ANG - NC 4328 - Guide

Teaching guide
TEACHING GUIDE
Entrepreneurial Spirit in College 2007

TEACHING GUIDE
Coordination Pierre Duchaine

Direction de la formation continue du soutien
Ministre de lducation, du Loisir et du Sport
PRODUCTION TEAM
Project Director Brigitte Bourdages

Coordinator
Continuing Education and Training
Cgep de Saint-Hyacinthe
Project Development, Lise Lecours

Coordination and Education consultant
Implementation Entrepreneurship coordinator
Cgep de Saint-Hyacinthe
Development (Chapter 6) Line Houde

Education consultant
Commission scolaire de la Capitale
and Projet CAPE for the elementary, secondary
and vocational sectors
Formatting Louise St-Germain

Office technology consultant
Graphics Ginette Morneau

Art director
Versicolore
Design graphique enr.
English Version Direction de la production en langue anglaise

Secteur des services la communaut anglophone
Gouvernement du Qubec
Ministre de lducation, du Loisir et du Sport, 2007
ISBN (print version) 978-2-550-51647-7
ISBN (PDF) 978-2-550-51648-4
Legal depositBibliothque et Archives nationales du Qubec, 2007
FOREWORD
This teaching guide was made possible by financial support received under the Youth Entrepreneurship Challenge,
coordinated by the Secrtariat la jeunesse of the Ministre du Conseil excutif. It contains a series of instructional
activities related to the various college-level programs. Teachers will find tools for helping students develop
entrepreneurial qualities inherent in and essential to their academic success.
It is important to point out that this guide contains instructional activities that can be integrated into any program.
While relying on the principles of the activity method, teachers will easily be able to make connections with their
own programs, whether in general education or in a preuniversity or technical program. Specific objectives for each
activity are intended to raise students awareness of entrepreneurship and entrepreneurial values, and to equip them
to carry out an entrepreneurial project.
It is also important to note that the guide was validated by a multidisciplinary team made up of teachers of different
programs, education consultants, specialists in individual and collective entrepreneurship, entrepreneurs and
members of the socioeconomic community.
We encourage you to discover a taste for entrepreneurship in implementing the different activities, which will help
students in all programs of study develop a passion for different types of projects. These projects will help them
develop useful competencies not only as future entrepreneurs, but also as committed citizens.

ACKNOWLEDGMENTS
This collection of instructional activities in entrepreneurship was made possible by financial support received under
the Youth Entrepreneurship Challenge, coordinated by the Secrtariat la jeunesse of the Ministre du Conseil
excutif (<www.defi.gouv.qc.ca>).
The aim of these instructional activities is to help teachers explain entrepreneurial competencies and provide them
with the necessary tools. It is a valuable tool for teachers who want to help students develop entrepreneurial skills in
order to prepare them to meet the many challenges ahead.
We would first like to thank Cgep de Saint-Hyacinthe. More particularly, we would like to express our thanks and
congratulations for the exceptional work done by Lise Lecours and Brigitte Bourdages, who studied the existing
literature, selected elements of content and, finally, produced the instructional materials.
We would also like to thank the members of the validation committee whose names appear on the following pages,
who, through their work and their comments, contributed significantly to the quality and usefulness of this
publication.
Finally, we would like to thank all those who participated in the production of these materials, which we hope you
will find useful.
Jean Nol Vigneault Jean-Paul Riverin

Director, Formation continue et du soutien Entrepreneurship department head
Secteur de la formation professionnelle Secrtariat la Jeunesse
et technique et de la formation continue Ministre du Conseil excutif

MINISTERE DU CONSEIL EXECUTIF
Cyimpaye, Donatilla Analyst-consultant Secrtariat la jeunesse
MINISTERE DE LDUCATION, DU LOISIR ET DU SPORT
Vigneault, Jean-Nol Director Direction de la formation continue et

du soutien
Duchaine, Pierre Entrepreneurship coordinator Direction de la formation continue
et du soutien
Boulanger, Raymond Program coordinator Direction de lenseignement collgial
Michon, Lucie Department head Direction gnrale des programmes et
du dveloppement
Vzina-Roy, Franois Department head Direction gnrale des programmes et
du dveloppement
Brub, Andre Research and socioeconomic planning Direction de lenseignement collgial
officer
ENTREPRENEURSHIP COMMUNITY
Carrier, Lorraine Coordinator Youth and cooperative Conseil de coopration du Qubec

education
Ruel, Claude Director Institut de stratgie et de pdagogie en

entrepreneuriat
Riverin, Nathaly Director Centre de vigie et de recherche Fondation de lentrepreneurship
sur la culture entrepreneuriale
Touzel, Pierre Development director Association des clubs entrepreneurs
tudiants
SOCIOECONOMIC ORGANIZATION
Gagnon, Sagette Youth entrepreneurship awareness officer Carrefour Jeunesse Emploi Maskoutain
ENTREPRENEURS
Letendre, ric Owner STE Services Techniques

Lemonde, Geoffroy Owner Boutique Anneaux du temps

COLLEGE NETWORK
Sylvestre, Chantal Teacher and entrepreneurship resource Cgep de Granby
Martin, Isabelle Student Cgep de Granby
Thomas, Luc Student life adviser Entrepreneurship Collge Montmorency
Therrien, Benoit Student Collge Montmorency
Leblanc, Pierre Education consultant Cgep de Victoriaville
Landry, Denise Teacher Business Management Cgep de Victoriaville
Lemire, Kasandra Student Cgep de Victoriaville

Papillon, Guy Director of studies Cgep de Saint-Hyacinthe
Chasse, ric Education consultant Cgep de Saint-Hyacinthe

TABLE OF CONTENTS
INTRODUCTION ............................................................................................................................................. 11
1. RETROSPECTIVE OF ENTREPRENEURSHIP IN COLLEGE ........................................................... 12
2. COLLEGES AND THE YOUTH ENTREPRENEURSHIP CHALLENGE........................................... 14
3. ENTREPRENEURSHIP AND THE COLLEGE REFORM ................................................................... 16
4. UNDERSTANDING ENTREPRENEURSHIP ....................................................................................... 18
5. CONCEPT OF PROJECT .................................................................................................................... 20
6. ENTREPRENEURIAL PROJECTS IN ELEMENTARY AND SECONDARY SCHOOL ................... 21
7. THE COLLEGE TEACHERS ROLE .................................................................................................... 23
8. ACHIEVEMENT CONTEXT FOR INSTRUCTIONAL ACTIVITIES AT THE COLLEGE LEVEL . 26

8.1 Toward a Course in Entrepreneurship ............................................................................................ 27
8.2 Toward an Entrepreneurship Program............................................................................................ 29
8.3 Toward an Enterprising CEGEP..................................................................................................... 30
9. ACTIVITY GUIDE................................................................................................................................. 31
9.1 Structure of the Activity Guides..................................................................................................... 33
9.2 One-Time Introduction-to-Entrepreneurship Activities ................................................................. 34
9.3 Entrepreneurial Project................................................................................................................... 37
9.4 Complementary General Education Component ............................................................................ 40

CONCLUSION ............................................................................................................................................... 41
APPENDIX 1: Structural Model Toward an Enterprising CEGEP ................................................................ 42
APPENDIX 2: Methodology Used in the Development of the Activity Guide................................................. 45
BIBLIOGRAPHY ............................................................................................................................................. 47

