Start-up training and start-up support

The activities of the founder of training and start-up support include all state and private activities for the qualification of entrepreneurs or entrepreneurs and for institutional support of start-ups .

starting point

The problem of developing entrepreneurial skills did not arise until after the Second World War. In addition to the industry or technology-related professional competence and general commercial competence, no further special attitudes and attitudes appeared necessary. This changed due to the decline in the proportion of self-employed in the labor force in all western industrialized countries until around the mid-1980s as a result of the dominance of industrial development and the predominance of large-scale business structures within the framework of a “conservative welfare system”. This tendency was also reflected in the increasing orientation of business administration to the needs of large companies and on the basis of large amounts of data.

The decline in small and medium-sized companies led to a decline in entrepreneurial skills and attitudes that could previously (in the best case) be conveyed within the framework of family tradition and / or training in the parental company or by other personally liable company owners and role models . In connection with the typical perspective of an employee at the time of regular, precisely limited working hours with an expected annual increase in wages and a regulated pension, interest in self-employment had fallen drastically by the 1980s.

The proportion of self-employed in the labor force fell in Germany from 1882: 25.6 percent to 1939: 13.4 percent and (in West Germany) 1980: 9 percent. The tipping point of this development can be precisely fixed for the Federal Republic; It was in 1981, when the decline in total employment made it clear that increases in prosperity and jobs could no longer be achieved primarily through the growth of large companies.

The rise in the number of self-employed, albeit slow at first, marked the reversal of a trend that had persisted since the beginning of industrialization. Deregulation and privatization have now made it easier for service companies to gain market access to previously protected areas; Declining entry thresholds into self-employment (supported by technical trends such as the PC, new business models and the outsourcing activities of large companies) promoted the possibility of market access for financially weak founders and new groups of self-employed (women, migrants, "emergency founders" in the new federal states). In view of the initially low attractiveness of the risky self-employment model, however, the question of where a sufficient number of qualified and motivated founders should come from became more and more urgent.

Trainability of entrepreneurial skills

David McClelland was one of the first scientists to believe that entrepreneurial skills and motivations can and must be trained. His Kakinada experiment, which was carried out in Mumbay as well as in Mexico and the USA in 1964 , showed the trainability of entrepreneurial traits and led to the development of EDP ( Entrepreneurial Development Programs ) in many countries, which quickly also included the academic sector.

In recent years, academic entrepreneurship training has established itself in numerous countries. Especially in the crisis of 2008–2009 it became clear in many countries that entrepreneurs with academic training are better able to assess their start-up and growth opportunities despite the restrictions caused by the crisis than those without training.

However, given the high expectations in terms of the trainability of entrepreneurial dispositions as well as the optimism of control in politics and educational institutions, little consideration was given to the interplay of personal and professional factors; little research has been done so far.

Academic entrepreneur training

aims

The aim of the academic entrepreneurship training is to a. to provide information about the possibilities of starting a business and to shorten the entrepreneurial learning curve through theoretical knowledge and practical training . Today this includes a. following topics:

• Characterization of the entrepreneur and the different types of companies
• Phases of business creation and growth
• Business plan content
• Funding of creation and growth and selection of investors
• Crisis management
• Managerial skills such as contract negotiations, leadership, etc.

Christine Volkmann and David Audretsch offer an overview of various forms of institutionalization based on case studies.

Concepts that try to influence the formation of intentions and self-efficacy presumption of the founders go much further. They are based in part on the theory of planned behavior . The focus is on the question of whether the acting person experiences himself as someone who can successfully control his behavior, or whether he learns this in the training.

Levels of implementation

With regard to the promotion of entrepreneurship training at universities, four levels can be distinguished:

• Raising the awareness of students and employees for a start-up option
• the curricularization of important elements of the subject entrepreneurship
• the stimulation of foundations by influencing the intentions
• practical training in universal or subject / sector-specific incubators

Another method is the systematic screening of rapidly growing or technologically highly innovative start-ups and the subsequent management of innovations in start-ups.

MBA training programs are becoming more and more important for entrepreneur training and will probably be growing in the future .

Effects

In principle, it is difficult to evaluate the effect of an academic or even school-based entrepreneur training with regard to start-up behavior, since the graduates - if at all - often only start up at an advanced age.

There are now a large number of studies from different countries that show that entrepreneurial education has such an influence on the development of entrepreneurial intentions and the presumption of self-efficacy. An important intervening variable, however, is the perception of the feasibility of one's own project.

However, much of this empirical work, which was mostly carried out in conjunction with studies in MBA and other courses, neglects the difference between intention and action. A Hungarian study shows that participation in entrepreneurship courses only correlates with the frequency of start-ups in the medium to long term (over a period of five or more years).

A study at the Technical University of Munich shows positive effects of entrepreneurship education in terms of willingness to learn, optimism, the hope of success and internal control, but only minor, insignificant effects of entrepreneurial education in terms of self-efficacy expectations , especially among older people Students who have a higher expectation of self-efficacy anyway. A change in value orientations could not be determined.

According to a study by Sanja Pfeifer at the Josip Juraj Strossmayer University in Osijek , an academic entrepreneurial education may even lower the self-efficacy assumption of students with high entrepreneurial aspirations, due to the discouraging effects of the increasing insight into the complexity of Founding projects. On the other hand, students without great entrepreneurial aspirations are more likely to be motivated by information about the possibilities of start-ups to deal with the topic specifically for the first time.

Predictability of Success

The theory of planned behavior is sometimes used to predict success. Other studies focus more on the practical relevance of the content of the training. According to a Danish study, good indicators for the development of entrepreneurial behavior among students are the active search for student employment opportunities and company internships as well as a high proportion of non-academic (practical) training content and working on a bachelor's thesis in cooperation with a company.

Methodology of training

Differences to corporate management

The methods used in entrepreneurship and start-up training, based on the American model, are increasingly different in Europe from those of business administration . When it comes to managing scarce resources, the focus here is on identifying opportunities, generating and evaluating business ideas and developing business plans. For this u. a. Case studies, business games, business simulations and brainstorming methods used. Since the ad hoc needs of entrepreneurs, who can rarely synchronize their business development with a curricular training structure, also have to be taken into account, flexible coaching and further training forms with a high proportion of self-learning, case study work, practical presentations and expert feedback play an important role. Competitions serve to evaluate business plans, start-up meetings and campus entrepreneur clubs for exchange.

For the didactics of entrepreneurship in institutions of the secondary and z. Sometimes even primary schools require special forms of learning, which also often contain competitive elements. In some countries, youth entrepreneurship programs already include pre-school children and impart creative entrepreneurial and elementary negotiation and sales skills in a playful way.

Large companies such as Siemens , Deutsche Telekom or Merck are increasingly organizing coaching programs for intrapreneurs or training activities as part of corporate entrepreneurship based on the model of entrepreneurship . These activities also serve to screen business ideas which are then to be implemented within the framework of the large corporations or with their support.

Since 2005, Erenet has contributed to the dissemination and harmonization of academic entrepreneurship, start-up and entrepreneur training in the countries of Central and Eastern Europe and to the transfer of best practice . An important task is the modernization of the often frontal, book-oriented teaching methods in post-socialist countries as well as the increased orientation of the training to the needs of local small and medium-sized enterprises and family businesses. This fixation of the universities on the training content of international corporate management encourages a migration of well-qualified junior employees from the countries of Eastern and Southeastern Europe who do not see any start-up opportunities in their home country that meet their requirements and who opt for large Western European employers.

A manual published by Alain Fayolle provides an overview of the international situation in entrepreneurship training.

Incubation

The concept of linking business creation and promotion with training and education originated in the USA. The first business incubator was opened in 1959 by Joseph Mancuso in a department store in Batavia, New York. In the 1980s the model spread to Europe and took different forms (start-up and innovation centers, pépinières d'entreprises , technopolies, science parks , university incubators ). Campbell et al. a. described a process model of incubation for the first time in 1985, which is based on monitoring, selection and needs analysis of the start-ups eligible for the incubation process.

The EU considered the incubation of start-ups to be particularly promising under three conditions: The learning environment should encourage entrepreneurial thinking, the incubation process should be open to external observers and investors, and the incubated start-ups should be visible in the market. That implies the increasing networking with external actors.

Representatives of evolutionary economics point out that the institutions interested in the success of as many of the start-ups they have incubated as possible cannot simulate the selection processes by the market. More recent studies occasionally come to the conclusion that the incubation, regardless of its duration, did not contribute significantly to the survival and growth of the incubated companies.

See also : start-up center

Founder-friendly milieu ("founder ecosystem")

According to an RKW study from November 2015, a “fertile regional start -up ecosystem ” or a start-up-friendly climate is decisive for the success of founders and young entrepreneurs as a whole , which is created through the interplay of talent, successful entrepreneurs, financing opportunities, educational institutions, politics and administration with little bureaucracy , potential customers, high-performance infrastructure (especially digital and public ), openness for innovation, creativity and a high quality of life . With good coordination, this can also be done outside of large cities, for example with proactive , high -quality regional management and by networking regional start-up initiatives.

