Michael Erhart is a Researcher at the Chair of Renewable and Sustainable Energy Systems, Technical University of Munich, specializing in sustainable energy solutions for developing regions and remote communities. His academic credentials include: M.Sc. in Electrical and Information Engineering with specialization in Embedded and Computer Systems from Technical University of Munich B.Sc. in Electrical Engineering and Information Technology with specialization in Computer Science from Munich University of Applied Sciences Erhart's research focuses on sustainable energy systems in emerging economies, island grid stability, and hybrid micro-grid development. His work emphasizes practical implementation in resource-constrained environments, particularly through entrepreneurship-driven approaches for rural electrification and community empowerment in developing regions. His 2024 publications demonstrate a strong commitment to renewable energy education, translating complex photovoltaic concepts into accessible secondary school experiments. These works establish methodological frameworks for teaching solar panel performance factors and system optimization through hands-on classroom activities. He actively contributes to the Seed Himalaya initiative, which integrates sustainable energy deployment with entrepreneurial development in rural Kashmir, addressing both technical and socioeconomic dimensions of energy access.
Nishat Babu is a Lecturer in the Work and Organisation group at Loughborough Business School, Loughborough University. She holds a PhD from Aston Business School (2016) and has prior academic experience as a Lecturer at Aston University (UK) and Senior Lecturer at the University of Aberdeen Qatar campus. Her professional credentials include Chartered Psychologist status from the British Psychological Society (BPS) and Associate Fellow of the BPS, alongside a Fellowship from the Higher Education Academy (HEA). Her research focuses on organizational behavior, corporate social responsibility (CSR), employee well-being, and leadership dynamics. Key themes include the impact of leadership styles on ethical behavior, pandemic-induced work-family adaptations, and duty of care in transnational education institutions. She explores how organizational practices influence employee mental health, trust in leadership, and prosocial behaviors. Notable contributions include analyses of abusive supervision countermeasures, cross-national well-being during crises, and the dual role of corporate volunteering beyond mere philanthropy. Her work bridges micro-level CSR theories with macro-organizational practices, emphasizing psychological capital and institutional ethics in global contexts. Awards: Chartered Psychologist (BPS), Associate Fellow of BPS, Fellow of HEA Research Highlights: 2025 focus on branch campus staff welfare, 2024 work on CSR amid abusive supervision, 2020 explorations of hypocritical organizations Teaching & Engagement: Expertise in Work and Organisation disciplines, with HEA-accredited pedagogical excellence
Professor Jennifer Howell is Pro Vice-Chancellor (Global Engagement) at the University of Western Australia (UWA), overseeing internationalisation strategy and global partnerships. She holds a PhD from Queensland University of Technology and is a Harvard Graduate School of Education alumna. Her research focuses on digital pedagogy, online learning technologies, and the operationalisation of international collaborations. Key interests include digital badging for learning pathways and immersive virtual/augmented learning tools. With 21+ years in higher education leadership, her career spans roles as Associate Deputy Vice-Chancellor (Learning & Teaching) at Curtin University and Dean of Learning & Teaching in the Faculty of Humanities. She has pioneered strategic initiatives like micro-credentials, learning platforms, and offshore campus redevelopments. Howell actively contributes to education policy through roles on national committees including the Australian Council of Deans in Education and the Council for the Humanities, Arts and Social Sciences. Her $1.6M externally funded research explores STEM education through robotics, digital pedagogy frameworks, and accessibility in e-learning. Notable projects include usability studies for adaptive exercise apps and collaborative learning tools for students with disabilities. Howell advocates for embedding technology innovations into operational educational practices to ensure effective transformation. Education: PhD (Queensland University of Technology), Harvard Graduate School of Education Key Roles: Pro Vice-Chancellor (Global Engagement), UWA; Formerly Deputy VC (Learning & Teaching), Curtin Committees: Australian Technology Network (ATN) Universities Australia DVCA Group TEQSA (Tertiary Education Quality and Standards Agency) Grants: $1.6M in external research funding across international collaborations Her advisory work includes school boards (e.g., Lesmurdie Senior High School) and curriculum bodies like the School Curriculum and Standards Authority (SCASA). Howell’s publications emphasize bridging theory-practice gaps in digital learning and leveraging technology for inclusive education.
