in a positive attitude in the place of learning. China who came from the area Parr, Montgomery and DeBell (1998) writes neighborhood and live as migrant for that learners resilient is the learners who can studying in the city. The results of these adapt socially well, have a positive outlook studies found that social support that found on life, has a vision and a clear mission in in the new place will determine how far an life, have the responsibility and risk-taking, individual can adapt well. This result is in creative and have a sense of humor, and is line with research Validivieso and able to regulate their emotions. MacDonald (2000) which states that the Some researchers proved that the environment that provides opportunities for involvement of elements of the environment development in the form of emotional, is vital in supporting individuals to achieve motivational and strategic support will resilience. Henderson and Milstein (2003), succesfully enable students become more for example, find three things to minimize resilient. Shankland, et al (2010) also the risk factors, namely (1) Building a affirmed these results by examining the strong relationship with the individual, (2) longitudinal adjustment of 50 students and create boundaries (boundaries) is strong and found that students who receive social consistent, (3) teaching abilities (life-skills) support showed better adaptability. e.g. cooperation, healthy conflict resolution, The study of the role of social support the ability to assertiveness, the ability to on resilience has been quite a lot of various communicate effectively, solve problems, psychological scientists, both in the age and make decisions accordingly. Benard group of children (Kersey & Malley, 2005), (1991) describes three mechanisms that adolescents, and adults. One important should be prepared by the environment in finding from the study of social support, as building resilience, namely (1) build was done by the French, et al (2001) suggest relationships that are attentive (caring that social support is a psychological relationship), have high expectations, (3) construct that is influenced by culture. increase the involvement of actors in the Differences in the pattern of social support environment. Based on the studies above, it from eastern countries that emphasize social appears that social support is very important harmony found to differ from western in supporting the formation of the resilience countries that emphasize individual of the individual. achievements. By comparing the effects of Washington (2008) introduced the social support on life satisfaction in phrase "Making Mosaics" to explain the adolescents in Indonesia and the American, resilience of the students Hispanic and French, et al (2001) showed that social African-Americans who go abroad to study. support have a stronger effect on life Resilience seen with the perspective of hope satisfaction in adolescents Indonesia so that any negative things that happened compared the effects of social support on believed would be a complement to image a life satisfaction received by teenagers in more complete life story. In this perspective, America. the events are not fun is not seen as In the present study, perceptions of something negative, but as an event that social support differentiated by type and must be addressed until later into a large source. Types of social support by Helgeson image that makes the students more (2003) is divided into four parts, namely

