Seite - 147 - in Digital Entrepreneurship - Impact on Business and Society

training providers to the digital age can be regarded as a cornerstone of any long-term strategy to foster digital skills, as formal schooling is still considered the mainway how people acquire and develop digital skills. A core function of academic institutions is to continually update and advance theirmanagement and learning process and for a digital success, the right balance and connectivity among students, staff and departments are the key elements for survival.However, the roleof seniormanagement in supportingandhelping to take most out the substantial benefits linkedwith the digital change is essential. Khalid et al. (2018) argue that in order to meet the needs of the knowledge society, students’ learning preferences, as well as technological development of faculty members, university leadersmustbeawareof agrowing imperative to reshape their structures and processes, pedagogic and curricula practices. Digital skills are developed through life-long learningprogrammeswhile addingnewtechniquesand capabilities, and inhibiting culture to accepting modern technologies and devel- opment (Hill et al. 2015). The knowledge, skills and competences that such pro- grammesdeliver help to shapedigital leadership skills andentrepreneurialmindset. Digital literacy includes skills, knowledge and confidence to use advanced technology andwhile digitalisation has enabled various innovative teaching tech- niques, for instance, richerdistance learning,flippedclassroomandhybrid teaching models, not all universities and faculty members have welcomed these changes. Being omnipresent in social media and active use of innovative interactive tech- niques for teaching is not too appealing for all academics. Another reason behind this lies in the technologicaldevelopment and required infrastructure, implementing new technologies and digital tools need investing a lot of time and money and supporting leaders with digital mindset. Nevertheless, e-learning is already widespread and MOOCs (Schuwer et al. 2015) have become popular among students around the world, therefore most universities are interested in developing and creating online learning opportunities. However, some of the leading universities, including Cambridge and Oxford (Berger and Frey 2016), have foundmore useful and implement blended learning models, where online learning is complemented with face-to-face interaction helping students to develop relevant skills while tackling real-world challenges. Problem-based learning (PBL) is often used to foster critical thinking, problem-solving, and interpersonal skills (Frey and Osborne 2013), the skills needed to compete in the twenty-first century labour market and MOOCs to improve the learning experience rather thanwholly shifting the provision of edu- cation online. Moreover, the seniormanagementmust consider that universities those are not adopting newdigital changewill not be able to fully compete in the contemporary digital era. Therefore, to implement this changewithin the universities, it is critical tocreateahigh levelofdigital awareness,developdigitalvisionanddeterminehow to gain the necessary digital capabilities and develop entrepreneurial mindset. To avoid fallingbehindcompetition,universitiesmust rethinkhowtheyshouldoperate in the evolving digital era. 152 M. Kooskora