TEACHING GUIDE
Getting Down to Business
INTRODUCTION
The profound changes in the economy and system in general will have to pay more
the labour market in the past ten years and, attention in the coming years. That is why,
consequently, in the competencies required in accordance with the orientations of the
by employers, have begun to have a serious Youth Entrepreneurship Challenge, the
impact on the college network, whose MELS has produced this guide to enable
primary mission is to qualify students by institutions and teachers to get down to
equipping them to meet the challenges business and develop an entrepreneurial
ahead. Educational institutions and students spirit in our society.
cannot ignore the challenges posed by
This document contains a brief retrospective
globalization, fierce competition, frequent
of entrepreneurial achievements at the
job changes, the growing need to create
college level, in particular since the college
ones own job or to work outside ones
education reform; various references to the
home province or country, the importance of
lines of action of the Youth
the appropriate behaviour, new technologies,
Entrepreneurship Challenge and the
knowledge of a second or third language,
mandates of the different levels of
and so on.
education; and, finally, an activity guide
Throughout these changes, in which training adapted to college education containing
and the economy are intimately linked, the practical tools for teachers responsible for
entrepreneurial spirit and entrepreneurial integrating these activities into their courses.
culture (at the risk of resorting to clichs)
are crucial values to which the education
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TEACHING GUIDE
RETROSPECTIVE OF
1.
ENTREPRENEURSHIP IN COLLEGE
Evolution of the There is nothing new about centre or incubator. This expertise still
labour market entrepreneurship activities in education, exists in colleges, since a number of
and more
stringent although the practice has yet to become resources associated with the
requirements systematic and widespread. Over the aforementioned activities (teachers,
years, a number of colleges have education consultants, directors and
successfully implemented different types coordinators) are still in their employ.
of entrepreneurial activities, in particular
This laying of the groundwork of an
in the field of administration. If we were
entrepreneurial culture in the college
to extensively examine all of these
network confirms that colleges are
activities, we would undoubtedly be
becoming increasingly aware of the
pleasantly surprised by the results. The
importance of teaching entrepreneurship:
activities may not always be managed and
more and more college educators agree
supervised by educators in these colleges,
with Louis Jacques Filion, who says that
but a number of resources have become
we are rapidly evolving toward
intrinsically involved, with convincing
configurations of work organization in
results. To be fair, we must also cite the
which individuals will have to
many teachers who, in the forty-year
demonstrate more autonomy, creativity
history of the college network, adopted a
and entrepreneurial spirit, while
proactive approach, by assigning students
education has remained far too focused on
entrepreneurial projects and activities.
the transmission of knowledge.1
In recent history, we have witnessed the According to Filion, we live in a world of
An emerging beginnings of an entrepreneurial culture in self-employed workers, microbusinesses
entrepreneurial
culture
continuing education and training. and small businesses. People are
Between 1986 and 1995, these services increasingly called upon to adopt an
formed partnerships with economic entrepreneurial attitude, even those who
players in the community, Human intend to work in large private or public
Entrepreneurial Resource Centres of Canada and Emploi- firms.2 It is therefore not surprising that,
values in Qubec to organize business start-up in this knowledge economy, employers
college competitions including promotion, are looking for workers with
educational
projects training, supervision, help developing a entrepreneurial competencies or qualities.
business plan, mentoring, conferences, As a result, most college educational
grants, sponsorship, business launches and
the creation of networks of young
1. Louis Jacques Filion, Pour une vision inspirante
entrepreneurs. A number of colleges even en milieu scolaire, 2nd edition (Cap-Rouge: Les
Presses Inter Universitaires, 2005), p. 22.
established their own business creation 2. Pour une vision inspirante en milieu scolaire,
p. 38.
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TEACHING GUIDE
projects have long incorporated

entrepreneurial
values such as a sense of responsibility,
initiative, creativity, resourcefulness,
independence and perseverance. These
are the values that teachers have begun to
convey in their courses and learning
activities in order to help students develop
the competencies they need to succeed in
school and integrate harmoniously into the
work force.
Despite its efforts, the college network
Toward
still has much to do to stimulate the
entrepreneurial
adoption of entrepreneurial values by activities in
students. Existing entrepreneurial projects college programs
and activities have not been integrated
into the different programs, are not part of
an overall pedagogical strategy and are
often considered to be extracurricular.
Also, like the other levels of education,
the college network is targeted by the
Youth Entrepreneurship Challenge 2004-
2005-2006 action plan. We believe that
the college network is prepared to take up
the challenge and to gradually inculcate
the entrepreneurial spirit and culture into
as many students as possible and that the
Qubec government is wise to rely on the
expertise of college teachers and the
college environment to do so.
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TEACHING GUIDE
COLLEGES AND THE YOUTH

2.
ENTREPRENEURSHIP CHALLENGE
For those who are unfamiliar with the 1. Recognize schools as essential in
Youth Entrepreneurship Challenge 2004- helping develop an entrepreneurial
Toward the
2005-2006 action plan, it is the result of culture among young people.
development of a
a government decision that fosters the
true 2. Create an environment
entrepreneurial development of a true entrepreneurial
conducive to the emergence of a
culture among culture by promoting its values among
true entrepreneurial culture among
young people young Quebeckers across all of Qubecs
young people.
regions.3
3. Provide effective strategies that are
The Youth Entrepreneurship Challenge
accessible to young people and
gives guidelines for developing the three
adapted to the needs of future
lines of action targeted by the Qubec
entrepreneurs in order to help them
government in its three-year plan. As an
develop a business project.5
educational network, we are bound to
follow these guidelines: In order to foster the development of an
entrepreneurial culture and to provide
The promotion of entrepreneurial
teachers with the necessary pedagogical
culture and the development of
tools, the Qubec government has given
entrepreneurship are essential for
schools the following mandate: to design
Qubecs socioeconomic
and disseminate tools to raise awareness
development.
of entrepreneurship in programs in
Entrepreneurial culture fosters the elementary school, secondary school
development of competencies and (including vocational training) and
values that enable students to college.6
acquire the skills, attitudes and
Well aware that the success of this
behaviours they need to become
mandate relies largely on teachers at the
employers, employees and
4
three levels of education, the government
responsible citizens.
adopted this measure in order to build a
The following are the fundamental corpus of educational materials that will
assumptions underlying the governments enable them to convey entrepreneurial
three lines of action in its Youth values in activities that foster the
Entrepreneurship Challenge: development of an entrepreneurial culture
and related competencies. At the college
3. Qubec, Dfi de lentrepreneuriat jeunesse, Plan
daction triennal 2004-2005-2006,
<http://www.defi.gouv.qc.ca/publications/defi.pdf> 5. Dfi de lentrepreneuriat jeunesse, p. 13.
(8 May 2006), p. 7 [free translation]. 6. Dfi de lentrepreneuriat jeunesse, p. 15.
4. Dfi de lentrepreneuriat jeunesse, p. 7.
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TEACHING GUIDE
level, this does not mean adopting a It is also necessary to understand the
project-based approach; rather, it is a Ministres concerns: The aim of this
question of integrating activities and measure, based on the expertise of the
projects that will contribute to the Ministre de lducation, du Loisir et du
emergence of entrepreneurial qualities Sport, is to equip teachers at the three
and, ultimately, to the creation of levels of education to design instructional
businesses. It is important to activities that effectively convey to
understand that the word project students the concept of individual and
means more than just business collective entrepreneurship. The goal is to
development. Many projects can be the support teachers initiatives.7
basis for developing entrepreneurial
behaviours that students will find useful
throughout their lifetime. .
7. Dfi de lentrepreneuriat jeunesse, p. 15 [free

translation].
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TEACHING GUIDE
ENTREPRENEURSHIP AND THE

