Service marketing appealed to me because it directly touches people’s real lives: seeking medical care, learning, getting around, accessing public services, interacting with technology, or receiving support in times of vulnerability. Unlike product marketing, which focuses more on tangible goods, service marketing is concerned with experiences that are often intangible, subjective, and deeply human.

This field allows us to analyze what defines the quality of an experience: human or digital interactions, trust, emotions, the co-creation of value, as well as issues of social justice, ethics, inclusion, and dignity. The same experience can be perceived differently depending on the individual, their resources, their situation, and the context of their interaction. This is precisely what makes this field of research complex, fascinating, and essential. 

What motivates me today is understanding how organizations and institutions can design services that are not only effective or innovative, but also fairer, more humane, and more responsible. For me, service marketing is a tool for transforming people’s experiences and contributing, in very concrete ways, to people’s well-being and to a more inclusive society.

These questions are at the heart of my work. From this perspective, services are not reduced to a simple transaction but are situated within an ecosystem involving multiple stakeholders. For me, inclusion and equity are not abstract concepts: they prompt us to ask who is left out of certain services, who faces greater difficulties in being heard, understood, or served with dignity, and how to design interactions that strengthen autonomy rather than creating new forms of exclusion. My goal as a researcher is to address these issues and propose concrete recommendations in close collaboration with all stakeholders. In my view, academic research has a responsibility to engage with important societal issues and to help make the service system more inclusive and respectful of people’s dignity.

I also advocate for management research that is more open, more inclusive, and truly connected to the realities of the world. All too often, our field remains dominated by a Europe–United States lens, which leaves other contexts, other voices, and other experiences in the shadows. However, to remain relevant, management science must better integrate the diversity of human, social, cultural, and geographic realities. This commitment is not merely an intellectual conviction; it translates into concrete actions. For example, through the NEXSER program—an ambitious initiative supported by the European Union via Erasmus+—we have built a network of excellence with partners from the Global South. These collaborations—fueled by research stays, scholarly exchanges, and joint research projects—enable us to broaden our perspectives, challenge our established frameworks, and produce research that is more grounded, more accurate, and more useful. Whether through my institutional responsibilities, my international collaborations, or my engagement within my scientific community, I strive to contribute to academic ecosystems where scientific excellence, societal impact, and personal fulfillment advance hand in hand. For me, research without borders is also research that opens doors.

It is a true honor, and this recognition touches me deeply. This appointment serves as a reminder that academic impact is not measured solely by publications, but also by the ability to teach, support, and help others grow. It recognizes a central aspect of my academic identity: mentoring. 

I am convinced that supporting the next generation of researchers means shaping the future of research and society. It is essential, demanding work—yet often unseen. Helping young researchers find their voice in a highly competitive and demanding academic world, gain confidence, feel validated, and develop high-quality, meaningful research is, for me, just as important as conducting research myself. In a way, it means guiding them as they learn a demanding profession. This commitment is reflected in my participation in committees, thesis defense panels, and large-scale mentoring programs at the national and international levels.  When supervising my own doctoral students, I try to encourage them to nurture their passion for scientific research, to develop an academic mindset, to believe in their contributions, and to conduct research that transcends their individual trajectories to be of real benefit to society. For me, mentoring is not limited to the acquisition of scientific or methodological skills. It also involves passing on values that are fundamental to the academic world: integrity, rigor, responsibility, intellectual openness, respect for others… as well as a commitment to producing research that is useful, robust, and capable of meeting the highest scientific standards.

This nomination also holds special significance for me, as it comes from people I deeply respect, both in Belgium and elsewhere. The fact that senior colleagues and young researchers took the initiative to submit this nomination without my knowledge makes this recognition even more valuable and deeply personal. I sincerely enjoy interacting with young researchers. These interactions give great meaning to my academic mission. I enjoy taking the time to mentor them—whether they’re my Ph.D. students or not—with a level of expectation that I hope is always supportive. As I often tell them: “Small details make a big difference.” I am therefore deeply moved to see this long-term effort recognized by my peers.

