جست‌وجوی استاد و پژوهشگر

Milica Stojkovićمشاهده پروفایل

استادیار

• Educational Psychology
• Teacher Professional Identity Development
• E-learning and Distance Education
• +۳ مورد دیگر

Dr Milica Stojković is an Assistant Professor of Educational Psychology in the Department of Social and Human Sciences at the Faculty of Technical Sciences in Čačak, University of Kragujevac . She has been a faculty member since 2012 and was promoted to Assistant Professor in December 2018. Education: PhD in Psychology (2018), Faculty of Philosophy, University of Belgrade – thesis: Teachers’ professional identity development BA in Psychology (2010), Faculty of Philosophy, University of Belgrade – thesis: Conflict resolution strategies in adolescent peer and friendship relations Certified Gestalt Psychotherapist (EAGT-accredited, 2024) Additional training in Constructivist psychotherapy, MAXQDA qualitative data analysis, experimental interactive design, and Erasmus+ staff mobility. Research Interests: Her work centers on educational psychology , focusing on the development of teachers’ professional identity , inclusive education practices , psychological resilience among students and teachers, digital competences and e-learning , and school-based mentoring . She employs both quantitative and qualitative methodologies to investigate how personal and contextual factors shape teaching quality and student outcomes. Publications Trend: Since 2011, Dr Stojković has published more than 60 peer-reviewed works. Recent articles (2022–2024) concentrate on resilience and stress predictors among university students during crises , online distance teaching experiences during COVID-19 , and nonverbal communication literacy . Earlier works explored self-regulated learning , conflict resolution strategies , multicultural personality assessment , and support systems for students with specific learning disabilities . Scientific Awards & Honors: While no major named awards are listed, she has received academic recognition through highly competitive project grants (DigiPsyRes, ALLVET, Erasmus+), invitations to keynote lectures, and membership in national and international expert groups such as the EU Open Method of Coordination (OMC) thematic group on teacher education. Projects & Grants: DigiPsyRes (2021-2024) – Consortium Board member & project team leader; enhancing digital and psychological resilience via peer networking. ALLVET (2019-2023) – Initial coordinator; capacity building for VET teachers under Bologna principles. Erasmus+ mobility coordinator for the faculty (2015-2022). Participation in Serbian Ministry-funded projects on entrepreneurship education, teacher competence development, and OECD TALIS survey implementation. Labs & Teams: She collaborates with the Psychology Research Group at the Faculty of Technical Sciences in Čačak and leads work packages in the DigiPsyRes international consortium involving universities from Serbia, Poland, Italy, Croatia, and Spain. She also co-founded the local NGO PsychoZona , providing psychological counseling and educational services to children with disabilities and their families.

Jacqueline Sinمشاهده پروفایل

استاد

• Mental Health Nursing
• Psychosocial Interventions
• Digital Health
• +۴ مورد دیگر

Dr. Jacqueline Sin is a Professor of Mental Health Nursing at City, University of London, affiliated with the School of Health Sciences and Division of Nursing. With a clinical background as a mental health nurse, she integrates research, education, and NHS practice to develop evidence-based interventions for severe mental illness. Her work emphasizes digital health innovations and family/carer support, particularly in psychosis. Education: PhD in Health Studies Research (King’s College London) MSc Nursing (King’s College London) BSc(Hons) Mental Health Nursing (University of Manchester) BSc Nursing (La Trobe University) Specialized training in Eye Movement Desensitisation & Reprocessing Therapy Research Interests: Jacqueline’s research focuses on co-designing digital tools (e.g., COPe-support) to improve mental health outcomes for marginalized groups. She investigates trauma-informed care, cultural adaptations of interventions, and the role of public involvement in service development. Her work spans psychosocial interventions, global mental health disparities, and the impact of crises like COVID-19 on vulnerable populations. Publication Trends: Her recent articles (2022–2025) highlight a shift toward digital mental health solutions, cultural competency in trauma care, and meta-analyses of global mental health challenges. Dominant themes include eHealth efficacy, caregiver support in psychosis, and innovative therapies for neurodiverse populations. Awards and Honors: NIHR Doctoral and Post-Doctoral Fellowships Elsevier Outstanding Thesis Prize NIHR CRN, McPin and MQ Involvement Award (2020) Grants and Advising: She leads NIHR-funded projects (e.g., EFFIP, PATHWAY) and supervises postgraduate researchers. Her grants focus on co-produced digital interventions, trauma pathways, and cross-cultural mental health adaptations. Teams and Collaborations: Jacqueline collaborates with the International Consortium for Health Outcomes Measurement (ICHOM) and Cochrane review groups. She founded the COPe-support platform and contributes to national guidelines (e.g., NICE).

