Education, Training and Networking for Entrepreneurship in ...

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How is entrepreneurs’ innovativeness expanded by their learning? More specifically, Chapter 10 addresses the questions, What are the distinct effects upon innovativeness from education, from training, from competency and from networking? How is entrepreneurs’ exporting expanded by their learning? More specifically, Chapter 11 addresses the questions, What are the separate effects upon exportorientation from education, from training, from competency and from networking? How are entrepreneurs’ growth-expectations expanded by learning? More specifically, Chapter 12 addresses the questions, What are the separate effects upon growthexpectations from education, from training, from competency and from networking? Finally, the answers to the above questions enable us to draw conclusions, in Part 5, How is entrepreneurship expanding through learning? More specifically, Chapter 13 draws conclusions to the two questions, How are people, through learning, expanding involvement in entrepreneurship? How are entrepreneurs, through learning, expanding innovation, exports and growth? Before investigating entrepreneurship, we shall first consider how this endeavour can be researched. 15
Chapter 2 Researching entrepreneurship in Denmark and other societies How can we research entrepreneurship? More specifically, this chapter addresses the methodological problem, How are we investigating entrepreneurship at the levels of society, people, and performers? Entrepreneurship is conceptualized as an activity that is institutionalized with a supportive framework in society, and with a social role for performing the activity, the entrepreneur. Research therefore focuses on the performers of the activity and the framework of conditions affecting their performance. To understand why some people, and not other people, become entrepreneurs, we compare entrepreneurs to non-entrepreneurs (Schøtt 2003). Specifically, we examine how education and training affect people’s choice of vocation. To understand why Denmark has its level of activity of entrepreneurship, we compare Denmark to other societies, that is, we compare their activities and we compare their frameworks, in order to see how the activity is shaped by its framework. Individuals are compared to one another, and societies are compared to one another. This requires comparable data on individuals and comparable data on societies. Global Entrepreneurship Monitor surveys Data on societies and people are gathered in the research program Global Entrepreneurship Monitor conducted by the Global Entrepreneurship Research Association, which maintains an informative homepage www.gemconsortium. org (GERA 2007; Reynolds et al., 2005). GEM has so far been in full operation for 10 years, 1999 through 2008, and a total of 66 countries or societies have participated. Denmark has participated in each of the 10 years, but most countries have participated in only some of the years. The 66 participating countries or societies include 39 developed societies: Australia, Austria, Belgium, Bosnia, Canada, Croatia, the Czech Republic, Denmark, Finland, France, Germany, Greece, Hong Kong, Hungary, Iceland, Ireland, Israel, Italy, Japan, Latvia, Macedonia, the Netherlands, New Zealand, Norway, Poland, Portugal, Puerto Rico, Romania, Russia, South Korea, Serbia, Singapore, Slovenia, Spain, Sweden, Switzerland, Taiwan, the United Kingdom and the United States. The survey has also been conducted in 27 developing countries: Angola, Argentina, Bolivia, Brazil, Chile, China, Colombia, Dominican Republic, Ecuador, Egypt, India, Indonesia, Iran, Jamaica, Jordan, Kazakhstan, Mexico, Myanmar, Peru, Philippines, South Africa, Thailand, Turkey, Uganda, United Arab Emi rates, Uruguay and Venezuela. Results are robust with respect to a slightly different classification of developed versus developing countries. The performers of entrepreneurial activities are identified and investigated in a survey of the adult population. In Denmark we have in each of the 10 years from 1999 to 2008 conducted a national probability sample survey of the adult population, with a new sample each year, pooling them for a total of 27.125 respondents interviewed on the telephone. Weighting the respondents enhances the validity of these surveys (weights, based on gender, age and region, are used mainly in the analyses in Chapters 3). The questionnaire asks the adults about their involvement in entrepreneurship, so as to identify entrepreneurs (used in Chapter 3), and about their education and training for entrepreneurship (used mainly in Chapters 6 to 12). Similar surveys have been conducted around the world, asking the same questions everywhere, and pooled into a total of about one million respondents interviewed in 1999 to 2008 in the 66 countries. The conditions affecting performance of the activity have been measured, in 2008 and preced- 16
Page 1 and 2: Education, Training and Networking
Page 3 and 4: © Thomas Schøtt (and GERA for ite
Page 6: Contents Preface ..................
Page 9 and 10: skab i samfundet, både i Danmark o
Page 11 and 12: Figur B Entreprenørers ekspansivit
Page 14 and 15: Part 1 Introduction Chapter 1 Is en
Page 18: ing years, in Denmark and in the ot
Page 21 and 22: The ex-owner-managers are those ans
Page 23 and 24: our survey counting new-business ow
Page 25 and 26: In this chapter, we shall examine e
Page 27 and 28: In short, although entrepreneurial
Page 29 and 30: - In Denmark, there is sufficient d
Page 31 and 32: Where is Denmark positioned compare
Page 33 and 34: - In Denmark, the markets for consu
Page 35 and 36: Table 4.24 Intellectual property ri
Page 37 and 38: The framework overall The framework
Page 39 and 40: provides ample opportunity (and, ty
Page 41 and 42: an arrow represents the magnitude o
Page 43 and 44: Figure 5.4 Plot of developed societ
Page 45 and 46: provided by a college or university
Page 47 and 48: Table 6.3 Training of people, durin
Page 49 and 50: Age and training Does training diff
Page 51 and 52: Chapter 7 People’s education, tra
Page 53 and 54: Table 7.4 Networking, by education
Page 55 and 56: Chapter 8 People’s vocation shape
Page 57 and 58: Table 8.4 Vocation of adults, by th
Page 60 and 61: Part 4 entrepreneurs Chapter 9 Entr
Page 62 and 63: Table 9.1 Education, by vocation Ad
Page 64 and 65: Table 9.7 Competency of entrepreneu
Page 66 and 67:
Figure 9.2 Estimated effects among
Page 68 and 69:
The response to each question can b
Page 70 and 71:
Figure 10.2 Estimated effects upon
Page 72 and 73:
entation, Table 11.1. Entrepreneurs
Page 74 and 75:
ed by regression (Table 11.6 in the
Page 76 and 77:
future. To measure such expectation
Page 78 and 79:
Growth-expectations and competency
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Part 5 CONCLUSIONS Chapter 13 Expan
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Figure 13.1 People’s vocation aff
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Figure 13.2 Entrepreneurs’ expans
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Table 5.4 Linear regression of nati
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Table 7.9 Logistic regression of ad
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Table 8.9 Logistic regression of ad
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very small. The estimated effects a
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Table 12.6 Linear regression of gro
Page 98 and 99:
Bibliography Ahmad, N., and A. Hoff
Page 100 and 101:
myths. Paper for the 3 rd Internati
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sættere i netværk” In Freytag,
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National Teams in 2008 in Global En
Page 106 and 107:
Team Institution National Team Memb
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
111
Page 114:
Thomas Schøtt University of Southe
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