Find Academic Supervisors

• Neuropsychological approaches to stroke rehabilitation
• Psychometrics
• Health service evaluation
• +4 more

Tom Steverson is a Lecturer in Medical Education (Assessment) at Norwich Medical School, University of East Anglia, specializing in Mental Health and Social Care. He joined UEA as a Clinical Lecturer in 2021 after working for over 13 years as a Clinical Psychologist in NHS stroke and learning disability services. His academic qualifications include: Post Graduate Certificate in Clinical Education, University of East Anglia (2022-2023) Post Graduate Diploma in Clinical Neuropsychology, University of Glasgow (2019-2022) Doctor of Clinical Psychology, University of East Anglia (2008-2011) Master in Science, Psychology, University of Essex (2005-2006) Bachelor of Science, Psychosocial Sciences and Management, University of East Anglia (2000-2003) Dr. Steverson has both clinical and academic expertise in neuropsychological approaches to stroke rehabilitation. His research interests focus on the use of psychometrics and supporting and developing practice based evidence through health service evaluation. He teaches across the Clinical Associate in Psychology and Doctorate in Clinical Psychology Programmes, covering subjects such as stroke rehabilitation, psychometrics, therapeutic skills, neuropsychological assessment, and service evaluation. His recent publications demonstrate a strong focus on stroke rehabilitation methodologies, psychological assessment tools, and clinical training approaches. The articles span critical areas including depression treatment in stroke rehabilitation settings, psychometric validation of assessment instruments, and innovative therapeutic interventions for post-stroke adjustment. Dr. Steverson serves as a primary and secondary supervisor for Doctorate in Clinical Psychology thesis projects focused on stroke rehabilitation. He is actively involved in professional organizations, serving as a committee member of the Organisation for Psychological Research After Stroke and the Scientific Committee of the United Kingdom and Ireland Stroke Psychologists Network. Previously, he worked as a Clinical Psychologist in Stroke Services (2015-2024) and Learning Disability Services (2012-2015) at Norfolk Community Health and Care NHS Trust, bringing substantial clinical experience to his academic role.

Patrick J. CoeView profile

Associate Professor

• Macroeconomics
• Economic History
• Monetary Policy
• +3 more

Patrick J. Coe is an Associate Professor in the Department of Economics at Carleton University, affiliated with the Faculty of Public and Global Affairs. He holds degrees from the University of Essex (B.A., M.A.) and the University of British Columbia (Ph.D.). His research focuses on macroeconomics and economic history, particularly testing long-run neutrality restrictions, the Great Depression, and Canadian labour market integration. Key research contributions include analyzing downward nominal wage rigidity in early 20th-century Canada and exploring the relationship between financial conditions and economic growth. His work often employs advanced econometric techniques such as regime switching models and bounds testing approaches. Current research interests include monetary history and the predictive power of financial indicators like yield curves. Coe’s teaching spans introductory economics, graduate-level monetary history, and specialized courses on financial crises. He has published extensively in journals like the Journal of Applied Econometrics, Canadian Journal of Economics, and Journal of Banking and Finance. Though no specific awards are listed, his work has addressed pivotal historical economic events and policy-relevant topics such as apprenticeship systems and sovereign debt management. He has advised on topics related to labour market policy and apprenticeship completion rates, though no formal student advisees are named. His research often involves collaborations with scholars like Shaun P. Vahey and Tony Chernis, focusing on historical data analysis to inform contemporary economic debates.