Tim G. Schweisfurth is a Full Professor in Organizational Design and Collaboration Engineering at the School of Management Sciences and Technology, Hamburg University of Technology (TUHH), a position he has held since January 2023. Previously, he served as Associate Professor in High-Tech Business at the University of Twente (2021-2022) and Associate Professor of Technology and Innovation Management at the University of Southern Denmark (2018-2020). His academic credentials include: PhD from Hamburg University of Technology (TUHH) venia legendi (Habilitation) from Technical University of Munich (TUM) Professor Schweisfurth's research centers on three interconnected domains: (1) digital and technology-driven innovation, examining how emerging technologies reshape business models; (2) venture idea generation and evaluation, investigating cognitive and social mechanisms behind opportunity identification; and (3) distributed and collaborative innovation, studying cross-boundary knowledge flows. His work bridges theoretical rigor with practical application through partnerships with Siemens, Osram, Audi, and Panasonic, focusing on real-world innovation challenges in corporate settings. Analysis of his recent publications reveals a pronounced shift toward micro-foundational studies of innovation processes, with growing emphasis on digital tools (e.g., internal crowdfunding platforms), cognitive dynamics in idea evaluation, and sustainability implications. His 2023-2025 work increasingly integrates AI ethics, organizational hierarchy effects, and configurational approaches to innovation performance, while maintaining strong connections to user innovation theory. He currently serves as Editor-in-Chief of Creativity and Innovation Management and Advisory Editor for Research Policy , shaping discourse in top innovation journals. Industry collaborations span technology implementation studies with EWE and Mammut, plus Panasonic-funded research on distributed innovation ecosystems. Leading the Organizational Design and Collaboration Engineering research group at TUHH, he develops frameworks for engineering collaboration structures that enhance innovation capacity, utilizing mixed-method approaches including natural experiments and large-scale field studies in manufacturing and technology sectors.
Dr. Gail Jones is a University Distinguished Professor in the Department of STEM Education at North Carolina State University. Her research focuses on science education, particularly teaching and learning in diverse sociocultural contexts, including gender, minority, and visually impaired student populations. She directs the Nanoscale Science Education Research Group and collaborates with institutions like the STEPS Center and Research Triangle Nanotechnology Network. Her work explores phosphate sustainability education, virtual reality tools, and micro-credential systems for teacher professional development. Education: PhD in Science Education, North Carolina State University MA in Biology, Appalachian State University BS in Biology, Appalachian State University Research Interests: Dr. Jones investigates how sociocultural factors influence science learning, including family science experiences, STEM career aspirations, and the use of emerging technologies like virtual reality. She examines equity issues in science education, teacher preparation, and interdisciplinary graduate programs. Key Contributions: Her research on teacher attitudes, citizen science, and science hobbyists has advanced understanding of informal learning pathways. Notable projects include developing 3D virtual reality tools for biology education and studying the impact of lab coats on student self-concept. Awards & Recognition: 2022 AERA Fellow 2015 Outstanding Science Teacher Educator of the Year Multiple NC State teaching and mentoring awards Labs/Teams: Leads the Nanoscale Science Education Research Group and collaborates with the Friday Institute for Educational Innovation.