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International Conference on Entrepreneurship (IConEnt-2016) “How Innovation could Improve the Performance and Productivity in Entrepreneurship?” March 17, 2016 Universitas Pelita Harapan, Tangerang – Indonesia emotional social support, informational have a strong attachment to the place of social support, instrumental social support, study tend to be able to overcome any and companionship social support. While personal problems, as well as learning the source of differentiated social support obstacles with a positive attitude. In line from family, significant others, friends, and with this view, Stronge (2002) explains that teachers. Differentiation of social support the educators who have a personal based on the type and source of this relationship with learners tend to be more according to the results of research Ramsay, effective in motivating learners from Jones, and Barker (2007), which explained personal problems, social or academic that migrants students are needeed of social problems. When learners have close support in the form of emotional, practical, relations with educators, faculty will be able and informational. In line with these to increase the autonomy and independence findings, Morrison (1992) states that this of the students, as well as designing type of social support needed by students of individual programs needed by students Hispanic ethnicity learning difficulties is to (Alfassi, 2004), until then boost her choose a tutor that they do not know than self-esteem (Reeve et al, 2004). Educators relatives or a group of friends. Result of this can take advantage of a variety of ways in study shows that in every context, type the classroom and outside the classroom to social support from the source provider are demonstrate genuine concern as a form of varied and are contextual. Thus sorting out support to learners (Davis, 2011, 2012). social support based on the type and source Tolan, Gorman-Smith, and Henry is important. (2004) confirms the importance of the Perception becomes a mental process connection between the family and the that has special attention in this study. school in building resilience in learners. Perception of social support refers to the Another source of social support is critical results of the individual evaluation of the to building resilience are peers (Morrison & support given by the elements around it. Allen, 2007). Supportive friends, both in the Research conducted by Noddlings (2005) classroom and outside the classroom, will be for example, found that students often feel a protective factor for learners (Blum, that teachers do not give enough attention, McNeely, and Nonnemaker, 2002). despite of the fact that the educators had Suportive system and peer interaction will been trying to provide various forms of improve the ability of students to be more support. When students do not feel the role interdependent. of the lecturer as a counselor or mentor, the Based on the above explanation, the students tend to be overcome academic authors wanted to examine (1) the problems alone, because some of the perception of the role of social support on elements in an academic problem was not the resilience of migrant students at the told to the parents. Thus, the perception of a university; (2) sources of social support that lack of teachers or lecturers greatly affect perceived as the most significant in shaping the ability of students in overcoming the resilience; and (3) the types of social problems being faced (Vela-Gude, 2009). support that perceived as the most Hallinan (2008) found that the educator significant in shaping resilience. is one important element that can help learners to experience attachment with the 1. 2. Research method institution where he studied, and associated This study is a regression study with a strongly with students' academic quantitative approach. The survey was achievement. Students who feel that they conducted on the subject which has the

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International Conference on Entrepreneurship (IConEnt-2016) “How Innovation could Improve the Performance and Productivity in Entrepreneurship?” March 17, 2016 Universitas Pelita Harapan, Tangerang – Indonesia following criteria: (1) Indonesian citizen (2) 3. Result and discussion. Registered as an first year active student in The result revealed that percieved social an entrepreneurship university in Surabaya support was positively associated with (3) Derived from the outside Surabaya resiliency (p<0.05; t=4.609). Significant The data collection method used in this others were seen as the primary source of research is purposive sampling. This is social support in migrant student (p=0.003). because the subject has special Emotional social support were found as the characteristics so that researchers should type of social support that needed by ensure that the students who have been the migrant student to form resiliency subject of studies met the inclusion criteria (β=0.389). previously set. Regression analysis showed that social Instrument used in this study consists support affects the formation of the of three parts. The first part contains the resilience of migrants student at the demographic data of respondents, including university. These results are in line with the age, gender, courses, semester, how long previous studies that confirmed the long settled in Surabaya, the amount of importance of ensuring the availability of monthly allowance, the hometown of origin, social support to form the resilience of new frequency of visits of parents, the frequency students (see Henderson and Milstein, 2003; of return to their home towns, and the Vela-Gude, 2009). As a migrant student, frequency and duration of the phone with social support perceived to be important to parents. study because of the high need to adjust to The second part contains the the new environment quickly. Connor-Davidson Resilience Scale The theme of the adjustment as one of developed by Connor and Davidson (2003), the stressors that must be faced by students which consists of 25 item. Example item on can not be separated from the context of this this scale, for example "The successful study, that the university entrepreneurship. coping with stress makes me stronger", and Students who study at a university with a "Under pressure I always stay focused and vision of entrepreneurship are required to think clearly". perform two activities at once, the study The third part is the Multidimensional subjects who have been on the faculty, and Perceived Social Support Scale were the demand for building start-up businesses. adopted from Canty-Michell and Zimet By doing these two things, means that (2000). This scale consists of four aspects, students face two different worlds with namely the emotional aspects, different stressors. Students chosen field of informational, instrumental, and study require students to have the togetherness. Perceived Social Support intelligence, skills, and scientific Scale in this study is divided into four competence, while the start-up he woke sections according to the sources of social demanding market knowledge, creativity, support, namely parents, faculty academic and networking. guardians, friends, and significant other. Social support perceived by migrant The quality of the instrument has been students who undergo this duality of roles is tested by testing the validity and reliability. an important factor for the success of the Validity testing is done to test the construct study and the survival of their business validity using factor analysis and reliability start-ups. The results of this study also testing done using Cronbach alpha internal showed that the migrant student's success consistency. through hard times can not simply rely on the factors within. They require

