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PurposeThe purpose of this paper is to explore empirically and theoretically collaborations, which small entrepreneurial firms establish with other firms, stemming from innovation processes within the original firm.Design/methodology/approachThe article advances “entrepreneurship as practice” (EaP) using practice theory, employing specifically the concept of constellations. Three specific constellations emerge, each characterized by particular practices, purposes and outcomes. The empirical material stems from a collective case study of 32 entrepreneurial firms regarding 40 innovation projects.FindingsThe findings suggest that innovation practices in entrepreneurial firms stimulate new collaborations forming specific constellations, which in turn lead to learning and further innovation.Research limitations/implicationsThe theoretical framework developed extends EaP and practice theory by casting light on how constellations are, their forms, shapes and outcomes. The findings extend existing research on collaboration for innovation and contribute to practice theory by modeling different constellations and their structures.Practical implicationsThe practical implications of the findings for entrepreneurial firms arise from understandings of how different constellations may influence further learning and innovation.Originality/valueThe originality of the study is the identification and exposition of distinctive constellations of collaboration stemming from entrepreneurial innovation. This study exposes that innovation is differently open, whether the collaboration is interdependent, incorporated into the collaboration or independent from the other collaborative partners, with implications for learning and for innovation outcomes. The findings give insight into the enabling and limiting factors of each constellation, factors which may facilitate or hinder learning and innovation.

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In recent years, the Norwegian government has invested heavily in improving basic skills in the adult population. Initiatives have included legislation, the introduction of work-based adult education programmes and reforms in schooling. In the light of this investment, we explore trends in adult literacy and numeracy, by comparing data from two international surveys of adult skills, conducted in 2003 and 2012. Paradoxically, the proportion of low performing adults appears to have increased, most significantly in the 16-24 year age group and in the foreign-born population. The profile of the lowest performing group has changed in the intervening years. These findings suggest that adult education programs and the education system more generally may not be in concord with the goal of including all in the communities of the literate. We discuss policy implications, in the context of the Scandinavian model but argue that the discussion is applicable beyond national boundaries.