Vangelis Tsiligkiris is Professor of International Education at Nottingham Business School, Nottingham Trent University , where he leads the MSc Finance Suite and MSc FinTech programs. With 20 years of executive leadership in higher education, he has served as College Principal at the College of Crete and Head of Online Programmes at Roehampton University/Laureate International Universities. He actively contributes to international education policy as an advisor to organizations including the Ministry of Education of Malta , British Council , and Universities UK . His academic background includes Financial Technology from the University of Oxford, Economics at the University of East London, Management at the University of Leicester, and a PhD in cross-border higher education management from Birmingham City University. He is currently pursuing an MSc in Artificial Intelligence at NTU's School of Computing Science. As a researcher, Tsiligkiris focuses on two primary domains: Transnational Education (TNE) , emphasizing international student experiences and higher education business strategy. His TNE Impact case study database and Global Engagement Index research directly address UN Sustainable Development Goals (SDGs) . Emerging Technologies in Accounting & Finance , particularly Blockchain and AI's influence on finance/accounting professions. His scholarly output includes 9 peer-reviewed papers, 5 book chapters, and 22 research reports for international bodies. Notable projects include the TNE Hub (500+ members across 25 countries) and the British Council-funded micro-credentials course for disadvantaged groups in India. Scientific recognition includes Senior Fellow of the Higher Education Academy (SFHEA) Fellow of the Chartered Management Institute (FCMI) As an educator, he has taught at University of Liverpool , Queen Mary University of London , Roehampton University , and others, delivering programs through fully online, hybrid, and face-to-face formats. He serves on expert committees including the International Committee of CABS and Jisc transnational education SIG , while acting as external examiner for the University of Surrey and EdTech accelerator mentor.
Marc Carmichael is an Associate Professor at the University of Technology Sydney (UTS), School of Mechanical and Mechatronic Engineering. He serves as Director of Teaching and Student Engagement at the UTS Robotics Institute (UTS:RI) and leads the UTS:RI human-robot interaction (HRI) lab. With expertise in physical human-robot collaboration, he has developed several novel robotic systems addressing real-world problems across various industries. Dr. Carmichael received his B.Eng. in Mechanical and Mechatronic Engineering (2008) and PhD in Robotics (2013) from UTS. He joined the UTS Centre for Autonomous Systems as a Lecturer in 2016, was promoted to Senior Lecturer in 2019, and holds the title of Associate Professor. His educational background and career progression reflect his deep commitment to robotics research and education. His research focuses on robotic systems that provide physical assistance to users during laborious activities, enabling effective human-robot collaboration. His work spans collaborative robotics (cobots), assistive robots, robotic rehabilitation, robot kinematics and control, and robot system design. He specializes in developing systems where humans and robots work together physically to accomplish tasks, particularly in industrial settings and for assistive applications. An analysis of his recent publications reveals a strong emphasis on learning from demonstration techniques, human-robot trust modeling, cognitive conflict detection during collaboration, and practical implementation of cobots in industrial settings. His work increasingly integrates machine learning with physical human-robot interaction, focusing on making robotic systems more adaptable, intuitive, and responsive to human needs. Australia's Most Innovative Engineers by Engineers Australia (EA) in 2018 Dr. Carmichael actively supervises research students and leads multiple funded research projects. His grants portfolio includes collaborations with NOKIA, OMRON, NSW Centre for Work Health and Safety, Rookwood General Cemetery, and the Australian Cobotics Centre. He has secured funding for projects including 'Physical human-robot interaction,' '5G Connected Cobots,' 'ARC Training Centre for Collaborative Robotics in Advanced Manufacturing,' and 'Next-Generation Intelligent Robotic Mobility Aid for Vision Impaired People.' As Director of Teaching and Student Engagement at the UTS Robotics Institute, he champions educational initiatives including undergraduate engineering subjects and industry-facing micro-credentials. His leadership in the HRI lab fosters innovation in human-robot teaming, with applications spanning industrial automation, assistive technology, and rehabilitation.
