How to encourage students to start a business

Entrepreneurship is an act that requires the entrepreneur and his entrepreneurial partners to organize business management, use services, technology, and utensils to think, reason, and judge. The following is how I have carefully compiled how to encourage students to start their own businesses. I hope it will be helpful to you!

Follow the rules of engineering entrepreneurship and encourage students to innovate and invent.

At present, many Since the majors studied by engineering college students are directly linked to all walks of life in the national economy, they will inevitably directly or indirectly participate in innovation and entrepreneurship activities in the future. Therefore, having an awareness of innovation and entrepreneurship and mastering innovation and entrepreneurship skills have become inevitable requirements for engineering college students in the new era. According to Max’s survey, judging from the distribution ratio of the number of self-employed people in various majors, the largest number of self-employed people are engineering college graduates. Therefore, the School of Mechanical, Electrical and Automotive encourages students to start from their own interests and carry out innovation and entrepreneurship work based on their own majors from the beginning of freshmen admission, and start with small inventions and creations, from which they can find the motivation to study professional courses and the interest in starting a business.

Respecting students' original creativity and not killing any buds

Respecting students' original creativity and not squeezing any buds is another humanistic feature of the School of Mechanical, Electrical and Automotive. Some students will come up with innovative ideas at any time in their daily lives or in the process of taking professional courses. Dean Ming, director of admissions and employment at the college, said that many of students’ ideas may be derived from careful consideration or may just be a flash of inspiration. "But as long as students come up with new ideas, even if they seem childish and ridiculous, the college will protect and support their inspiration to the greatest extent and not stifle the growth of any bud," said Dean Ming.

In addition, Dean Ming also cited examples of the college respecting students’ “ideas” and achieving excellent results. "The "Deep Well Rescue Manipulator" project of classmates Ma Pengcheng and Li Lexin was an innovative idea that came about after seeing news reports of mining disasters. It finally won the second prize in the Shandong University Student Mechanical and Electrical Product Innovation Competition. Lexingju Machinery Co., Ltd. is also a student After paying attention to the news about heavy rainstorms in Beijing, I came up with the idea of ??producing automobile safety hammers. Finally, the college combined its own resources and used the existing machine tools of the CNC Department to encourage students to complete an entrepreneurial project of CNC processing automobile safety hammers." he said.

Provide "student customization" services and open the green light to hard and soft environments.

Pay attention to the personality development of students and realize the personalized training plan. Only in this way can innovative talents be cultivated. In the process of starting a business, students often encounter limitations of capital, technology, space and other software and hardware environments. For this situation, the college provides them with all the conveniences it can provide, and professional teachers provide professional guidance. Teachers and students work together Scenes of consulting materials and discussing problems in the library often occur in the School of Mechanical, Electrical and Automotive. In terms of hardware environment, the college also does its best to provide students with entrepreneurial conditions. Take Dong Dapeng’s team as an example. At first, Dong Dapeng proposed to the college to set up a separate dormitory as an entrepreneurial studio. The college did not hesitate to use 36012 The dormitory serves as the team's creative studio, providing it with available voltage, professional circuits and other hardware conditions while ensuring safety. Now, classmate Dong Dapeng’s DIY robot has been exported to Singapore, and he is currently developing a modern wheeled three-dimensional greenhouse model to compete in the National Innovation Design Competition.

In addition, in terms of software conditions, the college also tries its best to meet the time and energy for entrepreneurship. According to school regulations, evening self-study time must be in the self-study classroom, but for entrepreneurial students, the overall continuity of time It is very important. Therefore, the college asks entrepreneurial students to take leave from late self-study to give them more overall time. These software and hardware care give students a fuller entrepreneurial enthusiasm.

