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This paper investigates the sorts of risks and uncertainties inherent in implementing an e-learning information systems project in Estonia. The study uses a variation of the Delphi study in eliciting the risk factors or items from experienced top management professionals within the organisation. The main objective of the study is to identify the uncertainties or risks in the implementation of the systems, using the viewpoint of Estonia, which is an emerging economy. The findings of the work indicate that wrong development strategy, staff volatility, change in top management and lack of funding are amongst the top risk factors in implementing e-learning in Estonia. On the other hand, risks emanating from users' involvement and commitment seem to be viewed as less critical to the success of the project.

This study aims to find out how academic workers’ characteristics are associated with their ownership in firms. It is based on quantitative data for the whole population of academic staff from Estonian public universities. Variables portraying age, academic field, professorship, number of publications and research grants are applied in analysing academic workers having ownership in firms. The results indicate that being a professor, having Science as the primary academic field, and a larger number of publications increase the likelihood of academic ownership while a larger number of grants decreases it. The age of academic worker is not a significant determinant of the likelihood of academic ownership.

Estonia has become one of the best known digital societies through its advanced FinTech industry. It is one of the top-ranking nations for internet accessibility, with 91% of its population using the internet. Estonians’ lives are influenced by information technology through the range of various digital solutions available for both individuals and businesses. This chapter elaborates on the story of Estonia’s Fintech evolution from the post-Soviet era to modern times with governmental cooperation and considers possible future development that will allow Estonia to continue its FinTech evolution. It also describes the foundation of technological development for its existing financial services offerings, and it forecasts future trends. The research is built on conceptual theoretical findings, secondary data on FinTech development in the Baltic countries and empirical insights from interviews conducted in 2021 with three Estonian FinTech experts. From these interviews and exploration of the historical evolution of FinTech in the country, it is shown that Estonia’s success comes from the country’s past, as trust in the government was still a large part of the people’s culture at the time. Estonia has succeeded in its transformation due to the support of the government towards information technology. This can also be seen in the current evolutionary turn point whereby the push for the finalization of a regulatory framework for the FinTech ecosystem can allow further transparency. There are, however, limitations with any advancement towards the future.

Preparing students to work in the digital environment is an important responsibility of library and information science (LIS) schools. While most LIS schools offer courses or modules related to different aspects of digital information management, there are few dedicated digital library programmes in Europe. This paper discusses an action research strategy used to examine the relevance and methods of teaching/learning information and knowledge management (IKM) within the Digital Library Learning (DILL) joint international master curriculum at Tallinn University.