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ABSTRACTTo find out how intra-academic business exposure changed entrepreneurial intentions (EI) over a period of time, the post-graduation plans of all the students enrolled in the Rizal Technological University's (RTU) entrepreneurial management program who took up the subject Project Study 1-Business (prior to the business project experience) and their plans after the business project exposure in the Project Study 2 - Business Plan Implementation were documented and analyzed using longitudinal qualitative research method. Qualitative data from both the pre and post exposure plans were taken from the essays the students wrote during the two-semester period, school year 2012-2013. Qualitative content analyses of the narratives revealed that actual business exposure as part of the course curriculum increased the students' EI and that there were different reasons for the change. It was found out that regardless of exposure factor, males have higher EI than females. The study also showed that the problems encountered by the students in their business projects made them realize that they have potential for entrepreneurship and that they can convert their passions and new-found ideas into profitable activities. However, three common problems were cited by the students in the business plan implementation which were limited capital, time constraints and lack of teamwork among group members.Keywords: Entrepreneurial intentions, longitudinal qualitative research, plans after graduation, entrepreneurship, content analysisINTRODUCTION:Entrepreneurship plays an important role in economic development by incubating technological innovations, increasing economic efficiency and creating new jobs (Shane and Venkataraman, 2000). The Philippine government, through its 2011-2016 Development Plan recognizes the importance of sustainable livelihood and entrepreneurship opportunities for the youth, among other sectors. This has been consistent with its long-running support for entrepreneurial endeavors which were translated into public policies. The Philippine Commission on Higher Education (CHED) for instance, had set the minimum curricular requirements for BS Entrepreneurship in its CHED Memo Order No. 17 s.2005 (CMO) for the purpose of rationalizing the undergraduate entrepreneurship in the country with the end in view of keeping apace with the demands of global competitiveness. CHED considers entrepreneurial spirit as the backbone of any economy and that the stronger the entrepreneurial spirit, the more vibrant the economy will be. However, since spirit is nonphysical or non-corporeal, it must metamorphose into entrepreneurial intention (EI) to be significant to national economy.Entrepreneurship has been defined in many different ways some of which tie it closely to the establishment of new organizations and their viability in early years. Professor Howard Stevenson, the godfather of entrepreneurship studies at Harvard Business School however, does not limit entrepreneurship to creation of a new business only but also innovative activities in existing large corporations. He defines it as: the pursuit of opportunity beyond resources controlled (Eisenmann, 2013). He sees entrepreneurship as a distinctive approach to managing rather than a specific stage in an organization's life cycle such as startup, and contends that entrepreneurs can be found in many different types of organizations, including large corporations. This idea has been shared by some successful businessmen in the Philippines. No less than Jaime Augusto Ayala of the famous Ayala Group of Companies believes that the secret of the Ayala Corporation's longevity is partly attributable to their strong entrepreneurial drive. When asked by Andrew Stevens of CNN in a 2012 interview if it is possible to be conservative and entrepreneurial at the same time, Ayala replied: think so, absolutely. I think entrepreneurial is really about starting major new initiatives. …
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