PD Dr. Serge Brand is a Researcher in the Department of Sports and Mental Health at the University of Basel's Department of Sport, Exercise and Health (DSBG). His work focuses on interdisciplinary research at the intersection of physical activity, mental health, and preventive medicine. He is affiliated with the University of Basel Medical Faculty and is based in Basel, Switzerland. Research interests include sports medicine, exercise physiology, and the application of physical activity in healthcare settings. His contributions span topics such as workplace health in extreme environments, athlete screening, and developmental motor competence in children. Recent studies include investigations into kidney health under heat stress, telehealth interventions for diabetes management, and collaborations with international institutions like Aspetar Hospital in Qatar. He actively engages in academic events and contributes to DSBG's research initiatives.
Dr. Samantha Marshall is an Assistant Professor in the Department of Teacher Education and Learning Sciences (TELS) at North Carolina State University. She holds a Ph.D. in Learning, Teaching & Diversity from Vanderbilt University (2020), an M.A. in Secondary Education from Columbia University (2014), and a B.S.E. in Mathematics from Oklahoma Christian University (2008). Her work focuses on designing equitable STEM learning environments and supporting teachers' adoption of justice-oriented pedagogies. Dr. Marshall’s research emphasizes teacher learning through professional development, culturally sustaining practices, and translanguaging pedagogies. She leads two NSF-funded projects: Project AWISE (examining math teacher support for multilingual learners) and a CAREER grant on leveraging students’ languages in mathematics education. Her theoretical approach integrates sociopolitical and situative learning perspectives. Her recent work explores Black mathematics teachers’ linguistic justice, intersectionality in multilingual education, and the emotional dynamics of teacher coaching. She employs qualitative methods such as design-based research and micro-analytic discourse analysis. Dr. Marshall collaborates with groups like the Culturally Relevant Pedagogies Design-Based Research team and contributes to TELS’s mission in equitable education.
Vicente Díaz López is a Full Professor in the Department of Mechanical Engineering at Carlos III University of Madrid. He serves as Director of the Duque de Santomaró Institute of Motor Vehicle Safety and Director of the Master's Degree in Railway Engineering. Academic Department: Mechanical Engineering Research Group: Experimental Mechanics, Calculations and Transport Group (MECATRAN) Contact: vdiaz@uc3m.es Research Interests span automotive and railway engineering, focusing on: Intelligent tire systems for grip and friction estimation Vehicular dynamics and stability control Braking efficiency and safety analysis Structural mechanics in transport systems Sensor fusion and neural networks for vehicle parameter estimation Roadworthiness testing methodologies Recent Publications demonstrate expertise in: Brake force estimation techniques Intelligent tire development Vehicle roll stability control Structural failure analysis in transport Low-cost sensor systems for driver monitoring Projects include: Principal investigator of the fBrake software suite (2014–present) for braking efficiency analysis Multiple contracts with technical inspection agencies (ITV) and companies like Bombardier Patent development for driving style evaluation systems
Sigrid Luhr is an Assistant Professor of Sociology at the University of Illinois at Chicago (UIC), affiliated with the Department of Sociology within the College of Liberal Arts and Sciences. She holds a PhD and MA from the University of California, Berkeley, and a BA from the University of Pennsylvania. Her research focuses on workplace inequality, gender dynamics, and family sociology across diverse economic sectors, including tech industries and low-wage service sectors. Dr. Luhr’s current book project examines inequality in the San Francisco Bay Area tech industry through longitudinal interviews, challenging supply-side explanations of inequality by analyzing corporate roles in perpetuating gender and racial disparities. Her work explores how tech companies reproduce inequality through informal coaching, career trajectory disparities, and 'ideal worker' expectations. Educations: PhD in Sociology, University of California, Berkeley MA in Sociology, University of California, Berkeley BA in Sociology, University of Pennsylvania Her research also addresses low-wage service workers’ experiences, including precarious scheduling’s impact on childcare, financial socialization across social classes, and middle-income families during economic crises. Notable awards include grants from the Russell Sage Foundation and recognition from the ASA Family Section and Work Family Researchers Network. Dr. Luhr’s publications appear in top journals like the American Journal of Sociology , Social Problems , and Gender & Society . She teaches courses such as Introduction to Sociology, Gender and Society, and Sociology of the Family at UIC. Her website ( www.sigridluhr.com ) provides further details on her research and projects.
