Find Academic Supervisors

Kristin Severinsen SpielerView profile

Associate Professor

• Early Childhood Education
• Teacher Education
• Educational Psychology
• +4 more

Kristin Severinsen Spieler serves as an Associate Professor in the Department of Education at the University of Agder (UiA), Norway. Her academic work centers on early childhood education, teacher identity development, and digital learning innovations. Based in Kristiansand (Office E1213, Universitetsveien 25), she actively contributes to UiA's research environment through the Kindergardens, childhood and pre-school teacher education research group. Her research spans Early Childhood Teacher Education , Professional Identity Formation , and Intercultural Digital Learning . Recent work examines predictors of professional identity among Norwegian teacher students, COIL (Collaborative Online International Learning) implementations for indigenous perspectives, and knowledge-sharing dynamics in Norwegian workplaces. She employs mixed-methods approaches combining psychological frameworks like Self-Determination Theory with educational practice analysis. Analysis of her 15 most recent publications (2017-2025) reveals three dominant trends: (1) Teacher identity development in Norwegian contexts (60% of works), (2) Digital pedagogy innovations including COIL frameworks (30%), and (3) Knowledge management in educational organizations (10%). Her work consistently bridges theoretical constructs with practical applications in Scandinavian educational settings. Notable collaborations include long-term partnerships with Anne Karin Vikstøl Olsen, Randi Engtrø, and Velibor Bobo Kovac across multiple publications. She has contributed to significant Norwegian educational discourse through book chapters like Fra rammeplan til didaktisk praksis i barnehagen (Cappelen Damm Akademisk, 2021). Her research methodology emphasizes Norwegian contextual specificity while contributing to international educational scholarship, particularly in early childhood teacher development and cross-cultural digital learning frameworks. Current projects focus on indigenous perspectives in global teacher education through international virtual exchange programs.

Erin SiostromView profile

Lecturer

• STEM Education
• Science Education
• Teacher Education Policy
• +3 more

Erin Siostrom is a Lecturer in the School of Education and Tertiary Access at the University of the Sunshine Coast, Queensland, Australia. She coordinates STEM enabling courses for the Tertiary Preparation Pathway (TPP) and teaches Senior Secondary Science methods for Initial Teacher Education programs. Her academic appointments include teaching Statistics (TPP105), Biology (TPP109), and Senior Science pedagogy courses (EDU760/353, EDU761/355, EDU375/794). Her educational background includes a Master of Education from Queensland University of Technology (QUT), Graduate Certificate in Biostatistics from University of Queensland (UQ), and dual Bachelor degrees in Education and Science from University of the Sunshine Coast (USC). Siostrom's research centers on STEM education pathways with specialized focus on career changers entering teaching. Her work examines motivational drivers, structural barriers, and policy implications through the lens of Margaret Archer's social realist theories. Key investigations include teacher shortage solutions, non-traditional entrant experiences, and equity issues in STEM participation. Recent publications demonstrate methodological diversity spanning Best-Worst Scaling analyses, scoping reviews, and qualitative explorations of career decision-making processes. Her publication trajectory reveals consistent focus on STEM teacher recruitment challenges, with recent 2024-2025 works expanding into academic wellbeing methodologies and curriculum equity frameworks. The research demonstrates strong policy relevance through collaborations with RUN (Regional Universities Network) and practical applications in teacher education. Associate Fellow of Higher Education Academy (AFHEA) Regional Universities Network (RUN) Learning and Teaching Award 2023 As an active researcher and educator, Siostrom serves as curriculum steward for STEM pathways while contributing to national discourse through media engagements including The Conversation and Sunshine Coast News. Her work with career changers informs practical recruitment strategies through partnerships with education departments and teacher unions. Current projects examine breathing room methodologies in academia and cross-cultural curriculum comparisons between Australian and international science education frameworks.

• Engineering Education
• Mechanical Engineering
• Project-Based Learning
• +5 more

Lauren Cooper is an Adjunct Lecturer at Western Colorado University and Associate Director of the Western-CU Boulder Engineering Partnership Program . She holds a PhD in Mechanical Engineering from the University of Colorado Boulder and has taught at multiple institutions including Colorado School of Mines and CU Boulder. Education: PhD, University of Colorado Boulder, Mechanical Engineering (2014) MS, University of Colorado Boulder, Building Systems Engineering (2008) B.S., Colorado School of Mines, Engineering - Mechanical Specialty (2006) Her research focuses on student motivation , project-based learning , and human-centered design , particularly in engineering education. Recent work explores social justice integration in thermal systems courses and mental health outcomes through goal setting in engineering students. Key publications highlight her commitment to collaborative learning, including hybrid team-forming strategies and empathy development in rehabilitation engineering. She also launched Mountaineers Without Borders , a student club for local and international design projects. Lauren teaches courses such as Intro to Engineering Design , Mechanics of Materials , and Senior Capstone Design , emphasizing practical application and community impact. Professional affiliations include roles at California Polytechnic State University, Colorado School of Mines, and the University of Colorado Boulder.

