2005年--外文翻譯--高等教育與創(chuàng)業(yè)的關(guān)系大學(xué)教育背景和商業(yè)成功

1、<p>　　3200單詞，1.8萬(wàn)英文字符，5200字</p><p>　　出處：Al-Zubeidi M. Higher Education and Entrepreneurship: The Relation between College Educational Background and Small Business Success in Texas[J]. Unt Theses &

2、Dissertations, 2005.</p><p><b>　　原文</b></p><p>　　HIGHER EDUCATION AND ENTREPRENEURSHIP: THE RELATIONBETWEEN COLLEGE EDUCATIONAL BACKGROUND AND ALL BUSINESS SUCCESS IN TEXAS</p>

3、<p>　　Mohammad Al-Zubeidi, B.S., M.B.A., M.S.</p><p><b>　　Summary</b></p><p>　　Interest in small business has witnessed significant growth in recent years. Such interest was d

4、ue to the yearly increase of small business formations and their ability of new jobs creations. Along with the increased number of small business formation, the number of small business failures also increased. Many prev

5、ious researchers sought to examine the factors influencing small business success. Factors normally considered are characteristics or traits of successful business people and people’s </p><p>　　This study wa

6、s designed to describe the relationship between small business success and the educational background of business owners. Small business success was defined in this study as sales volume, number of employees, and longevi

7、ty. Educational background was defined as educational level and educational major at the time the data was collected. The population surveyed included 1100 businesses from Dallas, Denton, and Tarrant counties in Texas. O

8、nly those with 20 or fewer employees, $3,000,00</p><p>　　The statistical analyses used to determine the impact of owners’ educational background on small business success were Pearson’s correlation, Spearman

9、’s correlation, independent sample t-test, one-way analysis of variance, and canonical correlation. The level of significance was set at 0.05 for all of the statistical tests. Sales volume, number of employees, and longe

10、vity, as well as educational level were measured on a 5-point ordinal scale. While educational major was measured on 5-point nomin</p><p>　　When educational level and educational major were used as the only

11、predictors of business success, Pearson’s correlation showed a significant relationship between owners’ years of formal education and sales volume at the 0.05 level. A significant relationship was also found between sale

12、s, number of employees, and longevity.Pearson’s correlation also showed no significant relationship between owners’ educational major and business success at the 0.05 level. In addition, one-way analysis of varian</p&

13、gt;<p>　　A canonical correlation was used to determine the relationship between the independent variables set of educational level, age, gender, ethnicity, and business type and the dependent variables set of sale

14、s volume, number of employees and longevity. For this purpose, the alternating least square optimal scaling (ALSOS) transformation procedure was used in order to improve the linearity and distribution normality of the va

15、riables. Two significant canonical correlations, which were 0.45 and 0.32, w</p><p>　　The canonical correlation was also used to determine the relationship between the independent variables set of educationa

16、l major, age, gender and business type and the dependent variables set of sales volume, number of employees, and longevity. The ALSOS transformation procedure was also used for this purpose. Two significant canonical cor

17、relations, which were 0.40 and 0.25, were found between the two sets at the 0.05 level. Lastly, the independent sample t-test was used to examine the differenc</p><p>　　Discussion</p><p>　　This

18、study has presented and reviewed the research related to the relation between the educational background of business owners and small business success. The review included the literature on entrepreneurship and character

19、istics of successful entrepreneurs, small business growth and success, and educational background relation and influence on successful businesses.</p><p>　　The positive relationship found in this study betwe

20、en the educational background of small business owners and their business success is consistent with the findings in similar studies. It has generally been found that the relationship between the owners’ educational leve

21、l and business success is essential. The argument is that education has two critical roles; (1) it plays a fundamental role in business creation (Gartner, 1988; Sletten & Hulaas, 1998), and (2) it provides for the co

