Dr Carolien Lamers is a Lecturer at the School of Psychology and Sports Science, Bangor University. She trained as a social gerontologist at Radboud University and worked as a clinical psychologist in the NHS with older adults in England and Wales until 2021. Currently, she serves as Recruitment and Selection Director for the North Wales Clinical Psychology Programme and supervises trainees' research projects. Her research spans ageing, end-of-life decisions, and qualitative methodologies. She has investigated discourses around dementia care, bilingual cognitive decline, transgender healthcare narratives, and environmental psychology in geriatric mental health. Her work often employs Foucauldian Discourse Analysis to uncover sociocultural dynamics in clinical contexts. Recent publications focus on eHealth interventions for dementia caregivers, demand assessment in therapeutic settings, and meta-syntheses of clinical psychology practice. All 12 research outputs are peer-reviewed, with 9 journal articles and 3 book chapters. She uses mixed-methods and umbrella reviews to bridge qualitative insights with quantitative applications. Professional roles include teaching coordination, trainee supervision, and editorial contributions to clinical psychology handbooks. No scientific awards are specified in available records. Her ORCID is 0000-0002-8039-6329.
Julia Sutherland is a Professor of Education, Literacy and Language at the School of Education and Social Work, University of Sussex. With a background in English teaching across secondary, tertiary, and higher education, she has pioneered widening participation initiatives and curriculum development. Her research focuses on literacy, reading comprehension, dialogic classroom discourse, and teacher education, particularly in disadvantaged contexts. University: University of Sussex School: School of Education and Social Work Email: J.C.Sutherland@sussex.ac.uk Sutherland's research employs sociocultural and critical theoretical approaches, emphasizing participatory methodologies like action research and ethnography. She collaborates with Psychology colleagues on interdisciplinary projects to enhance reading comprehension and teacher development. Her work has been funded by the Sussex Research Development Fund and Paul Hamlyn Foundation, with sustained impact on national training materials and school policies. Recent publications highlight immersive reading techniques, dialogic talk, and student voice. Her studies often involve adolescent struggling readers and participatory research with teachers. Awards include multiple Student-led Teaching Awards (2004-2018) and the Vice-Chancellor’s Award for curriculum innovation. 2017-2018: Outstanding Support for the Learning Experience of Students – Team award for ITE 2014-15: Outstanding Support for the Learning Experience of Students 2013-14: Outstanding or Innovative Postgraduate Teaching 2006: Excellence in Teaching 2004: Vice-Chancellor’s Award for Curriculum Innovation She convenes the PhD in Education and International Education and Development programs, supervises doctoral students, and leads the MA in Education (MAE) with pathways like SEND, Research Leaders, and International Education. Sutherland also established the annual Teacher Researcher conference in 2012 to bridge academic research and classroom practice.
Dr. Stephanie Sherman is a queer, bilingual, interdisciplinary educator, choreographer, poet, and scholar based in San Francisco and affiliated with the Critical Ethnic Studies Program at California College of the Arts (CCA) as an Adjunct II faculty member. She has taught at institutions across the U.S. and Latin America, including UC Berkeley, Mills College, University of Texas El Paso, and Universidad de las Américas Puebla. Her work spans performance, poetry, and activism, with a focus on social justice, disability accessibility, and transborder communities in the Américas. PhD in Performance Studies, UC Berkeley MFA in Dance, Tisch School of the Arts, NYU BA in Hispanic Studies, Vassar College Her research and creative practice intersect feminist theory, queer embodiment, Latin American cultural studies, and accessible performance art. She explores identity through bilingual poetry and interdisciplinary dance-theater, often challenging gender norms and colonial legacies. Her work emphasizes collaboration with disabled artists and marginalized communities. The 15 most recent creative works reflect a deep engagement with themes of linguistic identity, bodily autonomy, and political resistance. Her publications and performances span poetry, choreography, and video art, with a strong emphasis on bilingual expression and feminist critique. Notable works include Tectonic Tongues / Lenguas Tectónicas (2024), Construyendo la Carne (2018), and la Vida en Rosa (2006), which examine identity, labor, and accessibility through artistic innovation. Dr. Sherman has been recognized with numerous awards: Hemispheric Encounters Fellowship (2022) Fulbright García-Robles Postdoctoral Fellowship (2018) Fulbright Scholar Award (2006) National Performance Network Residency (2007) San Francisco Arts Commission Individual Artist Grant (2025–2026) She has mentored students through teaching and private tutoring in Spanish and the arts. While no formal grants are detailed beyond her awards, her fellowships and residencies indicate sustained support for her creative research. She has not publicly listed formal PhD or Master’s advisees. Dr. Sherman is actively involved in artistic collectives and collaborates across disciplines and borders, particularly between the U.S., Mexico, and Ecuador. She is a core member of transnational artistic networks, including collaborations with Teatro Ciego (Mexico City) and artists in Montreal through her Hemispheric Encounters Fellowship. Her work is exhibited and performed in galleries, theaters, and public spaces, often integrating community participation and digital media.