See also : “Founder Ecosystem” in the Entrepreneurship article

In German-speaking countries

Germany

Since the late 1990s, the subject of entrepreneurship has also been increasingly established at universities in Germany, mostly only as a specialization or elective in business administration, and less often in the form of an extra-occupational master’s degree or an MBA. It was not until 1998 that the first chair for business start-ups was established at the European Business School (today EBS University for Economics and Law ) in Oestrich-Winkel. In 2017 there were around 130 professorships for entrepreneurship at German universities.

history

Previously, there had been a long period of fundamental discussion in Germany about whether and in what form the subject could be taught or learned and whether universities were the most suitable locations for it. The EXIST programs of the Federal Ministry of Science and later the Federal Ministry of Economics, running since 1998, brought a breakthrough in this regard. In the same year almost 20 additional chairs were established. In addition to broader curricula and step-by-step training models, tailor-made support programs from three days to around a week, which take into account the specific needs of founders in the respective phases, play a role. University incubators and the cooperation between universities and technology centers are also gaining in importance for start-up training and funding .

With the assignment of the EXIST program to the Federal Ministry of Economics, however, the funding developed away from curricularization and non-targeted stimulation of start-ups of all kinds in the direction of a screening process of technology-oriented, potentially fast-growing and high-quality start-ups, especially at technical universities such as z. B. the TU Berlin or the TU Munich .

In the years since around 2010, the need for start-up-sensitive teaching in the MINT subjects has been increasingly discussed. B. from the TU Darmstadt or the entrepreneurship start-up initiative in the schools of the Federal Ministry of Economics . At the same time, eco-entrepreneurship, sustainable entrepreneurship or green entrepreneurship emerged as a new focus of start-up training at universities . In 2015, ten German universities committed themselves to this. There is a special incubator for this at TU Berlin.

Entrepreneurial education can in principle be offered at all levels of education starting in kindergarten (e.g. in some emerging countries). However, activities within the framework of youth entrepreneurship are only weakly developed in Germany. Above all, the craft with its dual initial training and master craftsman training plays an important role in imparting start-up-related skills. There are also approaches to entrepreneur training at German vocational schools and at an increasing number of secondary schools and vocational schools. However, the activities in school and extracurricular start-up training as well as the commitment of German politics are still rated by experts as below average. Around three quarters of all students are not confronted with the topic of business start-ups during their studies - one of the highest values ​​in the world.

Business plan competitions play a role as an incentive, but mostly in the relatively non-binding form of ideas competition. The majority of the ideas submitted will therefore probably never be implemented. A 2010 study by the Institute for Innovation and Technology lists 83 start-up competitions for Germany.

Location advantages

The country report Germany of the Global Entrepreneurship Monitor (GEM) repeatedly highlights the infrastructure in Germany, which is good in international comparison, as a particular locational advantage for business start-ups. Germany has an extensive network of financial aid and start-up helpers. The latter include the chambers of industry and commerce (IHKs) and chambers of crafts (HWKs), local business development agencies , innovation, technology and start-up centers , employment agencies , around 130 start-up chairs and numerous start-up fairs, start-up initiatives, start-up awards and business plan Competitions. In addition, the start-up portals of the 16 federal states and the start-up portal of the Federal Ministry of Economics offer a lot of free information on setting up and running a company.

Bottleneck factor motivation

Statistical data show, however, that training capacity is no longer the most important bottleneck for increasing the number of start-ups, but motivation. Statistics show that the rate of full-time start-ups halved between 2002 and 2015; it rose briefly in 2009/10 due to emergency start-ups caused by the crisis, but is aiming for a new record low in 2017. The KfW attributes this to the excellent labor market situation. However, other studies also show that Generation Y , i.e. those born between around 1980 and 2000, strive for security. According to a survey by Research now on behalf of Ernst & Young , 61 percent of the students surveyed cite a secure job as the most important motivation for choosing a career. 30 percent of those surveyed (36 percent for women) want to go into civil service later.

The decline in interest in setting up a business is also reflected in the number of initial discussions that the IHKs hold on the subject of business start-ups. The number of these discussions that the German IHKs had with those interested in founding a company has more than halved between 2004 and 2017 (from over 320,000 to 152,000), even if the chambers want to see a stabilization in this compared to 2016. One reason for this is probably that in 2017 only around 9,800 participants in the IHK founding seminars stated that their most important motive for founding a company was the lack of professional alternatives. In 2004 there were almost 60,000.

Austria

Entrepreneur training does not have a long tradition in Austria. Universities and colleges have only been dealing with this issue since 1999. The first professorship with a focus on business start-ups was established in 1999 at the Alpen-Adria University of Klagenfurt (AAU) . Various start-up-related courses for students from all faculties as well as start-up training are offered here. Since 2010, a postgraduate master’s course “Sport-Health-Entrepreneurship” has been part of the AAU program. In 2002, the SBWL (Special Business Administration) Entrepreneurship started at the Vienna University of Economics and Business . The Johannes Kepler University Linz set up an institute for business start-ups and business development in 2003 and holds a leading position in terms of the number of start-ups.

UNIUN , an initiative of the alumni association of the University of Vienna and the external institute of the Vienna University of Technology , has been organizing start-up training since 1999 in cooperation with INiTS, the university start-up service of the Vienna University of Technology and the University of Vienna. The Business School of Danube University Krems offers a start-up service and an MBA course in Entrepreneurship.

Various contents of entrepreneurship education and the subject of corporate management are also offered in vocational schools, in the curriculum of the commercial academy (at many different locations) and commercial schools, in the curricula of higher technical institutes, in higher education institutions for tourism and fashion. In Austria, the state entrepreneurship examination is a prerequisite for self-employment as part of the master craftsman or qualification examination. The completion of certain school-based training such as B. commercial vocational schools, business schools, business academies, higher technical institutes, higher and medium-sized educational institutions for economic professions, tourism schools, certain technical academies, colleges and universities replaces the state written and oral entrepreneurship examination, which aims to determine whether the candidate is the context of Understand areas of a company and apply this knowledge when setting up and coping with the most common tasks and problem situations. There are now practice firms at all types of schools. The concept of the entrepreneur driving license , the v. a. was designed for vocational school students and has since been introduced or at least implemented on a pilot basis in numerous schools in Germany, Switzerland, Luxembourg, Ireland, Poland, Albania, Kosovo, Russia, the Czech Republic, Ethiopia and Mali.

Switzerland

In Switzerland, entrepreneurship training is very well established at various universities - especially at universities of applied sciences. B. at the FH Westschweiz (HES-SO) or at the FH - Hochschule für Wirtschaft und Technik Chur with a master’s degree in Major New Business and the Swiss Institute for Entrepreneurship (SIFE). The training is mostly strategically and internationally oriented. Tourism is often a focus of training. The interest in entrepreneur training and the entrepreneurial potential among technical college students has also increased in recent years, especially among students of economics. In contrast, the interest of students in the two federal technical universities is less pronounced.

At the University of St. Gallen , the HSG Entrepreneurship Campus promotes entrepreneurship as a career alternative. The Chair for Entrepreneurship and Commercialization of Technologies at the ETH Lausanne , where the life sciences have an important location, is an important university institution for entrepreneurship education in Switzerland in the field of research and teaching.

Other providers of entrepreneurship training are employers' and professional associations. Above all, GastroSuisse should be mentioned here . The trade association is also active with an institute for entrepreneur training.

The GEM Report comes to the conclusion that the scope and quality of entrepreneur training in Switzerland are in various ways ahead of those in Germany and Austria.

However, start-up funding is seen as poorly coordinated. In Zurich in particular, there are numerous initiatives to promote start-ups and incubation in the IT sector and fintech startups. Here (as of 2016) various organizations in the Swiss Startup Association want to exchange ideas in order to better coordinate the work.

Liechtenstein

A master's degree in entrepreneurship was established at the University of Liechtenstein in 2008.

European Union

The Lisbon Process stipulated that entrepreneurship should be anchored as an integral part of the curriculum at all higher education and training institutions - especially in the technical and scientific field - and that students should be specifically motivated to attend these courses. However, a study by the European Foundation for Entrepreneurship Research (EFER) and the European Foundation for Management Development (EFMD) found. that the courses were predominantly offered as optional subjects and that there were major deficits in implementation in Eastern Europe.

A group of experts from the EU Directorate General for Enterprise and Industry stated in 2008 that entrepreneurship training was not sufficiently anchored in the university curricula. “The available data show that most entrepreneurship courses are offered in economics and business administration. In the new member states that joined the EU after 2004, the spread of entrepreneurship is particularly bad. It is questionable whether business schools are particularly well suited for entrepreneurship training, because innovative, viable business ideas are more likely to emerge in technical, scientific and design courses Developing and exploiting business ideas from students from different faculties.

The European Commission and the European Structural Funds directly support start-up training at various levels through numerous projects. This applies in particular to the Central and Eastern European candidate countries, in which numerous projects such as STRUDER, PHARE (for small and medium-sized enterprises), SAPARD and ISPA have been and are being carried out. Many of these learning concepts do not focus on imparting knowledge, but on personality development ( entrepreneurial mindset ). The European Structural Funds offer direct financial support for entrepreneurship programs and activities at universities in the period 2007–2013. For example, the mobility of teachers and researchers between universities and companies as well as business ideas from students are promoted. Since 2007, entrepreneurship has also been one of the most important goals of the EU program for lifelong learning Leonardo , which also includes a line of action on cooperation between universities and companies.

The European Entrepreneurship Award recognizes innovative measures that promote entrepreneurship at local, regional or national level in the 27 member states of the EU as well as in Norway, Serbia and Turkey.

