First, promote employability.

Employment ability is an important method for graduates to successfully find jobs. We have done a lot of research on this and found that there are some problems in the process of cultivating employability at present. Based on the above reasons, we have studied and discussed the cultivation and promotion of college students' employability in order to find the crux of the problem and make college students better employed. Through data statistics and analysis, it is found that the current situation of college students' employability does not match the social needs, which is caused by many reasons. The method of improving employability needs to be carried out reasonably from three aspects: individual (college students), organization (schools, enterprises) and country (government, society).

Second, to improve the employability of exploration and thinking

The promotion of employability is an important systematic work, which requires the cooperation of the government, universities and enterprises, as well as the efforts of students themselves.

(1) The government should attach great importance to the cultivation of college students' employability and improve the employment environment 1. Attach great importance to the cultivation of employability as an important index to evaluate the quality of higher education. Employment ability is not only a requirement for the number of college students' employment, but also a requirement for the quality of college students' training. For a long time, the Chinese government's policy preference for colleges and universities has not been closely linked with the employability of college students, so colleges and universities pay more attention to "scientific research achievements" than talent training and employability improvement. The government should pay more attention to the cultivation of employability in colleges and universities, take whether students have the professional qualifications required by society and whether the curriculum meets the needs of economic development as important indicators of college qualifications, and gradually change from attaching importance to "employment rate" to "employability". 2. Strengthen management and put all the projects to promote college students' employment in place. In recent years, the oversupply of college students' employment market has led some departments and regions to introduce some employment barrier policies and local protection policies. Therefore, as a government, we should strengthen the supervision and policy intervention on employment projects, give play to the functions of guidance, supervision and adjustment, implement all employment projects for college students, and truly improve their employability.

(2) Colleges and universities should improve their functions, adjust training indicators and enhance students' employability 1. Combine employment ability training with talent training in colleges and universities. At present, colleges and universities have successively established employment guidance service institutions and offered employment guidance courses, but they are all in the initial stage and have not formed an interlocking systematic education system. The methods and means of education are simple and single, lacking practical content; The construction of educational institutions and teachers is weak. Colleges and universities should speed up the process of cultivating employability, constantly integrate the cultivation of employability into various courses, and make clear the training objectives of employability in the process of talent training. In order to make students truly have the ability to learn independently, turn knowledge into skills and adapt to environmental changes, we must provide students with development opportunities and new employability skills as much as possible in the course, and at the same time take employability skills as one of the indicators of the final course assessment. Through teaching design, classroom teaching will become a tool to transfer core employability skills, and the cultivation of college students' employability will be integrated into university courses. 2. Extending school-enterprise cooperation to classroom teaching, colleges and universities can determine the training goal of higher education according to their own market research and the ability demand of employers for students, so that the ability of college students can meet the post demand. Enterprise managers can be invited to attend lectures to teach the relationship between textbook knowledge and specific occupations, change the direction of talent training, and emphasize the cultivation of general knowledge, attitude and social skills. At the same time, strengthen the effective contact mechanism between schools and enterprises, promote effective communication between the two sides, promote employers to send demand signals to colleges and universities, and cultivate college students' employability. Employers provide more internship opportunities for college students, while in small and medium-sized enterprises, the employability of college graduates can be improved by arranging students to work in enterprises for a short time, showing students around enterprises, providing their workplaces and other pre-job training. 3. Make full use of the position role of associations to enhance students' awareness of career planning. In recent years, there are more and more college students' associations with novel forms and rich contents. They are organizations with the functions of social communication, employment service, employment orientation, quality development, cohesion and encouragement, and corporate culture docking. They are a good platform to enhance college students' awareness of career planning and life planning. 4. Strengthen personality cultivation and correct college students' job-hunting mentality. The speed of modern social and economic development is accelerating, and the business philosophy of enterprises is constantly updated, which requires every practitioner to have good personality quality and anti-pressure ability. Therefore, colleges and universities should strengthen the psychological development of students. In the development of students' mental health, colleges and universities should strengthen the research and practice of employment psychology, cultivate college students' correct attitude towards choosing jobs, cultivate their good psychological quality, cultivate their ability to cope with setbacks and cultivate their confidence in actively planning their lives.

