Find Academic Supervisors

Indridi H Indridason is a Professor of Political Science at the University of California, Riverside, and an Associate Editor of the Journal of Politics . His research focuses on comparative politics, electoral behavior, coalition governance, and positive political theory, employing methodologies like applied game theory and econometrics. Research Interests: Comparative Politics: Electoral Coordination, Party Strategies, Coalition Governance Positive Political Theory: Applied Game Theory, Social Choice Theory Econometrics: Discrete Choice Models, Compositional Data Analysis Recent Work Trends: Examines strategic voting in PR systems and runoff elections Explores coalition formation dynamics and cabinet management mechanisms Investigates the impact of social networks on voter behavior Applies experimental methods to legislative voting behavior Key Projects: "Making Electoral Democracy Work" (SSHRC-funded multi-country study) Analysis of Icelandic political systems and presidential elections Studies on legislative behavior and primary elections in parliamentary democracies Advising & Grants: Recipient of Icelandic Equality Fund grant for gender representation research No listed advisees or grants in public records Labs/Teams: Collaborator on cross-national research teams (e.g., with Andre Blais, Shaun Bowler) Contributor to the West European Politics and Journal of Politics editorial boards

• Comparative Politics
• Electoral Coordination
• Electoral Behavior
• +8 more

Stanley Bruce Thomson serves as Assistant Professor in the Department of Management and Organizations at MacEwan University's School of Business in Edmonton, Alberta. His academic profile centers on critical workplace dynamics including diversity management, human resources systems, organizational behavior, and the intersection of religion/spirituality with professional environments. Thomson actively engages with media through MacEwan's Office of Communications & Marketing as an expert commentator. Thomson's research program critically examines how religious identity shapes organizational ethics and decision-making processes, with particular focus on microaggressions against marginalized groups and crisis leadership dynamics. His work bridges theoretical frameworks like stigma theory with practical applications in global contexts including China, Canada, Jamaica, and Australia. Methodologically, he specializes in qualitative approaches including framework analysis and case study research. Analysis of Thomson's recent publications (2019-2024) reveals three dominant scholarly trajectories: (1) religious/spiritual dimensions of workplace ethics and diversity, (2) crisis leadership and organizational resilience across cultural contexts, and (3) HRM challenges in international expansion and developing economies. His work consistently employs cross-cultural comparative frameworks while maintaining methodological rigor through qualitative validation techniques. No scientific awards or major fellowships are documented in the available sources regarding Thomson's academic career. Current information does not specify doctoral advisees or master's students supervised by Thomson. Similarly, details about externally funded research grants or major collaborative projects remain unreported in the provided materials, though his international case studies suggest potential partnerships with organizations in China and Jamaica.

• Diversity management
• Human resources management
• Organizational behavior
• +2 more

Deanna Edwards serves as a Lecturer in Social Work at the University of Salford's School of Health & Society, bringing over 30 years of professional experience as a qualified social worker, teacher, and counsellor specializing in children and families. She is actively affiliated with the Centre for Research on Inclusive Society and maintains current engagement through 2024 publications. Her research centers on Family Group Conferences (FGCs) as family-led decision-making frameworks and strengths-based approaches across child welfare and adult social care contexts. Edwards explores adaptations of FGCs during crises like the Covid-19 pandemic, emphasizing children's voices and psychological theory applications in practice. Her work consistently advocates for families as experts in their own situations. Edwards' publication trends (2018-2024) reveal deepening focus on FGC implementation across diverse populations, from looked-after children to elder abuse cases. Recent outputs highlight evolving academic-practice integration, particularly in her 2024 reflective paper on transitioning from frontline practice to academia and her 2023 textbook operationalizing strengths-based approaches. She leads practical research initiatives including the 'Evaluation of FGC Service' project (2020-2021) and contributes to the Centre for Research on Inclusive Society's interdisciplinary mission of developing socially inclusive policies through evidence-based practice.

• Family Group Conferences
• Strengths-Based Approaches
• Children and Families Social Work
• +2 more

Stephen L. Crites, Jr. is Professor and Dean of the Graduate School at the University of Texas at El Paso's Department of Psychology. His research examines physiological and motivational processes influencing cognitive functions, utilizing event-related brain potentials (ERPs) to study attitude formation, stereotype activation, and judgment processes. Research investigates how brain activity reflects evaluative judgments and social categorization, including how attitudes automatically activate upon stimulus exposure and how stereotypes influence social perception. Studies employ neurophysiological measures to understand judgment formation under varying motivational states and contexts. Publications demonstrate methodological innovation in psychophysiological approaches, including ERP paradigms for detecting concealed attitudes and meta-analyses of priming effects. Recent work focuses on neural correlates of attitude-behavior consistency, stereotype incongruity processing, and food perception dynamics. Service includes NIH review panels, NSF Graduate Fellowship Program evaluation, and leadership roles in professional societies including Treasurer of the Society for the Study of Motivation.

