Find Academic Supervisors

• Japanese Art History
• Japanese Architecture
• Modernist Architecture
• +5 more

Jonathan M. Reynolds is Professor of Art History at Barnard College, Columbia University, where he has been a member of the faculty since 2007. He teaches courses on Japanese art and architecture, with a focus on the late nineteenth and twentieth centuries. His academic work bridges architectural history, visual culture, and Japanese identity formation. Education: A.B., Harvard College A.M., Stanford University Ph.D., Stanford University Reynolds’ research centers on modern and contemporary Japanese architecture and visual arts. His work explores how architectural forms and photographic representations construct cultural and national identity. He has published extensively on Japanese modernism, the professionalization of architecture in Japan, and the reinterpretation of tradition in modern contexts. His scholarship reveals deep engagement with spatial allegory, temporal narratives, and the interplay between tradition and modernity. The selected publications reflect a sustained scholarly trajectory in Japanese architectural modernism, cultural identity, and pedagogical frameworks. Key themes include the construction of tradition, the emergence of professional architectural practice, and the role of education in shaping contemporary design. His work often intersects photography, spatial theory, and national identity. Scientific Awards: Arthur Kingsley Porter Prize, awarded by the College Art Association for outstanding article in art history Professor Reynolds has received research support from major institutions including the National Endowment for the Humanities, the Japan Foundation, and the Center for Advanced Study in the Visual Arts. These grants have enabled extensive archival and field research in Japan. While no formal advisees are listed, his professorial role and publication record suggest active mentorship and academic leadership. His work contributes significantly to transnational dialogues in architectural history. Reynolds is affiliated with the Department of Art History at Barnard College, contributing to a vibrant program in Asian and global art studies. His teaching and research form part of a broader scholarly community engaged in critical visual and cultural analysis.

Caroline KetchamView profile

Professor

• Movement Neuroscience
• Neurodiversity
• Concussions
• +5 more

Caroline Ketcham is a Professor of Exercise Science and the Associate Dean of Elon College, the College of Arts and Sciences at Elon University. Her research focuses on movement neuroscience, neurodiversity, concussions, and mental health, with expertise in neuromusculoskeletal control and rehabilitative strategies across diverse populations including children, elderly, neurological patients, and athletes. Education: PhD in Exercise Science/Motor Control, Arizona State University (2003) MS in Exercise Science/Motor Control, Arizona State University (1999) BA in Biology/Psychology, Colby College (1996) Her work spans motor control, concussion management, and mental wellness, with over 87 undergraduate mentees and 65+ publications. She co-edited Concussion in Athletics and Cultivating Capstones , and co-directs the Elon BrainCARE Research Institute, which advocates for concussion awareness and mental health. Recent research trends include concussion baseline testing as mental health screening, dual-task gait analysis, and global mentoring frameworks. Scientific awards highlight her contributions: Distinguished Scholar (2023), Ward Family Mentoring Award (2017), and multiple teaching distinctions. Scientific Awards: Distinguished Scholar Award (2023), Elon University Ward Family Excellence in Mentoring Award (2017), Elon University Elon College Service Award (2014), Elon University School of Education Excellence in Scholarship Award (2010), Elon University Teacher of the Year (2007), Texas A&M University She actively mentors students in concussion advocacy and neurodiverse movement research, with hundreds advised in health professions. Her labs focus on neuromuscular control and mental wellness initiatives.

• Applied and developmental psychology
• Social and personality psychology
• Clinical and health psychology
• +7 more