(3) College students should raise their awareness, actively change their concepts and roles. Change ideas and realize employment diversification. Contemporary college students must establish a correct concept of career choice and occupation, which is a cliche and a profound insight. In the investigation, the author found that under the increasingly severe employment situation, some students are not clear about their future career goals and their career views are vague. Whether it is suitable for your own career development requirements, or choose the employment area in coastal first-tier cities. In the era of popular education, college students should proceed from their own situation, accurately position themselves according to their hobbies, treat themselves objectively, and have the courage to find jobs suitable for their development, instead of finding a place to live in an ivory tower. The development of national economy has given birth to many new jobs, which can also enable college students to realize their self-worth. 2. Establish the employment concept of lifelong learning Under the background of knowledge economy, college students are required to establish the concept of lifelong learning and continuously improve their employability. Lifelong learning refers to the process of continuous learning in one's life. In a word, it is a long-term, complex and arduous task to cultivate college students' employability and solve their employment problems, which requires the mutual cooperation and joint efforts of the state, organizations and college students themselves.

Author: Yin Tan Unit: Huaqing College, University of Architecture and Technology

Chapter two: Entrepreneurship education and college students' employability.

First, the path of entrepreneurship education in British universities to cultivate college students' employability

Entrepreneurship education is based on the skills, knowledge and personal characteristics of the participants, that is, applying creative ideas and implementing innovative behaviors in the simulated Entrepreneurial Education scene, so that the initiative, independence, creativity, problem-solving ability, leadership, quick response ability, ability to identify and use opportunities and ability to cope with challenges of the participants can be investigated and improved. The difference between entrepreneurship education and classroom theoretical education lies in that classroom theoretical education is more about telling students what already exists or has been verified, and students passively accept it; Entrepreneurship education is to let students personally participate in activities and explore unpredictable results. In terms of cultivating students' employability, British universities generally adopt the "DOTS" model designed by BillLawandTonyWatts, which provides a framework for college students' career learning from four aspects: (1) self-awareness: clearly understand their career-related characteristics, such as skills, personality, work and learning motivation, and their influence on career planning; (2) Opportunity awareness: knowing what opportunities you are facing and the costs and benefits of these opportunities; (3) Decision-making ability: learn how to make decisions and properly use various decision-making skills and means; (4) Learning transfer: be able to use relevant skills and knowledge to implement the decisions made and properly handle various related factors. Entrepreneurship education is an important way to implement and develop these vocational studies through practice. Entrepreneurship education and students' classroom theoretical study complement each other. While students are learning professional theoretical knowledge, entrepreneurship education enables students to understand enterprises and their needs, and enables students to think and act like entrepreneurs by setting real scenes of enterprise operation. Through this large amount of personal practice, students can also reduce their dependence on teachers or others, reduce their vulnerability to environmental changes, and reduce their fear of uncertain environment. In 1990s, Britain reformed its higher education and gradually changed from elite education to mass education. The enrollment expansion of college students has brought about the intensification of employment competition. In other words, at the same time, British academic circles have made a lot of in-depth explorations on the employability of college students. In 2006, the employment education teaching group suggested that the cultivation of students' employability should be integrated into curriculum teaching. The proposed teaching methods include: first, students are required to learn in real and rich resource situations (such as problem-based learning, analyzing case study materials, and summarizing complex materials into brief contents for specific audiences, etc.). ); Second, let students cooperate at an appropriate time (group cooperation, establishing a learning organization, preparing group reports and group presentations, etc. ), although it will bring difficulties related to summative evaluation; The third is to provide cognitive scaffolding to help students do what they can't do without outside help at present, and then gradually dismantle the scaffolding with their ability development (for example, role-playing, gradually solving specific problems in larger groups, using formative assessment, etc. ); Fourth, encourage the development of students' metacognition (such as self-reflection and self-adjustment through personal development planning, writing critical comments, presenting cases and giving arguments). Many colleges and universities have also created new paths to cultivate college students' employability in practice. Some universities in Britain, such as Lincoln University, Derbyshire University, Lancaster University, Newcastle University and Birmingham University, have gradually introduced entrepreneurship education into the teaching system and achieved remarkable results, especially Lincoln Business School of Lincoln University.