The Small Business Act for Europe (SBA) of June 2008 attempted to take account of the central role of small and medium-sized enterprises in the EU and described a political framework for the EU and its member states for a "coherent" policy in this sector, which with its emphasis national action plans appeared to be relatively planned economy and assigned the governments - especially the education ministries - a central role in implementation. In a report on the status of implementation of the SBA in February 2011, there are no statements or even evaluation findings on the role and effectiveness of training institutions in promoting entrepreneurship. It can be assumed that many of the national inter-ministerial action plans and agreements on curricula required by the EU, with the exception of the Nordic countries and the Netherlands, get stuck in the program development and do not even reach the practical implementation phase. a. because the cooperation with non-ministerial stakeholders remains inadequate.

Critical objections to EU programs to promote entrepreneurship, especially after the 2008/09 crisis, are that they are overloaded in terms of labor market and regional policy due to the overemphasis on the aspect of regional job creation. It was also emphasized from various sides that the idea of ​​entrepreneurship, in particular by the politics of the Central and Eastern European EU countries and the candidate countries, is almost treated as a panacea, which was favored by the EU funding. According to this criticism, an inappropriately high and therefore unsustainable start-up rate can be induced by excessive promotion of the factors that positively influence the start-up of a company or through massive political influence on the individual decisions leading to the start-up of a company. In the meantime, the view has gained acceptance that there is an “appropriate” or even “optimal” start-up rate that should not be exceeded without a problem if it does not want to stimulate risky start-ups.

International comparison

The structure of the following country-by-country representation follows the internationally widely accepted typification of economies in three categories made in the Global Entrepreneurship Monitor:

• Innovation-driven (or -based) economies, the growth of which is largely based on successfully implemented innovation; this includes all economies in the German-speaking area as well as most Anglo-Saxon and Scandinavian countries, Israel, Japan, Singapore, Taiwan;
• Efficiency-driven (or -based) economies, the growth of which is primarily based on increasing productivity and reducing costs; this includes many East, Southeast European and Latin American countries as well as Turkey (so-called emerging countries with expanding industry);
• Factor-driven (or -based) economies, the growth of which is largely based on the marketing of raw materials, agricultural products and / or the availability of elementary labor; these include some Central and Latin American and many sub-Saharan African countries and some countries that mainly export oil.

These types of economy and growth are of great importance for the start-up behavior, the specific start-up opportunities and risks as well as the success or failure, but also for the composition of the start-up population and their qualifications.

The highest start-up rates can be found in factor-driven economies (with the exception of economies that are largely dependent on oil and Islamic countries with a minor role for women in economic life), the lowest in saturated, innovation-based economies with well-paid employees, a high average age and an average wealthy and risk-averse populations like in Japan or Germany, but especially in the EU countries with low growth rates like Italy, Spain and Greece. There, founders hardly believe in creating jobs in the early phase of their business - an indication of numerous emergency start-ups in the south of the EU.

The opportunities and one's own entrepreneurial skills are also assessed more negatively in the innovation-based economies, but the risks are assessed higher than in the other country groups. However, in most innovation-based countries the proportion of emergency start-ups is also lower - with an overall lower start-up rate. Africa is the continent with the highest rate of pre-business and early-stage activities, followed by Latin America. On all continents, the 25 to 34-year-olds form the strongest cohort in such early stage entrepreneurial activities . In Africa and Latin America, however, the rates of abandoned start-up activities are particularly high at around 50%. On all continents, financing problems are relatively seldom given as a reason for the termination, mostly poor profitability or personal reasons for the termination are decisive.

Innovation-based economies

In this group of countries, there is strong competition for innovative business models , problem solutions and strategies . A well-founded professional and entrepreneurial training is here z. Sometimes more important for the success of a company than the investment of capital (Faltin: “Brain beats capital”, “Head beats capital”). The business ideas often require a longer and risky incubation process (or pivot according to the lean startup method ); their innovative content and their chances of success can often no longer be assessed by banks or IHK consultants; Venture and growth capital is often provided by specialized companies, which is reflected in a stagnating or falling start-up rate.

The focus on start-up rates, however, hides the fact that there are more and more forms of entrepreneurial activity also among employees in established companies. In the GEM this type of entrepreneurship is called Entrepreneurial Employee Activity (EEA). The EEA quota comprises the percentage of 18 to 64 year olds who were involved in entrepreneurial activities as dependent employees within the last three years. However, these are defined very broadly by the GEM as active participation in the development or introduction of new products and services or in the establishment of new business units. Obviously, many large companies have understood how to integrate creative and entrepreneurial potential, which requires a larger framework and more capital to realize it.

United States

In the USA, entrepreneurship has developed into an increasingly independent discipline, clearly separated from business administration, since its first beginnings at Harvard Business School in 1946/1947, at New York University in 1953 (through Peter Drucker ) and at MIT in 1961. It went after the Second World War a . a. It is about offering the returning soldiers in the difficult phase of transition from war to peace production, if not a secure job, at least a start-up opportunity. Other strongholds of start-up training today are Stanford University in California, Babson College in Wellesley, Massachusetts, the University of Texas at Austin and the Thunderbird Global Business School in Phoenix (Arizona) with several branches abroad.

Entrepreneurship education in the US has grown eclectically - after World War II because of the need to create jobs for the returning soldiers, later often under pressure from student demand. Despite the increasing anchoring of entrepreneurship courses in the curriculum, critics until the 1990s doubted that this topic could even be taught systematically. This objection was raised by both entrepreneurs and representatives from the university side. It was also questioned whether serious research was possible in the field of entrepreneurship. This reservation towards entrepreneurship as a teaching and research area has led to neglected treatment. Young professionals preferred to research and publish in other areas, with the result that the important impetus of this group was missing. Since the mid-1990s, however, there has been a drastic change in the sense of a new "respectability" of teaching in the field of entrepreneurship. Every leading university now has a professorship that deals with this, and in many cases also an incubator , which is often operated in cooperation with companies or private foundations. In this case, the patents are usually owned by the university, but the income is shared between the university and researchers or founders. In 2012 there were around 350 chairs in Entrepreneurship, Family Business and Small Business .

Since the 1990s there has been an increasing number of training programs for intrapreneurs and the like. a. at 3M , Johnson & Johnson , Merck & Co. , Motorola , Citicorp , Hewlett-Packard , Intel , IBM and General Electric .

In this context, an extensive reporting and rating of the start-up activity developed, which is operated by many institutions. Babson College, together with London Business School, publishes the annual Global Entrepreneurship Monitor (GEM) report for the USA. The Office of Entrepreneurship Education (OEE) and the Office of Entrepreneurship Development (OED), institutions of the US Small Business Administration, publish an annual report on the training, consulting and start-up dynamics of the companies that have used consulting services. However, this only includes a few founders from universities.

However, even before the financial crisis of 2008–2012, start-up training activities in the USA fell sharply again. The expert ratings on the quality of the start-up training showed a clear deterioration for the period from 2005 to 2008, which has to do with the credit glut.

After the financial crisis, the number of (mostly MBA) courses that explicitly relate to sustainable or eco-entrepreneurship has increased.

The Global Entrepreneurship Program (GEP) is an international campaign founded in 2010 by the US State Department to promote entrepreneurial activities in emerging countries such as Turkey and Indonesia. The measures are aimed at six fields: Identification of promising (young) entrepreneurs, training, networking and support, capital supply, representation work for entrepreneur-friendly (de) regulation and politics, publicizing successes. GEP works closely with USAID .

Great Britain

Probably nowhere are business plan and start-up competitions as widespread as in Great Britain. A study by the Institute for Innovation and Technology lists 22 out of 63 non-German start-up competitions held by British institutions. Prizes of up to £ 500,000 will be awarded. The Warwick Business School with the Center for Small and Medium Sized Enterprises (CSME) has been a center for the academic education of entrepreneurs since 1985 . In 2018, it achieved first place in the Better World MBA Ranking , which also takes ecological and social aspects into account. Durham University has also earned a good reputation for training start-ups. Wolverhampton University is coordinating the SPEED (Student Placements for Entrepreneurs in Education) project, a network of institutions that help students develop self-employment as an alternative to dependent employment.

The activities of Kath Sunderland and her company Start Ability, founded in 1999 to promote and train founders with disabilities , have become internationally known .

In Northern Ireland , the Northern Ireland Center for Entrepreneurship (NICENT) trained more than 18,000 undergraduate and postgraduate students from 2000 to 2008. Here are also at St. Mary's College of Queen's University Belfast teacher teaches entrepreneurship in the tray.

Canada

In Canada there have been academic courses for the training of entrepreneurs since 1985, and they are very popular. In recent years, Canadian universities have successfully managed to find a balance between the needs of large, small and medium-sized (including newly founded) companies.

One example is the Masters course in Engineering, Entrepreneurship and Innovation (MEEI) at McMaster University in Hamilton, Ontario , which was developed by former industrial managers who wanted to encourage innovative thinking in their former companies (including Xerox). The course takes one and a half years and consists of four modules: 1. Recognizing technical innovation opportunities and market evaluation, 2. Technical and market development, 3. Business development, 4. Start-up phase. An example of a cross-faculty approach is the Ryerson Entrepreneurial Institute at Ryerson University in Toronto, founded in 2008 .

Even Calgary is a center of entrepreneurial education in the IT sector; in Canada, the city has the highest start-up rate in terms of population.

