Education, Training and Networking for Entrepreneurship in ...

What are the national dynamics of entrepreneurship?
More specifically, Chapter 5 addressed
the questions, How are the cultural conditions
affecting one another? How are the institutional
conditions interrelated? How are the cultural
and institutional conditions affecting entrepreneurship?
A culture of individualism in a typical developed
society promotes the esteem of the entrepreneurial
vocation, enhances the entrepreneurial
education and increases the entrepreneurial
skills in the population. Education also has a
distinct positive effect on the skills in the population.
The basic institutional framework conditions
create opportunities for the people to
bring their skills into entrepreneurship. Opportunities
coupled with skills jointly tend to promote
the level of entrepreneurship in the developed
society.
This dynamic between framework conditions
and level of entrepreneurship is illustrated by
Denmark’s position. Denmark has a level of entrepreneurship
that is about typical for the developed
countries and a framework that is about
typical. This is easily understood. When the
country has a framework that is typical, then we
also predict the resulting level of activity to be
typical.
The tight coupling between framework and performance
is also exemplified by the USA. The
USA has the best framework overall. This framework
implies that the entrepreneurial performance
in the USA is very high, indeed, the USlevel
is among the highest among the developed
societies.
People involved in entrepreneurship through
education, training, competency and
networking
How are people trained for entrepreneurship in
Denmark and other societies More specifically,
Chapter 6 addressed the problems, How much
of the adult population is trained? Have people
been trained mainly during their schooling
or later in life? What is the organizational context
of later training, and is this voluntary or
compulsory? How is people’s training affected
by their gender, age and education? Is the training
expanding in Denmark and in other societies?
About 22% of the adults in Denmark have received
training in starting a business, less frequently
during their schooling, and then is was
typically compulsory rather than voluntary,
more frequently later than their schooling. The
later trained people have received their training,
typically voluntarily, in a variety of organizational
contexts, often during further formal
education, and often informally. People’s training
is affected by gender, age and education in
the ways that women are less frequently trained
than men, older adults far less frequently than
young adults, and people with long higher education
less frequently than others. That training
is more typical in the young generation than in
the older generation is indicative of the current
expansion of training. The expansion in Denmark
seems to be faster than the expansions in
most other developed societies.
How are people learning entrepreneurship, not
only through training, but also through their education,
competency and networking? More specifically,
Chapter 7 dealt with the issues, Are people
in Denmark educated at high and diverse
levels in the educational system? Are people
typcially 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?
Many people in Denmark have a vocational education,
but more have a short, medium or long
further education,while fewer have neither vocational
nor higher education. Education affects
training in the manner that people with long
higher education are less likely than others to
be trained for entrepreneurship, as mentioned
above. People’s education and training have
distinct effects upon their competency to start
a business, in the ways that long higher education
promotes competency, and training also
enhances competency. These have further dis-
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