3.
COLLEGE REFORM
Several years ago, by adopting the to help students adopt the attitudes
competency-based approach, the MELS required to successfully practise
stopped focusing on content-based targets the trade or occupation, and instill
and began concentrating on how students in them a sense of responsibility
applied their learning. It was investing in the and a concern for excellence
type of behaviour that enables students to
to promote job mobility, that is:
integrate the knowledge, skills and attitudes
acquired and to apply them in different to help students develop positive
Generic skills, situations. All preuniversity and technical attitudes toward change
qualities and programs contain a mandatory general to help students develop the means
attitudes in the
education component aimed at helping to manage their careers by
general education
students acquire and develop generic skills, familiarizing them with
component
qualities and attitudes, including: entrepreneurship 8
Ultimate goals and autonomy Each preuniversity college program contains

aims of college a critical sense similar ultimate goals and aims, which are
education consistent with the notion of
awareness of their responsibilities
toward themselves and others entrepreneurship as an educational value.
Entrepreneurship as The different levels of education are
an educational open-mindedness
creativity therefore responsible for ensuring that
value
openness to the world students constantly pursue the development
of skills, and of attitudes in certain cases,
General goals of the In addition, the program-specific component that do not fall exclusively within a given
program-specific of every technical program is intended: subject area or group of subject areas and so
component
to help students integrate into the work must be included in all of the instructional
force activities held in a school.9
to foster students personal Our aim is not to list or classify these cross-
development and acquisition of curricular competencies, but to point out that
occupational knowledge, skills, some of them are directly related to
perceptions and attitudes, that is:
8. Qubec, Ministre de lducation, du Loisir et du
to help students develop their Sport, La formation professionnelle et technique,
autonomy <http://www2.inforoutefpt.org/publications/listesecteur
s.asp> (8 May 2006).
to help students develop self- 9. Qubec, Ministre de lducation, du Loisir et du
Sport, Qubec Schools on course, Educational Policy
expression, creativity, initiative Statement,
and an entrepreneurial spirit <http://www.mels.gouv.qc.ca/reforme/pol_eco/ecole.ht
m> (13 December 2006).
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TEACHING GUIDE
entrepreneurship: to carry out a project As Erkki Liikanen says: Entrepreneurship is

(intellectual competency), to organize a today recognised as a basic skill to be
project (methodological competency), to provided through lifelong learning . . . The
develop an entrepreneurial spirit importance of education and training in this
(competency related to attitudes and respect has been highlighted on several
behaviour), to develop a business plan occasions.10 We believe that all levels of
(linguistic competency and other subject- education, especially the college level, can
specific and multidimensional help contribute to overall personal
competencies), etc. Entrepreneurship could development, promote the entrepreneurial
even be considered a cross-curricular theme spirit, stimulate the economy and foster
like new information and communications regional development. In this respect,
technologies. entrepreneurship as an educational value is a
promising venture for the coming years and
a true social project for the Qubec of
tomorrow.
10. European Commission, Helping to Create an

Entrepreneurial Culture,
<http://ec.europa.eu/enterprise/entrepreneurship/support
_measures/training_education/doc/entrepreneurial_cult
ure_en.pdf> (14 December 2006), p. 3.
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TEACHING GUIDE
UNDERSTANDING
4.
ENTREPRENEURSHIP
Entrepreneurial It is difficult to give an accurate, precise and According to Denis Pelletier,

culture involving complete definition of entrepreneurship. entrepreneurial culture is made up of
qualities and Like many words, it has more than one qualities and attitudes that reflect a desire to
attitudes that meaning. For the purposes of project-based wholeheartedly undertake and successfully
reflect a desire to instructional activities, it is understood in its see through to completion whatever
undertake a
broadest sense (which, of course, includes enterprise one chooses to be involved in:
project and see it
its more specific meanings).
through to its independence
Entrepreneurship can be an individual,
completion creativity
group, cooperative or social endeavour.
initiative
Individual,
collective, STRICT DEFINITION: the qualities or self-confidence
cooperative and function of a person who organizes and leadership
social manages a business or industrial team spirit
entrepreneurship enterprise.11 assiduity
responsibility
BROAD DEFINITION: the set of qualities and
solidarity
attitudes normally associated with the
perseverance
entrepreneurial spirit. If we consider it
apart from its more restricted sense, i.e. in From this point of view, any individual or
its material and concrete aspects, group activity that brings these qualities into
entrepreneurship means a propensity to be play can be considered educational and
enterprising. It is clear that this disposition, suitable for the development of an
with its characteristic features and the entrepreneurial spirit.13
conditions conducive to its emergence,
The range of instructional activities suitable
constitutes a cultural dimension with an
for the development of an entrepreneurial
obvious educational value, one that should
spirit is vast. Teachers and other educators
be available to as many students as
can make a selection based on their courses,
possible.12
their program, the competencies to be
acquired and their students interests.
11. Gage Canadian Dictionary, Revised and Expanded These activities could take any of the
(Gage Educational Publishing Company, 1997). following forms:
12. Qubec, Ministre de lducation, du Loisir et du
Sport, Introduction to Entrepreneurial Culture, Project
Development Guide for Teachers,
<http://www.inforoutefpt.org/mse/documents/guidem
esure_ang_compl.pdf> (11 December 2006), p. 7.
13. Introduction to Entrepreneurial Culture, p. 7.
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TEACHING GUIDE
one-time introduction-to- social economy projects

entrepreneurship activities etc. One-time
factual projects introduction-to-
The wide range of types of projects is entrepreneurship
cultural or artistic projects
immediately apparent; however, these activities
sports or recreational projects
projects should be preceded by introduction-
community projects Different types of
to-entrepreneurship activities in order to
business development projects projects
help students identify and develop
technological projects
entrepreneurial characteristics and optimize
scientific projects
the conditions for project development and
projects to organize union activities
implementation.
self-employment projects
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TEACHING GUIDE
5. CONCEPT OF PROJECT
In recent years, the word project has ENTREPRENEURIAL PROJECT: producing

become common currency in educational something new, innovating, taking action
language: project-based teaching, to produce goods, services or events that
educational project, business project, school are valued in the community because they
project, project-based learning, meet specific needs.14
entrepreneurial project, social project,
project development, involvement in a
project, etc.
Project Without getting into the philosophical,

= taking action
psychological and pedagogical implications
of the word, we can say that it involves the
= being enterprising
concepts of taking action, being
= moving forward
enterprising, finding self-fulfillment in
= casting into the
achievement, moving forward and casting
future
into the future, among others. It conveys a
sense of reaching beyond oneself, thrusting
oneself into the realm of the possible, the
world of the unforeseen.
At this point, it is also important to define
the concepts of project-based learning and
entrepreneurial project, since they are
essential aspects of the entrepreneurial
culture:
PROJECT-BASED LEARNING: trying out
Project-based
learning
and understanding concepts and
principles by completing projects, in
order to make specific acquisitions in the
boundless realm of knowledge.
Entrepreneurial
project
14. Introduction to Entrepreneurial Culture, p. 27.
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TEACHING GUIDE
ENTREPRENEURIAL PROJECTS IN
6. ELEMENTARY AND SECONDARY
SCHOOL
Entrepreneurial Spirit in College: Getting Entrepreneurship activities in elementary