22、ntinuing need</p><p>　　In the literature, business founders/owners were found to be more educated than the general public (Davis, 1963; Cooper & Dunkelberg, 1987, Robinson & Sexton, 1994; Kilpatrick

23、& Crowley, 1999; Douglas, 1976; Foley & Griffith, 1998; and Scott, et al., 1998), and their higher levels of education increased their chance for business growth and success (Robinson & Sexton, 1994; Kiesner,

24、 1984; and Vesper, 1990). For instance, Dolinsky, et al., (1993) noted that the likelihood of survival and success a</p><p>　　The findings of this study as presented in Table 9, showed that business owners w

25、ith more years of formal education were significantly correlated with higher levels of sales, which enhances their chance of success and survival.</p><p>　　Traditionally, educational major is an important fa

26、ctor in determining a person’s career aspirations. The most likely to become self-employed according to Rosa & McAline (1991), are those trained in professions where self-employment is the norm (e.g., legal, medical)

27、, or being involved in a family business that provide the necessary knowledge and mentoring to run the business successfully (Boyed, 1998). Today’s business owners are younger, better educated (e.g., Sletten & Hulaas

28、, 1998), less exp</p><p>　　It is critical to investigate the educational background of business owners in order to understand the relation between business growth and success and specific types of education.

29、 The literature showed that several studies attempted to examine the relationship between educational major and business success. A study of successful entrepreneurs by Davis (1963), showed a relation between higher leve

30、ls of education and starting a business, and the value of certain types of education in operating th</p><p>　　As supported by the literature, Kiesner (1984) and Robinson & Sexton (1994) suggested that th

31、eir statistical findings of no relationship between education major and business success were not statistically significant but have the potential to show stronger relation. They recommended further testing of the relati

32、on by using a larger sample and a more realistic measure of business success to provide conclusive evidence that college major is related to success in small business. The findings of th</p><p>　　As discuss

33、ed earlier, owners’ educational level is an important correlate of small business growth and success. Other factors such as age, gender, ethnicity, and business type must be considered when examining the relation between

34、 the education level of business owners and business success. The findings of this study as presented in Table of the relationship between educational level when combined with age, gender, ethnicity, and business type a

35、nd small business success showed two significant c</p><p>　　The first correlation showed that owners with low scores in age, low scores in gender, and with low scores in educational levels are associated wit

36、h low scores in number of employees and moderate scores in longevity. This supports studies by Brockhaus & Horwtiz (1986), Sletten & Hulaas (1998), and Dolinsky, et al., (1993) which showed that in today’s high t

37、ech economy, and heavy competition, higher levels of education is very essential to business survival and the success of young and less exper</p><p>　　The second canonical correlation confirmed that business

38、 owners with high scores in levels of education, moderate scores in age, low scores in gender, low scores in ethnic background, and low scores in industry are associated with high scores in levels of sales, number of emp

39、loyees, and more years of success. Both Correlations suggested that high scores in education levels are associated with high scores in business success.</p><p>　　In addition, educational major plays an impor

40、tant role in career aspirations and the type of business to start. In support, Brockhaus & Howrtitz’s (1986) and Hisrich’s (1986) studies showed that different characteristics of business founders including education

41、al background are associated with what kind of business to start. Thus, it is important to examine the relation between educational background when combined with age, gender, ethnicity, and business type and small busine

42、ss success.</p><p>　　The findings of this study showed two significant relationships between education major and business success, which were 0.40 and 0.25, at the 0.05 level (see Table 30). The first signif

43、icant relation showed that owners with low scores in educational major, with low scores in industry are associated with high scores in levels of sales, number of employees, and longevity. In support, Brockhuas & Howr

44、itz’s (1986) study suggested that educational backgrounds associated with a service business might</p><p>　　The findings showed a second significant relationship between educational major and business succes

45、s at the 0.05 level. It showed that owners with low scores in educational major are associated with moderate scores in sales volume, but low scores in number of employee and longevity. Both canonical correlations suggest

