Assessing Value Creation in Professional Communities:
Perspectives on Collaboration in Demographic Change
Roope Laakkonen
1
, Jyri Vilko
2
and Timo Pohjosenperä
3
1
Industrial Engineering and Management Students Guild at LUT University, Laserkatu 10, Lappeenranta, Finland
2
Department of Industrial Engineering and Management, LUT University, Kauppalankatu 13, Kouvola, Finland
3
Oulu Business School, University of Oulu, PO Box 4600, FI-90014 Oulun Yliopisto, Finland
Keywords: Value Creation, Professional Communities, Knowledge Exchange, Student Engagement, Young
Professionals, Academic Collaboration, Inclusion, Participation Barriers.
Abstract: This research explores how value is constructed in professional networks and how participation, collaboration
and inclusion shape members' experiences at different career stages. As demographics and technology change,
professional networks are increasingly expected not only to share knowledge but also to facilitate renewal
and engagement. Using qualitative interview data, the study identifies the key mechanisms through which
communities generate knowledge, social, emotional and symbolic value. The findings highlight that
participation requires accessible structures, low-threshold opportunities and an open culture. For participation
to be meaningful, especially for young members, it requires not only content but also visibility, recognition
and the opportunity to influence. The study deepens our understanding of value as a relational and community-
constructed phenomenon and offers practical recommendations for strengthening community-based
collaboration in a changing expert environment.
1 INTRODUCTION
Professional networks are an essential part of the
expertise ecosystem. They bring together professionals,
students and organisations at different stages of their
careers, enabling interaction, knowledge sharing and
joint development. They build bridges between
education and working life and facilitate the transfer of
knowledge, experience and practices across
generations and institutions (Newell et al., 1998).
The role and structures of networks are challenged
by the changing environment. Demographic change,
technological developments and the constant renewal
of skills needs emphasise the importance of
communities in maintaining, transferring and re-
shaping skills (Dirani et al., 2021). In particular, the
involvement of students and early career professionals
becomes a key issue for the continuity and renewal
capacity of communities (Belcher, 2015; McGregor &
Halls, 2020). At the same time, understanding what
motivates different member segments to participate is
key to sustaining engagement and delivering perceived
value (Markova et al., 2013).
Previous research has shown that value in
professional networks is created at multiple levels -
through individual learning, community support and
broader professional identity building. However, the
experience of value is not the same for everyone, nor is
it automatic. It requires not only effective structures but
also a culture that supports openness, participation and
reciprocity (McCormack et al., 2016).
This study examines how value is constructed in
professional networks from the perspective of
different groups of members, especially young people
and newcomers. It also highlights the structural and
communicative factors that either support or hinder
participation and the experience of value. The aim is
to increase understanding of the ways in which
networks can support participation and create long-
term relevance for their members - in a context where
continuity and renewal go hand in hand.
2 THEORETICAL
BACKGROUND
Professional communities are a key part of the
professional work ecosystem, bringing together
organisation, students and professionals at different
476
Laakkonen, R., Vilko, J. and Pohjosenperä, T.
Assessing Value Creation in Professional Communities: Perspectives on Collaboration in Demographic Change.
DOI: 10.5220/0013743200004000
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 17th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K 2025) - Volume 2: KEOD and KMIS, pages
476-483
ISBN: 978-989-758-769-6; ISSN: 2184-3228
Proceedings Copyright © 2025 by SCITEPRESS – Science and Technology Publications, Lda.

stages of their careers. Through these communities,
bridges are built between education and the world of
work, and their interactions generate a range of value
for individuals and for the communities themselves
(Dyer & Singh, 1998). In the following section, we
look in more detail at how this value is created, what
factors are involved and how the participation of
members is linked to the processes of value creation.
2.1 Value Creation in Professional
Communities
Professional communities provide a platform for
interaction, skills development and networking. The
value created is not only individual benefits but also
the renewal of skills and the broader social impact of
the community (Hallberg, 2017).
Value creation is based on interaction between
students, teachers and professionals. Communities
offer informal learning opportunities that complement
education (Soleymani et al., 2024), while gaining fresh
perspectives from younger members (Schultz, 2016).
Value in a community is created in multiple layers
and can take different forms depending on how the
individual participates in it. For example, the value
provided by a community can be informational
(access to expertise and silent knowledge), social
(network building and a sense of belonging), practical
(participation in projects and activities) or identity-
affirming (the opportunity to define oneself as part of
a professional community).
