With the rapid increase in the number of college graduates in recent years, it has become an effective situation to ease employment difficulties for more and more college students to achieve employment through entrepreneurship. However, according to the investigation and analysis, college students' self-employment still faces some bottlenecks, and it is urgent for government departments, universities and society to work together to create a social environment and educational environment for college students' entrepreneurship and promote the development of college students' entrepreneurship.

First, college students' self-employment ushered in the second peak

The tide of college students' entrepreneurship started at the end of last century and has experienced two peaks so far. The first peak appeared before 2111. In May, 1998, the Tsinghua University student association "Student Science and Technology Entrepreneurs Association" initiated and held the first Tsinghua University Business Plan Competition, and hundreds of entrepreneurial teams participated in the competition, thus starting the China University Entrepreneurship Competition. With the rapid rise of business plan competition in colleges and universities around the country, it has attracted the interest of a large number of students and venture capitalists, and set off a wave of student entrepreneurship. However, after the second half of 2111, with the bursting of the network economy bubble, student start-ups have experienced the ice age.

Since 2113, with the rapid increase in the number of graduates after enrollment expansion, college students are generally facing a severe employment situation. In order to reduce the pressure of employment, the society has started the incentive mechanism for college students' entrepreneurship, and the relevant policies of schools and governments to encourage and help college students to start their own businesses and obtain flexible employment have been continuously introduced; At the same time, colleges and universities have carried out entrepreneurship education to stimulate students' entrepreneurial awareness and improve their entrepreneurial skills. In such an external environment, college students have given a strong interest in self-employment, and many college students have resolutely embarked on the road of entrepreneurship from practical actions. According to the survey of college students' entrepreneurship of Xiamen University, the proportion of those who choose to try to start a business is about 86%. The Survey Report on College Students' Employment Situation and Mentality in 2115 issued by the Employment Guidance Center of Guangdong Higher Education Institutions and the Psychological Application Research Center of South China Normal University also shows that the proportion of college students who think that "starting a business can be tried" is as high as 62%, indicating that most students have accepted the concept of starting a business.

Second, college students' self-employment faces three bottlenecks

However, at present, college students' entrepreneurship is still at the stage of dare to think and dare to do it. According to the statistics of the Ministry of Education, there were 8,711 college graduates who started their own businesses in 2114, accounting for 1.31% of the total number of graduates. In 2115, the number of college graduates who started their own businesses increased to 13,511, accounting for 1.4% of the total number of graduates. In the new round of college students' entrepreneurial craze, although most students are willing to try or recognize self-employment and the number of college graduates who choose to start their own businesses is growing at a high rate, there are still a few college students who actually embark on entrepreneurial practice.

firstly, universities lack entrepreneurship education in personnel training, and college students lack innovative spirit and entrepreneurial ability. At present, there is an emphasis on theory and light on practice in university education; Emphasis on foundation, light application; More repetition, less innovation and so on. Comparing the higher education between China and the United States, we can find that the education in the United States is service-oriented and open, and generally implements the "credit system". Students can get diplomas as long as they have completed enough credits, and their school time can be unlimited, so students have strong innovation ability, strong independent personality and competitive consciousness. However, the teaching in China is managed and closed, and an incomplete "credit system" is implemented. Most students can't study in advance or postpone, and there are not many opportunities to get in touch with society. In this educational environment, students lack innovative consciousness, and generally lack an innovative spirit and adventurous spirit. In addition, too much attention is paid to the process and form of learning, while the purpose of learning is ignored, so there are not many students who leave the campus to start businesses. American college students are generally engaged in entrepreneurship in high-intelligence and high-tech fields, while only some college students in China are involved in IT, bioengineering and other high-tech fields, and quite a few are engaged in entrepreneurial activities such as tutoring and running bookstores.

Second, in terms of investment methods, college students have no solid material foundation and limited funds. They only use intangible assets such as patents, professional technology or high-tech achievements to invest, and most entrepreneurs are transformed from technicians to managers and managers. The United States is the most developed country in venture capital in the world, with a mature capital market, sufficient venture capital funds, developed information service industry and complete consulting service institutions. Therefore, most of the business plans of American college students are executable, with good market prospects, easy access to venture capital and rapid development of the company. At present, China's capital market is backward, venture capital is in its infancy, the secondary market is still brewing, and financing is quite difficult. Due to the lack of funds and time, many excellent business plans are difficult to put into practice.

in order to solve the problem of lack of funds for college students' entrepreneurship, many local governments have issued relevant policies to provide financing support for college students' entrepreneurship. For example, in April 2115, the Shanghai Municipal Government launched the Shanghai University Students' Science and Technology Venture Fund with a capital scale of 151 million yuan. The fund is mainly used to support college graduates to establish creative and technological enterprises with their scientific research achievements or patents. It is a government-funded "angel fund" used by the Shanghai municipal government to support the scientific and technological entrepreneurship of college graduates in Shanghai, and it is also a "seed fund" for cultivating high-tech enterprises. By the relevant departments of the municipal government, the management committee and the project evaluation expert committee of the venture capital are formed to accept the application for student venture funding. The amount of funding for each project is less than 311,111 yuan.

thirdly, the lack of teachers restricts the development of entrepreneurship education. Whether entrepreneurship education can be implemented depends on teachers. The key to education and teaching lies in teachers, and the establishment of entrepreneurship courses also depends on teachers, and teachers are not very enthusiastic about this matter. There are three reasons: first, this course is still in the stage of crossing the river by feeling the stones, and there are no ready-made teaching materials and experience to learn from, and there are countless questions about how to open it and what to say; Second, even if this course is started, there are not many hours. However, the distribution of awards and fees for many college teachers is linked to the number of hours, which involves the immediate interests of teachers; Third, it is difficult to give lectures, because the courses on entrepreneurship are very practical, and most teachers have no entrepreneurial experience and lack entrepreneurial experience, so they can only talk on paper. Therefore, it is urgent for colleges and universities in our province to train a group of high-quality teachers who can undertake the task of entrepreneurship teaching as soon as possible.

