Find Academic Supervisors

Rosemary Fisher is a Senior Lecturer in Entrepreneurship and Innovation at Swinburne University of Technology's School of Business, Law and Entrepreneurship. She holds a PhD from Swinburne and multiple advanced degrees in business and arts disciplines. Her career spans academic leadership roles including Head of Commerce at Box Hill Institute and Course Director for the Master of Entrepreneurship at Swinburne. Fisher combines teaching with impactful research in entrepreneurship education, higher education pedagogy, and innovative teaching strategies like flipped learning. Education: PhD, Swinburne University of Technology MBA, University of Melbourne Master of Business (Professional Accounting), Victoria University Bachelor of Arts, Canberra College of Advanced Education Research Interests: Focuses on pedagogical innovations such as flipped learning's impact on student outcomes, entrepreneurial resilience, and strategies to enhance teacher status. Active in curriculum design for entrepreneurship programs and digital education solutions. Current projects explore AI's role in business education and EFL teaching methodologies. Awards: 2017 Faculty Teaching Excellence Award Academy of Management Distinguished Reviewer (2012, 2014) 2011 Outstanding PhD Thesis Award Grants & Projects: Lead researcher on initiatives addressing teacher retention, aged care feedback systems, and migrant business training. Recent grants include "$60K for AI in Entrepreneurial Education" and "$45K for EFL Flipped Learning Research". Professional Engagement: Editorial Board member for Active Learning in Higher Education and Journal of Effective Teaching . Serves on international committees for entrepreneurship education and pedagogical innovation. Active in policy development for social entrepreneurship and educational technology adoption.

• Entrepreneurship Education
• Higher Education Pedagogy
• Flipped Learning
• +7 more

Dr. Wahed Waheduzzaman is a Lecturer in Human Resource Management and Organizational Studies at Swinburne University of Technology's School of Business, Law and Entrepreneurship. His research focuses on HRM, Public Service Management, Local Government, and Corporate Governance, with recent emphasis on gender diversity, AI integration in HR, and workplace bullying in public sectors. He has supervised numerous PhD and Master's theses on topics ranging from green HR practices to migrant worker inclusion. Research interests include the intersection of HRM with environmental performance, governance reforms, and digital transformation. He actively contributes to peer-reviewed journals and conferences, and serves as Editor for Administrative Sciences . Professional activities include committee roles with Ratepayers Australia Inc. and editorial leadership. Teaching expertise covers Human Capital Analytics, HR Analytics, and Workplace Relations. Key publications highlight innovative methodologies like thematic analysis for strategic HRM research and quantitative content analysis for digital education integration. His work bridges theoretical frameworks with real-world governance challenges, particularly in public and municipal sectors.

• Human Resource Management
• Public Service Management
• Local Government
• +7 more

Manisha Desai is a Professor and Executive Director of the Center for Changing Systems of Power at Stony Brook University, holding the Empowerment Trust Endowed Professorship of Global Citizenship. She earned her Ph.D. from Washington University in 1990 and maintains active affiliations with the United Nations Research Institute for Social Development (UNRISD) and the Global Network for Research and Action for a New Eco-Social Contract. Education: Ph.D. in Sociology (Washington University, 1990) Her research spans transnational feminisms, eco-social justice, and human rights frameworks. Key contributions appear in publications addressing climate justice movements, postcolonial urban marginalization, and feminist methodological innovations during global crises. Recent work explores the intersection between feminist theory and climate policy, challenging conventional development paradigms through indigenous and abolitionist perspectives. Her scholarship engages with critical globalization studies, subaltern politics, and communitarian alternatives to neoliberal governance. Desai has served as President of Sociologists for Women in Society and received multiple accolades for both research and mentorship. She co-edited special issues on Invisible Cities Revisited and Sociology of Development through a Feminist Lens. As a senior research associate with UNRISD and member of the Global Network for Eco-Social Contracts, she contributes to institutional frameworks reimagining planetary justice. Her 2021 collective autoethnography pioneered pandemic-era solidarity methodologies.

