During the period of economic transformation, entrepreneurs appeared in groups. On the one hand, society needs new entrepreneurs to bring new economic growth points, on the other hand, society itself also produces many entrepreneurial opportunities. In this case, many colleges and universities have added entrepreneurship content to their courses. However, due to the late start of entrepreneurship research in China, educators don't know enough about the current entrepreneurial quality and ability of college students, which leads to poor education pertinence. Based on a questionnaire survey of college students in five universities in Guangdong Province, this paper describes the investigation report of college students' entrepreneurial ability. The survey shows that although college students have strong entrepreneurial will, their understanding of entrepreneurship is still biased, their actual entrepreneurial kinetic energy is not high, and their entrepreneurial core abilities such as entrepreneurial spirit, innovative consciousness, resource acquisition ability, enterprise operation and market knowledge are not strong. This paper puts forward that entrepreneurship education should focus on enhancing pertinence.

Keywords: survey report on college students' entrepreneurial ability

Under the background of economic transformation, new entrepreneurs with high academic qualifications appear constantly, which has a certain demonstration effect on contemporary college students; With the increasing employment pressure of college students caused by enrollment expansion and the continuous development of university entrepreneurship education, the entrepreneurial enthusiasm of college students has reached a new height, and many college graduates or students who are about to graduate are trying to start their own entrepreneurial careers. However, several years' practice shows that the level of college students' entrepreneurship is not satisfactory and the success rate of entrepreneurship is low.

The success of starting a business depends on the entrepreneurial ability of entrepreneurs. In the same environment, the stronger the entrepreneurial ability, the more likely it is to seize the opportunity to start a business successfully. The so-called entrepreneurial ability refers to the ability of people to find and seize business opportunities, combine various resources and create greater value under certain conditions, that is, the ability of potential entrepreneurs to successfully turn their entrepreneurial ideas into reality. The entrepreneurial ability of college students determines the overall level and success rate of entrepreneurship. Although entrepreneurial ability is difficult to quantify, it can be decomposed and compared. This topic attempts to analyze the decomposition of entrepreneurial ability of college students at the forefront of economic development, taking college students in Guangdong Province as a typical example. The university stage is an important period for quality training and ability training. At present, China's entrepreneurship education has achieved certain results in cultivating entrepreneurship, but it needs to be targeted in entrepreneurship training.

I. Related research

Researchers at home and abroad have made many valuable research achievements in entrepreneurial experience and entrepreneurial quality through studying a large number of emerging enterprises and entrepreneurs. This topic involves at least the following aspects.

1, entrepreneurial motivation

Some researchers clearly pointed out: "Most new enterprises are founded out of personal motivation to seek independent entrepreneurship, not out of entrepreneurial impulse to develop new products, new markets and new technologies". Another study shows that people who enter the self-employed industry or start their own businesses are often people with poor performance and low income in paid jobs.

2. Entrepreneurial elements

Successful entrepreneurial factors include not only external environmental factors and resource factors, but also the internal qualities of entrepreneurs, such as ideas and transcendental experience, capital constraints, autonomy, innovation, adventure, advanced cognition and action, competitive enthusiasm and self-confidence. The decisive factor of successful entrepreneurship is the opportunity and entrepreneurial quality of entrepreneurs. According to D. Holtz-Eakin's research, capital is the most important. Young people's own capital is not as important as their parents', but their parents' entrepreneurial experience is more important. In other words, if parents with entrepreneurial experience can provide funds for their children, then the chances of their children starting a business are the highest. According to Amar V.Bhide's analysis, "For most people who want to start a business, the biggest challenge is not to raise funds, but to have the wisdom and motivation to start a business without funds." He further analyzed that there is an "inverted U-shaped function" relationship between experience, family background, education level and the possibility of starting a promising enterprise. Too little human capital or poor family background will reduce the chances of starting a promising business, while the heirs of huge wealth usually don't bother to start a small business. They are interested in starting a business, but they are more willing to try some large-scale opportunities. ④