(Rintamäki et al., 2007) describe value through
four dimensions: functional, economic, emotional
and symbolic. In the context of professional
communities, these dimensions can be interpreted as
informational, social, practical and meaningful value,
which together form a holistic participatory
experience for the member. The experience of value
is therefore not based on individual benefits alone, but
on how the community resonates with the member's
goals, feelings and identity.
Members both create and use value (Bowman &
Ambrosini, 2000). Participation also supports career
development through roles such as project
management or event organisation, experiences
linked to professional success (Seibert et al., 2001).
For participation to feel meaningful, members must
gain tangible benefits such as skills, visibility or
guidance (van Amersfoort et al., 2019). Communities,
in turn, need active involvement to remain relevant.
Trust and recognition act as mediators of value creation
(Nahapiet & Ghoshal, 1998).
Value is not static but negotiated (Grönroos &
Gummerus, 2014). In multigenerational communities,
differing expectations highlight the need for a shared
value base and clear opportunities for participation.
2.2 Value of Professional Communities
in Changing Environment
The changing world of work, technological
developments, demographic shifts and rapidly
evolving skills needs put pressure on professional
networks. Communities are not static, but operate in
an environment where their role is highlighted when
individuals or organisations cannot respond to change
alone. Networks enable sharing of resources, skills
development and collective capacity building
(Hallberg, 2017; Alasoini, 2014).
Professional networks can act as an adaptation
mechanism to change, allowing knowledge,
experiences and good practices to be transferred
between actors (Haksever et al., 2004). Networks
support their members by providing both knowledge
and social resources that can help, for example, with
career transitions or the acquisition of new skills
(Rintamäki et al., 2007). This is particularly important
when traditional institutional structures, such as formal
education or individual organisations, alone are not
sufficient to address complex change needs.
Networks are especially important in transitions,
such as moving from study to work or career changes,
where individuals seek information and social
support (Mata et al., 2010). Communities can also
strengthen professional identity and self-confidence
(Soleymani et al., 2024).
Demographic change, particularly ageing of the
baby-boom generation, challenges community
renewal. Attracting younger generations requires
lowering thresholds for participation and recognising
differences in expectations, communication and
motivation (Badoer et al., 2021; Schultz, 2016).
Technological developments, especially
digitalisation, are reshaping community practices.
Digital platforms enable new forms of interaction and
accessibility, while also requiring new structures and
skills from communities (Miller, 2016).
2.3 Student Engagement and Academic
Collaboration
Students’ involvement in professional communities is
central to skills development, career transitions and
professional identity. They can act not only as
learners but also as developers and influencers, if
communities’ open activities to them and collaborate
with educational institutions (Soleymani et al., 2024).
Active participation gives students practical
experiences unavailable in studies alone, for example
Assessing Value Creation in Professional Communities: Perspectives on Collaboration in Demographic Change
477

in event organisation, working groups or mentoring.
These roles also strengthen communication,
organisational and leadership skills essential for
working life (Seibert et al., 2001).
Cooperation between educational institutions and
professional communities bridges formal education
and practical needs through guest lectures, thesis
supervision, projects or student memberships. This
two-way learning benefits both sides (van Amersfoort
et al., 2019).
Barriers arise if students are unaware of
opportunities or if participation feels disconnected
from their studies. Successful collaboration therefore
requires clear structures and student-centred
communication (Schultz, 2016). Students must be
treated as full members, not only future professionals.
Student participation also brings fresh perspectives,
technological skills and up-to-date insights that support
community renewal and alignment with future
workforce needs (Hallberg, 2017).
2.4 Knowledge Exchange in
Professional Communities
Information exchange is a key value-creating
mechanism in professional networks, enabling
sharing of knowledge, best practices and silent
information unavailable through formal systems. It
requires trust, social capital and structures that
support interaction (Nahapiet & Ghoshal, 1998).
Professional communities provide both formal
and informal forums: seminars, workshops and
publications on the one hand; personal relationships
and discussions on the other (Hallberg, 2017). Formal
exchange supports scalability and documentation,
while informal interactions enable rapid, contextual
learning.
Knowledge sharing is also cultural and social.