Second, Lincoln Business School degree courses and entrepreneurship education integration framework

Lincoln University is located in the center of Lincoln, a historic city in Britain. It is a well-known national university in Britain. Lincoln Business School is a secondary unit of Lincoln University, which mainly trains bachelor of business, bachelor of tourism management, master of business administration and master of entertainment and tourism management. 265438+In the first few years of the 20th century, Lincoln Business School found that only 42% of the graduates were hired by the jobs they chose for the first time, while none of the other graduates found their most satisfactory jobs. In order to improve this situation, Lincoln Business School has set up a special employability training institution and formulated the employability training strategy. The purpose of this strategy is to expand the opportunities of practical study in the degree course system of students, promote the employability of graduates and improve their employment results by linking graduates' employability, entrepreneurship education and business reality, so as to improve students' satisfaction, enhance the attractiveness of colleges to students and employers, and thus improve graduates' employability. Lincoln Business School also surveys graduates' employment units and satisfaction every year, constantly revising existing measures, and incorporating this behavior as the final link in the strategy of cultivating students' employability. In the strategy of entrepreneurship education adopted by Lincoln Business School, the key link is how to integrate entrepreneurship education and employability training into the degree curriculum system. Lincoln Business School has formulated an implementation framework, and at the same time, it pays special attention to the training of faculty and staff to improve their awareness and ability to use entrepreneurship education. Through the close combination of these two measures, entrepreneurship education has been brought into the curriculum system of students' degree and effectively linked with theoretical education. The implementation framework of entrepreneurship education formulated by Lincoln Business School consists of five modules: personality development, skill development, practical learning, work experience learning and career guidance. These five modules are not only a progressive relationship, but also penetrate each other. For example, personality development is the foundation of other modules, but it can also be further improved in other modules. Vocational guidance needs appropriate guidance on the basis of other modules, but it also provides a macro framework for the development of other modules.

(1) Personality Development Lincoln Business School has launched professional career management software, and cooperated with professional institutions to provide relevant tests and consultations for students, encouraging students to make full use of these advanced career guidance methods to make proper self-evaluation and set personalized learning goals and skills training details for themselves. The college requires students to record their learning effects in detail and use these records as basic materials for creating career plans, resumes and job applications.

(2) Skills development includes the cultivation of special skills and general skills related to specific majors. Every specific management major needs its special skills, but for most management majors, it is necessary to cultivate some general skills, including: (1) personal qualities. Such as organizational ability and time management ability, self-confidence awareness, budget and personal financial management ability, ability to find and seize opportunities, ability to think creatively and solve problems, ability to make decisions and take risks in uncertain environment, ability to plan, set goals and stick to them, ability to work independently and be responsible for results, etc. (2) interpersonal skills. Including expression skills, requires a series of oral and written communication skills; Interpersonal skills, such as the ability to establish interpersonal relationships, negotiate, persuade and influence others; Leadership in different situations; Teamwork ability; Ability to participate in social, industrial or professional networks, etc. (3) the ability to perform tasks. Such as project organization and management skills, computer and information technology skills, qualitative and quantitative analysis skills, the ability to apply theoretical knowledge in practical tasks and workplaces, the ability to adapt to different work scenarios, and the ability to complete work with high standards. In cultivating the above-mentioned general abilities, Lincoln Business School provides students with many opportunities to imitate the real situation of the enterprise. For example, it helps students to solve various problems in reality from the perspective of business people and improve their creative thinking; Guide and encourage students to explore new business opportunities; And organize many team activities.

(3) Practical learning and practice are the most important ways to form and improve entrepreneurial quality and ability. Entrepreneurship education should break through the classroom teaching form and pay attention to practical teaching outside the classroom. Lincoln Business School requires and encourages students to actively participate in practical activities related to their professional theoretical study, and urges students to transform their knowledge and skills into work ability. There are many ways of this kind of practical learning, such as scientific research or practical projects, real case studies, problem-based learning, visiting business people or other external organizations, inviting employers' representatives to give lectures or other ways of imparting professional experience to students.

