Christina D. Tvarnø is a Professor at the Department of Business Humanities and Law (CBS Law) at Copenhagen Business School (CBS). She holds academic leadership roles including Chair of the Study Board for HA(jur) and cand.merc.(jur) programs, Head of Studies for legal programs, and subject responsibility for legal methodology, contract law, and social science methods. Her research focuses on climate law, public-private partnerships (PPP), contract law, and legal philosophy. She co-founded a climate law research group at CBS and authored seminal works on PPP and climate legal frameworks. Her administrative roles include membership in the Ministry of Climate, Energy and Utilities' expert panel (2020–present), Censor at University College London (2021–present), and upcoming Climate Council membership (2025–2029). She has published widely in climate law, PPP governance, and legal theory, including books like Climate Law (2022) and New Frontiers of PPP Law (2022). Her work bridges legal positivism and realism through the European realistic legal positivism framework. Key research themes: International/EU/Danish climate law, infrastructure PPP contracts, legal methodology, and interdisciplinary project frameworks. Her recent publications address climate negotiation challenges, PPP legal frameworks, and climate policy instruments.
Prof. Niels van Nieuw Amerongen is a Professor of SME Audit & Assurance at Nyenrode Business University, specializing in auditing methodologies and SME auditing practices. He holds a Master's in Economics (VU Amsterdam) and a PhD in Business Risk Audit (2007). His research bridges academic and practical auditing challenges, focusing on auditor independence, SME audit methodologies, and professional ethics. He advises practicing auditors and trains future professionals, emphasizing the interplay between research and real-world auditing scenarios. His work aligns with Nyenrode’s core values: leadership through impactful writing, stewardship via student mentorship, and entrepreneurship through dataset development for research and theses. Key contributions include international publications on auditing standards for less complex entities (Journal of International Financial Management & Accounting, 2022), auditor-client relationship dynamics (Managerial Auditing Journal, 2022), and sociological perspectives on SME audits. He co-founded consultancy firm V&A, directing it alongside his academic role. His recent articles explore the psychological and structural factors influencing auditor independence, such as professional identity versus client alignment (evident in his 2020 analysis). Awards and grants are not explicitly listed, but his prolific publication record and consultancy role highlight his industry influence. He actively engages with professional bodies like the Accountancy Monitoring Committee on independence challenges. His research often addresses audit firm practices, including the role of non-Big 4 auditors in risk auditing frameworks (e.g., Auditing: A Journal of Practice & Theory, 2014 and 2018).
Grazia D. Santangelo is a Professor at the Department of Strategy and Innovation, Copenhagen Business School. Her work focuses on international business strategy, global management, and corporate social responsibility. She has contributed to over 63 publications, emphasizing topics like FDI strategies, geopolitical challenges, and microfoundations in management research. Notable collaborations include studies on refugee hiring impacts and strategic asset-seeking investments. Her activities include panel discussions on climate change and human rights in international management. Research interests span strategic management, international economics, and institutional frameworks for corporate responsibility. Recent articles highlight trends in geopolitical risk adaptation, knowledge sourcing by multinationals, and CSR integration. She has received recognition through peer-reviewed outlets and media engagements, including discussions on Danish MNEs navigating geopolitical shifts. Professional highlights include editorial roles in top journals like Journal of International Business Studies and frequent contributions to academic conferences. No specific awards are listed, but her prolific output underscores her influence in the field.
Stephen Humphry is a Senior Honorary Research Fellow at the Graduate School of Education, The University of Western Australia. He joined UWA in 2006 and has maintained continuous research funding through Australian Research Council Linkage grants since 2008. His work focuses on educational assessment, measurement, and evaluation, with significant contributions to large-scale testing programs including NAPLAN and WALNA. Humphry holds a Bachelor of Psychology from Western Australia and a PhD from Murdoch University. His expertise spans psychometrics, Rasch measurement, and quantitative methods in educational assessment. Dr. Humphry's research has increasingly focused on developing novel approaches that enable classroom teachers to reliably assess students in areas not amenable to large-scale testing. His work on pairwise comparison methods, Rasch analysis, and construct validity has advanced the field of educational measurement. He has published extensively on topics including narrative assessment, writing rubrics, and scale development. His recent publications demonstrate a strong trend toward innovative assessment methodologies, particularly in narrative writing and developmental attributes. These works emphasize practical applications for classroom teachers while maintaining rigorous psychometric standards. The research shows increasing sophistication in handling complex assessment challenges through pairwise comparison techniques and ordered exemplars. Dr. Humphry has supervised 7 research projects and has been awarded 25 research grants, including the current "International collaboration in teaching and learning of Einsteinian physics" project funded by the Australian Research Council until 2025. He has also led multiple NAPLAN-related research projects for the Australian Curriculum Assessment & Reporting Authority. His industry experience includes leading the Central Analysis of Data project for NAPLAN (2011-2013) and serving as Psychometrician for the Western Australian Department of Education's large-scale assessment program prior to joining UWA. His research has led to commercial applications including Brightpath Assessments, used by several hundred schools across Australia.