46、 that low score in educational major are associated with moderate sales but low scores in employment and longevity. Such significant relation could be argued that the owner’s educat</p><p>　　The absence of a

47、 sound educational background related to the business type may ultimately lead to the closure or failure of the business. The 1986 study of causes of business failures by the National Federation of Independent Businesses

48、 (NFIB) surveyed 5000 businesses and found that 40% of owners had only a high school diploma and 38% had never taken a business course. In support to the NFIB report, Bruno & Leidecker’s (1988) longitudinal study of

49、business performance, and weaknesses and found t</p><p>　　It can be also argued that the low correlation scores of college major to sales and number of employees is due to the recent economic difficulties an

50、d scarcity of salaried jobs, which forced many individuals to start a business in a different field than their educational background and with no experience. As result, owners may achieve shortterm success (high sales, l

51、ow employment, low longevity) but eventually competition will force them to close out the business. In support, the literature demo</p><p>　　Finally, opinions of business owners are critical in understanding

52、 the nature of there business and the needs and uses of their educational background. Davis (1963) reported that business owners attested to the value they had found in their own education and to the specific help certai

53、n types of education had given them in starting and operating their businesses. At the same time, he reported that lack of knowledge in accounting, bookkeeping, general business, and advanced education put the owne</p

54、><p>　　Conclusions</p><p>　　The conclusions reached as a result of this study are:</p><p>　　1. An important conclusion of this study is that the often-argued relationship between colle

55、ge education in general, and education in business in specific, and small business success continues to be critical. Such importance is evident in the continuing need for learning to cope with rapid technological advance

56、s, competition, and the changing global economy.</p><p>　　2. Years of formal education and age are more often linked to the success of small business than are lack of degree and being young. Therefore, entre

57、preneurs and small business owners are more likely to succeed and sustain a profitable business if they have a college degree and are older, which implies business experience.</p><p>　　3. Education major app

58、ears not to be directly linked to small business success, where owners with degrees that appear not to be directly related could and do sustain a profitable business. In such cases the owner’s education, business and tec

59、hnical skills, and experience, based on reports by the study participants, provide the ground for the owner to learn, adapt, and maintain a successful business.</p><p>　　4. Data on gender and ethnicity from

60、the study indicated that females, African- American, and Hispanics are apparently underrepresented as small business owners in the area.</p><p>　　5. Although the design of this study applied acceptable and s

61、tandard procedures expected of survey research, the results indicate that this design was not sufficient to describe the business owner’s insight to the value of education in general, or specific education majors, in rel

62、ation to how these did or did not contribute to the owners decision making that lead to the success of the business.</p><p>　　6. Because of its focus on education, this design did not consider the resultant

63、learning and provide a description of experiential or incidental learning, of mentoring resulting in learning, or of developmental courses that the owner may have engaged in before starting the business or during the sta

64、rt-up or operation of the business. With the completion of the study, the data suggests all of these appear to be critical to describe the broader impact of college education and its outcome, learnin</p><p>

65、　　7. Additionally given insight from the study, the researcher concludes that a study of education in this context without some study of specific learning by the business owner can only provide a limited understanding of

66、 educational and learning factors that contribute to business success.</p><p>　　Recommendations</p><p>　　Five recommendations are made based on the findings and conclusions of this study.</p&

67、gt;<p>　　1. As the findings of this limited study indicated a positive relation exists between educational level and business success in a developed society, it is suggested that additional studies should be done

68、in a developing society or a different culture to see if a positive relationship exists between educational level and business success.</p><p>　　2. As the findings of this limited study indicated the lack a

69、linear correlation or the existence of a negative correlation between educational major and small business success suggests that additional studies should be done on larger samples to better differentiate between specifi

70、c types of educational majors as they relate to small business success.</p><p>　　3. Due to the small number of female participants, the findings of this study did not show conclusive evidence of the relation