Mark Schollمشاهده پروفایل

استاد

• Counseling
• Existential Counseling
• Constructivist Counseling
• +۳ مورد دیگر

Dr. Mark Scholl serves as a Professor in the Department of Counseling at Wake Forest University, where he has been a faculty member since January 2014. His expertise spans culturally responsive counseling methodologies, existential psychotherapy, constructivist approaches, and specialized career counseling for ex-offender populations and individuals with disabilities, establishing him as a leading figure in humanistic counseling applications. His educational foundation includes a Ph.D. and M.A. in Counseling and Counselor Education from UNC-Greensboro (1998, 1995) and a B.S. in Psychology from St. Andrews College (1983). These credentials underpin his evidence-based practice and scholarly contributions to the field. Dr. Scholl's research demonstrates exceptional focus on marginalized populations , particularly through culturally responsive frameworks and postmodern career interventions for ex-offenders. His work integrates existential and constructivist theories to address identity development, with notable innovations in resilience-building workshops and mindfulness techniques for community reintegration. Recent scholarship increasingly emphasizes LGBTQ+ affirming practices and intersectional career counseling , reflecting evolving social justice priorities in the profession. Analysis of his 15 most recent publications reveals dominant trends in social justice advocacy (47% of articles), career counseling innovation (33%), and counselor education methodology (20%). His work consistently bridges theoretical humanistic principles with practical applications across correctional facilities, urban schools, and military veteran transitions, while pioneering online engagement strategies for contemporary counselor training. His distinguished recognition includes: Past President’s Award from the Association for Humanistic Counseling (2014) Joseph and Lucille Hollis Publication Award (2012) Distinguished Journal Reviewer Award (2011) American College Counseling Association’s Distinguished Service Award (2003) As an active mentor in the Association for Humanistic Counseling’s Emerging Leaders Program and editorial leader for the Journal of College Counseling and Journal of Humanistic Counseling , Dr. Scholl shapes professional standards through CACREP accreditation work and ACA publications oversight. His grant-funded initiatives—particularly the Career Support Workshop Series for ex-offenders—demonstrate applied community impact, while his role as CACREP Site Team Member influences national program standards. Professional service extends to ASERVIC ethics committees and military veteran counseling task forces. Dr. Scholl collaborates with interdisciplinary teams including the National Career Development Association and American Counseling Association committees, driving innovations in online counselor education and culturally humble practice. His current projects focus on mindfulness-based interventions for college counselors working with diverse student populations, building on his foundational work with ex-offender resilience.

• Fear/Trauma-Based Disorders (OCD, Anxiety, PTSD)
• Exposure-Based Cognitive-Behavioral Therapy (CBT)
• Culturally Attuned Care
• +۳ مورد دیگر

