Find Academic Supervisors

• Human Geography
• Landscape Studies
• Environmental Planning
• +3 more

Joan Nogue i Font is a Professor at the Department of Geography of the University of Girona , and founder-director of the Cátedra del Bosque since 2022. He served as Dean of the Faculty of Arts (1996-2004) and former director of the Catalan Landscape Observatory (2005-2017). A specialist in Landscape and Human Geography , he has authored and edited numerous influential works, including Nacionalismo y territorio (1998) and Geopolítica, identidad y globalización (2001). Education: PhD in Geography (Universitat Autònoma de Barcelona), studies at University of Wisconsin-Madison under Yi-Fu Tuan Advisory roles: Member of Advisory Council for Sustainable Development (CADS), full member of Institute of Catalan Studies (IEC) Editorial work: Co-editor of Documents d'Anàlisi Geogràfica , co-director of Paisaje y Teoría book series International experience: Adjunct Professor at Western University (Canada), visiting scholar at Harvard University (2022) His research integrates Landscape Analysis with Societal and Environmental Studies , focusing on territorial identity, sustainability, and the interplay between culture and geography. He has pioneered methodologies for landscape cataloging and participatory management, emphasizing intangible values and citizen engagement. His work bridges European landscape policies with Catalan rural transformations. Recent publications like The other rural world (2022) and Paesaggio, territorio, società civile (2017) reflect his focus on civil society and contemporary spatial dynamics. His scientific awards include: 2009 Rei Jaume I Award for Urbanism, Landscape, and Sustainability 2010 Joan Fuster Essay Award 2022 Sylvester Baxter Lecturer at Harvard University He has served on editorial boards for journals such as Bolletino della Società Geografia Italiana and Punto Sur , and collaborates with La Vanguardia and Ara media supplements.

Kirsten E H JenkinsView profile

Senior Lecturer

• Energy Justice
• Just Transition
• Energy Policy
• +7 more

Dr. Kirsten E H Jenkins is a Senior Lecturer in Energy, Environment and Society within the Science, Technology and Innovation Studies (STIS) group of the School of Social and Political Sciences at the University of Edinburgh. She serves as Programme Director for the cross-college Energy, Society and Sustainability MSc programme, run in partnership with the School of Geosciences. Jenkins coordinates the 2500-member Energy and Social Science Network and the Energy Justice JISC mailing list, and serves as Managing Editor for the journal Energy Research & Social Science . Dr. Jenkins' educational background includes: Postgraduate Certificate in Academic Practice, University of Edinburgh (2021) PhD in Sustainable Development, University of St Andrews (2016) MRes in Sustainable Development, University of St Andrews (2013) BSc in Sustainable Development, University of St Andrews (2012) Dr. Jenkins' research focuses on energy justice and social justice issues created by energy production and use. She investigates how to make ethically sound energy decisions that locate infrastructure equitably, recognize people's needs, and use appropriate decision-making techniques. Her work spans nuclear energy in the UK, Scottish wind energy, and smart technologies implementation. She examines intersections between fuel and transport poverty and low carbon energy transitions, exploring how to ensure no social groups are disadvantaged by energy choices. Her recent publications demonstrate a strong focus on energy justice frameworks, intersectionality in energy policy, and just transitions from fossil fuels. Jenkins' work bridges theoretical energy justice concepts with practical policy applications, particularly in the UK context. She examines how social equity considerations can be integrated into energy decision-making across the entire energy system, from uranium mining impacts to consumer affordability of new nuclear power. Dr. Jenkins has served as external examiner for postgraduate programs at SOAS University of London and is a member of the Scottish Government's Fuel Poverty Advisory Panel. Her research has been supported by funding from the RCUK Energy Programme, Norwegian Research Council, CREDS, and the ESRC. As an academic advisor, Dr. Jenkins supervises PhD students on topics related to energy justice, just transitions, and energy policy. Her current supervisees include Lara Santos Ayllon, Rebecca Grant, Yujia Ji, Nicolas Silva, Kaja Horn, and Mathilde Rainard. She has previously supervised completed PhDs including Dr. Lillian Sol Cueva, Dr. Lee Towers, and Dr. Adolfo Mejia-Montero. Jenkins has secured research funding for projects including the FAIR project on fuel and transport poverty, the INCLUDE project on inclusive decarbonization, and research on oil and gas transition in the North Sea region. Dr. Jenkins is an active member of the Energy and Social Science Network and collaborates with researchers across multiple institutions including the University of Sussex, University of Manchester, University of Oxford, and Durham University. She serves as Associate Fellow of the Durham Energy Institute and contributes to interdisciplinary research teams examining energy transitions from social science perspectives.