Ioannis Stamelos is a Professor of Software Engineering at the School of Informatics, Aristotle University of Thessaloniki (since 2015, research/teaching staff since 1997). He serves as Director of the Postgraduate Master Course in Interactive Hardware & Software Technologies. Major Research Areas: Open Source Software, Software Effort/Quality Estimation, Agile Methods, Enterprise Information Systems Key Projects: Deep Blue/AUTH Research Hub (2018-2022), BlockAdemic (blockchain-based micro-credentials), European Commission Open Source Policy Studies Research Trends from recent publications include: Process mining in library information systems Reusability metrics for software assets Bayesian networks in software project management Impact of design patterns on gaming software defects Technical debt assessment via structural metrics Blockchain applications in supply chain management Scientific Awards: Best Paper Award at IEEE DEST’09 Best Student Paper Award at ICSR 2012 Best Paper Award at QUATIC2012 Education & Leadership: PhD in Computer Science (1988), Diploma in Electrical Engineering (1983). Led numerous EU-funded projects (IST, ERASMUS, FP7) and national initiatives (ΓΓΕΤ, ΕΠΕΑΕΚ). Supervised PhD/MSc students in software reuse, OSS quality, and agile practices.
Debbie G. Senesky serves as Assistant Professor in Stanford University's Department of Aeronautics and Astronautics with courtesy appointment in Electrical Engineering, leading the EXtreme Environment Microsystems Laboratory (XLab). Her academic credentials include: B.S. in Mechanical Engineering, University of Southern California (2001) M.S. in Mechanical Engineering, University of California, Berkeley (2004) Ph.D. in Mechanical Engineering, University of California, Berkeley (2007) Her research pioneers micro- and nano-scale sensor development, high-temperature electronics, and robust interface materials engineered for extreme environments including high-radiation and high-temperature aerospace applications. This work bridges mechanical engineering, materials science, and microelectronics to solve critical challenges in space exploration and harsh-condition instrumentation. Major recognitions include: NASA Early Faculty Career Award Alfred P. Sloan Foundation Fellowship Award She mentors students through extensive thesis supervision across aerospace and electrical engineering programs while directing XLab's research initiatives. Her laboratory develops next-generation microsystems for extreme environments through interdisciplinary collaboration with NASA and industry partners. Professional service includes program committees for IEEE IEDM and Transducers conferences plus editorial roles for IEEE Electron Device Letters, Sensors, and Micromachines journals.
Joshua D. Rhodes serves as a Lecturer and Research Scientist at The University of Texas at Austin, with additional roles as a non-Resident Fellow at Columbia University and Founding Partner of IdeaSmiths LLC. His expertise centers on smart grid technology, bulk electricity systems, and energy policy within the Texas electricity market (ERCOT). His academic credentials include: Double Bachelor's in Mathematics and Economics from Stephen F. Austin State University Master's in Computational Mathematics from Texas A&M University Master's in Architectural Engineering from The University of Texas at Austin Ph.D. in Civil Engineering from The University of Texas at Austin Rhodes' research spans smart grid applications , resource planning , distributed generation , and energy storage , with emphasis on ERCOT grid dynamics. He investigates how energy efficiency retrofits, renewable integration, and climate change impact grid reliability, while analyzing policy effects on micro/macro economic efficiency. His work frequently combines spatial modeling with economic analysis to address infrastructure challenges. Analysis of his 40+ publications reveals dominant themes in Texas electricity infrastructure, including renewable integration economics, electrification impacts, and climate resilience. Key trends show increasing focus on Winter Storm Uri aftermath analysis, hydrogen infrastructure development, and optimal maintenance scheduling under climate change. His research consistently bridges engineering systems with policy implications, particularly regarding ERCOT's unique market structure. Rhodes actively engages public discourse as a Forbes contributor and AXIOS Expert Voice, while serving on the board of Catalyst Cooperative—a nonprofit advancing energy data transparency. His professional activities demonstrate strong integration of academic research with real-world energy policy applications.