Daria MottaView profile

Associate Professor

• Italian Linguistics
• Historical Linguistics
• Sociolinguistics
• +12 more

Daria Motta is an Associate Professor of Italian Linguistics at the Department of Humanities, University of Catania, with a strong affiliation to the Special Teaching Structure of Foreign Languages and Literatures in Ragusa. She holds a formal academic position in the scientific disciplinary sector L-FIL-LET/12 and is actively engaged in research, teaching, and academic service. Her work bridges philology, sociolinguistics, and language pedagogy, with a particular emphasis on Italian literary and linguistic history. Her research interests span Italian linguistics, historical and sociolinguistic analysis of spoken and written language, pragmatics in literature and media, dubbing studies, Italian as a second language (L2), and corpus-based philological research. She has extensively studied 19th- and 20th-century authors like Giovanni Verga and Vitaliano Brancati, focusing on the representation of spoken language in literary texts. Her work also explores language teaching methodologies, multilingualism in migrant literature, and the role of media in shaping linguistic norms. The trends in her recent publications reveal a consistent focus on linguistic variation, historical pragmatics, and the intersection of language with literature and media. She frequently analyzes how language functions in narrative, theatrical, and audiovisual contexts, particularly through the lens of realism and sociocultural change. Her scholarly output combines philological rigor with sociolinguistic insight, contributing to both literary studies and applied linguistics. Member of the editorial board of «Annali della Fondazione Verga» (since 2012) Member of the editorial board of «Bollettino - Centro di Studi Filologici e Linguistici Siciliani» (since 2012) Member of ASLI (Associazione per la Storia della Lingua Italiana) and ASLI-Scuola Anonymous reviewer for journals such as «Italiano linguaDue» and «L’italiano a scuola» Referee for doctoral projects at the University of Rome “Tor Vergata” Daria Motta has supervised numerous master’s theses and mentored students through formal tutoring programs. She has played key institutional roles, including serving as a delegate for continuing education and school relations, coordinator for LIS interpreting services, and contact person for placement activities. She has also been involved in research projects funded by the University of Catania and national PRIN grants, focusing on language teaching, historical corpora, and textual analysis. Her leadership in academic events and research groups underscores her active engagement in the scholarly community. She has contributed to various research groups, including the PIACERI and Prometeo projects at the University of Catania, and has led her own research initiatives on literary dialogue and 17th-century language invention. She has also participated in major national projects like the Corpus of Reference for a New Vocabulary of Modern and Contemporary Italian under the Accademia della Crusca.

• Cultural and Creative Organizations
• Museums and Heritage Management
• Digital Transformation in Cultural Institutions
• +3 more

Bérénice KUBLER is a Lecturer (Maître de conférences) in Management Sciences at Université Côte d’Azur , affiliated with the EUR CREATES and the GREDEG research group. Her research and teaching focus on the governance, financing and strategic management of cultural, artistic and creative organizations, especially museums and heritage institutions in the digital age. Education: PhD in Management Sciences, Aix-Marseille Université (2023) Master in Public Management and Cultural Organizations, Aix-Marseille Université (2017) Master in Cultural and Media Law and Management, Aix-Marseille Université (2016) Bachelor’s in Art History and Archaeology, Université Lumière Lyon 2 (2012) Research Interests: Her work centers on cultural and creative organizations , with a strong emphasis on museums and heritage sites . She investigates how digital transformation affects governance, financing and stakeholder coordination. Her research also explores the strategic and organizational impacts of digital practices on professionals within these institutions. Scientific Awards: Best Paper Award at the International Game Evolution Conference (2022) Teaching & Advising: Bérénice has taught over 626 hours across undergraduate and master’s programs in public management, cultural marketing, strategic management, and digital governance. She has supervised 34 master’s theses and coordinated apprenticeship programs and admissions panels. Affiliations & Teams: She is a member of the Alter-Organizing research team, which focuses on alternative practices in entrepreneurship, management and work. She is also associated with the Pôle Innovation, Science et Technologie (PIST) .

Christian HarteisView profile

Professor

• Digitalization of the workplace
• Workplace learning
• Epistemic beliefs
• +4 more

Christian Harteis is a Professor at the Institute of Educational Science within the Faculty of Cultural Studies at Paderborn University. His research focuses on workplace learning, digitalization of the workplace, epistemic beliefs, learning from errors, intuition as a component of professional expertise, and competence-fostering work conditions. Contact: christian.harteis@uni-paderborn.de | Office: TP6.2.306 Research Projects: FEWL (Horizon Europe), BBNE-Hubs, AI literacy in research, Chess experiments with eye-tracking Research Trends: Recent work emphasizes digital labor dynamics, dual training systems, continuing education for educators, and methodological approaches to workplace learning. Publications span empirical studies, book chapters, and edited volumes like Research Approaches on Workplace Learning (Springer, 2022). Teaching & Collaboration: Leads courses on empirical educational research, vocational education structures, and evaluation methods. Active in international networks such as PDRnet and EARLI SIG14, with leadership roles in professional associations like AERA and Deutsche Gesellschaft für Erziehungswissenschaft (DGfE).