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collaboration and cooperation are protective factors and minimizing riskactors. interdependent as to be able to face These findings have implications, difficulties. either directly to students as migrants, older Additional information is based on the adults, and the university as an educational results of the above analysis shows that the institution. With these findings, the student source of social support is perceived as the can understand the importance of most significant in shaping resilience among immigrants to have other people who can be students nomads is social support from a trusted to share. Parents as the main significant other. This confirms that the supporter in the success of a student's study Asian community is a community that has a may provide controls to ensure that their relational paradigm, meaning that children closer to the people the right to host recognizes the importance of social laments. On the other hand, parents can also relationships as the foundation for the rise of modify their role can also serve as things pressing (Hwang, 2006). companions that provide time and emotional Types of social support is perceived as support so that children allowed to share the most significant in shaping resilience their grief, especially during the adaptation among students nomads are emotional social period early in their course. support. This finding is interesting to be Educational institutions can provide a explored given the high heterogeneity due to special mentoring program that allows variations in the types of courses and students to have access to emotional support existing businesses in university research immigrants. In the mentoring program, the sites is done. Students are taught by mentors mentor can didesainkan role of big brother, who have a business background is the senior migrant students who had different. However this is not an obstacle as experienced a similar situation to that long as they are able to provide adequate experienced by students of the new emotional support for migrant students. migrants. Lecturer academic guardians can also take an important role to create 4. Conclusion structured meeting to monitor the progress Based on the analysis, it can be concluded of students. Sister mentor and supervisor that the perceived social support who carry out the role as a mentor means to significantly affect the resilience of student carry out a role that goes beyond migration. Students are able to optimize the conventional functions, as well as taking an role of significant other to provide important role as significant others for emotional support so that it can optimize student immigrants.

Acknowledgements

We would like to thank Ersa Lanang Sanjaya and the participating audience at Psychopreneurship Research and Creativity Festival who give valuable comments on the early draft of this paper.

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Appendix

Table 1. Connor-Davidson Resilience Scale (CD-RS) by Connor and Davidson (2003) List of Items 1. Able to adapt to change 2. Close and secure relationships 3. Sometimes fate or God can help 4. Can deal with whatever comes 5. Past success gives confidence for new challenge 6. See the humorous side of things 7. Coping with stress strengthens 8. Tend to bounce back after illness or hardship 9. Things happen for a reason 10. Best effort no matter what 11. You can achieve your goals 12. When things look hopeless, I don’t give up 13. Know where to turn for help 14. Under pressure, focus and think clearly 15. Prefer to take the lead in problem solving 16. Not easily discouraged by failure 17. Think of self as strong person 18. Make unpopular or difficult decisions 19. Can handle unpleasant feelings 20. Have to act on a hunch 21. Strong sense of purpose 22. In control of your life 23. I like challenges 24. You work to attain your goals 25. Pride in your achievements

Table 2. Percieved Social Support Multidimensional Scale (PSS-MS) by Canty-Michell and Zimet (2000) Sample of Items 1. There is a special person who is around when I am in need 2. There is a special person with whom I can share my joys and sorrows 3. My family tries to help me 4. I get the emotional help and support I need from my family 5. I have special person who is a real source of comfort to me 6. My friends really try to help me 7. I can count on my friends when things go wrong 8. I can talk my problems with my family 9. I have friends with whom I can share my joys and sorrows 10. There is special person in my life who cares about my feeling 11. My family is willing to help me make decisions 12. I can talk about my problem with my friends

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