Dr. Dave Murray-Rust is an Associate Professor in Human-Algorithm Interaction Design at TU Delft's Faculty of Industrial Design Engineering. He explores the intersection of humans, data, and AI through design research, focusing on ethical AI systems and sociotechnical interactions. His work bridges computer science, design theory, and digital sociology, addressing challenges like algorithmic fairness and human-AI collaboration. He leads initiatives such as the AI Futures Lab and Data-Centric Design Lab, advancing methods for leveraging behavioral data in design processes. His research emphasizes experiential AI frameworks, metaphors for designers, and the legibility of AI systems. He has been honored with awards including Best alt.HRI 2024 and a CHI 2023 Best Paper Award for contributions to fairness perceptions in algorithmic decision-making. Murray-Rust teaches courses like the Speculative Design Studio and collaborates on projects like DCODE (Designing the Future of AI) and the BrightSky Project. His work extends to public engagement through installations like GeoPact and explorations of blockchain's societal impact. He holds an Honorary Fellowship at the University of Edinburgh.
Dr. Mohsin Malik is an Associate Professor of Project Management at Swinburne University of Technology (since 2023) in Melbourne, Australia. Previously, he held roles as Senior Lecturer (2018–2022) at Swinburne and Lecturer (2016–2018) at the University of Melbourne. He earned his PhD in Technology Management from the University of Western Australia (2012). His research focuses on organizational dynamics for innovative outcomes in digital contexts, sustainability in supply chains, and project management practices aligned with UN Sustainable Development Goals (SDG-9, SDG-12, SDG-3). Key areas include digital transformation, lean management, agile project management, and supply chain resilience. Dr. Malik’s work has been published in top-tier journals like the International Journal of Project Management, Information & Management, and IEEE Transactions on Engineering Management. He currently serves as Senior Associate Editor of the International Journal of Physical Distribution & Logistics Management and has secured grants totaling over AUD 1M, including a 2025–2028 project on digital transformation in Indian/Australian organizations funded by DFAT. His research explores topics such as socio-cognitive dynamics in digital transformation, lean socio-technical systems, and agency theory in international development projects. Recent projects include analyzing digital platform interactions for Australian artists and evaluating virtual healthcare barriers during the pandemic. He actively supervises doctoral and master’s students focusing on digital governance, social sustainability, and project monitoring frameworks. Dr. Malik is a globally recognized scholar, with over 23 years of academic and industry experience. He collaborates with organizations like the Victorian Music Development Office and the Australian Academy of Science, emphasizing real-world impact through research.
Katherine McNeill is a Professor in the Department of Teaching, Curriculum, and Society at Boston College's Lynch School of Education and Human Development. She holds the Bryk Faculty Fellowship and specializes in science education, particularly focusing on scientific argumentation, explanation practices, and equitable STEM instruction. Her work emphasizes designing curriculum materials and professional development to support teachers in fostering student-driven inquiry. McNeill earned a PhD and two MS degrees from the University of Michigan (2006), and dual BA degrees in Biology and English from Brown University (1998). She previously taught middle school science and has been at Boston College since 2006. Her research centers on improving science education through: Developing the Claim-Evidence-Reasoning (CER) framework Supporting multilingual learners' participation in argumentation Designing educative curriculum materials (e.g., OpenSciEd) Professional learning programs for educators and instructional leaders Key contributions include authoring influential books like Supporting Grade 5-8 Students in Constructing Explanations in Science and articles on curriculum customization, teacher beliefs, and leadership roles in science reform. Her work bridges research and practice to ensure all students engage in meaningful scientific sensemaking.
Noah Weeth Feinstein is an Associate Professor in the Department of Curriculum & Instruction and the Department of Community & Environmental Sociology at the University of Wisconsin–Madison's School of Education. He also serves as Director of the Robert E. and Jean F. Holtz Center for Science and Technology Studies. His research explores how people engage with science in personal, social, and political contexts, with a focus on educational platforms like museums and schools. Feinstein holds a PhD in Science Education from Stanford University (2008) and an MS in Biological Sciences (2006). His work bridges Science and Technology Studies (STS) with education, examining issues such as environmental sociology, equity in science museums, climate change adaptation, and responses to the 'post-truth' era. He contributed to a National Academies report on science literacy and has studied how museums can become more equitable institutions. His recent publications emphasize equity in science education, climate adaptation strategies, and public engagement frameworks. Notable works include discussions on community-level environmental literacy, the paradox of public knowledge in sociology, and the role of education in addressing climate change. Feinstein frequently presents at conferences like the American Educational Research Association, focusing on topics such as racial equity in museums and structural racism in science centers. Feinstein’s research integrates theoretical frameworks from sociology, education, and STS to address practical challenges in science communication and institutional change. His work highlights the need for education systems to foster collective sensemaking rather than individual truth-seeking in a polarized society.