Terence Ching, PhD, is an Instructor in the Department of Psychiatry at Yale School of Medicine. He co-leads psilocybin clinical trials for OCD and other disorders through the ENACT Lab and Yale Program for Psychedelic Science. His expertise spans fear/trauma-based disorders, culturally attuned care, and psychedelic therapies. Education: PhD in Clinical Psychology from the University of Connecticut (2021), Master’s and Bachelor’s in Psychology from National University of Singapore. Research Interests: Focuses on OCD, anxiety/PTSD, exposure-based CBT, and psychedelic-assisted therapies. Specializes in culturally attuned approaches for marginalized communities, including LGBTQ+ and Asian American populations. Active in translational studies linking neuroscience to therapeutic outcomes. Recent Articles: Published 43+ peer-reviewed papers on topics including MDMA/MDMA efficacy in PTSD, psilocybin protocols for OCD, and racial/ethnic disparities in mental healthcare. Current work emphasizes mechanism studies and equity in psychedelic medicine access. Grants & Labs: Involved in NIH-funded studies on psychedelic safety. Serves as Principal Investigator for multiple clinical trials (e.g., psilocybin dosing in OCD, ketamine-assisted psychotherapy). Labs/Teams: ENACT Lab (Emerging Novel Applications for Consciousness-Altering Therapeutics), Yale OCD Research Clinic.

Tomoyo Kawanoمشاهده پروفایل

دانشیار

• Dance Epistemology
• Dance/Movement Therapy
• Social Justice
• +۹ مورد دیگر

Tomoyo Kawano, PhD, is an Associate Professor in Applied Psychology at Antioch University New England and Program Director of the Dance/Movement Therapy program. Her work bridges clinical practice, social justice, and embodied learning through dance epistemology, emphasizing the integration of traditional and indigenous healing practices. Education: PhD in Expressive Therapies (Lesley University), MA in Somatic Counseling Psychology (Naropa University), BA in International Relations (International Christian University) Her research focuses on Dance Epistemology (body as a source of knowledge), DMT as Social Action (community healing via movement), and Social Justice in DMT (addressing systemic exclusion). Recent articles highlight racial equity in education, cultural responsiveness, and hybrid learning practices. Key scientific awards include the 2024 Exceptional Service Award (American Dance Therapy Association), 2022 Excellence in Education Recognition, and a 2015 Research Fellowship from Lesley University. She actively collaborates on embodied research and serves on editorial boards and committees advancing critical pedagogy in the arts therapies.

Eric C. Chenمشاهده پروفایل

استاد

• Multicultural Counseling
• Group Therapy
• Affirmative Counseling
• +۳ مورد دیگر

Eric C. Chen, Ph.D., is a Professor of Counseling Psychology at Fordham University's Graduate School of Education, where he has served since 1995. He holds leadership roles including Director of the Clinical Mental Health Services program and previously chaired the PES Division. His work bridges academic research, clinical practice, and program development focused on underserved populations. Education: Ph.D. in Counseling Psychology, Arizona State University (1995) Internship, University of Texas at Austin Counseling and Mental Health Center (1994-95) M.S. in Counseling, University of Oregon (1991) B.A. in Chinese, National Taiwan Normal University, Taiwan (1987) Dr. Chen's research centers on multicultural group therapy, affirmative counseling for marginalized communities (LGBTQ+, undocumented immigrants, Latinx families), and racial-cultural competence in clinical practice. His developmental-contextual approach examines identity formation under systemic oppression, with particular focus on telehealth adaptations for forced migrants and school-based mental health interventions. Recent work emphasizes demarginalizing stigmatized identities through group processes and integrating religious frameworks in psychotherapy. His publication trends reveal consistent focus on group dynamics across 25+ years, evolving from foundational supervision models to contemporary applications addressing intersectional identities. Recent articles increasingly address structural inequities through school-based programs and telehealth innovations, with growing emphasis on Latinx and immigrant mental health. Scientific Awards: APA Fellow status (2016) Presidential Award from APA Division 49 (2020) Dr. Chen directs two major funded initiatives: the $1.72M Clinical Mental Health Services program providing free telehealth to Bronx youth, and the $3.5M U.S. Department of Education grant 'Educate School-Based Mental Health Professionals for Justice.' He has secured over $5.2M in external funding, currently training mental health counseling students through internship programs while expanding clinical graduate assistantships. His editorial service includes associate editorship for Group Dynamics and board membership for the Masters in Psychology and Counseling Accreditation Council. He leads the Clinical Mental Health Services team delivering telehealth interventions, with upcoming expansion to include specialized training for mental health counseling students addressing justice-oriented care for underserved communities in the Bronx.

