Nord University

PurposeThe purpose of this study is to investigate how Team Entrepreneurial Passion (TEP), manifested in three different domains (i.e. for inventing, founding, and developing), affects subjective well-being, and to explore whether this relationship is mediated by team performance.Design/methodology/approachWe analyzed cross-sectional survey data from 106 respondents representing 42 entrepreneurial teams enrolled in European incubation and acceleration programs, using Partial Least Squares - Structural Equation Modeling and PROCESS mediation analysis.FindingsThe results show that TEP does not have a direct effect on team members' subjective well-being. However, TEP for inventing influences team performance. Moreover, consistent with our mediation hypotheses, the effects of all three TEP's domains on subjective well-being operate indirectly through team performance.Originality/valueBesides providing empirical insights on the role of TEP and well-being, this study highlights important dynamics on the critical role that team performance plays in this relationship, and extends previous studies by clarifying the nuances of the connection between passion at the team level and well-being.

Organizations operating in high-risk environments rely on learning from real incidents, yet how evaluation practices contribute to competence development and organizational learning remains insufficiently understood. This challenge is evident in police operations, where decisions made under uncertainty have immediate implications for safety and public trust. This study examines how incident response evaluation practices shape competence development and organizational learning at the operational level of the Norwegian police. Using a qualitative design, the study draws on semi-structured interviews with operational officers and commanders, analyzed through thematic analysis. The findings show that while evaluations are widely seen as important, they are often fragmented, under-resourced, and weakly connected to systematic follow-up, limiting the transfer of learning beyond individuals and teams. To address this, the study introduces the competence development (CD) model, which explains how evaluation practices interact with organizational structures, culture, and learning processes across individual, group, and organizational levels. The study highlights the importance of leadership engagement, structured reflection, and open communication in supporting sustained learning and CD in police organizations and other high-risk settings.

In this paper, we investigate how labelling easy tasks with different difficulty levels influences girls’ and boys’ self-efficacy and performance in mathematics. A total of 172 girls and 177 boys from Norwegian lower secondary schools participated in an experimental study. Although all the tasks in the online survey were of equal difficulty, the students in the control group received tasks without labels, while the experimental group was assigned the same tasks labelled “easy,” “medium,” or “difficult.” Results from a Wilcoxon test showed that labelling easy tasks as difficult significantly reduced girls’ self-efficacy (with an overall effect size of 0.63), and a chi-squared test revealed a corresponding decline in their performance. In contrast, boys’ self-efficacy and performance were not influenced by the task labelling. These findings suggest that the “difficult” label should be used with caution in lower secondary mathematics education. Further research is needed to clarify why such labelling affects girls but not boys.

This study explores how time and pace are important features of pedagogical practice that can either enable or constrain inclusive pedagogical practices. It draws on the context created by Covid-19 to interpret how adaptations to the early education environment and pedagogical practice facilitated inclusion, namely through a slowing of pace enabled through small group organisation, and a resistance to clock bound practices. Pandemic adaptations to practice influenced educators' conceptualisations of inclusive pedagogy with important lessons for how to implement inclusive practice in ECEC post-pandemic. This research draws on an Erasmus+ small scale co-operation partnership between Denmark, Ireland and Norway, which utilised video-cues. Participants comprise educators working in early childhood settings across all three countries. Here we interrogate the findings pertaining to educators' reconceptualisation of inclusion informed by pandemic-initiated changes to practice. These findings position inclusion as relational and speak to time and pace as fundamental to inclusive practice.

Teaching game development may come at odds with long-standing university structures due to industrial and cross- and multidisciplinary art-design-engineering aspects. This systematic literature review outlines standard practices for teaching game development in higher education. It shows two decades of increasing demand for established methods, with research that does not primarily focus on student motivation and engagement remaining sparse; out of 1076 records screened, 108 publications were included. Findings strongly indicate that project-based learning (PBL) structures with student groups creating game prototypes are effective. Many publications provide rich analysis of shorter courses or interventions. However, well-documented shortcomings in individual assessment and support in PBL structures are rarely addressed. Recommendations for higher education practice include curriculum restructuring with longer educational timeframes, clear progression paths, and robust measurement frameworks to address common challenges to student collaborative dynamics and enable missing fundamental skill development in computational thinking and theory-driven artistic approaches.