Use competition as training to broaden horizons

It is understood that the traditional engineering industry is relatively mature, and the industry technology accumulation and accumulation are also relatively strong. With the professional knowledge and skills currently mastered by students, The resources are not enough to support the creation of a very mature enterprise. Therefore, the School of Mechanical, Electrical and Automotive starts from reality and uses competitions as training. It often provides various supports to various entrepreneurial teams and participates in provincial and national engineering innovation design competitions. In the competition Broaden your horizons, find inspiration, and accumulate more materials for the next step of innovation and entrepreneurship. For example, in 2013, the college's "Xindi Air Purifier" entrepreneurial project won the third prize of the Ministry of Education's Huatu College Student Entrepreneurship Fund Project, and received 100,000 yuan in entrepreneurial capital support. This is the only project in Shandong Province that has been funded, and it is also the only higher vocational school in the country that has received funding. Funded college student entrepreneurship projects; in 2011, the college’s Red Apple entrepreneurial team won the first prize in the National Business School Marketing Competition. In 2012, the team won the first prize in Shandong Province’s “Challenge Cup” Entrepreneurship Competition.

In addition, the college also relies on the school-enterprise cooperation platform. The student entrepreneurship team follows the teachers to participate in enterprise exchange visits and on-site inspections of the successful experiences of mature enterprises, laying a solid foundation for the next step of entrepreneurship. What is relatively rare among universities is that student entrepreneurial teams and teachers enjoy the same treatment when visiting companies. On another level, it also reflects the student-oriented "private customization" concept of the School of Mechanical, Electrical and Automotive.

Successful entrepreneurs need to go through "turbulence"

The responsibility of universities is to bring together entrepreneurial spirit, entrepreneurial thinking and entrepreneurial abilities to provide students with a foundation for entrepreneurial work. In Wang Hua's eyes, real entrepreneurship is the kind of business that has gone through ups and downs for many years and only with the background of experience and opportunities can one achieve success in the wave of real entrepreneurship.

In the context of the national innovation-driven development strategy, universities have the responsibility and obligation to shoulder the heavy responsibility of cultivating innovative talents. But Wang Hua believes that innovation and entrepreneurship education is not only the responsibility of universities, but also the responsibility of the whole society. It requires the concerted efforts of the whole society to complete this task.

Wang Hua believes that universities, as the engine and think tank of society, are not doing a good enough job in leading social development. Wang Hua analyzed that the reason why it is not good enough is related to the management system and long-term operation model of universities. In particular, under the exaggeration of China's "one-child" policy for many years, the consistent thinking of parents and society has cultivated that only by joining the "government or state-owned enterprises" can one truly "become a dragon or a phoenix". As for the innovation and entrepreneurship education that is currently called and encouraged by the country, most parents do not support it in their aging thinking.

University departments should reach a "tacit understanding" to help students start their own businesses

University innovation and entrepreneurship education should be realistic and select appropriate training methods according to the university's own development positioning. However, innovation and entrepreneurship education has fragmented characteristics, coupled with the "lack of tacit understanding" between various departments in colleges and universities, which will hinder the development of students' innovation and entrepreneurship education and is not conducive to the cultivation of student innovation.

Wang Hua suggested that when colleges and universities explore the integrated education system, they should establish a "summary" system of the school. Only by truly establishing the entire system can we transform it into a system that is truly beneficial to students' innovation and entrepreneurship education and talent training. A platform that not only puts the work into practice, but also allows students to benefit from it. In terms of curriculum system, schools should actively integrate professional courses and general courses, actively initiate social practice inside and outside the classroom, and provide systematic education to all students with talent training characteristics.

To sum up, a principal in Guangdong said that using Jack Ma’s example to encourage students to start their own businesses was inappropriate and would lead to an inferiority complex. School departments should reach a “tacit understanding” to jointly help students start their own businesses.

How to encourage college students to start their own businesses abroad

1. South Korea’s “strict entry and easy exit” policy ensures success rate

Before the Asian financial crisis in 1997, Korean college students were not willing to accept With the idea of ??"self-employment", what many college students desire most after graduation is to enter a large company that looks good.

However, it took the Korean government three years to let the four words "innovation and entrepreneurship" penetrate into the hearts of Korean college students. In 2000, a survey by South Korea's JobKorea job search website showed that college graduates preparing to engage in venture entrepreneurship accounted for 52.4% of the total number of graduates; 71% of Korean youths hoped to start their own business, a number that ranked first in the world that year.

College students are so confident in entrepreneurship, which is related to the high success rate of Korean college students in entrepreneurship. From 1998 to 2001, South Korea's entrepreneurship grew rapidly at a rate of doubling every year. They not only penetrated into cutting-edge fields such as IT, but were also active in various fields such as traditional manufacturing and agriculture.

