Introduction. The aim of the paper is to analyze the kind of written assignment, which was applied in three entrepreneurship courses in higher education, and to examine how this kind of assignment shaped and was shaped by students´ information seeking.
Method. The study is based on an empirical material consisting of 22 written assignments from the particular courses. The material was contextualized by participatory observations of teaching activities and documents from two of these courses.
Analysis. A socio-cultural perspective is used to analyze the relation between the particular courses´ learning objectives, the written assignments and the assignments´ description of students´ information seeking.
Results. The students used information from the chosen sources as well as from the collected material to get inspiration for developing a project idea, refine it and justify it. In this way, information seeking and sharing supported both generation and stabilization of ideas as potential existing objects.
Conclusion. The investigation of written assignments from the entrepreneurship courses indicates that a certain variation of information activities formed part of the learning process and in this way influenced the particular course practice. However, there is a need of further examination of students´ searching approach in this kind of courses.