Simone AbelsView profile

Professor

• Science Education
• Inclusive Education
• Didactics of Sciences
• +3 more

Prof. Dr. Simone Abels holds a Professorship for Natural Science Education at the School of Education, Leuphana University of Lüneburg. She is an active faculty member specializing in the didactics of science education with a particular focus on inclusive educational approaches and inquiry-based learning methods. Her research focuses on making science education accessible to all students through inclusive pedagogical approaches. She has developed frameworks for inquiry-based learning that accommodate diverse learners and has examined student conceptions in various scientific domains including immunology and chemical reactions. Her work bridges theoretical educational research with practical classroom applications, with recent expansion into sustainability education topics such as food waste reduction and climate impact. Prof. Abels' publication record demonstrates consistent engagement with inclusive science education, showing progression from theoretical frameworks to practical classroom applications. Her work spans chemistry education, biology education, and broader science teaching methodologies, with increasing focus on environmental sustainability in more recent publications. ESERA Travel Award GDCP Prize for supporting early career researchers in chemistry and physics education Recognition for work on reflective practitioners for democratic science education Prof. Abels has been actively involved in multiple educational projects including 'Wissenschaftsraum Future Trends in Education' focused on transforming schools through democracy education and sustainable development. She has also contributed extensively to media discussions on science education topics, demonstrating her commitment to public engagement with educational issues and translating academic research into practical insights for broader educational communities.

Angelika KrehlView profile

Professor

• Urban Spatial Structure Analysis
• Regional Economics
• Economic Geography
• +5 more

Professor Angelika Krehl serves as Professor for Economics, regional and sectoral structural policy and Director of the NIERS Institute (Lower Rhine Institute for Regional and Structural Research) at Niederrhein University of Applied Sciences since 2020. Her academic leadership spans regional economics, urban spatial structure analysis, and sustainability research within the Department of Economics. Her research focuses on theoretical foundations and empirical analysis methods of urban spatial structures, regional economics, economic geography, and GIS-based regional research with emphasis on sustainability aspects. Key methodologies include polycentricity measurement, density pattern analysis, and integrated spatial modeling using remote sensing data. Her work bridges urban morphology with economic development processes. Recent publications reveal strong trends in polycentric urban systems analysis, corporate regional responsibility frameworks, and sustainable land use economics. Over 70% of her recent work examines German metropolitan regions through morphological polycentricity lenses, with increasing focus on sustainability transitions and social innovation mechanisms since 2020. Methodological innovation in GIS integration and spatial metrics development characterizes her publication trajectory. Professor Krehl leads multiple major research initiatives including RediStar (diversity-sensitive startup funding), AUFBRUCH (sustainable bioeconomy transformation), R(h)einTex (textile recycling innovation), and R³ (corporate regional responsibility). Her institutional leadership extends to directing NIERS Institute and serving on the university's Advisory Board for Research and Transfer. As Director of NIERS Institute, she oversees collaborative research teams focused on regional structural policy, with particular emphasis on lignite phase-out governance, sustainable learning projects, and regional innovation ecosystems. Her work integrates academic research with practical policy implementation through close partnerships with regional stakeholders.