71、 between educational background when combined with gender and business success. It is suggested that additional studies should be done to test if the relationship between educational background and business success diffe

72、rs among males and females.</p><p>　　4. Due to the underrepresentation of minority participants, the findings of this study did not show conclusive evidence of a relationship between educational background w

73、hen combined with ethnicity. It is suggested that additional studies should be done to test if the relation between educational background and business success differ among different ethnic groups.</p><p>　　

74、5. Because the findings of this study were reached upon investigating a sample of successful businesses, it is suggested that additional studies should be done on samples of discontinued or failed businesses to test if t

75、he lack of a solid educational background was one of the major reasons for the business failure.</p><p><b>　　譯文</b></p><p>　　高等教育與創(chuàng)業(yè)的關(guān)系：大學(xué)教育背景和商業(yè)成功</p><p>　　——以德克薩斯州為例&l

76、t;/p><p>　　穆罕默德基地祖貝迪，工商管理碩士</p><p><b>　　摘要</b></p><p>　　近年來(lái)小企業(yè)取得的顯著成長(zhǎng)吸引了很多人的興趣。這樣的興趣是來(lái)自于近年小企業(yè)的形成率以及人們對(duì)于新工作的創(chuàng)造能力的逐漸增加。隨著小企業(yè)數(shù)量的增加，小企業(yè)倒閉的數(shù)量也隨之增加。許多研究人員從之前就試圖探討影響中小企業(yè)成功的因素。這類(lèi)因素

77、通常被認(rèn)為來(lái)自于人們對(duì)于企業(yè)成功的期待。此外，還研究了不同類(lèi)型的企業(yè)家，如男性及女性企業(yè)家。以及，對(duì)管理者、企業(yè)家以及小企業(yè)創(chuàng)業(yè)者進(jìn)行了比較。在對(duì)研究的回顧中產(chǎn)生一個(gè)共同的主題：雖然這些因素是交叉的而且有時(shí)會(huì)產(chǎn)生矛盾，但大學(xué)教育對(duì)小企業(yè)的成功有著很大的影響。本文獻(xiàn)支持這樣的觀點(diǎn)：當(dāng)代的美國(guó)企業(yè)家都比過(guò)去幾年的更年輕，由于經(jīng)驗(yàn)不足所以需要更多的教育，高水平的教育可以提高企業(yè)生存和發(fā)展的可能性。此外，具有創(chuàng)業(yè)教育背景是能使創(chuàng)業(yè)者更好了解企業(yè)

78、如何成功和發(fā)展的必要的基礎(chǔ)。</p><p>　　本研究的目的是描述小企業(yè)的成功和創(chuàng)業(yè)者的教育背景之間的關(guān)系。小企業(yè)的成功在這項(xiàng)研究中被定義為銷(xiāo)售數(shù)量，員工數(shù)量和長(zhǎng)壽。教育背景被定義為教育水平和在數(shù)據(jù)收集時(shí)記錄的教育專(zhuān)業(yè)。受調(diào)查的人群包括1100家來(lái)自達(dá)拉斯，丹頓和德克薩斯塔蘭特縣的企業(yè)家。但只有公司員工為20名或者更少的，以及營(yíng)業(yè)額在3000000美元或更少的，以及經(jīng)營(yíng)了5年以上的公司是真正被調(diào)查到的。測(cè)量?jī)x器

79、通過(guò)識(shí)別和使用類(lèi)似儀器進(jìn)行有效項(xiàng)目的檢測(cè)而得出結(jié)果。應(yīng)該指出的是，調(diào)查樣本是從被認(rèn)為成功的企業(yè)中收集而來(lái)的，這些企業(yè)被認(rèn)為成功的原因是根據(jù)在本研究中被采用于定義成功的參數(shù)而來(lái)的（易卜拉欣&古德溫，1986）。</p><p>　　用于確定業(yè)主的教育背景對(duì)小企業(yè)是否具有成功影響的統(tǒng)計(jì)分析有Pearson相關(guān)分析，Spearman相關(guān)分析，獨(dú)立樣本t檢驗(yàn)，單因素方差分析，以及典型相關(guān)分析。所有的統(tǒng)計(jì)檢驗(yàn)顯著性