Openness and trust determine how actively and
honestly information flows (Seibert, 2001). This is
particularly important with silent knowledge such as
experience-based insights or lessons from failure.
In times of constant change, networks spread
timely, context-specific knowledge that single organi-
sations cannot generate alone (Soleymani, 2024).
Communities can act as knowledge brokers, linking
actors from different backgrounds (Schultz, 2016).
The ability of professional communities to
facilitate knowledge exchange has a direct impact on
their value and attractiveness to their members.
Communities that can provide their members with
relevant, timely and useful information are often
perceived as useful and thus valuable (Rintamäki et
al., 2007). Knowledge exchange is therefore not only
a tool for learning, but also a key factor for the vitality
and continuity of the community.
3 RESEARCH DESIGN
The study consists of two parts: a literature review
and thematic interviews. The first part is the literature
review, which identified existing knowledge and aims
to provide the reader with a clear overview of the
topic under study, thus laying the groundwork for the
subsequent research process (Knopf, 2006).
The literature review made use of scientific
articles and other relevant literature. The search was
limited to sources in English and Finnish.
The second part of the study utilizes a qualitative
approach where interviews were the main data
collection method. The empirical data of the study
was collected from the case association through
interviews and from materials and documentation
already existing in the association. Case studies are a
useful approach when the aim is to delve into the
specifics of a particular organization or case in detail
(Saunders et al., 2009). The interviews were
conducted in spring 2025 and targeted individuals
involved in professional communities from a variety
of roles and backgrounds. Informants were selected
on a discretionary basis to include both students and
more experienced community practitioners.
The aim of the study was to understand the value
creation between students, young professionals,
educational institutions and the association. For this
purpose, people from within the association were
selected to be interviewed who were involved in one
way or another in these matters. The interviewees had
different profiles, which allowed for a broader
understanding of the topic under study. The
interviewees were either students, teachers or
representatives of the association (see Table 1).
The interviews were transcribed, and the analysis
was conducted using theory-driven content analysis.
In qualitative research, the theoretical framework is
not an isolated step, but it supports the analysis and
helps to interpret the meanings emerging from the
data (Puusa & Juuti, 2020).
4 EMPIRICAL INSIGHTS ON
VALUE CREATION AND
PARTICIPATION
Professional networks generate value at different
levels, and this value is built primarily through
interaction between members. The value creation is
not limited to individual services or events, but comes
from the opportunity for members to participate in
collective activities, share their knowledge and feel
part of a community of experts. It is not only what the
community offers, but what it enables: shared
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discussions, learning, empowerment and professional
growth.
The key is that value is not a constant, but varies
according to how members participate, where they
are in their careers and what their expectations are.
The value provided by a community can be expressed
in terms of knowledge, social, emotional or symbolic
experience. Often these forms of value combine and
reinforce each other. Value can come from new
contacts, but also from making one's own skills
meaningful to others or from contributing to the
development of the community.
The results also show that students and young
professionals in particular perceive community
meaning when they are treated as equal actors. They
crave clear, accessible opportunities for participation,
but also space to contribute and grow as part of the
community. At the same time, however, barriers to
participation emerge, such as unclear
communication, a high threshold for participation, or
the experience of not having to contribute.
The ability of a community to deliver value is
particularly important in situations where the
environment is changing. Professional networks face
the challenges of generational change and technolo-
gical change at the same time. Engaging new members,
transferring silent knowledge and embracing digital
practices require communities to be able to renew
themselves without losing their fundamental nature.
Value is created at the interface where experience and
new perspectives meet, and where technology acts as
an enabler, not a barrier, to interaction.
The creation of value in a community is not a
foregone conclusion. It requires openness, effective
practices and a culture in which different members
can genuinely engage with each other. A community's
ability to create value is linked to its capacity to
enable participation and to accommodate different
perspectives. Above all, value is created when a
member is not only the object of an activity, but also
its creator.
4.1 Value Creation of Professional
Community
The main value of a network of professionals is not in
the individual services or events, but in the fact that it
functions as an organised community that enables its
members to develop together with others. Above all,
this value comes from community structures,
interaction and a continuous exchange of information
that no single organisation or training programme can
fully provide. The interviews suggest that
professional networks create a space in which shared
understanding, trust and professional identity -
elements that are at the core of value - emerge.