• Sustainable Agriculture
• Agroforestry Systems
• Non-Timber Forest Products
• +6 more

Professor Dietrich Darr is a faculty member at Hochschule Weihenstephan-Triesdorf (HSWT), specifically within the Department of Agriculture, Food, and Nutrition. His academic journey includes previous professorship at Hochschule Rhein-Waal (2012-2024) and visiting positions at Universidade de Brasília (2023-2024), Vietnam National University of Forestry (2020), and ICRAF Central Asia office (2018). Dr. Darr's research focuses on sustainable and resilient farming and food systems with particular expertise in agribusiness, corporate management, and sustainable resource utilization. His work prominently features baobab tree applications in African and European food industries, agroforestry systems, non-timber forest products, and sustainable land management. His international research projects span Sub-Saharan Africa, Central Asia, and Southeast Asia. His recent publications reveal strong trends in sustainable value chain development, climate-smart agriculture, and innovative approaches to rural livelihood improvement. The articles demonstrate consistent focus on practical applications of agroforestry systems, analysis of non-timber forest products commercialization, and sustainable land management solutions for smallholder farmers in developing regions. Dr. Darr leads numerous research projects including SUFACHAIN (2022-2025) on sustainable agroforestry value chains in Central Asia, CONFARMED (2024) on edible insects for circular food economy in Uganda, and previously led BAOQUALITY (2019-2022) on baobab quality improvement for food security in Africa. His projects are primarily funded by German institutions including BMBF, BMEL, and DFG. As an active member of professional organizations including ATSAF, EFARD, IUFRO, DeFAF, and EURAF, Dr. Darr contributes to international agricultural research communities with focus on tropical and subtropical agriculture, agroforestry, and forest research.

Vibeke GrøverView profile

Professor

• Language and reading comprehension in children
• Language minority children's learning
• Second language acquisition
• +3 more

Vibeke Grøver is a Professor at the Department of Pedagogical Research, University of Oslo. Her work focuses on language and reading comprehension development for language minority children, with a emphasis on bilingual education, shared book reading interventions, and sociolinguistic factors influencing literacy. Education: Dr.polit., University of Oslo (1992) Master in Educational Psychology, University of Oslo (1982) Elementary School Teacher, University of Oslo (1977) Research Interests include second-language acquisition, early literacy for dual-language learners, home literacy environments, and teacher talk features in preschool settings. She leads projects like Teaching for text comprehension and has contributed to the DEAL (Development, Equality, and Literacy in Learning Contexts) research group. Article Trends show longitudinal studies on bilingual profiles, shared reading interventions, code-switching dynamics, and neighborhood demographic impacts on vocabulary. Key themes include scaffolding language minority students, cross-cultural comparisons (e.g., Chinese-Norwegian families), and teacher-student interaction patterns in multilingual preschools. Leadership Roles include Dean of the Faculty of Educational Sciences (2009–2012) and advisory positions for the Peder Sather Center at UC Berkeley (2012–2014). Research visits span Harvard, UC Berkeley, NYU, and East China Normal University.

Leila Moslemi NaeniView profile

Senior Lecturer

• Project Management
• Fuzzy Methods
• Mathematical Modelling
• +5 more

Dr. Leila Moslemi Naeni is a Senior Lecturer at the University of Technology Sydney (UTS), School of Built Environment, with a dual appointment in the Faculty of Design, Architecture and Building. She previously served as a Lecturer at UTS (2016-2018) and Sessional Lecturer at Curtin University (2015-2016). PhD in Computer Science (University of Newcastle, 2017) MSc in Industrial Engineering (Sharif University of Technology, 2007) BSc in Industrial Engineering (Iran University of Science and Technology, 2004) Her research focuses on project management under uncertainty, integrating fuzzy systems and mathematical modeling with applications in construction, ESG reporting, and disruptive technologies. She developed innovative methods for statistical control charts in project monitoring and leads research on leveraging blockchain and digital tools for sustainable infrastructure. Recent publications highlight her work on resource-constrained scheduling algorithms, ESG integration in megaprojects, and gamification in project management education. She serves as Review Editor for Frontiers in Environmental Science and on the Editorial Board of Smart and Sustainable Built Environment . 2016 PMI NSW Research Award 2022 Walt Lipke Award 2013 FEBE Postgraduate Research Prize As an active research mentor, she supervises PhD students in machine learning applications, disaster management technologies, and social infrastructure investments. Her teaching emphasizes simulation-based learning, collaborating with Oulo University (Finland) to quantify educational value.