Entrepreneurial
Down to Business was developed at the and secondary school and vocational
activities and tools
same time as a similar project for training are also intended to help students to develop an
elementary and secondary school and develop a taste for entrepreneurship and entrepreneurial
vocational training. The teaching guides seeing projects through to completion. culture in the
for elementary and secondary school This is done mainly by enabling them to classroom in
teachers include some twenty experience a growing feeling of personal elementary school,
secondary school
entrepreneurial activities and a variety of effectiveness and success, giving them the
and vocational
tools to help teachers develop an desire to undertake increasingly difficult training
entrepreneurial culture in the classroom. challenges in school and in the work
force.
These instructional activities are
consistent with the education reform and For a better understanding of
the competency-based approach. Starting entrepreneurial culture in elementary and
in January 2007, elementary and secondary school and in vocational
secondary school teachers will have training, you can consult the appropriate
access to entrepreneurial projects that are guides at <www.
consistent with educational and inforoutefpt.org/entrepreneuriat>. These
instructional aims and closely linked to guides present the different types of
the development of an entrepreneurial assistance available to teachers and
culture in the school. students. The continuum of proposals is
intended to ensure the gradual
Students entering college in the coming
development and integration of
years will be increasingly familiar with
entrepreneurial instruction by giving
this culture and will have developed a
increasing leeway in productions,
reflex, or at least an interest, in carrying
strategies and partnerships.
out meaningful projects in which they
have a certain amount of leeway and in
The proposed instructional activities and
which they can solve real problems.
productions (products, services and
Innovation, breadth and social projects
events) can be transferred to other
with a real impact will slowly but surely
situations and help teachers understand
become important for these students, who
the process of entrepreneurial instruction
will have experienced the benefits of
integrated into a program of study.
carrying out entrepreneurial projects.
In addition, activities developed
specifically for vocational training are an
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TEACHING GUIDE
important resource for vocational training Finally, we hope that the entrepreneurial
teachers who have already integrated the culture developed at the elementary and
competency-based approach and who secondary levels will have given a large
understand the importance of keeping number of students a taste for
abreast of the needs related to their field entrepreneurship in college!
of study.
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TEACHING GUIDE
7. THE COLLEGE TEACHERS ROLE
College teachers, although they are part colleges and universities offer. Indeed,
of a department and must follow the students who pursue their education must
course outline, have considerable have certain characteristics, which are
leeway in exercising their profession: the same as the characteristics an
developing course content, selecting entrepreneur needs to succeed in
instructional activities and determining business. On the other hand, many
which teaching methods will help teachers say they are undertaking a new
students acquire the necessary semester or a new course, which is
competencies and successfully complete exactly what they are doing. Indeed,
the course and the program, so that they teachers undertake a training project
can quickly integrate into the new labour with one or more groups of students. To
market. Teachers must also address do so, they must have certain
fundamental issues such as citizenship characteristics, also the same as the
education, personal development, characteristics an entrepreneur needs to
openness to the world, culture, and so on. succeed in business. Table 1 compares
An interesting
An interesting parallel could even be characteristics of teachers, students and
parallel could also
drawn between entrepreneur, student and entrepreneurs. It is interesting to note be drawn between
teacher. On the one hand, many students that, often without realizing it, teachers entrepreneur,
say they are undertaking higher and students use a similar approach. student and
education, which is precisely what teacher
TABLE 1: Comparison of certain characteristics of teachers, students and

entrepreneurs
TEACHERS STUDENTS ENTREPRENEURS
Are responsible for the Are responsible for their Are responsible for the
learning process and own learning process and performance of their
contribute significantly to success. Their business is enterprise, whether positive
the students success. education. or negative, and for the
methods used.
Start projects with the Are successful when Start projects, manage them
students, manage them perseverant. Can even be and see them through.
and see them through. said to be tenacious; learn Perseverance despite
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TEACHING GUIDE
TEACHERS STUDENTS ENTREPRENEURS

Persevere and know how from their mistakes and obstacles is one reason for
to overcome obstacles achievements. their success.
(more difficult students,
less interesting content,
time constraints). Can
even be said to be
tenacious; learn from their
mistakes and
achievements. Regularly
renew their teaching.
Establish the students Find meaning in the Choose their learning
learning process and the learning acquired and find process and the related
related procedures that considerable satisfaction procedures that have
have meaning for them. therein. meaning for them.
Find considerable
satisfaction in their
students results.
Identify objectives and Control their learning, the Identify objectives and
means of attaining them investment of time and means of attaining them.
(lesson plan). energy and, therefore,
their results.
Ensure the progress of a Find considerable Are motivated by success
group of students and find motivation in success; this and profit.
considerable motivation is their way of realizing
therein; this is their way of their potential.
realizing their potential.
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TEACHING GUIDE
Moreover, teachers are now mobilized to so that they can adequately incorporate it
help students achieve academic success into their teaching. Without their
and to reduce the dropout rate; the MELS enthusiasm, passion and expertise, little
has set targets for colleges and provides progress will be made. A lack of
Youth
financial support for their efforts. The motivation and training can derail the
Entrepreneurship
different measures set out in the three- government orientations. That is why the Challenge
year Youth Entrepreneurship MELS decided to produce this guide, measures as an
Challenge action plan are consistent which provides examples of different important tool for
with the primary goal of academic instructional activities that can be student motivation
success and are an important tool for integrated into any college-level program. and success
student motivation and success, as the The MELS also hopes to see the
government points out. development of local activities such as
pedagogical days to discuss the topic, the
It is therefore up to each teacher to select
forming of an association of resources and
the instructional activities that will
promotional campaigns targeting specific
awaken in students an interest, perhaps
areas.
even a passion, for entrepreneurship and
to propose activities or agree to projects
that call for the entrepreneurial attitudes
and qualities developed at the secondary The teacher as an
important
level. It is important to remember that
influence for
teachers have more influence over students
students than anyone outside their
extended family (immediate family,
relationships and leisure activities). The teacher at the
heart of the choice
In a project-based approach, teachers also of instructional
play an important role in guiding students, activities
since each project involves unforeseen
circumstances and possible failure (or The teacher as
guide in the
partial success). They must therefore
implementation of
provide their students with the necessary the students
tools, supervise them, encourage them to process
undertake a project, and motivate and
reassure them during the process.
Activity guide for
Many teachers will probably feel teachers
somewhat overwhelmed at first and
poorly equipped to design activities or
projects to help students develop key
entrepreneurial competencies. It is
therefore essential to help teachers
assimilate the concept of entrepreneurship
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TEACHING GUIDE
ACHIEVEMENT CONTEXT FOR

8. INSTRUCTIONAL ACTIVITIES AT
THE COLLEGE LEVEL
The MELS intends to support teachers Business Services

initiatives, but assumes that support will the Technology Transfer Centre
also be provided by their colleges
the placement service
resources, in particular the administration,
instructional services, education the different sectoral committees
consultants, student services and help liaison committees with secondary
The importance of centres in order to create an internal schools and universities
synergy among
dynamic and the appropriate synergy. For committees or bodies on which
support measures for
although teachers are clearly the main CEGEP members sit (e.g. local
college teachers
transmitters of passion, by their development centre, chamber of
personality, by their knowledge of commerce, Emploi-Qubec)
entrepreneurship, and by their special important sponsors (e.g. scholarships,
relationship with students, they can easily foundations)
become discouraged if their initiatives
teachers from the business world
do not receive support and professional
assistance at some point or other in the etc.
implementation of entrepreneurial This partial list illustrates potential
activities. There is no shortage of internal resources that can collaborate with
Resources from the resources, but there is also a need for teachers in the implementation of
entrepreneurship entrepreneurial activities or projects.
mobilization, complementarity and
community Others include resources from the
collaboration.
entrepreneurship community itself, in
The use of CEGEPs are closely involved in their
particular the Fondation de
connections to socioeconomic, cultural and educational
lentrepreneurship, the Institut de stratgie
existing resources communities. The implementation of
et de pdagogie en entrepreneuriat, and
outside the college several activities or of an entrepreneurial
student entrepreneurs clubs. Everything
project will require the participation of
appears to be in place for more
several external resources that are
entrepreneurial activities and the gradual
already partners in:
implementation of a true entrepreneurial
practicums in the workplace culture in the college network.
work/study programs
mentoring programs
CEGEP/business committees
(technical programs)
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TEACHING GUIDE
Toward a Course in
8.1
Entrepreneurship
Information gathered in surveys and during may have already encountered