80、水平設(shè)定在0.05。銷(xiāo)售數(shù)量，員工數(shù)量，長(zhǎng)壽，以及教育水平使用5點(diǎn)順序量表進(jìn)行測(cè)量。而教育專(zhuān)業(yè)主要使用5點(diǎn)名義量表進(jìn)行測(cè)量，業(yè)務(wù)類(lèi)型使用4點(diǎn)名義量表進(jìn)行測(cè)量。性別和種族使用2點(diǎn)名義量表進(jìn)行測(cè)量。</p><p>　　當(dāng)教育水平和專(zhuān)業(yè)教育被用作企業(yè)是否能成功的唯一指標(biāo)時(shí)，Pearson相關(guān)分析的相關(guān)性表明，正規(guī)教育和業(yè)主年銷(xiāo)售額有很大關(guān)系。這一顯著的關(guān)系也發(fā)現(xiàn)于銷(xiāo)售員之間，包括員工數(shù)量和企業(yè)壽命。Pearson相關(guān)

81、分析的相關(guān)性中，業(yè)主專(zhuān)業(yè)教育和業(yè)務(wù)沒(méi)有在顯著性0.05上表現(xiàn)出顯著的關(guān)系。此外，單因素方差分析和獨(dú)立樣本t檢驗(yàn)表明業(yè)主接受教育程度的深淺在顯著性0.05的商業(yè)成功之間沒(méi)有顯著關(guān)系。</p><p>　　一個(gè)規(guī)范的相關(guān)性被用來(lái)確定教育水平，年齡，性別，以及種族等獨(dú)立變量之間的關(guān)系，并設(shè)置銷(xiāo)售量，員工和企業(yè)長(zhǎng)壽等因變量和自變量來(lái)確定之間的關(guān)系。為此，交替最小二乘最優(yōu)尺度（Alsos）轉(zhuǎn)化步驟，用以改善的變量的線性度和

82、分布正常性。兩個(gè)典型相關(guān)分別為0.45和0.32，兩組都未被發(fā)現(xiàn)在0.05顯著性水平之間。</p><p>　　典型相關(guān)也被用來(lái)確定設(shè)置專(zhuān)業(yè)教育，年齡，性別和業(yè)務(wù)類(lèi)型等自變量，并設(shè)置銷(xiāo)售量，雇員號(hào)，和企業(yè)長(zhǎng)壽等因變量，用于確定之間的關(guān)系。所述ALSOS轉(zhuǎn)化方法也被用于此目的。兩個(gè)顯著典型相關(guān)分別為0.40和0.25，被發(fā)現(xiàn)在顯著性0.05水平之間。最后，獨(dú)立樣本t檢驗(yàn)來(lái)檢查大學(xué)教育對(duì)高校畢業(yè)生創(chuàng)業(yè)時(shí)業(yè)務(wù)成功的影響

83、。意見(jiàn)陳述被評(píng)在5點(diǎn)李克特量表（1等于強(qiáng)烈同意5等于強(qiáng)烈反對(duì)）。獨(dú)立樣本t檢驗(yàn)的結(jié)果表明，大學(xué)教育的重要性和影響創(chuàng)業(yè)成功在0.05級(jí)顯著性上存在顯著差異。</p><p><b>　　討論</b></p><p>　　本研究提出并審查了相關(guān)研究之間教育背景對(duì)創(chuàng)業(yè)者和小企業(yè)成功性的影響。審查對(duì)象包括創(chuàng)業(yè)和成功企業(yè)家的特征，小企業(yè)的成長(zhǎng)和成功，以及教育背景和企業(yè)成功的關(guān)系