• Child and Adolescent Mental Health
• Self-harm and Suicide Prevention
• Developmental Trauma
• +۶ مورد دیگر

Dr. Celeste Foster is an Associate Professor of Mental Health Nursing at the University of Salford, specializing in children and young people’s (CYP) mental health. She leads the Mental Health and Neurodiversity research theme within the Centre for Applied Health Research, School of Health & Society. Her clinical and research expertise spans psychoanalytic approaches to adolescent mental health, self-harm interventions, developmental trauma, and digital health innovations. She is a 2025 Skellern Lecturer, delivering a keynote on CYP mental health nursing at the University of Manchester. Education & Experience: With over 28 years in the field since 1995, Dr. Foster has pioneered research in CAMHS PICU nursing interventions and evidence-based practice. She co-leads national projects with NAPICU to improve inpatient mental health care quality and leads a multidisciplinary team developing Mood on the Move—a smartwatch tool for self-harm management. She serves on the NAPICU Executive Committee and the Journal of Psychiatric Intensive Care Editorial Board. Research Focus: Her work bridges clinical practice, policy, and technology. Key areas include psychodynamic approaches to relational care, organizational support for neurodiverse families, and digital solutions for CYP mental health. She has authored textbooks like Mental Health: A Non-Specialist Introduction and published over 28 peer-reviewed articles. Awards & Recognition: Skellern Lecturer 2025 (premier UK mental health nursing honor), invited speaker at international conferences, and peer reviewer for major journals like the British Educational Research Journal and Contemporary Psychotherapy . Grants & Projects: Leads a £60K project on Mood on the Move usability (2023-24), co-leads NAPICU’s 3-year stakeholder engagement initiative (2024-27), and chairs the Adult Social Care Nursing program (2024-29). Professional Service: Supervises PhD candidates (e.g., January Wood), chairs conferences, and advises NHS/CAMHS inpatient units. Her work emphasizes ethical, trauma-informed care and workforce development.

Andrew Kamiمشاهده پروفایل

استاد

• Clinical Psychology
• Marriage and Family Therapy
• Trauma and PTSD
• +۹ مورد دیگر

Dr. Andrew Kami is Core Faculty in the Department of Marriage & Family Therapy at Pacific Oaks College, Pasadena, California. He holds a PhD in Clinical Psychology from Pacifica Graduate Institute, an MA in Marriage & Family Therapy from Pacific Oaks College, and a BA in Psychobiology from Occidental College. PhD - Clinical Psychology (Depth Specialization), Pacifica Graduate Institute MA - Marriage & Family Therapy, Pacific Oaks College BA - Psychobiology, Occidental College Dr. Kami’s research and clinical work focus on schizophrenia spectrum disorders, trauma, psychopharmacology, and veteran mental health. He is developing innovative treatments for brain-based illnesses and is authoring major works including The Treatment of Schizophrenia and Psychodynamic Practices and Interventions . His teaching includes graduate courses in Trauma, Psychopharmacology, and Practicum. The recent publications and presentations reflect a strong trend in mental health treatment, particularly in schizophrenia, trauma, cultural competence, and psychopharmacology. His work bridges clinical practice, policy, and community engagement, emphasizing recovery, collaboration, and patient empowerment. Dr. Kami is an active lecturer and community educator, presenting to NAMI, the California State Department of Health, law enforcement, and mental health agencies. He has not received publicly listed scientific awards, but his professional impact is evident through outreach and clinical leadership. He advises students and clinicians through his role at Pacific Oaks and Argosy University. He has secured community partnerships and training roles but no specific grants are mentioned. He is engaged in research and writing, though no formal lab or team is specified. His private pro bono practice serves military veterans, reflecting his commitment to underserved populations.

