Making clothes and developing your own brand of clothes may not be innovative although it is a sign of entrepreneurial behaviour. However, the entrepreneurship does not stop there. For some years now, a young man has been selling a clothing range, as well as collaborating with other brands, in order to help kids and youths coming from the same background as himself, i.e., surrounded by drugs and criminality. His idea is to catch the kids/youths before they start taking drugs, become addicted or commit a crime, and show them that there are other better ways to live their lives. He is working towards several new goals: One of them is to open a school where they not only learn “the ordinary curriculum”, but which also focuses on making a living for themselves and how to stand up for themselves. It is about adapting the schooling and learning to their life situation, rather than the children adapting to school. The earnings are not great (yet), but his eagerness to present the objective of the business has earned him some attention, not only among potential customers, but also with local and other authorities. His passionate and yet humble appearance appeals to customers and authorities. In addition to earning money to fund other youths, he also invests in them setting up micro businesses in order to become independent. In other words, his entrepreneurship skills have helped develop other entrepreneurs. In this paper, we will present the initial findings of our entrepreneur and his entrepreneurial achievements, characteristics and transformative style. We seek to explain the success behind such entrepreneurial activities using social entrepreneur and transformative leadership theories. We have conducted our first initial semi-structured interviews via zoom using interview guides and more research is planned for the next phase of our research.

At the Inland Norway University of Applied Sciences, Norway, we have a study programme called Knowledge Management. Here we have tested out video-feedback on mandatory assignments. In order to assess how students perceive this type of feedback. Previous studies show that students value feedback and supervision almost higher than lectures and other learning activities. Feedback and supervision will guide improvement and is thought to support the experienced learning outcome. However, our experiences are that students are mostly concerned whether or not the assignments are approved. Hence, providing targeted feedback may or may not be reflected upon. In order to obtain the students’ attention to the feedback provided, we have tested out video-feedback. The idea is that a video file may make it more personal and thus be perceived as more targeted to their assignment. Through our research we would like to unveil several issues; if it contributes to the students’ learning outcome, if they find it useful, and if they understand how to improve their assignments. In this paper, we will argue for an abductive method towards researching this topic as we will iterate between theory that will enlighten us as we are conducting the study. We chose to view this as a case study and as we are interested in the students’ perceptions, we argue for a qualitative study where we conduct semi-structured interviews, both individually and in groups. We will present the research method in detail as well as our discussion of the appropriateness of this qualitative method.

Quizzes have been used for educational purposes for many years. Mainly it has been digital quizzes like Kahoot or ZippyGo. However, there is an ongoing debate on the security of students’ data. As the university cannot be responsible for what is stored in computers outside of Norway and at the same time paying attention to the General Data Protection Regulation (GDPR). The General Data Protection Regulation (GDPR) is a critical framework for data privacy across Europe, including the UK, Norway, and the EU (ICO, 2024). The GDPR came into force in 2018, agreeing data privacy laws across all member states. It applies to any organization processing personal data of individuals in the EU, regardless of the company's location. The regulation grants rights such as data access, correction, and deletion, and imposes strict penalties for non-compliance (ICO, 2024). As part of the European Economic Area (EEA), Norway implements the GDPR similarly to EU countries. The regulation applies to Norwegian businesses processing data of EU citizens, ensuring that data privacy standards are uniform across the region (Team, 2016; ICO, 2024). Therefore, utilizing digital games have become increasingly difficult. The students, however, are missing the gaming, and the lecturers are missing the opportunity to utilize games-based learning techniques. This leads the lecturer in the research methodology course to “Go Native” and turn to the “old style” analogue quizzing. However, previous research showed that students are not only engaged in the solving of the quizzes, but also, they engage in the development of the questions and answers for the quizzing, i.e. ‘co-creating’. This paper will present a pilot study of a paper-based quiz developed by university students, and their reactions from this. Through informal interviews, data was collected to establish how they felt about this “old school” quiz type of learning after having had several different digital tools for educational games. In this paper, and based on our previous research findings (from the informal interviews with the students), we will develop this further into a digital but low-tech version of a quiz game; it should be still both fun and educational.