With the rapid increase in the number of college graduates in recent years, more and more college students have achieved employment through entrepreneurship, which has become an effective situation to alleviate employment difficulties. However, according to the investigation and analysis, college students' self-employment still faces some bottlenecks, which urgently requires the joint efforts of government departments, universities and society to create a social and educational environment for college students' entrepreneurship and promote their entrepreneurial development.

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

The entrepreneurial tide of college students originated at the end of last century and has experienced two peaks so far. The first peak appeared before 2000. 1In May, 1998, the Tsinghua University Students' Federation "Student Science and Technology Entrepreneurs Association" initiated and held the first Tsinghua University Entrepreneurship Plan Competition, and hundreds of entrepreneurial teams participated, thus starting the China University Student Entrepreneurship Competition. With the rapid rise of business plan competition in colleges and universities all over the country, it has attracted the interest of a large number of students and venture capitalists, and set off a wave of students' entrepreneurship. However, after the second half of 2000, with the bursting of the network economy bubble, students' entrepreneurship experienced an ice age.

Since 2003, 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 businesses and obtain flexible employment have been continuously introduced; At the same time, colleges and universities carry out entrepreneurship education to stimulate students' entrepreneurial awareness and improve their entrepreneurial skills. In such an external environment, college students have a strong interest in self-employment, and many college students have resolutely embarked on the road of entrepreneurship from practical actions. The survey of college students' entrepreneurship in Xiamen University shows that about 86% of them choose to try to start a business. The Survey Report on the Employment Situation and Mentality of College Students in 2005 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 in the stage of dare to think and dare not do it. According to the statistics of the Ministry of Education, there were 8,700 college graduates who started their own businesses in 2004, accounting for 0.3 1% of the total number of graduates. In 2005, the number of college graduates who started their own businesses increased to 1.35 million, accounting for 0.4% of the total number of graduates. In the new upsurge of college students' entrepreneurship, although most students are willing to try or recognize self-employment, the number of college graduates who choose to start their own businesses has increased rapidly, but there are still a few college students who really embark on entrepreneurial practice.

First, universities lack entrepreneurship education in personnel training, and college students lack innovative spirit and entrepreneurial ability. At present, university education pays more attention to theory than practice; 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 the "credit system" is generally implemented. Students can get a diploma as long as they meet enough credits, and their school time can be unlimited, so students have strong innovation ability, independent personality and strong sense of competition. However, the teaching in China is closed in management and an incomplete "credit system" is implemented. Most students can't study in advance or delay, 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 go out of campus to start businesses. American college students are generally engaged in high-intelligence and high-tech entrepreneurship, 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 operating bookstores.

Second, in terms of investment methods, college students have no solid material foundation and limited funds. They only invest in intangible assets such as patents, professional technology or high-tech achievements, and most entrepreneurs are transformed from technicians to managers and operators. The United States is the most developed country in venture capital in the world, with 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, and the secondary market is still brewing, so it is quite difficult to raise funds. Due to the lack of funds and time, many excellent business plans are difficult to implement.

In order to solve the problem of insufficient funds for college students' entrepreneurship, many local governments have issued relevant policies to provide financing support for college students' entrepreneurship. For example, in April 2005, the Shanghai Municipal Government launched the Shanghai University Students' Science and Technology Venture Fund with a capital scale of1.500 million yuan. The fund is mainly used to support college graduates to establish innovative technology 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 venture capital management committee and the project evaluation expert committee are composed to accept the application for student entrepreneurship funding. The amount of funding for each project is less than 300,000 yuan.

Third, 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, who 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 experiences to learn from, so there are countless problems about how to open it and what to say; Second, even if this course is opened, there is not much time. However, the distribution of awards and fees for many college teachers is linked to the number of hours, which involves the vital 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, colleges and universities in our province urgently need to train a group of high-quality teachers who can undertake the task of entrepreneurship teaching as soon as possible.

Three, four-pronged approach, build a social environment and educational environment conducive to college students' entrepreneurship.

First of all, government departments should give college students a green light to start their own businesses. In recent years, the state has issued a series of policies on college students' self-employment. However, the policy belongs to the policy, but the implementation is not satisfactory. The better practices are as follows: in the cities of Zhejiang Province, represented by Wenzhou, the Youth League Committee has established a number of independent entrepreneurial parks for college students with high-tech content, high income and high return; 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, 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' pioneer parks with "entrepreneurship guidance centers" for laid-off workers, but there are no real college students' pioneer parks. College students' self-employment should be incorporated into the social entrepreneurship system as soon as possible, and provincial and municipal youth league committees should take the lead in establishing college students' self-employment parks like Zhejiang Province, so that college students can enjoy "national treatment" in their entrepreneurship. At the same time, it is necessary to formulate a series of preferential policies to ensure college students to start their own businesses. For example, through loan guarantee and financial support, guide college students with entrepreneurial desire and entrepreneurial ability to start a business 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 cities where universities are located, should negotiate with universities to solve such problems.

Second, it is necessary to strengthen the training, education and support of self-employment and build a perfect self-employment education system. Governments at all levels, especially the education administrative departments, should incorporate college students' self-employment education into the reform and evaluation system of colleges and universities, increase 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' entrepreneurship. Colleges and universities should incorporate self-employment education into their teaching plans. Only when it is brought into the teaching system can entrepreneurship education be standardized and systematic. It is a common practice for many universities in the world to let entrepreneurship education enter the classroom. At present, more than 600 famous universities in the world offer at least one course of entrepreneurship education. Entrepreneurship education in the United States has formed a complete system, covering formal education from junior high school, high school, undergraduate and even graduate students. Up to now, about 1 100 colleges and universities offer entrepreneurship courses.

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

Constructing a new practical education system and cultivating 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 about entrepreneurship, because it involves the adjustment of teaching plan and teaching hours. However, by strengthening the training of students' experiments, internships, labor and social practice, combining with teachers' scientific research, the graduation thesis and graduation design tasks are issued in advance, and 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, stimulate their entrepreneurial impulse, clarify their entrepreneurial ideas and take entrepreneurial steps.

Fourth, strengthen entrepreneurship awareness education and build a three-dimensional, whole-process "employment and entrepreneurship guidance system". Completely change the outdated employment concept, improve the awareness of self-employment, 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, we should strengthen guidance to prevent blind entrepreneurship. Encouraging college students to start businesses is not blindly encouraging them to run companies, become bosses, or even drop out of school to start businesses. For the vast majority of college students, it may be more practical and effective to integrate the concept of self-employment education into their study and life and enhance their self-employment awareness and skills.