Paper Keywords: college students; Talent type; Entrepreneurial model
College students' entrepreneurship has become one of the focuses of current society. Many studies have deeply analyzed the entrepreneurial dilemma faced by college students, such as financing difficulties, lack of entrepreneurial experience and relative lack of social resources. At the same time, it also puts forward many constructive strategies, such as suggesting that colleges and universities offer entrepreneurship education courses and advocating the government to introduce relevant policies to support college students' entrepreneurship. However, it is undeniable that the ability types of contemporary college students are different. We can't hope to train them into all-round talents, but try to explore our own entrepreneurial model according to different types of talents, which will have greater practical significance.
First, the types of talents of contemporary college students
By organically combining professional ability, method ability and social ability, we divide the types of talents into T-type, O-type, H-type and A-type.
1.t talents
College students with both professional and methodological abilities are T-type talents. On the one hand, they have solid professional knowledge and skills, on the other hand, they have strong learning ability, can constantly absorb new knowledge and broaden their horizons, and have unique opinions in many aspects. Because most of these students will have great inventions, it is their advantage to turn them into patents as the basis of entrepreneurial projects. At the same time, as entrepreneurs, college students should integrate innovative ideas into the development of new products. Only in this way can enterprises have comparative advantages at the beginning of their business and survive. College students with T-type talents also have their own disadvantages in entrepreneurial practice. They lack enough social skills, which leads to many problems such as poor management and poor communication between teams.
2.o type talents
College students with both methodological and social skills are O-type talents. Although this type of college students do not have comparative advantages in professional skills, it is precisely because their method ability and social skills are not directly related to specialized professional skills and knowledge. When the market changes or the development trend of the industry changes, and enterprises need to relocate or even switch to other industries, this ability of entrepreneurs still exists. We can choose the direction and mode of entrepreneurship more flexibly according to the market dynamics, which shows that this is a cross-disciplinary entrepreneurial ability. In the process of starting a business, although T-type talents don't know their own business model and innovative ideas in a short time, O-type talents can set foot in a wide range of fields, which can not only solve the problems in starting a business, but also communicate with people through consultation, so as long as they persevere, they can gradually explore their own business development model.
3. h-type talents
College students whose professional ability and social ability are integrated are H-type talents. Because talents with professional and social abilities (H-type talents) need to consume more resources in training, most of these talents are gradually transformed by professionals. Once successfully transformed, they will become the elite of the whole society. In the process of starting a business, because social skills belong to the ability to get along with others, any problems involving people will be related to social skills, so such talents have both professional quality and coordination and communication skills, and are management talents. They are suitable to be CEO or senior managers in the early stage, and once the conditions are ripe, they can set up their own enterprises to operate. For college students, it is difficult for school education to really cultivate H-type talents, so the entrepreneurial ability of combining professional ability with social ability needs a long-term accumulation process.
4. Type A talents
All kinds of contemporary educational theories pursue the integration of the three abilities, and believe that the result of the integration of the three determines the individual's comprehensive ability in the dynamically changing career and entrepreneurial career. [3] This has its reasonable side, because in reality, most individuals have more or less three abilities and corresponding development potential, so it is possible to cultivate talents with professional ability, methodological ability and social ability (type A talents). But in fact, the cultivation of comprehensive talents is extremely difficult to achieve, and its requirements are more stringent. Even the elite groups in the society are only the extension and expansion of the three types of talents, T, O and H, and have not really realized the all-round and all-round development of the three abilities. First of all, although the three abilities complement each other, there seem to be contradictions and conflicts in the process of talent training. The purposeful systematic training of A-type talents is not a simple addition of the three abilities, but a real integration of the three into a system. It is especially emphasized that in the social system of survival and development, the theoretical knowledge obtained by the subject system and the practical experience obtained by the action system must be integrated by means of thinking mode. However, the cultivation of professional ability and social ability have different ways of thinking, and some even conflict with each other. At the same time, because professional ability and social ability have a fixed role in method ability, it is more difficult to unify the three with one way of thinking. Secondly, the integration of the three capabilities is a costly process. As far as the individual is concerned, if a single ability or two comprehensive abilities can realize the individual's self-worth and self-satisfaction, then to a great extent, he will not pursue the integration of the three abilities; As far as society is concerned, all walks of life have different requirements for the types and specifications of talents. As long as they meet their standards, society will not further increase the requirements and investment for talent training. Finally, if the development of college students' employment and entrepreneurial ability can really achieve all-round development, although the significance of education is realized in the quality of population, it will fall into the quagmire of "talent saturation" in the market economy society dominated by competition, which is obviously a paradox. Therefore, the entrepreneurial model of college students we are discussing at this stage is mainly aimed at T-type, O-type and H-type talents, and A-type talents are not within the scope of this study.