Scot Danforth is a Professor and Assistant Dean of Research Education at the Attallah College of Educational Studies, Chapman University. He is a leading scholar in inclusive education and disability studies, contributing significantly to the Ph.D. in Education program and undergraduate disability studies courses. His interdisciplinary research spans philosophy, history, sociology, and education, with a focus on democratic, inclusive, and equitable schooling. His educational background includes a Ph.D. from the University of South Florida, a Master of Education from the University of North Carolina at Chapel Hill, and a Bachelor of Arts from The College of William and Mary. These foundational experiences inform his critical approach to education and disability. Scot Danforth’s research explores the political and ethical dimensions of disability in education, advocating for schools that are accepting, supportive, and caring for all. His work critically examines special education, deficit thinking, and the narratives embedded in educational materials and policies. He has published extensively, with over 90 publications including 13 books, and his scholarship reaches educators, policymakers, and researchers globally. His recent publications reflect a strong trend toward intersectionality, historical analysis, and narrative inquiry, particularly in exploring the lives and legacies of key disability rights figures like Ed Roberts, and philosophical influences such as John Dewey. Themes of autonomy, interdependence, solidarity, and democratic inclusion recur across his work. He has received notable recognition, including the Senior Scholar award at the 2014 Second City Disability Studies in Education Conference. He co-founded the Disability Studies in Education Special Interest Group of AERA and has served as co-editor of Disability Studies Quarterly and coeditor of two book series with Peter Lang Publishing. Danforth was formerly a special education teacher for six years in Virginia, North Carolina, and Florida, providing him with practical experience that deeply informs his academic work. He mentors graduate students and contributes to editorial and leadership roles, though specific advisees are not listed. His work continues to shape discourse in inclusive and disability studies in education. He is actively involved in academic leadership through his role as Assistant Dean and through editorial and collaborative research projects. His public engagement includes narrative writing, as seen in his piece for Narratively on Ed Roberts and whale conservation, bridging academic and public audiences.
Elena Atienza Macias is a Ramón y Cajal Researcher and Constitutional Law Lecturer at the University of Deusto, affiliated with the Faculty of Law. She also teaches at the Deusto Business School and the Faculty of Social and Human Sciences. Her research is deeply interdisciplinary, spanning sports law, bioethics, health law, and human rights, with a particular focus on doping in sport, genetic interventions, and transgender rights. She has been a long-term member of the 'Cátedra de Derecho y Genoma Humano' at the University of the Basque Country (UPV/EHU), a research group recognized as 'Excellent' by the Basque Government. Ph.D. in Law, University of Deusto, Universidad Pontificia Comillas (ICADE), Universidad Ramón Llull-ESADE (2016) Master's in Fundamental Rights and Public Powers, University of the Basque Country (2012) Law Degree, University of Deusto, Specialization in Private and Business Law (2005) Her research interests lie at the intersection of law, ethics, and science, particularly in bioethics , constitutional law , and sports regulation . She explores legal responses to emerging technologies such as genetic doping, end-of-life decisions, and environmental chemical regulation. Her work emphasizes the protection of fundamental rights, including athlete privacy, mental health, and the rights of marginalized communities like transgender individuals. The 15 most recent articles reflect a strong thematic continuity in doping regulation , bioethical implications of biotechnology , and health law . Her publications span journals in law, sports, public health, and bioethics, demonstrating interdisciplinary reach. Key subfields include genetic doping, mental health in sports, anti-doping controls, privacy rights, and legal frameworks for human enhancement. Thesis awarded Outstanding Cum Laude and International Mention