Cristina Bettinelli is a full professor in the Department of Management at the University of Bergamo. She serves as Director of the MSc Program in International Management and Marketing (IMM) and Director of the Center for Young and Family Enterprise (CYFE). Her research focuses on family business governance , entrepreneurial firm innovation , and internationalization , with publications in journals like Family Business Review , Entrepreneurship Theory and Practice , and Journal of Family Business Strategy . Member of editorial boards: Family Business Review , Journal of Family Business Strategy Professional activities: Innovative training projects, Marketing Lhab research group (since 2024) Scientific Awards: Best Contribution to Practice Paper (2024) - IFERA Best Unpublished Research Paper Award (2022, 2015) - FFI Multiple Best Paper Awards/Nominations - IFERA, EIASM, ICSB Family Business Review Best Paper Award (2012) Recent Research Trends: Analyzes family firm dynamics, pandemic response behaviors, cross-border e-commerce strategies, and B corporation ethics. Her 2024-2025 publications emphasize organizational identity , crisis management , and strategic governance .
Dr. Jessica Moriarty is a Senior Lecturer in Creative Writing and Course Leader for the MA program at the University of Brighton's School of Humanities and Social Science. She specializes in Creative Writing pedagogy, autoethnography, and community engagement, with a focus on diversity and well-being. Her recent book, Walking for Creative Recovery , explores autoethnography as a tool for well-being. She is a Senior Fellow of the Higher Education Academy and leads mentorship programs in the School. Education: PhD (2012): Autobiographical and researched experiences with academic writing: an analytical autoethnodrama, University of Brighton Master of Creative Writing (2002), University of Sussex Research Interests: Creative Writing pedagogy for student confidence and community projects Autoethnography in interdisciplinary contexts (e.g., domestic abuse, maternal experiences) Storytelling as a tool for social change and well-being Grants & Collaborations: £135,000 AHRC grant for Immobilities of Gender-Based Violence in the Covid-19 Pandemic (2020) £20,000 Leonardo project on vocational training for writers (2014) Multiple community partnerships, including Maisha Stories and Writing Our Legacy Labs/Teams: Member of the Centre for Arts and Wellbeing and the Experimental Design Practices Research Excellence Group.
Stephanie Rogers is an Assistant Professor of Geosciences at Auburn University's College of Sciences and Mathematics, specializing in geospatial technologies and environmental applications. She leads the GeoIDEA Lab, focusing on GIScience, water quality modeling, and environmental impacts on honey bee colonies. Her research integrates emerging technologies like drones for ecological monitoring and addresses interdisciplinary challenges such as groundwater management and pollution tracking. Education: PhD in Geosciences from the University of Fribourg, Switzerland. Research Interests: Rogers' work bridges geospatial innovation with real-world problem-solving. Key areas include: GIS-driven environmental monitoring and modeling Drone-based assessment of water quality and algal blooms Groundwater contamination dynamics and public health implications Honey bee colony health through spatial analysis Advising & Grants: Currently mentors two trainees (Bethany Foust and Mallory Jordan) and collaborates on projects funded by environmental agencies. Her grants focus on geospatial data integration for ecological decision-making. Labs/Teams: GeoIDEA Lab coordinates multidisciplinary efforts in environmental geoscience, with active projects in Alabama's Black Belt region and international glacial archaeology initiatives.
