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1 March 2022
New book: Comparative Communication Research

Comparative Communication Research.
A Study of the Conceptual, Methodological, and Social Challenges of International Collaborative Studies in Communication Science
by Sophia Charlotte Volk, University of Zürich

The book is the author’s Ph.D. dissertation from the University of Lepzig, supervised by Prof. Ansgar Zerfass. Comparative research has gained enormous popularity in strategic communication and PR research in the last two decades and is increasingly conducted in international research teams. Collaboration with scholars from different countries brings many advantages, but it is also prone to conflict. This book presents the first systematic reflection on the conceptual, methodological, and social challenges of international collaborative and comparative studies.

More info
27 November 2020
Nordic Academy of Management 2021: Call for Abstracts

You are welcome to join the Nordic Academy of Management for its conference “Bringing research together” in Örebro, Sweden, on August 25-27, 2021.

The conference theme targets how business administration is one discipline, but too often is discussed, researched, taught, and indeed conferenced in silos. Together, we are researchers in marketing, accounting, organization, and so on. Yet, together, more importantly, we are business and management researchers. The conference theme ‘bringing research together’ is therefore about tearing down the silos of business administration and starting to think more holistically about the firm, its context, offerings, and performance. None of the individual subject areas matter without the other. Put more strongly: none of us matter without the rest of us.

Bringing research together is also about tearing down boundaries between research, teaching, and business. The conference theme poses us to think about: How we are relevant, yet independent; what we need from industry; what industry needs from us; and, how can we bring our research into teaching and practice.

The call for papers also includes the track Organizational and Strategic Communication, led by our member Helena Kantanen together with Merja Koskela and Heidi Hirsto.

Abstracts are due by January 30, 2021. For each step of the process, the organisers follow guidance within the Nordic countries regarding the current Corona pandemic; the idea is to postpone up to August 2022, rather than go digital.

Go to
Call for Papers
2 March 2020
IPR Top 14 Public Relations Insights of 2019

Each year, the Institute for PR compiles the best research of the year that public relations professionals should know. Because of the number of excellent research studies published in 2019, IPR decided to add a few more studies relevant to the profession.

More info and booklet here

From the Institute for PR, we’re also happy to share recent studies on:

26 February 2020
Professionalisation and EU Research projects: a full-time job

by Anne-Marie Cotton
Arteveldehogeschool, Belgium

One of the main motivations the founding fathers of EUPRERA shared back in 2000 when they launched the association was to facilitate networking activities amongst academics and practitioners in our field, allowing the building of a European Body of Knowledge in Public Relations.

The past two decades show their aim has been fulfilled. EUPRERA members identify their peers and fruitful projects are developed under the association’s umbrella.

Being one of the “Euprera Project Leader” I have been confronted both to the noble goal of knowledge creation and the labyrinth of EU-project management. Another common experience amongst EUPRERA members… I want to share the approach the MARPE Network* developed when it comes to reflect on how an EU-project must be evaluated. A recurrent element in each EU-project. The aim is enlightening the implicit professionalisation of academics related to the management of EU-project.

When we – the MARPE partners- defined the theme of our 2019-2021 Erasmus+ application “Developing a European Higher Education curriculum in public, corporate and civic diplomacy”, we determined a well-structured “issue management plan” as a result of an in-depth risk analysis. Our monitoring included 8 area where risks could occur: administration, management, project, legal and finances, techniques and developments, human resources, scientific data, scientific. For each, we identified potential threats and remedies.

After 18 months it is time for a first introspective reflection: did we identified the right issues and were we able to address them the way we planned?

Risk area 1: Administration
Coordinating a multitude of tasks due to the nature and the number of participants

  • Organisation and distribution of work packages and definition of the respective tasks of each partner
  • Administrative support provided in each establishment and with the bearer.

We identified “Administration” as the conditio sine qua non to be able to start the project. Experience learn this to be a basic condition to be fulfilled and to be carefully discussed before starting any negotiations between partners. As the MARPE partners know each other sometimes since more than 25 years, discussions were easy to overcome. And as French use to say: “les bons comptes font les bons amis ».

