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This article investigates Belgian business-to-business (B2B) companies' perceptions of and attitudes toward social media, matching the findings with existing U.S., U.K., and Dutch research. Using survey data from a nonrepresentative judgment sample of 92 Belgian B2B companies, we show that 85.9% of Belgian B2B companies that participated in our research use social media to ensure their influence on target groups. The survey also reveals that 40.8% of IT companies implement a social media strategy against only 26.7% of industrial B2B companies. Relying on the technology acceptance model, we argue that IT companies are more inclined to adopt social media because they evaluate social media's usefulness higher than industrial enterprises. Qualitative follow-up research (in-depth interviews with 11 B2B enterprises) further explains the observed differences and similarities between both sectors, analyzing perceived benefits and risks, social media knowledge, and strategies. We conclude the article by listing various suggested actions that can help B2B companies effectively leverage social media.

Drawing on insights from Goffman's dramaturgical approach to interaction, this article demonstrates how meetings are team performances routinely concerned with sustaining or challenging interpretations of power relations. The data for this article were collected at a British embassy, relying on participant observation, audio recordings of weekly gatherings of Heads of Section, and interviews with the people that attended the meeting. The analysis focuses on the double role behavior of the Ambassador as the director and central player of a team performance and the conflicting ideologies these shifting roles entail.

In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master’s level) and 3rd- and 4th-year medical students at Ghent University. In order to assess the development of the students’ knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.