In the 1997 Asian financial crisis, Korean college students faced employment difficulties. The Korean government recognizes that in order to solve the employment problem of college students, it needs to encourage college students to start their own businesses. However, South Korea has long had the disadvantage of being monopolized by large companies: South Korean business managers and financiers are pursuing economies of scale, pursuing huge investments, and pursuing becoming a super-large enterprise group. From the early 1960s to the 1980s, the Korean economy Take-off is mainly symbolized by the rapid development of large enterprise groups. However, this excessive pursuit of "efficiencies of scale" has resulted in the over-strengthening of the market position of large enterprises. Therefore, it is difficult for new and relatively weak enterprises to enter the market controlled by oligarchs, and it is even more difficult for college student start-ups to enter the market. Korean college students have extremely low entrepreneurial enthusiasm.

In order to change college students’ employment concepts and stimulate their entrepreneurial enthusiasm, the Korean government has taken many measures to protect and encourage college students to start their own businesses. Among various incentive measures, the most direct effect is the establishment of a university-centered "Entrepreneurship Support Center", where a "strict entry and easy exit" policy is implemented.

Almost every university in South Korea has an “Entrepreneurship Support Center.” The Korean government and schools must strictly screen applications from college students to enter the entrepreneurship center. College students seeking to start a business need to provide a detailed business plan, and then based on the direction of the business, an evaluation team composed of university professors and a professional venture capital committee will make an evaluation decision.

If Korean college students can pass the screening and successfully enter the Entrepreneurship Support Center, the next journey will be much smoother. At the Entrepreneurship Support Center, college students can receive “one-stop” services. The talents, business premises and funds urgently needed for college students to start their own businesses can be easily found here. The center provides offices with low or even free rent, as well as desks and chairs, computers, Internet lines and other conditions. The center helps college students contact professors in various majors, assists in feasibility investigations and analyses, provides legal, tax, negotiation and other consulting services to inexperienced college students, and also helps college students raise funds. For the sake of development strategy, in order to turn the excellent entrepreneurial ideas and projects of college students into real business-operated companies, the Korean government provides the same financial and policy support as commercial enterprises. Even college student entrepreneurial enterprises have higher loans than commercial enterprises. Want discounts. At the same time, the Korean government also actively encourages various capitals to invest in high-tech new enterprises. When individuals invest in innovative projects, the government will provide a 30% rebate.

2. Swedish entrepreneurship education covers a lifetime

It is a veritable country of innovation. Based on the same population base, Sweden is one of the countries with the largest number of patents and patent applications in the world. Famous brands such as IKEA, Electrolux, Volvo, and Ericsson all come from Sweden.

This innovative country has a complete entrepreneurship education system - currently, Swedish entrepreneurship education has been included in the national education system, covering everything from junior high school, high school, undergraduate to graduate school. of formal education.

Currently, primary and secondary schools in Sweden have developed a large number of entrepreneurship education courses and games to make students interested in important concepts such as innovation, competition, cost and profit from an early age. Swedish universities not only undertake the task of providing entrepreneurship education to their students, but also launch a large number of social entrepreneurship training programs. This all-participation entrepreneurship education system has made entrepreneurship a value concept respected by society, and has also cultivated a large number of entrepreneurial reserves for the entire society.

For children and teenagers of different ages, Sweden has also designed a number of activities to stimulate creativity, such as "Light of Genius", "Little Entrepreneurs", "Young Entrepreneurs", "Greenhouse", and "72-Hour Innovation Competition" "wait.

Swedish entrepreneurship education attaches great importance to its practicality. The entrepreneurship education system not only includes the widespread establishment of entrepreneurship courses and the establishment of undergraduate and graduate entrepreneurship management majors, but also the establishment of university entrepreneurship centers, entrepreneurship education research associations, etc., and the establishment of extensive external contact networks with society through entrepreneurship centers, such as various Various incubators and technology parks, venture capital institutions, entrepreneurship training and qualification assessment institutions, entrepreneur alumni associations, etc. have formed an entrepreneurship education ecosystem with benign and interactive development of universities, communities, and enterprises, effectively developing and integrating all aspects of society. Entrepreneurship resources.