• Norm-Critical Health Science
• Mental Health
• Work Ability
• +4 more

Ellinor Tengelin serves as a Senior Lecturer at Mid Sweden University's Department of Health Sciences in Östersund, holding a Doctor of Philosophy. She teaches across undergraduate and advanced levels in the Health and Rehabilitation in Working Life program, integrating critical perspectives into healthcare education. Her educational trajectory includes a Master's in Public Health and Licentiate in Medical Science from the University of Gothenburg, culminating in a 2019 doctoral thesis at Jönköping University on norm criticism in healthcare education. This foundation informs her research at the intersection of health science and critical theory. Dr. Tengelin's research synthesizes norm-critical frameworks with health equity analysis to examine power structures affecting marginalized populations. Her work spans mental health support systems , queer-inclusive healthcare education , and discourse analysis of institutional practices , with emphasis on workplace mental health resources and young people's health strategies. She actively develops norm-critical pedagogical tools for nursing curricula. Recent publications (2023-2025) reveal a concentrated focus on norm-critical implementation challenges in clinical education, managerial support systems for employees with mental disorders, and salutogenic approaches to youth mental health. Her collaborative Scandinavian research employs qualitative methodologies to expose systemic barriers while proposing actionable interventions for inclusive healthcare systems. No scientific awards were documented in the source material. Her ongoing research projects address labor market inclusion for social assistance recipients and organizational frameworks for cross-sectoral knowledge exchange. As co-editor of Jämlik vård: normmedvetna perspektiv (2022), she advances norm-critical discourse in Scandinavian healthcare, while participating in the international LGBTQ Care project examining queer perspectives in clinical education. Within Mid Sweden University's Department of Health Sciences, Tengelin collaborates with multidisciplinary teams across Scandinavia, contributing to discourse analysis frameworks and norm-critical educational reforms. Her work bridges academic research with practical healthcare system improvements through institutional partnerships.

• Education History
• Civil Rights Movement
• African American Education
• +4 more

Alexander Hyres is an Assistant Professor in the Department of Education, Culture & Society at the University of Utah's College of Education. A historian of education, his work focuses on the intersection of education and social movements in the United States, particularly examining African American education, school desegregation, and the role of teachers and students in the Civil Rights Movement. PhD in History of Education from University of Virginia (2018) BA in History (2009) and MA in Social Foundations (2011) from University of Washington His research explores the historical foundations of educational equity, with a focus on Black student and teacher activism, curriculum development, and the socio-political struggles surrounding desegregation. Recent publications analyze Black youth activism in Virginia, the persistence of educational inequality, and critiques of desegregation policies. Hyres' 2018-2024 publications reveal a consistent focus on the intersection of race, education, and social justice. Key themes include youth activism, desegregation implementation challenges, Black Studies curriculum development, and the historical roots of contemporary educational inequities. College of Education Early Career Teaching Award (2022) University of Utah Early Career Teaching Award (2024) National Academy of Education/Spencer Foundation Postdoctoral Fellowship (2022) At the University of Utah, Hyres teaches graduate seminars on the history of education, including courses on social movements, race and educational inequality, and education activism. He emphasizes primary source analysis and supports student research that connects historical inquiry to contemporary educational issues.

• Pediatric Nursing
• Adolescent Nursing
• Psychosocial Factors in Healthcare
• +3 more

Isabel Maria Morales Gil is a University Professor in the Nursing Department at the University of Malaga . She teaches subjects such as Childhood and Adolescent Nursing and Final Degree Project within the Nursing Graduate program (2009 Plan). Her research focuses on pediatric nursing, adolescent psychosocial factors, eating disorders, midwifery, case management, and chronic patient care. Email: im_morales@uma.es Phone: 951952838 Her recent publications address challenges in pediatric nursing, psychosocial risks for eating disorders, midwife-led labor assessment, and socioeconomic disparities in nurse-led chronic care. She has also contributed to studies on post-traumatic stress after gestational loss and ethical end-of-life decision-making.