Gerlind GroßeView profile

Research Professor

• Early Childhood Education
• Social-Emotional Development
• Emotion Regulation
• +4 more

Gerlind Große is a Research Professor for Early Childhood Studies at the University of Applied Sciences Potsdam and leads the interdisciplinary PINA Research Laboratory. She is deeply involved in applied and basic research focused on early childhood education, social-emotional development, and pedagogical architecture. As Head of the Master's programme in Early Childhood Studies, she contributes to academic leadership via roles in the Faculty Council and Senate. Her research bridges developmental psychology and educational practice, with projects like BIKA (Participation in Daycare Everyday Life), NAWII (natural science interest in early education), and INSO (inclusive social space development). She emphasizes emotion regulation, language-emotion interplay, and pedagogical interaction quality, yielding publications on emotion vocabulary, analog/digital play, and teacher-child dynamics. Recent publications highlight trends in educational psychology, cognitive development, and social-emotional learning. Collaborative work with teams at the University of Potsdam, Freie Universität Berlin, and international institutions underscores her interdisciplinary approach. Projects often intersect with public policy, such as the Babyhelfer App for parental mental health support and the BeoKiz initiative for daycare documentation. As head of PINA, she integrates research across domains like inclusive schools, peer interaction, and developmental assessment. Funding from the Federal Ministry for Family Affairs and partnerships with institutions like ASH Berlin and the University of Graz reflect her commitment to practice transfer and systemic educational reform.

• Pedagogy
• Early Childhood Education
• Discourse Analysis
• +7 more

Jarmila Bubikova-Moan is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She holds teaching and supervising responsibilities in pedagogy and serves as Head of Studies in her area of responsibility. Prior to her current role, she was an Associate Professor and Head of Studies at Kristiania University College and a Senior Researcher at NIFU. Her educational background includes a PhD in Educational Sciences from the University of Oslo, an MA in Applied Linguistics from the University of Melbourne, and an MPhil in European Literature from the University of Cambridge. Her research centers on discourse-analytic approaches to early childhood education, with a strong focus on multilingualism, argumentation, and critical thinking. She is actively involved in research groups such as Cultural Diversity and Multilingualism in a Global Perspective and Language and Learning Environment in Early Years - ECEC to Primary School (SAMBA) . Her work explores how children develop argumentative competence, engage in critical thinking through literature and news, and how multilingual learners are supported in early education. The recent publications highlight a consistent trend in early childhood argumentation, critical thinking development, and multilingual education. Her work spans qualitative, discourse-based, and systematic review methodologies, often with interdisciplinary applications in environmental education, teacher training, and family engagement. She has contributed significantly to educational research through numerous scientific publications, research reports, and dissemination activities. Notable projects include Critical thinking in primary education (KriT) , which develops models using children’s literature and news, and evaluations of national strategies such as Språkløyper and Ungdomstrinn i utvikling . Jarmila Bubikova-Moan has supervised students and collaborated widely with researchers across Norway and internationally. She has also been involved in policy-related research and advisory roles in the Norwegian state administration, particularly in education and integration policy. Her lab and team affiliations are embedded within her research groups at OsloMet, where she leads and contributes to collaborative, interdisciplinary projects aimed at improving early educational practices and equity.