3. The quality and ability of entrepreneurs

Early researchers summed up some characteristics of entrepreneurs through questionnaires, a large number of interviews and contacts, covering a wide range. Some scholars have even found out the reasons for the failure of entrepreneurship from the failure of entrepreneurship, and these reasons are summed up in more than 30 kinds, covering a wide range. In The Origin and Evolution of New Enterprises, Amar V.Bhide concluded that entrepreneurs need some special qualities to create promising new enterprises. The decisive qualities are: (65,438+0) entrepreneurial tendency influenced by family background, education level and experience; (2) adaptive adjustment ability, such as the ability to open mind, control inner conflicts and find causality; (3) the ability to acquire resources, such as adaptability, self-control, insight and sales skills; Comparatively speaking, the qualities of taking risks, creative activities, ambition and foresight, ambition, leadership, power use and management skills are secondary.

According to the survey of entrepreneurs in China, some scholars in China concluded that a successful enterprise should have the following qualities: (1) Honesty and modesty to win the trust of others; (2) Restraint and patience to obtain good interpersonal relationships; (3) Maintain the enthusiasm and sense of responsibility for overcoming difficulties and infecting others; (4) A positive attitude and creative spirit enable entrepreneurs to give full play to their potential, not to be bound, to create a new situation and so on. In addition, fairness and self-confidence are also important qualities of entrepreneurs.

Second, the analysis of the survey results of college students' entrepreneurial ability

A large number of previous research results show that the ability of entrepreneurs is an important factor to determine the success rate of entrepreneurship. Once the opportunity comes, people with entrepreneurial ability can start and develop enterprises more smoothly. In recent years, the state has strengthened the education and guidance for college students' entrepreneurship, but the research data show that there are many college students with entrepreneurial impulse, but few successful entrepreneurs, and 85% of college students' self-employment ends in failure. College students' entrepreneurial ability is their ability to turn their entrepreneurial ideas into reality. We can decompose it into college students' entrepreneurial tendency, learning ability and innovative spirit, self-management and resource acquisition ability, and ability to understand and grasp the market.

This study draws lessons from the previous research results, and investigates the entrepreneurial will and tendency of college students through observation and questionnaire survey. At the same time, a cognitive and self-evaluation survey was conducted on the ability of entrepreneurs. A total of 500 questionnaires were distributed in five universities in Guangzhou, and 382 valid questionnaires were recovered. At the same time, the author has been engaged in teaching for a long time, paying attention to the cultivation of students' entrepreneurial spirit and ability, and having long-term exchanges and contacts with students of our school's entrepreneurial associations, which has a direct effect on the formation of this view.

(A) the entrepreneurial tendency of college students

Judging from the overall situation of the survey, college students' entrepreneurial enthusiasm is relatively high. In the questionnaire, most people agree with the view that "I would like to start my own business very much if I have the opportunity", and only 9.7% people choose "not quite agree" and "very disagree" against it; Similarly, only 6.8% people opposed the broad entrepreneurial intention of "I am eager to own my own business" and chose "less approval" and "very disapproval".

Successful entrepreneurs, whether they are famous figures in the media or friends and relatives around them, have a guiding role in college students' entrepreneurship. The entrepreneurs who have the greatest influence on college students are Li Ka-shing and Bill Gates, and the proportion of choosing these two is 72.5%.

Good entrepreneurial opportunities and entrepreneurship education in recent years have made many college students have the ideal of starting a business, but whether they really start a business is limited by the external environment and their own conditions.

1, capital and experience

Although college students have a strong entrepreneurial desire, most of them are not in a hurry to realize their entrepreneurial desire due to various conditions. Regarding the plan after graduation, 59.80% people choose "employment first", 16.00% people choose "further study or further study first" and 23. 10% people choose "starting a business first". Obviously, the choice of college students is rational, and they are aware of the entrepreneurial risks brought by their own insufficient conditions. When further asked about "the biggest difficulty for you to start a business", 34% thought it was "insufficient funds", and about 33% thought it was "lack of experience" and "insufficient understanding of the market". (See table 1) College students have a clear understanding of their own conditions, which enables them to choose the future development path more rationally.