Sue BrentView profile

Professor

• Cancer Nursing
• Healthcare Service Delivery
• Compassion in Healthcare
• +3 more

Sue Brent serves as Head of the School of Nursing and Health Sciences at the University of Sunderland, providing strategic academic leadership with 34 years of nursing experience including 21 years in NHS clinical practice and 13 years in Higher Education. She launched the innovative Sunderland School of Nursing in 2016, establishing the UK's first nursing program directly linked to a School of Pharmacy. Her professional credentials include: Registered Nurse and Registered Nurse Teacher Fellow of the Higher Education Academy Member of Nursing and Midwifery Council Member of Royal College of Nursing Deputy Chair of RCN Research Committee (North East) Brent's research examines cancer workforce dynamics and compassion in healthcare delivery. She pioneered the UK's first self-funded pre-registration nursing course through Student Loans System, eliminating reliance on Health Education England funding while integrating pharmacy expertise to enhance medicine management skills. Her leadership addresses critical NHS workforce gaps through innovative educational models. Her publication record centers on cancer care coordination, particularly her 2017 study analyzing key worker roles from dual perspectives of patients and healthcare staff, revealing critical insights about service delivery frameworks in oncology settings. Professional recognition includes: Fellow of the Higher Education Academy RCN seal of approval for nursing program National award shortlisting for nursing apprenticeship As an educator, Brent focuses on clinical skills development and professional practice standards. She represents the university on Council of Deans of Health UK and Million Plus Health and Social Care Group. Under her leadership, the program achieved 100% graduate employment and developed the UK's first national apprenticeship partnership for nursing. The Sunderland School of Nursing has gained sustained recognition from 2017-2025 for innovative approaches including International Nurses Day initiatives, workforce gap remediation programs, and evolution of training methodologies to produce 'lifesavers of tomorrow' through evidence-based compassion-focused education.

Johann FortwengelView profile

Professor

• International Business
• Organization Theory
• Institutional Theory
• +3 more

Dr. Johann Fortwengel is a Reader in International Management and Head of Department for Strategy, International Management & Entrepreneurship at King's Business School , King's College London. He holds a secondary appointment as a Research Associate at the Gordon Institute of Business Science, University of Pretoria. Previously, he served as Senior Lecturer (2019–2021) and Lecturer (2016–2019) at King's. He also held a Visiting Professorship at Northeastern University's D’Amore-McKim School of Business in 2023. Education: Doctorate from Freie Universität Berlin (2014) MA in Global Studies (2011) BA in Sociology (2009) Research Interests: How multinational enterprises navigate institutional and country differences Organizational identity formation in global contexts Interorganizational networks and institutional theory Vocational training systems (e.g., apprenticeships) His work emphasizes multinational enterprises' strategic responses to institutional challenges, particularly their identity development and cross-border practices. Key Activities: Associate Editor of Journal of Management Studies and Outreach Editor Editorial board roles at Journal of International Business Studies , Management International Review , and Strategic Organization Academic advisor to the Commonwealth Scholarship Commission Consultant to governments, SMEs, and multinational firms on post-pandemic strategies Awards & Recognition: Research awards from the German Research Foundation (DFG) and British Academy/Leverhulme Awarded for peer reviewing, teaching excellence, and research impact Impact & Grants: Lead researcher in the Research Excellence Framework 2021 case study on apprenticeship programs Funded projects include exploring African law firms' professionalization and internationalization Labs & Teams: Member of the Chinese International Investments research group Collaborates internationally on institutional theory and global management challenges

Haydar AygunView profile

Associate Professor

• Acoustic Materials
• Metamaterials
• Biomedical Acoustics
• +7 more

Dr. Haydar Aygun serves as Associate Professor in Acoustics and Building Services at the Bioscience and Bioengineering Research Centre, Department of Civil and Building Services Engineering, University of Salford. He holds multiple leadership roles including Course Director for the MSc Environmental and Architectural Acoustics, Diploma in Acoustics and Noise Control, and The Acoustics Apprenticeship programs. With a PhD in Acoustics and Vibration from the University of Hull (2006), his academic foundation includes a MSc in Advanced Materials, Processes and Manufacturing (2002) and a BSc in Mechanical Engineering. Dr. Aygun's research spans multiple critical domains of acoustics: Development and characterization of novel acoustic materials and metamaterials for noise control Duct acoustics and sound propagation through complex media Biomedical applications including bone analysis and respiratory sound detection Vibration control of porous materials using advanced computational methods Environmental noise assessment and building acoustics solutions His publication record shows consistent scholarly output with 46 research items from 2006-2025, demonstrating particular productivity in recent years (7 publications in 2023). His work shows increasing integration of computational methods with experimental validation, expanding applications in medical diagnostics and sustainable building technologies. Dr. Aygun actively contributes to the academic community through multiple service roles: Editorial Board Member for Journal of Applied Acoustics EPSRC Grant Reviewer Reviewer for Journal of Applied Acoustics and Journal of the Acoustical Society of America Deputy leader of Biomedical Acoustics Special Interest Group within UK Acoustics Network As an educator, Dr. Aygun has supervised numerous PhD students and teaches across multiple levels from undergraduate Building Services Engineering to specialized postgraduate Acoustics programs. His consultancy work bridges academic expertise with practical industry applications in noise assessment, building acoustics, and event sound management.