a number of consultations shows that entrepreneurial activities in elementary or
entrepreneurial experiences within a secondary school or in another college
program of study are first and foremost the course, teachers are encouraged, before
result of a teachers initiative within a implementing an activity, to ask about the
course. Convinced of the value of these students entrepreneurial experience and,
experiences for student motivation and especially, their interests, providing
success, increasing numbers of teachers are additional motivation while helping develop
implementing entrepreneurial activities. their entrepreneurial spirit.
Impact of the
At the outset, it is important to point out that It is also important to note that many
new secondary
the students who will be enrolling in college teachers are already using entrepreneurial school program
in the coming years will have already activities without necessarily realizing it. If on future college
participated in entrepreneurial activities and a project proposed in a course meets a need students
developed an entrepreneurial spirit, since that has been identified and requires
entrepreneurship is part of a broad area of creativity on the part of the student, it is an
learning at the elementary and secondary entrepreneurial project and is conducive to
Choice of
levels. the development of a number of activities
entrepreneurial characteristics and an depending on the
We must be prepared for these new cohorts.
entrepreneurial spirit. teaching
The education reform in elementary and
approach
secondary school will have a definite impact In some colleges, depending on their
on these young people, who will have orientations, a complementary general Complementary
learned by doing all sorts of projects and education component could be offered to general
who will be more used to contextualized students interested in further exploring education
learning. The task will be all the easier since entrepreneurship. For example, a student component
this type of learning is consistent with the who has done different activities that have
spirit of the reform at the college level. sparked an interest in further
entrepreneurship study could enroll in one or
This is the spirit in which these activities
two complementary courses. This could
were developed for college teachers. They
increase the level of student satisfaction.
can be integrated into any course to which a
teacher wishes to add an entrepreneurial Chapter 8 of this guide presents the many
flavour. Teachers are therefore invited to different activities available to teachers who
assimilate the material and adapt it to their wish to add an entrepreneurial component to
teaching approach, their students interests their courses.
and the course content. Since some students
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TEACHING GUIDE

Toward an Entrepreneurship
8.2
Program
A program into which teachers wish to could be branded as having an

incorporate entrepreneurial activities entrepreneurial flavour. The activities
could, upon its revision, become a students experienced before their
program with an entrepreneurial profile. enrollment in the program will be given
Universit Laval is already offering such new meaning and will enable them to
programs. The following text from the pursue the passion for entrepreneurship
universitys Web site briefly describes the they began developing earlier in their
characteristics of the profile. academic career, often in elementary
school.
At Universit Laval, entrepreneurship
has taken on a whole new meaning. It Similarly, students enrolled in
reflects students ingenuity and their preuniversity programs could carry out an
commitment to all sorts of projects. The international aid or social economy
aim of the entrepreneurial profile is to project. Their experiences in college will
help students develop entrepreneurial help them develop their full potential and
competencies using a structured approach better prepare them for the labour market
in which they are called upon to take or university studies.
initiatives and develop and manage
Students could do entrepreneurial
projects.
activities at different times throughout
The entrepreneurial profile is intended for their education. While these activities
students in participating bachelors could be integrated into any program of
programs. It allows them to put their study, some of them, referred to as one-
creativity, innovativeness and time introduction-to-entrepreneurship
resourcefulness to good use and provides activities, should be done in technical
the support and tools they need to develop training courses in which students develop
an idea that they are passionate about the competency To analyze the job
within the framework of a concrete function. Entrepreneurial projects can be
project. Dreams have no limits: dare to incorporated into any course and could be
realize your dream during your time at assigned in lieu of a comprehensive
Universit Laval!15 examination.
The Universit Laval model is a source of

A program with an
inspiration for college programs, which entrepreneurial
profile
15. Universit Laval, La puissance des ides, Le
profil http://www.profilentrepreneurial.ulaval.ca/> (5
May 2006) [free translation].

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TEACHING GUIDE
The complementary general education

component, outside the program, could be
another tool for students interested in
pursuing entrepreneurial projects.
8.3 Toward an Enterprising CEGEP
College directors might be surprised to It goes without saying that a college that
find out how many entrepreneurial creates a stimulating entrepreneurial
activities are already taking place in environment provides its teachers and
numerous courses and programs, as well students with the help they need to
as in extracurricular activities. Surveys implement activities that are truly
conducted within the framework of this conducive to the development of an
project have shown the emergence of a entrepreneurial spirit.
veritable entrepreneurial culture in
Qubec colleges. These activities could
qualify a college as an enterprising
CEGEP, like a university that offers
Identify existing
resources and make several programs with an entrepreneurial
them known to the profile. The directors could be a driving
college community force providing support for the
so that members can development of a strong entrepreneurial
see the potential culture.
wealth
Such a college could begin by identifying
resources already available and making
them known to the college community so
that members can take advantage of them
to fulfill their respective missions. Many
people might be surprised to learn that
there is considerable wealth and potential
A stimulating already in place. A compendium of
entrepreneurial resources would be a very valuable tool
environment to
for teachers who wish to implement
provide support for
teachers and entrepreneurial activities. Appendix 1
students contains a structural model to help
CEGEPs that are interested in focusing on
entrepreneurship.
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TEACHING GUIDE
9. ACTIVITY GUIDE
During their development, the activities to their teachers, so they are at the heart of
were submitted to validation several times in the teachers own needs.
order to ensure that the materials were
The three types of activities include one-
consistent with teachers and students Three types of
time introduction-to-entrepreneurship
needs. Three different types of validation activities:
activities to raise awareness of the - introduction to
were carried out: by four groups of students,
characteristics of entrepreneurs and the entrepreneurship
by teachers, and regular follow-up by a
world of entrepreneurship; entrepreneurial - projects
group of educators and managers. For more - complementary
projects, which can take many forms; and
information about the methodology used, education
two complementary entrepreneurship
see Appendix 2.
courses that colleges could offer for students
Three types of activities were chosen to who have developed a passion for
meet the needs of college teachers and entrepreneurship.
students. College students are young adults
Table 2 contains a list of the activities
enrolled in a program of study and have a
proposed in this guide. Each one is
variety of interests, which they make known
explained briefly in the following pages.
TABLE 2: Activities proposed in this guide
TYPE OF ACTIVITY ACTIVITY

One-time introduction-to- Testimonial Entrepreneurial Spirit: Qualities and
entrepreneurship activity Attitudes for Success
Company Visit: Meeting an Entrepreneur
Intern for a Day
Entrepreneurial Profile
Debate on Business Ethics
Entrepreneurial project Entrepreneurial project in a course or a program
Complementary general education A Passion for Entrepreneurship: Introduction to
component entrepreneurship
The Entrepreneurial Portfolio: Practical project and
recognition of the students various entrepreneurial
achievements
These activities contain different tools that different activities depending on the teacher.
teachers can use in whole or in part. Because Also, each activity can be used to develop
of the flexible approach, teachers can adapt other activities. Teachers concerns with
the tools to the time constraints they face. In respect to program content and learning
this way, an activity could lead to several contexts, the specific characteristics of their
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TEACHING GUIDE
group of students and their preferred learning One-time introduction-to-entrepreneurship

Flexible approach
approach will result in a new, personalized activities and entrepreneurial projects should
Activities in a activity. Teachers can use their creativity to be implemented within a course or program.
variety of forms help students develop an entrepreneurial spirit
depending on the and achieve success.
teacher
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TEACHING GUIDE
9.1 Structure of the Activity Guides
Each activity is accompanied by its own Students are at the centre of the approach
guide, which situates the activity in the and construct their own knowledge, so they A resource guide
for teachers and
series and contains student documents, an are the most active participants in the
students
implementation guide, a suggested scenario process. Table 3 illustrates the structure of accompanies each
and additional documents. Each activity is each guide, the sections included, their activity
presented in the same format. intended audience and the respective roles of
each participant.
The guide suggests an approach and
different tools to be used in the classroom.
TABLE 3: Structure of each guide