The theme of community was present in almost
all responses, although it was expressed in different
ways. For many, the network provides a safe
environment in which to share experiences, seek peer
support and discuss openly without the pressure of
competition or organisational structures. This space
of trust allows for deeper learning and brings
emotional value - a sense of belonging to a team
where one's knowledge and experiences are valued.
Trust was also seen as a prerequisite for the continuity
of community action: without trust, knowledge
sharing, cooperation and commitment remain
superficial.
One of the key value-generating mechanisms is
the exchange of information. In particular, the sharing
of expertise was seen as central to the professional
network. Through the community, it is possible to
gain both the latest knowledge in the field and
practical experience from other actors. This
combination of formal and silent knowledge builds a
unique knowledge capital that would not be attainable
simply by reading studies or attending individual
training courses. Practical examples of value creation
emerged in the form of webinars, events and
mentoring programmes. These allow for skills
development, learning about current issues and
networking with peers and more experienced people.
The interviews highlighted that the value of silent
knowledge is best realised when community
structures support informal encounters - for example
in small groups, discussion forums or shared project
experiences.
The interviews also underlined that interaction
within the community is not random but has
structures that allow for participation in different
roles and at different levels. Many mentioned, for
example, working groups, expert forums and regional
management teams as places where value is made
concrete. Working together in these groups not only
creates operational benefits for the network, but also
an experience of influence, participation and the use
of one's own skills in a wider context. Some
respondents described a gradual evolution of their
role: involvement in small tasks allowed them to
grow towards more demanding and visible
responsibilities, deepening their experience of value
and strengthening their commitment.
Another recurring theme was the role of the
community in providing direction. The community
not only shares information but also builds a common
vision of where the sector is heading, what skills
needs are on the horizon and how to address the
challenges facing the sector. This makes the
community not only a knowledge-sharing tool, but
also a collective reflective space where members can
relate their own knowledge and orient their
development towards future needs.
Assessing Value Creation in Professional Communities: Perspectives on Collaboration in Demographic Change
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Professional networks also create value that is
difficult to measure but easy to recognise when it is
missing. This relates to professional identity and
pride in one's field. For many interviewees, belonging
to a network was also a way of saying: “this sector is
important to me, and I want to be involved in its
development.”
However, the value generated by the Community
is not automatic. It requires not only functioning
structures and opportunities for interaction, but also a
shared culture that values sharing, participation and
cooperation. Several interviewees stressed that
networks do not create value if they are only used
passively - value is only created when there is active
and genuine participation in the community.
An important finding in terms of value creation is
that active participation is directly related to
perceived value. Those who were active themselves
felt that they got more out of the network. This
suggests that membership alone does not
automatically provide value - it requires participation
and opportunities to contribute. As informant 4
summarised:
“The more you give to the community, the
more it gives back to you.”
4.2 Value Perceived by Students and
Young Professionals
Students and early career professionals represent the
future of professional networks, but their
participation also brings immediate value. They
contribute fresh perspectives, current knowledge of
training and working life, and willingness to engage
when accessible channels exist. The meaningfulness
of participation builds on accessibility, visibility and
inclusion. Value also comes when their views are
taken seriously, creating the basis for long-term
commitment.
Students’ first contact with networks is often
random, due to a lack of systematic cooperation with
institutions. This creates inequalities in participation
unrelated to motivation. Where cooperation is strong,
students are more engaged and see the network as
relevant; elsewhere, the community may remain
unknown.
Those students who had been able to participate
described the experience as eye-opening and tangibly
useful. Several mentioned that they had gained a new
understanding of working life and career options in
the sector through discussions with more experienced
members. As informant 11 stated:
“When you think about your future career,
professional communities offer a way to build
valuable connections.
The need for concrete opportunities to get
involved emerged particularly in the student
interviews. Events for young people were considered
important, but passive participation alone was not
enough. The value was seen in particular in the
opportunity to participate in practical tasks such as
organising events, communication or working
groups.
Young professionals, on the other hand, look to
the community above all for peer support,
professional debate and opportunities to develop
themselves as experts. Several interviews revealed
that these members are not only looking for content,
but also for places where they can test their skills, be
seen and contribute to shaping the future of the
community. The value of participation then also
comes from having one's contribution recognised and
valued. This two-way value creation - giving and
receiving - emerged as a central theme in their
experiences.
