Education, Training and Networking for Entrepreneurship in ...

volvement in entrepreneurship. These effects
upon people’s vocation are illustrated in Figure
13.1 (with details in Figure 8.2).
Entrepreneurs expanding innovation,
exporting and growth-expectations
How are Danish entrepreneurs learning? More
specifically, Chapter 9 addressed the questions,
Are entrepreneurs educated at different levels
than other people? Are entrepreneurs typically
trained to start a business, whereas other people
are typically untrained? Are entrepreneurs
typically competent to start a business, whereas
other people typically do not have this competency?
Are entrepreneurs networking with a
wide spectrum of advisors? What are the effects
among entrepreneurs’ education, training, competency
and networking?
Entrepreneurs in Denmark more frequently
have a long higher education than non-entrepreneurs,
and less frequently than non-entrepreneurs
have neither vocational nor higher
education. Entrepreneurs are typically not
trained to start a business, although they more
often are trained than non-entrepreneurs, of
course. Non-entrepreneurs are typically not
trained to start a business, but many non-entrepreneurs
actually have some training. This indicates
that there is a trained segment in the population
for mobilization for entrepreneurship.
How is entrepreneurs’ innovativeness expanded
by their learning? More specifically, Chapter 10
addressed the questions, What are the distinct
effects upon innovativeness from education,
from training, from competency and from networking?
Innovativeness of entrepreneurs (here starters
and owner-managers in Denmark) is promoted
by distinct effects from their education, training,
competency and network in the ways that
innovativeness is especially expansive by entrepreneurs
with long higher education, with
training, with competency and with extensive
networks of advisors.
How is entrepreneurs’ exporting expanded by
their learning? More specifically, Chapter 11 addresses
the questions, What are the separate
effects upon export-orientation from education,
from training, from competency and from networking?
Export-orientation of entrepreneurs (here starters
and owner-managers) is enhanced by separate
effects from their education, training, competency
and network in the ways that the export-orientation
is especially expansive by entrepreneurs
with long higher education, with
training, with competency and with extensive
networks of advisors.
How are entrepreneurs’ expectations for growth
formed by their learning? More specifically,
Chapter 12 addresses the questions, What are
the separate effects upon growth-expectations
from education, from training, from competency
and from networking?
Growth-expectations held by entrepreneurs
(here starters and owner-managers) are expanded
by separate effects from their education,
training, competency and network in the
ways that the growth-expectations are especially
expansive by entrepreneurs with long
higher education, with training, with competency
and with extensive networks of advisors.
Expansive entrepreneurship shall here denote
entrepreneurship which is innovative, exporting
and growth-expecting. We will thus call entrepreneurship
expansive to the degree it is innovative,
exporting and expecting growth.
Likewise, an entrepreneur is expansive to the
extent the entrepreneur is innovative, exporting
and expecting growth.
Expansiveness can be measured as an index
combining the measures of innovation, exports
and growth-expectation (for the starters, the
three measures are standardized and then averaged;
for the owner-managers, the three measures
are also standardized and then averaged).
It is reasonable to combine the three measures
because they are positively correlated with one
another.
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