Dilshod Makhmadshoev is a Senior Lecturer at the Hunter Centre for Entrepreneurship, Strategy and Innovation within Strathclyde Business School at the University of Strathclyde, where he also earned his PhD in International Business. He holds a Master’s degree in Management from Queen's University Belfast. PhD in International Business, University of Strathclyde MSc in Management, Queen's University Belfast His research lies at the intersection of international business and entrepreneurship, with a strong focus on institutional theory, SME internationalization, global value chains, and entrepreneurship in transition and emerging economies. He explores how firms navigate institutional voids and uncertainty, particularly in Central Asia and similar contexts. His work is interdisciplinary, drawing from economics, development studies, and organizational behavior. The recent publications highlight a consistent trend in examining institutional challenges, sensemaking under uncertainty, and sustainability within global value chains. His work increasingly connects business strategies with broader sustainable development goals, particularly in environmentally vulnerable and institutionally weak regions. He actively contributes to the academic community through peer review and editorial roles, including for International Business Review and British Journal of Management . Dilshod leads and participates in funded research projects, such as examining environmental sustainability in Kyrgyzstan's garment industry within global value chains and fostering green partnerships in Tajikistan. He teaches key courses including International Business Analysis, Managing Across Cultures, and Global Business Environment at both undergraduate and postgraduate levels. He has supervised research students and contributes to academic governance through examination and review activities. His research is embedded in real-world development challenges, particularly in post-socialist and emerging economies, aiming to foster more equitable and sustainable global business systems.
Robert K. Kazanjian serves as the Asa Griggs Candler Professor of Organization and Management at Emory University's Goizueta Business School. He has held significant administrative roles including Vice Dean for Programs (2010-2017), Interim Dean (2014), Senior Associate Dean for Strategic Initiatives (2017-2022), Founding Academic Director of the Roberto C. Goizueta Center for Entrepreneurship and Innovation (2020-2022), and Senior Associate Dean for Executive Education (2002-2004). His educational background includes: PhD in Organization and Strategy, The Wharton School, University of Pennsylvania AM in Organization and Strategy, The Wharton School, University of Pennsylvania MBA in Organization and Strategy, The Wharton School, University of Pennsylvania BA in Economics (with honors), Hamilton College Kazanjian's research centers on technology-based new venture development, innovation management in complex organizations, and strategic implementation. His work examines how organizations foster creativity through team dynamics in multi-team settings, address dominant problems during growth stages, and design structures for strategic execution. He emphasizes the interplay between organizational learning, leadership, and governance in driving sustainable innovation. His publication record spans four decades with 13 major works in top journals including Management Science, Strategic Management Journal, and Academy of Management Review. These reveal an evolving focus from stage-based growth models for new ventures to contemporary analyses of creativity in complex systems, consistently addressing organizational design challenges in innovation contexts. His scientific recognition includes: 17 Teaching Excellence awards from full-time, part-time and Executive MBA students at Goizueta Business School Kazanjian maintains strong industry engagement through consulting and executive education for major corporations including General Electric, General Motors, Goldman Sachs, and Siemens North America. His advisory work focuses on strategy implementation, organizational change, and innovation management across diverse sectors from manufacturing to financial services. He has led executive programs throughout the US and Asia, translating academic research into practical frameworks for senior leaders. As Founding Academic Director of the Roberto C. Goizueta Center for Entrepreneurship and Innovation (2020-2022), he established research initiatives and educational programs bridging academic theory with entrepreneurial practice, fostering collaboration between students, faculty, and industry partners in technology venture development.