Intended for:
SECTION FUNCTION
Teachers Students
Implementation Provides teachers with tips and hints
Guide for the activity.
Suggested Scenario Establishes the relationship with
programs of study. Specifies the
learning objectives of the activity.
Proposes a procedure for conducting
the activity.
Student Documents Each step of the activity is
accompanied by its own student
document, ready to be photocopied.
Evaluation Grid Provides teachers with a tool to
evaluate student learning.
References Provides teachers with additional
information sources.
Bibliography Lists the documents consulted to
develop the activity.
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TEACHING GUIDE
One-Time Introduction-to-
9.2
Entrepreneurship Activities
Five one-time introduction-to- entrepreneurship. This new learning will

entrepreneurship activities are suggested: help students prepare to meet with an
Testimonial Entrepreneurial Spirit: entrepreneur and participate actively in the
Qualities and Attitudes for Success testimonial. Finally, a third document
Company Visit: Meeting an encourages the students to produce a report
Entrepreneur on their experience so that they can see what
Intern for a Day they learned.
Entrepreneurial Profile
9.2.2 COMPANY VISIT: MEETING AN
Debate on Business Ethics
ENTREPRENEUR
This section briefly describes each one. A
detailed guide for each of the activities is Company Visit is an instructional activity
available in hard copy from your college and that allows students to meet with an
on CD-ROM in each department and on the entrepreneur and learn about his or her work
following Web site: environment. Once they have explored
<http://www.inforoutefpt.org/entrepreneuriat>. different types of entrepreneurship related to
their field of interest or study, students will
Testimonial: 9.2.1 TESTIMONIAL ENTREPRENEURIAL
organize a company visit and a meeting with
entrepreneurial SPIRIT: QUALITIES AND ATTITUDES FOR
an entrepreneur. This will allow them to
spirit and success SUCCESS
come into contact with individuals who
Meeting with an Testimonial is an instructional activity that could serve as positive role models, help
entrepreneur and enables teachers to take advantage of make their studies more meaningful, and
learning about his entrepreneurs experience. A successful provide them with useful tools for their
or her work entrepreneur could be a source of inspiration career.
environment
for the students. Identifying his or her
In this activity, the learning process has been
qualities and attitudes can help students
broken down into six steps:
reflect on their personal progress in the
achievement of their academic and career 1. Becoming aware of what
goals. entrepreneurship means and how it
relates to the field of study
The guide proposes a procedure for meeting
with the entrepreneur. First, a three-question 2. Discovering different types of
pretest helps students identify their own entrepreneurship
perception of the characteristics of an 3. Researching different companies in the
entrepreneur. A second document describes students area of interest
the different types of entrepreneurship in
society, including self-employment, 4. Preparing for a company visit and
intrapreneurship and collective meeting with an entrepreneur
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TEACHING GUIDE
5. Visiting a company and meeting an The students can enrich their own perception
entrepreneur of the entrepreneurial characteristics by
comparing it with that of the class. Then
6. Class presentation
they do a test to identify their strengths and
9.2.3 INTERN FOR A DAY weaknesses with respect to different
Intern for a Day is an instructional activity entrepreneurial characteristics and come up
that allows students to spend a day in a with their own personal entrepreneurial
company in order to develop a taste for profile.
entrepreneurship and instill a desire to fulfill 9.2.5 DEBATE ON BUSINESS ETHICS
their dreams. In addition to introducing
In college Humanities courses, teachers
students to entrepreneurship, this activity
expect their students to understand the basic
can also help them explore their field of
rules of discourse and argumentation; to
study.
question, conceptualize, analyze, synthesize,
Once they have explored different types of reason, argue and judge; to compare ideas in
entrepreneurship related to their field of order to come up with their own; to
interest or study, students organize this one- formulate critical judgments to support
day internship in a company of their choice. general principles; and to apply their
This will allow them to come into contact philosophical knowledge in a process of
with individuals who could serve as role independent thought. In addition, teachers
models, give meaning to their studies, and want students to demonstrate openness to
provide them with useful tools for their ways of thinking that are different from their
career. own.
9.2.4 THE ENTREPRENEURIAL PROFILE In this sense, the debate proposes a learning
The entrepreneurial profile is a test that process in five steps:
enables students to identify their 1. Researching their position on the topic
entrepreneurial characteristics in order to
2. Preparing a two-minute speech
define their personal entrepreneurial profile.
explaining their position and a list of
This instructional activity helps students
questions and answers
define the entrepreneurial spirit and
determine how the different entrepreneurial 3. Participating actively in the debate
characteristics can help them realize their
4. Preparing a debate file, including a self-
dreams, succeed in school and make career
evaluation and a report
choices.
5. Reflecting on the entrepreneurial
This activity could easily be done at an early
characteristics used in the activity
stage. In technical programs, it could be
used in courses related to the competency To The debate on business ethics is an
analyze the job function to help students instructional activity that allows students to
recognize the entrepreneurial characteristics take a position on a topic related to business
that will enable them to succeed in school. ethics. The topic is suggested as an example.
Several other topics could be debated. In
T 35
TEACHING GUIDE
addition to being a stimulating experience students develop argumentation skills and a

directly related to the humanities critical sense with respect to a topic related
curriculum, this activity will enable students to the learning objectives of a course in any
to develop their argumentation skills and preuniversity or technical program of study.
oral expression. They will be called upon to It will help them develop entrepreneurial
synthesize their ideas and to adopt a characteristics such as self-confidence,
convincing tone in defending them. motivation, assiduity, initiative, team spirit,
solidarity and determination.
This activity could easily be adapted to other
general education courses aimed at helping
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TEACHING GUIDE
9.3 Entrepreneurial Project
The entrepreneurial project has a much competencies. A project involving a number

Instructional projects
larger scope than the one-time activities of program competencies could be used as
and entrepreneurial
described in the previous section. It requires part of a comprehensive assessment in order projects
considerable involvement on the part of both to evaluate students overall learning. In this
student and teacher. The proposed procedure case, the teaching team should provide
enables students to develop a project. In students with specific projects and The entrepreneurial
addition to giving new meaning to the instructions in order to ensure that all of the project as a means
knowledge acquired in the classroom, the competencies targeted by the comprehensive of participating in
innovation and
procedure provides students with a proven assessment are covered.
change
process for carrying out all their projects.
The specific learning objectives targeted by
Before incorporating an entrepreneurial the project are: The entrepreneurial
project as a
project into a course, it is important to
Contextualize the learning to be comprehensive
clearly distinguish between an instructional assessment
acquired as part of a course or program.
project and an entrepreneurial project. The
aim of an instructional project is essentially Discover personal strengths and The entrepreneurial
to have students acquire learning related to competencies acquired in the program project targets
the objectives of a course or program of that can be used to carry out a concrete several learning
project. objectives
study. An entrepreneurial project involves
producing a product, service or event that Apply the entrepreneurial process as
meets an identified need; therefore, value is part of the learning in a program of
added to an instructional project. study.
An entrepreneurial project involves more Apply different principles to convey a
than the 10 per cent of students who will go message or promote an offer to a target
on to become entrepreneurs; it targets all market.
students, because all will be required, at one
point or another in their lives, to actively Table 4 provides some examples of
instructional projects with an entrepreneurial A variety of
participate in various forms of innovation projects for every
and change in their environments. focus, as they relate to certain programs of
program of study
study.
An entrepreneurial project may focus on a
single competency or on a set of
T 37
TEACHING GUIDE
TABLE 4 Examples of entrepreneurial projects

