Ashwaq Amat is an Assistant Professor of Practice in Electrical and Computer Engineering at Vanderbilt University's School of Engineering. Her teaching focuses on digital logic and control systems. She holds a B.S. and Ph.D. from Vanderbilt University and an M.S. from the University of Leeds, UK. Dr. Amat's research centers on developing assistive technologies using virtual reality and multimodal data analytics to support neurodiverse populations, particularly individuals with Autism Spectrum Disorder (ASD). Her work includes designing collaborative virtual environments for teamwork training, intelligent agents for skill assessment, and haptic systems for motor skill development. Notable projects include the ViRCAS simulator for workplace teamwork and the InViRS system for joint attention practice. Her academic journey includes prior roles as a lecturer at University Malaysia Pahang and IT consultant at Accenture. Her research has produced over a dozen peer-reviewed publications since 2018, spanning topics from autism intervention strategies to neurodiversity workplace integration.
Constance A. Lindsay is an Assistant Professor at the UNC School of Education, specializing in education policy and teacher diversity. She holds a Ph.D. in Human Development and Social Policy from Northwestern University, an M.P. in Public Policy from Georgetown University, and a B.A. in Economics from Duke University. Her research focuses on closing racial achievement gaps, teacher diversity, and equitable education policies. Lindsay has held roles including Research Associate at the Urban Institute and Minority Postdoctoral Fellow/Professorial Lecturer at American University. Her work emphasizes the impact of teacher-student racial matching on academic outcomes and disciplinary practices, particularly for Black students. Key publications include studies on teacher diversity, principal-teacher demographic alignment, and the long-term effects of same-race teachers. Lindsay has received accolades such as the Fordham/AEI Emerging Education Policy Scholar award and Top 5 article recognition in Educational Evaluation and Policy Analysis . She leads grants totaling over $500,000, including projects on Teach for America’s impact on educator diversity and principal-teacher demographic matching. Lindsay serves on editorial boards for AERA Open and Educational Evaluation and Policy Analysis , and actively engages in community initiatives like KIPP DC and the Frederick Douglass Distinguished Scholars Program.
Cassandra R. Davis is an Assistant Professor in the Department of Public Policy at the University of North Carolina at Chapel Hill. Her research focuses on environmental disruptions to schooling communities, particularly addressing systemic racism and inequitable disaster aid distribution to marginalized populations. She holds a Ph.D. and M.A. from UNC-Chapel Hill’s School of Education, a B.A. in Sociology from Wake Forest University, and a certificate in Global Education and Development Studies from Ludwig-Maximilians Universität in Munich. Dr. Davis’ work explores the impacts of natural disasters (e.g., hurricanes Florence, Harvey, and Matthew) on schools, educators, and students in low-income communities of color. She has received funding from the U.S. Department of Homeland Security and the National Science Foundation to study disaster recovery strategies and pandemic-related educational challenges. Her research emphasizes trust-building between emergency management agencies and vulnerable groups, as well as policy solutions to mitigate long-term vulnerabilities. Key research areas include social vulnerability in schooling communities, climate hazard preparedness, and equitable resource allocation. Her articles span topics like teacher resilience post-disaster, WIC program efficacy, and pandemic impacts on marginalized students. Grants and fellowships highlight her interdisciplinary approach to public policy, education, and social justice. Dr. Davis collaborates with educators, policymakers, and community leaders to translate research into actionable strategies. Her work bridges academia and practice, aiming to advance equity in disaster resilience, education systems, and food security initiatives.
Professor Susan James Relly serves as Head of School and Professor in the School of Education at the University of Adelaide, within the Faculty of Arts, Business, Law and Economics. She holds a B.Ed from Queensland University of Technology (QUT), Australia, and advanced degrees (MSc and DPhil) in Education from the University of Oxford. Her career spans secondary teaching in Australia and England before transitioning to academia, with notable roles including Honorary Research Fellow and former Deputy Director at the University of Oxford’s Department of Education. Her research focuses on technical and vocational education policy, apprenticeship systems, work-based learning, and the skills economy. She actively supervises higher degree research students, such as Mrs Saadia Adnan, exploring topics like educational leadership in Pakistan. Her work emphasizes vocational excellence, including studies on WorldSkills competitions and employer engagement in training. Professor Relly’s scholarship bridges policy analysis and practical implementation, addressing challenges in TVET parity, sustainability in construction industries, and global skill development strategies.