XVI Andalusian Association of Sports Law Legal Award Premio 2013 Law & Science Young Scholar ECLT Prize Premio a la Mejor Comunicación at XX Jornadas sobre Derecho y Genoma Humano (2013) Elena Atienza has secured competitive research grants, including a postdoctoral fellowship from the Basque Government (ranked #1 in Law) and a national Juan de la Cierva postdoctoral grant. Since 2023, she holds a prestigious Ramón y Cajal research position at the University of Deusto, funded by the Ministry of Science and Innovation. She has also been involved in international research collaborations, including stays at the University of Coimbra and participation in networks like the International Network of Humanistic Doping Research (Aarhus University). She has directed the Expert Diploma in Health Law and served in editorial leadership roles, including as Coordinator of the Revista de Derecho y Genoma Humano . She is a member of the research group 'European Integration and Property Law in a global context' at the University of Deusto and has been part of the 'Cátedra de Derecho y Genoma Humano' at UPV/EHU. She has also been involved in organizing major academic conferences such as the REMEDiE Closing Conference and EURSAFE 2010. Currently, she leads research projects on the legal protection of transgender individuals, funded by the Basque Government.
Claudia Lomoschitz is a research-based artist, filmmaker, and choreographer currently serving as a university assistant and lecturer at the Academy of Fine Arts Vienna, Department of Education in the Arts. She teaches courses such as Kunst und Kunstgeschichte im Kontext II and supervises bachelor theses, contributing significantly to art education and performance studies. Her research and artistic practice are deeply interdisciplinary, focusing on embodied politics, reproductive fantasies, and queer-feminist historiographies . She investigates how bodies are politicized through performance, particularly in relation to lactation, death, care, and resistance under capitalism. Her work bridges art, science, and theory, engaging with quantum physics, biopolitics, and feminist epistemologies. The body of her recent creative-scholarly output reveals a strong thematic focus on queer care practices, the materiality of the void, reproductive autonomy, and critiques of neoliberal health and consumer culture . Her performances and installations often use bodily fluids, molecular metaphors, and mythic narratives to destabilize normative understandings of life, death, and care. Claudia Lomoschitz has presented her work internationally, including at MAK Vienna, Universitat Politècnica de València, Schwules Museum Berlin, and Angewandte Vienna. Her artistic projects have been exhibited at prominent venues such as brut Vienna, Belvedere 21, Tanzquartier Vienna, and Kunstraum Niederösterreich. She is currently completing her dissertation on the cultural implications of lactation and queer nursing under the supervision of Elke Krasny, further solidifying her role as a scholar-artist at the intersection of performance, feminism, and cultural critique. She has co-produced works with SOAKED and brut Wien, supported by the City of Vienna’s Department of Cultural Affairs.
Emese Schiller is an Assistant Professor at the Institute of Research on Adult Education and Knowledge Management, Eötvös Loránd University. Her work focuses on adult education, language learning in later life, and intergenerational learning dynamics. She leads the Organizational and Work-integrated Learning Research Group and advises via email预约办公 hours. Her research explores learner autonomy development, motivational factors in senior language learning, and the integration of theory and practice in workplace education. Key research areas include: Autonomous learning strategies for older adults Educational technology ethics (e.g., AI tools like ChatGPT) Cross-generational collaboration in higher education Policy analysis for immigrant language integration Her recent work (2023-2025) highlights trends in: Exploring ChatGPT's impact on academic integrity Designing intergenerational learning programs Evaluating one-to-one counseling efficacy for autonomy Analyzing plagiarism perceptions across student cohorts Grants and professional development efforts focus on preparing educators to support aging learners. She contributes to Third Age University initiatives and has published extensively on Hungarian contexts of adult education.
