Education, Training and Networking for Entrepreneurship in ...

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tion, while holding gender and age constant, were estimated in the preceding chapter (Figure 6.2). The effects upon competency from training and education while controling for gender and age, are estimated by regression (Table 7.8 in the Appendix). Competency is promoted by training (when education, gender and age are held constant). Competency is also affected by education in the manner that medium higher education makes for less competency than long higher education, short higher education makes for less competency than long higher education, vocational education entails less competency than long higher education, and having neither vocational education nor higher education makes for much less competency than long higher education (controlling for gender, age and training). The effects upon networking are also estimated by a regression (Table 7.9 in the appendix). Networking is promoted by competency and by training (while holding other conditions constant). Networking is affected by education in the following ways. Medium and short higher education and also vocational education entail less likelihood of networking than long higher education, and having neither vocational nor higher education entails much less chance of networking than long higher education (holding other conditions equal). These effects are all shown in Figure 7.2, for people in Denmark, where solid arrows show positive effects, dashed arrows show negative effects, and the magnitude of an effect is indicated by the thickness of the arrow. People’s education, training, competency and networking have consequences for entrepreneurship. How people’s education, training, competency and networking affect their vocation – to be an entrepreneur or not – shall be examined in the next chapter. Figure 7.2 Estimated effects among people’s education, training, competency and networking Adults in Denmark Training Medium higher education Competency Short higher education Vocational education Networking Neither vocational nor higher education 53
Chapter 8 People’s vocation shaped by education, training, competency and networking How is people’s involvement in entrepreneurship shaped by their learning? More specifically, this chapter addresses the questions, How is people’s vocation – entrepreneur or not – affected by their education, by their training, by their competency and by their networking? The idea of effects upon people’s vocation from their education, training, competency and networking can be symbolized as a path-diagram, in which a hypothesized effect is drawn as an arrow, Figure 8.1. 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. The effects among people’s education, training, competency and networking were estimated in the preceding chapter, so here we focus on vocation. Entrepreneur denotes the vocation of preparing or running a business. More specifically, entrepreneur encompasses several specialized types of entrepreneur, as considered in Chapter 1 and Chapter 3, and here shown in Table 8.1 (here ’entrepreneur’ does not include ex-owners and investors). The entrepreneurs make up about 18% of the adult population in Denmark. The non-entrepreneurs are the vast majority of the adult population. Here we just consider two vocations, entrepreneur versus non-entrepreneur. Figure 8.1 Hypothesized effects upon people’s vocation from their education, training, competency and networking Training Education Competency Networking Vocation 54
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 and 52: Chapter 7 People’s education, tra
Page 53: Table 7.4 Networking, by education
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:
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Thomas Schøtt University of Southe
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