Adrot Anouck is a Lecturer in Management Research at PSL University, focusing on crisis management, organizational improvisation, and disaster risk reduction. Her work bridges information systems with emergency response, emphasizing cross-border resilience and digital transformation in extreme situations. Key Research Themes: Crisis management, organizational resilience, information systems in disaster contexts, cross-border cooperation, and digital decision-making under uncertainty. Her publications span journals like Expert Systems with Applications and Information Systems Journal , with recent studies on portfolio management under uncertainties and data sharing barriers in disaster risk reduction. She has contributed to book chapters and conference proceedings at venues such as the Academy of Management and EGOS Colloquium, exploring topics like measurement practices during the COVID-19 pandemic and the role of technology in crisis response. Adrot collaborates extensively with researchers across disciplines, including Moriceau, Karanasios, and Friedrich. While no explicit awards or student advising details are provided in the text, her work highlights the interplay between structure, action, and digital tools in enhancing organizational resilience.
Professor Efpraxia D. Zamani is a Full Professor of Information Systems at Durham University Business School, previously serving as Senior Lecturer at the University of Sheffield's Information School. Her research examines the organizational and social dimensions of Information Systems, with particular emphasis on digital poverty, emerging technologies, and workplace implications. Her research focuses on three interconnected domains: Digital poverty and inequalities (examining access disparities and policy impacts), Making sense of emerging technologies (analyzing adoption and resistance patterns), and Information Systems in the workplace (investigating hybrid work dynamics and gendered experiences). Zamani employs critical and qualitative methodologies to uncover how technological transformations affect marginalized groups and organizational practices. Analysis of her 15 most recent publications (2023-2025) reveals consistent engagement with societal challenges through an Information Systems lens. Her work spans digital governance, healthcare technology, crowdwork platforms, and AI ethics, predominantly published in top-tier journals like Information Systems Journal and Journal of Information Technology . A distinctive pattern is her focus on vulnerable populations—including informal caregivers, women in developing economies, and older adults—within technology adoption contexts. Key recognitions include: AIS Sandra Slaughter Service Award (2024) AIS Distinguished Member - Cum Laude (2025) Best Paper Award at ICIS 2013 Runner Up for SIG GTM Best Paper Award (2021) She supervises PhD candidates including Myrto Dimitriou and Sohee Kim while leading significant research initiatives. Current projects feature the Marie Skłodowska-Curie Actions Doctoral Network AGORA (funded by UKRI EPSRC) for Metaverse research training. Completed work includes British Academy-funded studies on digital inclusion in Derbyshire and Research England projects addressing digital poverty in South Yorkshire. Her grant portfolio demonstrates strong alignment with societal impact through technology. Zamani actively contributes to academic communities as co-chair of the AIS Women's Network College and Vice President of the UK Academy for Information Systems, while maintaining editorial roles at Information Systems Journal and Information Technology & People .
Kjetil Nordby is a Professor at the Oslo School of Architecture and Design (AHO), specializing in interaction design for maritime environments. He leads the Ocean Industries Concept Lab (OICL) and manages the OpenBridge Design System, an open-source framework for standardized ship bridge interfaces. Research focus: Augmented/Virtual Reality in maritime operations Key projects: OpenRemote (remote operation center UI), OpenAR (AR integration) Collaborations with institutions like Royal Institution of Naval Architects His work addresses cross-vendor interface consistency, safety-critical UX, and open innovation in maritime design. Recent publications explore AR/VR applications for navigation, collaborative workstations, and energy-conscious maritime systems. Scientific contributions include: 15+ peer-reviewed articles in journals like Journal of Marine Science and Engineering and Applied Ergonomics Book chapters on sensemaking in safety-critical maritime environments
Professor Gerardo Okhuysen is a faculty member at The Paul Merage School of Business, University of California, Irvine, where he holds the rank of Professor in the Department of Organization and Management. He joined the school in July 2012, bringing expertise in organizational behavior, leadership, and team dynamics. Prior to UCI, he was affiliated with the David Eccles School of Business at the University of Utah. PhD in Industrial Engineering and Engineering Management, Stanford University Professor Okhuysen's research centers on leadership, group and team effectiveness, decision-making under uncertainty, and the role of emotion and context in organizational processes. His work explores how teams navigate ambiguous tasks, manage environmental uncertainty, and achieve success through effective coordination and leadership. He investigates both structural and behavioral aspects of team functioning, including negotiation, trust, information sharing, and emotional dynamics. His recent publications reflect a strong focus on organizational behavior, team performance, and decision science. The articles span topics such as emotion in decision-making, contextual influences on teams, leadership under pressure, and knowledge sharing in distributed settings. These works are grounded in both theoretical development and empirical research, contributing to foundational and applied knowledge in management and organizational psychology. Professor Okhuysen has published in leading journals including Academy of Management Journal , Academy of Management Review , Organization Science , and Organizational Behavior and Human Decision Processes . He teaches courses in Organizational Behavior, team effectiveness, and decision-making. While no formal list of advisees or awards is provided, his scholarly output and academic trajectory suggest active mentorship and recognition within the field. His research has implications for improving leadership and team performance in complex, uncertain environments.