Dr. Ravi Prakash is an Associate Professor in the Department of Systems and Computer Engineering at Carleton University's Faculty of Engineering and Design. He directs the Organic Sensor and Devices Laboratory (OSDL), focusing on organic electronic systems for healthcare and environmental applications. Research encompasses organic biosensors for non-invasive health monitoring (detecting Parkinson's and Alzheimer's biomarkers in saliva), flexible organic electronic components for wearables, screen-printed bioelectronic systems, and environmental monitoring interfaces. Additional interests include sustainable electronics, nanocomposite biomaterials, and micro/nano fabrication techniques. Publications demonstrate consistent innovation in biosensor platforms, particularly organic electrolyte-gated FETs (OEGFETs) for neurodegenerative disease biomarkers. Recent advances include surface-imprinted polymer sensors, multianalyte saliva testing systems, and sustainable printed electronics using biocompatible materials. The research integrates materials science, microfabrication, and biomedical engineering. Professional credentials include Professional Engineer (Ontario) status and memberships in IEEE, IEEE Engineering in Medicine and Biology Society, IEEE Sensors Council, and Canadian Engineering Education Association. The OSDL collaborates extensively with academic and industry partners nationally and internationally.
Dana-Kristin Mah is a Junior Professor for Digital Teaching and Learning at Leuphana University of Lüneburg. Her research focuses on educational technology, artificial intelligence in education, and digital transformation in higher education. She explores topics such as AI literacy, open educational resources (OER), learning analytics, and instructional design. Research Areas: Educational Technology, AI in Education, Digital Transformation, Learning Analytics, OER Her recent publications highlight trends in AI-driven pedagogy, digital mindset development for educators, and the integration of generative AI with learning analytics. She has received fellowships from Forschungskolleg KI-Kompetenzen and Zia – Visible Women in Science. Projects: Artificial Intelligence in Education (Germany/Denmark), GenAI-Natives (teacher training for generative AI), and Digital-Didactic Potentials in Transformation. Her work bridges technology and pedagogy, emphasizing practical applications for enhancing teaching and learning experiences.
Jane E. Okech, Ph.D., is a Professor of Counselor Education and Supervision at the University of Vermont, where she also serves as Vice Provost for Faculty Affairs effective July 1, 2022. She is affiliated with the College of Education and Social Services and the Department of Counseling, Human Development and Family Science. Dr. Okech earned her academic credentials from institutions across three countries: Ph.D. in Counselor Education & Counseling from Idaho State University (USA, 2003) M.A. in Counseling Psychology from United States International University-Africa (Kenya) B.Ed. in Education from Kenyatta University (Kenya), majoring in Philosophy of Religion and History Dr. Okech's scholarship primarily focuses on advancing proficiencies in group psychotherapy and clinical supervision with diverse populations. Her work examines counseling micro and advanced skill acquisition processes and their contributions to complex relational dynamics that enhance therapeutic efficacy. She also explores models of clinical supervision and core intervention proficiencies across various clinical practice domains, with particular attention to their intersection with counselor training, professional ethics, and standards of practice. Her research demonstrates consistent attention to multicultural competence, ethical practice, and social justice principles within counseling contexts. The trajectory of her publications shows increasing sophistication in examining how cultural identity and power dynamics influence therapeutic relationships and outcomes. Dr. Okech has received several prestigious awards recognizing her contributions to the field: Counselor Education and Supervision Publication of the Year Award (2019) Association for Specialists in Group Work (ASGW) Fellow (2018) Article of the Year Award (2017) Outstanding Article Award (2015) Outstanding Faculty Award from ALANA Center (2014) John Dewey Educator's Award for Excellence in Teaching (2014) Throughout her career at UVM, Dr. Okech has demonstrated exceptional leadership, serving in multiple capacities including Coordinator of the Clinical Mental Health Counseling Program (2003-2012, 2016-2017), Counseling Program Coordinator (2012-2015), interim Associate Dean for Academic Affairs and Research in CESS (2015-2016), Chair of the Department of Leadership and Developmental Sciences (2017-2021), and CESS Associate Dean for Academic and Faculty Affairs (2021-2022). She is also the Editor-elect for the Journal for Specialists in Group Work, with her executive editorship taking effect July 1, 2023. As an educator, Dr. Okech has taught over 70 courses using multiple modalities, including in-person, hybrid, and online formats, and has engaged in high-impact teaching practices with positive peer and student evaluations. Her teaching portfolio includes Advanced Group Counseling, DBT courses, Clinical Mental Health Internships, and courses on professional issues in counseling.