Program of study Examples of instructional projects with an entrepreneurial
focus
Creative Arts, Literature Offering services to review literature for a publishing house
and Languages Offering services to write articles of interest to young
people 17 to 25 years old
Offering services to revise texts for a publishing house
Offering services to write articles for a local newspaper
Creating a touring, cooperative cultural or theatre troupe
Offering assistance services to a group of local artists
Producing a cultural or literary magazine
Producing a show (e.g. readings, poetry)
Producing a newspaper (e.g. a monthly publication)
Fine Arts Organizing an exhibit of student productions
Designing and setting up a booth at a fair or exhibition
Music Organizing a concert
Offering music courses
Creating an orchestra and producing shows
Social Science Offering homework assistance services in an elementary
school
Starting up a nonprofit community service organization
Organizing an international aid project
Conducting a survey for the course in question on a subject
of interest to the college
Offering peer mentoring and assistance
Doing volunteer work
Science Carrying out a school/workplace project that supports
certain technical programs at the college through the
creation of new consumer products (e.g. Dietetics,
Biotechnology)
Offering analysis services (e.g. biomedical analyses)
Organizing a science fair
Offering ecosystem characterization services
Biotechnology Offering services for:
o microbiological analyses
o biochemical analyses
o product or waste toxicity analyses
o quality control
o composting
o water treatment
o ferment production
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TEACHING GUIDE
Program of study Examples of instructional projects with an entrepreneurial

focus
Building System Offering services to prepare renovation project plans
Engineering Technology
Nursing Designing an information booth with a health prevention
theme
Offering private homecare services
Dental Hygiene Presenting a social economy project in a disadvantaged
area
Designing an information booth with a dental health theme
Carrying out a fundraising project for a practicum abroad
Carrying out a project related to a programs achievement
context, practicum outside of the programs regular
timetable where students deal with clients at a clinic
Organizing a clinic on a theme related to dental prevention
Writing a dental information column or series for a local
newspaper, with different themes each issue (smoking,
cavities, cardiovascular disease, periodontal disease)
Preparing a dental information pamphlet on different
themes for students or other target populations to be
defined, that will be handed out at the dental clinic
Designing an information booth with a screening session
Dietetics Offering services to review menus for school cafeterias and
food services in senior citizens homes
Offering services to deliver cooked meals to senior citizens
in disadvantaged areas (meals on wheels)
The guide proposes important criteria for the project and aspects to be taken into account
implementation of the entrepreneurial in the competency-based approach.
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TEACHING GUIDE
Complementary General Education

9.4
Component
The complementary general education It is important to ensure that the

component included in every college-level complementary entrepreneurship courses are
program is intended to introduce students to made available to all students. These courses
fields of knowledge other than the ones are intended to help those students who wish
involved in the program-specific component to gain more in-depth experience with a
of their preuniversity or technical program method introduced in their program of
of study. Students must achieve two study. Students in all programs are given the
educational objectives (each worth two opportunity to explore a long-time passion.
credits) in one or more general education
This document proposes two complementary
subject areas that complement the program-
To develop courses: an introduction to entrepreneurship
entrepreneurial specific content of their program. The
and a more in-depth study. The first is aimed
competencies in subject areas are specified in the College
at helping students develop an
one or two Education Regulations:
entrepreneurial spirit as well as
complementary 1. Social sciences
courses entrepreneurship and intrapreneurship
2. Science and technology
potential. The second is aimed at helping
3. Modern languages
students develop an actual business project
4. Mathematics literacy and computer
involving the development of a service as a
science
self-employed worker, the management of a
5. Arts and aesthetics
project within an organization, a social
Two complementary courses, each aimed at economy project or simply the creation of a
helping students develop one entrepreneurial traditional business. It is important to point
competency, are proposed in this guide. The out that these courses are not business
courses are not associated with any management courses. They are described in
particular field of study, so they could be detail in their own guide.
offered as complementary general education
courses to students enrolled in any program.
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TEACHING GUIDE
CONCLUSION
Although the Youth Entrepreneurship students develop a passion, a spirit and a

Challenge measures are not mandatory, the need for entrepreneurship, essential assets
MELS considers that entrepreneurial for their future and that of Qubec. This
activities will help equip students to meet guide is a first step in this direction, and we
the challenges of the labour market and hope that, in the next few years, it will lead
achieve success as individuals, workers and to a guide to sound practices for teaching
citizens. The MELS therefore encourages entrepreneurial skills or to an anthology of
teachers to lend their enthusiasm and activities developed by teachers of the
creativity to using this activity guide to help different college programs.

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TEACHING GUIDE
STRUCTURAL MODEL
Appendix 1
Toward an Enterprising CEGEP
Figure 1 presents different elements of a model would also support teachers and students in the
that could be implemented in an enterprising submission of projects to the Qubec
CEGEP. Entrepreneurship Contest. A college might
even develop an entrepreneurial profile for
Commitment of the The first is an enterprising educational
college community mission based on the commitment of the entire some of its programs of study.
to the development college community to the development of The figure also situates entrepreneurial
of educational educational values to help students develop a activities implemented in the different
values to help
taste for entrepreneurship at every level. It is programs and in the two complementary
students develop
an entrepreneurial easy to make connections between the values entrepreneurship courses a college might offer
spirit conveyed by a colleges educational project its students.
and entrepreneurial values. Finally, as seen in Figure 1, students involved
Support measures
Another element is a variety of support in extracurricular entrepreneurial activities
for teachers and
students measures which, in association with an should receive recognition. They could even
enterprising educational mission, would ensure receive an official distinction on their
the presence of a set of documents intended to transcript or some sort of certificate attesting to
support teachers and program coordinators in their entrepreneurial development. Finally, all
the implementation of entrepreneurial of these achievements should be published
activities. The college would provide internally and externally.
additional support to both teachers and
students. Figure 2 presents the objectives these
measures might target.
A colleges entrepreneurial environment,
Dynamic
entrepreneurial as seen in Figure 1, could take several
environment different forms, for example a dynamic
student entrepreneurs club16 working in close
collaboration with student services, as one of
the colleges support measures. The college
should also have a schedule of introduction-to-
entrepreneurship activities: lunch talks by
entrepreneurs, entrepreneurship week,
seminars, etc. The organization of several
activities makes for a dynamic entrepreneurial
environment. An entrepreneurial environment
16. Association des clubs entrepreneurs tudiants,

<http://www.acee.qc.ca/contenu/accueil2.htm>.
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TEACHING GUIDE
ENTERPRISING EDUCATIONAL MISSION
Support for Entrepreneurship
ENTREPRENEURIAL ENVIRONMENT
Dynamic student
entrepreneurs club
Entrepreneurial Recognition of students Schedule of introduction-

profile for involved in to-entrepreneurship
programs of study extracurricular activities
entrepreneurial
activities
Introduction-to-
entrepreneurship
measure
Entrepreneurial activities in the general education component

common to all programs
[Entrepreneurial activities in preuniversity programs Entrepreneurial
activities in technical programs]
Activits entrepreneuriales Activits entrepreneuriales
dans les programmes pruniversitaires dans les programmes techniques
Complementary entrepreneurship Entrepreneurial portfolio

course
RECOGNITION FOR STUDENTS INVOLVED IN ENTREPRENEURIAL ACTIVITIES

(scholarship, distinction on transcript, certificate)
COMMUNICATIONS PROGRAM
(students achievements with specific forum
for extracurricular and program activities)
FIGURE 1: Structural model: Toward an enterprising CEGEP
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TEACHING GUIDE
SUPPORT FOR ENTREPRENEURSHIP
Teachers committee
Student committee
Support teachers in the Create a student community

implementation of of practice for
entrepreneurial activities entrepreneurial activities
Create a teachers community Support the development of

of practice for an entrepreneurial
entrepreneurial activities environment
Encourage networking Provide personalized