Second, the entrepreneurial development model of different talent types
1. Economic consultation, scientific research and development mode
This model is very suitable for college students with T-type talents to start their own businesses. The so-called "economic consultation scientific research and development" means that the state directly invests in ordinary universities for research and development after formulating scientific research projects that can develop small and medium-sized enterprises through consultation with ordinary universities. R&D achievements are not owned by ordinary universities or enterprises, but by the state and government to ensure that they can be applied and promoted to every vocational school. Talents with new technologies and theories trained by vocational education will indirectly enhance the market competitiveness of small and medium-sized enterprises. Therefore, at present, we should take the country as the guidance (investment and supervision), take small and medium-sized enterprises and ordinary universities as the main body, and actively embark on a road of "economic consultation and scientific research and development". This model is mainly put forward to improve the employment of college students, but through further extension, it can also be used as an effective way for college students to start their own businesses.
On the basis of the mode of "scientific research and development through economic negotiation", the right to use and manage some research results is given to college students or their teams (students who participate in R&D projects at school can apply only by submitting market analysis reports and enterprise operation feasibility analysis reports. ), while the government and the state reserve the ownership of patents, prevent students from directly transferring patents or individual enterprises from monopolizing patented technologies, and ensure that college students can start their own businesses effectively. If the enterprise is profitable, it can purchase the ownership of patents from the government within a certain period of time, so as to further implement research and development; If the business operation is not smooth, after a certain period of time, the government can intervene as appropriate (capital injection, introduction of operators or researchers, replacement of patent operators).
Through this model, T-talent college students can take the project patent as an opportunity, give full play to the advantages of combining professional ability and method ability, and solve the problems of product and technological innovation faced by students in the process of starting a business.
2. Zero startup mode
This model is suitable for O-type talent college students to start their own businesses. Because these college students don't have outstanding professional skills, there are no clear entrepreneurial projects and mature operating models at the beginning of their business, but because of this, they are not limited to their own single field in the process of starting a business, and can gradually explore their own entrepreneurial road by virtue of their excellent methodology and social skills. All they need is initial venture capital and optional venture projects. Under the "zero starting point" mode, some local governments have issued relevant policies (registered unemployed college graduates who start their own businesses in local public employment service agencies, and can apply for a small secured loan of not more than 50,000 yuan if their self-raised funds are insufficient) and some constructive ways of school-enterprise cooperation (enterprises provide funds and products, universities provide manpower and equipment, and enterprises establish long-term cooperative partnerships with universities). This cooperation mode solves the problems of college students' lack of practical experience and venture capital shortage. Students don't have to find their own projects, but can make plans through products provided by enterprises.
3. Employment before entrepreneurship mode
This model is suitable for H-type talent college students to start their own businesses. College students tend to choose the well-developed enterprises in their interested industries first, exercise themselves in practical work, get familiar with the whole operation process of enterprises, accumulate experience and knowledge, and make full preparations for the next venture, and then start a business when conditions are ripe. With the preparation in the early stage, the probability of success in starting a business will be greater. [5] With excellent professional and social skills, he became an excellent business leader at the beginning of his business. More importantly, in the process of "employment before starting a business", college students can establish their own interpersonal network and strengthen their social support system, thus solving the problem of lack of social resources in the process of starting a business.