The Canadian Youth Business Foundation (CYBF) supports founders between the ages of 18 and 34 through mentoring, counseling and networking. The Canadian start-up Visa Program aims to attract high-tech founders from abroad who will bring their own start-up capital for at least two years.

New Zealand

New Zealand's open and liberal economy has a very high start-up rate. in particular, five percent of the adult female population are self-employed, especially in the numerous family businesses. In addition to the start-ups of small and medium-sized enterprises in the fields of agriculture, the food industry and local production, e.g. B. Funded by Massey University at multiple campuses and through distance learning programs, there is a high technology sector that has emerged from university spin-offs. The City of Dunedin and Otago University have set up a Center for Entrepreneurship to organize a Masters program in Entrepreneurship.

Australia

A center for start-up training in Australia is the Australian Graduate School of Entrepreneurship at Swinburne University of Technology , which also has a campus in Kuching in Sarawak (Malaysia).

Ireland

In Ireland promote u. a. the Dublin City University ( DCU ), where especially the DCU Ryan Academy of Entrepreneurship training young entrepreneurs. The availability of venture capital is quite good in a European comparison (2nd place after Sweden). In accordance with the industrial policy paradigm of the export base theory, Enterprise Ireland has for years mainly been the establishment and settlement of export-oriented companies. As a result of the financial crisis, however, it has become apparent since 2010 that the proportion of emergency start-ups with no growth prospects in Ireland had risen to almost a third of all start-ups. More and more start-ups are also being made in the area of social entrepreneurship . For these target groups, training and support have so far been very weak.

Denmark

More than half of entrepreneurs in Denmark are salaried entrepreneurs who develop new business areas within an existing company. The Vision Group , established by the Education Minister in 2001 , initiated the establishment of a public foundation for entrepreneurship, especially for primary and secondary schools, and in 2004 the establishment of the International Danish Entrepreneurship Academy (IDEA), a network organization that promotes entrepreneurship training at universities Methods as e.g. Some of them still apply impractically. The foundation's partners are 38 universities, with whom IDEA has held a series of innovation camps since 2005, in which students, teachers and entrepreneurs jointly develop usable ideas. IDEA has been offering a master’s degree in Entrepreneurship and a postgraduate degree in Entrepreneurship for teachers since 2007. The second largest university in the country, Aarhus University was planning a doctoral course in entrepreneurial education for 2012.

Sweden

Alongside Great Britain, Sweden has the longest tradition of entrepreneurship in Europe. However, many entrepreneurs initially develop new business areas as employees within existing companies. The University of Linköping with the Centrum for Innovationer och Entreprenörskap (CIE) founded in 1993 is a center for academic start-up training in Sweden with a high international reputation . In 1984 the university and local companies initiated a network to promote innovative start-ups. The Mjärdevi Science Park , founded at that time, is one of the largest in Europe. Training programs for entrepreneurs followed in 1986. The Linköping Foundation for Entrepreneurship Research was founded in 1996, and in 1999 an incubator for spin-offs. The University of Jönköping has a similar reputation for promoting entrepreneurship . The University of Lund also offers a master’s degree in entrepreneurship.

The Stockholm School of Entrepreneurship ( SSES ) is a joint establishment of five Swedish universities and institutes, which was institutionalized in its current form on the basis of the first training programs of the 1990s with the help of private foundation funds. The further training of entrepreneurs is promoted within the framework of regional networks. The financing is partly private, partly state.

The availability of venture capital is very good in Sweden (1st place in Europe).

Swedish universities are also active internationally in the field of entrepreneurship training. The Stockholm School of Business , in cooperation with other international universities, promoted the EuroFaculty project in Pskov (Russia), which aims to develop entrepreneurship and business start-ups in the north-west Russian region.

Norway

In 2005 35% of start-ups in Norway were technology-oriented. With this quota, the country is among the leaders in Europe (Germany: 10%), whereby the Technical and Natural Sciences University of Norway in Trondheim stands out. A Masters in Innovation and Business Management is offered at the Center for Entrepreneurship at the University of Oslo . Course contents are innovation theory, business development, management, strategy, finance and marketing. The curricula of commercial technical and vocational schools are also strongly oriented towards entrepreneurial activity. Their integrated approach is often considered exemplary. An interesting feature of start-up support in Norway is that founders, in dialogue with the tax authorities, determine the deductibility of their operational costs, without there being any fixed threshold values. There is a chance that a hobby will develop into a serious company or, conversely, that after several years of trying out a business idea, one realizes that a full existence cannot be built on it.

Iceland

The Icelandic Technological Institute (IceTec), which was founded by the Ministry of Industry and Commerce, is involved in technology transfer, advisory and training tasks for start-ups. It operates a number of business incubators, mainly in the field of biotechnology . In 2010, Iceland was ranked first on the INSEAD Global Innovation Index . A high proportion of Icelandic start-ups work for the international market (1st place in Europe, 2nd place worldwide after Canada).

Finland

Entrepreneurship education in Finland is largely anchored in school and university curricula. It is considered one of the best in the world. The Turkuu School of Economics and Business Administration has developed its own, internationally recognized entrepreneurship program. In cooperation with other international universities, she sponsored the EuroFaculty project in Pskow (Russia), through which entrepreneurship and business start-ups are to be developed in the north-west Russian region.

Other centers for entrepreneurship training in Finland are the Helsinki Business College in connection with the Helsinki Chamber of Commerce, the Satakunta University of Applied Sciences (SAMK) with an extra-occupational MBA program in Entrepreneurship and the University of Applied Sciences Lahti (Finland) with its program “Business Succession School”, in which students and entrepreneurs looking for a successor are brought together.

The Timiakatemia (Team Academy) at the Jyväskylä University of Applied Sciences in Central Finland has been training cooperative founders and social entrepreneurs in an internationally renowned curriculum since 1993.

Estonia

Estonia has the highest birth rates in the EU. You can start a business online within 20 minutes. The private Estonian Entrepreneurship University of Applied Sciences was founded in 1992 with the aim of promoting entrepreneurship. Its headquarters are in Tallinn . It has 11 regional study centers. The range of subjects includes entrepreneurship, management, information technology and design. The Tallinn University of Technology (TUT) also trains entrepreneurs to a large extent - partly in cooperation with the other Baltic countries.

Slovenia

The IRP - Institute for Entrepreneurship Research at the University of Maribor is researching start-up activities in Slovenia. The general conditions, especially for young founders in Slovenia, are still considered poor.

Czech Republic

After years of over-regulation and a lack of venture capital, technology-oriented startups in particular have been developing very quickly in the Czech Republic since around 2015. The centers of start-up activity are Brno , where many international high-tech companies have settled, and Prague with several start-up centers, including Central Europe's first Kosmos incubator for start-ups in the space research sector. The Jihomoravské inovační centrum (JIC) is an incubator in Brno that primarily promotes start-ups in the digital economy. Five Czech universities have their own incubators. The largest of these was established in 2008 at the Technical University of Ostrava . Because of the tight domestic market, many Czech startups are internationally oriented from the start.

Slovakia

In 1998 a Slovak Center for Practice Firms (SCCF) was established by the Slovak Ministry of Education. The center is to advise all 594 (as of October 2008) practice firms in Slovakia and ensure international cooperation in this area. The practice firms were set up at the Slovak vocational schools and business academies, as well as at the business schools in Bratislava and Nove Zamky.

The nationwide project “First-rate schooling - successful living” was set up in 2007 by the Ministry of Education in conjunction with the employers' association and the FA Hayek Foundation at secondary schools. Over 1,300 teachers were trained in subjects important for enterpreneur education, and 36,000 students took part in the modules.

Netherlands

In the Netherlands, entrepreneurship was recognized early on as a growth driver and supported by practical training at various levels - above all by universities of applied sciences. The University of Twente's model, which is often regarded as exemplary internationally, combines content from two subjects with entrepreneurship training in order to encourage team formation. Two master's programs prepare for the role as an entrepreneur or as an entrepreneur in a knowledge-intensive context. Also noteworthy is the HOPE project, which has been running a curricularization of entrepreneurship training at the University of Leiden , the TU Delft and the Erasmus University Rotterdam with considerable resources and partners such as ABN AMRO , PricewaterhouseCoopers and Roland Berger Strategy Consultants since 2010 .

Belgium

In Belgium, for example, the Flemish Agency for Entrepreneurship Education ( Syntra Vlaanderen ) organizes entrepreneurship education as part of higher vocational education. Academic start-up training is also available at several universities that are well networked with start-up centers, such as the Catholic University of Leuven and the University of Liège. The program in Leuven offers the opportunity to combine two-year master’s courses in natural sciences, engineering, psychology, educational sciences or business law with interdisciplinary entrepreneurship training ( Formation interdisciplinaire en création d'entreprise ). Internships and a final competition are part of the training. Social entrepreneurs are also trained here.

France

France lagged significantly behind other European countries in terms of both the number of founders and entrepreneurship training. Since the end of the 1990s, foundation training was introduced at French universities. Start- ups have been supported since 1996 by the state APCE ( Agence pour la création d'entreprises ), which also works with educational institutions and teachers. Most school or university courses in Entrepreneurship or Small Business Education are only of short duration and are intended to provide students with specialist knowledge about companies and business strategies rather than awakening their entrepreneurial spirit.