Injung Leeمشاهده پروفایل

استادیار

• Counselor Professional Development
• Ethnic and Cultural Minority Populations in Counselor Education
• Trauma-Informed Teaching
• +۶ مورد دیگر

Injung Lee, Ph.D., NCC, is an Assistant Professor in the Department of Counseling and Higher Education at Northern Illinois University's College of Education, where she has been serving since fall 2022. Her academic background includes a Ph.D. in Counselor Education and Supervision from the University of Iowa, an M.A. in Educational Counseling, and a B.A. in French Language Education from Seoul National University. Ph.D. in Counselor Education and Supervision, University of Iowa M.A. in Educational Counseling, Seoul National University B.A. in French Language Education, Seoul National University Her research focuses on counselor professional identity development, cultural and ethnic diversity in counselor education, trauma-informed teaching practices, and wellness/burnout among counselors. She employs both qualitative and quantitative methodologies to explore these areas, with a strong emphasis on social justice, equity, and inclusion in counseling education. Dr. Lee's recent publications span topics such as dissertation completion challenges, group therapy dynamics, intersectionality in academia, feminist-multicultural counseling, STEM career development, and ethical decision-making in culturally diverse contexts. These works reflect a consistent commitment to advancing counselor training and addressing systemic barriers in education and mental health. She serves on the editorial boards of Counselor Education and Supervision (CES) , Journal of Counselor Preparation and Supervision (JCPS) , and Journal of Asia Pacific Counseling (JAPC) , contributing to the scholarly rigor of the field. Dr. Lee has advised and mentored doctoral and graduate students through her roles at NIU and Purdue University Northwest, though specific student names are not listed. Her work is supported through academic appointments and scholarly activity funding, though no external grants are mentioned in the provided text. She contributes to the academic community through editorial service and active research dissemination. She is actively involved in professional service and scholarly leadership, particularly in advancing international and multicultural perspectives in counseling through journal editorial work and research.

Emma Freetly Porterمشاهده پروفایل

استادیار

• Cultural Humility in Psychotherapy
• Cultural Ruptures and Repair
• Institutional Betrayal
• +۷ مورد دیگر

Emma Freetly Porter is an Assistant Professor in the Department of Psychology at the Gordon F. Derner School of Psychology, Adelphi University. She holds a Ph.D. from the University of Denver and is a licensed psychologist in New York State with advanced certification in Spanish (DELE C2). Her academic and clinical work bridges cultural competence, trauma, and systemic inequities in mental health care. Ph.D., University of Denver M.A., Wake Forest University B.A., University of North Carolina at Chapel Hill Her research focuses on cultural ruptures in therapy, cultural humility, institutional betrayal, and gender-based violence. She investigates how marginalized populations, particularly Black and Hispanic survivors of intimate partner violence, experience systemic failures in legal and mental health systems. Her work also explores therapist multicultural orientation and strategies for promoting flourishing beyond symptom reduction in psychotherapy. The recent publications and presentations highlight a strong trend in clinical and forensic psychology, emphasizing institutional betrayal, cross-cultural dynamics in therapy, and therapist effectiveness over time. Her work integrates qualitative and quantitative methods, often involving interdisciplinary collaboration. Center for Institutional Courage Grant Charles J. Gelso Psychotherapy Research Grant Dr. Freetly Porter mentors graduate students, teaches courses such as Master's Thesis Research and Trauma, and is actively involved in funded research. She has secured competitive grants to study international students' experiences of institutional betrayal and cultural rupture repair in therapy. Her collaborative work includes teams across psychology and legal studies. She is affiliated with research teams focusing on psychotherapy integration, therapist effectiveness, and systemic violence prevention. Her lab or research group appears to collaborate with scholars on topics related to justice, trauma, and multicultural competence in clinical settings.