Risk area 2: Management
Acknowledging the dimension of “time” in academic environments when it comes to discuss agreements and schedule signatures, to follow-up of retro planning in combination with academic paths, a critical path.
Acknowledging the dimension of “space” with a MARPE Network multi-site management, with geographical dispersion of project holder versus project managers

  • Precise and shared process.
    • Students: responsibility by country of convention of each partner.
    • Identification of and responsible project leader. Direct meeting with partners.
  • Collaborative tools online and implemented as soon as the project is shared.
  • Supportive co-worker and strong administrative support.
  • Project tracking tool.

A shared characteristic of EU-projects is their “time” and “space” dimensions. Partners must adapt their working habits and adopt different collaborative perspectives. This sometimes leads to disruptive ways of thinking and acting. Embracing EU-projects is also applying the agile approach present in each organisation dealing with change management. It is therefor crucial to define a project tracking tool supporting the project development especially when you are dealing with different publics as we do (academics, students, practitioners and associations/organisations).

Risk area 3: Project
Mobilizing several participants (students, associates, partners), anticipating stakeholder agreement over time, as well as availability of participants, and managing interactions or unforeseen events, developing a project website, planning work and production in English.

In the project several partners have experience of project management and monitoring and use of an ASANA project management tool. The project pilots are relayed in each country to animate and follow.

  • Convention: each partner has provided a substitute relay that participates in the work.
  • Agreement, commitment, follow-up of timesheets by the project manager to frame.
  • Project manager, project planning and management tools, stakeholder engagement.
  • The site is already identified, the skills available.
  • Mastery of English by consortium members, use of subtitling when needed on online courses.

Based on our previous EU-experiences, we knew what it takes to organise the appropriate environment optimising the implementation of project management. This third risk follows directly the second as it deals with the publics we are bringing together. We experienced that agreeing on engagement specifications is compulsory to secure the project over its entire active period.

Risk area 4: Legal & finances
Drawing budget drift and budget control, monitoring expenditure, defining intellectual property of results and products.

  • Shared internal control process at each partner and annual monitoring audit.
  • Content licensed creative commons, conventional and clear project on the subject including for participating students.
  • Specific convention.

In our field, we are particularly sensitive to legal issues dealing with copyrights and the GDPR, the EU data protection law. Aiming the co-creation of intellectual products and the organisation of an academic conference in April 2021, we definitively paid attention to reflect on different issues and potential developments. EU-projects aim open-source outcomes: a perspective that is not always shared with some institutional goals. It is important to evaluate the entire process with your internal publics when writing the proposal.

Risk area 5: Technical & development
Determining the availability of online courses to a MOOC (Massive Online Open Course), a “owned” online platform to co-build this body of knowledge (state of the art, case study, practical sharing, reflexive articles).

  • Use open platform of the University; skills and tools available in the group: solid.
  • Competence and resource (remote space, online site)
  • Requirement for shared access control between multiple partners.

Starting an EU-project with new partners equals the start of any relationship: you will have to discover the other. To avoid basic misunderstanding, it is imperative to have strong insights in technological understanding, competences and resources. Once the project starts, there is little time to organise extra training to acquire new skills amongst project partners. Be prepared and be sure you have a plan B. We implemented plan B this academic year, planning option A for next one.

Risk area 6: Human resources
Multi-culturalism, risk of conflicts (students and/or teachers …) during the annual intensive programs.

  • Students: sequence of information on the interculturality (in their countries of origin) and at the beginning of the intensive program.
  • Teachers: experience of the subject; experts act as mediator.

When it comes to the core of our educational duty, most of us already have some multi-cultural experience via Erasmus exchanges. However, as our Erasmus+ project includes an Intensive study programme, we enhanced this dimension based on previous Intensive Programmes’ evaluation.

Risk area 7: Scientific data
Defining the availability of external and internal scientific data, the quality of scientific data, but also securing, storing and saving scientific data.

  • Access to the corpus by European institutions, Quality of networks of professional partners in and around the project
  • Qualification of the researchers who are members of the project and co-construction of the methodologies, Quality of methodological support for students

Using secured University data storage facilities with rules in force to store, save and access, Systematic filing procedure and commitment of partners

Organising an EU-project requires being able to rely on both external and internal sources. Project management starts beyond its launch: we led a substantial analysis allowing us to identify potential external alliances enabling and reinforcing the co-creative approach of our project.

Risk area 8: Scientific
Major disciplinary diversity and schools of thought, new field of knowledge, dissemination and appropriation of results (swarming).

