You are right. It depends on the family, society, environment but for me I think individual interest is needed.

Thanks Prof. Niranjan for your answer but in a country like India family plays an important role and studies have proved that family/ society is one of the biggest barriers in choosing entrepreneurship as career.

Dear Colleagues,

Good Day,

"Educating a New Generation of Entrepreneurial Leaders, Four schools are leading the way on unleashing the potential of next-generation changemakers.

By Christopher Gergen & Lyndon Rego

Education is the most powerful weapon that you can use to change the world,” said the late Nelson Mandela. What can we do to develop a new generation of empowered and entrepreneurial leaders through our schools? We often pay lip service to ideas such as “21st-century learning” and “entrepreneurial leadership development,” but the reality is that the vast majority of schools are not adequately preparing students to lead and collaborate with others to create positive change in the world. Fortunately, there are shining examples of schools from which we can learn—schools that take responsibility for preparing all of their students to become changemaking leaders.

One example is in Ahmedabad, India. A group of fifth-grade students from the nearbyRiverside School labor in a factory, tediously rolling traditional incense sticks for eight hours. This is not a form of indentured servitude but an important curriculum lesson engineered by the school to teach empathy. The children leave the factory exhausted, but also awakened to the needs of the world and often charged with a commitment to do something about child labor.

In Johannesburg, South Africa, emerging leaders from across the continent participate in lab sessions at the African Leadership Academy that introduce them to design-thinking principles; they learn to deeply understand the needs of their local communities, and develop and implement sustainable solutions through the school’s Student Enterprise Program.

A continent away, at the Ravenscroft School in Raleigh, N.C., students between the ages of 5 and 18 are exposed to experiential lessons on self-agency, teamwork and collaboration, innovation and execution, resourcefulness, and adaptive persistence while they strive to put their change projects into action.

And at the WeSchool and iFEEL, a business school in Mumbai, India, a seven-month Global Citizen Leader program tasks first-year students with understanding the lives of the poor and co-creating solutions for poverty alleviation. A formal evaluation at the end found that 92 percent of the students reported a rise in social awareness and empathy. Furthermore, 80 percent of the students subsequently indicated a readiness to take on social challenges and felt they had the capability to create change.

The pioneering efforts at these schools are purposefully incorporating changemaking leadership into the educational journey of all students by implementing a systemic, deeply integrated strategy throughout enrollment. By engaging all of their students through a systemic design, these schools recognize that everyone can become a leader of consequence. Further, they recognize that preparing students to become effective and enlightened leaders is critical to their future job prospects, leading deeply fulfilled lives, and becoming positive contributors to society in increasingly difficult times.

The need to think differently about preparing young people for the future is driven by a number of major forces. One is the Millennial generation itself. Half the people living in the world today are under the age of 30. The hundreds of millions of young people born in the digital age are more informed and connected than ever before. They’ve grown up in an era of widespread democracy, with expectations of freedom and equality. They are aware and distressed by the environmental, economic, and political state of the world. Change is very much on their minds: The world we have is not the one that they want. The interest of young people in changemaking is manifest in the surge in social entrepreneurship programs on college campuses and in young people taking to the street en masse for a slew of causes: against economic disparity in the Occupy Movement in the United States, for political representation in the Arab Spring, against corruption via the Lokpal Bill in India, and for affordable education in the Chilean Student Movement. These movements represent the readiness of young people to organize and vocalize their concerns.

Yet, even as young people want and expect more, opportunities are elusive. Job growth is not keeping pace with the increase in schools and college graduates. The current state of youth unemployment is equally dramatic in the wake of economic downturn in parts of Europe; youth employment exceeds 50 percent in Greece and Spain.

The lack of jobs is compounded by the lack of skills among those who have an education. Employers globally declare that educational institutions are not adequately preparing young people with appropriate skills for the jobs they have available. The deficit is greatest in the area of soft skills. In “Expanding the Leadership Equation,” a Center for Creative Leadership survey on workforce readiness, executives named self-motivation, communication, learning agility, self-awareness, and adaptability as the most essential skills required for success in today’s work environment. Furthermore, 90 percent indicated that this leadership development needed to begin before the age of 18.

There is an urgent need for young people to develop the practical skills employers are demanding. At leading-edge educational institutions—such as Riverside School, African Leadership Academy, Ravenscoft, and WeSchool—the focus is on learning agility and the practical application of learning. What’s more, these schools leverage social engagement as a means to develop creativity, collaboration, communication, and resilience. For the students themselves, self-clarity, relationship skills, and the ability to put ideas into action for sustainable and positive change are skills they need to live a life that is self-directed and meaningful.

We need more schools—indeed all schools—to shift away from top-down forms of knowledge delivery with few opportunities for experiential problem-solving, self-discovery, and collaborative co-creation. We need a new future where entrepreneurial leadership development is integrated into every facet of learning for all students. The demands of the world are too great to avoid making this shift. We have models that are working well. The time is now to connect this work and begin to scale it globally."