Thomas Wayne BrockView profile

Research Professor

• Community Colleges
• Higher Education Policy
• Postsecondary Education
• +12 more

Dr. Thomas (Tom) Brock is a Research Professor and Director of the Community College Research Center (CCRC) at Teachers College, Columbia University, within the Graduate School of Education, Health & Psychology and affiliated with the Department of Education Policy & Social Analysis (EPSA). With over 30 years of experience in education and social welfare research, he leads a broad portfolio of studies aimed at improving community college outcomes, advancing educational equity, and shaping national policy. PhD in Social Welfare, UCLA MPA, Columbia University BA in Anthropology, Pitzer College Dr. Brock's research is centered on transformative reforms in postsecondary education. He has pioneered work in developmental education reform , advocating for corequisite remediation and multiple measures assessment to replace outdated prerequisite models. His leadership in developing the guided pathways framework has influenced hundreds of colleges nationwide. Current projects span dual enrollment , transfer pathways , and sector-based training for green jobs , reflecting a deep commitment to economic mobility and equity. The recent publications led or influenced by Dr. Brock reveal a consistent focus on evidence-based policy, institutional reform, and student success. Themes include remedial education innovation, college completion strategies, workforce alignment, and equity-centered interventions. His work bridges academic research with real-world application, emphasizing scalable models that improve outcomes for underserved populations. Dr. Brock has received significant recognition through leadership roles, including: Commissioner, National Center for Education Research (NCER), IES Acting Director, Institute of Education Sciences (IES) U.S. Representative, OECD’s Centre for Educational Research and Innovation (CERI) Board of Trustees, Pitzer College He actively mentors doctoral students through research apprenticeships at CCRC, collaborating with EPSA to train the next generation of education policy scholars. His grants and projects often involve large-scale evaluations, such as the Opening Doors Demonstration and Achieving the Dream initiative, supported by federal agencies like IES, NSF, and the U.S. Department of Education. Dr. Brock champions interdisciplinary collaboration, leveraging connections across Columbia University and New York City to address complex educational challenges. He is deeply embedded in research teams and centers, most notably leading CCRC—a national hub for postsecondary education research. The center functions as a lab for policy innovation, conducting rigorous evaluations and disseminating findings to practitioners, policymakers, and researchers. Ongoing work includes refining guided pathways implementation and exploring the role of community colleges in the emerging green economy.

Jürgen PfefferView profile

Professor

• Computational Social Science
• Big Data Analysis
• Social Network Analysis
• +5 more

Jürgen Pfeffer is a Professor of Computational Social Science & Big Data at the Technical University of Munich's School of Social Sciences and Technology, with an additional appointment as Adjunct Professor at Carnegie Mellon University's Institute for Software Research. His interdisciplinary work bridges computer science and social science with a focus on analyzing large-scale socio-technical systems. His research expertise spans computational social science, network analysis, and big data methodologies. Pfeffer's work examines methodological, algorithmic, and theoretical challenges in analyzing dynamic social systems, with current projects focusing on modeling and detecting negative dynamics from social media, particularly online firestorms and hate speech against politically active women. His research combines network science approaches with computational methods to understand complex social phenomena. Pfeffer's publication record demonstrates significant contributions to the field since his 2010 doctorate, with high-impact papers in journals like Science and EPJ Data Science. His work on social media analysis, particularly the influential 2014 Science paper 'Social Media for Large Studies of Behavior' co-authored with Derek Ruths, has shaped methodological approaches in the field. His research shows consistent evolution from foundational network analysis to contemporary applications in political discourse, hate speech detection, and multi-layer network analysis. Hennig, M., Brandes, U., Pfeffer, J., & Mergel, I. (2012). Studying Social Networks. A Guide to Empirical Research Ruths, D., & Pfeffer, J. (2014). Social Media for Large Studies of Behavior Pfeffer, J., Morstatter, F., & Mayer, K. (2018). Tampering with Twitter's Sample API As an advisor and collaborator, Pfeffer has worked extensively with researchers including Raji Ghawi, Mirco Schönfeld, Momin Malik, and Kathleen Carley. His work demonstrates strong connections between theoretical network science and practical applications in social media analysis. His current research continues to address pressing issues in online discourse, with recent work focusing on hate speech classification, lexical change in negative word-of-mouth, and polarization dynamics in social media environments. Pfeffer leads the Pfeffer Lab, which focuses on developing methodological approaches for analyzing complex social systems through computational methods. His work has implications for understanding political legitimacy, social influence, and community dynamics in both online and offline contexts.

