ENTREPRENEURSHIP CURRICULA AND INSTRUCTION: LESSON LEARNED FROM THE UNITED STATES

The higher rate of Indonesian unemployment than western countries has become an urgent issue that must be addressed immediately. One of the primary reasons is the entrepreneurial shortcomings of Indonesians. This study is conducted to synthetically analyze the empirical experiences of enhancing entrepreneurship in the United States as one of successful western countries. This further understanding will be transformed and applied to Indonesian universities and societies. This study uses literature analysis approaches to find references to relevant theory with the hope that researchers can in-depth understand the experiences and the significant factors facilitating entrepreneurship in the United States. At the end of the study, the authors conclude that entrepreneurship's success in the United States is due to central government support for entrepreneurship. Therefore, the success of entrepreneurship in the United States that can be applied in Indonesia, such as: (1) the Indonesian government must endeavor to oblige all universities in Indonesia to provide entrepreneurship classes, (2) promote entrepreneurship education and make entrepreneurship a priority, (3) implementing entrepreneurship in educational curricula at all levels, starting with preschool; (4) providing educational scholarship facilities for economic and business actors to become entrepreneurs, and (5) providing (people's business credit) with low interest for business..


Introduction
Indonesia, with a population 260 million, has become the world's fourth most populous country. Half of this population is under the age of 30. The surplus of human capital with productive age simultaneously create challenges and opportunities. For instance, the large workforce creates intense competition for job opportunities, which results in unemployment.
Unemployment is defined as an individual who is unemployed or actively seeking for job or works no more than two days per week (Carrillo-Tudela et al., 2018). According to the Central Bureau of Statistics, Indonesia's unemployment rate increased to 6.9 million in 2018 or an increase of 60,000 people from the 2017 data as shown in Table 1. These data are a source of contention for Indonesia. It demonstrates that Indonesia's employment policies have not been implemented optimally and deficiency of the private sector in creating jobs (Saputra et al., 2020). Historically, macroeconomic growth has been successful in encouraging Indonesia's unemployment rate to decline for more than a decade. However, with approximately two million Indonesians entering the labor force each year, the Indonesian government face a difficult task of encouraging job creation in order to absorb this annual influx of newcomers. Particularly, the newly graduated from universities year by year become the potential youth unemployment that urgently needed a strategic action (Newsletter, 2020).
Moreover, Indonesia has experienced a fast urbanization process with currently more than half of Indonesia's population lives in cities. This is a positive development as urbanization and industrialization that contribute to the growth of middle-income. However, based on data shown in Table 2, the number of unemployed in urban areas is significantly higher than in rural areas. This suggests that the disparity between rural and urban unemployment has expanded over the last four years, as urban unemployment has increased at a faster rate than rural area.
Therefore, increased job creation should become the solution to this problem and entrepreneurship is one strategy for creating job opportunities. Entrepreneurship plays a vital to a country's economic development because it generates jobs and other economic opportunities (Dhaliwal, 2016). The recent economic history of Western countries such as the United States, the United Kingdom, and Sweden demonstrates that entrepreneurship is a necessary component of economic development. Reynolds (2004) highlighted that increased entrepreneurs have given positively significant impact on USA's overall employment. Between 1985 and 1989, another study in the United States demonstrated that the small and medium-sized enterprises (SME) sector have created 70% of job creation.
The significant role of entrepreneurs in developing Western countries has increased awareness of the importance of entrepreneurship for economic development among developing or underdeveloped countries to achieve the economic development goals of a country (Dhaliwal 2016). It is indeed essential to strengthen simultaneously qualitative and quantitative country's entrepreneurship. The availability of the job vacancies can only serve 5 to 10 % of the unemployed (Mirzanti & Simatupang, 2015). Employers directly supply bulk work opportunities for the unemployed, which is a prolonged problem in developing countries. Thus, entrepreneurship is the best way to fight unemployment issue.
In this recent years, the number of Indonesian entrepreneurs has increased but still far from the World Bank's requirement for a country with the number 4% entrepreneur from total population (Adhikusuma & Genoveva, 2020). The Global Entrepreneurship Monitor showed in 2013, only about 1.65% from a total Indonesian population become entrepreneurs (Bosma & Kelley, 2019). The ratio of the number of entrepreneurs in Indonesia currently only reached 3.31% in 2018. The Figure 1 illustrates South East Asia's entrepreneurial ranking based on data from United States News & World Report 2019. It has been proven that Singapore won first place in the entrepreneurship ranking in South Asia 2018 because they have adopted many entrepreneurial experiences in western countries. Indonesia is ranked second to last out of seven countries, indicating that Indonesia continues to lag behind other Southeast Asian countries.
Indonesia's entrepreneurial ecosystem is constrained by the absence of comprehensive programs due to its policy has not been thoroughly explored (Hermanto & Suryanto, 2017). In addition, from the perfective of the human resources, there are some obstacles arise such individual's low index or skills, managerial ability in conducting business strategies, and the mindset to be employee rather than employer particularly among fresh graduated student. Based on data, the young entrepreneurs are only about 3% among the Indonesian entrepreneurs (Septyaningsih, 2020