Please, see the link ...

http://ssir.org/articles/entry/educating_a_new_generation_of_entrepreneurial_leaders

Perceived desirability, propensity to act and social desirability positively have an impact on entrepreneurial intentions of students.

http://www.ijern.com/journal/2014/October-2014/22.pdf

In general, family background has influence on entrepreneurship and individuals whose parents were either self employed or business owners to be more likely to become entrepreneurs than those from families without such entrepreneurial experience. Such a family background is said to transport knowledge, skills, self-confidence and also positive attitudes towards entrepreneurship, thus facilitating entry of their children into entrepreneurship. Professional education, work experiences and previous management experiences are the constituting factors for development of successful entrepreneurship. Professional education and experiences positively influence entrepreneurship and business formation.

Entrepreneurship can be considered as an economic agent for the development of a nation. we defined entrepreneurship as professional application of knowledge, skills and competencies, new  ideas  by  individual by  launching  an  enterprise  for  the  purpose  of  generating  wealth,  employment  and social development. But  India  is  facing acute  unemployment  compared  to  other  developing  and  developed  nations.  This  is  becoming  a  hindering  factor for the growth of the economy. many  obstacles  like  social,  capital,  government,  and  environmental  factors  are responsible for entrepreneurial behavior of the students.we are  highlighting social community  might  have  difficulty  in  escaping  from  their  traditional  culture  and  norm  to  start  their  entrepreneurial  venture. 

“Attitude is a little thing that makes a big difference” -Winston Churchill

Dear @Navita, thanks for sharing the question. Let me bring the situation in Serbia.

Towards Entrepreneurship‐Friendly Serbia 

Hi Navita

Perhaps the following links could benefit you:

http://www.emeraldinsight.com/doi/abs/10.1108/00400911211274837

http://www.ijern.com/journal/2014/October-2014/22.pdf 

http://scienceandnature.org/IJEMS-Vol5(3)-July2014/IJEMS%20Vol5(3)-7.pdf

 http://www.academia.edu/19593307/Students_perceptions_and_attitudes_towards_entrepreneurship_a_cross-_program_and_cros

Interesting subject, but could you provide a definition of social readiness? You mentioned that family can be a barrier for entrepreneurship. Are you particularly eluding to barriers for women? 

When it comes to family influence, one key concept to consider is (social) embeddedness. I would imagine that the level of social embeddedness can influence social readiness in multiple ways. If your parents are entrepreneurs, it is likely that you and your siblings will be exposed to entrepreneurship (or certain traits of it) and subsequently develop a preference for it. Similarly, some family founders may have some gender biases with respect to position and role of their children in their venture. Hope that informs the debate.  

Article Economic Action and Social Structure: The Problem of Embeddedness

Article The Pervasive Effects of Family on Entrepreneurship: Toward ...

Article Agency Vs. Stewardship in Public Family Firms: A Social Embe...

Article Family Ties in Entrepreneurs' Social Networks and New Venture Growth

#Familipreneurship: A comprehensive approach of Entrepreneurship!

"#FAMILIPRENEURSHIP means the individual and collective power of a family member to combine and utilize personal and family capitals (Financial, Human, Physical, Social, Knowledge, Cultural, Intangible and natural capital) individually and collectively through their bondages, bridges and linkages."

#FAMILIPRENEURSHIP denotes entrepreneurship of a family as an entrepreneurial unit which enables them to transform their individual and collective scattered capitals into performing capitals to maximize wealth. #Familipreneurship refers to the entrepreneurial spirit running through the family as a whole and not just confined to a single individual. The promotion of #Familipreneurship will create a natural environment of transferring inherited knowledge, skill and important lesson and experience across the generations. This courageous collective effort will enable them to be blended together to reach their goals...

As a group, internal bondage among the family members are highly defined and often determined by moral obligation. Kinship is the largest social capital, which is the foundation of our social life. Using a family as an agent of enterprising could be more sustainable than the individual efforts. Enterprising is a tested and trusted way of employment generation and economic growth that consequently diminish poverty. #Familipreneurship proposes promoting family enterprise as a tool for poverty reduction, employment generation, and economic growth in the context of developing and less developed economy.

It is historically proven that Family is the most primitive and long lasting institutions of human history. As an institution family is contributing maximum benefit to the society, which is commonly remaining unrecognized and uncounted. As an organization ties within a family is highly defined and explicit than any other forms of organization. Family is the fundamental unit of our social construct. Family is the miniature of society; even it is a prototype of a country in terms of its functionalities. Culture of a society mostly depends on families' culture of that society because individual characteristics of a person predominantly influenced and shaped by family environments..."

https://www.linkedin.com/pulse/20140611195215-120595756-familipreneurship-a-comprehensive-approach-of-entrepreneurship?trk=vsrp_influencer_content_res_name&trkInfo=VSRPsearchId%3A577811291463081209894%2CVSRPtargetId%3A8987681439551316888%2CVSRPcmpt%3Aprimary

Hi

Perhaps you could refer to the following:

http://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=1014&context=jef

http://eujournal.org/index.php/esj/article/download/234/259

http://waset.org/Publication/entrepreneurial-intention-and-social-entrepreneurship-among-students-in-malaysian-higher-education/10

Preparedness exists but leadership must be defined in the required area