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Christian DeckerView profile

Professor

• Corporate Finance
• Structured Finance
• Investment Banking
• +4 more

Christian Decker is Professor of International and Corporate Finance at the Department of Economics, Hamburg University of Applied Sciences (HAW Hamburg). His research focuses on corporate and structured finance, corporate and investment banking, and methodical aspects of research. He specializes in competency-based instructional design, integrating e-learning, blended learning, and flipped classroom models into higher education. Decker has contributed extensively to academic research and writing methodologies, with a particular emphasis on digital education and educational media. University of Hamburg (Dipl.-Kfm., 1994) University of Bremen (Dr. rer. pol., 2007) University of Hamburg (M.H.Ed., 2020) His research spans corporate finance, educational innovation, and digital learning strategies. Recent publications analyze case-based assessments, poster conferences, and the Scholarship of Teaching and Learning (SoTL), reflecting his commitment to advancing pedagogical practices. Decker has supervised doctoral theses, including J. Beck's 2021 work on fintech financing for SMEs. He has received the Hamburg Teaching Award twice (2012, 2017) for his contributions to e-learning and team teaching. Hamburg Teaching Award 2012 Hamburg Teaching Award 2017 Decker's professional roles include leadership in curriculum reform and departmental governance. He has conducted workshops on inverted classroom models and digital mastery learning, collaborating with institutions like FH St. Pölten and RWTH Aachen. His educational media projects emphasize individualized learning through videos, webinars, and interactive labs.

Antje MichelView profile

Research Professor

• Information Didactics
• Information Behavior Research
• Data Literacy
• +7 more

Prof. Dr. Antje Michel serves as Research Professor of Information Didactics and Knowledge Transfer at the University of Applied Sciences Potsdam within the Department of Information Sciences. She holds key leadership roles including Vice Dean for Research and Transfer and membership on the Faculty Council, driving institutional strategy while maintaining active research and teaching responsibilities in digital information environments. Academic Background: Doctorate in Sociology, Free University of Berlin (2003) Diplom (Master's equivalent) in Sociology, Free University of Berlin (2001) Master's in Sociology, Georg-August University of Göttingen (1998) Research Focus: Michel pioneers research at the intersection of information behavior , literacy frameworks (data, information, media), and transdisciplinary knowledge integration . Her work critically examines digital competence development through participatory methodologies, with growing emphasis on urban futures and smart city applications. She develops didactic approaches for information literacy across diverse knowledge cultures while investigating scientific socialization processes in academic settings. Publication Trends: Recent work (2021-2025) reveals three dominant trajectories: (1) AI's disruptive impact on information literacy requiring new assessment frameworks; (2) transdisciplinary methodologies for urban mobility and smart city development; (3) national standardization of information competence through collaborative frameworks. Her publications consistently bridge theoretical rigor with practical implementation in real-world laboratories. Scientific Recognition: 2024 Triple E-Award 1st prize for community engagement initiative 2022 Innovation Award for Real-World Laboratories (BMWK) 2022 German Mobility Award nomination 2023 'Land of Ideas' initiative award for digital outreach Research Leadership: Michel directs multiple major funded projects including BMBF's MaaS L.A.B.S. (mobility-as-a-service platform), MWFK's Präsenzstelle Luckenwalde (university outreach hub), and the multi-institutional InNoWest project. Her grant portfolio emphasizes participatory design, stakeholder co-creation, and measurable societal impact through transdisciplinary knowledge transfer. Research Ecosystem: She anchors her work in the Institute for Applied Research Urban Futures (IaF), while actively shaping national discourse as founding member of both the Society for Transdisciplinary and Participatory Research (GTPF) and Global Alliance for Inter- and Transdisciplinarity (ITD Alliance). Her leadership extends to editorial boards and scientific advisory roles including the Leibniz Institute for Psychology.

• Educational Technology
• Digital Learning
• Teacher Education
• +5 more

Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.