Figure 1. Entrepreneurship Rankings in South East Asia
The majority of countries in the developed countries have made entrepreneurship a priority in and placed it on political agenda (Matlay, 2001). Therefore, it is valuable to in-depth understand the experiences and the major factors facilitating entrepreneurship in developed countries such as the United States. Fostering these students' entrepreneurial spirit is believed to be one of the effective solutions to reduce the unemployment rate.
The answer to the entrepreneurial shortage is to nurture students as quickly as possible in order to maximize their potential and, more pertinently, to expose and ingrain the entrepreneurial mindset. A studies emphasized that socio-economic, cultural, and gender differences influenced entrepreneurs' mindsets, which in turn effected their entrepreneurial mindset and business outcomes (Goldstein et al., 2016). Another study conducted by Christina et al. (2015) highlighted the importance of examining additional variables affecting entrepreneur business performance in specific institutions, as each institution has unique characteristic. Entrepreneurship programs at various universities in Indonesia have not been implemented optimally or with the same minimum standards (Wiratno, 2012). Therefore, it is important to study the experiences of entrepreneurial experiences that exist in as the United States. This further understanding will be transformed and applied to the universities in Indonesian universities and societies. This study is conducted to analyze the empirical experiences of enhancing entrepreneurship in United State and further understand major factors that might facilitate entrepreneurship in Indonesia. Figure

METHOD
The purpose of this study is to conduct a literature review in order to locate references to pertinent theory in order for researchers to gain in-depth understand of the experiences and the significant factors facilitating entrepreneurship in the United States. This further understanding will be transformed and applied to the universities in Indonesian universities and societies. The literature studies' references to theories serve as basis and an influential tool for research practice. Authors gathered data for this study by utilizing and exploring articles, books, and other relevant sources. Then, using the descriptive analysis method, the acquired data is analyzed by describing the facts and providing context for explanation.

The social and cultural characteristics in Indonesia
Indonesia is a predominantly Muslim country with a population of approximately 210 million Muslims (Rafiki & Nasution, 2019). Indonesia is a member of the G20 due to its vast Social and family ties are to play a substantial role in developing countries. A study by Nordman (2016), demonstrated that entrepreneurs' kinship group has an effect on their entrepreneurial behavior and success. Policies aimed at rehabilitating entrepreneurs' precarious economic circumstances must take into account the fact that entrepreneurial behavior is frequently influenced by family and member decisions, through both learning and complementarity and through social norms and pressures.
Aside from religion, the culture in Indonesia also have a uniqueness. Culture that defined as the pattern of basic assumptions by which groups of persons have affected the mindset reflected in people's meaning attached to various aspects of life and becomes crystals in community institutions (Dameyasani & Abraham, 2013).
Based on the analyses mentioned above, entrepreneurship in Indonesia could be supported by the habitual cultural traits and social phenomena: (1) The highly collective spirits and family tides firmly unite people together for unique goals; (2) The sufficient human power with loyalty and diligence provides impressive employees and commercial markets; and (3) Their pious faith in Muslims keeps people harmonious and stable to entrepreneurship.

