Education, Training and Networking for Entrepreneurship in ...

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Part 4 entrepreneurs Chapter 9 Entrepreneurs’ education, training, competency and networking in Denmark How are Danish entrepreneurs learning? More specifically, this chapter addresses the questions, Are entrepreneurs educated at different levels than other people? Are entrepreneurs typically train ed to start a business, whereas other people are typically untrained? Are entrepreneurs typically competent to start a business, whereas other people are typically not competent? Are entrepreneurs networking with a wide spectrum of advisors? What are the effects among entrepreneurs’ education, training, competency and networking? People and their learning were examined in the previous chapters. This chapter focuses on Danish entrepreneurs and their learning. The impact of the entrepreneurs’ learning on their performance will be examined in the subsequent chapters. The idea of effects among entrepreneurs’ education, training, competency and networking can be symbolized as a path-diagram, in which a hypothesized effect is drawn as an arrow, Figure 9.1. The task then is to estimate each distinct effect, preferably while other things are equal, and specifically to ascertain whether the effect is different from zero, positively or negatively, and to estimate the magnitude of the effect. Figure 9.1 Hypothesized effects among entrepreneurs’ education, training, competency and networking Training Education Competency Networking 59
An entrepreneur here denotes a person who intends to start a new business, who is starting a venture, or who is owning and managing an existing firm, those called prospective entrepreneurs, starters and owner-managers (Chapters 1 and 3). However, the prospective entrepreneurs will be ignored when focusing on networks of advice concerning the business. Education is measured, in our annual survey in Denmark, by asking, 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 by asking, Have you ever taken part in training in starting a business at primary or secondary school? Have you ever taken part in training in starting a business after you completed your education in school? An entrepreneur is considered trained if the response is yes to either of the two questions. Competency is measured by asking, Do you have the knowledge, skill and experience required to start a new business? The above questions were posed not only to entrepreneurs, but to all surveyed adults, as was examined in Chapter 7. Entrepreneurs’ networking is measured in some detail. I asked starters: Various people may give advice on your new business. Have you received advice from … spouse or partner parents other family friends current work-colleagues earlier work-colleagues current boss a former boss someone in another country someone starting a business someone with much business experience someone with expertise in what you do a researcher or inventor a possible investor a bank a lawyer an accountant a public advising service for business a firm you collaborate with a firm you compete with a supplier a customer Owner-managers are asked in the same manner: Various people may give advice on your business. During the last year, have you received advice from … answering for the same list of 22 possible advisors. Networking will here, be measured as the size of the entrepreneur’s network, the number of advisors used by the entrepreneur, ranging from 0 to 22. This measure of an entrepreneur’s networking is better than the measure of a person’s networking used in previous chapters, where a person’s network was measured by asking about knowing or not knowing someone who is starting, a measurement that is informative for analyzing people’s vocational choice, but insufficient when focusing on entrepreneurs. Entrepreneurs’ education Entrepreneurs’ educational background can be compared to the educational background of non-entrepreneurs, Table 9.1 (the difference between entrepreneurs and non-entrepreneurs is statistically highly significant, with probabilityvalue less than 0.0001 in a chi-square test). Entrepreneurs have long higher education, more frequently than non-entrepreneurs. Conversely, entrepreneurs infrequently have neither higher nor vocational education, compared to non-entrepreneurs. The typical entrepreneur has either vocational education or long higher education. In other words, educationally, there are two major groups of entrepreneurs, those with 60
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Education, Training and Networking
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© Thomas Schøtt (and GERA for ite
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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 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 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: Team Institution National Team Memb
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Team Institution National Team Memb
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Thomas Schøtt University of Southe
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