• Human Computer Interaction
• User Experience
• Information systems
• +8 more

Assoc Prof Geraldine Torrisi is the Deputy Head of School (Learning & Teaching) at the School of Information and Communication Technology at Griffith University. With a PhD in Educational Studies and degrees in Science (Physics/Mathematics) and Education, she focuses on Human-Computer Interaction (HCI) , User Experience , and Learning Theory . She is a Senior Fellow of the Higher Education Academy and Griffith Learning and Teaching Academy . Education: PhD in Educational Studies (Griffith University) Masters of Educational Studies (James Cook University) Bachelor of Education (Secondary Science and Maths) (James Cook University) Bachelor of Science (Physics/Mathematics) (James Cook University) Research Interests include Interactive Digital Media , Educational Technology , and Data Literacy . Her 2025 book chapters explore AI's role in education, while 2024-2023 articles address data literacy frameworks and hybrid teaching models. Scientific Awards include Griffith Award for Excellence in Teaching (2011) , Excellence in Teaching Award (2015) , and Senior Fellow of the Higher Education Academy (2018) . She also received multiple Group Learning and Teaching Commendations (2009, 2017, 2019). Grants include The Dignity Project (2024-2025), Promoting Renewable Energy Adoption (2022-2025), and Smart Environmental Sensing (2022-2023). She supervises PhD students on topics like Human-Machine Teaming and Instructional AR Design .

• Higher Education
• Legal Education
• Social Mobility in Academia
• +3 more

Daniel Berger is a Professor and Deputy Dean (Education) at the Faculty of Business and Law, Anglia Ruskin University (ARU). As a Principal Fellow of the Higher Education Academy, he focuses on transforming legal education through innovative pedagogical approaches. His research emphasizes active blended learning, authentic assessment, and social mobility in higher education, particularly for underrepresented groups. He has developed award-winning programs like Into ARU (Heist Award) and ARUCPD (Pearson Award) to enhance student readiness and employability. LLB (Hons) Law, University of Hertfordshire PgDp Bar Professional Training Course, University of Law, London PhD in Bayesian probabilistic reasoning, Queen Mary, University of London Berger’s research explores how active blended learning environments and enriched induction programs can improve student engagement and outcomes. He advocates for universities to adapt to students’ needs rather than expecting students to conform to institutional norms, emphasizing authentic assessment and accredited co-curricular activities . His work intersects legal education reform with AI applications in higher education, aiming to bridge social mobility gaps. Selected recent publications show interdisciplinary focus across: Legal education innovation Social equity in academia Bayesian reasoning in law AI’s role in human-centric teaching Employability skills development Curriculum alignment with job markets Scientific recognition includes: Principal Fellow (Higher Education Academy) Heist Award for Into ARU Pearson Award for ARUCPD Berger also contributes to graduate employability research and has led initiatives on student experience improvement through social media integration and innovative recruitment strategies.

Kristen WhiteView profile

Associate Professor

• International Service-Learning
• Intercultural Communication
• Global Studies
• +5 more

Kristen White is an Associate Professor and Chair of International and Intercultural Studies at Belhaven University since 2016. With a Ph.D. in Higher Education from Claremont Graduate University, she specializes in international service-learning, intercultural communication, and Christian global engagement. She has mobilized over 3,500 participants in international service projects and maintains active roles in organizations like University Educators for Global Engagement (UEGE). Education: B.A., Oklahoma Baptist University M.A., Union University M.A., Golden Gate Baptist Theological Seminary Ph.D., Claremont Graduate University (2016) Her research focuses on transforming faculty through international service-learning, integrating spiritual purpose into academic programs, and developing Kingdom professionals via global partnerships. She has led ethnographic research in India, conducted disaster relief training, and authored works on cross-cultural mentorship. Recent publications highlight her work in faculty engagement (2020), global ministry frameworks (2019-2018), and disaster response education (2011). These span disciplines like higher education pedagogy, Christian leadership, and global citizenship. Scientific contributions include certifications in Perspectives on the World Christian Movement, Community Emergency Rescue Training (CERT), and leadership roles as Trustee and Central Asia Committee Chair for the International Mission Board. She has traveled to 51 countries and resides in Mississippi, maintaining active involvement in global ministry teams at Pinelake Church.

Marta ZanioloView profile

Assistant Professor

• Water Resources Planning and Management
• Drought Modeling
• Climate Change Adaptation
• +5 more

