**4. Discussion of the results**

On the one hand, the previous section have shown influencing developments, digitally and spatially. On the other hand, Porter's Five Forces have been used to analyze the threats and potentials of the new mobility of commodities and tourists in the area.

To sum up, the lack of digital culture and training is the biggest challenge companies are facing regarding digitization. Literature has shown that cross-border cooperation in borderland destinations could be a way to intensify competition and development of the border destinations. Mutual learning routines, interorganizational learning, and the exchange of knowledge are key factors for prosperous companies and their cross-border cooperation [7, pp. 69–71].

Thus, the task for educational institutions is clearly set out: build these much-needed competences (see Section **3.3**) in a timely fashion, so that future employees, especially in the abovementioned areas of logistics and tourism, are well prepared for managing companies in the region. How can higher educational institutions contribute to that task? What do they have to do to qualify and train future graduates in this specific area? Which modules will lead to the desired profile of the alumni? Which courses need to be created, developed, and reviewed?

The following paragraphs suggest a couple of specific modules and skill sets that the future managers along the Fehmarn-Belt Fixed Link Area are likely to need in the areas of logistics and tourism. Apart from modules regarding the economic sector of logistics and/or tourism itself, this field requires advanced knowledge of economic and social policy in Northern Europe and about flows of trade and traffic in Scandinavia and Europe. International Marketing Management with a focus on the Baltic Sea markets rounds off these hard skills for 'Nordic' managers.

Equally, soft skills are mandatory in intercultural management, conflict management, project management, presentations, and negotiations. Furthermore, language skills are required in the Scandinavian languages, German and English.

To practice intercultural learning routines, interorganizational learning and the exchange of knowledge (see above), web- or cloud-based learning might be a fitting way to build up digital literacy, exchange knowledge, document (organizational) learning processes (*e-portfolio*), and practice and elaborate the use of technology such as advanced web conference systems, for instance, Adobe Connect. Learning online in a cross-border cooperation, with students from foreign universities in the Baltic Sea area, is the harbinger of the future cross-border market that will emerge in the Fehmarn Belt Fixed Link Area.

At first glance, it might have appeared paradoxical that an online course offer—independent of place and time—can create a new space. However, it becomes more understandable on a closer inspection. An exchange of modules with other universities in the specialization *tourism* and *logistics* could be made possible precisely by digitizing the modules. In the online or blended learning format, the students of the participating universities (e.g. from Sweden, Denmark, and Germany) are in a mutual learning process; they exchange knowledge and learn something about themselves and about each other; and they work together on case studies and research projects. In addition to intercultural, social, and media competences, the students build up a personal contact network they have learned to cooperate and will do this later in their professional international context. That means the real mobility via the Fehmarn-Belt Fixed Link follows the digital interlinking.