My approach as a teacher aligns with the one I advocate as a researcher: helping students push themselves while bringing theoretical concepts to life. This approach shifts them from a mindset of simply absorbing content to one of active engagement. In this social innovation lab led by a highly dynamic team of instructors, students step into the role of “change makers” to develop solutions to pressing societal issues related to the Sustainable Development Goals, such as poverty, disability, and so on. We strive to bring them as close as possible to the issue at hand so they can shift their perspectives and better understand the realities experienced by others.  In this way, they learn to connect concepts to human realities, collaborate, experiment, take responsibility for their choices, and reflect on the consequences of their actions. We use innovative and immersive teaching methods. For example, we recently developed virtual reality scenarios that allow students to experience the daily life of a visually impaired person. In addition to stimulating their capacity for innovation, this course fosters their empathy—an essential quality for future leaders. I strongly believe in an educational approach that produces not only good students, but also citizens and future professionals capable of considering the impact of their actions. I am convinced that better training for our managers today contributes to building a better, fairer society that is more attentive to everyone.

While many companies offer training programs for their employees, it also appears that the “responsibility for employability” has gradually shifted to the workers themselves, who are now expected to take greater control of their careers. “In the past, the boss was seen as responsible for the employee’s development—and even their personal fulfillment—sometimes even beyond the workplace,” notes Michel Ajzen. “But over time, this responsibility for employability has been diluted. ” This trend has been reinforced by new “career scripts,” which are heavily based on mobility. “When I ask students how many employers they think they’ll have in their lifetime, the average answer is six,” the professor continues. “This means that even before entering the workforce, they already have the idea that they’ll move from one employer to another, which can lead them to feel ‘responsible’ for their own careers and thus potentially to pursue training on their own initiative.” 

Getting an education, sure, but in what? And how? As Michel Ajzen explains, this choice depends largely on the “career tactics” adopted by workers. “Depending on their stage of life, they may adopt tactics that are more employment-oriented, with the goal of quickly securing a job to make ends meet,” he explains.

Furthermore, training periods are often seen by workers as a breather: an opportunity to step back and “lift their heads up from the handlebars” in what is often a high-pressure workday. This “break” is now governed by various policies. For example, the law of October 3, 2022, guarantees private-sector employees an individual right to training equivalent to 5 days per year for full-time workers. This training may be organized by the employer or left to the employees’ discretion (subject to the employer’s oversight). “However, some companies are not required to guarantee this right to their employees. This is particularly the case for companies with fewer than ten employees,” explains Charlotte Lambert, an associate professor and specialist in labor law. “In labor law, there are also collective bargaining agreements that supplement the law on a sector-by-sector basis and may provide for additional days of training.” 

When an employee wishes to pursue more extensive training—for example, a university certificate program that typically lasts more than five days per year—they can also take advantage of other programs that allow them to maintain all or part of their pay. “Paid educational leave, or CEP—which falls under regional jurisdiction—allows employees to take a recognized training course of at least 32 hours, including initial training,” explains Charlotte Lambert. “The employee retains their pay, while the employer is compensated by the ONEM.” 

The other option is “training-related” time credit: this regional program, which exists only in the private sector, allows employees to temporarily reduce or suspend their working hours without affecting the validity of their contract. In this case, the employee receives compensation directly from the ONEM, subject to certain age and seniority requirements. Time credit is also limited to a period of 36 months. “These various programs are not necessarily well known to the public,” comments Charlotte Lambert, “which also explains why many people are discouraged from pursuing training, particularly out of fear of losing their job or having to reduce their working hours and, consequently, their pay.” Furthermore, they are only available to workers with relatively stable employment status (permanent contracts, long-term fixed-term contracts, etc.). “Specific but similar mechanisms exist in the public sector. For the self-employed, however, taking paid leave or using time credits is not an option. They must therefore bear the indirect cost of their training themselves,” the labor law specialist adds. 