Chiara Saccon is a Full Professor at the Venice School of Management of the Ca' Foscari University of Venice, specializing in Business Economics (ECON-06/A). She holds key administrative roles including Vice-Rector for International Relations, Member of the Observatory of Politics and International Relations (OPRI), and Member of the Senatorial Commission for Non-European Institutional Relations. Her expertise spans international accounting standards (IFRS), consolidated financial reporting, public management, and policing performance. Saccon is actively involved in EU-funded projects like Erasmus+ ICM programs promoting international academic mobility. Research Interests include supranational accounting regulation, digitalization in accounting, public sector accountability, and the impact of leadership on police wellbeing. She has published extensively in journals like Public Money & Management and International Journal of Human Resource Management . Teaching focuses on financial reporting, governance, and international accounting at both undergraduate and doctoral levels. Recent courses include 'Accountability, Governance and Regulation' and 'Financial Reporting.' Grants include multiple Erasmus+ projects (2015–present) and the EVLIA initiative supporting SME financing in Southeast Europe. Her work bridges academic research with practical applications in public administration and corporate finance. Labs/Teams : Research Institute for Innovation Management, contributing to studies on accounting theory and digital transformation in business education.
Professor Audrey Paterson is a full Professor of Accountancy and the School Director of Postgraduate Research at the University of Aberdeen Business School. She is also a visiting Professor at the University of Insubria, Italy. Previously, she served as Associate Professor at Heriot-Watt University (2002–2019) and held a research position at the University of Edinburgh (2000–2002). Education: PhD (part-time), University of Edinburgh MSc in Social Science Research, University of Edinburgh BCom Hons in Business, University of Edinburgh Postgraduate Certificate in Academic Practice (PGCAP), Heriot-Watt University Her research focuses on public sector accounting, especially in healthcare, with an interdisciplinary lens on sustainability, circular economy, accounting history, and gender in the profession. She founded the Accounting, Society, and the Environment (ASE) research network to foster critical analysis of accounting's socio-political impact. Her work explores the social consequences of accounting practices and policy, particularly in times of austerity and crisis. Her recent publications reflect a trend toward sustainability, resilience in the third sector, healthcare quality, and international knowledge exchange, particularly between Scotland and Europe. She has also contributed to understanding historical developments in medical audit and distilling industry accounting. Scientific Awards: John Perrin Best Paper Prize, Financial Accountability & Management Journal (2015) Graduate Teaching Award (2015) She actively supervises PhD students in accountancy and has served as guest editor for several leading journals including Critical Perspectives on Accounting , British Accounting Review , and Financial Accountability & Management . She has led and contributed to numerous research projects, particularly those involving public policy, accountability, and sustainability. Her work bridges academic research and real-world policy impact through knowledge exchange initiatives. She leads and collaborates with interdisciplinary research teams, including the ASE network, and engages in cross-national studies on public sector reforms, particularly in Greece and Indonesia. Her current focus includes building sustainable economic models through circular economy frameworks in collaboration with international partners.
Dr. Kriston Renáta is an Associate Professor and Director of the Institute of Modern Philology at the University of Miskolc, Faculty of Humanities, where she also serves as Vice-Dean for Scientific and International Affairs. She is affiliated with the Department of German Language and Literature and actively contributes to research, teaching, and academic leadership. Her educational background includes a PhD in German Philology from Eötvös Loránd University (2009), a degree in Tourism Economics from Budapest Business School (2004), and teacher qualifications in German and Hungarian from ELTE (1999). She has completed professional certifications in TELC exam coordination and terminology management. Her research centers on lexicology and lexicography, particularly specialized language in logistics, tourism, and sports. She investigates the structure of German economic and technical terminology and develops bilingual (German-Hungarian) and multilingual learner dictionaries. Her work integrates contrastive linguistics, translation techniques, and pedagogical applications. The recent publications highlight a consistent focus on logistics terminology, learner-oriented dictionaries, and bilingual lexicography. Themes include dictionary design, specialized language teaching, and terminology development, reflecting her interdisciplinary approach bridging linguistics, education, and applied fields like logistics and tourism. Miskolc University BTK – Outstanding Researcher Dean's Commendation (2018) MTA MAB Young Researcher Scientific Award (2013) Pro Doctorandis Award (2010) Karácsony Sándor Award, Bronze Level (1999) 4th Place, Nagy J. Béla National Spelling Competition (1998) Dr. Kriston has supervised academic projects and edited conference proceedings and monographs. She has participated in national and international research projects, including TÁMOP and Austrian-Hungarian bilateral initiatives. Her work has been supported by scholarships from the Austrian-Hungarian Action Foundation, Ernst Mach Fund, and Campus Hungary. She mentors students in German linguistics and translation and contributes to academic governance as a committee member and journal editor. She leads and contributes to dictionary compilation projects, including logistics and tourism terminology dictionaries, and has served as a reviewer for national lexicographic awards. Her academic network spans institutions in Austria, Germany, and Hungary, reflecting her international engagement in German studies and applied linguistics.