Teo (Danielle) Keifert (they/them) is an Assistant Professor in the Department of Educational Psychology within the College of Education at the University of North Texas. Their work bridges learning sciences, science education, and equity-focused pedagogy, with a strong emphasis on young children's inquiry practices and sensemaking in science classrooms. Teo's research centers on expansive, culturally responsive approaches to science learning, particularly through imaginative embodiment, drawing, storytelling, and play. They investigate how family culture shapes children's ways of knowing and use design-based research and co-observation methodologies to develop ethically grounded, ecologically valid research practices. Their projects, funded by the National Science Foundation and the Spencer Foundation, explore mixed-reality technologies, teacher professional development, and pre-service teacher education through sociocultural lenses. Their recent publications reveal a consistent focus on broadening participation in science by redefining what counts as scientific practice. Themes include embodied cognition, hybrid argumentation across disciplines, equity in elementary science, and humanizing pedagogy during crises like the pandemic. Their work emphasizes relationships, curiosity, narrative, and disruption of normative assumptions in teaching and learning. Scientific Awards and Grants: Spencer Foundational Small Grant (Principal Investigator) National Science Foundation grant (Co-PI, Science through Technology Enhanced Play) McDonnell Foundation grant (Co-PI, Representations for Teachers as Learners) National Science Foundation grant (Co-PI, Equitable Science Sensemaking) Teo advises on teacher education reform and supports elementary educators in designing transformational learning experiences, particularly for multilingual learners. Their grants focus on co-designing equitable learning environments, professional learning communities, and innovative uses of technology. They are also engaged in research on faculty well-being and support during the pandemic. Teo is affiliated with research teams focused on learning in families, mixed-reality science environments, and equitable sensemaking. Their labs and collaborative projects include the Learning, Being and Doing in Families Study and partnerships with researchers like Enyedy, Danish, Pierson, and Marin.
Emma Spiro is an Associate Professor at the University of Washington Information School, with adjunct appointments in the Department of Sociology and Human Centered Design & Engineering. She co-founded the Center for an Informed Public (CIP) and directs the Social Media Lab (SoMeLab) and Data Science and Analytics Lab (DataLab). Her research focuses on online communication, misinformation dynamics, and network structures in both digital and physical contexts. Dr. Spiro’s work explores social networks and computational social science, analyzing how misinformation spreads during crises and elections. Her research has been funded by the National Science Foundation and Army Research Office, and published in top journals like PNAS, Social Networks, and Information, Communication & Society. She holds a Ph.D. in Sociology from UC Irvine and dual B.A.s in Applied Mathematics and Science, Technology & Society from Pomona College. As a Data Science Fellow at UW’s eScience Institute, she bridges technical and social science methodologies to study information integrity. Her affiliations include the UW Center for Statistics & the Social Sciences (CSSS) and the Center for Studies in Demography & Ecology (CSDE). She actively collaborates across disciplines to address strategic misinformation through labs, institutes, and multi-institutional initiatives like the Disinformation Summer Institute.
Kirsty Kitto is an Associate Professor at the University of Technology Sydney in the Learning Design and Technology Unit. With a background in theoretical physics and computer science, her research focuses on developing quantum-inspired models of contextuality to understand complex human behavior in educational systems. She explores the intersection of Artificial Intelligence (AI) , Learning Analytics , and Educational Theory , seeking to bridge the divide between big data and pedagogical frameworks. Current Appointments : Associate Professor (2020-present), Senior Lecturer (2017-2020) Past Academic Roles : Senior Research Fellow (QUT), Senior Lecturer (QUT), Associate Lecturer (Flinders University) Her funded research includes projects on: Quantum models in cognitive systems (ARC Fellowship DP1094974) AI literacy in digital workplaces (IEEE Transactions study) Contextual learning analytics (DVC Education and Students Division) Skills passports for lifelong learning (UMAP 2024 paper) Kitto's recent work examines human-AI interaction in writing assessment, data storytelling for teacher-centered analytics, and causal modeling to strengthen educational theory-data connections. She actively supervises Masters and PhD students and contributes to policy debates through government submissions on generative AI in education. Her methodology combines mathematical formalism with sociotechnical analysis to address educational complexity.