84、。</p><p>　　在這項(xiàng)研究中，小企業(yè)主的教育背景和他們?cè)谏虡I(yè)上的成功之間存在積極的關(guān)系，在近似研究中研究結(jié)果是一致的。人們普遍發(fā)現(xiàn)，業(yè)主的教育水平和商業(yè)成功之間的關(guān)系是至關(guān)重要的。這個(gè)論點(diǎn)提出了教育的兩個(gè)關(guān)鍵的作用：（1）在業(yè)務(wù)創(chuàng)新中發(fā)揮著基礎(chǔ)性的作用（Gartner，1988；與hulaas Sletten，1998）和（2），提供了用于技術(shù)和激烈競(jìng)爭(zhēng)的知識(shí)快速增長(zhǎng)的持續(xù)需求（brockaus和hoew

85、itz，1986；史葛，等人，1998；和Cooper，1992）。</p><p>　　在文獻(xiàn)中，企業(yè)創(chuàng)始人/所有者被認(rèn)為比一般公眾享有更多的教育（戴維斯，1963；庫(kù)珀Dunkelberg，1987，魯濱孫&Sexton，1994；基爾帕特里克&克勞利，1999；1976；道格拉斯，F(xiàn)oley &格里菲思，1998；史葛，等人，1998），而其較高的教育水平提高了他們業(yè)務(wù)增長(zhǎng)和成功的機(jī)

86、會(huì)（魯濱孫&Sexton，1994；kiesner，1984；和晚禱，1990；Dolinsky等，1993），進(jìn)入自我就業(yè)后的生存幾率和成功的可能性因教育水平而較大地提高。</p><p>　　本研究的調(diào)查結(jié)果表明，接受到更多專(zhuān)業(yè)教育的企業(yè)主具有更高的顯著性，從而提高他們創(chuàng)業(yè)的生存和成功的幾率。</p><p>　　傳統(tǒng)上，教育主要是決定一個(gè)人的職業(yè)理想的重要因素之一。根據(jù)羅莎和

87、McAline（1991年），最有可能成為自由職業(yè)者的是指那些訓(xùn)練有素的專(zhuān)業(yè)人士，其中自主創(chuàng)業(yè)就業(yè)是常態(tài)（如法律，醫(yī)療），或者被卷入一個(gè)家族企業(yè)，提供必要的知識(shí)，并進(jìn)行指導(dǎo)使企業(yè)發(fā)展成功（Boyed，1998年）。當(dāng)代的企業(yè)老板都年輕化，受過(guò)更好教育的（Sletten和hulaas，1998）以及缺乏經(jīng)驗(yàn)的（布羅克&霍維茨，1986）比起相對(duì)接受教育比較少的人來(lái)說(shuō)，更有可能開(kāi)始自己的業(yè)務(wù)（魯濱孫& Sexton，1994

88、）。本研究的結(jié)果表明，65％的樣本參與者為35歲或更年輕，92％參加了大學(xué)，68％達(dá)到大專(zhuān)以上學(xué)歷。 </p><p>　　調(diào)查企業(yè)主的教育背景以了解企業(yè)的??成長(zhǎng)，成功，以及與特定類(lèi)型的教育之間的關(guān)系是至關(guān)重要的。文獻(xiàn)表明，一些研究試圖探討教育專(zhuān)業(yè)與商業(yè)成功之間的關(guān)系。戴維斯對(duì)成功企業(yè)家的研究（1963年）展示出更高水平的教育，創(chuàng)業(yè)，以及在經(jīng)營(yíng)業(yè)務(wù)方面的教育知識(shí)之間的關(guān)系。在從業(yè)企業(yè)的研究中，Kiesner（1