Anne McLaughlin is a Professor in the Department of Psychology at North Carolina State University, affiliated with the College of Humanities and Social Sciences. She directs the LACElab (Learning, Aging, and Cognitive Ergonomics), focusing on human factors, cognitive aging, and technology usability. She holds a Ph.D. in Engineering Psychology from Georgia Tech (2007) and has been at NC State since 2007. Her education includes a B.A. in Psychology and English Literature from Trinity University (1998), an M.S. in Engineering Psychology from Georgia Tech (2003), and her Ph.D. from the same institution (2007). Her research integrates cognitive science principles with real-world applications, emphasizing aging populations and technology design. Key research interests include cognitive aid design, augmented/virtual reality applications, human-robot interaction, and medical device usability. Recent work explores diminished reality techniques for attention management, trust dynamics in autonomous systems, and veterinary patient safety culture. Her articles highlight trends in human-centered technology development, particularly addressing individual differences in attention control, automation trust, and healthcare system optimization. She advocates for inclusive design principles to enhance older adults' engagement with technology and improve medical screening accessibility. McLaughlin’s work bridges academic research and practical implementation, with collaborations in healthcare, robotics, and educational technology. Her lab’s focus on aging-related challenges underscores her commitment to improving quality of life through human-centered solutions.
Ana Paiva is a Full Professor in the Department of Computer Science and Engineering at the University of Lisbon's Instituto Superior Técnico (IST), and coordinator of the GAIPS research group at INESC-ID, now focused on AI for People and Society. She holds a Katherine Hampson Bessell Fellowship at Harvard University's Radcliffe Institute for Advanced Study. Her work centers on creating socially intelligent AI and robots through agent-based approaches, emphasizing emotional and cultural competencies. Key research areas include Social Robotics, Affective Computing, and Pro-social Computing. She leads projects like the EU-funded ANIMATAS ITN network and Portugal's AMIGOS/AGENTS initiatives. Notable contributions include the FAtiMA Toolkit for developing emotional AI agents and pioneering work in hybrid human-machine societies. She has received awards such as the EurAI Fellowship (2019) and the Blue Sky Ideas Award at AAAI’18. Her research explores how machines can foster prosocial behaviors like altruism and cooperation, with applications in education, therapy, and ethical AI design. Her advising includes PhD students like Fernando Santos (Victor Lesser Award winner) and Elmira Yadollahi (ACM award recipient). Current projects focus on inclusive robotics for mixed-ability classrooms and ethical frameworks for human-robot collaboration.
Steven Walker is an Associate Professor in the Department of Experiential Development and Graduate Education at Monash University's Faculty of Pharmacy and Pharmaceutical Sciences. His roles include Intern Programs Manager, overseeing units such as PHR5061 and PHR5162, and academic lead for undergraduate units like PHR2042 and PHR3042. His expertise spans clinical pharmacy, education research, and interprofessional collaboration, with a focus on therapeutic reasoning, competency-based education, and work-integrated learning. Education Background: Walker holds a Doctorate by Research (Pharmacy and Pharmaceutical Sciences Education) from Monash (2019) and a Bachelor of Pharmacy (Honours) from the same institution (2010). Research Interests: His work bridges education and practice, addressing therapeutic reasoning models, interprofessional education, and pharmacy practice innovations like antibiotic allergy management and febrile neutropenia treatment. He has contributed to national initiatives such as the Australian Pharmacy Council's Workplace-Based Assessment training and the Society of Hospital Pharmacists Australia's Education Pharmacist framework. Notable Achievements: Recognized with multiple teaching awards, including the Monash Student Association Faculty Teaching Excellence Award (2019, 2020), and the 2022 Citation for Outstanding Contribution to Student Learning. His research has informed curriculum design and assessment methods in digital health and interprofessional collaboration. Collaborations: Active in national and international networks, including collaborations with the Australian Pharmacy Council and SHPA. His projects include framing postgraduate digital health curricula and advancing workplace-based training programs.
Ramon Bastida Vialcanet is an Associate Professor at the UPF Barcelona School of Management and holds an adjunct position at Pompeu Fabra University's Economics and Business Department. He also serves as Vice Dean for Knowledge Transfer and Academic Director at UPF-BSM. His academic career includes roles at Toulouse Business School, HEC Liège, and other institutions. Education: Doctor in Social and Legal Sciences (Business Administration), Master in Financial Management, and Bachelor in Business Administration. Research Focus: Specializes in social enterprise management, sustainability reporting (NEIS/ESRS standards), ESG implementation in insurance, and social impact measurement. His work emphasizes integrating social and environmental dimensions into strategic frameworks like the Balanced Scorecard. Key Contributions: Published over 32 articles on sustainability norms, 14 books/chapters, and presented at 35+ conferences. Notable works include analyses of CSRD compliance, cooperative financial health, and barriers to social enterprise financing. Academic Leadership: Directs the Master in Financial and Accounting Management, coordinates internship programs, and leads advanced courses on social economy enterprises. Active in initiatives like the Vineburgh Regeneration Project and Som Mobilitat sustainable mobility initiative. Media Engagement: Regular contributor to outlets like El Economista , Técnica Contable y Financiera , and Harvard Deusto . Publicly discusses EU sustainability norms and their implications for businesses.