Given the need for worker training, universities naturally have a role to play. The “Paysage” decree of November 7, 2013, stipulates that they are authorized to organize continuing education programs accredited by ARES (Academy of Research and Higher Education). “Under the terms of the decree, continuing education does not refer to bachelor’s or master’s degrees, but rather to certificates,” explains Charlotte Lambert. Thus, to avoid any misunderstanding, students should be aware that earning a university certificate is not the same as earning an academic degree and therefore does not confer the same advantages in the job market. 

On the other hand, there is indeed the possibility for working professionals to earn a bachelor’s or master’s degree through part-time study, as is the case at the UNamur School of Law. “The unique feature of a bachelor’s degree—and ideally a master’s degree—is that it represents a true fresh start,” emphasizes Mathieu Rolain, academic coordinator of this program and researcher at the Vulnerabilities & Societies (V&S) Center at the Transitions Institute. “Often, it’s a complete career change and sometimes even the fulfillment of a dream: some are 50 years old and are about to begin their bar exam preparation…”. In Block 1 of the Faculty of Law’s part-time program, there are about 50 to 60 enrolled students each year: 10 to 15 of them will graduate in Block 3. “These students are extremely supportive of one another; they share their notes and help each other out when one of them is struggling,” observes the coordinator. 

In the same vein, UNamur is committed to tailoring its programs as best as possible to this group. “Many have family responsibilities and sometimes live far from Namur,” continues Mathieu Rolain. “All of our classes are therefore recorded and posted online. We also give them access to staff parking lots and notify them of exam dates well in advance… We try to show them that we support them and understand them. ” Because for these adults with busy professional and personal lives, (re)starting university studies “in evening classes” requires extraordinary discipline and determination, as well as the unconditional support of those around them. “I really admire them a lot,” enthuses Mathieu Rolain. “To me, they’re superheroes. We’ve had medical specialists who came in after their workday, single parents… They’re very unconventional individuals with brilliant backgrounds. They’re also a very demanding group who are always watching your every move—which, for us teachers, is incredibly stimulating.” Because by opening its doors to an experienced audience, the academic world, too, continues to learn. 

Since the 1980s, the University of Namur has distinguished itself through its expertise in continuing education for teachers, covering both didactic and psychopedagogical aspects. 

“It was the Faculty of Philosophy and Letters that initially launched this initiative to offer what were then called ‘refresher courses’ to French teachers,” says Sandrine Biémar, coordinator of the Center for Continuing Education for Teachers at the Faculty of Education and Training Sciences (FaSEF), a professor, and a member of the Institute for Research in Didactics and Education (IRDENa). “ Subsequently, more general training courses on psychopedagogical aspects followed: these were initially organized by the Department of Education and Technology, which has since become FaSEF. Similarly, in the 1990s, the Faculty of Sciences and the Faculty of Economics developed their own centers for continuing teacher education.” These four centers for continuing teacher education are now united under the “Salle des Pros.” 

While the decree of June 17, 2021 (Book 6 of the Education Code) formalizes the rights and duties of teaching staff regarding continuing education, this is by no means a new concept for the profession. 

“The profession is so complex and subject to so many changes—particularly in curricula and teaching methods—that it is important for teachers to view their career as a continuous process,” insists Sandrine Biémar. “That is why, starting with initial training, we inform students about these opportunities for continuing education.” 

The goal is to train “reflective practitioners” capable of questioning their own practices in order to refine and adapt them over time.

 “We try to bridge the gap between the world of research and the world of practice: so that we can inform teachers about new studies, but they can also inform us about what’s happening in the field,” the coordinator continues. “The Salle des Pros serves as this space that opens us up to the world.”

But what drives so many people to spend several days in the mountains? That’s the question researchers set out to answer. “The popularity of multi-day hiking in the mountains continues to grow, and it’s certainly intriguing,” begins Alain Decrop. “Today, some destinations are even facing overtourism. We thought it would be interesting to understand what people are really looking for in this type of experience.” The researchers conducted a field study at a dozen mountain huts in the French Alps. This choice was no accident: mountain huts are an ideal place to meet hikers and gather their accounts after several hours of walking. For nearly a year, the team conducted in-depth interviews and ethnographic observations to understand what really happens during these trips. 