The entrepreneurship experiences in the United States
The Global Talent Competitiveness Index (GTCI) (Lanvin & Monteiro, 2020) has released its most recent report on how countries rank in terms of global competitiveness. Table 3 shows the GTCI report that focus to global competitiveness, specifically in entrepreneurship, examining how entrepreneurship is encouraged, nurtured, and developed globally and how this impacts the relative competitiveness of various nations. The report further points out two major The United States has some successful experiences in entrepreneurship and its education.
Entrepreneurship education has experienced remarkable growth. During the past fifty years, the field has grown from a single course to a wide variety of educational options available at over 1,500 colleges and universities worldwide (University, 2014). In general, the data shows that the United States is becoming more and more interested in entrepreneurship education. Figure 3 depicts the wide range of options available to students in various programs across the United States.
In the United States, most of the higher education institutions offer entrepreneurship programs in every college. Meanwhile, in Indonesia, only 10% of higher education has opened entrepreneurship programs (Ristekdikti n.d.). As a result of this perspective, there has been an increase in interest in creating educational programs that promote and enhance entrepreneurship.
An important part of the three-year economic policy plan for the United States is a focus on creating more favorable conditions for small businesses and self-employment. To date, reforms have included the abolition of all income taxes beginning on January 1, 2020, for the wealthiest Americans. As a general trend, lower taxes could help businesses survive and make it more profitable to start and operate a business. They also increased tax breaks for people who use household service companies (Bosma, 2020).
Universities are critical to the entrepreneurial climate in their respective regions (Jansen et al., 2015). This view fosters an interest in developing an education that promotes and enhances entrepreneurship. As a result, academic entrepreneurship has become a priority for policymakers at all levels of government, including universities and local governments (Potter & Storey, 2007). One of the fundamental principles is a balance between practical work and academic learning (Zaring et al., 2019).
In the United States, entrepreneurship has historically been a major driver of economic growth (Wilson, 2008). America is known as a startup nation, a courageous and visionary act of entrepreneurialism (Kauffman, 2018) that depends its future from entrepreneurs. Entrepreneurs exemplify not only the American spirit, but also the engine that drives our economy. Universities and governments are attempting to establish highly innovative science parks in which young entrepreneurs will drive innovation and economic growth. The following is an overview of entrepreneurship education availability within the United States universities and the college sector.

Figure 3. Course Offered in the United States
Since its inception in 1886, Stanford and MIT have been known as an institution that fosters entrepreneurialism. MIT is viewed as an entrepreneurial university in the United States, offering a diverse range of entrepreneurial programs. Today, these both universities have been serving as models for other universities to emulate, as their close ties to industry and entrepreneurialism have been perceived as anomalies within the academic system (Etzkowitz et al., 2000).

Government policies
The United States government though its Small Business Administration has been providing loan capital and subsidies to small businesses, particularly those belonging to underprivileged and marginalized populations. These investments are primarily intended to assist small businesses in overcoming initial financial obstacles. Simultaneously, the government, with the assistance of venture capital firms, encourages the growth of investment funds to compensate for the lack of support for the entrepreneurial education system in American universities.
From 2011 to 2015, SSBCI programs facilitated the addition of $8.4 billion in new lending, with nearly half of recipients being small businesses that under five years (Kauffman, 2018).
Moreover, the Jump Start Evergreen Fund, a venture capital firm founded in 2003 that invest in technology business, has applied the recycle method to make additional investments in various companies (Kauffman, 2018). This fund also has provided critical services such as introductions to the right people, operational assistance, and access to additional capital sources as a business grows. By 2017, the fund had made over $27 million in investments in 76 businesses. Additionally, since 2014 another program namely Regional Innovation Strategies (RIS) also has awarded funding more than $100 million in federal grants and made additional capital investments totaling more than $1 billion through two grant competitions (the Challenge and the Seed Fund Support program). The Challenge supports a variety of programs and services, such as entrepreneurship centers, entrepreneurial ecosystem development, technology incubators, and start-up accelerators, that foster innovation-driven, high-growth entrepreneurship. To date, the Challenge has awarded $80.6 million in grants to 150 projects, assisting organizations in assisting over 4,000 entrepreneurs, resulting in the creation and retention of over 7,000 jobs. The Seed Fund Support grant competition funds organizations that provide early-stage, equity-based capital to high-growth startups.

University education
Since its inception in 1886, Massachusetts Institute of Technology (MIT) has been known as an institution that fosters entrepreneurialism and regarded as an example of universities with entrepreneurial spirit in the United States. MIT offers a diverse range of entrepreneurial programs. The Martin Trust Center for Entrepreneurship at MIT coordinates the majority of the offerings. Among these offerings are entrepreneurship courses such as New Ventures, business plan courses in which students develop fundamental business concepts, office space, and mentoring and networking services for entrepreneurial students. Staff Support at MIT is extremely supportive of entrepreneurs, frequently fostering long-term relationships between professors and students. Staff support, which appears to be ingrained in the MIT culture, is critical for alumni employers because it can foster the development of new ideas, high-quality employees, and domain expertise.
The majority of American university curriculum are experiential and team-based, with students participating under the supervision of the professor or instructor both in compulsory and optional courses. Numerous American instructors have entrepreneurial experiences and may even be selfemployed. The majority come from industry and are hired by universities as practice professors or adjunct professors to teach courses and share their own industry experiences when dealing with case analysis points. Through discussions with professors, American students gain knowledge about entrepreneurship and, more importantly, develop innovative and critical thinking skills (Jansen et al., 2015).
The Three-Stage Student Entrepreneurship Drive Model (SEEM) is used in numerous American universities to influence a student's decision to pursue an entrepreneurial career. The SEEM as shown in Table 4 categorizes the university offering into three stages: stimulation, education, and incubation. Each step has clear targets and includes specific activities that can be provided and supported to accomplish these objectives and effectively encourage entrepreneurship at the university (Jansen et al. 2015). It is widely accepted that an entrepreneur's role model plays a significant role in his or her decision to start a business (Gibson 2004). Role models can have an impact on an individual's entrepreneurial spirit at various stages of the entrepreneurial process, acting as a facilitator in identifying opportunities and generating business ideas during the innovation stage, a stimulant during the event-triggering stage, and a legitimizer during the implementation stage, as familiarity with successful entrepreneurs as role models makes the act of becoming one more credible (Bygrave 1995).