Katherine Rose Adams serves as an Associate Professor in the College of Education at the University of North Georgia (UNG), where she joined in August 2018 and assumed coordination of the Higher Education Leadership and Practice (HELP) Ed.D. program in 2019. Starting Fall 2025, she will expand her role as Assistant Director of the UNG Center for Teaching, Learning, and Leadership while maintaining her academic position. Her educational foundation includes: Ph.D. in Adult Education from The University of Georgia (2013) Graduate Certificate in Interdisciplinary Qualitative Studies (2013) M.Ed. in Human Resource/Occupational Development (2007) B.S. in Psychology (2005) Dr. Adams' research centers on boundary spanning within university-community partnerships, higher education leadership, minority-serving institutions, and hidden student populations including those experiencing foster care or homelessness. Her work critically examines higher education affordability, open educational resources, and equity considerations across rural contexts and institutional types, with particular attention to Historically Black Colleges and Universities (HBCUs) and student mental health. Analysis of her 15 most recent publications reveals consistent thematic threads: boundary spanning behaviors in research-practice partnerships (2013-2017), evolving frameworks for community engagement through systems theory (2014-2021), and contemporary equity-focused investigations into rurality, race, and leadership (2023). Her scholarship spans qualitative, historical, and organizational perspectives while maintaining practical applications for graduate education and institutional development. As HELP program coordinator, Dr. Adams developed a grant writing academy, peer mentoring program for adult learners, and dissertation support workshops. She chairs doctoral committees and teaches core courses including Dissertation Development, Qualitative Research Methods, and specialized seminars on organizational theory, ethics, and finance in higher education. Her leadership extends to program design through the HELP Ed.D. curriculum and upcoming collaboration with UNG's Center for Teaching, Learning, and Leadership, reflecting her commitment to developing educational leaders through experiential, community-engaged pedagogy.
Maria M. Lewis is an Associate Professor in Education Policy Studies at Pennsylvania State University's College of Education and an affiliate faculty member with Penn State Dickinson Law. Her work critically examines the intersection of education law, policy, and leadership with a strong focus on equity and civil rights. Lewis earned her academic credentials from prestigious institutions: PhD in Educational Leadership and Policy Analysis from the University of Wisconsin JD from the University of Wisconsin BA from the University of Chicago Lewis's research applies a critical lens to examine how legal frameworks impact educational equity. Her scholarship explores four primary areas: 1) how the law may hinder or support minoritized students' educational experiences; 2) the relationship between social science research and equity-focused education policies; 3) protection and enforcement of federal civil rights through the U.S. Department of Education's Office for Civil Rights; and 4) systemic change toward greater equity, diversity, inclusion, and justice in education. Her work is deeply committed to practical applications that advance social justice in educational settings. Her recent publications demonstrate a consistent focus on civil rights enforcement, equity initiatives, and the role of legal counsel in educational institutions. Lewis's scholarship reveals evolving trends in how educational institutions navigate complex legal landscapes while attempting to maintain commitments to diversity, equity, and inclusion. Her research on civil rights complaints, Section 504 plans, and the role of legal counsel provides critical insights into the practical implementation of education law. Lewis has received significant recognition for her contributions to education law and policy: Penn State College of Education Outstanding Senior Teaching Award (2024) Education Law Association's Joseph C. Beckham Dissertation Award (2015) American Educational Research Association, Law and Education SIG Emerging Scholar (2014) Beyond her research, Lewis is deeply committed to mentoring the next generation of education scholars and practitioners. She regularly co-authors with undergraduate and graduate students, providing valuable opportunities for emerging researchers. Her advisees and research assistants have received numerous accolades, including the Education Law Association's George Jay Joseph Education Law Writing Award and the Pennsylvania State University College of Education's Undergraduate Award for Student Leadership and Service. Lewis also serves as a regular columnist for the Legal Matters column in Principal Leadership, a publication for the National Association of Secondary School Principals, bridging academic research with practical applications for school leaders. Lewis co-founded the Critical Legal Leadership Academy (CLLA) with Raquel Muñiz to address restrictive legal environments in educational institutions. The CLLA brings together legal counsel, compliance professionals, and educational leaders to develop strategies that maintain institutional commitments to diversity, equity, and inclusion while operating within legal boundaries. Her work through the CLLA represents an innovative approach to fostering collaboration between attorneys and educational leaders who often come from different professional cultures but must work together to advance educational equity.