The mobility of teachers and researchers between universities and companies is promoted at the state level. Since 1999 it has been regulated by law that researchers can leave the university and the research laboratory and start a new company on the basis of their work. A network of academic incubators has been set up to support them. A return to the university is also possible.

Since 2000, both universities and the “Grandes Écoles” have made significant progress in the field of entrepreneurship education. However, there are still considerable differences in teaching and practice between universities, the “Grandes Écoles” and the other institutions that offer entrepreneurship training. The work of the Center des entrepreneurs in Lyon with the affiliated incubator EMLYON is considered exemplary .

Italy

Compared to other Western European countries, Italy lags behind in entrepreneurship training, especially in the middle and south of the country. In Milan , the renowned Scuola di Direzione Aziendale Bocconi ( SDA Bocconi ) offers a master's program in Entrepreneurship. There are also various approaches to training social entrepreneurs in cooperatives and social enterprises, which were often developed within the framework of EU projects.

There are also region-specific funding programs, some with a strong global focus. As a result of the successful combination of scientific research and the promotion of start-ups, there is in northern Italy in Trieste and the Province of Friuli-Venezia Giulia and in Trentino the highest percentage of start-up companies in Italy.

Spain

Entrepreneurship training in Spain is still in its infancy. There are promising approaches above all in the Basque Country and Asturias within the framework of regionalized training strategies and at individual universities. Practice firms are run in vocational and general secondary schools as part of the regular school curricula. After the real estate and financial crisis, however, the activities and quality of training have declined, and interest in self-employment has fallen sharply. Immigrant founders occupy many interesting niches in the fields of handicrafts, gastronomy and the liberal professions.

Israel

Israel has experienced a start-up boom in the high-tech sector since around 1994, which helped the state to become The Start-up Nation . This success is attributed to the close connection between politics, good education, culture, infrastructure, neoliberal economic policy, global orientation and the constant influx of venture capital, which are linked together in a kind of entrepreneurial ecosystem. The army is the most important cadre forge for start-ups. In many ways this situation is reminiscent of China; However, in Israel there is also the great importance of permanent capital imports in key technologies.

But even in the originally strongly collectively oriented kibbutzim , there has been a wave of founders in the service and construction sector since the mid-1990s, which were often sponsored by women. Larger kibbutzim also set up incubators. One can see these activities as an attempt to ensure the survival of the collective tradition in mostly unfavorable peripheral locations in the midst of an increasingly individualized and competitive environment. The companies founded in this way, however, fluctuate very strongly.

Observers found that the start-ups grew organically in a few cases, but came about through political deal-making and are also extremely spatially concentrated ( Silicon Wadi ), while other regions recorded only a few start-ups . The proportion of 18 to 64-year-olds who are entrepreneurial has also declined compared to 2008.

Singapore

Singapore has been the location of numerous innovative companies for years. Despite all the successful settlements, however, weaknesses in training, especially in mathematics and natural sciences, are complained of, which mean that start-ups are predominantly active in the local market. The start-up rates have also remained relatively low. The National University of Singapore (NUS) seminar and internship programs for founders and start-ups are run by the NUS Entrepreneurship Center ; however, the graduates often aim to work in the numerous large international companies located there.

Japan

Japan has - u. a. Due to the age structure - one of the lowest start-up rates in the world. In addition, there is a notorious risk aversion, fear of mistakes and the desire for stable, long-term employment. Setting up a company was always seen as a “plan B” in the event of failure in the job search. This picture is slowly changing: more and more employees are leaving their employers and starting up. Venture capital is now also available in sufficient quantities. Around 20 universities offer start-up training courses.

Efficiency-based economies

The start-up activity here mostly requires a certain professionalism and work productivity; it often requires a relatively high capital investment, but not necessarily a high degree of innovation in the business idea.

Poland

In Poland, elements of entrepreneurship training have been implemented in the general education system from lower secondary level. However, the lessons are too macroeconomic and largely theoretically oriented. The (regionally poorly developed, poorly coordinated) start-up funding and entrepreneurship training focuses on qualification for small and medium-sized companies, which, however, differs positively from concepts in other Central and Eastern European countries that are rather large-scale and primarily geared towards international investors. The Krakow University of Economics and the West Pomeranian Business School in Szczecin are a teaching and research focus with corresponding specializations within the framework of a Bachelor's and Master's program .

Hungary

The Hungarian founders complain of little support. Many bogus self-employed people only use their entrepreneurial status to save taxes. Overall, Hungarians are even more skeptical about starting a business than the Germans. However, the majority of students in Hungary today take entrepreneurship courses. One of the most active universities in this area is the technically distinguished István Széchenyi University in Győr , followed by the University of Pécs .

Romania

The situation in Romania is symptomatic of the development of programs to promote entrepreneurship in east-central and south-east Europe. In 2003 the non-profit organization Junior Achievement Romania started a program to promote entrepreneurship ( Junior Achievement - Young Enterprise ) at secondary schools and universities with the support of USAid and the approval of the Romanian Ministry of Education . This saw u. a. the establishment of practice firms and operational internships. However, there is no information about a regular implementation of this program. In a survey of universities by the University of Petru Maior in Târgu Mureș , there was no evidence of an evaluation or even monitoring of the start-up activity. Apparently, like many similar activities, the program served more to get funding for building civil society through quickly established NGOs . Universities in turn suffer from a lack of autonomy and flexibility; Entrepreneurship is z. Some were taught by lecturers who were in office before 1989.

However, individual universities have developed their own initiatives to support start-ups, some of them with German or EU support. The University of Titu Maiorescu and the Polytechnic University of Bucharest trained around 80 entrepreneurs to prepare a business plan as part of the TASE 2009–2011 project . At the University of Petru Maior in Târgu Mureș, curriculum elements were developed in 2007–2009 as part of an international project that are also used in master’s courses in other European countries. a. at the Frankfurt University of Applied Sciences . At the Academia de Studii Economice din Bucuresti (ASE Bucharest) there is a German-speaking MBA in business management and innovation. Entrepreneurs are also trained at the Timișoara Polytechnic University .

However, since in recent years business management courses with a view to (later often absent) international investors have mostly been rather one-sidedly oriented towards international business administration and subjects such as entrepreneurship and small and family business management have been neglected, there are on the one hand considerable problems in attracting qualified entrepreneurs for start-ups of small and medium-sized companies in the country. On the other hand, see z. B. technically and scientifically qualified entrepreneurs are forced, because of the general lack of capital and underdeveloped markets in service areas, in which their special technical competence is not in demand and without being sufficiently qualified in business administration. The Ministry for Small and Medium-Sized Enterprises, Trade and Business Environment has drawn up a six-year plan for SME promotion 2007-2013 with seven sub-programs, including one for young entrepreneurs and one to improve access to the capital market.

Bulgaria

In Bulgaria, efforts by universities to improve entrepreneurship education are focused on IT with the aim of creating clusters . Since 1994 , the Austrian Rotary Foundation has also supported start-up training in Bulgaria at 41 pilot schools during initial vocational training. After a certain upturn in start-up activities from 2005 to the financial crisis of 2009 as a result of extensive deregulation and a flat tax , activities are now being developed that take account of the difficult social and labor market situation in the country. In 2013–2014 , the UniCredit Foundation sponsored a program for social entrepreneurs run by the Bulgarian Center for Not-for-profit Law . (BCNL)

Croatia

In Croatia, the CEPOR - Center for Development Policy of SMEs and Entrepreneurship , a non-profit organization founded in 2001 in Zagreb as a think tank promotes the development of and training for small and medium-sized enterprises. The focus is on tourism, services, the wood and furniture industry.

In particular, the JJ Strossmayer University in Osijek has been actively striving to intensify and modernize academic and school start-up training since 2000 (2005: 250 students in entrepreneurship), as has the VERN Professional High School in Zagreb. Overall, however, the country's activities are seen as fragmented in institutional and disciplinary terms. There are fears that many small and medium-sized enterprises in the country will not survive accession to the EU, also because they have insufficient qualifications.

Serbia

The university and the Novi Sad Science and Technology Park with an incubation center are important centers for business creation and entrepreneurship training .

USAID runs aid and training programs for agribusiness in Serbia. In response to the crisis in 2009, the Serbian government launched a development and training program for small and medium-sized enterprises that was planned to run until 2013.

Russia

While the freedom to set up and run a business is above average in international comparison, the customs barriers are falling and taxes are low, there is a lack of freedom of investment and freedom from corruption. For the economy of an emerging country or an efficiency-driven economy, Russia has a comparatively low proportion of informal economic activities and institutions that can often be regarded as a preliminary stage of start-ups or that stimulate them. International entrepreneurial activities are poorly developed.

Today (2017), as it was 10 years ago, entrepreneur training is still the Achilles heel of Russian modernization policy. It was only after the 2008–2009 crisis that initiatives to intensify entrepreneurship training were launched in Russia. Over 200 universities are involved in start-up funding and training as part of a state program. Some specialized business incubators were founded. In secondary and vocational schools, economics classes have been modernized to meet the enormous needs of private companies for qualifications in finance and accounting. The social partners were involved in the training. Among the universities, the Moscow State Technical University (MSTU) in particular played a larger role in initiating start-ups. Tatarstan with its capital Kazan and the State Technological University is also a model case . Here the dynamic of the informal economy, which boomed in a mafia-like form after 1990, was successfully diverted into the establishment of companies.