  • Space for consultation, co-construction of the team on pedagogical and research aspects (steering committee).
  • Shared terminology, and ongoing work on the meaning of concept, notions, Steering Committee.
  • Connection with European companies; Participation in annual conferences of learned societies.

Last but not least, there are great risks of misunderstandings, if boundaries are not correctly established at the start. Even if formal instruments are set to use it, for instance via the steering committee, these risks should be the subject of a particular and continual attention by the project leader. Therefor we added this last area to our risk analysis.

Our learning, as a team, is that it definitively requires professional skills and competences to design an EU-project. Some universities have dedicated profiles, others don’t. We were able to be endorsed from time to time and want to thank our colleagues from the internationalisation departments for their dedicated support and precious advice. However, theirs could obviously not reflect on the relevance of the content. Our 8 risk areas derived from another best practice including different ones but inspiring us to pro-actively -and professionally- prepare our first draft back in 2018.

To conclude: these risk areas are not exhaustive and are not compulsory. Each project has its own specificities and must be addressed in its way. However, from a reflective perspective, it can always be relevant to gain insights from peers’ experiences.

*The MARPE Network is composed of (in alphabetical order): Anca Anton (University of Bucharest), Anne-Marie Cotton (Artevelde University of Applied Sciences, Ghent), Hélène Boulanger (Université de Lorraine), Pepe Martinez (Universidad Cardenal Herrera, Valencia) and Susana Carvalho (Universidade de Lisboa).

4 June 2018
Listening is most of all a matter of sensemaking

by Betteke van Ruler,
Professor emerita, The Netherlands
The Commission on Public Relations Education have delivered a fantastic and very profound report on the essentials in educating entry-level public relations staff (http://www.commissionpred.org/). Yet, on the concept of listening as an essential element, the report has some confusing data. Indeed, a survey among practitioners shows that practitioners do believe that listening is an essential ability for entry-level staff (87% strongly agree). Yet, only 32% believe that the ability to conduct research, analyze data and go beyond numbers to identify implications is a desirable ability. So, what does this listening skill mean?
Educators do teach research methods, but educators and practitioners have doubts whether it has its effects. Educators rated the level of research ability of their students after graduation on a B level. Practitioners rated the extent to which entry-level hires actually have research skills even lower, with a 2.69 mean, suggesting that courses are not as effective as they could be. The commission concludes that either the courses are not providing students with the necessary skills to conduct research and analyze data for the public relations practice, or the students are not translating these skills to practice.
On the other hand, we all know that practitioners themselves are not that much interested in doing research. At the 2018 conference of the International Communication Association (ICA) in Prague, a panel of public relations researchers concluded that practitioners are much more interested in speaking and writing than in listening. A culture in public relations practice to systematically gather data and convert these to insights, is not mainstream, they concluded. The Australian public communication scholar Jim MacNamara, even sees listening as the missing element in public relations practice (he is the only one who wrote a book on listening in our field).
So, on the one hand everybody – educators and practitioners – do believe that listening is important and most believe that research and analytic skills are essential for public relations practice, education practice is not sufficient, while at the same time practitioners themselves do not have a professional culture of systematic listening. This looks like a vicious circle. How do we get away from that?
The commission is convinced that the ability of conducting research is necessary, but so is the ability to analyze and make sense of the results of that research. Making sense of data goes far beyond statistics. It requires creative thinking and critical thinking, it requires out of the box thinking and, as Karl Weick concludes in his books on sensemaking (1996), ability to invent and improvise. It could very well be that we, as educators, should reconsider our focus and lean not so much on sophisticated statistics as on the ability of sensemaking itself. What do you think?

8 March 2018
Fact or Fiction: Re-Writing the Text on Gender Inequalities in Communication Management

March 8, 2018 – For Women’s day, the Institute for Public Relations has published an article by Ángeles Moreno and Ralph Tench on the gender research from the European Communication Monitor and the Latin American Communication Monitor.
“During our twelve years of studying the annual status of the profession through the European Communication Monitor and the Latin American Communication Monitor, we have also painted a picture of the gender issues in public relations and communication management practice”, said the authors. The article gives an overview on:

  • the feminization of the profession
  • the gender division regarding salaries
  • the gap between work and life
  • the changes in gender stereotypes