Gedas AdomaviciusView profile

Professor

• Personalization Technologies
• Recommender Systems
• Data Mining
• +5 more

Gedas Adomavicius is a Professor at the University of Minnesota ’s Carlson School of Management , holding the Larson Endowed Chair for Excellence in Business Education. He obtained his PhD in Computer Science from New York University (2002) , with prior degrees in Mathematics (BS/MS, Vilnius University, 1995) and Computer Science (MS, NYU, 1998). Research Focus: Personalization technologies, recommender systems, and machine learning for decision-making in information-intensive environments. Key Contributions: Pioneered techniques for improving recommendation stability, reducing biases, and integrating contextual information into recommendation algorithms. Grants & Recognition: Recipient of the U.S. National Science Foundation CAREER award, INFORMS Information Systems Society Distinguished Fellow Award, and Association for Information Systems Fellow Award. Publications: His work spans leading journals across computer science, information systems, and biomedical informatics. Key trends include advancements in recommender systems (context-aware, multi-stakeholder, and bias-aware models), machine learning for health analytics , and e-market mechanism design . He has over 33,000 citations according to Google Scholar. Education: Diploma (BS/MS) in Mathematics from Vilnius University, 1995 MS in Computer Science from New York University, 1998 PhD in Computer Science from New York University, 2002 Awards & Grants: INFORMS Information Systems Society Distinguished Fellow Award Association for Information Systems Fellow Award National Science Foundation CAREER award Academic Leadership: Served as Senior Editor for Information Systems Research and MIS Quarterly , and as department chair and academic director of the MSBA program at the Carlson School.

• Digital Transformation
• Responsible Artificial Intelligence
• Foresight Methods
• +4 more

Matti Minkkinen is a Docent at the Turku School of Economics (University of Turku) and a Postdoctoral Researcher in Information Systems Science at the Department of Management and Entrepreneurship. His work bridges futures studies with ethics, privacy, and socio-technical systems in digital transformation. Recent roles focus on responsible AI governance and foresight methodologies. University: University of Turku School: Turku School of Economics Department: Department of Management and Entrepreneurship His research explores how digital technologies reshape organizational practices, emphasizing Futures Consciousness as a human capacity. Key themes include responsible AI , privacy protection , and causal layered analysis in scenario planning. Publications highlight ethical governance frameworks and EU policy debates. Recent articles address generative AI ethics , ML system integration , and AI auditing across journals like Communications of the Association for Information Systems and Information and Management . Topics cluster around socio-technical systems, digital ethics, and institutional adaptation to AI. Teaching and editorial roles include co-curating student research collections at Finland Futures Research Centre. No explicit scientific awards are listed, but his work contributes to foresight theory and practice.

Crystal BaeView profile

Assistant Professor

• Spatial Cognition
• Wayfinding and Navigation
• Geovisualization
• +2 more

Crystal Bae is an Assistant Professor of Geographic Information Science at the University of Chicago’s Center for Spatial Data Science since 2021. She earned her Ph.D. in Geography from the University of California, Santa Barbara, and completed a postdoctoral fellowship under Somayeh Dodge in the MOVE Lab, focusing on geographic visualization and spatial cognition. Research Interests: spatial cognition, wayfinding, geovisualization, travel behavior, and urban built environments. Teaching Roles: Courses include Spatial Cognition, Introduction to GIS, Cartographic Design, and Social Science Inquiry at UChicago; Urban Geography and Human Geography at UCSB. Scientific Awards: Certificate in College and University Teaching (CCUT), UCSB Excellence in Teaching Award, and recognition for innovative GIS lab design in ArcUser. Her work examines how individuals and groups cognitively process spatial environments through static and animated visualizations, collaborative navigation, and urban neighborhood boundaries. She has contributed to NSF-funded projects on movement ecology and spatial cognition, with publications in Movement Ecology, COSIT, and Built Environment. Crystal also co-hosts a jazz radio show, maintains a travel blog, and engages in bicycling adventures, reflecting her interdisciplinary approach to geography and personal connection to spatial experiences.

• Inequality in Education
• Shadow Education
• Educational Policy
• +3 more

Louise Elffers is a Professor at the Centre for Applied Research on Education at Amsterdam University of Applied Sciences and holds a Special Professorship in Inequality of Opportunity in Education at the University of Amsterdam. Her work focuses on educational systems, equity, and accessibility. Universities: Amsterdam University of Applied Sciences, University of Amsterdam Secondary Roles: Director of the Knowledge Center Inequality, Chairman of the Education Council, Member of the State Commission on Demographic Developments 2050 Her research examines educational inequality , shadow education , and accessibility of higher education . Recent work includes national studies on preacademic programs and teacher practices in selective systems. Scientific Awards : NRO Toegankelijk Hoger Onderwijs (2020) Volkskrant Best Book Award shortlist (2022) Sociologische Bril nomination (2023) Elffers serves on multiple educational advisory boards and has secured significant national research grants. She regularly contributes to policy discussions and public media on educational equity.