The EU, the USA, Germany and the Scandinavian countries supported (as of 2010/11) the training of entrepreneurial skills and the development of a medium-sized enterprise within the framework of joint projects and in special economic zones.

Latvia

Latvia has one of the highest rates of start-up activity in Europe, some of which is supported by the OECD and the EU. These subsidized training measures are only accessible to a few unemployed people due to hard selection. Mostly foreign investors set up.

Caucasus states

Under the influence of the World Bank, Armenia , Georgia and Azerbaijan have expanded the small and medium-sized enterprise sector in recent years. They certainly stood out for their positive ratings , but were severely affected by the 2009 crisis and suffered major setbacks. This is especially true for Armenia. In this situation, the lack of entrepreneurial competence and the lack of training became particularly evident. Georgia is an exception due to the influx of well-educated Georgians from the diaspora and, as a result, the influx of international capital and a functioning market for microcredit.

Nevertheless, the significance of the positive ratings from the World Bank, Forbes and Doing Business , the Enabling Trade Index and other institutions and rating agencies for Georgia and z. Partly also doubted for Azerbaijan. The indicators used relate primarily to the speed of business registrations, building permits (Georgia ranks 7th worldwide), the enforcement of trade freedom (5th place) or investment security (Azerbaijan 20th place). The gross domestic product is z. T. under US $ 3,000 per capita (Georgia), d. H. the markets are still very limited, small businesses are almost never represented in international markets and the infrastructure and tax system are inadequate. The relief mainly affects international investors. Training and credit programs such as the Georgian Governmental Employment Program for Small and Medium Business Development for the unemployed from 2007 and others were of little help under such conditions.

An exception are some relatively successful start-ups in the service industry for the booming oil sector in Azerbaijan. The downside of this boom is the lack of diversification, which allows only a few niches for start-ups in other industries.

An infrastructure of consulting and service companies for founders and small businesses that can compensate for their skills deficits is most likely available in Armenia. The establishment of incubators and cooperation with universities is still in its infancy.

The competition between international organizations and investment banks for regional influence, which is bought more with money than with the sustainable transfer of know-how, is more damaging. In Georgia alone, the following institutions are active in promoting small businesses without their work ever being visibly evaluated: United States Agency for International Development ( USAid ), United Nations Development Program ( UNDP ), United States Department of Agriculture (USDA), Millennium Challenge Georgia (MCG), Eurasia Partnership Foundation (EPF), the International Organization for Migration (IOM), the World Bank subsidiary International Finance Corporation (IFC), the European Bank for Reconstruction and Development (EBRD), the German Society for International Cooperation (GIZ), the Friedrich Naumann Foundation and others. Such funding strategies lead to deadweight effects through the competition-related lowering of the requirements for the allocation of funds and hardly serve the sustainable development of local small and medium-sized enterprises.

Turkey

Turkey has made great efforts, particularly since the crisis in 2008-2009, to intensify entrepreneurship training. The state organization for the industrial development of small and medium-sized enterprises KOSGEB has introduced 26-hour crash courses for young entrepreneurs and 42-hour courses for university graduates, which entitle them to apply for loans of € 5,000 to € 20,000 if they have successfully completed the course. 11 incubators were set up for unemployed entrepreneurs. The Young Businessmen Association of Turkey (TÜGIAD) sets up entrepreneur clubs, forums and chat rooms as well as websites with FAQs and success stories. The Women Entrepreneurs Association (KAGIDER) tries to increase the quota of women among the founders. 6% (73,000) of around 1.2 million Turkish small and medium-sized enterprises are run by women - the figure across the EU is 28%. However, Turkey does not do any worse than Germany in many parameters: The GEM 2006 found that Turkey ranks 25th out of 42 countries examined in the international start-up scene.

Malaysia

Compared to other efficiency-based economies in Asia, the start-up rates of private companies in Malaysia are very low. Despite a certain liberalization of the economy, this has to do with the role of the state fund Khazanah Nasional , which dominates many growing areas of business, but is accused of corruption and nepotism . Ethnic Malays are preferred by the state and funds in business dealings, i. H. the 34 percent of the population of Chinese descent are partially excluded from equity investments.

Risk aversion, especially among rural Malaysians, is high. Many small businesses are traditional local family businesses with no growth or export business. The entrepreneurial and start-up activities are monitored by the private Universiti Tun Abdul Razak in Kuala Lumpur , which was also involved in the creation of the GEM 2014. This university was in turn founded by a policy-oriented investment and venture capital company, KUB Malaysia , backed by the state party UMNO and the Ministry of Finance.

South Korea

The economy of South Korea is decisively shaped by large conglomerates like Samsung and Hyundai , which recruit the best of the numerous university graduates. There is also high direct investment from abroad. In addition, there is little room for the activities of qualified and innovative start-ups. Cultural factors such as risk aversion contribute to this subdued start-up dynamic, as do bureaucratic start-up barriers, high start-up costs and a lack of government support. Start-ups are considered “underserved”. In 2010, the Korean Entrepreneurship Foundation (EKF) was founded to support young entrepreneurs through training, mentoring and creating access to sources of finance.

China

In China there have been the first approaches to entrepreneur training and further education since the 1990s, which has spread rapidly since around 2002. This year there were 43 National Qualified University Science Parks . Fudan University in Shanghai has earned a special reputation for promoting start- ups. A Chinese High and New Technology Venture Service Center (CHNTVSC) is to coordinate the numerous business incubators.

Non-university providers of entrepreneurship training are mainly associations and non-profit organizations, some of which develop their offers in cooperation with other countries. In 2010 the Academy of Chinese Entrepreneurs was founded in Shanghai and Beijing . After all, in a study, 23% of all Chinese entrepreneurs state that they received “training” in school; however, 93% consider relationships to be the most important success factor.

Chile

Chilean entrepreneur training is exemplary for Latin America and also very successful on an international scale. The private Universidad del Desarrollo, with a campus in Concepción (UDD) and (since 1999) in Santiago de Chile , has been an important provider of academic entrepreneurship training in various subjects since 1990 . Your (research) Institute of the School of Business and Economics coordinates the Chilean GEM report. The internationally renowned university has students from all over Latin America and also from Asia.

Colombia

The Colombian government has been pursuing an active policy of developing entrepreneurship since around 2008, which, in conjunction with various reforms, has led to a rapid boom in activities in the country that was previously considered hostile to start-ups. Many schools and universities have included entrepreneurship courses in their curriculum. The Universidad de los Andes has founded the New Ventures Colombia program together with international partners, which promotes the development of business plans. The Incubar Colombia program promotes and incubates technology-based start- ups . However, many start-ups are still emergency start-ups. Access to capital is difficult.

Mexico

In view of the persistently high unemployment rate, Mexico is showing a sharp increase in the intensity of start-ups and the institutional framework and funding conditions that have improved significantly in recent years. Entrepreneurship has been high on the political agenda since 2001. The proportion of people involved in early start-up activities did not almost double from 2010 to 2014 due to the focused support policy. The number of opportunities for highly qualified people to start up is increasing.

The INADEM ( Instituto Nacional del Emprendedor ) promotes a range of entrepreneurial activities. Many training activities - also within the framework of development cooperation projects - also prepare for a role in the area of social entrepreneurship or family business , e.g. B. that of the University of Panamericana in Mexico City . The services offered by the Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM), which was founded in 1943 by private entrepreneurs and operates an important training center for founders and a network of incubators with the Eugenio Garza Lagüera Entrepreneurship Institute, are regarded as internationally exemplary . The Programa Empresario and the Programa Emprendedor offer training and start-up support up to and including a doctorate with different orientations (e.g. also on family businesses).

Brazil

According to various estimates, there were a total of 11 to 15 million new entrepreneurs in Brazil in 2007/2008 who had started their activities up to three and a half years before this period. The latter figure corresponds to 12.7% of the adult population between 18 and 64 years of age. Most of these are small businesses and emergency start-ups. The need for training is correspondingly great. However, the range of training programs for entrepreneurs is highly fragmented and mostly organized locally. Quantitatively, it is less comprehensive than in other Latin American countries, which is to be compensated for by the increased use of videos and electronic media. In addition to some government, state and community programs, there are numerous programs from non-profit organizations, Christian initiatives, and universities. Many of these activities were started in response to local underemployment and are slow to professionalise. Social entrepreneurship programs play a major role in this.

Morocco

Morocco has a wealthy and experienced class of traders who, however, have long hesitated to get involved in industrial sectors or modern service sectors. Although the number of new start-ups a year increased by almost 140% from 2004 to 2008, the commercial sector still clearly dominates among them. The universities limited to raising awareness of the topic of business start-ups, so that for a long time no training or accompanying programs were offered for academic start-ups. Even today (2015) the funding of the overcrowded universities is considered completely inadequate.

In view of the high unemployment among young people and academics, each of around 18 percent (2010), efforts to promote business start-ups were intensified without a breakthrough having been achieved. According to a survey in 2009, approx. 44% of all 18 to 64 year olds had founded a company during the past 3.5 years and / or were in the process of starting a company. This is the highest rate in an international comparison of countries with so-called factor-based economies. Thousands of young people's start-ups (“Jeunes Entrepreneurs”) a. specially promoted by microcredits .