Vinod Pallath is an Associate Professor of Medical Education & Assessment at the Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia . With over 22 years of experience in higher education, he contributes extensively to medical education and microbiology. His research interests include: Competency-based Medical Education Faculty Development Professionalism and Leadership Technology-Enhanced Learning Student Support in Medical Education Bacterial Pathogenesis and Uropathogen Survival Strategies Dr. Pallath's recent publications focus on self-regulated learning, feedback literacy, and academic struggles among medical students, reflecting a strong trend in educational psychology and curriculum innovation within medical training. His work emphasizes learner-centered environments and assessment strategies. He has received multiple teaching and service awards, including: Best Lecturer - Pre/Para Clinical (2022–2023) Good Teacher Award (2011, 2013, 2015) Excellence in Service (University of Malaya) Best e-poster Presentation (2024) Dr. Pallath actively supervises doctoral research and is accepting new PhD students. He has organized around 150 faculty development workshops and is a certified trainer by the Human Resources Development Corporation, Malaysia, highlighting his commitment to educational capacity building. His work contributes to UN Sustainable Development Goals related to quality education and good health.
Dawn Whittall is a Lecturer at the School of Nursing and Midwifery, Monash University, where she contributes to teaching and research with a focus on both urban and rural nursing perspectives. Her academic journey began in regional Victoria, and she has since transitioned to a larger metropolitan academic environment, enriching her pedagogical approach with diverse student cohorts. Her research interests include: Palliative Care Clinical Education Rural Health Volunteering in Healthcare Carers and Support Systems Oncology and Community Nursing Whittall's research is deeply rooted in real-world practice, informed by her clinical experience and ongoing PhD on volunteering in rural palliative care. Her publications reflect a strong thematic focus on nursing education challenges, ethical issues in end-of-life care, and systemic barriers in rural healthcare delivery. She is particularly interested in how volunteer work complements professional nursing in underserved areas. Her recent scholarly output shows consistent contributions to high-impact journals such as Nurse Educator , Journal of Holistic Nursing , and Australian Journal of Rural Health , with work published as recently as 2024. Themes across her articles indicate a sustained commitment to improving nursing education, enhancing palliative care access, and understanding sociocultural and environmental factors affecting care delivery. She has been involved in supervising postgraduate students, including a Master’s student, and actively collaborates with colleagues on research and teaching initiatives. Her community engagement is notable, particularly her long-standing volunteer role with the Country Fire Authority (CFA), which further informs her research on volunteering in healthcare contexts.
Anna Madeley is a Senior Lecturer in Midwifery at the University of Northampton, Faculty of Health, Education and Society. She is a registered midwife with extensive leadership experience in both clinical and educational settings, and serves as the professional lead for the midwifery team and lead midwife for education, liaising with the Nursing and Midwifery Council. She is actively involved in teaching across undergraduate and postgraduate midwifery programmes and has begun supervising research degree students. Education: PhD in Social Sciences, The Open University MSc in Evidence-Based Healthcare, University of Oxford Midwifery Degree, University of Bedfordshire PGCert in Teaching in Higher Education, 2020 Fellow of the Higher Education Academy, 2020 Anna’s research and teaching focus on reproductive justice, ethics in maternity care, non-normative decision-making, home birth (particularly for women with complex needs), informed consent, midwifery education, and critical thinking . She employs qualitative methodologies, especially constructivist grounded theory and meta-ethnography, to explore how maternity systems shape choices and influence autonomy. Her work emphasizes patient agency, legal-ethical frameworks, and the translation of research into practice. Her recent publications show a strong trend in analyzing non-standard maternity choices, barriers to water birth, and the ethical dilemmas midwives face when supporting autonomous decisions. She has contributed significantly to the literature through peer-reviewed journals and book chapters, including editing a key text on Home Birth (Elsevier, 2023). Scientific Awards and Recognition: Fellow of the Higher Education Academy (2020) Anna actively peer reviews for multiple midwifery journals and serves on the editorial boards of two high-profile UK midwifery journals. She is embarking on research degree supervision and continues to lead in midwifery pedagogy and policy-informing research. While no formal lab or research team is named, her collaborative publications suggest strong interdisciplinary networks across the UK maternity research community.
