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. 

INSIGHT OUT’s mission: to offer short, 4- to 5-minute segments featuring dynamic animation, a sometimes humorous tone, and a genuine commitment to clarity—all to make complex topics and concepts accessible without compromising their scientific rigor. 

The project arose from the convergence of two goals: that of Confluent des Savoirs, which sought to develop a video series to make research accessible to the general public, and that of Wafa Hammedi, a professor of innovation and services marketing in the Faculty of Economics, Management, Communication at Sciences Po (EMCP) and a member of the NaDI and NARILIS institutes, who was eager to raise awareness of the research conducted within her faculty. 

The first three episodes set the tone for the project. They cover topics as varied as satiety in gamified apps, artificial intelligence as a decision-making partner, and innovation in businesses. This is a way of showing that research at EMCP is not limited to a narrow view of management or economics, but also explores our digital habits, decision-making processes, organizational structures, and collaborative behaviors. In other words: presenting research in a new light, breaking the mold, and revealing its full interdisciplinary nature! 

With this first series, UNamur is also affirming a broader ambition: to share research beyond specialized circles and to showcase, from a fresh perspective, the richness of the work being conducted within the University. Because the adventure doesn’t stop there: following these first three videos produced in collaboration with the Faculty of EMCP, INSIGHT OUT is opening up to all UNamur faculties! Starting in September 2026, the Confluent des Savoirs team will be accepting new research proposals to highlight through this series!  

Check out the different episodes of the INSIGHT OUT series HERE 

Her research project, titled “Care or Control? Conceptualizing Smart Service System Paternalism Beyond the Technological Prism,” was selected as one of the best international doctoral proposals in marketing and management following a prestigious, large-scale competition. 

This distinction recognizes the scientific excellence and conceptual originality of the research conducted under the supervision of Professor Wafa Hammedi (University of Namur) and Professor Thomas Leclercq (IÉSEG School of Management). 

Specializing in services marketing, Sara Belghiti focuses on smart service systems, smart technologies, and the transformations they bring about in the relationships between individuals, organizations, and institutions. 

Her work explores, in particular, the relational, ethical, and societal dimensions of smart technologies. Her article on “smart service relationships” was recently published in the Journal of Service Management, a leading international academic journal in the field. 

A graduate of ESCP Business School, Sara Belghiti has also presented her research at major international academic conferences such as the American Marketing Association (AMA), SERVSIG, QUIS, and Frontiers. 

Organized jointly by the AMS Review and the Sheth Foundation, the DoCCA competition aims to identify the most promising conceptual work by doctoral students in marketing and management from around the world. 

Beyond academic recognition, the competition offers a prize funded by the Sheth Foundation and invites the winners to present their work at the annual conference of the Academy of Marketing Science (AMS), thereby providing exceptional international visibility within the global academic community. 

The top candidates receive personalized support from leading experts in the field, as well as mentors from the AMS Review, to facilitate the publication of their work. 

Through this distinction, Sara Belghiti contributes to the University of Namur’s international reputation in the fields of marketing and management research.