Marta Zaniolo serves as an Assistant Professor in Civil and Environmental Engineering at Duke University since January 2024, addressing critical water sustainability challenges through integrated hydrology, machine learning, and systems modeling approaches. Her work focuses on ensuring equitable water access amid climate change, scarcity, and competing demands across diverse spatial scales. Her academic foundation includes: B.S. in Environmental Engineering from Politecnico di Milano (2014) M.S. in Environmental Engineering from Politecnico di Milano (2017) Ph.D. in Information Technology (Environmental Intelligence Lab) from Politecnico di Milano (2020) Postdoctoral Research at Stanford University (2020-2023) Dr. Zaniolo's research integrates water resources planning , drought modeling , and climate adaptation with cutting-edge machine learning techniques including reinforcement learning and feature extraction. The ZEDD Lab develops computational models that synthesize climate, hydrological, and socio-economic data to enhance decision-making for water security. Her work emphasizes real-world applicability through stakeholder engagement and participatory design, particularly in vulnerable regions like the Omo-Turkana basin where mismanaged infrastructure operations can trigger socio-ecological conflicts. Analysis of her 2021-2025 publications reveals three dominant research trajectories: (1) development of synthetic weather generators (e.g., FIND model) for precise drought characterization, (2) neuro-evolutionary algorithms for multi-objective reservoir control under climate uncertainty, and (3) quantification of flexibility value in water infrastructure planning. These studies consistently bridge technical innovation with equity considerations, particularly in transboundary water systems. She leads the Zaniolo Lab for Environmental Data and Decisions (ZEDD Lab), which operates at the intersection of hydrology, systems modeling, and machine learning. The lab's framework combines computational water system dynamics with stakeholder-inclusive approaches to develop decision support tools for extreme event preparedness. Current projects focus on urban drought resilience, dam reoperation strategies for climate extremes, and heat-substance use risk intersections in rural communities, all grounded in case studies spanning California, Ethiopia, and the American South.

• Medical Education
• Competency Assessment
• Medical Curriculum Development
• +3 more

Robert Whyte is a faculty member at McMaster University , serving as the Vice Dean of Health Professional Education within the Faculty of Health Sciences . His scholarly work focuses on medical education reform. Academic Rank: Professor Affiliation: McMaster University, Faculty of Health Sciences Email: rwhyte@mcmaster.ca Research Interests: Spanning medical education, Whyte's work explores competency-based assessment frameworks and curriculum development for accelerated training programs. His research bridges educational theory with clinical practice standards in health sciences. Publication Trends: Recent outputs (2003-2017) center on Medical Education , with specific emphasis on competency assessment models and accelerated medical pathway programs. All publications appear in peer-reviewed journals like Academic Medicine and Medical Education Online . Collaboration Network: Collaborated with Martin Antony (Hamilton Health Sciences), Peter Bieling (McMaster Psychiatry Research Group), and Priyanthy Weerasekera (Health Professions Education Research Team) on medical education projects.

• Mathematics Education
• Educational Sciences
• Technology in Education
• +3 more

António Augusto Gaspar Ribeiro serves as Professor at the Polytechnic Institute of Viseu's School of Education, where he has maintained continuous academic service since 1986, progressing from Assistant to current Professor Coordenador rank. His scholarly identity centers on Mathematics Education with specialized expertise in geometry pedagogy and educational technology integration across primary and teacher education contexts. His academic formation includes: Doctorate in Didactics of Mathematics (2005, University of Aveiro) Doctorate in Didactics (2005, University of Aveiro) Master's in Mathematics Teaching Methodology (1995, University of Lisbon) Licenciatura in Mathematics Teaching/Nature Sciences (1987, Polytechnic Institute of Viseu) Ribeiro's research program demonstrates sustained innovation in mathematics education, particularly through dynamic geometry environments like Cabri-Géomètre for primary classrooms. His work bridges theoretical frameworks with practical applications, examining teacher cognition, curriculum implementation challenges, and technology-enhanced learning. Recent scholarship shows expanded focus on interdisciplinary approaches in higher education and the pedagogical potential of humor in mathematics instruction. Analysis of his 25+ publications reveals evolving thematic trajectories: early work (2002-2006) established foundations in geometry education and technology integration; mid-career research (2009-2014) addressed curriculum reform and teacher development; current output (2017-2021) emphasizes interdisciplinary collaboration, early childhood mathematics, and socio-emotional dimensions of learning. His scientific recognition includes: 1º Concurso Nacional de Software Educacional - PUZZLE (1993) 1º Concurso Nacional de Software Educacional - JornalHist (1993) Ribeiro has supervised eight master's theses in Educational Sciences, primarily focusing on geometry education, technology integration, and teacher cognition. He leads the SmartCityKidsLab initiative (2019-present) and previously coordinated the PRINT interdisciplinary project (2017-2018) with Brazilian partners. His research portfolio includes four funded projects through the Center for Research in Education, Technologies and Health. As an institutional leader, he serves on the School of Education's Scientific Council and has held multiple governance roles including Pedagogical Council Secretary (1996-1998) and Vice-President of the School Board (2000-2002). His professional engagement extends to the Association of Mathematics Teachers and international collaborations with Brazilian institutions.