• Gender and Globalization
• Transnational Feminisms
• Human Rights
• +4 more

Dr. Eirini Sanoudaki is a Professor in Linguistics (Bilingualism) at Bangor University's School of Arts, Culture and Language. She specializes in language development in monolingual and bilingual children, particularly those with developmental conditions such as Down syndrome, Rett syndrome, and neurodiverse populations. Her research focuses on bilingualism's impact on cognitive and linguistic skills in atypical development. She leads the Child Bilingualism Lab and has secured UKRI funding for projects like 'Language Development in Welsh-English bilingual children with Down syndrome and autism.' She is a Senior Fellow of the Higher Education Academy and Director of Postgraduate Research and Welsh Language Matters in her school. Education: BA in Philology (National and Kapodistrian University of Athens), PhD in Linguistics (University College London), MA in Linguistics (University of Reading). Research Interests: Bilingualism, neurodiversity, child language acquisition, developmental disorders, and the intersection of language and cognitive skills. She collaborates with organizations like the Down's Syndrome Association and explores innovative methods like creative techniques in language learning. Her work has been recognized with the 2021 National Work Welsh Award for promoting Welsh in the workplace. Grants & Projects: Includes ESRC Wales DTP grants, Impact Acceleration Awards, and Welsh Crucible grants. She supervises numerous PhD students studying bilingualism in neurodiverse populations. Recent publications address bilingualism in Rett syndrome, executive function in bilingual children, and Welsh-English language profiles in Down syndrome. Labs/Teams: Heads the Bangor University Child Bilingualism Lab, which investigates bilingualism's role in neurodiverse contexts. Engages in outreach through public lectures and workshops for families and educators.

• Bilingualism
• Developmental Disorders
• Child Language Acquisition
• +3 more

Paul A. Toro is a Professor of Psychology at Wayne State University and Director of the Research Group on Homelessness and Poverty. He has conducted extensive research on homelessness over 30 years, focusing on adults, families, and youth. His work includes cross-national studies, longitudinal designs, and policy advocacy. He holds a Ph.D. in Clinical/Community Psychology from the University of Rochester (1983). Education: Ph.D. in Clinical/Community Psychology, University of Rochester, 1983, with minors in Social and Developmental Psychology. Research interests prioritize understanding homelessness causes, mental health correlates, and intervention efficacy. His studies compare U.S. and European populations, analyze public opinion, and evaluate foster care transitions. He has authored/co-authored over 60 peer-reviewed articles and book chapters. Key contributions include identifying homelessness typologies, assessing program effectiveness for at-risk youth, and informing national policy. He collaborates with the National Alliance to End Homelessness and has advised on international prevention programs. Courses taught include Abnormal Psychology and Research Methods in Psychology.

• Homelessness
• Mental Health
• Community Psychology
• +3 more

Dr. Jennifer S. Ford is a Professor in the Department of Psychology at Hunter College, CUNY, and Director of the Hunter Psycho-Oncology Lab. She holds additional roles as Deputy Director of Clinical Training for the Health Psychology and Clinical Science doctoral program at the CUNY Graduate Center. Her research focuses on improving quality of life and clinical outcomes for pediatric, adolescent, and young adult (AYA) cancer survivors, with an emphasis on psychosocial adaptation, psychosexual functioning, fertility concerns, and behavioral interventions. She has pioneered technology-based interventions to address health disparities in survivorship care, including web-based decision aids for family planning and telehealth strategies for mental health support. Education: PhD in Clinical Psychology (Kent State University) Affiliations: Childhood Cancer Survivor Study (CCSS), Society of Behavioral Medicine, Annals of Behavioral Medicine (Associate Editor) Key Projects: Roadmap to Parenthood decision aid, EMPOWER breast cancer screening trial, FAM Study on fertility care disparities Her research integrates qualitative and quantitative methods to explore topics like anxiety management, peer relationships post-cancer, and identity formation among AYA survivors. She has secured funding from NIH grants, including U54 CA221704 for cancer health disparity research. The lab actively mentors undergraduates, graduate students, and postdoctoral researchers in translational psycho-oncology research.