Read the full text

6 February 2018
What problematic or dysfunctional aspects of communication teach us

by Valérie Carayol,
Professor in Communication sciences, Université Bordeaux Montaigne, France
Editor of the Journal Communication & Organization
A dichotomy between two types of academic research is often presented in the field of Social Sciences applied to organisations, and notably in communication: on the one hand, a type of research which is of functionalist inspiration with a managerial vocation; on the other hand, a more dialectical and analytical type of research, elaborated from an axiological and ethical point of view (Heller, 2013), seeking to take distance from professional practices.
The first type of research clearly is of interest to organisations leaders. Its usefulness is evident: by helping organisations to master and optimise their communication practices, by facilitating business-to-business comparisons, and by adopting “best practices”, researchers are increasing their influence and their effectiveness in boosting productivity.
The second type of research looks at organizational practices with a certain distance, without a priori desire for optimisation, and tries to understand the communication practices in context, perhaps in their more problematic or darker aspects. Its usefulness is sometimes discussed or questioned: by encouraging the actors of organisations to express themselves, this type of research opens a dialogue within organisations to deal with the problematic or dysfunctional aspects of communication practices. Allowing such dialogue is sometimes likened to opening the Pandora’s box, hence some apprehensions.
Researchers are carrying out this form of critical management research in the field of critical management studies (CMS). It has developed in recent years in the field of communication and public relations (The Pond, Mckie, Snow, Xifra, 2015) (Ballard, Mcglone, 2016). It shows that we can gain from studying the paradoxical and problematic aspects of organisations’ communication practices and the conflicts that affect them. To the vision of an organisation often portrayed as efficient, without asperity and without adherence, (Linstead, Marechal, Griffin, 2014), they oppose that of an organization with complex and problematic functioning, putting in presence interests which are sometimes antagonistic, and which must take particularly demanding and shifting environments into account.
Why should we be interested in this type of research? What is its appeal? What do the problematic or dysfunctional aspects of communication teach us? To answer these question, we will take the example of the study of a recent phenomenon: the hyper connection of managers.
The digital transformations of organisations affect a large number of institutional, functional and operational communication processes. They also affect the day-to-day work of managers who have to deal with such transformations in their practices, the repercussions of which on the quality of their work and their health are starting to interest organisations leaders. Our team of Bordeaux researchers has conducted qualitative and quantitative studies on the detrimental effects of a quasi-permanent connection, akin to an electronic leash, of managers to ICTs (Carayol and alii, 2017). We conducted a longitudinal study on 60 managers, who were interviewed at one year intervals, as well as a quantitative study with more than 600 managers and a qualitative study with union officials and labour doctors.
We have identified complex and often paradoxical phenomena: accelerated temporalities, excessive work and information, porosity of work and private life, development of nomadic work, constant demand for availability and responsiveness.We have also been identified the detrimental and dysfunctional aspects of excessive connection: information overload, addiction to technologies, dispersion and lack of attention, techno-stress and digital incivility (Dupré and Carayol, 2017) which, in turn, induce psychosocial risks.
This research, which was conducted over three years thanks to national funding from a French research agency, made it possible to put the issue of the psycho-social risks related to the use of ICT on the agenda, while underlining the fact that ICT are a sounding box for unresolved organisational problems. The issue of hyper connexion has entered the public debate in France: a “disconnection right” has been legally enshrined and is still the subject of experiments and discussions within organisations.
A comprehensive and critical research approach has proved its usefulness in responding to very current societal and managerial questions. The study of the dysfunctional and problematic aspects of the hyper connection of managers has contributed to the undertaking of a reflection on the impact of our daily modes of communication on the quality of work and of work life.
Bibliography
BALLARD Dawna, MCGLONE Matthew, Work Pressures: New Agendas in Communication. Taylor & Francis, 2016.
CARAYOL, V., SOUBIALE, N., LIMA, F., FELIO, C., La laisse électronique : les cadres débordés par les TIC, (The electronic leash, managers, overwhelmed by ICT) Pessac, Maison des Sciences de l’Homme d’Aquitaine, 2017
DUPRE D. CARAYOL,V., « Workplace cyber incivilities as symptoms of organizational and communication pathologies » Colloque EUPRERA, London College of Communication, University of the Arts London 12-14/10/2017
HELLER Thomas, HUËT Romain, VIDAILLET Bénédicte, Communication et organisation, perspectives critiques (Communication and Organization, critical perspectives) Villeneuve d’Ascq, Presses du Septentrion,   2013
L’ETANG Jacquie, MCKIE, David, SNOW, Nancy, and XIFRA Jordi. The Routledge handbook of critical public relations. Routledge, 2015.
LINSTEAD, Stephen, MARECHAL, Garance, GRIFFIN, Ricky W. « Theorizing and researching the dark side of organization ». Organization Studies 35, no 2 (2014): 165–188.