Although Alain Decrop did not participate in the field data collection, his role was crucial in analyzing the results. “The data was collected by our colleagues in Savoie, who were closest to the field. My role was to provide an outside perspective to analyze and interpret this data, linking it to theoretical concepts,” he explains. “When you’re less involved in the data collection, you can sometimes spot things that people immersed in the field no longer see as easily.” This complementary approach among researchers has led to a better understanding of what happens during a stay at a mountain hut. 

The study shows that backpacking in the mountains creates conditions conducive to letting go. Walking, the natural environment, and the simplicity of life in a mountain hut foster what researchers call “resonant availability”—a state that allows people to break away from the demands of daily life. 

This renewed openness allows people to take a step back from their lives, live more fully in the present moment, and view their surroundings with fresh eyes. “This disconnection then allows them to reconnect with themselves, with others, and with their environment,” summarizes Alain Decrop. “They regain a mental openness that offers them genuine space for reflection and peace of mind.” 

This research, conducted over nearly a year, led to a publication in *Recherche et Applications en Marketing* (RAM), one of the most prestigious scientific journals in the field. “The review process is particularly selective: only one in five or six articles is accepted,” notes Alain Decrop. “It’s a highly ranked journal, which attests to the scientific quality of our work.” Congratulations to Alain Decrop and all of his colleagues on this outstanding scientific recognition. 

The study was led by Professor Thomas Brochhagen, a researcher in the Computational Linguistics and Linguistic Theory (COLT) group within the Department of Translation and Language Sciences at UPF Barcelona. Co-authors include Xixian Liao (Barcelona Supercomputing Center - Centro Nacional de Supercomputación, BSC-CNS), Jamie D. Wright (Namur Digital Institute, University of Namur and Vrije Universiteit Brussel) and Carmen Saldana (affiliated with UPF and the University of Barcelona).

“My main contribution to the Nature Human Behaviour study was in data analysis and computational modelling. The study is a large-scale, cross-linguistic investigation of how communicative pressures shape language evolution. By analysing data from nearly 2,000 languages, we examined how languages balance two competing pressures: the efficiency gained by reusing the same or similar word forms and the need to avoid ambiguity when concepts could be confused in communication”, explains Jamie Wright.

Jamie Wright’s work with Prof. Katrien Beuls at the Namur Digital Institute forms part of the HERMES programme. This research also examines the communicative pressures that shape language evolution, but from a complementary perspective. 

Researchers from Namur have just published another article in the “Journal of Language Evolution”

“While the Nature Human Behaviour article identifies broad patterns across a large sample of existing languages, our recent article in the Journal of Language Evolution uses an agent-based model to study language evolution at the level of interacting agents. In these simulations, artificial agents develop and use shared languages through repeated communicative exchanges. This allows us to investigate how population-level linguistic conventions emerge from local interactions and why such conventions can make languages more robust, easier to learn and more cognitively efficient.” 

The two studies therefore address closely related questions at different levels and with different methodological approaches. The Nature Human Behaviour study shows the large-scale cross-linguistic consequences of communicative pressures, while the Journal of Language Evolution agent-based study helps explain how such patterns can emerge dynamically through interactions between language users.

 He completed his Master's in Theoretical and Applied Linguistics at Pompeu Fabra University, Barcelona, where he also worked as a research assistant within the COLT research group. His research uses computational modelling and agent-based experiments to investigate language emergence and evolution, with his current work examining how articulatory and acoustic constraints on the production and perception of speech shape linguistic conventions and systems of communication.

Congratulations to the researchers for these publications!

Cited article

Brochhagen, T., Liao, X., Wright, J.D., et al. The interaction of meaning similarity and confusability explains regularity in form–meaning mappings at and below the word level. Nat Hum Behav (2026). https://doi.org/10.1038/s41562-026-02488-3