Table 1: For you, the biggest difficulty in starting a business is:

For you, the biggest difficulty in starting a business is: always.

Market risk is high, tax burden is heavy, professional and technical knowledge is insufficient, funds are insufficient, market understanding is insufficient, experience is insufficient, social relations are insufficient, innovative talents are insufficient, and entrepreneurial motivation/desire is insufficient.

% 8.30 1.20 5. 10 34.00 9.90 22.90 7.90 4.30 5. 10 1.20 100.00

2, entrepreneurial kinetic energy

The kinetic energy of starting a business depends on the comparison of costs and benefits. The expected benefits of starting a business are: getting high income, gaining high social status and even realizing self-worth; The cost of starting a business: the capital cost needed for starting a business, the extra effort needed, and the opportunity cost of giving up a job that can earn a certain economic income. Compared with reality, ideals often seem far away. Although most people in the survey are "eager to own their own business" and say that "if given the opportunity, they would like to start their own business very much", the recognition degree of "I am willing to lose some economic income in exchange for the opportunity to realize my ideas" is far less than the first two (see Table 2). In addition, the understanding of the purpose of entrepreneurship in the questionnaire also shows that most people will not choose to start a business in the short term. 45.6% students think that the main purpose of starting a business is to realize self-worth, while only 22.3% and 9.7% students understand starting a business as a means to improve the economic situation and avoid employment pressure. For college students who are about to enter the society, they must make a living before they can consider "realizing self-worth". Maslow's hierarchy of needs theory has been very clearly stated.

3, entrepreneurial confidence

College students' entrepreneurial confidence comes from their understanding of risks and their own entrepreneurial ability, and entrepreneurial confidence is the key factor to determine entrepreneurial choice. One question in the survey reflects the confidence of college students, "I can succeed in different environments and roles". As a result, the recognition degree of this statement is 1 1.70% and 25.20% respectively, and 47.40% respectively mean "general", "relative disagreement" and "very disagreement".

The confidence of starting a business is also influenced by college students' understanding of the quality and ability of entrepreneurs. From the specific factors of 1 1 listed in the questionnaire, the leadership ability of entrepreneurs is the main factor for college students to understand the success of entrepreneurship, while 65.4% and 25.2% of them think it is very important and relatively important, and the total number of "very unimportant", "not very important" and "average" is less than 6,500. Although the ability to understand the needs of others and the ability to persuade others euphemistically are very important for the success of most new enterprises, in fact, many entrepreneurs in the early stage of starting a business do not have leadership temperament or leadership ability. In addition to the leadership ability of entrepreneurs, the importance of capital and management experience has been exaggerated, which is one of the reasons why some college students lack confidence in entrepreneurship.

In addition, 42.40% of people have worked part-time, and 57.50% have started businesses with family members or good friends. These factors will affect the entrepreneurial tendency of college students.

(B) related tests and self-assessment of entrepreneurial ability

In order to test the entrepreneurial ability of college students, we designed 20 related questions from the aspects of entrepreneurial will and spirit, learning ability and innovation consciousness, self-management and resource acquisition ability, and understanding of enterprise operation and market knowledge. Through the self-evaluation of the respondents, we compared the above abilities of college students. The question about ability gives five options: strongly agree, relatively agree, general, relatively disagree and strongly disagree. Statisticians scored 5, 4, 3, 2, 1 in turn, and used the weighted average method to calculate the respondents' scores on each question. The closer the average score is to 5, the more outstanding the ability of college students is, or the more confident they are in this respect. Overall, the respondents' simple average score of 20 questions is 3.635. Among them, entrepreneurial willingness and learning willingness are the strongest, with scores of 4.046 and 4.035 respectively, while market knowledge and product promotion ability are the lowest, with scores of 3. 132.