• Industrial and Territorial Ecology
• Spatial Planning
• Urban Planning
• +7 more

Sabrina DERMINE is a Researcher and Educator at the Université de Technologie de Troyes (UTT), France. She specializes in Industrial and Territorial Ecology, focusing on innovative territorial schemes, socio-economic factors influencing ecological approaches, and decision-making tools for eco-industrial synergies. She holds a dual role as a researcher and course instructor, teaching modules like Industrial and Territorial Metabolism, Corporate Social Responsibility, and Carbon Footprint methodologies. Responsibilities include leading the Engineering and Management of Environment and Sustainable Development (IMEDD) program within UTT's Master of Science, Technology and Health. This program features professionalization contracts (apprenticeship/professional training) and a double-degree partnership with Sherbrooke University, Canada. Her research integrates governance analysis, stakeholder coordination, and systemic approaches to ensure the sustainability of ecological initiatives. Key interests span material flow analysis (MFA), institutionalization processes for ecological practices, and interdisciplinary collaboration. She emphasizes bridging decision-making scales with actionable strategies through tailored decision-support tools.

Daniel M.T. FesslerView profile

Professor

• Evolutionary Psychology
• Biological Anthropology
• Emotions
• +9 more

Daniel M.T. Fessler is a Professor of Anthropology at the University of California, Los Angeles (UCLA), where he is affiliated with the Department of Anthropology in the College of Letters and Science. He serves as the Director of the UCLA Bedari Kindness Institute and is a core member of the UCLA Center for Behavior, Evolution and Culture (BEC). His research integrates anthropological, psychological, and biological perspectives to understand human behavior from an evolutionary standpoint. Fessler's educational background includes a Ph.D. from the University of California San Diego (1995). His academic journey has positioned him as a leading figure in evolutionary anthropology, with significant contributions to understanding how evolutionary processes shape human behavior, cognition, and social organization. Fessler's research spans multiple domains of human behavior and cognition, with particular emphasis on the evolutionary foundations of emotions, morality, and social behavior. His work investigates how evolved psychological mechanisms interact with cultural systems to produce the rich diversity of human experience. Key areas of focus include disease avoidance behaviors, prosociality and cooperation, aggression and risk-taking, cultural transmission processes, food-related behaviors, and reproductive strategies. His approach is characterized by methodological pluralism, incorporating experimental, ethnographic, and comparative approaches to test evolutionary hypotheses about human nature. His publication record demonstrates consistent productivity across evolutionary psychology, biological anthropology, and evolutionary medicine. His work often appears in high-impact interdisciplinary journals, reflecting the breadth of his research interests and the relevance of evolutionary perspectives to multiple domains of human inquiry. Fessler's research program has evolved to address increasingly complex questions about the interplay between evolved psychological mechanisms and cultural systems. Live fast, die young, and sleep later: Life history strategy and human sleep behavior (2021) Elevation, an emotion for prosocial contagion (2019) An evolutionary account of vigilance in grief (2018) Ectoparasite defence in humans (2018) Political orientation predicts credulity regarding putative hazards (2017) Fessler has established significant collaborations with researchers across multiple institutions including Clark Barrett, Rob Boyd, Greg Bryant, Martie Haselton, Joe Henrich, Colin Holbrook, Rob Kurzban, Joan Silk, and Stephen Stich. His work bridges disciplinary boundaries, connecting evolutionary theory with practical applications in health, medicine, and social policy. As an advisor, Fessler currently mentors graduate student Theo Samore, whose research focuses on political psychology, traditionalism, and evolutionary approaches to emotion and medicine. His FessLab provides undergraduate students with hands-on research experience in systematic experimental social science, serving as an apprenticeship model where students progressively take on greater research responsibilities. Many FessLab participants have earned co-authorship on publications through their significant contributions to research projects. Fessler leads the FessLab research group, which has operated continuously since at least 2011. The lab provides undergraduate students with hands-on experience in experimental social science research through an apprenticeship model where students begin with simple tasks and gain additional responsibilities as they demonstrate skills and potential. The lab environment emphasizes collaborative research and has produced numerous publications with student co-authors. FessLab has developed a strong community identity, as evidenced by photos of lab members spanning multiple years from 2011 through 2018.

