In each their way, the three contributions are examples of how this field has evolved over the past decade. The first paper is authored by Lars Bo Henriksen and is titled: New rules of research? -Report from the postmodern university. Lars Bo Henriksen describes two cases from Danish Universities that clearly indicate that independent research is under pressure, perhaps even gone, under the regimes of corporate universities. The two cases are followed by a historical analysis of the conditions

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... or research and running universities. For sure, this is interesting reading, that deserves attention. But perhaps more than reading is required. Obviously, the values of the Humboldtian university are under pressure. But can we as researchers adapt to the change in university management in order to preserve the fundamental values of independent research? Tuomas Korhonen and Teemu Laine were inspired for such reflections based on Lars Bo Henriksen's paper. You can find our reflections on the practices of doing research in close cooperation with practitioners and private and public funders in the section below. If you as reader also want to contribute to the discussion we have opened a blog on the website, where the community can reflect and elaborate upon this important discussion: https://research.tuni.fi/arc/category/blog/ Antonio Leotta, Carmela Rizza, and Daniela Ruggeri present in their paper: The multiple learning behind the process of advising: toward a learning theory of language game, a case of a family business. This family business engages with new actors in order to facilitate a professionalisation of the company. Along with new actors, new concepts and routines evolve. But how does it happen? Through an analysis of the language games that takes place in the organisation, this change process is analysed. The paper is hence an interesting contribution to the ongoing debate in the pragmatic constructivist network concerning language games. Michael Paulsen contributes to this number with his paper: Understanding the Anthropocene worldcontemporary difficulties. He argues that we need to develop a new educational language game that is responsive to both our understanding of the world and the world in itself. The paper thereby contributes to the ongoing debate within pragmatic constructivism on language games and its role in reality construction. Michael Paulsen argues that, the fact that we now live in an Anthropocene world requires a shift in our world understanding. This shift must begin with our view on education. Currently educational thinking seems to be rooted in a holocene worldview. This implies that we try to keep on helping new generations to change themselves to function in a world that no longer exists and tie them to a worldview that is highly problematic, reductive and destructive.