Flexibility in the forms of participation was a
recurring need. Young adults often have limited time
due to studies, work and other life commitments. As
a result, traditional forms of participation, such as
long meetings or committees, do not always fit into
their schedules. In contrast, low-threshold forms of
participation such as project-based work, digital
channels or short-term assignments were seen as
more viable. Developing the digital dimension of
networks was seen as an important means of
promoting equal opportunities for participation. The
interviews also highlighted that personal invitations
are a much more effective way of activating
participants than general messages or newsletters.
Although many successful examples of youth
participation were highlighted, the overall picture
remained fragmented according to most interviewees.
Activities were often based on the initiatives of
individual activists or teachers, and there were no
clear structures in place in the communities to involve
new young people. This was seen as a risk: without
structural support, only a few and select few would
reap the benefits of the activities. Suggestions to
improve the situation included re-launching
mentoring programmes, appointing regional student
ambassadors and consolidating youth events into
annual events. It was also suggested that communities
should create a clear 'first-timer's path' - for example,
an information pack, a personal contact or an
orientation session - through which new members can
understand what is done in the community and what
roles are available.
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4.3 Barriers and Opportunities in
Engagement
It is not enough for a professional network to be open
in theory – it must also be accessible and relevant in
different life situations. Interviews showed that
barriers and opportunities are multidimensional and
overlapping. Participation depends not only on
individual choice but also on structures,
communication, culture and roles.
Despite good examples of youth engagement,
participation was fragmented and dependent on
individuals. More permanent structures such as
mentoring, annual events and clear entry roles are
needed to ensure continuity.
Young professionals are often in the workplace
and look to the community for peer support,
professional discussions and opportunities to develop
and expand their networks. Several interviews
highlighted that they seek more than expert content –
especially opportunities to build identity, test skills
and gain visibility.
A key barrier was lack of information and clarity,
especially for new or young members about how to
get involved and what opportunities existed. As
informant 5 described:
”Students do not always see what benefit
networking has in working life. They ask first:
what do I get out of this?”
Participation remained unclear and distant, even
when there was interest. Such uncertainty breeds
passivity: if a particular level of activity and
navigation in an unclear environment is required to
get involved, the threshold becomes too high for
many, especially for newcomers or those outside the
network.
Another major barrier was related to the reach and
tone of the communication. Many interviewees felt
that communication within the network often
remained too formal, distant or insider-like. New
members felt that communication was not inviting or
targeted at them but rather aimed at those who were
already familiar with the activities.
The culture within the community also had an
impact on the barriers to participation. In particular,
"silent structures" and established practices around
people who had been involved for a longer period
could make the community difficult to approach from
the outside.
The interviews also revealed regional differences
in student activities and youth participation. The
interviews suggested that the network should develop
a scalable but locally applicable model of engagement
that would provide consistent opportunities for
collaboration between institutions in all regions.
Despite these challenges, the interviews also
revealed a wealth of enabling and facilitating factors.
One key enabler was low-threshold forms of
participation. The ease with which people could get
involved, for example in event organisation,
communication tasks or short-term projects, made the
experience of taking part inspiring and stimulating.
Students and young professionals in particular
appreciated clear and limited tasks where they could
contribute and learn, but where the commitments
were not too heavy. Such forms of involvement also
often acted as a gateway to deeper engagement: when
the initial experience was positive and enabled
success, the participant was more likely to stay
involved.
Another key opportunity was related to personal
invitation and encounter. It was strongly emphasised
in the interviews that a significant proportion of
participation was initiated only after someone directly
invited or showed interest in the person's expertise or
perspective. This shows that the barrier to
participation is often not a lack of motivation, but
rather a lack of invitation. A human encounter - where
the member is seen as an individual, not just a target
group - lowers the threshold and builds trust.
The third enabler was the sense of community
relevance and value base. Several interviewees
stressed that they felt that activities were meaningful
when they were aligned with their own values and
professional identity. In this case, participation was
not only beneficial but also personally rewarding.
Barriers and opportunities are therefore two sides
of the same coin. The same structures can support or
exclude depending on how they are organised and
communicated. Networks should reflect on how new
members are welcomed, how experienced members
support others, and how openness is fostered in
culture and communication.
5 CONCLUSIONS
Professional networks can support the development
of individuals and strengthen the resilience of
communities in a changing environment.