Rebecca Tarlau is a Postdoctoral Scholar in Education at Stanford University, affiliated with the Lemann Center for Educational Entrepreneurship and Innovation in Brazil. Her research examines state-society relations through the lens of social movements and educational reform, with concentrated expertise in Latin American contexts and critical pedagogy applications. Her academic credentials include: PhD from UC Berkeley (2014) MA from UC Berkeley (2008) BA from University of Michigan, Ann Arbor (2006) Tarlau's scholarly work centers on politics of education, social movements, state theory, and comparative international education, with emphasis on how grassroots organizations like Brazil's Landless Workers Movement (MST) navigate political systems to transform public institutions. Her ethnographic approach reveals micro-political dynamics where social movements contest and co-produce educational spaces, challenging conventional frameworks of state-society interaction while addressing social inequality through pedagogical innovation. This research bridges political sociology, critical theory, and educational policy analysis. Her publications demonstrate consistent engagement with movement-led educational transformation in Brazil, analyzing how activist strategies reshape public schooling amid political and economic constraints. Key patterns include examination of resistance theories in pedagogical practice, the tension between movement autonomy and state cooptation, and transnational implications of localized educational experiments. Her work particularly illuminates how rural social movements navigate clientelism while advancing radical educational agendas within national policy frameworks. As a Lemann Center affiliate, Tarlau contributes to initiatives focused on educational entrepreneurship and innovation in Brazil, connecting her theoretical work on state-movement dynamics to practical efforts improving Brazilian education systems through evidence-based approaches.
Professor Vasilis Sarhosis is a Professor of Resilient Structures and Infrastructure at the School of Civil Engineering, University of Leeds, within the Faculty of Engineering and Physical Sciences. He also serves as a visiting Professor at Southeast University, Nanjing, China, and is a CDRI (Coalition for Disaster Resilience Infrastructure) Fellow. His academic credentials include multiple degrees from the University of Leeds: a Ph.D. in Computational modelling of low bond strength masonry (2012), an MSc in Sustainable Waste Management (2006), an MSc in Infrastructure Asset Maintenance and Management (2004), and a BEng in Civil Engineering (2003). Professor Sarhosis's research focuses on understanding the long-term behaviour of existing masonry infrastructure and historic structures. His work encompasses both 'blue skies' research and 'near-to-market' development, with a strong translational focus. His research group investigates inspection, monitoring and condition appraisal of masonry infrastructure; structural assessment; and maintenance, repair and rehabilitation of masonry infrastructure. His expertise spans machine learning, artificial intelligence, structural health monitoring, sensor technology, digital twins, cultural heritage preservation, and masonry structures. Analysis of his recent publications (2021-2023) reveals a strong focus on computational modeling of masonry structures, particularly using discrete element methods. His work integrates artificial intelligence and machine learning techniques for structural health monitoring and assessment. Key research areas include seismic performance of masonry structures, digital twin technology for infrastructure assessment, and the development of smart materials for structural monitoring and rehabilitation. His work frequently addresses heritage conservation challenges and disaster resilience for masonry infrastructure. Scientific Awards: International Partnership Award, University of Leeds (2021) Queen's Anniversary Prize for Higher and Further Education (2013) First price award for Commercialisation of Research: Project sDNA (2014) Professor Sarhosis has successfully secured significant research funding including EPSRC grants, UKRI HEIF funding, MSCA-IF projects, and British Academy GCRF funding. He serves as Subject Editor for Engineering Failure Analysis (Elsevier) and Associate Editor for the International Journal of Masonry Research and Innovation. He has examined numerous PhD theses at institutions worldwide including Heriot-Watt University, Newcastle University, Politecnico di Milano, and ETH-Zurich. His professional memberships include Fellow of the Institution of Civil Engineers (FICE), Fellow of the Institute of Mechanical Engineers (FIMEchE), and Chartered Engineer (CEng).