• Psycho-Oncology
• Cancer Survivorship
• Psychosocial Health
• +4 more

Helen Vidgen is a Professor in Public Health at the School of Public Health, Faculty of Health, Queensland University of Technology (QUT). Her research focuses on food literacy, childhood obesity prevention, and nutrition education, with significant contributions to public health policy and program implementation. She has led projects evaluating school meal programs, childhood obesity management services like PEACH™, and food literacy interventions across diverse populations. Her work emphasizes socio-ecological barriers to nutrition education, policy development, and the translation of evidence-based practices into community settings. Dr. Vidgen has authored over 100 peer-reviewed articles and edited books, including Food Literacy: Key Concepts for Health and Education (2016), which establishes foundational frameworks for food literacy research. She collaborates with government agencies, non-profits, and healthcare professionals to address systemic challenges in obesity prevention and food system reforms. Recent contributions include analyzing the role of school-provided meals in obesity prevention, evaluating father’s roles in family food practices, and advancing measurement tools like the IFLQ-19 food literacy questionnaire. Her research bridges theory and practice, informing policy initiatives on nutrition education, food regulation, and equitable health outcomes.

• Public Health Nutrition
• Food Literacy
• Childhood Obesity Prevention
• +5 more

Roles & Affiliations: Professor of Applied Economics and Head of the Economics Division at Stirling Business School, University of Stirling. Member of the Stirling Behavioural Science Centre. Former member of the UK Food Standards Agency’s Social Science Research Committee (6 years). Active in interdisciplinary research on consumer behavior, decision-making, and preference elicitation. PhD in Economics (University of Manchester) MSc in Resource Economics (University of Massachusetts Amherst) Research Focus: Intersection of applied microeconomics, public health, and behavioral science. Specializes in consumer choice, decision-making processes, and methodological innovations like discrete choice experiments and best-worst scaling. Key themes include food safety perceptions, risk communication, trust in institutions, and health intervention design. Methodological contributions address preference heterogeneity, attribute non-attendance, and survey design rigor. Grants & Awards: Secured NIHR CLAHRC grants (2013-14), SIRE Early Career Engagement Grant, and Stirling Management School Seed Fund. Nominated for 2025 Teacher of the Year RATE Awards. Recognized for Best PechaKucha Presentation. Advising & Engagement: Supervises PhD students and research assistants. Serves as External Examiner for PhD theses. Collaborates with policymakers via the UK Food Standards Agency and public health initiatives. Leads projects on healthcare innovation prioritization and sustainable food systems. Labs & Networks: Core member of the Stirling Behavioural Science Centre. Engaged with interdisciplinary teams in health economics and global food security research. Active in the Scottish Institute for Research in Economics (SIRE).

• Applied Microeconomics
• Public Health Economics
• Behavioral Economics
• +7 more