Beth UlrichView profile

Professor

• Nursing Leadership
• Nephrology Nursing
• Health Professions Education
• +3 more

Beth Ulrich, EdD, RN, FACHE, FANNA, FAONL, FAAN is a Professor at the University of Texas Medical Branch School of Nursing (UTMB SON). Her work bridges nursing leadership, nephrology nursing, and healthcare education, with a focus on work environments, patient safety, and preceptorship. She holds multiple fellowships, including the American Academy of Nursing and American Nephrology Nurses Association. EdD in Allied Health Administration & Education, University of Houston MSN, University of Texas Health Science Center at Houston BSN, Medical University of South Carolina Her research centers on nursing leadership , preceptorship , and nephrology nursing , analyzing workforce dynamics, safety cultures, and educational frameworks. Google Scholar articles highlight her contributions to interprofessional collaboration, workplace violence mitigation, and chronic kidney disease management. Recent publications include: National Preceptor Competency Consensus Study (2024) Inclusivity in Nephrology Nursing: A Catalyst for Innovation (2025) Solving the Practice-Management Perception Gap (2024) Scientific awards span decades, including the Nell J. Watts Lifetime Achievement Award (2022) and AJN Book of the Year Awards for her simulation and preceptorship handbooks. She received a grant from the Texas Department of State Health Services (2019) for workplace violence research.

Andre PekertiView profile

Associate Professor

• Cultural Intelligence
• Acculturation
• Cross-Cultural Communication
• +7 more

Dr. Andre A. Pekerti is an Associate Professor in International Management at The University of Queensland Business School (UQBS), specializing in multiculturalism, cultural intelligence (CQ), and servant leadership. A naturalised New Zealander and Australian of Indonesian-Chinese heritage, his research bridges personal multicultural identity with organizational effectiveness. He teaches in MBA programs and consults for institutions like BiasSync, focusing on unconscious bias solutions. Education: Bachelor of Science, University of Canterbury Masters (Research), University of Canterbury Doctor of Philosophy, The University of Auckland His research explores n-Culturals —individuals synthesizing multiple cultural identities—and their impact on trustworthiness, acculturation, and cognitive complexity. He develops multi-method CQ assessment tools and investigates servant leadership’s role in ethical workplace dynamics. Andre’s recent publications analyze gender disparities in global business, emotional memory effects in mergers, and sociocultural adaptation mechanisms. His work has informed training programs for organizations like the Royal Canadian Mounted Police (RCMP) and Human Factors AS Norway. Grants and Supervision: He has secured funding for projects on servant leadership (2012-2016), cultural intelligence (2004-2005), and Indonesian SME digital transformation (2020-2021). Currently supervising four PhD students on topics like post-merger cognition and digital change. Initiatives: Founder of UQBS’s Rapid Acculturation Mateship Program (RAMP), now expanded into Global Mates and BEL Buddies, which supports international student adjustment through peer mentoring.

Bena BrownView profile

Academic

• Aboriginal and Torres Strait Islander health
• Oncology
• Cancer survivorship
• +4 more

Dr Bena Brown is a clinician/researcher and Adjunct Senior Fellow at the UQ Poche Centre for Indigenous Health , affiliated with the Faculty of Health and Behavioural Sciences at the University of Queensland. She is also an Advanced Speech Pathologist at Brisbane's Princess Alexandra Hospital and supervises higher-degree students in the School of Health and Rehabilitation Sciences . Her work bridges clinical practice and research to enhance cancer care for Aboriginal and Torres Strait Islander peoples . Research Interests : Cancer Care, Survivorship, Novel Service Delivery Models, Telehealth, Patient-Centered Care. Grants : Over $3.6 million in research funding, including projects like Yarning About Cultural Safety and PROMISE . Committee Memberships : Human Research and Ethics Committees at Metro South Health, Queensland Collaborative for Cancer Survivorship, COSA Patient-Reported Outcome Working Group. Publications : Over 60 peer-reviewed articles focusing on head and neck cancer outcomes , lymphoedema , dysphagia , and culturally responsive care .