1, entrepreneurial will and entrepreneurial spirit

As analyzed earlier, the difference between ideal and action will always be reflected in many people. Table 2 shows that college students' entrepreneurial spirit is not as strong as their entrepreneurial will. In the process of guiding entrepreneurial associations, the author also found that students are enthusiastic about joining entrepreneurial associations and full of expectations for entrepreneurship, but once they need to create opportunities for independent learning and exercise, few people are willing to make efforts.

Table 2: Distribution and score of recognition degree of entrepreneurial willingness and entrepreneurial spirit related expressions

Entrepreneurial willingness and entrepreneurial spirit are not very recognized, generally not recognized, very recognized.

I am eager to have my own career. 46543.86386868667

If there is an opportunity, I really want to start a business outside. 1.30% 5.50% 2 1.30% 33.30% 38.60% 4.0446.60666668666

I am willing to lose some economic income in exchange for the opportunity to realize my ideas 2.40%, 9.40%, 29.90%, 37.00%, 265,438+0.30%, 3.40080.000000000805

2. Learning ability and innovative consciousness

The survey results show that college students have a strong desire to learn, a strong awareness of knowledge renewal and learning ability, and show a certain premise and foundation in innovation ability. However, learning ability does not necessarily translate into innovation. Learning only because of the sense of crisis and the need of lifelong learning is not necessarily related to innovation. Only research-based learning, with curiosity, with inquiry and with questions, can we achieve innovative results. Besides inheritance and learning, the vitality of innovation lies in the spirit of criticism and doubt, and critical inheritance is the essence of innovation. As can be seen from Table 3, the question (1) reflects the highest score of college students' willingness to learn, while the question (2)(3)(4) reflects their awareness of knowledge renewal, process learning and knowledge transformation ability, followed by the questions (5) to (8) reflecting their weak innovative spirit, critical spirit and innovative ability, and their scores are all lower than the average, which need to be further strengthened and guided.

Table 3: Recognition distribution and scores of expressions related to learning ability and innovation consciousness

Learning ability and innovative consciousness are not very recognized, generally not recognized, very recognized.

(1) I have a strong desire to accept new knowledge and master new skills. 1.30% 3.50% 19.40% 4 1.80% 34.00% 4.035.

(2) I like to get rid of outdated knowledge in time and update my ideas. 1.30% 4.00% 29.40% 38.30% 27.00% 3.8583.868888888886

(3) I learned from my own mistakes and failures patiently, and I gained a lot: 0.80% 4.70% 27.10% 44.20% 23.20% 3.842.

(4) Be good at applying what you have learned flexibly to your work 0.80% 3.20% 43.00% 35.10%17.80% 3.659.

(5) I like to solve the problem in a new way:1.10% 5.00% 42.50% 35.40%16.6000.000000000805

(6) Be good at breaking away from convention and boldly implementing your own ideas, and achieve success of 0.80%1.40% 47.00% 27.60%1.

(7) I often doubt the existing ideas, technologies and schemes, and put forward my own views:1.00%13.10% 45.90% 27.00%12.90% 3.50000.000000000805

I seldom obey the rules, and I like to do things with my imagination. 36638.86868688667

3. Self-management and resource acquisition ability

The so-called self-management ability refers to the comprehensive ability of self-development planning, self-time management, learning ability and relationship handling ability at work. Questions (1) (2) and (3) in Table 4 show that respondents have more confidence in their self-management ability and get higher scores. Questions (4), (5) and (6) show that there is still a big gap in the ability of college students to obtain resources. The existing research shows that the ability of entrepreneurs to obtain resources plays an important role in the process of starting a business and is an indispensable ability for entrepreneurs.

Table 4: Distribution and score of self-management and resource acquisition ability expression.

Self-management and resource acquisition ability are not very recognized, not very recognized, and generally recognized.

(1) I abide by the principle of honesty and trustworthiness. 1.60% 2.70% 10.80% 37.30% 47.60% 4.265.606686666666

(2) In order to do things well, I have the ability to win the help of others 0.80% 3.00% 28.60% 43.40% 24.30% 3.873.

