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This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.

Employing a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.

During the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.

The deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.

This paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.

Using the program Blickwechsel (“Perspective Change”) as an example, the purpose of this paper is to describe how businesses can combine societal engagement with internal managerial development, and outline what potential for skill development exists.

The experiences and transfer ideas of two Blickwechsel^® participants, drawn from follow‐up coachings and semi‐structured interviews, are used for the evaluation of the programme and are elaborated in two case studies.

The case studies show that the combination of experience and professionally‐guided reflection are most effective for gaining new insights and being motivated to try new approaches within one's own leadership role.

The two case studies are originally elaborated for this paper in order to outline the benefits of Blickwechsel as an experiential learning approach.

Research on weighting of measures often examines only one incentive at a time (usually bonus) and provide mixed findings regarding the relevance of non-financial performance (NFM) measures to evaluate and reward long-term time horizon employees. Using proprietary data from an auto dealership organization, we show that financial measures (FM) are weighted more for bonus than they are weighted for merit raise and promotion but NFM are weighted more than FM for merit raise and promotion. Thus, the temporal orientations of the measures and incentives seem to be aligned: the short-term (long-term) nature of FM (NFM) parallel’s the time horizon of the incentives. Next, our exploratory research questions find that for bonuses, both FM and NFM exert similar levels of significant and positive influence on junior and senior managers. But for promotions, the influence of FM is insignificant for both groups. In contrast, the influence of NFM on promotions is not only significant for both groups but is significantly greater for junior managers than it is for senior managers. That is, the evaluations of NFM for senior managers are less influential on their promotion than they are for junior managers suggesting that promotions for senior managers are often based on factors other than their formal performances.

The purpose of this article is to analyse the relationship between HR outsourcing and service quality by focusing on motivational and incentive aspects.

The paper applies a game‐theoretic model of procurement decisions allowing for variable degrees of vertical integration and confronts the implications of its analysis with HR outsourcing data on a large sample of German firms.

The paper presents evidence for HR service quality being generally higher when procured from an external instead of an in‐house provider. Furthermore, the relationship between HR outsourcing and service quality is considerably stronger if the provided services are complex and if the potential for monitoring an internal provider is low.

The findings have immediate practical implications concerning the make‐or‐buy decision of HR services: the more complex the HR service under consideration and the lower the potential to monitor its in‐house provision, the more attractive is the external provision of HR services.

While most of the literature on HR outsourcing is based on transaction cost theory or follows a resource‐based approach, this paper uses a game‐theoretic model to analyse the make‐or‐buy decision of HR services, allowing the incentives of an internal or external provider to deliver high‐quality services to be focused on. Furthermore, for the empirical analysis the paper uses an original data set comprising more than 1,000 German firms.