Robert Winter is a Full Professor of Business IT at the University of St. Gallen (HSG), Switzerland, and Director of the Institute of Information Management (IWI-HSG). He serves as Founding Director of HSG’s Executive MBA in Business Engineering and has led the School of Management’s Doctoral Program. His roles include Vice Editor-in-Chief of Business & Information Systems Engineering and current editorial board membership at MIS Quarterly Executive. Education M.Sc. Business Administration (1984), Goethe University, Frankfurt M.Sc. Business Education (1986), Goethe University, Frankfurt Ph.D. in Social Sciences (1989), Goethe University, Frankfurt Venia legendi (1995), Goethe University, Frankfurt Research Interests Focuses on Design Science Research, Enterprise Architecture Management, and governance of digital platforms. His work explores methodologies for collaborative innovation, data-driven transformation, and complexity management in large-scale systems. Key areas include enterprise transformation steering, data mesh adoption, and agile methodologies in public-sector contexts. Key Contributions Developed frameworks for enterprise architecture governance and digital platform ecosystems Authored influential papers on design science methodology and simulation-based research Recipient of AIS Senior Scholars’ Global Best Paper Award (2017) and Herbert A. Simon Award (2022) Professional Roles President of the School of Management Doctoral Program Member of editorial boards for leading journals (e.g., European Journal of Information Systems) Leadership in professional associations: VHB Board (2011–2014), AIS Swiss Chapter President (2012–2016)
Iris D. Tommelein serves as the Roy W. Carlson Distinguished Professor in the Civil and Environmental Engineering Department at the University of California, Berkeley's College of Engineering, where she directs the Project Production Systems Laboratory (P2SL). A globally recognized pioneer in Lean Construction, she has revolutionized architecture-engineering-construction (AEC) practices through research, industry workshops, and leadership since co-founding the Lean Construction Institute in 1997. Her educational foundation spans multiple disciplines: Ph.D. in Civil Engineering (Construction Engineering and Management), Stanford University, 1989 M.S. in Computer Science (Artificial Intelligence), Stanford University, 1989 M.S. in Civil Engineering (Construction Engineering and Management), Stanford University, 1985 B.S. (5-year degree) in Civil Engineer-Architect, Vrije Universiteit Brussel, Belgium, 1984 Professor Tommelein's research centers on transforming construction processes through Lean principles and digital innovation . Her work pioneers takt planning for workflow reliability, industrialized construction for labor and sustainability challenges, and mistakeproofing to eliminate errors. She integrates digital twins , AI , and optimization to develop practical decision-support systems for supply chains, logistics, and production management. Recent focus includes modular offsite construction and Industry 4.0 applications. Analysis of her 2023-2025 publications reveals intensifying research on takt planning maturity models and industrialized construction feasibility , with growing emphasis on mass timber automation and visual management systems. Her work consistently bridges lean theory with practical implementation across megaprojects, subcontracting networks, and heavy civil engineering. Her exceptional contributions have earned: Lean Pioneer Award (Lean Construction Institute, 2015) National Academy of Construction induction (2019) PPI Technical Achievement Award (2022) Robert B. Harris Award (University of Michigan, 2024) ASCE Construction Management Award (2024) - first woman recipient in 51 years Through the P2SL, she leads industry-collaborative research on production system design, mistakeproofing frameworks, and digital transformation. Her grant-funded projects develop assessment tools for industrialized construction adoption and takt planning methods adaptable to diverse project types. She actively mentors graduate students and drives knowledge transfer via workshops and the annual Construction Innovation Day. The Project Production Systems Laboratory (P2SL) operates as a global hub for construction innovation, partnering with owners, contractors, and suppliers to implement lean production systems. Current initiatives include developing serious games for mistakeproofing training, optimizing work density methods for heavy civil projects, and creating digital twins for real-time construction management.
