Dr. Zane Oliņa played a significant role in developing the new FinTech Business Education courses by the Baltic Finance Centre. Her expertise underscores the importance of thoughtful course design and student-centred approaches. Zane’s work at the Baltic Finance Centre highlights how modern pedagogical practices can empower students and contribute to industry growth.

We hear differing views on whether entrepreneurship can be taught. Are there skills that cannot be taught?

Anything that is a skill or a collection of skills can be developed and taught. Entrepreneurship is certainly a very complex learning outcome consisting of a whole host of ingredients – knowledge, understanding, skills, attitudes, and mindsets. So, it is quite a challenge to design learning experiences that not only give people the necessary background knowledge but also actual opportunities to apply what they are learning to a wide variety of situations in a coordinated manner, not just learn isolated bits of knowledge. Case-based learning can be beneficial here, as it exposes students to complex, real-world scenarios. Access to mentors, meaningful learning experiences, and interaction with industry professionals can inspire confidence and show students that they, too, can accomplish great things.

Tell us about your background in education. What experiences have shaped your approach to curriculum development and what made you want to get involved in the Baltic Finance Centre specifically?

My passion lies in creating meaningful learning opportunities for both young people and adults. My background as an instructional designer is rooted in my master’s and doctoral studies in Learning and Instructional Technology at Arizona State University. I’ve also served as a professor at Florida State University, teaching courses in educational psychology, instructional design, and project management. This experience taught me to approach curriculum development with a focus on diverse learner needs and evidence-based practices.

I joined the Baltic Finance Centre because of the committed, professional, and enthusiastic team. Their commitment to designing engaging, valuable learning experiences for students and contributing to the FinTech industry’s growth aligns perfectly with my goals.

What methods can be used to engage students in learning actively? How are these applied in the Baltic Finance Centre courses?

Most students come to higher education to gain skills, pursue their dreams, and discover their professional paths. In my experience, a vast majority of students, and we clearly saw that in our FinTech courses at Riga Business School, do not come here for entertainment, just to have a good time, or just to collect a diploma when it is all over. They come to learn, to obtain skills enabling them to realize their dreams, to be inspired, and to find their professional path. They get engaged when we can help them see the relevance of what they are learning to their goals. Students participate actively in learning more when it is clear to them what is expected, when they see meaningful criteria and examples of good work as they embark on learning a new topic. Students engage in class when they feel that the instructor truly cares about their learning, when they are encouraged to ask questions, and feel safe to take risks.

It is also very helpful to have constant feedback from students during the course and to adjust it based on their experience. As we piloted the FinTech Business Model courses, in addition to analyzing traditional midterm and end-of-term student surveys, we set up a focus group of students and held regular surveys and conversations with them about their course experience. These conversations helped us improve the course.

How does the course model foster collaboration and problem-solving among participants?

A problem-based approach lies at the heart of our course design. When students see the relevance of what they’re learning, their engagement deepens. For example, we use Harvard Business School case studies and encourage students to work on their own FinTech business product concepts. This approach allows them to investigate tech trends, market opportunities, and regulatory frameworks while pitching their ideas.

Collaboration is integral to this process. Students start by working in pairs or small groups to analyze case studies and readings. As they progress, they form teams to tackle their final projects. These collaborative activities mirror real-world problem-solving, helping students transfer their classroom learning to professional contexts.

What recommendations do you have for higher education institutions when designing new programs and courses?

Effective course design is a team effort. Institutions should start by analyzing the tasks, tools, and conditions professionals face in the field. Engaging industry experts, entrepreneurs, and academics during the design process ensures relevance and rigor. At the Baltic Finance Centre, we’ve benefited from involving subject-matter experts, instructional designers, and technologists in course development.

Additionally, ongoing support during course delivery is essential. Instructors need time and resources to provide quality feedback, and teaching assistants or technology tools can be invaluable here. I would also encourage the use of existing materials, case studies, and open-source course modules available globally to ensure state-of-the-art course delivery. Lastly, fostering a culture of continuous improvement through regular feedback from students and instructors ensures programs remain dynamic and effective.