• Medical Statistics
• Epidemiology
• Health Services Research
• +12 more

Dr. Matthew Barclay is a Principal Research Fellow (Statistician) in Cancer Healthcare Epidemiology at University College London's Behavioural Science and Health department. With expertise spanning medical statistics, epidemiology, and health services research, his work focuses on analyzing cancer registry data, primary care electronic health records, and healthcare claims data to improve understanding of cancer diagnosis and treatment pathways. Dr. Barclay's educational background includes: PhD in "The design of composite indicators of healthcare quality: a multi-method analysis" from University of Cambridge (2021) MSc in Statistics with Medical Applications from University of Sheffield (2015) MMath in Mathematics from Durham University (2011) Dr. Barclay's research spans the entire cancer diagnostic and management pathway, with particular focus on risk of cancer in primary care patients, cancer characteristics at diagnosis (including socio-demographic variations in staging), treatment patterns, and short-term outcomes. His methodological expertise lies in applied statistics, particularly in cohort design within electronic health record datasets and developing consistent data resources for research. His work frequently employs cancer registry data, primary care records, and healthcare claims to address critical questions in cancer epidemiology and healthcare quality. Analysis of Dr. Barclay's recent publications reveals a strong focus on cancer diagnosis pathways, particularly how symptoms present in primary care lead to cancer diagnosis. His work spans multiple cancer types but has particular emphasis on lung, colorectal, and breast cancers. Methodologically, his research combines epidemiological approaches with advanced statistical techniques applied to large-scale datasets including UK Biobank, cancer registries, and primary care records. International comparative studies through the International Cancer Benchmarking Partnership represent another significant strand of his recent work. Dr. Barclay advises postgraduate and PhD students on topics related to his research interests in cancer epidemiology and health services research. His collaborative network spans multiple institutions and countries, reflecting the international nature of his research on cancer diagnosis and treatment pathways.

Jianmin GuanView profile

Associate Professor

• Physical Education
• Kinesiology
• Achievement Goals Theory
• +3 more

Jianmin Guan, Ph.D., serves as Associate Professor of Kinesiology within the College for Health, Community and Policy at the University of Texas at San Antonio (UTSA). His academic work bridges physical education pedagogy, motivational psychology, and cross-cultural fitness assessment methodologies, with emphasis on student engagement in activity settings. Education: Ph.D. in Sport Pedagogy, Texas A&M University (2004) Master of Education in Measurement and Evaluation, Wayne State University (1999) Master of Education in Sport Pedagogy, Shanghai Institute of Physical Education (1993) Bachelor of Science in Kinesiology, Huizhou Normal College (1984) Dr. Guan's research centers on achievement goal theory applications in physical education, examining how work-avoidance and mastery-approach goals influence student persistence across developmental stages. His work extends to health-related fitness evaluation among minority populations and sensory integration interventions using sport-based protocols, with particular focus on Chinese student cohorts. Methodologically, he employs longitudinal growth modeling, MIMIC analyses, and cross-cultural validation techniques. His recent publications (2022-2025) demonstrate consistent investigation of achievement goal trajectories from elementary through college levels, alongside innovative comparative studies of global fitness testing frameworks. The research reveals persistent gender disparities in physical competence perception and identifies declining mastery-goal intensity during adolescent transitions, while establishing basketball training as an effective sensory integration modality. Scientific Awards: Research Fellow, Society of Health and Physical Educators (SHAPE America, 2007) Research Funding: Secured $29,732 across two grants (2018-2019) for Psychological Skills Inventory development targeting law enforcement populations. His presentations at AAHPERD conventions and Pre-Olympic conferences reflect extensive national and international scholarly engagement, particularly with Chinese research institutions on fitness knowledge assessment and sensory processing interventions. Dr. Guan maintains active international collaborations, especially with Chinese universities, developing culturally responsive physical activity interventions while addressing measurement challenges in diverse educational contexts.

• Child Welfare
• Social Work
• Decision-Making in Social Services
• +2 more

Kirsten Buck Rustad is an Associate Professor at UiT The Arctic University of Norway, affiliated with the Research Group for Child and Family Welfare. Her work focuses on decision-making processes within Norwegian child welfare services, particularly examining case characteristics and family factors influencing service provision. Institution: UiT The Arctic University of Norway Department: Research Group for Child and Family Welfare Academic Rank: Associate Professor Her research spans child welfare systems , case processing dynamics , and family resistance to assistance . Recent publications analyze how municipalities prioritize child protection cases and evaluate models like the Telemark approach for family support. Key collaborations include work with Camilla Lauritzen, Sturla Fossum, and Svein Arild Vis. She teaches in Bufdir's competence initiative for municipal child welfare services via the Service Support Program.