Business opportunity is the prerequisite and necessary condition for the success of entrepreneurship, which is more effective than simply studying the functions and characteristics of entrepreneurs, making entrepreneurial opportunity the core theme of entrepreneurship research. The following is a paper on entrepreneurship management, welcome to read.

First, the reasons for the development of entrepreneurship education management: the change of higher education concept

(A) the concept of academic freedom in higher education

During the Republic of China, higher education with real academic freedom was established. Different kinds and types of higher education coexist, presenting diversified educational theories, and the trend of China's traditional higher education lagging behind and actively learning from the West is on the rise. The number of higher education institutions in China has greatly increased, and remarkable progress has been made in teaching content and scientific research. However, due to the change of regime, higher education is basically in a state of laissez-faire management. On the one hand, due to lack of funds, private schools offer grammar courses, which are concentrated in economically developed areas. On the other hand, the administrative system of higher education is chaotic, and the centralized academic management system has not yet been established, but the government still needs to control the higher education model.

(B) the concept of higher education professionals training

After the founding of New China, higher education has become a tool of the dictatorship of the proletariat, and its main task is to train all kinds of professionals from all walks of life to serve the socialist construction. Taking reform and opening up as the dividing line, higher education under the planned economy system has developed under the highly centralized management of the state. According to the concept of professional division of labor, discipline classification and planned economy required by the national economic plan, special vocational and technical education and special labor skills training system have been implemented for students. It can be said that the educational concept at this time is mainly to cultivate professional talents, focusing on the cultivation of students' professional skills, rather than the free and all-round development of students, which is highly utilitarian and * * * binding.

(C) the concept of training professionals and generalists in higher education

After the reform and opening up, with the development of market economy, the idea of higher education with strong planning color was gradually abandoned, the disadvantages of centralized management of higher education by the state were highlighted, and the government functions changed, trying to decentralize the management power of higher education, so colleges and universities gained a certain degree of autonomy in running schools. At this time, the concepts of professional training and generalist training are popular at the same time.

(D) the concept of popular higher education

After the 1990s, the state further implemented measures such as education system reform, university education fees, graduates' independent choice of employment, and active support for private higher education, so as to promote higher education to become market-oriented, future-oriented, scientific and universal cultural education. Summarizing the development of China's higher education in the past hundred years, the educational concept is constantly changing with the change of national ruling consciousness, from simple instrumental education concept to professional education concept, and further to generalist and professional education concept. At the same time, it can be seen from the change of higher education concept that the marketization of higher education in China is a top-down reform under economic pressure, rather than a bottom-up reform formed by the development of education itself. The marketization process of higher education is restricted by the reform of administrative system, and higher education lacks the internal connection with market mechanism, and the driving force of market mechanism in higher education is very weak. With the rapid development of market economy, the transformation mechanism of higher education personnel training has been unable to adapt to this great change. Therefore, there is a big gap between the talents trained by higher education and those required by market economy, which further promotes the transformation of colleges' own educational concepts. At this time, entrepreneurship education responds to the development of market economy, solves the employment problem, and alleviates the impact of market economy on the talent delivery mechanism of higher education to some extent. At the same time, in the long run, entrepreneurship education is also a process in which higher education continuously provides talents to meet the market demand.

Second, the internal mechanism analysis of entrepreneurship education management development

Entrepreneurship education is an educational method that aims at realizing people's all-round development and focuses on cultivating quality education such as entrepreneurial awareness and entrepreneurial skills under the premise of people-oriented educational theory. It can be concluded from the many changes of China's higher education concept that the development of entrepreneurship education management needs the concept of national education, and the internal economic incentive mechanism of the market interacts with the development of higher education talents, thus constructing the internal mechanism of entrepreneurship education management. Entrepreneurship education management has achieved three levels of contact, in which the internal economic incentive mechanism of the market is the dynamic mechanism of entrepreneurship education management, and entrepreneurship education management ultimately needs to rely on the development characteristics of talents themselves to cultivate talents who adapt to the market economy. This kind of circulation will certainly promote the development of national education concept and further promote the all-round development characteristics of talents.

