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The purpose of this study is to examine and model entrepreneurial learning processes as a continuum from non-business basic education to vocational education. Previous studies and policy programs in Europe suggest that entrepreneurship education should be a core part of the education system.

This is an action research piece of work in which two researchers (the authors) have first studied each other’s own data independently, and then combined these two sets of data. One data set has been collected in a non-business, basic education setting, whereas the other focuses on business studies in vocational education. Here, the entrepreneurial learning process is seen as a synthesis of experimentation with discovered and created opportunities and managing knowledge and competences through reflective practices and decision-making processes.

The main finding is that entrepreneurial learning can be enabled and may manifest itself as a useful process both in non-business and business school contexts. Another related essential finding is the importance of developing learners’ reflective practices.

This research aims to provide scientific evidence that different school levels should cooperate to establish entrepreneurial learning as a continuous process. This case has been researched in the Finnish educational system, but it may also prompt teachers at different school levels in other countries to enable their students’ entrepreneurial learning.

Although entrepreneurial learning has been researched frequently, there is still a lack of investigation concerning lower educational levels, especially non-business basic education. In addition, the point when growth to become entrepreneurial could begin has not been studied in depth. This research focuses on demonstrating how entrepreneurial learning can be planned and executed as a continuum at lower educational levels.

The importance of entrepreneurship education and the lack of studies at the vocational level, have created a need to develop a model of entrepreneurship learning. The purpose of this paper is to determine what vocational college students learn about entrepreneurship from working in a small enterprise, how they learn it and what role the teacher has in the learning process.

The data used are drawn from discussions between eight students (aged 16-18), where they assessed and developed their business activities conducted over the course of a year. Using qualitative data collection and analysis methods, content connected with entrepreneurship was examined to provide information about activities they undertook and how the learning process occurred.

The findings indicate that learning in a small enterprise is a continuous process, where content, activities and process are intertwined. The core of learning is reflection-in-action, to develop entrepreneurial skills and behaviour.

This paper may offer a means of applying a small business learning model to entrepreneurship learning. The results can benefit teachers planning entrepreneurship learning.

This paper contributes to the understanding of student learning in small enterprises by empirically examining what learning takes place and how.

The paper aims to present a conceptual framework that helps in incorporating sustainability into software projects, highlights the importance of project sustainability and provides an extensive review of recent relevant contributions across various fields.

The authors carried out a systematic bibliographic search on relevant published materials to analyse links between the two disciplines (sustainability and software projects). Furthermore, content analysis was applied to the final selected publications to identify and classify relevant triple bottom line (TBL) aspects to develop the framework.

The inclusion of TBL-related aspects is the most efficient and effective method used to incorporate sustainability into projects. Most of the relevant contributions in the software literature have focussed on either project product or project process or on one or two dimensions of sustainability rather than the three dimensions of the TBL theory. This study contributes by proposing a conceptual framework that encompasses TBL-related aspects for incorporating sustainability into processes and products of software projects.

Validating the proposed framework empirically could be an interesting research issue. In addition, future works may focus on different types of industries, such as information systems, telecommunications and service sectors, which have seldom been studied in the literature.

Software companies – or other relevant organisations – may use the proposed framework as a measurement tool to evaluate the environmental and social impacts of their current products and project management practices. Consequently, these organisations may pay more attention to incorporating sustainability into their project management practices.

The proposed framework may contribute towards a more sustainable orientation by providing a unique combination of TBL-related aspects that gives academics and practitioners a better understanding of how software projects can be managed sustainably.