Rick James is a Senior Teaching Fellow at the Faculty of Management, Bayes Business School (University of London), specializing in organizational change in international development. He has over 25 years of experience consulting for aid agencies and churches across Africa, Latin America, and Europe, focusing on leadership development, organizational culture strategy, and inter-organizational collaboration. His work emphasizes client ownership, emotional and spiritual dimensions in change processes, and practical capacity-building strategies. Qualifications include an MBA from Bath Business School (1991–1992) and a PhD from Bayes Business School (focus: OD and Leadership in Africa). He co-directs the NGO Management course and has authored over 50 articles and eight books, including Consultants for Change , Capacity Building for NGOs , and Demystifying Organisation Development . Rick balances academic teaching with consultancy, coaching, and training roles as a Principal Consultant at INTRAC. His research explores change management in non-profit sectors, emphasizing partnerships and sustainable development. Despite extensive publications, no specific article metadata is provided in the text.
Barbara Bruns is an Adjunct Professor at Georgetown University's Walsh School of Foreign Service and a Visiting Fellow at the Center for Global Development. She holds degrees from the University of Chicago and the London School of Economics. Her career spans three decades as an education economist at the World Bank, focusing on Latin America's education systems. Her research emphasizes teacher quality, systemic reform politics, and accountability mechanisms. Notable works include 'Great Teachers: How to Raise Student Learning in Latin America and the Caribbean' (2015) and studies on Brazil's education challenges. She analyzes how political dynamics influence educational outcomes, particularly in Peru, Ecuador, and sub-Saharan Africa. Publications highlight classroom observation techniques, teacher performance incentives, and the role of learning data in policy. Her work bridges academic research with actionable policy insights, addressing both regional specifics and global SDG frameworks. Bruns collaborates with international organizations to translate evidence into reform strategies.
Rachel E. Schachter is an Associate Professor in the Department of Educational Psychology at the University of Illinois Chicago (UIC), part of the College of Education. Her research focuses on teachers’ experiences, instructional supports, and early childhood literacy practices to improve learning outcomes for children. She has secured over $9 million in external grants as Principal Investigator (PI) or Co-Investigator (Co-I), with publications in journals like Early Childhood Research Quarterly and Reading Research Quarterly . Dr. Schachter holds an Ed.M. from Harvard Graduate School of Education and a Ph.D. from the University of Michigan School of Education. She completed a postdoctoral fellowship at The Ohio State University as an Institute of Education Sciences (IES) Fellow. Her research emphasizes coaching effectiveness, teacher motivation, and the intersection of policy and practice in early childhood education. Her work investigates how educators use curricula, assessments, and coaching to enhance literacy instruction, particularly in early childhood settings. Key themes include classroom practices linked to language gains, the role of teacher beliefs in pedagogy, and leveraging data for instructional decision-making. She collaborates on large-scale studies examining professional development impacts and state-mandated assessments. Recent studies explore relational trust in group coaching, the empirical foundation of early childhood coaching, and the connection between early language gains and later academic success. Her research bridges theory and practice, aiming to inform policies that strengthen early childhood education systems and support educators.
Annie McKee is an Adjunct Professor and Senior Fellow at the University of Pennsylvania’s Graduate School of Education (GSE), where she directs the Penn CLO Executive Doctoral Program and contributes to the Penn Med Ed program. Her research and teaching focus on leadership, emotional intelligence, and workplace happiness. She holds a doctorate in Organizational Behavior from Case Western Reserve University and a bachelor’s degree from Chaminade University of Honolulu. McKee advises Fortune 500 companies, governments, and NGOs globally, emphasizing leadership practices that foster employee well-being and organizational success. She co-founded the Teleos Leadership Institute and previously taught at Wharton and the Aresty Institute. Her recognitions include being named one of Business Week’s Top 100 Leaders and hailed as the 'high priestess of executive coaching.' Her publications include bestsellers like How to Be Happy at Work (2017), Primal Leadership (with Daniel Goleman and Richard Boyatzis), and Resonant Leadership . She also serves on think tanks like the Consortium for the Advancement of Learning and Development and the Marshall Goldsmith Top 100 Coaches. McKee’s work bridges academia and practice, addressing topics like resonant leadership, emotional intelligence, and creating inclusive, fulfilling workplaces. She has contributed to initiatives such as the Police Executive Leadership Institute with the Major Cities Chiefs Association and the Holocaust Memorial Museum.