Ilse Helbrecht is a full Professor of Cultural and Social Geography at the Geographical Institute of Humboldt University of Berlin within the Faculty of Mathematics and Natural Sciences. She has served as Director of the Geographical Institute (2015-2017) and Director of the Georg Simmel Centre for Metropolitan Research (2014-2019). With academic appointments spanning multiple institutions including the University of Bremen where she served as Vice Rector (2005-2008), her career demonstrates significant leadership in geographical academia. 1990: Dipl.-Geogr. from University of Münster 1993: Promotion (Dr. phil.) from Technical University of Munich 1999: Habilitation from Technical University of Munich 2002: Professor of Human Geography at University of Bremen 2009: Professor of Cultural and Social Geography at Humboldt University Professor Helbrecht's research centers on urban transformations, particularly examining gentrification, housing markets, and the intersection of demographic change with spatial organization. Her work increasingly explores ontological security as a framework for understanding how people relate to changing urban and rural environments. She has pioneered research connecting psychoanalytic theory with geographical analysis, particularly regarding how spatial experiences shape fundamental security needs. Her fieldwork spans multiple continents, with significant projects in Germany, Canada, Ghana, and Singapore. Analysis of her recent publications reveals a clear trajectory toward examining ontological dimensions of spatial experience, with particular emphasis on how security and insecurity manifest in both urban and rural contexts. Her work bridges theoretical sophistication with empirical depth, often employing innovative qualitative methodologies including image-based interviews to access participants' spatial imaginations. 2019: Thomas Mann Fellowship, Federal Republic of Germany 2018: Caroline von Humboldt Professorship (€80,000) 2014: Nominated for National Urban Design Award (UK) 1999: Award of the city of Munich for urban studies research 1993: Dissertation award, Technical University Munich Professor Helbrecht leads multiple significant research projects including the VolkswagenStiftung-funded 'Transformations in Housing and Intergenerational Contracts in Europe' (2024-2028) and subprojects within the Collaborative Research Center 'Re-Figuration of Spaces.' She has secured funding from major organizations including DFG, ERC, EU, and VolkswagenStiftung. Her supervisory approach emphasizes interdisciplinary collaboration and methodological innovation, particularly in visual and psychoanalytically-informed research techniques. She actively participates in academic governance and public discourse through media appearances and policy engagement. As principal investigator of the CRC 1265 subprojects 'Geographical Imaginations,' Professor Helbrecht leads research teams examining security and insecurity across rural and generational contexts. Her work connects with several research groups including the International Research Training Group 'The World in the City' and the Humboldt University's Georg Simmel Centre for Metropolitan Research. She maintains strong international collaborations with institutions in Canada, Ghana, and the Netherlands.

• Urban Geography
• Gentrification
• Housing Studies
• +7 more

Nicola Ballhausen is an Assistant Professor in the Department of Developmental Psychology at the Tilburg School of Social and Behavioral Sciences, Tilburg University, Netherlands. Her research focuses on cognitive and psychological aspects of aging, particularly prospective memory, executive function, and social influences on cognitive health in older adults. Her research interests include prospective memory , cognitive aging , metacognition , problem-solving in older adults , social cognition , and longitudinal studies of aging . She investigates how factors such as intergenerational contact, sense of purpose, and technology use impact cognitive performance and well-being in later life. Her work integrates experimental, survey-based, and qualitative methods, often in cross-national datasets like the Health and Retirement Study (HRS) and the English Longitudinal Study of Ageing (ELSA). The most recent articles highlight a strong focus on prospective memory across the lifespan , the role of social engagement in cognitive functioning , and designing accessible cognitive interventions for older adults. Her publications span top journals in gerontology, psychology, and cognitive science, reflecting interdisciplinary collaboration and methodological rigor. Dr. Ballhausen contributes to research aligned with the UN Sustainable Development Goals, particularly those related to healthy aging and well-being. She collaborates extensively with researchers across Europe and has contributed to major reference works such as The Oxford Handbook of Human Memory . Her work includes both empirical studies and methodological advancements, such as exploratory structural equation modeling. While no formal students or awards are listed, her role in supervising research and contributing to academic training is implied through her position and course involvement. Dr. Ballhausen is involved in the design and evaluation of web-based cognitive tools, such as the Shared, Web-based, Intelligent Flexible Thinking Training (SWIFT), emphasizing user-centered design and ecological validity. Her work bridges fundamental cognitive research with practical applications for aging populations.