Assoc Prof Jason Skues is an Associate Professor in the School of Health Sciences at Swinburne University of Technology, where he contributes significantly to research, teaching, and PhD supervision. His work focuses on mental health, identity development, cultural intelligence, and psychological wellbeing across diverse populations including university students, prisoners, vocational trainees, and emerging adults. University: Swinburne University of Technology School: School of Health Sciences Academic Rank: Associate Professor Email: jskues@swin.edu.au His research interests span applied and developmental psychology, social and personality psychology, and clinical and health psychology. He investigates mental health literacy, cyberbullying, identity processes, and the psychological impact of educational and vocational experiences. His work often employs qualitative and mixed methods to explore complex human behaviors and interventions. The most recent publications show a strong trend toward mental health in educational and vocational contexts, prison mental health, cultural intelligence development through international exchange, and cyberbullying in emerging adults. His research consistently addresses real-world applications, aiming to improve training, policy, and psychological support systems. Office of Learning and Teaching (OLT) Citation (2012) Jason Skues supervises a wide range of PhD projects, particularly in identity development, mental health interventions, cyberbullying, and educational psychology. He has secured multiple competitive research grants from bodies including the Department of Justice, Department of Defence, and St. John's University, supporting studies on sleep problems, smoke-free prisons, and human-machine interface technologies. His collaborative network includes researchers across psychology, nursing, education, and forensic science. He leads and contributes to research teams focused on mental health in higher education, justice care, and vocational training. His work with simulated persons in nursing education and prison-based mental health programs highlights his commitment to innovative, evidence-based interventions.

Kyler CampbellView profile

Assistant Professor

• American Literature
• Creative Writing
• Fiction
• +2 more

Kyler Campbell serves as an Assistant Professor of English and Foundational Studies at Charleston Southern University, integrating academic rigor with spiritual mentorship. He holds a Bachelor of Arts in Interdisciplinary Studies from North Greenville University and a Master of Fine Arts in Fiction from Converse College, grounding his pedagogical approach in both scholarly and creative traditions. His educational credentials include: Bachelor of Arts in Interdisciplinary Studies, North Greenville University Master of Fine Arts in Fiction, Converse College Dr. Campbell's research centers on American literary traditions, with dual emphases on critical analysis and creative production. His scholarly work explores ecocritical frameworks in Steinbeck's fiction, while his creative output spans Southern Gothic, magical realism, and regional narratives that interrogate place, identity, and environmental consciousness. This synthesis reflects his commitment to bridging theoretical discourse with narrative artistry. Publication trends reveal consistent engagement with Southern literary aesthetics across two decades, evolving from early regional explorations (2009-2013) toward more theoretically grounded criticism (2014-2019). His creative fiction consistently examines cultural and ecological relationships, while his sole scholarly article demonstrates specialized expertise in ecocritical methodology applied to canonical American texts. No scientific awards or honors are documented in the provided materials. Information regarding student advisement, research grants, or funded projects is absent from the source text, though his role as faculty suggests potential mentorship responsibilities. His integration of faith-based service as Riverbluff Church's worship director complements academic duties, reflecting CSU's mission-driven environment. Professional affiliations with the Associated Writing Programs (AWP) and National Association of Christian Teachers in Education (NACTE) indicate active participation in literary and faith-based academic communities, though specific contributions remain unspecified.

Rasmus Koss HartmannView profile

Associate Professor

• Innovation Management
• Critical Entrepreneurship Studies
• Organizational Reflexivity
• +3 more

Rasmus Koss Hartmann serves as an Associate Professor in the Department of Management, Society and Communication at Copenhagen Business School, Denmark. His scholarly work critically examines innovation and entrepreneurship through interdisciplinary lenses, contributing to United Nations Sustainable Development Goals related to responsible consumption, reduced inequalities, and sustainable economic growth. His research interests center on critical innovation management and entrepreneurship studies , with particular focus on deconstructing mainstream narratives around entrepreneurial culture. Key themes include organizational reflexivity in university incubators, the political economy of 'tech theater' in Silicon Valley, and Veblenian critiques of contemporary entrepreneurialism. Hartmann's work consistently challenges assumptions about acceleration in startup culture while exploring alternatives like slow management and untrepreneurial economic models. Analysis of his 39 publications reveals evolving scholarly trajectories: early work examined user innovation in government settings (2013-2018), followed by critical CMS contributions (2014-2016), and recent intense focus (2021-2025) on deconstructing entrepreneurial mythology through books like Innovation Management: Foundations and Futures (2025) and articles analyzing 'wantrepreneurs' and the 'speed ethic'. Hartmann has supervised three research projects including one PhD thesis, demonstrating commitment to mentoring next-generation critical scholars. His work shows significant interdisciplinary reach with publications spanning management journals ( Scandinavian Journal of Management ), innovation outlets ( Innovation: Organization & Management ), and engineering management forums ( IEEE Engineering Management Review ).