Kenneth S. Abraham is a distinguished Professor at the University of Virginia School of Law, where he has established himself as one of the nation's leading scholars and teachers in the fields of torts and insurance law. With decades of academic excellence, Professor Abraham has shaped legal education and scholarship through his influential writings, teaching, and service to the legal profession. Professor Abraham's research focuses on the intricate relationship between tort law and insurance law, exploring how these two areas intersect to shape risk distribution, liability, and compensation systems. His scholarship spans historical analysis of legal developments, theoretical frameworks for understanding tort principles, and practical applications of insurance coverage doctrines. He has made significant contributions to understanding the evolution of tort liability, the role of insurance in shaping legal outcomes, and the theoretical underpinnings of modern tort doctrine. Professor Abraham's work often bridges historical perspective with contemporary legal challenges, revealing patterns and insights that inform current debates in tort and insurance law. His most recent scholarship demonstrates a continued focus on the theoretical foundations of tort law while addressing emerging challenges in areas such as cyber liability, police accountability, free speech implications for tort liability, and pandemic-related insurance claims. Abraham's articles frequently examine how historical developments have shaped current legal doctrines and identify conceptual gaps in existing tort theory, particularly regarding the underappreciated role of liability insurance in the tort system. William L. Prosser Award from the American Association of Law Schools (2024) Fellow of the American Academy of Arts and Sciences Life Member of the American Law Institute All-University of Virginia Outstanding Teacher Award Distinguished Faculty Achievement Certificate from the State Council of Higher Education for Virginia American Bar Association's Robert B. McKay Law Professor Award First law professor elected as an honorary fellow of the American College of Coverage Counsel Professor Abraham has served on the ALI Council for 20 years and has been an adviser to the ALI's 'Restatement of Torts (Third)' and the senior adviser to the 'Restatement of the Law of Liability Insurance.' His expertise is frequently sought in major insurance coverage cases involving commercial general liability, directors and officers liability, environmental cleanup liability, toxic tort and products liability, and property insurance claims. He has also served as an arbitrator for the Dalkon Shield Claimants Trust, resolving over 100 claims by women seeking damages for injuries caused by the Dalkon Shield intrauterine device.
Dr. Brooke Schedneck is an Associate Professor and The W. J. Millard Professor of Religious Studies at Rhodes College, where she has taught since 2017. She specializes in Buddhism, Asian religions, and teaches courses in the Life program. Dr. Schedneck also leads the Maymester in Thailand, drawing on her extensive experience living and conducting research in Thailand for over eight years. Her research focuses on contemporary Buddhism in Thailand, with particular interests in global Buddhism, religions of Southeast Asia, gender in Asian religions, and religious tourism. Previous research has explored the modern vipassana meditation movement in Thailand's international meditation centers and tourist encounters with Buddhism in Northern Thailand. Her current research examines monastic scandals and the monastic body within Thai Buddhism. Dr. Schedneck's publications include the monograph Religious Tourism in Northern Thailand: Encounters with Buddhist Monks (University of Washington Press, 2021), which was short-listed for the EuroSEAS Humanities Book Prize 2022, and Living Theravada: Demystifying the People, Places, and Practices of a Buddhist Tradition (Shambhala Publications, 2023). She has also co-edited Buddhist Tourism in Asia (University of Hawaii Press, 2020) and authored Thailand's International Meditation Centers: Tourism and the Global Commodification of Religious Practices (Routledge, 2015). Short-listed for the EuroSEAS Humanities Book Prize 2022 Dr. Schedneck earned her Ph.D. in Religions of Asia from Arizona State University, an M.T.S. from Harvard University, and a B.A. from Boston University. Prior to joining Rhodes College, she taught study abroad students as a lecturer in Buddhist Studies at the Institute of Southeast Asian Affairs in Chiang Mai, Thailand, for four years. She has been invited to give research presentations in Thailand, Hong Kong, Singapore, and Malaysia.