In particular, attempts are being made to attract academically qualified returnees from Europe to settle in so-called offshore parks, where they work for European companies and are supposed to form the focal point for further local start-ups. In 2011, seven such parks were in operation or in the planning stage. The pilot project is Casashore in Casablanca . At the same time, there are approaches to promote the training of engineers in entrepreneurship at universities and technical colleges ( Ecoles Nationales des Sciences Appliquées ).

In 2013 the Canadian École internationale des jeunes entrepreneurs de Sherbrooke (ÉIJE) held a summer academy for the Maghreb in Agadir and a conference on L'entrepreneuriat social dans les pays en développment at the University of al-Qarawīyīn in Fez, which is growing Signaled interest in the subject given.

Tunisia

In Tunisia, initiatives for entrepreneur training and support for social entrepreneurship have been launched since the late 1990s, partly with support from GIZ (formerly gtz ), but their effectiveness has not yet been evaluated. For a long time, activities were concentrated in the field of gastronomy. The Ecole Supérieure de Commerce de Tunis (ESC Tunis), a foundation of the Université de la Manouba , has been training entrepreneurs in the hotel and tourism sector since 2000.

Since 2012, activities to promote young companies have been intensified with international support. This year, for the first time, start-up competitions were held between student teams from seven universities, and the summer academy of the Canadian École internationale des jeunes entrepreneurs de Sherbrooke (ÉIJE) for the Maghreb took place in Sousse .

Jordan

Jordan's rate of start-ups has fallen continuously over the past few years. In addition to the high rate of refugees, the poor physical infrastructure and the low labor force participation of women (the gender gap between the rate of founders of men and women is the largest among all Middle Eastern and North African countries), a lack of qualifications and financing offers are a main obstacle to start-ups and low growth opportunities.

Factor Based Economies

The start-up activity in factor-based economies is mostly limited to trade and local businesses, with the export of raw materials being largely in the hands of multinational companies and the state. Because of the general shortage of goods in many of these countries, simple arbitrage models work with low capital investment, low entry thresholds and correspondingly low capital risks. In contrast, the political risks are usually high. Corruption and crime also affect the development of entrepreneurship, which often originates from the informal economy.

Albania

The shadow economy makes up about 60% of the total Albanian economy. The competitiveness of the smallest, small and medium-sized enterprises (MSMEs) is low, but the “kiosk economy” is expanding. Entrepreneurs and chambers complain about complicated procedures for obtaining permits, lack of clarity in property rights, poor enforcement of the rule of law and ailing infrastructure. The Kauffman Foundation and some US universities run individual start-up courses; the GIZ promoted a project to strengthen the competitiveness of the smallest enterprises.

Arab world

In the Arab world there is a high proportion of small and very small entrepreneurs, but most of them are active in traditional business fields. The rate of start-ups is below the global average, except in Qatar and Morocco . In the petrodollar monarchies in particular, there is a “mentality that the state feeds young people”. Given the drop in oil prices and the growing population, this is no longer possible in the long term. Women are far below average in start-ups, which is changing only slowly.

In Saudi Arabia and the Emirates in particular, founders have so far enjoyed a poor reputation in the private sector. The large sovereign wealth funds such as ADIA or the Mubadala Development Company in Abu Dhabi , the Saudi Public Investment Fund (PIF) or the Kuwait Investment Authority are financed from oil revenues. Its expansion is also motivated by power politics. They dominate large areas of the economy and are characterized by an inflated bureaucracy. Therefore, they often have a foundation-inhibiting effect. In the private sector, setting up a company is often left to foreigners.

There are certain opportunities for entrepreneurs. a. in the areas of IT, foreign trade, tourism, wellness, agrobusiness, services for international companies and also in the segment of social entrepreneurship. However, the training capacities for young entrepreneurs are far from sufficient. The same is true of microcredit finance , which is often constrained by the narrow framework of traditional welfare systems. The 2011 Arab rebellion, especially in Tunisia, can also be seen as an uprising of small business owners and social entrepreneurs with no prospects.

The increasing youth unemployment in numerous Arab states prompted the Gulf Cooperation Council to intensify its efforts since 2010 to develop and support entrepreneurial initiatives. The US State Department had been putting pressure on the intensification of non-state-induced business start-ups since 2002, a demand that President Obama also followed in 2010. Numerous US organizations are now active in this area, v. a. in Dubai , according to USAID , the Brookings Institution's Wolfensohn Center for Development , the Aspen Institute , the Kauffman Foundation and the Dubai Initiative of Harvard University . The EU and UNDP (in Jordan ) have also recently been supporting entrepreneurship training.

So far, however, the entrepreneurial elites of the Arab countries have mainly been trained in the USA and Europe. So far, there are only a few approaches to youth entrepreneurship from preschool age for boys and girls. B. in Saudi Arabia . The American University in Cairo (AUC) is a center for entrepreneurship training in Egypt . In Dubai, the Mohammed bin Rashid Establishment for SME development plays a certain role in promoting start-ups ; However, the settlement of large investors is still in the foreground here.

In October 2011 the Schwab Foundation for Social Entrepreneurship announced the winners of the "Social Entrepreneur Of The Year Award" 2011 for the Arab world at the World Economic Forum meeting in Jordan . One of the winners is Sameh Seif Ghali - member of the Community Impact Development Group (CIDG) run by Siemens Stiftung and Ashoka . He received the award for his social enterprise "Together Association for Development and the Environment" (TA).

Iran

Iran's difficulties in establishing private entrepreneurship and entrepreneurship training are in some respects reminiscent of the problems of post-socialist countries. In Farsi there was originally not even have a term for entrepreneurship. At the time of the Pahlevi regime, the term karfarma (roughly: employer, boss; from kar : work, job) had to be used to denote entrepreneurs in order to avoid echoes of Marxist terminology. Today's translation karafarini means about job creation, placement or employment, which tasks are traditionally assigned to the state. But the privatization process has accelerated since the mid-1990s. The first master's degree in entrepreneurship began in 2004 at the University of Tehran with the support of the Ministry of Labor, the Ministry of Science and the City of Tehran. These activities have meanwhile led to the establishment of a separate faculty. Under the pressure of growing unemployment, similar activities were introduced in other universities as part of the KARAD program. However, the Ministry of Labor still sees employment policy goals as the focus of the program and thus remains stuck with a dubious concept of entrepreneurship.

Kazakhstan

A 2007 report by the United Nations Economic Commission for Europe ( UNECE ) found massive deficits in the development and promotion of entrepreneurship and business start-ups. Despite the establishment of 44 incubators, some of which were funded by the Soros Foundation , many of these initiatives got stuck, partly because of a lack of finance, partly because of bureaucratic hurdles or because no cooperation with large companies (e.g. through outsourcing or franchising ) came about. Due to overregulation, 43% of the added value is generated in the shadow economy . Start-ups therefore focus on retail. The start-up training is considered unsystematic; international know-how is only used to a limited extent.

India

The main focus of public entrepreneurship training in India is a. in the field of family business, micro-enterprises and social entrepreneurship. The National Institute for Entrepreneurship and Small Business Development (NIESBUD) was founded in 1983 by the Ministry of Industry (today Ministry of Micro, Small & Medium Enterprises , MSMEs) and has its own teaching and training capacities. Another important training and research institution with similar objectives is the Entrepreneurship Development Institute of India (EDI) in Ahmedabad , an independent non-profit institution founded in 1983 that is sponsored by the financial sector and offers bachelor's and master's programs as well as all kinds of training . The training of micro-entrepreneurs and youth entrepreneurship are also funded. The institute has further regional offices in India and in Southeast Asia.

Pakistan

Pakistan is facing significant difficulties in promoting and training start-ups and small businesses. These include a social structure that can be described as post-colonial with extensive bureaucracy, corruption and the dominant position of the military, an enormous concentration of wealth in a few hands and the tempting opportunity to achieve significantly higher agricultural than industrial yields. Other inhibiting factors are the limited possibilities to take action against breaches of the law and contract, high financing costs, an underdeveloped urban infrastructure (40% of companies complain about inadequate electricity supply) and insufficient qualifications at all levels. Most companies are inherited from their owners and are not very innovative. Among the most populous countries in the world, Pakistan is probably the one with the worst prospects for start-ups. Pakistani abroad (United Kingdom, Canada, Switzerland, United Arab Emirates, etc.), however, are among the most active founder groups.

Indonesia

In recent years, the Indonesian government, with the help of numerous international partners - especially with the support of the US Global Entrepreneurship Program (GEP) - has promoted the establishment of start-ups and entrepreneur training. GEPI (GEP Indonesia) is GEP's local agency and is centrally involved in such programs. Today the country is considered very business-friendly. However, the participation of women in start-up activities is very low, access to capital remains difficult for small and medium-sized enterprises and the effectiveness of government programs is called into question. In addition, many small and medium-sized enterprises in Indonesia are owned by the Chinese; Malays are still underrepresented.

Africa southern of the Sahara

Development cooperation institutions such as GIZ , internationally active foundations such as Siemens Stiftung , voluntary organizations such as the Dutch PUM and social entrepreneurship projects in the field of basic services - e.g. B. funded by Ashoka - play a major role throughout sub-Saharan Africa.

The start-up rates in this area are high due to the lack of jobs. In English-speaking countries, especially in Ghana , Zambia , Uganda , Malawi and Nigeria , but also in Portuguese-speaking Angola , they are significantly higher than in the French-speaking countries. Everywhere in these countries women are heavily involved in start-up activities, as are Indian immigrants in South Africa, Mozambique and Tanzania. The technical level of start-ups and the need for capital are increasing in many regions, but projects in the area of ​​the development and marketing of adapted technologies (so-called reverse innovation ) have so far rarely been carried out and are facing competition from imported products. One reason for this are the weaknesses in education in mathematics, science and engineering in many African countries.