Irene BrowneView profile

Associate Professor

• Race/class/gender intersectionality
• Immigration policy
• Labor market inequality
• +4 more

Irene Browne is an Associate Professor and Director of Graduate Studies in the Department of Sociology at Emory University. She holds a PhD in Sociology from the University of Arizona (1991), MA in Sociology from Queens College (1987), and BA in Psychology from UC Santa Cruz (1979). Her research focuses on race/class/gender intersectionality, immigration policy, labor market inequality, and racial politics. She has authored/co-authored over 30 peer-reviewed articles and edited volumes, including her forthcoming book Precarious Privilege: Race and the Middle-Class Immigrant Experience . Research Interests Her work examines social mobility strategies among Latinx immigrants, the impact of restrictive immigration policies on non-target groups (e.g., African Americans), and Black elites' engagement in immigration politics. Key projects include NSF-funded studies on Black elites and immigration (2019–2024) and Russell Sage Foundation-funded research on middle-class Latinx immigrants’ navigation of political climates (2020–2023). Awards & Grants Recipient of multiple grants including National Science Foundation awards (totaling over $200,000), Emory’s Halle Institute Collaborative Grant (2022–2024), and recognition such as the Emory Department of Sociology Teaching Award (2023). She has held fellowships at the Russell Sage Foundation and Emory’s Fox Center for Humanistic Inquiry. Teaching & Service Teaches courses on research methods, gender, and intersectionality. Served as Vice President of the Southern Sociological Society (2022–2023) and led Emory’s Survey of Graduate Student Well-being (2013). Mentored numerous undergraduates through programs like SIRE and the Sociology Research Apprenticeship.

Catherine HammondView profile

Senior Lecturer

• Environmental Planning
• Green Infrastructure
• Biodiversity Conservation
• +3 more

Catherine Hammond is a Senior Lecturer in Town Planning at the Sheffield Institute of Social Sciences, part of the College of Social Sciences and Arts at Sheffield Hallam University. She specializes in environmental planning, focusing on balancing development and environmental protection. As course leader for the Chartered Town Planning Higher Degree Apprenticeship and module leader for multiple undergraduate and postgraduate programs, her teaching integrates practical experience with academic rigor. Hammond holds an MA in Urban and Regional Planning (part-time) from Sheffield Hallam University and a PhD from Newcastle University. Her research explores green/blue infrastructure, biodiversity net gain, and planning mechanisms for nature recovery. She actively engages with professional bodies such as the Town and Country Planning Association Policy Council and the South Yorkshire Local Nature Partnership. Her work bridges academia and practice, reflected in her role as Guest Editor for a special feature on biodiversity and planning in the Journal of Applied Ecology and People and Nature. She supervises approximately seven postgraduate research projects annually and mentors two PhD students researching biodiversity duty implementation and planning reforms' impacts. Previously, Hammond worked in urban regeneration, policy research for Hull City Council, and environmental advocacy with the CPRE. She contributed to regional governance as an environment sector representative on the Yorkshire and Humber Regional Assembly and deputy chair of its Planning Board.

• Technical and Vocational Education and Training (TVET) Policy
• Vocational Excellence
• Apprenticeship Systems
• +4 more

Professor Susan James Relly serves as Head of School and Professor in the School of Education at the University of Adelaide, within the Faculty of Arts, Business, Law and Economics. She holds a B.Ed from Queensland University of Technology (QUT), Australia, and advanced degrees (MSc and DPhil) in Education from the University of Oxford. Her career spans secondary teaching in Australia and England before transitioning to academia, with notable roles including Honorary Research Fellow and former Deputy Director at the University of Oxford’s Department of Education. Her research focuses on technical and vocational education policy, apprenticeship systems, work-based learning, and the skills economy. She actively supervises higher degree research students, such as Mrs Saadia Adnan, exploring topics like educational leadership in Pakistan. Her work emphasizes vocational excellence, including studies on WorldSkills competitions and employer engagement in training. Professor Relly’s scholarship bridges policy analysis and practical implementation, addressing challenges in TVET parity, sustainability in construction industries, and global skill development strategies.