89、984年）發(fā)現(xiàn)，很多企業(yè)主支持創(chuàng)業(yè)教育背景對(duì)他們企業(yè)發(fā)展成功的積極價(jià)值。 Shetton和Hulaas（1998）對(duì)于企業(yè)家研究發(fā)現(xiàn)，包括其他因素在內(nèi)，經(jīng)營(yíng)理念與教育背景密切相關(guān)。這項(xiàng)研究的結(jié)果顯示教育水平（年正規(guī)教育）和商業(yè)成功（銷(xiāo)量）呈現(xiàn)顯著與積極的關(guān)系。調(diào)查結(jié)果顯示，企業(yè)家明顯同意大學(xué)開(kāi)始創(chuàng)業(yè)教育的重要性，可以幫助運(yùn)行和管理企業(yè)的效益。（易卜拉欣-古德溫，1986年，羅賓遜和塞克斯頓，1994年，Robidox＆Ganier，19

90、73年）審查教育專(zhuān)業(yè)與商業(yè)成功之間的關(guān)系，其他一些研究表明，更高層次的教育密切影響相關(guān)的成功，但未能表現(xiàn)特定類(lèi)型的教育對(duì)企業(yè)成功的影響有著明顯顯著。當(dāng)教育被主要用來(lái)作為企業(yè)成功的唯一預(yù)測(cè)時(shí)，這項(xiàng)研究的結(jié)果并沒(méi)有顯示在0.05的顯著水平下業(yè)主的教育專(zhuān)業(yè)和商業(yè)成功之間有著</p><p>　　正如文獻(xiàn)支持，Kiesner（1984年）和Robinson＆塞克斯頓（1994年）提出，其統(tǒng)計(jì)的教育專(zhuān)業(yè)和商業(yè)成功之間沒(méi)有顯

91、著的關(guān)系，但有可能表現(xiàn)出更強(qiáng)的關(guān)系。他們建議進(jìn)行進(jìn)一步測(cè)試，通過(guò)使用更大的樣本，提供更現(xiàn)實(shí)的成功創(chuàng)業(yè)模式，來(lái)搜集到可以表明大學(xué)時(shí)學(xué)習(xí)的專(zhuān)業(yè)知識(shí)關(guān)系到小企業(yè)的成功的證據(jù)。這項(xiàng)研究的結(jié)果表明，教育專(zhuān)業(yè)和商業(yè)成功可能在使用較大的樣本或使用更確鑿的對(duì)業(yè)務(wù)成功的描述時(shí)會(huì)展現(xiàn)關(guān)系型，對(duì)業(yè)務(wù)成功的描述可以包括如利潤(rùn)，收入，或納稅申報(bào)之間的關(guān)系。</p><p>　　綜上所述，業(yè)主的受教育水平在影響小企業(yè)成長(zhǎng)和成功上起了重要影響

92、。其他因素如年齡，性別，種族，和業(yè)務(wù)類(lèi)型必須在檢查企業(yè)所有者的教育水平和企業(yè)發(fā)展成功的關(guān)系性時(shí)加以考慮。在研究結(jié)合年齡，性別，種族，商業(yè)型關(guān)系性以及小企業(yè)成功率等因素的關(guān)系性時(shí)，調(diào)查結(jié)果顯示有兩個(gè)顯著典型相關(guān)，分別為0.45和0.32，在0.05顯著水平之中。</p><p>　　第一個(gè)相關(guān)性表明，在年齡和性別得分較低，并在教育水平也較低的業(yè)主和員工人數(shù)得分較低以及企業(yè)長(zhǎng)壽得分也較低的業(yè)主相關(guān)。本所布羅克豪斯和H