among teachers and students guidance
Maintain a connection with

the socioeconomic community
and the business world
FIGURE 2: Support for entrepreneurship
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TEACHING GUIDE
METHODOLOGY USED IN
Appendix 2 THE DEVELOPMENT OF
Research
THE ACTIVITY GUIDE
Several analyses and explorations were order to identify their concerns. These initial
carried out in order to determine the types of efforts in the spring of 2005 were intended
activities and the form they should take. to help define working hypotheses.
First, research was done to define the
In the early fall, a validation committee was Validation
mandate, find existing literature and identify
set up to comment on the methodology and committee
similar attempts and the most pertinent
the materials developed. The committee was
resources to be used in the development of
made up of representatives of the MELS, the Creation of a
tools. working
Secrtariat de la jeunesse, the
committee with
From the outset, working in synergy with entrepreneurship community, the project
the other levels of education proved socioeconomic agencies, three colleges coordinator for
essential. In the spring of 2005, a working (education consultants, student life elementary and
committee was set up with the team at the counsellor, teachers and students) and secondary
Commission scolaire de la Capitale entrepreneurs. Meetings were scheduled school
(coordinator for the development of throughout the development process.
entrepreneurial activities in elementary and
In September, a survey was conducted
secondary school) in order to ensure the
throughout the Qubec college network.
harmonization of activities at the secondary
Two major objectives were targeted: to
and college levels. Survey in the
qualify the dynamic aspect of the college
Then, a preliminary survey of students entrepreneurial environment in colleges and network
helped identify their concerns and interests to identify entrepreneurial activities already
with respect to different entrepreneurial under way. Questionnaires were distributed
activities within their program of study. Two among two groups: the service responsible
groups of students, one in the preuniversity for entrepreneurship in the college and
sector and the other in the technical sector, program coordinators. This information
filled out a questionnaire in order to validate about current activities gave us a sense of
questions to be asked of a broader audience what type of activities to develop and the Focus group
and to collect valuable information in order type of support needed to equip teachers to
to define working hypotheses. A focus implement them.
group of students enrolled in different
During the same period, an analysis of
preuniversity and technical programs
projects submitted to the Qubec
provided valuable qualitative information.
Entrepreneurship Contest revealed
Another survey was conducted among
extracurricular entrepreneurial activities
teachers in general education, technical
carried out by students.
programs and preuniversity programs in
T 45
TEACHING GUIDE
Once we confirmed the working hypotheses, easier to read and more consistent with
identified the type of activity and developed teachers and students concerns.
the format, meetings with different people in
FOLLOW-UP
two colleges were set up to define the
important elements to be considered in the During the same period, a team made up of
development of tools. college educators, education consultants and
managers closely monitored the project and
Finally, a survey of two groups of students
collaborated on the development and
in two different colleges helped validate the
revision of the guide.
interests and concerns of students with
respect to the activities to be developed.
Numerous During the development stage, the activities

validations by underwent numerous validations in order to
students and ensure that the materials developed were
teachers consistent with both teachers and students
needs. Three types of validation were done:
by four groups of students, by teachers and
Follow-up by a
team of educators regular follow-up by educators and
and managers managers.
VALIDATION BY FOUR GROUPS OF
Validation team STUDENTS
made up of One activity was validated by four groups of
teachers in
students from four different colleges and
general education
and technical and four different programs of study in both the
preuniversity technical and preuniversity sectors. The aim
programs was to validate the proposed approach,
students interest in this type of activity and
the ease with which it could be
implemented.
VALIDATION BY TEACHERS
A validation team made up of teachers in
general education and preuniversity and
technical programs was formed. In three
meetings, members became familiar with the
project to design entrepreneurial activities
and were given the materials and the
relevant information. After the meetings, the
teachers analyzed the materials and
formulated comments on how to make them
T 46

TEACHING GUIDE
BIBLIOGRAPHY
Association des clubs entrepreneurs tudiants. <http://www.acee.qc.ca/accueil2.htm>.

European Commission. Helping to Create an Entrepreneurial Culture.
<http://ec.europa.eu/enterprise/entrepreneurship/support_measures/training_education/d
oc/entrepreneurial_culture_en.pdf> (14 December 2006).
Filion, Louis Jacques. Pour une vision inspirante en milieu scolaire, 2nd edition. Cap-Rouge:
Les Presses Inter Universitaires, 2005.
Gage Canadian Dictionary. Revised and Expanded. Gage Educational Publishing Company,
1997.
Qubec. Dfi de lentrepreneuriat jeunesse. Plan daction triennal 2004-2005-2006.

<http://www.defi.gouv.qc.ca/publications/defi.pdf> (8 May 2006).
Qubec. Ministre de lducation. Qubec Schools on Course. Educational Policy

Statement. <http://www.mels.gouv.qc.ca/REFORME/pol_eco/ecole.htm> (13
December 2006).
Qubec. Ministre de lducation, du Loisir et du Sport. La formation professionnelle et
technique. <http://www2.inforoutefpt.org./publications/listesecteurs.asp> (8 May 2006).
Qubec. Ministre de lducation, du Loisir et du Sport. Introduction to Entrepreneurial

Culture. Project Development Guide for Teachers.
<http://www.inforoutefpt.org/mse/documents/guidemesure_ang_compl.pdf> (11
December 2006).
Universit Laval. La puissance des ides. Le profil entrepreneurial.

<http://www.profilentrepreneurial.ulaval.ca> (5 May 2006).

T 47

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Teaching guide

Entrepreneurial Spirit in College 2007

Coordination Pierre Duchaine

Project Director Brigitte Bourdages

Project Development, Lise Lecours

Development (Chapter 6) Line Houde

Formatting Louise St-Germain

Graphics Ginette Morneau

English Version Direction de la production en langue anglaise

Entrepreneurial Spirit in College 2007

Jean Nol Vigneault Jean-Paul Riverin

Entrepreneurial Spirit in College 2007

Cyimpaye, Donatilla Analyst-consultant Secrtariat la jeunesse

MINISTERE DE LDUCATION, DU LOISIR ET DU SPORT

Vigneault, Jean-Nol Director Direction de la formation continue et

Carrier, Lorraine Coordinator Youth and cooperative Conseil de coopration du Qubec

Ruel, Claude Director Institut de stratgie et de pdagogie en

Letendre, ric Owner STE Services Techniques

Entrepreneurial Spirit in College 2007

Sylvestre, Chantal Teacher and entrepreneurship resource Cgep de Granby

Martin, Isabelle Student Cgep de Granby

Thomas, Luc Student life adviser Entrepreneurship Collge Montmorency

Therrien, Benoit Student Collge Montmorency

Leblanc, Pierre Education consultant Cgep de Victoriaville

Landry, Denise Teacher Business Management Cgep de Victoriaville

Lemire, Kasandra Student Cgep de Victoriaville

Entrepreneurial Spirit in College 2007

1. RETROSPECTIVE OF ENTREPRENEURSHIP IN COLLEGE ........................................................... 12

2. COLLEGES AND THE YOUTH ENTREPRENEURSHIP CHALLENGE........................................... 14

3. ENTREPRENEURSHIP AND THE COLLEGE REFORM ................................................................... 16

4. UNDERSTANDING ENTREPRENEURSHIP ....................................................................................... 18

5. CONCEPT OF PROJECT .................................................................................................................... 20

6. ENTREPRENEURIAL PROJECTS IN ELEMENTARY AND SECONDARY SCHOOL ................... 21

7. THE COLLEGE TEACHERS ROLE .................................................................................................... 23

8. ACHIEVEMENT CONTEXT FOR INSTRUCTIONAL ACTIVITIES AT THE COLLEGE LEVEL . 26

Entrepreneurial Spirit in College 2007

APPENDIX 1: Structural Model Toward an Enterprising CEGEP ................................................................ 42

APPENDIX 2: Methodology Used in the Development of the Activity Guide................................................. 45

Entrepreneurial Spirit in College 2007

Getting Down to Business

Getting Down to Business

Entrepreneurial Spirit in College 2007

Getting Down to Business

projects have long incorporated

Getting Down to Business

COLLEGES AND THE YOUTH

Entrepreneurial Spirit in College 2007

Getting Down to Business

7. Dfi de lentrepreneuriat jeunesse, p. 15 [free

Getting Down to Business

ENTREPRENEURSHIP AND THE

Ultimate goals and autonomy Each preuniversity college program contains

Entrepreneurial Spirit in College 2007

Getting Down to Business

entrepreneurship: to carry out a project As Erkki Liikanen says: Entrepreneurship is

10. European Commission, Helping to Create an

Getting Down to Business

Entrepreneurial It is difficult to give an accurate, precise and According to Denis Pelletier,

Entrepreneurial Spirit in College 2007

Getting Down to Business

one-time introduction-to- social economy projects

Getting Down to Business

In recent years, the word project has ENTREPRENEURIAL PROJECT: producing