Karen Hauer, MD, PhD, is Professor of Medicine and Vice Dean for Education at the University of California, San Francisco (UCSF) School of Medicine. She is a leading scholar in medical education with a focus on competency-based medical education, learner assessment, equity, coaching, and remediation. Her work bridges clinical practice in internal medicine with rigorous educational research. PhD in Medical Education, joint program, UCSF and University of Utrecht MD, University of California, San Francisco Residency and Chief Residency, Internal Medicine, UCSF Bachelor’s degree, Stanford University Her research centers on improving the fairness and validity of medical student and resident assessment, particularly through entrustable professional activities (EPAs), coaching models, and addressing bias in evaluation. She has extensively studied the impact of pass/fail grading systems, Step 1 reform, and the role of feedback and supervision in clinical learning environments. Her recent work explores equity in awards, anti-oppressive curricula, and the implications of AI in health professions education. She mentors numerous fellows, residents, and students in medical education research. Analysis of her recent publications reveals a strong thematic focus on assessment innovation, educational equity, and the integration of competency-based frameworks across the medical education continuum. She frequently publishes in top-tier journals such as Academic Medicine , JAMA Network Open , and Medical Education , often in collaboration with national leaders in the field. Dr. Hauer has not received any scientific awards listed in the provided text. She actively mentors students and trainees in medical education research and has led major curriculum reforms at UCSF, including the implementation of longitudinal coaching and equitable assessment practices. While no specific grants are mentioned, her extensive publication record suggests sustained research funding and leadership in multi-institutional studies. Dr. Hauer leads educational innovation at UCSF as Vice Dean for Education, overseeing curriculum and assessment strategy. Her work contributes to national dialogues on medical education reform, particularly through her scholarship on clinical competency committees, milestone assessment, and entrustment decision-making.
Faye Acton is a Research Fellow at Anglia Ruskin University (ARU), affiliated with the Veterans and Families Institute for Military and Social Research within the Faculty of Health, Medicine and Social Care. Her work focuses on public health, nursing, and the wellbeing of military-connected children and young people. She has a strong background in both health improvement and primary education, contributing to interdisciplinary research across health, education, and social care. Education: PhD, Anglia Ruskin University (2025) Postgraduate Certificate in Teaching and Learning with HEA Fellowship (2021) National Award for Special Educational Needs Coordination, University of East London (2016) Qualified Teacher Status, Southend Teacher Training Partnership (2012) BA (Hons) Health Studies, De Montfort University (2009) Faye's research interests center on public health in educational settings , school nursing , multi-agency working , and military-connected youth . Her doctoral thesis explored the enactment of public health in primary schools, reflecting her deep engagement with policy-practice gaps. She is also an academic advisor and research committee member for the Schools and Public Health Nurses Association (SAPHNA). Her recent publications (2019–2024) highlight a consistent focus on student voice, mental health in primary schools, health promotion for young migrants, and integrated sexual and reproductive health services. These works span journals like Frontiers in Public Health , BMC Public Health , and International Journal of Environmental Research and Public Health , indicating strong interdisciplinary reach in public health and education. Scientific Awards and Recognitions: Fellowship of the Higher Education Academy National Award for Special Educational Needs Coordination Faye has advised on and contributed to research projects involving community asset mobilization, health equity for migrants, and school-based public health initiatives. She has presented her work at ARU’s annual research conferences and international events like the Child’s World Conference. She is actively involved in research networks and collaborates across institutions in Europe. Labs and Teams: She is part of the Veterans and Families Institute for Military and Social Research at ARU and collaborates with Paulette Luff’s Lab. Her research is embedded in real-world practice, often involving partnerships with schools, NHS bodies, and public health organizations.
Frode Moen is an Associate Professor at the Department of Education and Lifelong Learning at the Norwegian University of Science and Technology (NTNU). His research focuses on sports psychology, athlete development, and the interplay between sleep, stress, and performance in elite athletes. He has authored influential books such as Coaching Elite Junior Athletes and Hjernekraft: Mentale prosesser og mental trening , which explore mental training and coaching methodologies. His work examines burnout prevention among coaches, the role of the coach-athlete relationship, and the effects of sleep interventions on athletic performance. Key research areas include sleep patterns in endurance athletes, the impact of stress and coping strategies during crises like the pandemic, and the efficacy of coaching education programs. Moen collaborates extensively with colleagues like Jan Arvid Haugan and Maria Hrozanova, producing studies published in journals like Frontiers in Psychology and Sports . Publications highlight his interdisciplinary approach, bridging sports science, psychology, and education. His findings contribute to optimizing athlete well-being, enhancing coaching practices, and understanding performance-related variables in competitive sports.
Hilary Harris is a Lecturer at the Cranfield School of Management , Cranfield University. She serves as a Visiting Lecturer within Cranfield Executive Development and works globally as a leadership development specialist and executive coach. Education : First degree in European Studies and PhD in Management from Cranfield University. Research Interests include gender diversity in international management, intercultural dynamics, and change management. Her work focuses on inclusive leadership practices and barriers to gender equity in global institutions like the United Nations. Publications span international human resource management, leadership development, and gender diversity. She has contributed to books on these topics, with recent works addressing global HR strategies and diversity challenges.