Emilio Villa GonzálezView profile

Professor

• Active Displacement
• Physical Condition Assessment
• Muscle Strength Training for Young People
• +5 more

Emilio Villa González serves as a Professor at the University of Granada, Spain, within the Faculty of Sports Sciences and Department of Physical Education and Sports since 2017. As a founding member of the PROFITH research group (established 2013), he bridges academic expertise with a decade of prior professional experience in fitness centers as a personal training specialist. His academic credentials include a Bachelor's in Physical Activity and Sports Sciences from Alfonso X el Sabio University (2004-2009), followed by a Master's and Doctoral Program in Biomedicine at the University of Granada. He earned the Extraordinary Doctorate Award in the health area and holds two additional master's degrees plus four postgraduate expert qualifications. Professor Villa González's research centers on active displacement , physical condition assessment , muscle strength training for youth , physical activity promotion in educational contexts , sports initiation/specialization , and health-oriented fitness trends . His interdisciplinary approach integrates exercise science, public health, and educational theory to develop evidence-based interventions for youth health improvement. Analysis of his 2023-2025 publications reveals consistent focus on school-based interventions, particularly active commuting and muscular fitness. His work employs systematic reviews, meta-analyses, and RCTs with international collaborations, showing significant policy impact—such as influencing U.S. National Institute for Health guidelines through his 2018 active transport review. Emerging trends include gamified resistance training (RETRAGAM protocol) and physical literacy assessment within 24-hour movement frameworks. His scientific recognition includes: Extraordinary Doctorate Award for the health area While specific grant details aren't provided, his international research stays (Ecuador, Chile, New Zealand, Porto) and high-impact publications indicate active involvement in funded projects. His mentorship likely extends through PROFITH group initiatives, though student names aren't specified in source materials. The PROFITH research group forms his primary collaborative environment, uniting exercise scientists, public health experts, and educators to advance physical activity promotion through rigorous, policy-relevant research.

Weina Li ChenView profile

Assistant Clinical Professor

• Educational Technologies
• Learning Design
• Online and Hybrid Learning
• +5 more

Weina Li Chen serves as a Clinical Assistant Professor within the Education Division of Pepperdine University's Graduate School of Education and Psychology, teaching courses in the Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) and Master of Science in Leadership programs. With approximately ten years of teaching experience across diverse educational settings, she brings practitioner expertise to her academic role while maintaining active engagement in professional development and program design. Her academic credentials include: Ph.D. from Pepperdine University M.A. from Pepperdine University M.A. from University of York, England B.A. from Heilongjiang University, China Dr. Chen's research focuses on educational technologies and innovative learning design , with specialized expertise in online/hybrid learning environments, world language acquisition (particularly English as a Second Language), and teacher leadership development. She investigates how digital tools can enhance student engagement, social presence, and language proficiency through practical applications. Her work bridges academic research with classroom implementation, frequently resulting in practitioner workshops and conference presentations that translate theoretical concepts into actionable teaching strategies for language educators. Analysis of her 14 publications (2019-2023) reveals consistent emphasis on technology-mediated language learning. She explores platforms like Flip, Canva, and WeChat to create interactive communities and support speaking practice, with recurring themes including social-emotional learning integration and digital storytelling. Her research demonstrates a practitioner-scholar approach, targeting both pre-service and in-service teachers through workshops that address real-world classroom challenges in language education. As an educational leader, Dr. Chen founded and served as president of CABE Mandarin, an organization promoting Mandarin language education. She has designed multiple language programs for schools and universities, demonstrating commitment to expanding language learning opportunities. While specific grant funding details and student advisee names are not documented in available materials, her conference presentations and program development initiatives indicate active community engagement and professional contribution to the fields of TESOL and educational technology.