Beate FlathView profile

Professor

• Transdisciplinary Event Research
• Cultural Management
• Popular Music Cultures
• +5 more

Prof. Dr. Beate Flath serves as Vice President for Teaching, Studies and Quality Management at the University of Paderborn since April 2025, while simultaneously leading the C:POP. Transdisciplinary Research Center for Popular Music Cultures and Creative Economies as Managing Director since June 2023. Her academic appointment is as Professor (W2) for Event Management with a focus on pop music cultures and digital media cultures within the Faculty of Arts and Humanities, Department of Music at the University of Paderborn. Her educational foundation includes: Diplomstudium (Master's equivalent) in Musicology at Karl-Franzens-University Graz (2000-2005) Doktoratsstudium (PhD) in Musicology at Karl-Franzens-University Graz (2005-2009), specializing in Systematic Musicology with Historical Musicology as secondary focus Dissertation: 'Sound und Image. Eine experimentelle Untersuchung zum Einfluss von Klangqualitäten auf die Wahrnehmung eines Produktimages im Kontext von Fernsehwerbung.' Flath's research program centers on transdisciplinary event research, examining the societal and cultural-political dimensions of event and cultural management. She investigates co-creation and participation processes in digital network media contexts and approaches music business research as music(business)culture research. Her methodology often incorporates innovative approaches like 'Sound Sculpting' to explore sensory experiences and cultural meaning. Her recent work increasingly addresses sustainability challenges in cultural contexts, reflecting her leadership in projects examining sustainable practices in cultural events and venues. Her scholarly output reveals a strong trajectory toward transdisciplinary frameworks that integrate cultural studies, musicology, and sustainability science. She examines the evolving relationship between pop culture, digital media, and event management, with particular attention to how cultural venues can adapt to ecological challenges. The recurring theme across her work is the exploration of how cultural practices intersect with economic structures in popular music contexts, often focusing on participation, accessibility, and sustainable development. Prof. Flath leads significant research initiatives including 'NachhaltigkeitsKulturOWL' (2024-2027), developing innovative sustainability strategies for the cultural event industry in East Westphalia-Lippe, and 'Datenraum Kultur' (2022-2025), focusing on networked cultural platforms. She previously directed the BMBF project 'kulturPreis' (2019-2022), which examined innovative pricing concepts to increase cultural participation. As Managing Director of C:POP, she oversees a transdisciplinary research center dedicated to studying popular music cultures and creative economies. Her leadership extends to university committees including the Commission for Teaching, Studies and Quality Management, and she serves on advisory boards for multiple research projects and academic journals in popular music studies, demonstrating her significant influence in both academic administration and cultural research.

Fiona Jane DowlingView profile

Professor

• Physical education pedagogy
• Narrative inquiry
• Gender and sport
• +4 more

Fiona Jane Dowling is a Professor of Pedagogy at the Department of Sport and Social Sciences , Norwegian School of Sport Sciences . With a background in physical education, qualitative research, and social justice, she has contributed extensively to teacher education and sport sociology through research, teaching, and scholarly publications. Education: PhD in Physical Education Teacher Life Histories, Norwegian School of Sport Sciences (1998) MSc, Loughborough University (1989) Research Interests: Dowling’s research spans physical education pedagogy , narrative inquiry , gender and race in sport , and teacher professional development . She explores how identity, equity, and inclusion are shaped within educational and sporting contexts, with a particular focus on marginalized groups such as ethnic minorities, refugees, and women in sport. Her work often employs qualitative methodologies , especially narrative inquiry , to give voice to teachers, students, and families. She has examined how discourses around race, gender, and inclusion are constructed and enacted in policy and practice, particularly in physical education and youth sport. Recent Publications Trends: Dowling’s recent publications focus on children’s rights in sport , ethnic inclusion in sport policy , and qualitative research in sport studies . Her scholarly output reflects a consistent engagement with critical social issues in education and sport, using discourse analysis and narrative methods to interrogate systemic inequities and advocate for transformative pedagogies. Scientific Contributions: Co-editor of the book Equity and Difference in Physical Education, Youth Sport and Health: A Narrative Approach (Routledge, 2012) Contributor to multiple international handbooks and edited volumes on physical education and sport pedagogy Published over 50 peer-reviewed articles and book chapters Teaching and Supervision: Dowling teaches courses in sport sociology , pedagogy , physical activity and health , research methodology , and qualitative methods . She has supervised numerous master’s and doctoral students and is actively involved in curriculum development and teacher training programs. Current Projects: International study on teacher educators’ and teachers’ perspectives on whiteness, race, and anti-racism in physical education and sport (funded by the British Academy) Investigation of sport and physical activity provision for unaccompanied minor asylum seekers Contact: Email: fionajd@nih.no Phone: +47 23 26 24 16 Mobile: +47 92 40 43 32