Participation, trust and shared practices are key
factors in building value in such communities. This is
particularly important in situations of generational
change and technological transformation. Students
and young professionals benefit from early
involvement, while experienced members maintain
their relevance through knowledge exchange. This
study identified the mechanisms through which value
in professional networks is created and maintained
through participation, interaction and inclusion.
Assessing Value Creation in Professional Communities: Perspectives on Collaboration in Demographic Change
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5.1 Theoretical Contributions
A key theoretical contribution relates to the
understanding of value as a multifaceted
phenomenon. Empirical findings show that value
manifests itself simultaneously as knowledge, social,
emotional and symbolic - forming a whole that goes
beyond the traditional economic or performance-
based value model. This broad interpretation
complements previous perspectives such as
(Rintamäki et al. 2007) and (Nahapiet & Ghoshal,
1998) by showing how these forms of value are
intertwined in members' experiences.
The study also clarifies the bidirectional nature of
value. Members are not only recipients but also
producers of value. Participation, knowledge sharing
and initiative develop both individuals and the
community, supporting renewal and relevance in a
changing context (Bowman & Ambrosini, 2000).
Perceived value is strongly linked to accessibility
and inclusion. For students and young professionals,
being able to contribute and be heard is central,
showing that participation is also a cultural and
symbolic process built on the experience of being
seen.
Value creation in professional networks depends
on adapting to demographic and technological
change. Intergenerational learning, digital tools and
silent knowledge help preserve and renew value,
making networks ecosystems where meanings,
identities and innovations are built.
5.2 Practical Implications
For professional networks to deliver value, they must
be accessible, inclusive and relevant across life
stages. Participation is often limited not by lack of
motivation but by structural, communicative and
cultural barriers. Identifying and addressing these is
essential for member experience and community
vitality.
Clear entry pathways are important to lower
barriers. New members should be offered concrete
ways to get involved, understand the network
structure and find their role. Contact persons,
orientation events and clear communication help
build an inclusive environment.
The flexibility of the forms of action supports
participation, especially when members have limited
time or experience of community practices. Project-
based tasks, low-commitment participation pathways
and digital channels allow everyone to participate
according to their own resources. This increases the
diversity of participants and allows even light
engagement to be transformed into longer-term
activity.
Mentoring and peer support should be part of
daily community life. For newcomers, mentoring
provides a safe entry and helps structure professional
growth while transferring silent knowledge. Reverse
mentoring, where younger members share expertise
such as digital skills, can also strengthen resilience
and learning culture.
An open and receptive atmosphere is a key
enabler. Communities should value diverse
perspectives and ensure equality and listening.
Belonging arises not from formal membership, but
from the sense that one’s voice matters.
At their best, professional networks can guide
entire sectors. By combining generational skills,
technological capabilities and shared values, they
foster innovation and support adaptation. This
requires strategy but above all everyday practices that
enable participation and shared responsibility.
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APPENDIX
Table 1: Research actor informants.
No Title Role Experience
1
University
Lecturer
Regional
Management Team
Member
~15 years of experience
in regional management
teamwork
2 Student
Member of the
Regional and Young
Professionals
Management Teams
Half a year
3 Student
Regional
Management Team
Member
One and a half years in
the community
4 Lecturer
Regional
Management Team
Member
~25 years of experience
in the community
5
Retired, forme
r
lecturer
Regional
Management Team
Member
~40 years of experience
in the community
6 Student
Regional
Management Team
Member
Half a year
7 Lecturer
Regional
Management Team
Member
One and a half years
8
Logistics
Teacher
Regional
Management Team
Member
~30 years in
community, active
regional contributor
9
Engineering
Student
Chair of the Regional
Management Team
3 years in community,
active role as chair of
regional team
10
Business
Student
Representative of
Student Organization
in community’s
Regional
Management Team
Half a year
11 BBA Student
Regional
Management Team
Member
Half a year
12
Procurement
Manager
Member of Young
Professionals and
Deputy Chair of the
Procurement Forum
Management Team
Half a year
13
Service
Manager
Service Manager
of the community
5 years of active
employment
14
Executive
Director
In charge of the
Transport Forum,
member of multiple
committees
Half a year
Assessing Value Creation in Professional Communities: Perspectives on Collaboration in Demographic Change
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