Dr. Paul W. Mulvey is an Associate Professor and Alumni Distinguished Undergraduate Professor in Human Resource Management at North Carolina State University’s Poole College of Management. He holds a B.S. in Psychology from Lehigh University and a Ph.D. in Labor and Human Resources from The Ohio State University. His research focuses on work team processes, employee compensation systems, leadership, and recruitment/retention strategies. He has consulted with over 60 organizations and delivered executive education programs. His work has been featured in national media like NPR and USA Today. Research interests include goal-setting in teams, pay-for-performance systems, organizational trust dynamics, and meaningfulness in work. Notable contributions include the Rewards of Work study and the Knowledge of Pay research series. He has received NC State’s Outstanding Teaching Award and is a member of the Academy of Outstanding Teachers. Key themes in his articles include trust restoration in organizations, HR strategies for complex workplace challenges, and the evolution of leadership and organizational behavior over time. His work bridges academic research with practical applications in organizational management.
Lone Hersted is an Associate Professor at the Department of Culture and Learning, Faculty of Humanities and Social Sciences, Aalborg University, Denmark. She serves as the Coordinator of the SOS (Social Organizational Sustainability) network and is a key member of the Collaborative Organizational Learning (CO-LEARN) and Green Society SSH research environments. Her work is deeply connected to organizational development, sustainability, and transformative learning. Her research focuses on organizational learning, regenerative leadership, relational leadership, social organizational sustainability, dialogic processes, action research, and co-creation . She explores how organizations can foster sustainable and humane practices through resonance, reflection, and collaborative inquiry. Her expertise contributes significantly to the UN Sustainable Development Goals, particularly in management, social sustainability, and education. The recent publications and projects reveal a strong trend toward regenerative and relational leadership, identity construction in digital spaces (e.g., Twitter), transformative learning communities, and action research methodologies . Her work bridges theory and practice, often involving co-creation with organizations and stakeholders. She is also active in knowledge dissemination through media engagement, public lectures, and academic events. Action Research for the Development of Welfare (2025) Developing competences in relational leading (2025) Lead & Tweet: What leaders say when constructing identity on Twitter (2025) Autoethnography in organizational learning (2025) Lone Hersted has served as Principal Investigator (PI) on multiple research projects, including PÆL: Pædagogik, Æstetiske Læreprocesser og Ledelse , Den kompetente medarbejder , Lead & Tweet , and Constructing Identities . She has also contributed as a co-investigator and organizer of academic events, such as the Danish Action Research Network conference and PhD courses. She has been involved in editorial work, peer review, and public presentations, demonstrating a strong commitment to academic service and knowledge transfer. She is affiliated with several research networks, including CO-LEARN and SOS, which focus on collaborative learning, sustainability, and organizational transformation. These networks serve as platforms for interdisciplinary research, co-creation, and societal impact.
Dr. Anna Kimberley serves as a Senior Lecturer at Haaga-Helia University of Applied Sciences in Helsinki, Finland, teaching Business Communication, Human Resource Management, Diversity Management, Organizational Behaviour, Academic Writing, and Research Methods at both Bachelor's and Master's levels. She actively mentors students through thesis development, assesses academic work, and designs curriculum components using innovative pedagogical approaches that foster critical thinking and deep conceptual understanding in business education. Her research specializes in Interpretative Phenomenological Analysis (IPA) and Narrative Analysis applied to organizational contexts, with core interests spanning multicultural teamwork dynamics, reflexivity in learning processes, mentoring relationships, AI integration in education, and cultural identity formation. She investigates how individuals construct meaning in cross-cultural workplaces through identity work and sensemaking, particularly examining expatriate experiences and narrative-based identity transformation in globalized business environments. Analysis of her 2017-2020 publications reveals consistent exploration of narrative identity in multicultural organizational life, connecting expatriate adjustment, team communication across cultural boundaries, and reflective educational practices. Her methodological approach combines IPA with narrative techniques to uncover subjective experiences, positioning her work at the intersection of organizational behavior, cross-cultural psychology, and educational innovation with strong emphasis on qualitative depth over quantitative measurement. Scientific Awards and Honors: No awards, fellowships, or medals were documented in the provided materials Dr. Kimberley provides comprehensive thesis supervision for business students from topic selection through final assessment, integrating research methods with practical business applications while emphasizing critical reflection and self-efficacy development. Her curriculum design work focuses on creating student-centered learning experiences that bridge theoretical knowledge and real-world business challenges, though specific grant funding details remain unmentioned in available sources.