The centers of underdeveloped entrepreneurship training in sub-Saharan Africa are South Africa , which, however, according to the GEM experts, falls far short of its potential, and Kenya . Erik Hersman , who developed the concept of simple money transfer via mobile phone in Kenya, founded the iHub Nairobi in 2010 , a technology and innovation center in which 10,000 Kenyan programmers, designers and entrepreneurs are involved. The hub is a start-up center and think tank at the same time. In 2011, around 19 African hubs joined together in the AfriLabs network , which is supported by GIZ. A similar initiative supported by the World Bank and the World Wide Web Foundation is m: lab (MLAb East Africa). In Ghana , software-oriented start- ups are supported by the Meltwater Foundation's Entrepreneurial School of Technology (MEST) .

Individual evidence

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87. ↑ Lawrence Hewick: Overview of Canadian Entrepreneurship Education , ERENET Profile III, No. 3, 2008, ISSUE Vol. III, No. 3 (PDF; 5.4 MB)
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92. ↑ Swinburne University MBA program , accessed April 8, 2016
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102. ↑ ^{a b} Stockholm School of Economics · Russia ( Memento of the original dated September 24, 2013 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. 
103. ↑ Report on the state of entrepreneurship in Austria ( Memento from November 25, 2010 in the Internet Archive ) GEM Austria 2005
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107. ↑ SPIRIT OF ENTREPRENEURSHIP English language website of the Team Academy
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120. ↑ Rita Klapper, Government goals and entrepreneurship education - an investigation at a Grande Ecole in France Education + Training, vol. 46 (2004), iss: 3, pp.127-137.
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153. ↑ Ramon Schack : The Tatar model. In: zenithonline. August 5, 2014, online: Archive link ( Memento from October 2, 2015 in the Internet Archive )
154. ↑ Lighthouse project German SME program Russia Russia - supporting the development of a medium-sized enterprise ( Memento from January 4, 2011 in the Internet Archive )
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160. ↑ KOSGEB Resmi Web Sitesi website of KOSGEB
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162. ↑ Archived copy ( Memento of the original from May 21, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Accessed April 12, 2014 
163. ↑ EKF website (Korean)
164. ↑ The Entrepreneur School Blog ( Memento from August 16, 2010 in the Internet Archive )
165. ↑ [2] website of the university
166. ↑ Universidad de los Andes - Colombia University website.
167. ↑ incubar Colombia> Artículos de interés Aplicaciones basadas en internet site incubar Colombia
168. ↑ GEM COLOMBIA 2006 (PDF; 367 kB) GEM country study Colombia 2006
169. ↑ GEM 2014 (PDF) ( Memento of the original from September 19, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. , P. 70. 
170. ↑ website iNaDeM
171. ↑ ENTREPRENEURSHIP EDUCATION @ ENDEAVOR BRAZIL ( Memento from July 21, 2010 in the Internet Archive ), accessed October 6, 2011
172. ↑ Hildebrando, Valdemiro, u. a .: Brazilian Entrepreneurship Education Training: Risk, Innovativeness, and Achievement , 2007, “Brazilian Entrepreneurship Education Training: Risk, Innovativeness, and Achievement” (PDF; 178 kB)
173. ↑ Aziz Bouslikhane, Ilias Majdouline, Regards sur l'enseignement de L'entrepreneuriat au Maroc ( Memento of March 4, 2016 in the Internet Archive ), University of Nancy 2, (PDF; 2.5 MB) Chap. February 6, 2006, accessed July 13, 2012
174. ↑ http://www.swp-berlin.org/fileadmin/contents/products/aktuell/2012A34_adt_pop.pdf
175. ↑ IAB short report (PDF; 424 kB) IAB short report 2/2010, p. 2
176. ↑ S. Cohen, L. Jaidi: Morocco: Globalization and Its Consequences. New York / London 2006, pp. 69-72.
177. ↑ Le concept de l'Offshore ( Memento of October 17, 2013 in the Internet Archive ), accessed April 13, 2012
178. ↑ Casashore, Casablanca Nearshore Park ( Memento from September 11, 2011 in the Internet Archive )
179. ↑ Vocational training and self-employment ( Memento from June 7, 2008 in the Internet Archive ) Project website, accessed May 23, 2012
180. ↑ Sous le haut patronage de Monsieur Christian PONCELET, Président du Sénat ( Memento of March 4, 2016 in the Internet Archive ) (PDF; 448 kB)
181. ↑ Global Entrepreneurship Monitor: Women's Entrepreneurship 2016/2017 Report. Babson College 2017 [www.gemconsortium.org: https://www.gemconsortium.org/report/50021 ]
182. ↑ Göler, Daniel, Entrepreneurship in the Transformation Context - An Analysis of Regional Start-Up Activities in Southeastern Europe (with examples from Albania and Serbia) , in: Europa Regional 15 (2007), no. 1, pp. 23–37.
183. ↑ GIZ website
184. ↑ Young Arabs are poorly qualified. In: n-tv.de, May 24, 2016.
185. ↑ For the other causes of the start-up deficit see z. B. GEM country report 2008 for Egypt ( Memento of the original from July 25, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. , P. IX. 
186. ^ Women's Empowerment ( Memento of July 4, 2010 in the Internet Archive ) UNDP activities, Accessed October 4, 2012
187. ^ Entrepreneurship in the Arab World: A Report from Dubai, accessed September 2, 2012
188. ↑ WEL Graduation Cohort 7, accessed January 16, 2012
189. ↑ Judges ( Memento of the original from January 15, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. 
190. ↑ The “Social Entrepreneur Of The Year” award goes to CIDG member Sameh Seif Ghali ( Memento from September 19, 2012 in the web archive archive.today )
191. ↑ Mohammad Keyhani, Islam-friendly Entrepreneurship: The Case of Iran , in: ERENET profile, vol. 3, no. 4, p. 3 \ d ff.
192. ↑ The Country of Kazakhstan Barriers of Entrepreneurship and Support for Entrepreneurship (PDF; 175 kB) Report by AN Toxanova to UNECE, June 2007
193. ↑ website NIESBUD
194. ^ EDI website
195. ↑ Nadeem ul Haque u. a., Entrepreneurship in Pakistan , Pakistan Institute of Development Economics (PIDE) 2008, ENTREPRENEURSHIP IN PAKISTAN (PDF; 206 kB)
196. ↑ Global Entrepreneurship Program Indonesia (GEPI) website from GEPI
197. ↑ Entrepreneurs face global challenges Accessed October 23, 2012
198. ↑ Tulus Tambunan, Entrepreneurship Development: SMEs in Indonesia , Journal of Developmental Entrepreneurship (JDE), 2007, vol. 12, issue 01, pages 95–118, ENTREPRENEURSHIP DEVELOPMENT: SMES IN INDONESIA ( Memento of the original from July 17, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Accessed October 23, 2012 
199. ^ Website of the organization
200. ↑ GEM report of the Universidade Católica de Angola for Angola 2012 ( Memento from January 20, 2015 in the Internet Archive ) (pdf, Portuguese)
201. ↑ z. B. the Center for Social Entrepreneurship (CSE) at the University of Johannesburg
202. ↑ V. a. in the IT and textile industry, cf. Kenya Textile Industry: The Rise of a “Pioneer of Prosperity” . BusinessTrade.org on April 8, 2010, archived from the original on July 22, 2012 ; accessed on July 1, 2019 (English, original website no longer available). 
203. ↑ http://www.dandc.eu/de/article/afrika-tut-sich-viel-sachen-innovation-und-it-vielerorts-enthaben-technologiezentren-und
204. ^ Project website , accessed November 3, 2019.

literature

• Fayoll, Alain: Handbook of Research in Entrepreneurship Education: A general perspective , Cheltenham, UK / Northampton, MA 2007.
• Lindner, J. et al.: Entrepreneur: People who implement ideas. Initiative for Teaching Entrepreneurship, Vienna 2005, ISBN 3-200-00294-8 .
• Szabó, ZK, A. Szabó: Comparative Study on Entrepreneurship Education. National Case Studies , Kosice 2009, ISBN 978-80-553-0332-1 .
• Thust, A .: The idea of ​​entrepreneurship and its implementation in business administration at German universities. Institute for Entrepreneurship at the FH Frankfurt am Main, 2nd edition 2008, ISBN 978-3-924100-33-9 .
• Uebe-Emden, Nadine: Entrepreneurship Education at Universities for Founders and Successors: Requirements and Challenges with Special Consideration of Potential Structural Breaks in Corporate Succession , Cologne 2011-
• Weißbach, H.-J., G. Boarescu, T. Dück u. a .: Entrepreneurial Creativity and Innovation Management. Frankfurt a. M. / Košice 2009, ISBN 978-3-924100-38-4 .
• Bogott, N., Rippler, S., Woischwill, B .: Shaping the world in a startup: How jobs work in the start-up scene . Springer / Gabler Verlag, 2017, ISBN 978-3-65814-504-0

Web links

• Directory of predominantly German-language literature on entrepreneurship training until 2011
• Business start-up portal of the Federal Ministry of Economics