Mary McCainView profile

Senior Lecturer

• Irish History
• Irish Studies
• Catholic Studies

Mary McCain serves as a Senior Lecturer in the Department of History at DePaul University's College of Liberal Arts and Social Sciences, where she also directs the Irish Studies program and holds faculty affiliations in Catholic Studies. Her academic foundation includes a PhD in History, with specialized expertise spanning Irish historical narratives, religious studies within Irish contexts, and diaspora cultural analysis. Her research examines Ireland's political evolution, religious identity formation, and transatlantic migration patterns through interdisciplinary methodologies. As Director of Irish Studies, Dr. McCain oversees curriculum development integrating historical analysis with contemporary Irish societal issues. Her leadership connects classroom instruction with cultural programming including lecture series, archival collaborations, and study-abroad initiatives focused on Ireland's heritage. Professional engagements include active participation in the American Conference for Irish Studies and partnerships with Dublin-based academic institutions. Her office is located in SAC 596, serving as a hub for student mentorship in Irish historical research.

• 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.

Christian WeberView profile

Senior Lecturer

• Cybersecurity
• Digital Health
• Smart Environments
• +4 more

Christian Weber serves as a Senior Lecturer & Researcher at the Institute of Business Information Technology within the Zurich University of Applied Sciences (ZHAW) School of Management and Law. He directs the CAS Cyber Security program and contributes to the ZHAW Digital Health Lab, focusing on sustainable digital ecosystems and security frameworks. His educational background includes an Executive MBA in General and Entrepreneurial Management from Johannes Gutenberg-Universität Mainz/McCombs School of Business and a Dipl.-Ing in Industrial Electronics & Electrical Power Engineering from RheinMain University of Applied Sciences. His continuing education spans numerous certifications in AI, sustainability, and digital health from institutions including Hasso Plattner Institute. Weber's research centers on sustainable smart solutions for digital ecosystems, including digital health, ambient assisted living, and smart environments. His work explores computer-supported cooperative working scenarios, applications of open source systems in SMEs, and data protection, cybersecurity, compliance, and forensics as enablers for digital ecosystems. His teaching portfolio spans multiple modules in IT Security, Emerging Technologies, IoT-Data Streaming & Analytics, and Digital Transformation across BSc and MSc Business Informatics programs. His recent publications demonstrate strong interdisciplinary connections between cybersecurity, digital health, and organizational transformation, with particular emphasis on practical applications in real-world settings. His work bridges technical implementations with organizational and societal impacts of digital technologies. Best Paper Award at SMART 2018 for "Citizens as Sensors" research "Educate to lead" award from Soroptimist International Europe for STEM outreach Weber's professional experience combines academic leadership with industry expertise, having served as Managing Director of the Cisco Networking Academy since 2012 and holding previous positions as Administrative Professor and Lecturer at University of Applied Sciences Braunschweig/Wolfenbüttel. His industry background includes executive roles as CIO/CTO and IT management consulting. He contributes to the ZHAW Digital Health Lab and has led projects including the ZHAW Digital Culture Assessment and Digital Health Hackathon, focusing on practical implementations of digital health solutions and organizational transformation.