• Social neuroscience
• Attitude formation
• Stereotype activation
• +3 more

Ashlee Lien serves as Chair and Associate Professor of Community Psychology in the Psychology Department at SUNY College at Old Westbury. She teaches a range of courses including Community Psychology, Psychology of Prejudice, Social Psychology, Psychology and Social Justice, and seminars focused on diversity and social justice. Her academic home is situated in the New Academic Building, Room 2067. Educational Background: Ph.D. in Community Psychology, Wichita State University (2013) M.A. in Community Psychology, Wichita State University (2010) B.A. in Psychology, North Park University, Chicago (2005) Lien's research utilizes qualitative interview techniques to focus on the experiences of traditionally bypassed communities and approaches to change. While her current research focuses on feminism and how individuals form understandings of feminist identity, her past research has examined the mental health recovery movement, first-generation college students, mentorship programs, and curriculum development. Her work consistently centers on social justice issues, exploring topics like racism, privilege, and approaches to teaching controversial subjects in diverse academic settings. Her publication record shows a strong trend toward community psychology practice in educational settings, with particular emphasis on undergraduate student engagement, early career development in the field, and feminist approaches to teaching. Many of her recent works focus on mentoring relationships, student empowerment through classroom projects, and the experiences of first-generation college students. Lien has been actively involved in mentoring undergraduate students and promoting their engagement in professional organizations like the Society for Community Research and Action (SCRA). She has developed numerous opportunities for students to present research, attend conferences, and participate in professional development activities. She has presented extensively at national conferences including the Society for Community Research and Action, American Psychological Association, and Society for the Psychological Study of Social Issues, with recent presentations focusing on feminist teaching, critical consciousness development, and strategies for teaching anti-racism courses.

• Community Psychology
• Social Psychology
• Feminism
• +4 more

Cynthia Pury is a Professor of Psychology at Clemson University, affiliated with the College of Behavioral, Social and Health Sciences. She holds roles as Undergraduate Coordinator and Schedule Coordinator. Her research focuses on courage, positive psychology, virtue ethics, and their applications in mental health, organizations, and daily life. Pury earned her Ph.D. in Clinical Psychology from Northwestern University (1997), along with an M.S. (1991) and B.A. (1989) in Psychology from the same institution and the University of Wisconsin-Madison respectively. Her work explores how courage manifests across contexts, emphasizing the interplay of individual traits and situational factors. Recent publications address pandemic mental health resilience, military treatment-seeking behavior, and theoretical frameworks for courage measurement. Pury has contributed to edited volumes such as the *Oxford Handbook of Positive Psychology* and co-authored influential papers on courage conceptualization. Active in teaching, she instructs courses like Positive Psychology and Stress Management. Her advising and grants focus on promoting courage research and applied interventions, though specific grants are not detailed here. Pury collaborates with institutions like the Human Factors Institute and engages in community outreach through Clemson's Rural Health initiatives.

• Positive Psychology
• Courage Studies
• Mental Health
• +3 more

Virginia Dignum is Professor of Responsible Artificial Intelligence and Director of the AI Policy Lab at Umeå University's Department of Computing Science. She serves as senior advisor for AI policy to the Wallenberg Foundations and is an active member of the UN High Level Advisory Body on AI. Her institutional affiliations include the Faculty of Technology Policy and Management at Delft University of Technology. Her research centers on the complex interdependencies between people, organizations, and technology. Key interests include: Responsible AI: Moral/ethical issues in autonomous agent teams and regulatory frameworks Social interaction formalization: Developing computational architectures for agent deliberation based on social practices Human-agent teamwork: Investigating negotiation, trust, and collaboration dynamics in socio-technical environments Her work bridges theoretical AI foundations with real-world policy implementation. Analysis of her recent publications reveals strong focus on AI governance frameworks, explainability mechanisms, and fairness operationalization. Key trends include development of context-sensitive ethical assessment tools, regulatory sandbox implementations, and formal models for human-AI coevolution. Her research increasingly addresses planetary-scale AI impacts and children's rights in digital environments. Major recognitions include: Election to Swedish Royal Academy of Engineering Sciences (IVA), 2020 Fellowship in European Artificial Intelligence Association (EURAI), 2018 Veni Fellowship from NWO for agent-based organizational frameworks, 2006 AI Ethics Professional of the Year award, 2022 Dignum actively shapes global AI policy through leadership roles in the UN High Level Advisory Body, Global Partnership on AI (GPAI), and World Economic Forum Council on AI. She chairs major conferences including AAMAS'24 and serves as Ethics Chair for AAAI'24. Her advisory work extends to the European Commission, IEEE Global Initiative, and UNESCO AI Ethics Recommendation implementation. Current initiatives include the Vatican lecture series on AI ethics and regional AI policy development in Västerbotten. She directs Umeå University's AI Policy Lab, focusing on translating ethical principles into actionable governance frameworks. The lab develops tools for regulatory compliance assessment and stakeholder engagement in AI deployment. Recent projects address digital contact tracing governance and AI's impact on democratic processes.

