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Purpose-This study aims to explore the business models and strategies of digital enterprises in a developing economy context to understand the nature of their operations, as well as their survival tactics. Design/methodology/approach-A review of literature on digital enterprise models led to the adaptation of a 16 business model archetype for analyzing digital enterprises in Ghana. Using a critical realism perspective, survey data from a sample of 91 digital enterprises were used for the study. Findings-The findings suggest that among human, physical and intangible assets, financial assets were the least used assets in the operations of the digital enterprises. This stems from the fact that the online financial business sector is still in its nascent stages in most developing economies. The findings further suggest that all digital enterprises leverage on accessible and low-cost social networking services as part of their operations and use them as an avenue to engage with their target customers. Research limitations/implications-The findings from this study provide guidelines to entrepreneurs who wish to venture into the digital ecosystem of Ghana, particularly with regard to the economic, financial and technological factors that enable digital enterprises to survive in the competitive digital economy. Practical implications-The findings suggest that it is important for governments to realize that there is an increasing rise in digital enterprises in the developing economies and these enterprises are creating jobs and providing business solutions locally that would hitherto be sought from developed economies. There is therefore the need for the requisite legal infrastructure and financial support that will cushion these enterprises from the fierce competitions that stagnate their growth. Originality/value-The study provides a mapping of the digital business models of Ghanaian digital enterprises. This knowledge is arguably the first of its kind in the context of a developing economy. Hence, it serves as a stepping-stone for future studies to explore other areas in the digital economy, especially from a developing economy perspective.

a b s t r a c tLike most Sub-Saharan African countries, Ghana's basic educational system continues to undergo reform, receiving substantial investment to ensure all citizens have access to quality educational opportunities regardless of where they live. Although the reforms have markedly improved access to education at the junior high school level, the overall level of academic achievement among Ghana's population remains low, especially in deprived areas of the country. The low rate of achievement warrants examination because the lack of education hampers social mobility and constrains the ability of pupils from deprived communities to progress up the academic ladder. This study uses spatial modeling tools and district-level data to examine spatial variability in rates of academic achievement among districts in Ghana, and to investigate the differential effects of macro-level factors on academic achievement. Analysis reveals two key findings: (a) the existing pattern of spatial inequality primarily favors academic achievement of students in the Middle and Southern Belt regions of Ghana; and (b) factors contributing to academic achievement vary spatially, with the significance level, magnitude, and direction of relationship varying from one district to another. The study demonstrates the quintessence of an approach to educational development that emphasizes decentralization, thereby allowing educational investments and interventions to be tailored to local needs.

This study sought to explore the technological, organizational, and environmental determinants of e-learning adoption in University of Ghana using a multistakeholder approach. Another construct (nature of the course) was added to the traditional constructs of the technology-organization-environment framework. Using survey research, e-learning stakeholders in the University of Ghana responded to the questionnaire. The data were analyzed using factor analysis and multiple regression. The findings indicate some disparities in the adoption factors for the three e-learning stakeholders (students, instructors, and administrators). The article concludes with a discussion of future research directions.