• Health Communication
• Organizational Communication
• Public Health
• +5 more

Dr. James O. Olufowote is a tenured Associate Professor in the Department of Communication at The University of Oklahoma's Dodge Family College of Arts and Sciences, with an adjunct appointment in the Department of International and Area Studies. His research focuses on health communication at the intersection with organizational communication, particularly examining physician ethics training and public health issues in marginalized communities across sub-Saharan Africa. PhD from Purdue University (2005) MA in Communication from Michigan State University (2000) BS in Corporate Communication from Ithaca College (1998) Dr. Olufowote's research explores two main areas through the PEN-3 cultural model: (1) physician preparation for ethical practice in medical education, and (2) community responses to public health crises in West Africa. His work specifically examines polio vaccination resistance in Nigeria and HIV/AIDS prevention in Tanzania, highlighting cultural contexts that shape health outcomes. His publications appear in leading journals including Health Communication , Howard Journal of Communications , and Qualitative Health Research . Dr. Olufowote has contributed to editorial boards of Communication Studies , Frontiers in Health Communication , Health Communication , and Management Communication Quarterly . 2015 College of Arts & Sciences Junior Faculty Summer Fellowship ($7,000) 2015 College of Arts & Sciences Travel Assistance Program ($1,714) 2014 College of Arts & Sciences Junior Faculty Summer Fellowship ($7,000) 2014 Department of Communication Research Grant ($1,275) Dr. Olufowote teaches courses in health communication and serves as a mentor to graduate researchers, particularly in applying the PEN-3 cultural model to contemporary health crises. His work emphasizes the importance of cultural context in both medical education and global health interventions.

• Student participation in university teaching
• Expressive writing in career guidance
• Affectivity in student learning processes
• +3 more

Alessandro Di Vita is an Associate Professor at the Department of Psychological, Pedagogical, Physical Exercise and Training Sciences, School of Medicine and Surgery, Università degli Studi di Palermo (UNIPA). His work centers on educational psychology, career orientation, and pedagogical methodologies for adolescents and university students. Research Interests: Expressive writing for life planning, self-efficacy development, performance anxiety management, peer tutoring, and intercultural education. Key Projects: «Telemaco» (remote peer tutoring), «FOrCe» (career guidance interventions), and «FOrP» (school-university transition). Collaborations: Worked with international institutions like Universidad Austral (Argentina) and Universidad de Estudios de Palermo (Italy). His publications from 2007–2025 reflect a consistent focus on adolescent relationships, educational reform, and digital pedagogy. He has contributed to validation studies for psychological scales like the Worry Emotionality-Junior (WE-J) and developed methodologies such as «SeCo» for post-diploma decision-making. Alessandro also emphasizes Student Voice in educational processes, promoting active participation and resource utilization. Recent works include international comparative studies on peer tutoring and training programs for secondary school teachers.

Thomas J. StipanowichView profile

Professor

• Dispute Resolution
• Arbitration
• Mediation
• +6 more

Thomas J. Stipanowich is the William H. Webster Chair in Dispute Resolution and Professor of Law at Pepperdine University Caruso School of Law, where he also serves as a faculty member of the Straus Institute for Dispute Resolution, consistently ranked as the top academic dispute resolution program in the United States. He teaches courses in negotiation theory and practice, mediation, arbitration practice and advocacy, international commercial arbitration, and international dispute resolution. Professor Stipanowich received his J.D. from the University of Illinois in 1980, magna cum laude, Order of the Coif, following his M. Arch (1976) and B.S. (1974, highest honors) from the same institution. His academic journey began at the University of Kentucky College of Law where he served as William L. Matthews Professor of Law from 1984 to 2001 before joining Pepperdine University. Professor Stipanowich is a leading scholar in dispute resolution, with particular expertise in arbitration, mediation, and mixed-mode dispute resolution processes. His research spans commercial arbitration, international dispute resolution, construction law conflicts, and historical perspectives on conflict management including his work on Abraham Lincoln as a negotiator. His scholarship bridges theoretical frameworks with practical applications, influencing both academic discourse and professional practice in the field. His extensive publication record demonstrates evolving trends in dispute resolution, with recent work focusing on mixed-mode processes (Med-Arb, Arb-Med), the international evolution of mediation, and empirical studies of commercial arbitration practices. His scholarship increasingly integrates historical perspectives with contemporary dispute resolution challenges, as evidenced by his work on Lincoln's approach to conflict management. Professor Stipanowich has received numerous prestigious awards recognizing his contributions to the field: CPR Institute's First Prize for Professional Articles (1987 and 2009) D'Alemberte/Raven Award from the ABA Section on Dispute Resolution (2008) CPR Institute's James F. Henry Award for distinguished contributions to dispute resolution (2016) Distinguished Law Professor honorific title from National Law University, Delhi (2017) Randolph Lowry Award from the Southern California Mediation Association (2011) Companionship of the Chartered Institute of Arbitrators Fellow of the American College of Construction Lawyers Founding Fellow of the American College of Commercial Arbitrators As an experienced practitioner, Professor Stipanowich has served as President and CEO of the International Institute for Conflict Prevention & Resolution (CPR Institute) from 2001 to 2006, where he expanded the organization's global presence and initiated several key programs. He has advised on major rule revisions including the Uniform Arbitration Act and the Uniform Mediation Act, and was the chief drafter of the Consumer Due Process Protocol. His empirical studies of corporate counsel, arbitrators, and mediators have significantly influenced understanding of current trends in commercial dispute resolution. Professor Stipanowich is actively involved with several professional organizations, serving on the Executive Committee of the International Task Force on Mixed Mode Dispute Resolution Processes, as an advisor on the ALI Restatement of U.S. Law on International Arbitration, and on the Advisory Board of the New York International Arbitration Center. His work with the Straus Institute for Dispute Resolution has been instrumental in maintaining its position as the nation's leading academic program in dispute resolution.