• Developmental Psychology
• Cognitive Aging
• Prospective Memory
• +12 more

Dr. Lucia D'Ambruoso is a Senior Lecturer at the Institute of Applied Health Sciences, School of Medicine, Medical Sciences and Nutrition, University of Aberdeen. She is based at the Aberdeen Centre for Health Data Science and leads international research on health systems, participatory methods, and verbal autopsy. She holds honorary and visiting positions at the University of the Witwatersrand (South Africa), Umeå University (Sweden), and Stellenbosch University, and serves on multiple international research and policy committees. PhD in Public Health, University of Aberdeen (2011) MSc in Public Health and Health Services Research, University of Aberdeen (2003) BSc (Hons) in Pharmacology, University of Aberdeen (1997) Her research focuses on health policy and systems, social determinants of health, and participatory action research, especially in sub-Saharan Africa and South Asia. She uses qualitative and mixed methods to understand how health systems can be made more equitable and responsive through community engagement, inter-sectoral action, and innovative data systems like verbal autopsy. Her recent publications demonstrate a strong focus on community-led health research, digital health platforms for emergency care, school-based mental health, and mortality data systems. She leads major NIHR and GCRF-funded programmes in South Africa and Rwanda, aiming to strengthen primary care and injury response systems through participatory methods. Scientific Awards: University of Aberdeen Interdisciplinary Research Award (2024) University of Aberdeen Outstanding Research Award (2024) Fellow, Stellenbosch Institute of Advanced Study (2025) Fellow, Royal Society for Public Health (2021) Fellow, Higher Education Academy (2017) Dr. D'Ambruoso teaches across global health, health policy, and research methods at both undergraduate and postgraduate levels. She supervises PhD students and is Deputy Director of the Centre for Global Development at the University of Aberdeen. She is actively involved in community engagement through NHS Grampian and serves on the editorial board of Global Health Action and the Steering Committee of the Politics of Health Group. Her research is supported by NIHR, MRC, Wellcome Trust, and international philanthropies. She leads the Verbal Autopsy with Participatory Action Research (VAPAR) initiative, which connects communities, researchers, and policymakers to generate actionable evidence on health equity. Her team works closely with the Agincourt HDSS in South Africa and has developed innovative tools for community health worker training and data collection.

• Health Policy and Systems Research
• Social Determinants of Health
• Participatory Action Research
• +9 more

Bjørg Dale is a Professor at the Department of Health and Nursing Sciences at the University of Agder, Norway. She is affiliated with the Center for Care Research, South and holds a PhD in Nursing Science from the University of Oslo (2009) for her work on compensatory care in older adults. Education: PhD in Nursing Science (2009), University of Oslo Clinical experience: Nurse and leader in municipal and specialist health services since 1978 Research Focus includes ageing research, elderly care, municipal health services, and holistic patient processes. Her work emphasizes transitions between hospital and home care, nursing competence, and self-care among older adults. Publication Trends show a focus on nursing competence in municipal acute care, psychometric validation of healthcare instruments, telemedicine applications, and quality of life in elderly populations. Key methodologies include cross-sectional and qualitative studies. Collaborations span institutions like the University of Oslo and South Eastern Norway Regional Health Authority. She contributes to nursing education reform and policy discussions on elderly care challenges. Contact: Email bjorg.dale@uia.no | Office: C4060, Jon Lilletuns vei 9, 4879 Grimstad, Norway