Community program
NFTE is a global program that began in 1987 in New York and has been operating in Boston since 1991, with a current presence in 18 public schools. This program aims to assist students at risk of dropping out of school and to boost academic achievement among at-risk students. NFTE has reached over 500,000 students and trained over 5,000 teachers and worked with over 300,000 young people since its inception. It operates in 28 states and thirteen other countries, including Belgium, the United Kingdom, Germany, Belgium, Ireland, Austria, and the Netherlands.
Students are required to take the NFTE course in a small number of schools. Students develop entrepreneurial skills by developing a business plan over the course of a semester or a year.
Every pupil's business strategy culminates in a school-wide competition, with the winners advancing to a regional round of the National Youth Entrepreneurship Challenge and, ultimately, to the National Youth Entrepreneurship Challenge (Valerio, Parton, and Robb n.d.). Brandeis University and the Koch Foundation both highlighted the academic and professional benefits of NFTE programs. In 1993, 70% of attendants were enrolled in post-secondary education, 43% worked part-time, and 33% owned a business (Marques & Albuquerque, 2012).

Conclusion
A nation with such a high poverty rate needs entrepreneurship even more than a developed country where entrepreneurs can expect greater upward mobility (Quadrini, 1999).
The motivation, knowledge, and skills to start a business can be developed through

For government policies
The Government and Local Governments facilitate business development by (1) The government should strive to oblige all higher education in Indonesia to provide entrepreneurship classes, (2) promoting entrepreneurship education and make entrepreneurship a priority, (3) implementing entrepreneurship in the educational curricula on all levels, beginning with preschool, (4) provide educational scholarship facilities for economic and business people so that they want to be engaged in entrepreneurship, (5) provide venture capital and loan guarantees for small businesses, (6) empowering and strengthening cooperative institutions, more proportionate and simpler regulatory requirements, access to finance, and efficient bankruptcy procedures and a fair second chance to honest failed entrepreneurs, (7) provide (people's business credit) with low interest for business, should be 4% even lower like in Western countries (the United States 0,25%; UK 0,10%).

For university curricula
To develop entrepreneurship for students with the result is young entrepreneurs' formation, a learning model is needed for entrepreneurship. This model prioritizes government policies' synergy on entrepreneurship education and the construction of a curriculum that includes stages of entrepreneurial development, such as the formation of a curriculum based on entrepreneurship. The curriculum is arranged from the beginning to the end of the semester based on development entrepreneurship stages. By looking at the socio-culture in Indonesia, the entrepreneurial education model to do for courses and training can be applied like western countries such as (1) Provide some form of microeconomic support for students who start their own business during their studies, (2) Company visits and matchmaking events allow students to meet real entrepreneurs, (3) presenting guest lecturers who have experience from the field and by making the students simulate or create own businesses (4) offer introductory entrepreneurship courses, (5) HEIs own (wholly or partially) incubators or investment firms.

For community program
Building programs to help young people have been done by the Swedish government, such as collaboration in business.
(1) Entrepreneurship Capacity Building by providing a variety of free entrepreneurship training for young people threatened with dropping out of school. The purpose of this training is to generate motivation as an entrepreneur, direct business ideas, be observant of market trends, business innovation, and share best practices from several business actors, (2) Providing Business Ideas, the purpose of this provision is to explore, direct business ideas according to market trends, put innovation in the business so that it can develop and be sustainable, (3) Business Plan Training, This training is primarily intended for students and alumni whose businesses have been running as a direction to maintain business continuity, (4) Market Survey Training. This training equips students to understand market needs, what the market does not like, explore and understand the market, (5) Marketing Practical Training. This training equips students to know how to sell products, make products attractive to buyers and sales channels, and (6) Business Finance Training. This training provides students with managing business money and developing it to grow. These stages can be carried out by sending students to the sub-district MSMEs to help produce marketing sections.