Building a social environment and educational environment conducive to college students' entrepreneurship in a three-and four-pronged manner

First, government departments should give the green light to college students' independent entrepreneurship. In recent years, the state has issued a series of policies on college students' self-employment. However, policy belongs to policy, but its implementation is not satisfactory. Better practices are as follows: in the cities of Zhejiang Province, represented by Wenzhou, a number of independent entrepreneurial parks for college students with high-tech content, high income and high return have been established by the Youth League Committee; The personnel department and the labor and social security department even built the talent market building in or near the university, which facilitated the contact between employers and schools and students and promoted the smooth exchange of talents.

governments at all levels should formulate various preferential policies to encourage college students to start their own businesses and create college students' self-employment parks. The goal of self-employment education is to enable college students to have self-employment skills and participate in self-employment activities. Take Shandong as an example. At present, there are overseas students' entrepreneurship parks with "entrepreneurship guidance centers" for laid-off workers, but there is no real college students' entrepreneurship park. College students' self-employment should be incorporated into the system of social entrepreneurship as soon as possible, and the provincial and municipal youth league committees should take the lead in establishing college students' self-employment parks as in Zhejiang Province, so that college students can enjoy "national treatment" in entrepreneurship. At the same time, we should formulate a series of preferential policies to protect college students' self-employment. For example, through loan guarantee and fund support, college students with entrepreneurial desire and entrepreneurial ability are guided to venture boldly; Another example is the establishment of expert clinics to help them solve various problems in entrepreneurial management; Another example is to provide certain preferential land use rights, and equal contractors give priority to college students. There are also some specific needs, such as household registration and archives, which should be given full attention. Governments at all levels, especially the resident cities of colleges and universities, should negotiate with colleges and universities to solve such problems.

second, we should strengthen the work of self-employment training, self-employment education and self-employment support, and build a perfect self-employment education system. Governments at all levels, especially the administrative departments of education, should incorporate the education of college students' self-employment into the evaluation system of university reform, increase the work of entrepreneurship training, entrepreneurship education and entrepreneurship support, and build a perfect self-employment education system.

Third, colleges and universities should create an educational environment for college students to start their own businesses. Colleges and universities should include self-employment education in their teaching plans. Only when it is included in the teaching system can there be standardization and systematization of entrepreneurship education. It is a common practice for many universities in the world to let entrepreneurship education enter the classroom. At present, there are more than 611 famous universities in the world, which offer at least one course in entrepreneurship education. Entrepreneurship education in the United States has formed a complete system, covering formal education from junior high school, senior high school, undergraduate and even graduate students. Up to now, about 1,111 colleges and universities offer entrepreneurship courses.

In addition, the school should clearly stipulate that students should be given credits for scientific research training and innovation and entrepreneurship activities, and some activities such as social practice, labor, special topics and academic reports can be used as compulsory links and linked to their school status. Schools should calculate the workload of academic reports and special reports on self-employment made by teachers to students as lectures, as an important assessment content for teaching and educating students.

Build a new practical education system to cultivate students' innovative spirit and entrepreneurial ability. Entrepreneurship education should be incorporated into the normal teaching system, and the specific operation is more complicated. For most schools, it is unrealistic to add many courses on entrepreneurship because it involves the adjustment of teaching plans and teaching hours. However, by strengthening the training of students' experiments, internships, labor and social practice, and giving graduation thesis and graduation design tasks in advance in combination with teachers' scientific research, the entrepreneurial plan, scientific and technological innovation, social service and production development are combined with students' labor and social practice, so that students can get in touch with the reality of society, scientific research and production as soon as possible, so as to arouse their entrepreneurial impulse, clarify their entrepreneurial ideas and take entrepreneurial steps.

Fourth, strengthen the education of entrepreneurship awareness and build a three-dimensional and whole-process "employment and entrepreneurship guidance system". Completely change the old concept of employment, improve the awareness of self-employment, and incorporate college students' self-employment into employment guidance, and build a three-dimensional and whole-process "employment and entrepreneurship guidance system" as soon as possible. At the same time, we should strengthen the guidance of public opinion, publicize and master the relevant policies of the party and the state accurately and quickly, and provide all-round guidance and services for students to choose their own jobs and start their own businesses. In addition, it is necessary to strengthen guidance and prevent blind entrepreneurship. Encouraging college students to start their own businesses is not blindly encouraging them to run companies, become bosses, or even drop out of school or start businesses. For the vast majority of college students, it may be more pragmatic and effective to put the concept of self-employment education into their study and life, to enhance their self-employment awareness and skills.