Nico Trocmé is the Philip Fisher Chair in Social Work and Director of the School of Social Work at McGill University. He holds a PhD and MSW from the University of Toronto and has over 30 years of leadership in child welfare research, policy, and practice. His work focuses on child abuse/neglect, First Nations service collaboration, and systemic inequities in child protection systems. Education: PhD, University of Toronto (1992) MSW, University of Toronto (1983) Bachelor of Arts (Philosophy), University of Toronto (1981) Affiliations: Director, School of Social Work (2014–2023) Adjunct Professor, Factor-Inwentash Faculty of Social Work, University of Toronto (2005–2020) Scientific Director, Centre of Excellence for Child Welfare (2000–2008) His research spans national child maltreatment studies (e.g., Canadian Incidence Studies), First Nations partnership initiatives, and policy development. Key areas include socioeconomic disparities in child protection, trauma-informed care, and culturally responsive services for Indigenous communities. He has authored over 230 peer-reviewed publications and led grants totaling $14.3 million. Recent work emphasizes reducing overrepresentation of Indigenous children in systems and addressing mental health inequities. Awards include Fellow of the Royal Society of Canada (2017) and the SSHRC Impact Award (2014). Grants & Projects: Co-developing evaluation mechanisms for Indigenous child welfare (2024–2030) Pan-Canadian Child Welfare Administrative Data Project (2020–2025) Ontario Incidence Study of Child Abuse (2023–2025) Labs/Teams: Canadian Child Welfare Research Portal (cwrp.ca) Centre for Research on Children and Families (McGill) International Society for the Prevention of Child Abuse and Neglect (ISPCAN)
Professor Dieter Hochuli leads the Integrative Ecology research group in the School of Life and Environmental Sciences at the University of Sydney. His research focuses on biodiversity conservation in urban environments, with particular emphasis on arthropod ecology, habitat management, and the ecological dynamics of human-dominated landscapes. His work bridges community ecology and landscape-scale conservation strategies. Research interests center on urban biodiversity conservation, insect-plant interactions, ecosystem function in modified environments, and the ecological impacts of invasive species. Current projects examine how urban planning decisions affect biodiversity, the role of green infrastructure in supporting ecosystem services, and human-wildlife interactions in urban fringes. Analysis of recent publications reveals consistent themes: urban pollinator ecology, wildlife disease ecology at the urban interface, experimental approaches to urban green space management, and biodiversity responses to urbanization. His work integrates ecological theory with practical conservation applications. Professor Hochuli leads field-based ecology projects across Sydney's urban environments and collaborates with local councils on biodiversity mapping initiatives. He currently supervises graduate students researching urban arthropod communities, wildlife conservation, and ecosystem restoration.
Associate Professor Samantha Schulz is a sociologist of education at The University of Adelaide's School of Education, within the Faculty of Arts, Business, Law and Economics. She specializes in educational justice, focusing on First Nations education, race critical theory, affect studies, and gender equity. Her work spans international contexts including Kenya, India, China, and Australia's APY Lands. She is co-convenor of the Pedagogies for Justice Research Group, affiliated with CRESI and the Fay Gale Centre for Research on Gender. As Program Director for the Master of Teaching program, she emphasizes socially engaged pedagogies. Recent research includes the ARC-funded 'Culturally Responsive Schooling' project (2022-24) and studies on gender-based violence in educational settings. Her publications explore decolonial methodologies, critical race theory, and the intersection of affect and pedagogy. Her grants include leadership roles in projects addressing Indigenous sovereignty in education, culturally responsive curriculum design, and restorative practices. Notable collaborations involve UniSA and Open University of Cyprus. She co-edits the Routledge 'Local Global Issues in Education' series and actively publishes on topics ranging from toxic masculinity in academia to anti-racist policy frameworks. Her advising focuses on fostering critical scholarship in Masters and PhD candidates, with research supervision emphasizing justice-oriented educational practices. She leads initiatives like 'Teaching in an era of digital influence' and has contributed to policy discussions on preventing violent extremism in schools. Her work bridges theoretical rigor with practical advocacy for marginalized communities in education systems globally.