(A) the concept of national education-to promote the development of entrepreneurship education management

From the analysis of the change of the concept of higher education, we can see that China's higher education is inherently attached to the state power, gradually weakening the state power and increasing the dominant position in the market, which is a long and tortuous process. The change of national education concept affects the change of college education concept, which is influenced by market economy mechanism and affects the goal of talent training, thus promoting the development of entrepreneurship education management.

(B) internal market economy incentive mechanism-to promote the development of entrepreneurship education management

The role of the market's internal economic incentive mechanism is mainly manifested in:

(1) forms the driving force for the economic benefits of higher education and influences the concept of higher education. It is not difficult to find that colleges and universities have reduced public welfare and increased commercialization. For example, they have distorted the true intention of the' 211'project launched by the state and become brand resources for school enrollment promotion and competition. If colleges and universities cannot reasonably guide the driving force of economic interests, then higher education will become a tool of market economy, and people's initiative and creativity will not be brought into play, which will eventually hinder the development of market economy. Therefore, the goal of talent training in colleges and universities should be based on the needs of the development of society and market economy, and cultivate innovative, practical and compound talents with innovative and entrepreneurial consciousness, profound professional skills, and adapting to and competing with the socialist market economy. Only in this way can we alleviate the realistic and urgent problems such as difficulties in employment, entrepreneurship and enrollment, and further create conditions for the development of entrepreneurship education.

(2) Providing external superior resources for entrepreneurship education management. The law of market competition sets a practical standard for the management mode of entrepreneurship education: to use all external resources to serve the management of entrepreneurship education, but the law of "survival of the fittest in the market" will test the quality of entrepreneurship education management. Comparing the practice of entrepreneurship education management between China and the West, we can clearly see that the West has imported human resources, funds and management experience from the market in entrepreneurship education management, so entrepreneurship education management is more suitable for the market. However, the domestic business plan competition is more about the integration of internal resources of colleges and universities, and fails to make good use of social superior resources to develop business education.

(3) Personal demand will be promoted under the incentive mechanism of market economy. People's needs are multi-level, which are divided into survival needs, security needs, social needs, social respect needs and self-realization needs by Ma Si Knorr's hierarchy of needs theory. The internal incentive mechanism of market economy will certainly promote the continuous development of people's needs. To sum up, the economic incentive mechanism within the market has promoted the development of entrepreneurship education management.

(C) the development of talents themselves-promoting the development of entrepreneurship education management

The ultimate goal of higher education is to achieve all-round development of people, and the ultimate goal of entrepreneurship education is to achieve all-round development of people, but it is necessary to follow the characteristics of talents' own development, mainly in the following aspects:

(1) Cultivation of entrepreneurial consciousness. The traditional concept of China's higher education defines talents as those who are useful to society and create greater value. Therefore, the educated always take the social demand as the starting point, constantly transform themselves, regardless of their own interests, and create standard products suitable for society. Therefore, the phenomenon of so-called talent surplus often occurs, the essence of which is just that there are too many similar standard products, and everyone has lost their core competitiveness. The management of entrepreneurship education needs to change the negative social orientation values and establish positive people-oriented values.

(2) Cultivation of entrepreneurial skills. Entrepreneurship itself is a process of discovering business opportunities with keen insight, thus attracting venture capital and creating value by using business opportunities. Entrepreneurship education not only needs the education of entrepreneurial spirit and adventurous spirit, but also needs the education of cultivating business, enterprise and other planning skills. As the main body of entrepreneurship, only by mastering the necessary knowledge and skills can people identify entrepreneurial opportunities, judge entrepreneurial risks and make decisions on how to start a business.