• Ageing research
• Elderly care
• Municipal health and care services
• +7 more

Avery Olson is an Associate Professor in the Department of Educational Leadership within the College of Education at California State University, Long Beach (CSULB). She serves as Program Coordinator for the Student Development in Higher Education program and is actively involved in teaching, research, and academic leadership. Her office is located in AS 225, and she can be reached at avery.olson@csulb.edu or by phone at 562.985.2537. Education: Ph.D., Education – Higher Education and Organizational Change, University of California, Los Angeles M.A., Education – Higher Education and Organizational Change, University of California, Los Angeles M.S., Counseling – Student Development in Higher Education, California State University, Long Beach Avery Olson’s research is deeply rooted in social justice, equity, and inclusion in higher education. Her work explores the experiences of marginalized populations, particularly first-generation college and graduate students, student parents, and welfare-to-work community college students. She investigates how poverty, race, gender, and class intersect to shape student development, academic identity, and epistemological growth. Her scholarship emphasizes critical qualitative methodologies and frameworks such as the phenomenological variant of ecological systems theory and community cultural wealth, aiming to inform more equitable advising, counseling, and institutional practices. Her recent publications (2011–2024) reveal a sustained commitment to understanding student belonging, advising effectiveness, and identity development, especially among systematically excluded groups. The articles span journals like the Journal of First-Generation Student Success , Review of Higher Education , and Journal of College Student Development , as well as influential edited volumes. Collectively, they highlight themes of resilience, structural inequality, and the transformative potential of culturally responsive, trauma-informed support systems in higher education. Scientific Awards: No awards listed in the provided text. Avery Olson is actively engaged in mentoring and scholarly collaboration, frequently co-authoring with researchers such as Jennifer E. Pizzolato, Laura Sterk, and Mario P. Johnston-Guerrero. While formal advisees are not listed, her role as Program Coordinator and faculty member suggests significant involvement in student development and academic guidance. She has contributed to major research projects focused on CalWORKs students, academic motivation, and advising practices, though specific grant funding is not detailed in the text. Labs, Teams, and Research Groups: No formal lab or research center is mentioned in the text. She is affiliated with research networks focused on student affairs, advising (NACADA), and first-generation student success (NASPA).

• Higher Education
• Student Development in Higher Education
• Social Justice in Education
• +13 more

Professor Anna Remington is the Director of UCL's Centre for Research in Autism and Education (CRAE) and holds the title of Professor of Autism Research within the Department of Psychology & Human Development at University College London's Faculty of Education and Society. She joined UCL in 2013 and became CRAE's Director in 2017, focusing on research addressing autism's perceptual and cognitive strengths while emphasizing participatory methods involving autistic communities. Her work bridges academic research with practical initiatives, such as the Deutsche Bank internship program for autistic graduates. Anna completed her BA in Natural Sciences at the University of Cambridge before pursuing an MSc in Human Communication Science and a PhD in Developmental Science at UCL. Her postdoctoral roles included positions at UCL's Institute of Cognitive Neuroscience and Oxford University. Her research explores superior perceptual and attentional abilities in autism, translating findings into strategies for improving employment opportunities and societal inclusion. Her awards reflect her commitment to impact, including the UCL Knowledge Exchange Champions Award (2016) and ESRC Impact Prize (2020 finalist). She teaches on UCL's MA programs in Special and Inclusive Education, Educational Neuroscience, and Psychology of Education, supervising students across these disciplines. Collaborations extend to institutions like Birkbeck and City University, with enterprise initiatives such as Mini Manuscript (co-founded with Jake Fairnie). She actively engages in public events like the Brain Detectives Science Club and advises organizations on supporting autistic employees. Current projects include studies on autistic experiences in the family justice system, perceptual capacities in autism/ADHD, and promoting autistic employment through policy and practice.

• Autism Research
• Attention and Perception in Autism
• Employment of Autistic Adults
• +3 more

Marwan M. Kraidy is the Dean and CEO of Northwestern University in Qatar, overseeing academic and operational units including communication, journalism, and liberal arts programs. He holds the Anthony Shadid Chair in Global Media, Politics, and Culture. His research focuses on global communication, Arab media, digital culture, and geopolitics of media. Kraidy earned degrees from Notre-Dame University and Ohio University, and has held prestigious fellowships including the Andrew Carnegie and Guggenheim. He leads the Institute for Advanced Study in the Global South, fostering evidence-based storytelling on the Global South. His major publications include The Naked Blogger of Cairo (2016), which won multiple awards, and Reality Television and Arab Politics (2010). He has taught at universities globally and advised governments and institutions on media and cultural policy. Awarded over 50 honors, Kraidy’s work bridges theory and practice, emphasizing South-to-South relations and digital-native media spheres. His current projects explore war machines in the digital age and Turkish television’s geopolitical impact.

• Global Communication
• Arab Media Studies
• Political Communication
• +7 more