(4) Work experience learning In the past, most college graduates worked in large enterprises, and large enterprises generally had relatively complete induction training, which could make up for the lack of work experience of college students. However, with the rapid increase of the number of college students, more college students begin to work in small and medium-sized enterprises, and most of them have no induction training plan, so such employers pay more and more attention to their work experience when recruiting college graduates. And rich work experience can also make graduates easily adapt to the ever-changing working environment after taking part in the work. Through work experience learning, the effects of personal development, applied learning and skill development can be further improved. Lincoln Business School strongly supports students to participate in all kinds of work experience-based learning, such as part-time jobs in daily and holidays, starting their own businesses or being freelancers and volunteers, participating in activities organized by communities or enterprises, leading or organizing social activities, sports activities or other campus activities. And provide students with relevant information and opportunities to help them understand the enterprise operation and working environment when they participate in practical work.

(V) Vocational Guidance Continuous vocational guidance is an important part of entrepreneurship education. Sometimes vocational guidance is provided by experienced people outside rather than teachers in our school, which not only provides general vocational guidance for students, but also provides professional guidance for some specific majors and industries. Career guidance covers: resume production training, job application methods and interview preparation, helping students improve their communication skills and build their self-confidence, career counseling, holding various activities to increase opportunities for students to communicate with practitioners, etc. In the above modules, feedback links are set up, that is, students are required to describe what skills they have developed through the study of this module, where these skills have been improved, and what role these skills have played in their most wanted work in the future. Through students' feedback, we can specifically understand the influence of a certain module on students and how to further improve each module.

Fourthly, the cultivation of entrepreneurial education ability of Lincoln Business School teachers.

Lincoln Business School regards the cultivation of teachers' entrepreneurship education ability as an important part of cultivating students' employability through entrepreneurship education. All staff involved in entrepreneurship education should be trained, not just those who specialize in vocational guidance. The reason is that even if the college has made a complete plan for entrepreneurship education, it is difficult for teachers to actively implement entrepreneurship education to improve students' employability without effective guidance and encouragement, and still teach in the old way, so the planned plan will be difficult to implement. Only through training can we stimulate teachers' enthusiasm for participation, improve their ability to apply entrepreneurship education, and integrate teachers' understanding of new educational methods into the changes of curriculum system, so as to gradually change the educational methods of colleges and universities and truly move towards education focusing on improving students' employability. In May, 2007, Lincoln University held the "Empowering, Entrepreneurship" (3ES) training program, with the purpose of sharing the understanding of the application of entrepreneurship education. Develop skills, implement entrepreneurship education through courses, and innovate or reform existing forms; Promote the interaction and cooperation among universities, communities and enterprises, and improve the application effect of entrepreneurship education. Participants in the project include teachers who participate in entrepreneurship education in colleges and universities, faculty and staff who are responsible for cultivating students' employability and developing practical opportunities in enterprises and communities, and people who work in enterprises or public sectors but want to cooperate with colleges and universities to promote entrepreneurship education. More than 65,438+000 people participated in the project. In addition, both Lincoln University and Lincoln Business School encourage faculty and staff to establish long-term contacts with enterprises and communities and participate in various business operations. Through these practical business activities, they can enhance their understanding of practical work and improve their ability to apply entrepreneurship education. In fact, the British government is also taking measures to encourage universities to strengthen interaction with enterprises and communities. The typical activity is called "the third stream" and is funded by the Higher Education Innovation Fund (HEIF). The purpose of this activity is to enable enterprises and communities to acquire the knowledge of higher education institutions through various commercial or public welfare forms, such as providing consulting services, design or art services in commercial forms, and providing community education and legal aid in public welfare forms. With the encouragement of the government, colleges and universities also actively take measures to encourage faculty to participate more in the operation of enterprises or communities, which not only helps enterprises and communities, but also improves the entrepreneurial education ability of faculty and staff, and expands the cooperation space for schools to carry out entrepreneurial education.

Fifth, the enlightenment to the cultivation of management talents in colleges and universities in China.