25 September 2017
Gressly-Fleck scholarship 2018

The University of Fribourg’s Department of Communication and Media Research DCM offers an international visiting scholarship raised by the department’s founding fathers Dr. Max Gressly and Dr. Florian Fleck for post-doctoral researchers and non-tenured professors.
As a trilingual institution (French, German, English) the University of Fribourg provides a truly international research environment with plenty of opportunities to share ideas. Moreover, visiting scholars can benefit from enriching research opportunities in Switzerland. The remuneration consists of CHF 5.000, permitting a stay of two to three months. Visiting scholars will have the chance to collaborate with established scholars and to contribute to academic discussions at the department.
The scholarship addresses young internationally-orientated scholars who are on a research or a sabbatical leave. The quality of the applicants should be demonstrated by publications in international peer-reviewed journals or by promising ongoing research projects. Priority will be given to applicants from outside of Switzerland focusing on research projects which correspond to the research interests at the DCM.
Deadline for applications is September 30, 2017. For more details and how to apply, please check the call for applications

29 June 2017
European Communication Monitor 2017 results presented today

World’s largest survey in strategic communication demonstrates increasing influence of the communication profession in organisations and societal debates.

  • Professionals working in communications are fully aware of the trend towards increased visualisation in society, however every second professional has limited visual competencies
  • Social bots are seen largely as a threat for society and organisations – an explanation why only a few organisations already use social bots
  • A cultural turn towards hyper-modernism changes the way organisations communicate with their stakeholders

Brussels, June 29th 2017 – The European Communication Monitor has been surveying trends in strategic communication for more than a decade. This year’s edition is based on a record number of 3,387 respondents from every European country, ensuring it makes once more an outstanding contribution in the area of strategic communication and providing valuable insights for professionals working in public relations, business or political communication. Moreover, this year’s Monitor deals with the cultural transformation towards hypermodernity and offers detailed insights for everybody working as communication managers for small, medium or large organisations in the public or private sector. Comparable global data for the Latin American and Asia-Pacific regions make the Monitor even more relevant.
Visual trend offers huge potential for strategic communication
The fact that we live in a visual society and social media and mobile communication boost all types of visuals is clearly observable and broadly recognised by European communication managers. However, 53.3 per cent of the surveyed professionals have low visual communication skills – compared to 12.1 per cent with high visual competencies. That is also true at the organisational level. More than 80 per cent of the professionals have implemented standard guidelines for their visual communication. However, only 36.7 per cent have developed advanced guidelines and less than five per cent have advanced management processes for visual communication.
ECM17-Graphic02
Personal competencies of communication professionals are low in nearly all fields
of visual communication – also in the areas of online videos and infographics
Source: European Communication Monitor 2017
 
 
 
 
Social (ro-)bots are largely neglected in Europe
Despite the growing commercial and political application of social bots findings from the ECM 2017 data demonstrate that this phenomenon is largely neglected by many communication professionals in Europe. Only one third follow the debate about social bots and 15.9 per cent have no idea about the topic at all. In this context social bots are mainly seen as a threat for public debates and organisational reputation alike, although four out of ten respondents do also see opportunities arising from them. 73.2 per cent of all respondents agree that social bots present ethical challenges for the profession.
ECM17-Graphic03
Communication practitioners in the German speaking countries are more attentive to the debate about social bots
Source: European Communication Monitor 2017
 
 
 
 
 
Hypermodernity challenges old paradigms in strategic communication and for organisations
A hypermodern society is a society in overdrive, characterised by a culture of hyper consumption, hyper change, and hyper individualism. A large majority of 71.5 per cent of the European communication professionals witness the cultural transformation towards a hyper modern culture in their country. The transition from a postmodern to hypermodern culture is the strongest in consultancies (57.2 per cent) and private companies (51.8 per cent). Organisations with postmodern and hypermodern characteristics are ahead in sensing the trend towards an overarching consumer mentality. Most of them think that it has already changed communication with stakeholders and a large majority thinks that it will change their communication in the next three years.
Quality management and Benchmarking
Quality management and continuous improvement is less common in communication departments and marketing, compared to other organisational functions. If communication departments assess their activities at all, they focus predominantly on the performance or impact of messaging activities. Holistic benchmarking approaches against externally validated standards seem to be less relevant.
ECM17-Graphic05
Quality management and continuous improvement is less common in communication departments, compared to other organisational functions
Source: European Communication Monitor 2017

