Education, Training and Networking for Entrepreneurship in ...

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Figure 6.2 Estimated effects upon people’s training from their gender, age and education Adults in Denmark 2008 Gender (male) Age Training Medium higher education Short higher education Vocational education Neither vocational nor higher education Effects upon training from gender, age and education In the above, we examined how gender is related to training, how age is related to training, and how education is related to training. Now we ask the further question; how is training affected by each of these attributes, when holding the other attributes constant? These separate effects are estimated by a regression (Table 6.9 in the Appendix). Age has a strong effect that is negative; older people are less likely to have been trained than younger people, also when controlling for gender and education. Gender has a notable effect, being male increases odds of being trained. The effects of education are relative to long higher education. Having a medium higher education enhances the odds of being trained (relative to having a long higher education), having a short education enhances odds even more, having a vocational training also enhances the odds considerably, and having neither vocational nor higher education may reduce the odds (relative to having a long higher education), when controlling for gender and age. These effects are shown in Figure 6.2, where a positive effect is shown as a solid arrow, a negative effect is shown as a dashed arrow, and the magnitude of an effect is indicated by the thickness of the arrow. This chapter has examined conditions of training. In turn, training has consequences for entrepreneurship. Effects of training upon entrepreneurship will be examined in the next chapters. 49
Chapter 7 People’s education, training, competency and networking in Denmark How are people learning entrepreneurship, not only through training, but also through their education, competency and networking? More specifically, this chapter deals with the issues, Are people in Denmark educated at high and diverse levels in the educational system? Are people typicially competent to start a business? Is people’s competency enhanced by their education and training? Are people typically networking with starters? Is people’s networking promoted by their education, training and competency? We shall thus examine the effects among people’s education, training, competency and networking. The effect of education upon training was examined in the preceding chapter. How all this affects vocation and entrepreneurship will be examined in subsequent chapters. The idea of effects among people’s education, training, competency and networking can be symbolized as a path-diagram, in which a hypothesized effect is drawn as an arrow, Figure 7.1. The task then is to estimate each distinct effect, preferably while other things are equal, and specifically ascertain whether the effect is different from zero, whether positive or negative, and to estimate the magnitude of the effect. Education is measured, in our annual survey in Denmark, by asking the adults, What is your completed vocational education or further education?Is it … vocational education [erhvervsuddannelse], further education for less than three years [videregående uddannelse på under tre år], further education for three to four years [videregående uddannelse på tre til fire år], further education for more than four years [videregående uddannelse på over fire år], or neither vocational education nor higher education? Training is measured, in our survey in 2008, by asking the adults, Have you ever taken part in training in starting a business at primary or secondary school? Figure 7.1 Hypothesized effects among people’s education, training, competency and networking Training Education Competency Networking 50
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 16 and 17: How is entrepreneurs’ innovativen
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: Age and training Does training diff
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
Page 80 and 81: Part 5 CONCLUSIONS Chapter 13 Expan
Page 82 and 83: Figure 13.1 People’s vocation aff
Page 84: Figure 13.2 Entrepreneurs’ expans
Page 87 and 88: Table 5.4 Linear regression of nati
Page 89 and 90: Table 7.9 Logistic regression of ad
Page 91 and 92: Table 8.9 Logistic regression of ad
Page 93 and 94: very small. The estimated effects a
Page 95 and 96: 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
Page 102 and 103:
sættere i netværk” In Freytag,
Page 104 and 105:
National Teams in 2008 in Global En
Page 106 and 107:
Team Institution National Team Memb
Page 108 and 109:
Page 110 and 111:
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111
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Thomas Schøtt University of Southe
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