• Responsible Artificial Intelligence
• AI Ethics and Governance
• Human-Agent Teamwork
• +2 more

Ann Tank is an Assistant Professor at the University of Groningen's Faculty of Economics and Business, within the Department of Accounting and Auditing. Her research focuses on neuroaccounting, behavioral accounting, management accounting & control, and the integration of data analytics in business ecosystems. She has conducted extensive experimental studies involving eye tracking and fMRI techniques to explore decision-making processes in financial contexts. Her academic background includes a thesis examining neuronal processes in economic decision-making (2017). Key interests span SMEs' cooperative data-sharing strategies, compensation contract design impacts on affect valuation, and CSR measure implementation in performance evaluations. She regularly presents at conferences like the Americas Conference on Information Systems and the NeuroPsychoEconomics Conference. Research highlights include analyzing reporting frequency effects on investor behavior, exploring honesty in financial reporting through clawback provisions, and investigating IoT ecosystems' value modeling. Her work bridges neuroscience with accounting practices, emphasizing behavioral insights in managerial contexts. Teaching responsibilities include courses on Management Control for A&C and International Management Accounting & Control. She actively supervises Master's theses and collaborates with industry partners to address practical challenges in predictive analytics and financial forecasting implementation.

• Neuroaccounting
• Behavioral Accounting
• Management Accounting & Control
• +7 more

Professor Stacy Marsella is a Cognitive Neuroimaging researcher at the University of Glasgow with a distinguished career in computational modeling of human cognition, emotion, and social behavior. Her work bridges computer science, cognitive psychology, and artificial intelligence to create sophisticated virtual human systems. Her research interests focus on computational modeling of cognition, emotion and social behavior, with particular emphasis on the interplay between emotion and cognition, Theory of Mind (modeling beliefs about others' mental processes), and the role of nonverbal behavior in face-to-face interaction. She has pioneered applications in virtual human design, where software entities interact with humans using spoken dialogue in virtual environments, and large-scale social behavior simulation. Analysis of her 15 most recent publications reveals a consistent focus on virtual human technologies, social interaction modeling, and decision-making processes. Her work spans multiple disciplines including affective computing, human-computer interaction, cognitive science, and artificial intelligence, with particular strength in gesture generation, social virtual reality, and computational models of human behavior under stress. Recent work shows increasing application to real-world problems like hurricane evacuation decisions, supply chain management, and public speaking training. Professor Marsella has supervised postgraduate students including Marion Roth and Tobias Thejll-Madsen, and has worked with research assistants Stephanie Cheng, Amol Deshmukh, and Alessandro Vinciarelli. Her significant research is supported by multiple major grants including from EPSRC and DARPA. She leads research funded by three major grants: 'From data and theory to computational models of more effective virtual human gestures' (EPSRC, 2020-2022), 'AGENTS with Theory of Mind for Intelligent Collaboration (ATOMIC)' (DARPA, 2019-2023), and 'Graphical Encoding of First Principles for Agent-Based Social Simulation (GEFPABSS)' (DARPA, 2018-2020). These projects reflect her leadership in developing advanced computational models of social cognition and virtual human technologies.

• Computational Modeling
• Cognitive Science
• Emotion Modeling
• +5 more

Melanie Partsch is a postdoctoral researcher at Utrecht University's Faculty of Social and Behavioural Sciences , Department of Methodology and Statistics. Previously, she worked at the University of Education Weingarten and GESIS—Leibniz Institute for the Social Sciences. Current position since 2023: Postdoctoral researcher Previous roles: Research associate (2017-2022) Research Expertise : Psychometrics and latent variable modeling Machine learning applications in structural equation modeling Development of personality assessment tools Measurement of character strengths and values Questionnaire design and sociodemographic variable validation Education data infrastructure standards Labs & Collaborations : Measurement and Machine Learning Lab at Utrecht University KonsortSWD project (National Research Data Infrastructure NFDI) Collaborative work with international institutions Publications : Recent work focuses on structural equation modeling misfit detection using machine learning Development of efficient character strength scales Analysis of lifelong learning determinants Cross-cultural validation studies