• Informatics Law
• Cyber Law
• Data Protection
• +9 more

Ioannis Iglezakis is an Associate Professor at the School of Law, Aristotle University of Thessaloniki (AUTH), specializing in the intersection of law and technology. His academic career spans over three decades with continuous contributions to informatics law, cyber law, data protection, and privacy law. At AUTH, he teaches courses including Law of Informatics, Computers and Law I (Cyberlaw I), Computers and Law II (Privacy and Security in the Information Society), Legal Aspects of Cybercrime, Internet-Law, and Law and Information Technology. Dr. Iglezakis earned his undergraduate degree in Law from AUTH in 1987, followed by a Magister Legum Europae from Hannover University in 1993. He completed his postgraduate studies in History, Philosophy and Sociology of Law at AUTH in 1990 and earned his PhD in Law from AUTH in 1999. His educational background combines Greek legal training with European legal perspectives. His research interests focus on the legal challenges posed by digital technologies, with particular emphasis on data protection, privacy law, cybercrime regulation, digital rights, and the application of GDPR in various contexts. He has published extensively on topics including the right to be forgotten, digital identity management, workplace surveillance in the digital age, hate speech online, and the legal implications of emerging technologies like blockchain and artificial intelligence. His work bridges theoretical legal analysis with practical applications in the rapidly evolving digital landscape. The trends in his publications reveal a consistent focus on the evolving relationship between law and technology, with increasing attention to GDPR implementation, health data protection, and the challenges of algorithmic decision-making. His work spans multiple disciplines including legal theory, privacy studies, cyber security, and digital governance, reflecting the interdisciplinary nature of modern informatics law. Dr. Iglezakis has supervised over 50 master's theses at AUTH, mentoring the next generation of legal scholars in areas including cloud computing contracts, personal data protection, social media law, intellectual property in digital environments, and cybercrime. His administrative roles have included membership on the European Educational Programs Committee (2011-2012) and the Legal Committee of AUTH (2013-2014). His research projects include the 2018-2019 study on 'Legal Issues of Mobile Applications Development, Distribution and Use,' the 2014 '6th International Conference on Informatics Law,' and the 2013-2015 Center of Excellence for Cybercrime for Education, Research and Training in Greece. These projects highlight his commitment to addressing practical legal challenges in the digital domain while contributing to academic discourse.

Jennifer HuntsleyView profile

Senior Lecturer

• Initial Teacher Education (ITE)
• Reflective Practice in Teacher Training
• Enterprise Education in Primary Curriculum
• +4 more

Dr. Jennifer Huntsley serves as Senior Lecturer in Primary Education at York St John University's School of Education, Language and Psychology . With a background in primary teaching (UK) and international school leadership (Thailand), she specializes in reflective practice in teacher education and enterprise education integration. University of Cambridge QTS qualification (2008) Assistant Primary Principal, Thailand International School Senior Lecturer, University of Huddersfield (2016-2021) Her research explores epistemological tensions between academic theory and classroom practice through her PhD-in-progress, while developing critical interventions like academic writing support systems and enterprise education partnerships. Publications examine how reflective writing bridges university training and teaching placements. Current teaching responsibilities include: Primary PGCE Program English Curriculum Development Science Pedagogy Wider Curriculum Modules