Karen O'Brien is a Professor in the Department of Sociology and Human Geography at the University of Oslo, where she has been a full-time faculty member since 2005. She is internationally recognized for her work on the human and social dimensions of global environmental change, with a focus on climate change, adaptation, and transformative pathways to sustainability. She currently serves as co-chair of the IPBES transformative change assessment and has contributed to major scientific assessments including the IPCC Fifth Assessment Report. Her educational background includes a BA in International Relations from the College of William and Mary (1985), an MS in Environmental Studies from the University of Wisconsin-Madison (1990), and a PhD in Geography from Pennsylvania State University (1995). She completed a postdoc at the North American Commission for Environmental Cooperation in 1996 and was a Senior Research Fellow at CICERO from 1997 to 2005. Karen O'Brien's research centers on integrative and transdisciplinary approaches to sustainability, emphasizing the role of beliefs, values, and worldviews in driving social and systems change. She is a leading proponent of quantum social science as a framework for understanding and scaling transformative change. Her recent scholarly output explores youth activism, climate education, and the philosophical underpinnings of transformation in the Anthropocene. Her publications reveal a strong thematic focus on transformation, adaptation, and the intersection of climate change with social theory. Articles consistently engage with interdisciplinary frameworks, action research, and innovative methodologies such as SenseMaker, reflecting her commitment to bridging science, policy, and societal action. BBVA Foundation's Frontiers of Knowledge Award for Climate Change (2021) Member of Academia Europaea (2022) University of Oslo Student Parliament's Teaching Award (2015) Burtoni Prize for Adaptation Research (2011) AAG Meridian Book Award (2008) Shared in the 2007 Nobel Peace Prize as part of the IPCC Karen O'Brien has supervised numerous PhD and Master’s students, though specific names are not listed in the provided text. She has led significant research projects such as the AdaptationCONNECTS project and co-founded cCHANGE, an organization dedicated to sustainability transformations. Her advisory roles include membership on the Science Committees of Future Earth and Our Common Future in a Changing Climate, as well as leadership in the transition to global sustainability research initiatives. She has no reported grants listed, but her involvement in large-scale international assessments implies substantial funding support. She is affiliated with key research platforms including the Department of Sociology and Human Geography at the University of Oslo, where she has served on the Board, and the Research Center for Socially Inclusive Energy Transition (Include). Her work is deeply collaborative, involving networks such as IPBES, IPCC, and Future Earth, and she frequently publishes with interdisciplinary teams across Europe and North America.
Marcelo Worsley is the Karr Family Associate Professor in Computer Science and Learning Sciences at Northwestern University's School of Education and Social Policy (SESP). His research focuses on promoting STEM education for underserved populations through hands-on, project-based learning. He holds a PhD and MS in Learning Sciences and Computer Science from Stanford University, along with dual bachelor's degrees in Chemical Engineering and Portuguese. His work emphasizes inclusive learning technologies, multimodal learning analytics, and fostering agency in students to address real-world challenges. Research Interests: Worsley’s research spans four core areas: (1) designing meaningful hands-on learning experiences; (2) extracting and analyzing multimodal data; (3) developing naturalistic interfaces for education; and (4) bridging engineering education with conceptual change. His Technological Innovations for Inclusive Learning and Teaching (tiilt) Lab aims to address inequities in education by co-designing tools with teachers and learners. Grants & Projects: Worsley has led initiatives such as Multimodal Learning Analytics (funded by NSF EAGER) and PE++ , integrating computer science with physical education. His projects often involve intergenerational making, refugee youth engagement, and culturally responsive computing. Publications: His work appears in journals like Journal of Learning Analytics and conferences such as ICLS and EDM. Recent themes include AI in education, embodied learning in games like Minecraft, and leveraging sports for computational thinking.