• Psychometrics
• Latent Variable Modelling
• Structural Equation Modelling
• +5 more

Sophia Fantus, PhD, MSW, is Associate Professor at the University of Texas at Arlington (UTA) jointly appointed in the School of Social Work and the Department of Public Affairs & Planning. She completed a post-doctoral fellowship in Clinical Ethics at Baylor College of Medicine / Houston Methodist Hospital and holds graduate degrees from the University of Toronto (PhD Social Work & Bioethics) and New York University (MSW). Education: PhD Social Work & Bioethics, University of Toronto, 2017 MSW Policy & Practice, New York University, 2009 Honors BA Religion & Bioethics, University of Toronto, 2007 Research & Scholarship: Fantus leads an interdisciplinary program situated at the intersection of social work, bioethics, and public health. Her four core streams are (1) LGBTQ+ inclusivity and reproductive health ethics, (2) moral distress/injury and well-being among health professionals, (3) moral resilience and self-care interventions, and (4) innovative ethics education for inter-professional teams. Recent projects integrate AI-ethics, VR pedagogy, and spirituality-based interventions to reduce burnout across nursing, social work, and chaplaincy. Publications & Impact: Since 2013 she has authored >60 peer-reviewed articles, book chapters, and reviews. Her 2024-25 output explores moral injury among IPV/sexual-assault workers, AI ethics for clinicians, and gestational surrogacy after Dobbs v Jackson . Work appears in Nursing Ethics , Journal of Family Violence , Digital Health , British Journal of Social Work , and American Journal of Bioethics . Grants & Awards: Funded by NIH/NIA ($323k), UT System, and internal UTA awards ($10k Faculty Fellows; $5k Moore Professorship). Notable submissions under review include NIH proposals on ethical multimodal AI for genetic discovery and AHRQ projects on virtual behavioral-health equity. Teaching & Mentorship: Regularly teaches Death & Dying, Qualitative Research Methods, Diverse Populations, and Thesis/Dissertation seminars. Has chaired or served on >20 MSW/PhD committees and mentors post-docs, medical students, and graduate researchers. Service & Leadership: Chairs the Aging Curriculum Committee, serves on UT System and hospital ethics boards, is Treasurer of the ASBH Social Work Affinity Group, and reviews for >25 journals. Community roles include board membership at Sixty & Better and the Tarrant County Ethics Consortium.

• Social Work & Bioethics
• LGBTQ+ Reproductive Health Ethics
• Moral Distress & Moral Injury
• +3 more

Sandra Crespo is a Professor of Mathematics Education and Associate Chairperson for Graduate Education in the Department of Teacher Education at Michigan State University’s College of Education. She currently serves as Editor of the Mathematics Teacher Educator journal, a joint publication of the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE). Her research focuses on anti-oppressive mathematics education, addressing systemic inequities through theoretical tools such as status generalization theory and cultural narratives. Crespo emphasizes creating inclusive learning environments that challenge discourses of failure and marginalization in mathematics. She holds a Ph.D. in Mathematics Education from the University of British Columbia. Her work bridges theory and practice, with an emphasis on preparing teachers to foster equitable classroom interactions and leverage students’ diverse mathematical strengths. Key interests include prospective teacher education, collaboration in mathematics classrooms, and the role of language in mathematical reasoning. Crespo’s scholarship frequently explores strategies for equitable participation, culturally responsive teaching, and the use of multimedia in mathematics learning. Her recent publications highlight themes like the editorial practices of mathematics education journals, the importance of collaborative problem-posing, and the need for transformative research that prioritizes marginalized voices. She has contributed to initiatives such as Complex Instruction in teacher preparation programs and digital tools for noticing students’ mathematical competencies. Her awards and honors are not explicitly listed, but her leadership roles and prolific publications underscore her significant contributions to the field. Crespo actively engages in mentoring doctoral students and advancing research infrastructure through collaborative projects and editorial work.

