Education, Training and Networking for Entrepreneurship in ...
Education, Training and Networking for Entrepreneurship in ...
Education, Training and Networking for Entrepreneurship in ...
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tion, while hold<strong>in</strong>g gender <strong>and</strong> age constant,<br />
were estimated <strong>in</strong> the preced<strong>in</strong>g chapter (Figure<br />
6.2).<br />
The effects upon competency from tra<strong>in</strong><strong>in</strong>g <strong>and</strong><br />
education while control<strong>in</strong>g <strong>for</strong> gender <strong>and</strong> age,<br />
are estimated by regression (Table 7.8 <strong>in</strong> the Appendix).<br />
Competency is promoted by tra<strong>in</strong><strong>in</strong>g<br />
(when education, gender <strong>and</strong> age are held constant).<br />
Competency is also affected by education<br />
<strong>in</strong> the manner that medium higher education<br />
makes <strong>for</strong> less competency than long higher<br />
education, short higher education makes <strong>for</strong> less<br />
competency than long higher education, vocational<br />
education entails less competency than<br />
long higher education, <strong>and</strong> hav<strong>in</strong>g neither vocational<br />
education nor higher education makes <strong>for</strong><br />
much less competency than long higher education<br />
(controll<strong>in</strong>g <strong>for</strong> gender, age <strong>and</strong> tra<strong>in</strong><strong>in</strong>g).<br />
The effects upon network<strong>in</strong>g are also estimated<br />
by a regression (Table 7.9 <strong>in</strong> the appendix). <strong>Network<strong>in</strong>g</strong><br />
is promoted by competency <strong>and</strong> by<br />
tra<strong>in</strong><strong>in</strong>g (while hold<strong>in</strong>g other conditions constant).<br />
<strong>Network<strong>in</strong>g</strong> is affected by education <strong>in</strong><br />
the follow<strong>in</strong>g ways. Medium <strong>and</strong> short higher<br />
education <strong>and</strong> also vocational education entail<br />
less likelihood of network<strong>in</strong>g than long higher<br />
education, <strong>and</strong> hav<strong>in</strong>g neither vocational nor<br />
higher education entails much less chance of<br />
network<strong>in</strong>g than long higher education (hold<strong>in</strong>g<br />
other conditions equal).<br />
These effects are all shown <strong>in</strong> Figure 7.2, <strong>for</strong><br />
people <strong>in</strong> Denmark, where solid arrows show<br />
positive effects, dashed arrows show negative<br />
effects, <strong>and</strong> the magnitude of an effect is <strong>in</strong>dicated<br />
by the thickness of the arrow.<br />
People’s education, tra<strong>in</strong><strong>in</strong>g, competency <strong>and</strong><br />
network<strong>in</strong>g have consequences <strong>for</strong> entrepreneurship.<br />
How people’s education, tra<strong>in</strong><strong>in</strong>g,<br />
competency <strong>and</strong> network<strong>in</strong>g affect their vocation<br />
– to be an entrepreneur or not – shall be<br />
exam<strong>in</strong>ed <strong>in</strong> the next chapter.<br />
Figure 7.2<br />
Estimated effects among people’s education, tra<strong>in</strong><strong>in</strong>g, competency <strong>and</strong> network<strong>in</strong>g<br />
Adults <strong>in</strong> Denmark<br />
<strong>Tra<strong>in</strong><strong>in</strong>g</strong><br />
Medium higher<br />
education<br />
Competency<br />
Short<br />
higher education<br />
Vocational<br />
education<br />
<strong>Network<strong>in</strong>g</strong><br />
Neither vocational nor<br />
higher education<br />
53
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