Page - 153 - in Digital Entrepreneurship - Impact on Business and Society

Interesting examples and ideas were expressed by M.H. especially about the future learning opportunities and methods. Some of these solutions are already existing, others being currently developed and constantly improved. ‘…Today the big companies suchasAmazonandGoogle have their ownacademias,wherewith very reasonable price and constantly improving quality courses are offered and thosewhowant and are able tomotivate themselves, can create even groups from people with similarmindsets, and able to get the same educationwithin the same time, at 10 times lower price. But of course universities have several arguments against it, for example the public sector is a thankful customer, who thinks that people should be taught and motivated to learn…’ Here we can argue, that according toM.H. the future learning activities should not take place at the uni- versity at all, although this canbeconsidered trueand ratherprobable, however this also endangers the future perspectives of universities as such. 5.7 Leading theDigital Transformation AsMartHabakukisreallyapersonwithanentrepreneurialmindset,beingtheinitiator andbrainbehindthedigital transformationprocessatEBS, itwas interesting toknow more about his experiences when leading this change. Khalid et al. (2018) have emphasised the role of university leaders andhearinghow theprocess is lead at our universityenabled tounderstandcertaindecisionsandchoicesmuchbetter.Although atfirstM.H.consideredthistopicmorecomplicated,theanswersshowedthatincaseof EBSandforhimselfpersonallyaswell thevisionoftheleaderandencouragingothers to work towards that vision (e.g. Kouzes and Posner 2012) are the main leading principles in this digital transformationprocess.M.H.: ‘…basically it is telling your stories,andmakingsure thatyoucanhelp toremove theobstacles, thatdonotallow peopletodothingstheyareabletodoiftheywant…andasthethingsthatcanbedone aresomany,andit’snotpossibletodothemall,evenhalfofthesenot, thentofilterout thesingleoneswhereit’sfeasibletomakeaneffortandputrecoursesin,lookingwhere theimpactisthebiggestandalwaysmeasuringonwhat…sowealsoliketodeepenthe wayofthinking,shapethemindset,thatwearenotheretobecomethebestuniversityin theEasternEurope,but forhelpingourstudents toachieve theirpurposes’. Here again, his concerns about helping the students to achieve their purposes were heard: ‘…and everythingwe do or leave undone,we need to thinkwhether it helps our students toachieve their purposesornot…andwhennot, thenwhat can help them…andmaking thiswayof thinking tobecomeprevailing’.Thesame idea was also mentioned when talking about main obstacles in this process as often faculty members are relaying toomuch on what they are used to do andmay be hesitantwhen implementing newsolutions anddigital tools (seeFosic et al. 2017): ‘… but a big thing is whether we can get our faculty members to integrate the world-class content and solutions into their own courses. So that also the content not produced by themselves is ok, and should be used in order to help students to achieve their purposes. So in principle to offer solutions to overcome the skill caps students might have…’ 158 M. Kooskora