Constanze LeineweberView profile

Professor

• Occupational Health
• Work-Life Balance
• Organizational Psychology
• +4 more

Constanze Leineweber is a Professor at the Department of Psychology, Stockholm University, and an active researcher in occupational health psychology. She leads the Swedish Longitudinal Occupational Survey of Health (SLOSH) and investigates work-life balance, organizational justice, and health outcomes in diverse employment contexts. Department of Psychology, Division for Epidemiology Focus on workplace stress, disability pensions, and precarious employment Teaches work and organizational psychology at undergraduate and graduate levels Her research spans longitudinal analyses of work environment impacts on mental health, retirement timing, and self-employment dynamics. Recent projects examine pandemic-era work transitions, telework consequences, and gender disparities in workplace decision-making. Current work explores intersections between flexible working hours, organizational fairness, and health preservation across career stages. She contributes to understanding how psychosocial resources mitigate physical work demands for older employees. Supervision includes PhD candidates Sophie Albrecht, Louise Bergman, and Andreas Sarling. Publications emphasize policy implications for sustainable working life and workplace health interventions.

Eva InsulanderView profile

Senior Lecturer

• Designs for Learning
• Museum Education
• Social Semiotics
• +3 more

Eva Insulander is a Senior Lecturer at the Department of Education, Stockholm University, specializing in designs for learning through social semiotics and multimodal analysis of educational communication, particularly in museum and history education contexts. She leads two major research projects: one funded by the Swedish Research Council (2022-2025) examining historical school-museum relationships (1880-1980) with David Thorsén, and another funded by the Swedish National Heritage Board (2023-2025) investigating digitization's impact on exhibition meaning-making with Fredrik Lindstrand. Her work bridges educational theory and museum studies through collaborative projects with institutions like Gothenburg Museums and Konstfack University of Arts. Department of Education, Stockholm University Senior Lecturer (Akademiens titel är "Senior Lecturer") Her research explores: Designs for Learning Social Semiotics in Educational Contexts Multimodal Analysis of Museum Communication Historical Evolution of School-Museum Relationships Digitalization's Impact on Exhibition Pedagogy Publications and projects demonstrate expertise in: Museum as Educational Arenas ( Designs for Research, Teaching and Learning ) Object-Based Pedagogy in Historical Contexts Cross-Institutional Collaborative Design Assessment of Multimodal Student Work Educational Representation of Medieval Themes She serves as associate editor for the peer-reviewed journal Designs for Learning and contributes to national teacher training literature through co-edited works like Att bli lärare .

Konstantinos TsilionisView profile

Assistant Professor

• Agile Software Development
• Business and IT Alignment
• Model-Based Systems Engineering
• +4 more

Konstantinos Tsilionis is an Assistant Professor in the Department of Industrial Engineering & Innovation Sciences at Eindhoven University of Technology (TU/e), where he conducts research at the intersection of agile software development, business-IT alignment, and enterprise architecture. His work focuses on reconciling agile software development practices at the operational level with strategic organizational intents, with applications particularly in healthcare and telecommunications sectors. His academic background includes: Bachelor's degree in Physics from Aristotle University of Thessaloniki, Greece Master's degree in Business Economics from KU Leuven, Belgium Master's degree in Business Administration (MBA) with specialization in Business Information Management from KU Leuven, Belgium Ph.D. from the Research Center for Information Systems Engineering at KU Leuven, Belgium Tsilionis' research interests span multiple interconnected domains in software engineering and business-IT alignment. He investigates modeling-oriented approaches to drive feature-oriented development processes that deliver value to both end-users and strategic organizational layers. His work explores how agile methodologies can be scaled effectively in large software development projects while maintaining business-IT alignment. He has made significant contributions to understanding the complementarity between different modeling techniques like CMMN and iStar for complex domain problems. Additionally, his research examines diversity-driven power dynamics in software engineering environments, particularly focusing on gender and racial diversity impacts on workplace behaviors. His recent publications demonstrate a strong focus on the intersection of agile software development, enterprise architecture, and business-IT alignment. The research shows a progression from tactical agile implementation concerns toward strategic alignment considerations. Key themes include capability-based management, digital transformation in specific industries, scaling agility in large organizations, and the integration of different modeling approaches to address complex organizational challenges. Tsilionis actively contributes to the academic community through service activities: Program committee member for the International Conference on Business Informatics and ACM Symposium on Applied Computing Reviewer for high-impact journals including Information and Software Technology, IEEE Transactions on Services Computing, and IT Professional He teaches courses on Digitalization and Enterprise Systems and the Design of Business Information Systems at TU/e, connecting theoretical frameworks with practical applications for students. His educational background in both physics and business economics informs his interdisciplinary approach to software engineering research.

