Fragmentation of private property (142 thousand private forest owners) cause the challenge for governing forests, because forests are part of wider forest ecosystems, but at the same time narrowly assigned by private borders. Land restitution put the new pressures on path dependent management and new possibilities and responsibilities (that were emergent features of private forest governance). This article is part of doctoral thesis about the common governance of private forests with particular aim to focus on describing knowledge and experience exchange in private forest owners’ networks in this paper. The research question for this article is to help to find out how the translation of experience and knowledge manifest itself in private forest owners’ networks? The best theoretical model to fit this situation is the concept of translation from actor-network theory and emergent norm theory. Case study approach was selected to follow actors in forest owners’ networks. The cases are forest owners’ cooperatives, forest owners NGO’s, as well as other forms, in particular, forest extension services and cases where an emergent process can be seen. The empirical material shows that translation of experience and knowledge manifest itself in few important ways, namely, at first, in a negotiation of needs and agreement on private forest owners’ needs; secondly, in stewardship role of multi-functional actors; thirdly, in emerging and evolving legislative norms. A multi-functional actor is a term offered in order to reveal a wide range of mediation forms in multicultural multi nature of forests as governed property and forests as integral part of ecosystems.

Universities play an important role in providing a wide range of services and connecting all stakeholders, such as employers, alumni, and other community members to prepare students for future employment, establish networking with labour market representatives, assist them in integrating into the labour market, and develop students’ as potential specialists’ employability skills, thereby fostering their career development in the university educational environment. The aim of this study is to analyse the career related theories and propose a career development model for economics and business-focused universities. The following research methods were used: desk study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). The theoretical research emphasised modern career-related theories and resulted in a proposal for a career development model for a university. A mandatory course that formally prepares students as prospective specialists for employment and internship, exposure to the labour market via internship, networking events, and mental support provided by qualified psychologists, university teachers as part of an academic advising programme and alumni organized in the form of an alumni mentorship programme, are the main pillars of the proposed career development model.