93、orwtiz（1986年），Sletten及Hulaas（1998年），和Dolinsky等支持的研究（1993年）表明，在當(dāng)今的高科技經(jīng)濟(jì)激烈競(jìng)爭(zhēng)下，更高層次的教育是十分必要的，關(guān)系著業(yè)務(wù)生存和年輕而缺乏經(jīng)驗(yàn)的創(chuàng)業(yè)者的成功。第二個(gè)典型相關(guān)證實(shí)，在教育水平得分較高，在年齡上適中，在性別方面得分較低，在種族方面得分較低，以及在工業(yè)方面得分較低的業(yè)主在分?jǐn)?shù)上得分與銷(xiāo)售水平有關(guān)，其中評(píng)判依據(jù)依靠員工人數(shù)及多年的成功。兩者的相關(guān)性表明，教育水平

94、得分高的企業(yè)更易成功。</p><p>　　此外，教育在職業(yè)抱負(fù)和選擇何種類(lèi)型進(jìn)行創(chuàng)業(yè)方面扮演著一個(gè)重要角色。在支持方面，布羅克豪斯和Howrtitz（1986）和Hisrich（1986）的研究表明，企業(yè)創(chuàng)始人因?yàn)槭艿降慕逃煌?，選擇的創(chuàng)業(yè)類(lèi)型也相應(yīng)地不同。因此，重要的是要檢查年齡，性別，種族，和業(yè)務(wù)類(lèi)型等與教育和企業(yè)成功之間的關(guān)系。</p><p>　　這項(xiàng)研究的結(jié)果顯示了兩個(gè)顯著的關(guān)

95、系，即教育專(zhuān)業(yè)和商業(yè)成功，分別為0.40和0.25，在0.05顯著水平中。第一個(gè)顯著的關(guān)系表明，業(yè)主在教育方面得分較低，在行業(yè)方面得分較低與在銷(xiāo)售水平，員工人數(shù)和企業(yè)壽命方面得分較高有著聯(lián)系。在支持方面，brockhuas和howritz的（1986）的研究表明，教育與服務(wù)性行業(yè)的關(guān)聯(lián)可能不同于與制造行業(yè)的。Hisrich（1986）和Sletten＆Hulaas（1998）對(duì)女性和男性企業(yè)家的研究表明男女之間在教育背景方面的差別也在企

96、業(yè)類(lèi)型的選擇上有了本質(zhì)上的區(qū)別。Vesper（1990年）和Robinson＆塞克斯頓（1994）也認(rèn)為，企業(yè)家具有良好的教育背景往往比那些不太有教育背景的更成功。</p><p>　　調(diào)查結(jié)果顯示，教育專(zhuān)業(yè)和業(yè)務(wù)在0.05顯著性水平上具有顯著關(guān)系。這表明，業(yè)主在教育專(zhuān)業(yè)方面得分較低與銷(xiāo)量適度評(píng)分相關(guān)，與員工數(shù)量和企業(yè)長(zhǎng)壽上低分相關(guān)。這兩個(gè)規(guī)范的相關(guān)建議說(shuō)明教育專(zhuān)業(yè)低分與銷(xiāo)售都有關(guān)系，但同時(shí)會(huì)在雇傭和企業(yè)長(zhǎng)壽上出

97、現(xiàn)低分。這種顯著的關(guān)系可以說(shuō)是創(chuàng)業(yè)者的教育主要可能與相關(guān)業(yè)務(wù)實(shí)質(zhì)不相關(guān)。</p><p>　　沒(méi)有一個(gè)良好的教育背景，相關(guān)的業(yè)務(wù)類(lèi)型可能最終會(huì)導(dǎo)致企業(yè)的關(guān)閉或失敗。1986年全美獨(dú)立企業(yè)聯(lián)盟(NFIB)調(diào)查了5000家公司倒閉的原因，發(fā)現(xiàn)40%的創(chuàng)業(yè)者只有高中文憑，38%從來(lái)沒(méi)有商業(yè)課程。NFIB報(bào)告對(duì)布魯諾&Leidecker(1988)的業(yè)務(wù)性能進(jìn)行縱向研究，發(fā)現(xiàn)30%的企業(yè)倒閉是由于管理問(wèn)題以及和創(chuàng)