Ilmi WillberghView profile

Professor

• General didactics
• Bildung-centered pedagogy
• Classroom research
• +7 more

Ilmi Willbergh is Professor of Education at the University of Agder, Norway, serving within the Faculty of Humanities and Education, Department of Education. Since 2008 she has been leading the research group General Didactics and Educational Policy and is Editor-in-Chief of the Nordic Journal of Pedagogy and Critique . Education: PhD in Education, Norwegian University of Science and Technology (NTNU), 2008 – thesis: Mimesis, Didaktikk og digitale læremidler Master’s Degree in Media Science, University of Oslo Research interests revolve around general didactics / Allgemeine Didaktik and encompass empirical classroom research, curriculum theory, assessment and accountability, digital media in teaching, aesthetic education, and post-colonial perspectives on diverse classrooms. A unifying theme is the concept of Bildung as both aim and framework for teaching and teacher education. Across her recent publications (2022-2024) she investigates how cultural references in teaching can empower minority students, explores the aesthetic dimensions of teacher education, and examines the significance of teaching content from a Bildung-centered viewpoint. Her work is characterized by rigorous empirical studies, philosophical depth, and a commitment to democratic education. Scientific output & leadership Head of the research group General Didactics and Educational Policy Chief Editor, Nordic Journal of Pedagogy and Critique Study programme director for the PhD specialisation in pedagogy Principal investigator on national projects such as KLARAS (classroom communication) and InCom (cultural references) She supervises PhD students and teaches in the Bachelor’s, Master’s and PhD programmes, integrating theory and practice through aesthetic and digital approaches. Her leadership roles and editorial work further disseminate didactic research across the Nordic region.

Sabine MetzingView profile

Professor

• Pediatric Nursing
• Family Caregiving
• Chronic Illness in Children and Adolescents
• +7 more

Sabine Metzing is a Professor in Nursing Science with a focus on Children and Adolescents at the University of Witten/Herdecke's Faculty of Health. She leads the doctoral program in Nursing Science and the M.Sc. program in Nursing Science. Her research aligns with the faculty's IPGV focus, emphasizing integrative and person-centered healthcare for children and families. Research Interests : Children and adolescents in healthcare, family caregiving, chronic illness, home ventilation, migration and health. Teaching : Qualitative research methods (grounded theory), nursing theories for chronic illness, supervision of research colloquiums and doctoral theses. Leadership Roles : Head of the Nursing Science Doctoral Program, Chair of the Ph.D. Nursing Science Doctoral Committee. Committees : Member of Department Council, Faculty Council, Research Commission, and Ethics Committee at the University of Witten/Herdecke; German Society for Nursing Science; Editorial Board of QuPuG journal. Publications examine caregiving dynamics, mechanical ventilation, chronic disease management, and family-centered interventions. Her work often employs grounded theory and qualitative methods.

Céline DarnonView profile

Professor

• Educational Inequalities
• Meritocracy Beliefs
• Social Psychology of Education
• +4 more

Céline Darnon is a Professor of Social Psychology at Université Clermont Auvergne (UCA) in France, where she has been a faculty member since 2006. She is a senior member of the prestigious Institut Universitaire de France and co-leads research team 2 of LAPSCO (Laboratoire de Psychologie Sociale et Cognitive, UMR6024), focusing on 'Comportements Sociaux et Dynamiques Collectives' (Social Behaviors and Collective Dynamics). Her research program centers on educational inequalities, meritocracy beliefs, and the psychological mechanisms that perpetuate or reduce achievement gaps. Professor Darnon examines how beliefs in school meritocracy influence students' motivation, performance, and psychological well-being, particularly among students from disadvantaged backgrounds. She has demonstrated that while belief in meritocracy can be motivating, it also tends to legitimize educational inequalities and may lead students to take full responsibility for their failures even when structural factors are at play. Professor Darnon's work has significant implications for educational policy, highlighting the need for structural changes alongside individual interventions to effectively address educational disparities. Her recent publications (2023-2025) focus on the psychological impacts of economic inequality in educational contexts, the role of teaching practices in reducing achievement gaps, and early mathematical interventions for kindergarten children. She is particularly interested in how beliefs about meritocracy affect support for educational reforms aimed at reducing inequalities. Senior Member, Institut Universitaire de France Co-leader, Research Team 2, LAPSCO Active contributor to public discourse through articles in The Conversation International collaborations with researchers from NYU, University of Sussex, and other institutions Her research methodology combines experimental approaches with large-scale surveys and field studies in educational settings. Professor Darnon is frequently consulted by educational policymakers in France and regularly translates her research for broader audiences through media contributions.