(3) In order to do things well, I can strive for enough time to do them in an appropriate way1.10% 4.90% 31.70% 38.80% 23.60% 3.789.

(4) In order to do things well, I can get enough capital to make the plan go smoothly by 0.80%, 8.90%, 39.00%, 34. 10%, 17.20%, 3.5438+0.

(5) Based on the existing information, I can accurately estimate the future changes of1.80%13.90% 44.60% 28.90%10.80% 3.328.

(6) I can succeed in different environments and roles 3.30%12.50% 47.40% 25.20%1.70% 3.295.

4. Understand enterprise operation and market knowledge.

As can be seen from Table 5, college students lack confidence in business operation knowledge and market knowledge, and get the lowest score in various evaluations. This is the difficulty of entrepreneurship education.

Table 5: Distribution and score of enterprise operation and market knowledge.

The understanding of enterprise operation and market knowledge is very disapproval, relatively disapproval, general recognition and very recognition score.

Have a deep understanding of the company's operation knowledge and processes 5.40%15.30% 39.00% 26.90%13.40% 3.277.

I have rich market knowledge, which enables me to better promote the company's products/services 9.40%15.60% 41.10% 20.20%13.70% 3.132.

Three. Results and discussion

This study attempts to understand the entrepreneurial ability of college students in areas with high economic development level through a sample survey of college students in Guangdong Province, aiming at providing information for formulating entrepreneurship education policies. Although the research methods are not sufficient and the evaluation index system of entrepreneurial ability is not perfect, at least the following views can be drawn.

First of all, entrepreneurship education for college students is very important. There are two levels of educational goals. First, guide and encourage a few capable college graduates to embark on the road of entrepreneurship and develop new economic growth points. For most people, the main function is to make them more energetic, develop better and create greater value in their respective posts.

Secondly, the effect of our entrepreneurship education is not satisfactory. College students' evaluation of the effect of China's current entrepreneurship education is not high, and there is also a gap in college students' entrepreneurial skills, mainly because the current entrepreneurship education is still not targeted. The survey results show that in order to strengthen college students' entrepreneurship education, we must make a breakthrough in the construction of entrepreneurial ability. First, the cultivation of entrepreneurial spirit should not only stay in the entrepreneurial orientation, but also start with cultivating college students' autonomy and sense of responsibility. Enhance their initiative, so that they can get rid of their dependence on their families and schools during their study, and form the concept and ability to be responsible for themselves, their families and society. Second, we should strengthen the education of market knowledge and the training of marketing ability. Meeting the demand, facing the market and promoting products or services will be encountered by all disciplines. It is suggested that universities offer relevant public basic courses. Third, pay attention to practical links and strengthen skills training. Industry knowledge and market awareness are exercised and learned in practice, and it is more important to increase corresponding skills training than theoretical indoctrination. (Questionnaire statistics: Chen Ping)

References:

(1) Yu, Li Intelligence, Robert D. Heathridge, ed. Entrepreneurship, Fudan University Press, 2000, p. 9;

(2)[ America] Amar V. Bide, The Origin and Evolution of New Enterprises, translated by Wei Rushan and Ma Zhi, Renmin University of China Press, 2004, p. 1 1;

(3) Amar Bihead, Waiting for Entrepreneurship, Renmin University of China Press, Harvard Business School Press, 2000, p. 148.

(4) [America] Amar V. Bede, Origin and Evolution of New Enterprises, translated by Wei Rushan and Ma Zhi, Renmin University of China Press, 2004, p. 103- 105;

(5)[ America] Amar V Bede, Origin and Evolution of New Enterprises, translated by Wei Rushan and Ma Zhi, Renmin University of China Press, 2004, p. 125- 126.

This topic was approved by the Central Committee of the Communist Youth League in 2004-2005. The host is Li, and the participants are Lin Peiluan,,,.