<p>Opportunity recognition is the first nascent step towards entrepreneurship. Previous study shows that gender and family business exposure plays a significant role for entrepreneurs to start a business.  The objective of this study is to find out if there is any difference in opportunity recognition based on gender and family business background. The sample size of this study is 413 students who are taking the Entrepreneurial Global Innovation subject in the fourth semester at Universitas Ciputra Surabaya, comprising 234 males and 179 females. The data was taken at the end of the semester which also coincided with the pandemic covid-19 situation. The data that has been collected is analyzed using independent sample t-test. The result of the study reveals that there is a difference in opportunity recognition between students with family business backgrounds and students without family business background. The other result of this study is that there is no difference in opportunity recognition between male and female.This study contributes to entrepreneurship education especially in term of opportunity recognition and how it is differ between students who have family business background and those who don’t. Further research needs to be done to ascertain whether gender equality in entrepreneurship has actually been achieved.</p>

Entrepreneurship education has received special attention from Indonesia government in the last 10 years. It is one of the government programs to increase the number of entrepreneurs to support Indonesia’s vision to become a developed country in 2045. Research on gender issues and women entrepreneurship have attracted attention, thus increased tremendously. Yet, there are still few scholars whose research is about the relationship between gender and entrepreneurship academic performance, especially in Indonesia. This study aims to compare entrepreneurship subject final score, using gender and academic year as the independent variables. The data used in this study is secondary data taken from the academic system. There are 3336 data used in this research. There are four levels of the academic year and there are 834 data in each academic year, consist of 374 males and 460 females. The comparative test is analyzed using a two-way ANOVA. The result of this study shows that there is a significant difference between the male and female final scores on entrepreneurship subjects from the second semester until the fifth semester. Females tend to have higher scores compared to males. The result of this study also shows that there is a significant difference in the final score between each academic year. The result of the two-way ANOVA shows that there is no interaction between academic year and gender. Based on the finding, it is recommended to do further research to find the reason behind the good achievement by female.

<p>Family business has many challenges to sustain for generations. Two legendary Peranakan batik entrepreneurial families halted their businesses at the third generation and this research looks for the causes of this failure. Through qualitative research method, the conclusion drawn is that there is no mature succession planning from the predecessor to the successor. Meanwhile, the difference in motivation and commitment of the next generation of these two family businesses do not seem to cause a difference in the final journey of Batik Oey Soe Tjoen and Batik Tiga Negeri. Factors beyond succession planning and commitment of future generations can be subject to further research studies.</p><p> </p>

Evaluasi terhadap pengajar oleh students adalah penting dan umum dilakukan di universitas, baik dengan nama Student Evaluation of Educational Quality (SEEQ) dikembangkan Herbert Marsh, Student Instructional Report (SIR) dikembangkan oleh John Centra, Teaching Behaviors Inventory(TBI)dikembangkan oleh Harry Murray ataupun Student Evaluation of Teaching. Namun bagaimana evaluasi terhadap pengajar, jika pengajaran entrepreneurship yang dilakukan menggunakan project based learning yang membutuhkan bukan saja pengajaran, tetapi juga mentoring, workshop dari seorang entrepreneurs enabler atau dalam konteks Universitas Ciputra disebut fasilitator? Tulisan ini mencoba mengukur kelayakan instrumen evaluasi fasilitator tersebut yang dibuat sendiri oleh lembaga tersebut atau biasa disebut homegrown system.