Education, Training and Networking for Entrepreneurship in ...

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Have you ever taken part in training in starting a business after you completed your education in school? Training was analyzed in the preceding chapter. We consider a person trained if the response is yes to either of the two above questions. Competency is measured by asking the adults, Do you have the knowledge, skills and experience required to start a new business? Networking with entrepreneurs is measured by asking the adults, Do you know someone personally who has started a business in the past two years? People in Denmark have typically pursued further education beyond their schooling, either vocational education or higher education of short, medium or long duration, Table 7.1. People’s education affects their likelihood of training in entrepreneurship, in Denmark, as examined in the previous chapter. People with vocational training are especially likely to be trained, whereas people with long higher education are least likely to be trained. People’s competency related to their education, and related to their training In Denmark, people’s education is also related to their entrepreneurial competency to start a business, Table 7.2. People with long higher education are far more likely to have this competency than people who have neither vocational nor higher education (differences among educational groups are statisticially highly significant, with probability-value less than 0.0001 in a chi-square test). Table 7.1 Highest level of education Adults in Denmark 2003-08 Percent Vocational education 29 % Short higher education 9 % Medium higher education 24 % Long higher education 18 % Neither vocational nor higher education 21 % Sum 100 % N adults 19.934 People’s competency not only depends on their educational level, but also on their training, Table 7.3. Trained people are of course far more likely to be competent than people who have Table 7.3 Competency, by training Adults in Denmark 2008 Trained Untrained Competent 50 % 31 % Less competent 50 % 69 % Sum 100 % 100 % N adults 446 1.499 Table 7.2 Competency, by education Adults in Denmark 2003-08 Vocational Short higher Medium higher Long higher Neither education education education education vocational nor higher education Competent 44 % 35 % 40 % 50 % 28 % Less competent 56 % 65 % 60 % 50 % 72 % Sum 100 % 100 % 100 % 100 % 100 % N adults 5.091 1.597 4.281 3.207 3.544 51
Table 7.4 Networking, by education Adults in Denmark 2003-08 Vocational Short higher Medium higher Long higher Neither education education education education vocational nor higher education Networking with starter 45 % 44 % 47 % 55 % 41 % Not networking 55 % 56 % 53 % 45 % 59 % Sum 100 % 100 % 100 % 100 % 100 % N adults 5.231 1.645 4.412 3.282 3.649 Table 7.5 Networking, by training Adults in Denmark 2008 Trained Untrained Networking with starter 58 % 46 % Not networking 42 % 54 % Sum 100 % 100 % N adults 467 1.528 Table 7.6 Networking, by competency Adults in Denmark 2003-08 Competent Less competent Networking with starter 58 % 39 % Not networking 42 % 61 % Sum 100 % 100 % N adults 7.056 10.626 not been trained (the difference is statistically highly significant, with probability-value less than 0.0001 in a chi-square test). People’s networking related to their education, to their training, and to their competency People’s education also affects their networking, whether or not they know a starter, Table 7.4. People with long higher education are most likely to know a starter (differences among educational groups are statistically highly significant, with probability-value less than 0.0001 in a chi-square test). Networking depends not only on education, but also on training, Table 7.5. Trained people are much more likely than untrained people to know a starter (the difference is statistically highly significant, with probability-value less than 0.0001 in a chi-square test). Networking depends not only on education and training, but also on competency, Table 7.6. Competent people are much more likely to know a starter than less competent people (the difference is statistically highly significant, with probability-values less than 0.0001 in a chisquare test). Each of the above cross-tabulations shows the relationship between two phenomena, while ignoring everything else that might also cause the relationship. This limitation of the above analyses will now be remedied by a more elaborate analysis. Effects among people’s education, training, competency and networking The question now is, What is each distinct effect upon training, upon competency and upon networking, while holding other things constant? The effects upon training from educa- 52
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 and 50: Age and training Does training diff
Page 51: Chapter 7 People’s education, tra
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:
Page 112 and 113:
111
Page 114:
Thomas Schøtt University of Southe
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