Lisa Larrimore Ouellette is the Deane F. Johnson Professor of Law at Stanford Law School, where she has established herself as a leading scholar in intellectual property law and innovation policy. Her work spans patent law, trademark law, pharmaceutical policy, and the intersection of artificial intelligence with legal frameworks. Professor Ouellette's research focuses on the intersection of law, economics, and innovation. Her scholarship examines how intellectual property systems influence technological development, with particular attention to pharmaceutical innovation, biomedical research, and emerging technologies. She has made significant contributions to understanding patent systems, trademark law, and the policy frameworks governing innovation. Her work often employs empirical methods to analyze real-world impacts of legal rules on innovation incentives and outcomes. Analysis of her recent publications reveals a strong focus on contemporary challenges in intellectual property law, including the impact of artificial intelligence on patent systems, equity in patent inventorship, pharmaceutical pricing mechanisms, and innovation policy responses to public health emergencies like the COVID-19 pandemic. Her work demonstrates a consistent pattern of addressing timely policy questions with rigorous empirical analysis and thoughtful legal reasoning. Professor Ouellette has collaborated extensively with leading scholars in law and economics, including Daniel J. Hemel, Jonathan Masur, Mark Lemley, and others. Her research has been supported by prestigious institutions including the National Bureau of Economic Research (NBER), and she has contributed to numerous policy discussions through amicus briefs and responses to government requests for comments. While specific advising relationships aren't detailed in the available information, her extensive publication record with co-authors suggests active mentorship of junior scholars and students.
Annayah Prosser is a Lecturer (Assistant Professor) in Marketing, Business and Society at the University of Bath's School of Management, where she is affiliated with the Centre for Business, Organisations and Society (CBOS). She also serves as the deputy director of the Centre for Qualitative Research at Bath, demonstrating her leadership in methodological innovation within social sciences. Dr. Prosser's educational background includes a PhD in Psychology from the University of Bath (2023), an MRes in Sustainable Futures (2019), and a BSc in Psychology (2017), all from the University of Bath. Prior to her current position, she held external roles including Postdoctoral Research Associate at the University of Nottingham (2023), Graduate Research Associate at Yale University (2018), and Research Coordinator and Lab Manager at the University of Oxford (2016-2018). Her research focuses on how individuals and groups respond to societal crises, particularly the climate and ecological emergency. She explores how group identities influence societal transformations and why some groups act in more prosocial and proenvironmental ways than others. Her work examines the intersection of morality, ethics, and group interactions in driving societal change toward sustainable futures. She employs interdisciplinary mixed methods, drawing from environmental social sciences including psychology, sociology, geography, marketing, and politics, with particular expertise in qualitative methodologies and open science practices. Dr. Prosser's publication record demonstrates consistent engagement with qualitative research methods, open science, climate action, and identity studies. Her recent work has increasingly focused on methodological transparency in research, climate advocacy, and the psychological dimensions of environmental action, reflecting both academic rigor and practical relevance to contemporary societal challenges. Helen Haste Prize (2017) Doctoral Recognition Award (2022) Citation for Doctoral Excellence in Qualitative Research (2024) Dean's Award for Research Communication and Translation (2024) Dorothy Bishop Prize 2025 (2025) Dr. Prosser actively collaborates with governmental and non-governmental organizations including the Scottish Government, Northern Ireland Government, British Standards Institution, Nottingham City Council, and BaNES Council. She currently leads multiple research projects including 'Climate Perfectionism and Burnout: Empowering Climate Advocacy' and 'Daybreak Workshop Funding: Integrating Board Games within Climate Education,' demonstrating her commitment to bridging academic research with practical applications for societal change. As deputy director of the Centre for Qualitative Research, she plays a key role in developing Bath's qualitative research culture, including initiatives like QUALOS (Resource Hub for Open Qualitative Research) and 'Developing a Cohesive and Collegiate Qualitative Research Culture.' Her leadership extends to organizing major academic events such as the Qualitative Research Symposium 2025, focusing on transparency, openness, and rigour in qualitative research.
Kirsty Ogg is a Lecturer in Curating within the Art Department at Goldsmiths, University of London. She serves as Interim Director of Mimosa House, a space dedicated to promoting diversity and access in the arts. Previously, she was Director of New Contemporaries (2013-2023), where she expanded support for emerging artists, and held curatorial positions at Whitechapel Gallery (2009-2013) and The Showroom (1998-2008). Kirsty's research focuses on the intersection of emerging art practice, arts education, and access. Her work is informed by her background in grassroots, DIY artist-led organizations, with particular interest in understanding and overcoming socio-economic and cultural barriers that prevent artistic emergence. She is currently exploring parallels between artist-led cultures and pre-18th century egalitarian pirate communities, investigating how radical democratic principles from the Golden Age of Piracy might inform contemporary curatorial and institutional practices. Her recent publications reveal a strong focus on emerging artists, digital curation platforms, and the evolving landscape of contemporary art institutions. Ogg has produced numerous exhibition catalogs for the Bloomberg New Contemporaries series and has organized conferences addressing critical issues in curatorial practice, artist development, and the relationship between art schools, museums, and the academy. Kirsty serves as External Examiner for the MLitt Curatorial Practice Contemporary Art program at Glasgow School of Art (2022-2025) and previously for the Curating Contemporary Art MA at Royal College of Art (2018-2020). Her professional activities demonstrate significant engagement with artist development, institutional critique, and creating pathways for emerging talent in the contemporary art world.