H. Gerald Campano is a Professor in the Learning, Teaching, and Literacies Division at the University of Pennsylvania's Graduate School of Education (Penn GSE). He holds ancestral roots in the Philippines and has a decade-long career as a public-school teacher, earning district awards and recognition as a Carnegie Scholar. His work focuses on literacy education, critical ethnic studies, and community-based research methodologies emphasizing participatory approaches and educational justice. Campano leads a research-practice partnership with a South Philadelphia faith-based organization, supported by grants from the Spencer Foundation and the American Educational Research Association. This partnership involves families from diverse backgrounds addressing social inequities and co-creating visions of educational justice. He also collaborates with the University of Guadalajara on transnational literacy education initiatives. Campano has co-edited Research in the Teaching of English and served as president of the National Council of Research on Language and Literacy (NCRLL). His research emphasizes 'epistemic rights,' prioritizing community voices in inquiry. Awards include the David H. Russell Award (2009, 2018), Edward B. Fry Book Award (2017), and a Spencer Mentor Award (2021). Over 35 doctoral dissertations have been directed under his mentorship. Recent projects highlight his focus on community-based research, as seen in his 2024 book Methods for Community-Based Research , which advocates for ethical collaborations and equitable educational arrangements. Campano’s work bridges academia and practice, advocating for marginalized communities’ agency in shaping educational policies.
Carlisle-Martin is an Associate Department Head and Professor of Practice in the Department of Computer Science & Engineering at Texas A&M University. They also serve as Director of the United States Air Force Academy Center for Cyberspace Research. Their research focuses on computer security, programming languages, and innovative computer science education techniques. Education: Ph.D., Computer Science, Princeton University (1996) B.S., Mathematics and Computer Science, University of Delaware (1991) Research Interests: Malware analysis and detection Cybersecurity frameworks for DNS and network protocols Visual programming tools like RAPTOR for education Ada language modernization and integration Cybersecurity education through CTF competitions Awards: 2016: Meritorious Civilian Service Award (USAF) 2014: SANS Institute Security Award 2009: ACM Distinguished Educator 2008: Colorado Professor of the Year 2007: Arthur S. Flemming Award Advising & Grants: Known for mentoring through cybersecurity initiatives and leading the USAF Academy's cyberspace research programs. No specific grant details listed, but their work aligns with defense and education funding priorities. Labs/Teams: Directs the USAF Academy's Center for Cyberspace Research, focusing on applied cybersecurity solutions and educational outreach.
Associate Professor Naseem Ahmadpour is a leading researcher in Human-Computer Interaction (HCI) and Design at the University of Sydney 's School of Architecture, Design and Planning. She directs the Affective Interactions Lab and serves as Associate Dean (Research) and Chair of the EDI Committee . PhD, University of Montreal MSc, Chalmers University of Technology BSc, Bahonar University Her research critically examines the ethical implications of sociotechnical systems in care and work futures, focusing on participatory design with vulnerable populations. She explores immersive technologies like VR for mental health, pain management, and clinical training, while advocating for equity in design practices. Recent work includes 15+ publications (2023-2026) on VR applications, ethical design tools, and sociotechnical critiques. She has received the SOAR Prize (2022-2023) and led grants on VR in clinical education, digital volunteering, and aging technologies. Dr. Ahmadpour supervises PhD students in projects like Collaborative Reflection in Mental Health and Cultural Bias in Digital Design . She contributes to the Design. Think. Make. Break. Repeat methodology handbook and co-leads the VirtX Community of Practice for immersive realities.
Edith P Allen serves as a Professor in the Department of Pediatrics (Phoenix) at Creighton University's School of Medicine. Her academic appointment integrates clinical practice, medical education, and research within pediatric medicine at the Phoenix campus. Her research focuses on comprehensive child health management, developmental pediatrics, and adolescent medicine. As a core faculty member, she contributes to curriculum development and clinical training for medical students and residents, emphasizing evidence-based pediatric care across diverse patient populations. Dr. Allen maintains active clinical engagement while mentoring future physicians in pediatric specialties. Her institutional role supports Creighton's mission of Jesuit-inspired healthcare education through direct patient care and academic leadership in the Phoenix medical community.