In the teaching process, the school often invites some successful entrepreneurs into the classroom to share their entrepreneurial experiences and lessons with the students, and to analyze some problems that arise in the entrepreneurial process. Many entrepreneurial courses The teaching professors are or have been entrepreneurs themselves. Through a large number of case analyses, role plays and classroom discussions, students continue to face different entrepreneurial challenges, and teachers design and control the teaching process from the perspective of guides and inspirers. In addition, the school actively organizes students to participate in various entrepreneurial competitions at the school level, regional level, national level and international level, and further cultivates students' entrepreneurial skills through the formation of business ideas and the writing of business plans.

The development of entrepreneurship education in Sweden has received financial support from some social institutions. These institutions provide funding to sponsor entrepreneurship education competitions, reward outstanding students who receive entrepreneurship education, develop entrepreneurship education courses, and so on. Secondly, many Swedish universities also have entrepreneurship education funds. The sources of funds are generally donations from enterprises or alumni, and the transformation of student entrepreneurial achievements. These funds strongly support the development of entrepreneurship education.

3. The British tax cut policy encourages entrepreneurial investment

Funding is a bottleneck that restricts college students from entrepreneurship, especially those that start technology-based companies, which face a high risk of failure and require more funds. situation. In order to encourage equity investment in technology-based enterprises founded by college students, from 1990 to 2000, the United Kingdom adopted various tax incentive policies to broaden the scope of private equity market investment. In the late 1990s, UK private equity investment tripled in value, reaching over ￡6 billion in 2000.

Among the regulations, there are three main regulations involving tax incentives for venture capital investments: the Corporate Investment Regulations (EIS), the Venture Capital Trust Regulations (VCT) and the Corporate Venture Capital Regulations. Take the "Corporate Venture Capital Investment Regulations" implemented in 2000 as an example, which stipulates that companies that enter the field of venture capital through equity investment can obtain tax benefits: If you invest in an unlisted small high-risk enterprise and hold the shares for 3 years Above, the available corporate tax credit is 20% of the investment; corporate tax is deferred. If you reinvest, you can get corporate tax deferral; loss compensation. When dealing with equity investments, if a capital loss occurs, the investing company can be compensated for the loss.

At present, the level of private equity financing in the UK is very high. Its private equity venture capital market is currently the largest and most developed market in Europe. It provides about 38% of venture capital funds every year to provide college students with the opportunity to start technology companies. Continuous flow of funds.

4. French college students can receive subsidies for entrepreneurship

In early 2006, the French government implemented a new policy that stipulated that all entrepreneurship applicants whose personal income was less than the minimum wage before starting a business could receive subsidies. Unemployment Entrepreneurship Subsidy, so many college students can apply for this subsidy. In 2006, 74,000 entrepreneurs benefited from this policy.

Starting from January 1, 2007, the procedure for applying for unemployment and entrepreneurship subsidies in France has been greatly simplified. Previously, if entrepreneurs wanted to obtain this subsidy, they had to apply in advance, but now they can apply within three months of starting their business. The subsidy application form has also been changed from the original 12 pages to only 1 page, so entrepreneurs no longer need to elaborate on their profit plans.

Starting from April 2007, entrepreneurs no longer need to go to relevant departments in person to go through cumbersome administrative procedures. Instead, they can fill in all necessary forms on the Internet, and business registration fees can also be paid by credit card.

Incentive policies have had a positive impact. According to a report by the French National Institute of Statistics and Economics, 87% of all new start-ups can maintain business activities for more than 3 years.

5. “Selling” Ideas in the United States

The “Entrepreneurship Plan” competition for American college students is a successful model. Entrepreneurship plan, also known as "business plan", allows participating college students to write an entrepreneurial feasibility report on a new product or service with market prospects, and celebrities from academia and business circles serve as judges to select the winner. With active participation from the business community, some winning feasibility reports eventually receive venture capital funding. Entrepreneurship plans have a long history in American universities. Since the first business plan competition held by the University of Texas at Austin in 1983, more than 20 universities in the United States, including world-class universities such as MIT and Stanford University, have held this competition every year. A competition.

