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Many entrepreneurs want to reach high to the heavens to achieve unlimited success. These hardworking, often underappreciated, venturers often crave fame and fortune as they strive to create their personal business legacy. One strategic path many have wandered down is that of the Initial Public Offering (IPO), whereby shares of the company are sold to the public. The IPO has many strong attractions. Large amounts of capital can be brought into the company.The company's stock can be used as currency to acquire other companies. Early investors realize a good ROI. Employees can perceive real value in their stock options. Customers, banks, vendors, and other stakeholders pay more respect to the company. Is this truly the entrepreneurʼs nirvana? Or is it a case of “Be careful of what you wish for because it may really come true?” Read on.

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.

In the wake of lockdown regulations and limited mobility during the COVID-19 pandemic, dining habits shifted towards usage of food delivery apps to avoid physical interaction. Nonetheless, it is unknown whether the COVID-19 pandemic had an influence on the adoption of food delivery apps. Therefore, this study examined factors influencing the adoption of food delivery apps during the COVID-19 pandemic, as well as the moderating effects of education and age.

Data were collected from 282 food delivery application users in South Africa using a web-based survey. Partial least square structural equation modelling analysis was used to test the hypotheses, while partial least squares multigroup analysis was used to examine the moderating effect of education level and age.

The results indicated that perceived ease of use has a significant impact on perceived usefulness and attitudes, perceived usefulness has an impact on attitudes and continuous intention, attitude influences continuous intention and social pressure and convenience influence attitudes. The perceived COVID-19 threat had no impact on attitudes, and education and age had no significant impact on any relationships. The findings are imperative for restaurants and mobile application designers, as they enable more effective strategic management planning.

This study is the first paper to empirically employ technology acceptance model to analyse the adoption of food delivery applications during the COVID-19 pandemic. Its uniqueness is in examining situational influence associated with the pandemic such as social pressure, perceived COVID-19 threat and convenience.