Zhao Jinhua and Sun Yingguang pointed out that entrepreneurship education in Chinese universities should learn from the successful experience of foreign entrepreneurship education and look at the actual situation of entrepreneurship education in China objectively. At present, the management majors in colleges and universities in China generally focus on theoretical knowledge education, lacking practical links, and it is difficult for graduates to meet the needs of enterprises. Especially under the influence of the economic crisis, the employment of college students is facing a more difficult situation, and enterprises are in a strong position in the buyer's market, which puts forward higher requirements for the employability of management college students. Therefore, from the point of view of the function of colleges and universities, that is, to cultivate talents needed by society, it is far from enough to pass on management professional knowledge to students, but to let students have the comprehensive ability needed by enterprises, so that they can successfully find jobs, keep jobs and continue to develop. From this point of view, the activity of cultivating employability should become the core part of the teaching system of management major in colleges and universities, rather than the accessory of theoretical teaching. Moreover, because colleges and universities in China are still biased towards elite education, a considerable number of college students still think that studying in universities means a bright future, so they do not have enough motivation to cultivate their good skills and knowledge in universities to meet the needs of the future society. Therefore, making students aware of the significance of the development of their employability, that is, it is not enough to have only one undergraduate or graduate degree, but also need more ability characteristics to become the favored talents of employers, which should become a basic responsibility in the process of university education. It should be a gradual process to introduce entrepreneurship education into the teaching of management majors in colleges and universities in China and finally form a systematic entrepreneurship education model. This can be started from the following aspects: first, integrate the departments involved in vocational services and establish a strategic plan for entrepreneurship education. It is an important duty of colleges and universities to integrate all kinds of related resources, help college students start their own businesses and create an entrepreneurial atmosphere. Colleges and universities involving management majors can introduce entrepreneurship education into the existing professional teaching system and make detailed plans according to their own actual conditions. It is necessary to take departments as the main body of implementation, establish corresponding service departments at the school level, and provide various support for promoting entrepreneurship education in departments, such as teacher training and cooperation between communities and enterprises. Second, gradually implement entrepreneurship education into the curriculum system of college students. This is the key to the successful implementation of entrepreneurship education, which means to redesign the existing curriculum system and increase the proportion of practical training or practice. On the one hand, the school encourages students to organize and participate in various community activities or simulated business activities, such as case analysis contest, physical sales contest, workplace simulation activities and so on. On the other hand, strengthen the contact between schools, enterprises and communities, and provide more opportunities for students to participate in real practice. Moreover, the existing textbooks also need to pay too much attention to theoretical knowledge in order to give consideration to both theoretical and practical knowledge. For example, the classic textbooks of western management introduced by China often cite a large number of cases to support theories, which are closely linked with reality. However, domestic local textbooks place too much emphasis on theory and few practical cases. Because the actual situation in foreign countries is different from that in China, foreign cases are often not applicable in China, and students will inevitably be divorced from the domestic reality when using foreign textbooks.

This requires local textbooks to strengthen the compilation and analysis of actual cases and provide students with classic textbooks suitable for China's national conditions. Third, strengthen the skills training of faculty entrepreneurship education. Most management teachers in domestic colleges and universities start with theoretical research, but they are not exposed to practical operation, which limits the cultivation of students' employability in classroom teaching. On the one hand, colleges and universities should be encouraged to introduce people with rich work experience as full-time or part-time teachers; on the other hand, practical training for scientific researchers should be increased to improve their understanding of practice. Encourage faculty to actively cooperate with enterprises or communities, participate in social projects in different forms, enhance practical experience, and better cultivate students' employability by combining real cases in the teaching process. Fourth, entrepreneurship education should pay attention to hierarchy. That is, design a step-by-step learning step to provide students with different education levels at different stages. For example, at the beginning of students' enrollment, it is necessary to emphasize the promotion of students' personality development, and then gradually enter skills development, work experience learning and other links. In this way, students have gone through an escalating learning process, which not only enriches their own experiences, but also improves their enthusiasm for participation. The planning and management of entrepreneurship education should also emphasize students' participation, which includes both students at school and students who work after graduation. Through the different understanding and experience of these students, we can design a reasonable path of entrepreneurship education that not only meets students' interests and expectations, but also keeps up with the changes of the times. Encourage students to participate in the design and management of educational paths, so that they can participate more actively in the follow-up implementation, and cultivate their stronger employability through entrepreneurship education.

Author: Zhou Yue, unit: School of Civil and Commercial Law, School of Management, Southwest University of Political Science and Law.