Companies such as Yahoo, Excite, and Netscape were born in the entrepreneurial atmosphere of Stanford campus. The "$50,000 Business Plan Competition" of the Massachusetts Institute of Technology in the United States has a history of 19 years and has a huge impact. According to statistics, 46 of the 50 best-performing high-tech companies in the United States came from the MIT Entrepreneurship Plan Competition. From 1990 to now, five or six new companies have been born every year, and a considerable number of "projects" have been purchased by nearby high-tech companies for millions of dollars. Some of these companies directly incubated by the "Entrepreneurship Plan" have grown into large companies with annual sales of billions of dollars in just a few years. Groups of entrepreneurs have been trained and grown in the competition. Venture capitalists flock to college campuses to find future technology leaders. Most of the students who win the competition will become leaders of American high-tech companies in the future.

American education experts believe that this university is using its "prestigious school effect" to create entrepreneurial opportunities for young students. First of all, the universities that organize entrepreneurship programs are all well-known universities in the United States. They have many alumni who have achieved success in society. Every year when the school holds an entrepreneurship program, it invites previous alumni to support them and let them provide entrepreneurial advice to their junior students. Help; the popularity of famous universities can attract a large number of investors to participate in activities. These universities are fully aware of this. They vigorously promote their entrepreneurial plan activities and actively provide funds to outstanding fund investors, venture capitalists, law firms, Accounting firms and consulting firms sent out invitations, believing that the more people paying attention, the more opportunities they would have for college students.

The biggest concern for college students when starting a business is the risk issue. What if the money invested ends up losing everything. In terms of how to help college students avoid risks and increase their enthusiasm for entrepreneurs, the occupational insurance in the United States provides a feasible model for reference.

The national policy of encouraging college students to start their own businesses

The official implementation of the "Sole Proprietorship Law of the People's Republic of China" has standardized the behavior of sole proprietorships, stimulated social employment, and at the same time It is also conducive to college students starting their own businesses. These policies issued by the state have created a good external environment for college students to start their own businesses.

In recent years, in order to support college students’ entrepreneurship, the state and governments at all levels have introduced many preferential policies, covering many aspects such as financing, business opening, taxation, entrepreneurship training, and entrepreneurship guidance. For college students who plan to start a business, only by understanding these policies can they take the first step in starting a business.

(1) University graduates who start their own business within two years after graduation and apply for a business license at the industrial and commercial department where the entrepreneurial entity is located, with a registered capital (capital) of less than 500,000 yuan, are allowed to be paid in installments. The first installment The funds in place shall not be less than 10% of the registered capital (the amount of capital contribution shall not be less than 30,000 yuan). The paid-in registered capital will be increased to more than 50% within one year, and the balance can be paid in installments within 3 years.

(2) New enterprises or business units established by college graduates in the consulting, information, and technical service industries will be exempted from corporate income tax for two years upon approval by the tax department; newly established enterprises engaged in transportation, postal and telecommunications Enterprises or business units, with the approval of the tax department, are exempted from corporate income tax in the first year and halved in the second year; newly established enterprises engaged in public utilities, commerce, material industry, foreign trade, tourism, logistics, warehousing Enterprises or operating units in the industry, resident service industry, catering industry, education and culture industry, and health industry are exempted from corporate income tax for one year with the approval of the tax department.

(3) State-owned commercial banks, joint-stock banks, urban commercial banks and qualified urban credit cooperatives in various countries should provide small loans for self-employed graduates, simplify procedures, and provide account opening and settlement convenience. The loan amount is about 20,000 yuan. The maximum loan period is two years. If it is determined to be extended upon expiration, you can apply for an extension. The loan interest is determined according to the loan interest rate announced by the People's Bank of China. The maximum guarantee limit is 5 times the guarantee fund, and the term is the same as the loan term.

(4) Talent intermediary service agencies affiliated to the government’s personnel administration department will keep personnel files (including handling relevant procedures such as social security, professional titles, files, wages, etc.) free of charge for self-employed graduates for 2 years; provide free talent search , labor supply and demand information, free recruitment advertisements and other services; appropriate exemptions and exemptions for participation in talent fairs or talent labor exchange activities; preferential provision of one-time training and evaluation services for employees who start companies. The above preferential policies are formulated by the state for all college students who start their own businesses. In order to support local college students to start their own businesses, local governments have also issued relevant policies and regulations, which are more detailed and closer to reality. Understanding these preferential policies will help college students feel the support of the state and government and strengthen their determination to start a business. ;