• Educational Leadership
• School Management
• Pedagogy
• +3 more

Milan Pol is a Professor at the Institute of Educational Sciences, Faculty of Arts, Masaryk University in Brno, Czech Republic. He holds the academic titles PhDr. and CSc., with office C/C.411 at Arna Nováka 1 and contact email pol@phil.muni.cz. He actively serves on the Scientific Council Commission of the Faculty of Arts and the Industry Council for Educational Sciences, Pedagogy, School Pedagogy, and Social Education. His research focuses on educational leadership, school management, and pedagogy, examining collegiality in schools, teacher wellbeing, and leadership impacts on school culture. He investigates inclusive education, trust/control dynamics in educational processes, and systemic school transformations. With over 390 publications, his work bridges theoretical frameworks and practical applications in educational settings across Europe. Recent publications (2021-2025) demonstrate consistent emphasis on collegial support systems, educational policy responsiveness to global challenges, and inclusion implementation barriers. His international projects like the European Education Area interim evaluation and ENIRDELM network outputs reveal growing attention to pandemic impacts on educational inequality, digitalization risks, and trust erosion in school systems. No scientific awards, fellowships, or medals were documented in the source materials. As a thesis supervisor, Pol guided research on Russian parents' relationships with Czech schools (2020), entrepreneurship education (2016), high school diploma transformations (2009), teacher identity construction (2009), principal case studies (2008), and school culture (2007). He consulted on institutional-social environment relationships (2012). Specific grant funding details were not disclosed in available records. He collaborates extensively through the ENIRDELM network with researchers including Bohumíra Lazarová, Eoghan Gallagher, and international partners across 15+ European nations. His current work centers on developing practical frameworks for school leadership collegiality and wellbeing-focused management approaches.

• Science Education
• Digital Learning
• Higher Education
• +3 more

Danielle Hagood serves as Assistant Professor in the Department of Science Education at the Faculty of Science, University of Copenhagen. Based at Jagtvej 155A in Copenhagen, she specializes in the intersection of digital technologies and higher education pedagogy, with particular focus on science education contexts across Danish universities. Her research examines how digital strategies transform teaching practices, investigating faculty agency in technology adoption and the implementation of digital competencies. Current work analyzes teacher perspectives on university futures, core topic digitalization, and cross-institutional digital competence frameworks. This research employs mixed-methods and quantitative approaches to address practical challenges in educational technology integration. Analysis of her 2023-2025 publications reveals consistent emphasis on practical digital implementation in university settings. Her work demonstrates strong focus on faculty perspectives, institutional change processes, and measurable technology adoption barriers. Key trends include the shift from theoretical digital frameworks to practice-oriented implementation strategies and increasing attention to teacher autonomy in technology decisions. Dr. Hagood maintains active collaborations with Danish researchers including Tamborg, Nøhr, and Misfeldt. Her publications appear in specialized journals such as Dansk Universitetspædagogisk Tidsskrift and International Journal of Educational Technology in Higher Education, reflecting her commitment to evidence-based educational innovation in Nordic higher education contexts.

• Mathematics Education
• Multimodal Analysis
• Literacy Studies
• +1 more

Malin Norberg serves as a Senior Lecturer in the Department of Education at Mid Sweden University, Sundsvall, holding a PhD and maintaining an active research profile in educational sciences. Her institutional affiliation includes office location D327A at Sidsjövägen 5, with direct contact via +46 (0)10-1428346 and malin.norberg@miun.se. Her research expertise spans: Mathematics Education with emphasis on primary school pedagogy Multimodal Analysis of learning resources Literacy development in informal educational settings Teacher training and diversity awareness Norberg's scholarly work centers on how Year 1 students construct meaning through mathematics textbooks, analyzing visual-textual interplay and exercise design (particularly subtraction). Recent projects extend to digital learning tools (e.g., math apps) and literacy practices in after-school programs, reflecting interdisciplinary applications of multimodal theory. Her publications demonstrate consistent methodological rigor in qualitative classroom observation and semiotic resource mapping. No scientific awards are documented in the current institutional profile. While supervisory activities aren't explicitly listed, Norberg collaborates extensively with researchers like H. Johansson and M. Österholm on grant-funded initiatives including 'Digital textbooks in practice' and 'Functional teaching materials in mathematics'. Current projects indicate ongoing exploration of digital pedagogy and inclusive education frameworks. Her research operates within Mid Sweden University's Department of Education infrastructure, though specific laboratory facilities aren't referenced in available materials.