 
 
 
 
 
Statements from the EUPRERA lead researcher and the president of the EACD
ZerfassProfessor Ansgar Zerfass, lead researcher of the survey, explained: “During the last 12 months we have experienced significant events on the world geo-political stage with impact and implications for strategic communication. While the European Communication Monitor continues to track the specifics of the communicator’s role we are also interested in mapping and monitoring the influence of wider societal issues, from economic and cultural developments to technological change, and understand their implications on practice.”
Heitmann“What stands out most of all from this year’s Monitor is the recognition of the important operational and strategic contribution that communications makes to an organisation’s success, with more than 70% approval rates, with the communications function emerging as a key supporter for daily management and the operations of other departments,” said Herbert Heitmann, president of the European Association of Communication Directors (EACD). He added: “However, top management is not aware of the full range of contributions that communications can deliver. More efforts are necessary to close this expectation gap.”
A joint study by academia and practice, the ECM is organised by the European Public Relations Education and Research Association (EUPRERA) and the European Association of Communication Directors (EACD), supported by partner PRIME Research, a global leader for media insights, and media partner Communication Director magazine. The communication monitor series is known as the most comprehensive research in the field worldwide covering more than 80 countries – the European survey is complemented by bi-annual surveys in other regions like Asia-Pacific and Latin America.

A PDF report with full results as well as a video featuring highlights
from the study is available at http://www.communicationmonitor.eu/

Press contact for interviews and more information

1 June 2017
How can we help practice?

by Prof. Dr. em. Betteke van Ruler
Next to my membership of EUPRERA, I am a member of the International Communication Association (ICA). And like EUPRERA, ICA organizes a yearly conference. This year in San Diego. Just like at our EUPRERA conferences, scholars present their papers in panel sessions and round table discussions where we discuss our methodologies and findings. Always inspiring and also very helpful to advance our own research. This year there was one round table, organized by the organizational communication division, that really struck me. That was because of the question the round table organizers posed, and I like to quote the session rationale:
“Research on the communicative constitution of organization (often abbreviated to “CCO”) has shown how communication flows, communication events, and the dialectic between text and conversation constitute what we have come to know as ‘the organization.’ However, our knowledge is still limited of how CCO theory can be applied to practice and how engaging with practitioner challenges or organizational problems more broadly might shape CCO theory. To advance a critical discussion of CCO theory and its value to organizational practice/problems, this panel will engage several experts on the subject to answer the following questions: 1) How might communicative constitution of organization (CCO) theories and methods of analysis serve as intervention to address practitioner’s organizational challenges/problems? 2) How might practitioner’s challenges/organizational problems shape and inform CCO theory and methods? The presentations and discussion will offer valuable insights into the theoretical and practical consequences of investigating the interplay between CCO theory and practice, which will interest scholars in the field of organizational communication and contribute to the broader conference theme exploring the relevance of ‘intervention’ in academia.”
Basically, we were discussing the fundamental question for whom we are doing what we do: cui bono. Of course we do our research because it is a wonderful means to discover what we did not know before, and of course, we do it so that we can publish our research and get tenured or promoted in our universities. So, it is vital for our professional survival. And of course we use our research and the research of our colleagues to teach our students. But is that all? The questions this panel raised was how our research can be relevant to a certain practice and how can we help practice to cope with their questions. Some of the participants were hesitant as we scholars are not consultants and our research hardly ever delivers direct answers to practical problems. The discussion was very lively and we ended up with the (not completely definitive) answer that science can help practice to reflect on their everyday dilemmas in order to generate options for redefining their questions and from thereon find better answers. Theory is not a medication but an approach to look at phenomena in a specific way. So, theory helps practice most of all to find better questions. Unfortunately, the question in the rationale on how practice can help us to further develop our theories, remained undiscussed, asking for a follow-up next year. All in all, I found this session very inspiring and I like to invite us all to develop such a discussion within EUPRERA, too.

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