• Mathematics Education
• Curriculum and Instruction
• Teacher Education
• +4 more

Nancy Rothbard is the David Pottruck Professor of Management and Deputy Dean at the Wharton School of the University of Pennsylvania, where she also served as Chair of the Management Department from 2016 to 2021. A distinguished educator, she has taught across Wharton's undergraduate, MBA, EMBA, PhD, and executive education programs since joining the faculty in 2000. Education: Brown University: A.B. with honors in History University of Michigan: Ph.D. in Organizational Behavior Research Interests: Rothbard investigates emotion and identity , work motivation and engagement , and work-life dynamics in organizations. Her work examines how individuals navigate boundaries between professional and personal lives, particularly in the context of technological change and diverse workplaces. Key themes include the impact of online social networks on workplace relationships, the dark sides of workplace friendships, and strategies for achieving work-life balance. Publication Trends: Her recent research (2013-2022) reveals a focus on boundary management in digital environments, work-life integration challenges, and emotional culture. Notable studies explore how social media blurs professional boundaries, the health implications of workaholism, and the role of values in employee proactivity during ambiguity. Her interdisciplinary approach combines field studies, experiments, and archival data across multiple industries. Scientific Awards: Wharton Teaching Excellence Award (2020) Society of Organizational Behavior Fellow (2016) Penn Fellow (2015-2016) Teaching Commitment and Innovation Award, Wharton School (2009-2010) Best Career Division Symposium Award, Academy of Management (2006) Likert Dissertation Award, University of Michigan (2000) Advising and Executive Leadership: As faculty director of Wharton's Women’s Executive Leadership program, Rothbard shapes executive education while mentoring emerging leaders. Her teaching excellence is evidenced by multiple Wharton awards, and she has developed innovative curriculum for teamwork and leadership across degree programs. Though specific grant details aren't highlighted, her research's media coverage in The New York Times , Wall Street Journal , and NPR demonstrates real-world impact. Organizational Impact: Rothbard actively contributes to Wharton's strategic direction as Deputy Dean and previously as Management Department Chair. Her pandemic-era research on remote work and leadership has informed organizational responses to workplace transformation, positioning her as a thought leader in the future of work.

• Organizational Behavior
• Work Motivation
• Work-Life Balance
• +3 more

Anne Marte Pensgaard is a Professor at the Department of Sport and Social Sciences at the Norwegian School of Sport Sciences, with an additional 20% position at the Department of Sport Psychology at the Norwegian Olympic Training Center (Olympiatoppen). She serves as the program director for the bachelor education of Coaching and Sport Psychology. Her research focuses on motivational factors related to coping with stress in extreme situations, the importance of the coach-athlete relationship for performance, and mental health in elite sports among athletes and coaches. She has extensive experience working with mental processes in ball games (particularly football and handball) as well as individual sports such as snowboard, freeskiing, orienteering, and rifle shooting. Her work is closely linked to her daily contact and guidance of elite-level practitioners. Her recent publications demonstrate a strong focus on mental health in elite sports, coach-athlete relationships, talent development mindsets, and the intersection of mental health with Relative Energy Deficiency in Sport (REDs). There's a clear trend toward interdisciplinary research connecting psychology with sports medicine, particularly in understanding how psychological factors influence injury risk and overall athlete well-being. Anne Marte Pensgaard has been actively involved in mentoring students and guiding research projects, particularly in the areas of sport psychology and mental health in elite sports. Her work with the Norwegian Olympic Training Center provides practical applications of her research findings to support elite athletes. She leads research projects on mental health in elite sports and simulation training in alpine skiing, among others. Her work often involves collaboration with multidisciplinary teams including sports medicine specialists, coaches, and other sport psychology researchers.

• Sport Psychology
• Motivational Psychology
• Stress Coping Mechanisms
• +3 more

Sophie Genelot is a Lecturer in Educational Sciences at Université Bourgogne Franche-Comté (UBE), where she maintains an office at the AAFE Pole (Desk 113). Her research focuses on evaluation practices in educational settings, particularly examining innovative teaching methods and the analysis of teacher practices in evaluation contexts. Her primary research interests include: Educational evaluation methodologies and their implementation in classrooms Analysis of teaching practices, particularly evaluation practices Language education, with special attention to bilingual contexts in French overseas departments Innovative teaching approaches such as "classes sans note" (grade-free classrooms) Primary school education and early literacy development Dr. Genelot's recent publications demonstrate a consistent focus on evaluation practices in educational settings, with particular emphasis on teacher decision-making during evaluation interactions, the implementation of grade-free classrooms, and the relationship between evaluation methods and student motivation. Her work often examines these topics within the French educational context, including studies of innovative practices in specific regions like Dijon and overseas departments such as Martinique. Her research spans multiple educational levels but shows particular strength in primary and elementary education contexts. She frequently collaborates with researchers like Jean-François Boyer, Guy Lapostolle, and Isabelle Négro on projects examining evaluation practices, language education, and innovative teaching methods.

• Educational Evaluation
• Teaching Practices Analysis
• Language Education
• +5 more