Emilia Andersson-Bakken is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She teaches and supervises student teachers at bachelor’s, master’s, and PhD levels, contributing significantly to initial teacher education. Her academic work is deeply rooted in classroom research, with a focus on critical thinking, creativity, and classroom discourse in primary education. Her research interests include classroom research , initial teacher education , critical thinking , creativity , and classroom discourse . These themes are reflected in her ongoing involvement in key research projects such as KriT (Critical Thinking in Primary Education), Beyond access: improving quality of early years reading instructions in Ethiopia , and Classroom activities for the six-year-olds – 20 years on (Klassprax_20) . These projects emphasize pedagogical innovation, teacher facilitation, and literacy development in early schooling. The trends in her recent publications reveal a strong commitment to advancing critical thinking through children’s literature, dialogic teaching, and teacher-led inquiry. Her work spans both theoretical and practical dimensions, with a recurring emphasis on how teachers can foster student agency and reflective thinking in primary classrooms. She frequently publishes in educational journals and contributes to edited volumes focused on pedagogy and literacy. She has received no explicitly mentioned scientific awards in the provided text. Emilia supervises students at multiple levels and is actively involved in research funding and dissemination efforts through national and international conferences. Her work is supported by collaborative research teams and institutional frameworks at OsloMet. While no specific grants are named, her participation in multi-year, interdisciplinary projects indicates substantial research support and academic leadership. She is part of the research group Classroom Research and contributes to Research and Development Work on the Lower Primary Level With a Focus on Initial Education . These groups focus on observational studies, curriculum evaluation, and teacher development in early education contexts.
Jae Hoon Lim is a Professor in the Department of Educational Leadership/Educational Research, Measurement, and Evaluation at the Cato College of Education, The University of North Carolina at Charlotte. She serves as Program Director for the Post-Master's Certificate in Qualitative Research and teaches qualitative research methods at both introductory and advanced levels. Ph.D., University of Georgia (2002), Elementary Education with Certificate in Interdisciplinary Qualitative Studies M.A., Korea University (1995), Education with focus on Educational Philosophy B.Ed., Seoul National University of Education (1990), Elementary Education Dr. Lim’s research focuses on intersectionality and equity in STEM education , particularly examining identity construction and systemic barriers faced by underrepresented groups including student veterans, Asian international female students, and African American girls. Her work addresses cultural barriers in educational transitions and critiques social/ethical dimensions of engineering education. Recent publications analyze racial disparities in veteran transitions to STEM careers , gender tightropes in transnational STEM education , and pedagogical strategies for marginalized student groups . Themes across her work include qualitative methodologies, educational equity, and intersectional analyses of race, gender, and class. Principal Investigator for $1.6M NSF grant on veteran education Co-PI for Department of Defense grants supporting student veterans Recipient of UNC Charlotte Faculty Research Grant for women veterans study Dr. Lim actively contributes to academic communities as an Associate Editor for the Journal of Women and Minorities in Science and Engineering and as former President/Chair of the Korean American Educational Researchers Association (KAERA). Her work bridges educational theory with practice through collaborations with institutions like Oxford University Press and Teachers College Press.
Prof. Dr. Menelaos Gkartzios is a distinguished academic affiliated with the Department of City and Regional Planning at Middle East Technical University , with extensive experience at institutions including Newcastle University , Izmir Institute of Technology , and University College Dublin . He has served as a Visiting Professor at Tongji University and contributes to editorial boards such as Habitat International and Journal of Rural Studies . Education: PhD in Regional & Urban Planning, University College Dublin (2008) MSc in Environmental Resource Management, University College Dublin (2003) MAgrSc in Agricultural Economics & Rural Development, Agricultural University of Athens (2002) PGCert in Advanced Studies in Academic Practice, Newcastle University (2014) Research Focus: His work bridges sustainable rural development , urban-rural dynamics , and the cultural dimensions of place-making . Key themes include counterurbanisation , rural mobilities , and artistic practice in planning . Publication Trends: Recent articles and books examine climate-driven migration , community co-creation , and rural housing paradoxes . His scholarship spans interdisciplinary frameworks, merging rural sociology , geography , and planning theory . Leadership Roles: He co-leads the AESOP Thematic Group on Rural Planning and contributes to global planning discourse through edited volumes like The Routledge Companion to Rural Planning .