Dr. Tracey Maegusuku-Hewett is a Senior Lecturer and Director of the Social Work programme at Swansea University's School of Health and Social Care. Her research focuses on LGBTQ+ welfare, immigration policy, young people's rights, and inclusive social work practices. She holds a prominent role in advancing social work education and policy, particularly in Wales. Dr. Maegusuku-Hewett has contributed to numerous publications addressing issues such as aging LGBTQ+ populations, mental health services, and the welfare of asylum-seeking children. Her academic background includes extensive work on social inclusion, with a strong emphasis on marginalized communities. She supervises PhD students in areas like culturally sensitive care for Muslim families and the impact of the pandemic on social workers' mental health. Her teaching spans modules on social work ethics, policy, and research methodologies. Dr. Maegusuku-Hewett collaborates with local authorities and NGOs to produce impactful reports, including childcare and play sufficiency assessments. She is committed to bridging research and practice, ensuring social work education remains responsive to contemporary societal challenges.
Anne Vifladt is an Associate Professor at the Department of Health Sciences, NTNU in Gjøvik. She holds a master's degree in health informatics and a doctorate in patient safety culture. Her research focuses on patient safety, work environment, teamwork, and medication management. She leads the Ph.D. project 'Team-training to support medication administration in prehospital care' and supervises doctoral and master's students. Vifladt's work emphasizes interprofessional collaboration in healthcare settings, particularly in surgical wards and ambulance services. Her research interests span patient safety culture, medication administration processes, and the impact of team training on healthcare outcomes. Recent studies include qualitative analyses of ambulance professionals' teamwork and middle managers' perspectives on nursing competence in primary care. Vifladt has presented her findings at conferences such as the Nordic Conference on Research in Patient Safety and Quality in Healthcare (2024) and frequently collaborates with institutions like Akershus University Hospital and Sykehuset Innlandet HF. Her publications reflect a focus on longitudinal team training programs, structural changes in healthcare units, and the interplay between patient safety practices and professional well-being. Vifladt is part of the Patient Safety Research Group and contributes to courses like PAG2900 - Bacheloroppgave i paramedisin at NTNU.
Henning Fjørtoft is a Professor of Norwegian subject didactics at NTNU's National Center for Writing Education and Writing Research. His work bridges educational policy, teacher training, and international research collaboration. He holds a PhD in Nordic literature from NTNU and has extensive experience in primary, secondary, and vocational education. Currently leads the NFR-funded 'Going gradeless' project (2020-2025) and chairs the editorial board of the Nordic Journal of Education and Practice. Participates in research networks like AERA Division H and ICSEI. Education: PhD in Nordic Literature (NTNU), Teacher Education Key Projects: Leading 'Going gradeless', collaborating with Udir on assessment reforms, steering the PLAC research group Editorial Roles: Nordic Journal of Education and Practice (Editor-in-Chief), Assessment in Education, Educational Assessment Research interests focus on assessment innovation, literacy development, and school improvement. Has authored/co-authored over 50 publications since 2011, emphasizing multimodal assessment, grading alternatives, and disciplinary literacy across subjects like religious education and vocational training. Active in policy advisory roles for Norway's Ministry of Education and the Professional Council for Teacher Education 2025. His work addresses systemic challenges in education through participatory methods, advocating for authentic assessment practices and bridging theory/practice gaps. Coordinates doctoral training programs (NAFOL) and develops online resources for teachers on assessment and literacy.
Sarah Liddle is a Lecturer and Psychology Research Fellow at Monash University's School of Psychological Sciences, affiliated with the Turner Institute for Brain & Mental Health. She holds a PhD in Clinical Psychology (2022) and a Bachelor of Psychology (Honours Class 1) from the University of Wollongong (2014). Her research focuses on adolescent mental health, suicide prevention, and sport-based interventions. She teaches in postgraduate clinical psychology programs and coordinates Master of Clinical Psychology placements. Key projects include developing the 'Help Out a Mate' sports intervention for adolescent males, evaluating suicide prevention training for aged care workers, and co-designing mental health literacy programs for journalists. She has served as an editorial board member for PLoS ONE and peer reviewer for journals like Behaviour Research and Therapy. Her work addresses UN SDGs related to mental health and education, emphasizing context-specific interventions and improving psychology student competencies. Current supervisory roles include mentoring one Master's and two PhD students in mental health/sport-related research.