Jawid Mojaddedi is Professor of Religion and Department Chair at the Department of Religion, School of Arts and Sciences, Rutgers, The State University of New Jersey. His research centers on Islamic mystical literature, particularly early and medieval Sufi texts, with a strong emphasis on the works of Rumi. He is renowned for his authoritative verse translations of Rumi's Masnavi , published by Oxford World's Classics. His educational background includes a Ph.D. and B.A. from the University of Manchester, completed between 1992 and 1998. Mojaddedi's research explores the development of Sufi theoretical writings, early Sufi historiography, and the concept of divine friendship (walaya) in Rumi’s teachings. His work bridges classical Islamic scholarship with contemporary academic analysis. He has contributed significantly to the understanding of the tabaqat genre in Sufism and the evolution of mystical thought from the 10th to 13th centuries. The most recent publications reflect a sustained focus on Persian mystical literature, Qur'anic studies, and translation. His projects demonstrate a trajectory from historical analysis of Sufi biographical traditions toward comprehensive translation and interpretation of Rumi’s magnum opus, supported by major fellowships from the National Endowment for the Arts and the National Endowment for the Humanities. His scientific recognition includes: Lois Roth Prize for Excellence in Translation of Persian Literature (2005) Mojaddedi has advised on academic publishing and translation projects, particularly through co-editing major reference works. His grants include a Literature Translation Fellowship (NEA, 2015) and a Humanities Fellowship (NEH, 2020), which supported the translation of Rumi’s Masnavi . These grants highlight sustained institutional recognition of his scholarly impact. He has been instrumental in shaping the academic discourse on Sufism through editorial leadership, particularly in co-editing The Wiley Blackwell Companion to The Qur'an and Classical Islam: A Sourcebook of Religious Literature , contributing to curricular and research resources in Islamic studies.
William Lucey is an Associate Professor in the Music Production and Engineering (MP&E) and Songwriting departments at Berklee College of Music, a leading institution in contemporary music education. His academic role is deeply informed by his extensive professional career as a performer, songwriter, and producer. His research and creative interests center on music production, songwriting craft, audio engineering, and the integration of analog and digital technologies in music. He emphasizes practical, real-world applications in his teaching, drawing from decades of experience in the music industry. The body of his recent work—including songs like Home , Haunt Me Again , and All I Want for Christmas is a Christmas No. 1 —demonstrates a broad range across genres such as Americana, pop, rock, electronic, and folk. His production style is hands-on, spanning songwriting, arrangement, performance, engineering, and mixing. He frequently collaborates with emerging and established artists, often playing multiple instruments and overseeing full production. Meteor Award Ireland for Best Hope for the Future Boston Music Awards for Best New Act and Best Vocalist World Peace Award for Best International Act As an educator and mentor, Lucey has taught songwriting and production at Berklee for over 25 years, guiding countless students in developing their artistic voices. He also engages in professional projects that serve as living case studies for his pedagogy. His studio practice blends analog warmth with digital precision, reflecting his philosophy of marrying the best of both worlds. While no formal lab or research team is mentioned, his production house functions as a creative hub for collaboration with session musicians and artists worldwide.
Christa de Kleine is a Professor in the School of Education at Notre Dame of Maryland University. She has been a faculty member since 1998 and served as the coordinator of the university’s M.A in TESOL program since its development in the late 1990s. Her teaching encompasses language acquisition and linguistic diversity in both the MA TESOL program and the Ph.D. program for Instructional Leadership for Changing Populations. Education: Ph.D., M.Phil, and M.A. in Linguistics from the Graduate Center of the City University of New York (CUNY); M.A. in English Language and Linguistics from the University of Groningen, the Netherlands. Her research focuses on Creole English speakers in ESL programs, linguistic diversity in education, and the impact of standard language ideology. She has collaborated extensively with Dr. Rachele Lawton on studies of Generation 1.5 students and community college writing instruction. She is principal investigator on a grant-funded project examining English language teaching practices in Panama, informed by its postcolonial context. Notable scientific awards include the 2020 Maryland TESOL Teacher of the Year, multiple Faculty Research and Development Awards from Notre Dame of Maryland University (2016, 2013), NIH grant funding (2007), and Sociological Initiatives Foundation support (2004). She has presented nationally and internationally on topics related to language acquisition and linguistic diversity.