Grace Baranek, PhD, is the Associate Dean and Chair of the USC Chan Division of Occupational Science and Occupational Therapy, holding the endowed title of Mrs. T.H. Chan Professor. She is an internationally recognized expert in autism spectrum disorder (ASD), particularly focusing on sensory features in children with ASD. Her research spans over three decades, emphasizing early detection, intervention, and developmental mechanisms of sensory and behavioral traits in ASD. Dr. Baranek earned her B.S. in Occupational Therapy from the University of Illinois and her M.A. and PhD in Psychology from the University of Illinois at Chicago. Her career includes leading the NIH-funded Sensory Experiences Project (2003–2013), totaling $4.5M, which investigated sensory features in ASD. She has authored over 100 peer-reviewed papers and co-developed the First Years Inventory (FYI), a screening tool for early ASD identification. Dr. Baranek has held leadership roles in national organizations, including the National Academy of Sciences and NIH working groups, advocating for evidence-based practices in ASD care. Her research interests include sensory processing abnormalities in ASD, early intervention strategies, and translational research to bridge clinical practice with scientific discovery. Key grants include NIH/NICHD, Department of Defense, and Autism Speaks Foundation awards. Awards include the AOTA Cordelia Myers Award (2016), AOTF A. Jean Ayres Award (2008), and Fellow of INSAR (2022). Grants: NIH/NICHD, DOD, Autism Speaks, AOTA. Lab/Teams: Sensory Experiences Research Group, Early Detection & Intervention Lab.
Dr. Christian Kuhlmann serves as a Scientific Assistant at Bielefeld University's Faculty of Education, specifically within Working Group 6 focused on Continuing Education & Governance of Lifelong Learning. Additionally, he holds the position of Course Director for Continuing Education in Professional Business Coaching at the Academy of University Continuing Education. Dr. Kuhlmann's research focuses on continuing education systems, governance structures for lifelong learning, and professional business coaching methodologies. His work sits at the intersection of educational science and professional development, contributing to Bielefeld University's strategic research area on "The Changing World" which examines social systems, individualization, and uncertainty. His research aligns with Bielefeld's strong interdisciplinary approach that transcends traditional academic boundaries. Based at office UHG M6-108, Dr. Kuhlmann contributes to Bielefeld University's strong reputation in educational science and sociology, areas where the university ranks highly according to the DFG Funding Atlas 2024.
Dr Margarita Nyfoudi is an Associate Professor of Human Resource Management & Organisational Behaviour in the Department of Management at Birmingham Business School, University of Birmingham. She joined the university in October 2017 and leads the 'Trust and Workplace Dialogue' Stream of the Work Inclusivity Research Centre (WIRC). She is a Fellow of the Higher Education Academy and a Chartered member of CIPD. Education: Ph.D. in Human Resource Management, Aston University, 2015 PGCert in Professional Practice, Aston University, 2014 M.Sc. in Human Resources Management and Business, Aston University, 2010 Associate member of CIPD (Level 7), 2009 BSc (Hons) in Business Administration, University of Macedonia, Greece, 2008 Research Interests: Her research centers on workplace dynamics during crises, focusing on employee voice, coaching, learning, and adverse working conditions. She investigates how individual, team, and organizational factors influence management processes. Her work emphasizes HR practices in SMEs, crisis response, and talent development. She has contributed extensively to understanding how communication, coaching, and HR systems affect performance and resilience. Recent Publications Trends: Her recent publications highlight a strong focus on crisis management, employee voice, and coaching. The research spans theoretical frameworks and empirical studies, often centered on SMEs and turbulent economic environments. Key themes include HR system strength during crises, managerial coaching, team performance, and employee solidarity. Her work combines organizational behaviour with practical HRM insights, frequently published in top-tier journals such as Human Resource Management Journal and British Journal of Management . Scientific Awards and Recognitions: Best Dissertation (first runner-up), Academy of Management HR Division, 2016 Outstanding Reviewer, Academy of Management, 2014 Beta Gamma Sigma (BGS) Honour Society Member, 2010 Advising and Editorial Roles: She supervises three doctoral students and is particularly interested in workplace coaching. She serves as Senior Associate Editor of the Journal of Organizational Effectiveness: People and Performance , Co-chair of the Human Resource Management SIG of the British Academy of Management, and External Examiner at Newcastle University and Regents’ Business School. She was an elected member of the British Academy of Management Council (2017–2020). Labs and Research Centers: She leads the 'Trust and Workplace Dialogue' research stream within the Work Inclusivity Research Centre (WIRC), focusing on inclusive practices, voice mechanisms, and dialogue in organizations.