Natacha Jones is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas, College of Education. Her work bridges research and practice in early childhood and urban education, with a strong emphasis on equity and justice. Assistant Professor, Department of Teacher Education and Administration, University of North Texas Her research focuses on fostering agency among young children of color, particularly Black girls, in early educational settings. She explores how community-building, identity affirmation, and culturally sustaining practices can transform classroom dynamics. Using critical and feminist frameworks, especially woman of color feminisms, she advocates for racially-just methodologies in educational research. The recent publications highlight a consistent trajectory in urban education, early childhood agency, and anti-racist research design. Her scholarly output emphasizes structural equity, student voice, and the emotional and social dimensions of learning for marginalized youth. Scientific Awards: No awards listed in the provided text. Natacha Jones actively contributes to the advancement of equitable early childhood education through collaborative research and critical inquiry. While no formal advising roles or grants are mentioned, her co-authored publications suggest active engagement in research teams and scholarly networks focused on social justice in education. She is involved in research that informs both policy and pedagogy, particularly in urban schooling contexts. Her work supports the development of learning environments that recognize and nurture the capabilities of historically underserved students.
Richard Hall is Professor of Education and Technology at De Montfort University (DMU), based in the School of Applied Social Sciences within the Faculty of Health and Life Sciences. He contributes to teaching in evidence-based education, educational leadership, and critical pedagogy, and supervises multiple PhD and Master’s students. Richard is also Head of Faculty Research Ethics and coordinates the Social Justice and Empowerment Research Centre. He holds visiting professorships at the University of South Wales and the University of Sunderland, and is the editor of Palgrave Macmillan’s Marxism and Education series and DMU’s Gateway Papers . University: De Montfort University School: School of Applied Social Sciences Rank: Professor Research Ethics Leadership: Health and Life Sciences Faculty Research Centres: Centre for Urban Research on Austerity, Centre for Computing and Social Responsibility Editorial Roles: Palgrave Macmillan’s Marxism and Education series, Gateway Papers Visiting Positions: University of South Wales, University of Sunderland Richard holds a B.A., M.A., and Ph.D., and his research expertise spans the political economy of higher education, decolonisation, anti-racism, academic alienation, and the impact of neoliberalism on universities. He investigates the Muslim student experience and the role of technology in education, advocating for radical alternatives to the current university model. His work is grounded in critical social theory and focuses on social justice, equity, and institutional transformation. His recent publications explore generative AI, student loans and Muslim engagement, and the abolition of intellectual leadership. These works reflect a strong trend toward critical analysis of systemic inequities in higher education, with subfields including decolonial studies, racial literacy, digital pedagogy, and postcapitalist education. The interdisciplinary nature of his research bridges education, political economy, and social theory. Advance HE National Teaching Fellow (2009) Advance HE Principal Fellow (2024) Visiting Professor of Inclusive Education (Sunderland, 2024) Visiting Professor of Education (South Wales, 2023) Decolonising DMU: AdvanceHE Collaborative Award for Teaching Excellence (2023) Winner, Reclaim Open Learning Challenge (MacArthur Foundation, MIT Media Lab, 2014) Richard supervises a diverse group of PhD students on topics including non-technical skills in clinical education, art-based coping for Black women, and Universal Design for Learning. He has led numerous funded research projects, including grants from the Aziz Foundation and the British Educational Research Association, focusing on racial literacy, Muslim student experiences, and international student support. His editorial and advisory roles span multiple journals, including Teaching in Higher Education and Postdigital Science and Education . He is actively involved in external committees, including the Research Ethics Committee for Coram and the BERA Social Theory SIG. Richard leads and participates in research groups focused on social justice, decolonisation, and cooperative education. He co-convenes the Social Justice and Empowerment Research Centre and is involved in initiatives such as the Social Science Centre and Leicester Vaughan College. His work extends beyond the university into community-based educational activism and policy influence.