(3) the cultivation of entrepreneurial behavior. Only entrepreneurial awareness and skills are not enough, but also must be applied to practice to produce entrepreneurial behavior, which can be regarded as the completion of entrepreneurial activities. According to the survey results of college students' entrepreneurial behavior, this paper divides the characteristics of college students' entrepreneurial behavior into four situations. At the same time, according to Porter's SWOT theory, four types of college students adopt the corresponding management mode of entrepreneurship education: ① Strengthening the training objects have strong entrepreneurial spirit, they dare to take risks, but often lack entrepreneurial skills, so they will encounter setbacks in the process of entrepreneurship. At this time, entrepreneurship education management should strengthen entrepreneurship skills through case analysis and other teaching methods, so that it can cope with the problems in the process of entrepreneurship. (2) The object of encouragement and training not only needs to stimulate the entrepreneurial passion of this group from psychological education or lectures of successful entrepreneurs, so as to make it passive to active, but also should pay more attention to the social practical ability of this group in the management of entrepreneurial education. This group has no confidence in grasping business opportunities. The most important thing is that they lack social skills and practical thinking. (3) Weakening the object of training, that is, this group pays less attention to entrepreneurship education, and their major may be a popular major in society, and there is almost no employment pressure. Of course, every university has such a trump card major, and these students have no energy to participate in entrepreneurship education, so the management of entrepreneurship education needs to stimulate their entrepreneurial psychology through other channels. Through the practice of western entrepreneurship education, it can be seen that relying on the superior professional resources of colleges and universities is more conducive to entrepreneurship, because the high technology of professional knowledge itself has become the focus of venture capitalists. Therefore, although this group is a weak management object, it is still an important link to attract them to participate in business plan projects. ④ Guided training object is the potential training object of entrepreneurship education management. It is necessary to strengthen their entrepreneurial psychological counseling, guide them to learn relevant entrepreneurial skills courses independently, and cultivate their self-confidence. Entrepreneurial enthusiasm is not a blind choice, but a rational analysis of whether personality characteristics have entrepreneurial potential, and then encourage some students in this group to participate in entrepreneurial skills learning. In short, entrepreneurship education management is to cultivate entrepreneurial talents after integrating students' entrepreneurial awareness and entrepreneurial skills.

Three. Suggestions on the development of entrepreneurship education management From the above analysis of the internal mechanism of entrepreneurship education management development, we can get the following suggestions:

(1) The transformation of the national education concept is closely related to the contemporary social and economic development. The transformation of the social-oriented talent training concept to the all-round development training concept encourages the implementation of entrepreneurship education. The diversification of talents needed by society is based on human education, not on the change of specialty settings in higher education to meet social needs.

(2) The internal economic incentive mechanism of the market is like a double-edged sword, which can not only promote the implementation of entrepreneurship education management, but also make colleges and universities lose their economic interests and the public welfare and fairness of higher education. Therefore, it is necessary to establish a supervision and audit system to carry out entrepreneurship education management in higher education. The management of entrepreneurship education occupies the teaching resources of higher education. Only when the input and output can reach the break-even point can entrepreneurship education continue.

(3) The management of entrepreneurship education needs to be scientifically promoted from the aspects of awareness, skills and training of entrepreneurship education in combination with students' own characteristics, so that students can truly become qualified entrepreneurs. In order to cultivate students' entrepreneurial awareness, managers of entrepreneurship education should hire successful managers in social enterprises to stimulate students' entrepreneurial enthusiasm in the form of lectures or interactions. At the same time, the social environment should encourage students to start businesses, provide financial support, preferential policies and other ways, so that students have a strong entrepreneurial vision. For entrepreneurship skills training, on the one hand, entrepreneurship education managers should impart knowledge through professional teachers, and at the same time, education managers should use the school's interpersonal network to provide counseling and practical opportunities for entrepreneurial students. The course of entrepreneurship education should be flexible and encourage students to participate.

(4) Entrepreneurship education managers themselves are an open management team, senior entrepreneurs, professional investment consultants, psychological counseling teachers, professional skills professors, etc. They should all be members of the entrepreneurship education management team. Therefore, it is necessary to break the traditional sense of discipline independence and maintain the interconnection between majors.

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