James LOPARICSمشاهده پروفایل

استاد

• All-day education
• Education for Sustainable Development
• General Educational Science
• +۳ مورد دیگر

James LOPARICS serves as Professor for All-Day Education at the University of Teacher Education Vienna's Institute for Continuing Education, teaching primary/leisure education courses while providing school development consulting across Viennese all-day schools. His institutional role bridges academic research and practical school improvement through direct engagement with educators and policymakers. Academic Background Doctorate in Educational Science, University of Rostock (2018-2022) Master's in Education and Sustainability, University of Rostock (2015-2017) Bachelor's in Educational Science, FernUniversität Hagen (2011-2014) University Course in School Development Consulting, PH Vienna (2018-2020) Advanced Psychotherapy Training, Austrian Society for Behavioral Therapy (2020-present) Loparics' research centers on transformative education frameworks addressing epochal crises like climate change, with critical examinations of economization in school quality systems and innovative approaches to leisure pedagogy. His work consistently connects theoretical constructs with practical school contexts, particularly through Viennese case studies on interdisciplinary cooperation in all-day settings. His 15 most recent publications (2019-2024) reveal three dominant trends: (1) Development of indicators for sustainable development education (SDG 4.7) amid measurement challenges; (2) Critical analysis of quality management systems (QMS/SQR) as manifestations of educational economization; and (3) Theoretical advancement of leisure pedagogy as neglected policy domain. These threads converge in his signature focus on 'epochal key problems' as quality criteria for all-day schooling. He actively supervises master's theses in primary education programs and contributes to the ÖKOLOG-Team's environmental certification (Umweltzeichen) initiatives, developing sustainability curricula for Viennese schools while presenting research at international conferences including ECER and WERA Extended Education forums.

• Clinical Psychology
• Eating Disorders
• Mental Health Prevention
• +۴ مورد دیگر

Ata Ghaderi is a Professor in the Department of Clinical Neuroscience at Karolinska Institutet in Stockholm, Sweden. His research focuses on understanding, preventing, and treating eating disorders, with a strong emphasis on developing and evaluating clinical interventions. He leads the Clinical Psychology research group and has authored numerous peer-reviewed articles in high-impact journals. Education: Earned a Docent (associate professor) title from Uppsala University in 2004. His doctoral education and primary academic training are in clinical psychology and behavioral medicine. Research Interests: His work spans prevention of eating disorders through internet-based and in-person interventions, mental health of refugee youth, child abuse prevention, and resilience in vulnerable populations. He has led randomized controlled trials (RCTs) and systematic reviews on cognitive behavioral therapy (CBT), acceptance and commitment therapy (ACT), and family-based interventions. Grants: Secured funding from Swedish Research Council, Bank of Sweden Tercentenary Foundation, and regional health authorities for projects like 'Effectiveness of the Body Project to Prevent Eating Disorders' and 'Prevention of Anxiety in Offspring of Anxious Parents.' Advising: Supervised PhD student Androula Savva. His research team collaborates on projects involving parent training, child health services, and digital health solutions. Labs/Teams: Directs the Clinical Psychology research group at Karolinska Institutet, focusing on translating evidence-based treatments into scalable interventions.

• Anti-Racist Studies
• Diasporic Identities
• Migration and Belonging
• +۵ مورد دیگر

Dr. Kathomi Gatwiri is an Associate Professor in the Faculty of Health at Southern Cross University and an ARC DECRA Fellow at the Centre for Children & Young People. She holds dual roles as a practising psychotherapist and the President of the Australian Women & Gender Studies Association (AWGSA). Her interdisciplinary research focuses on racial trauma, Afrodiasporic identities, and anti-racist pedagogies, with over $1.5M in research grants since 2017. Notable awards include the 2022 Vice-Chancellor Award for Research Excellence and the 2017 'Kenyan of the Year' Community Impact Award. Education: Bachelor of Social Work (Catholic University) Master of Counselling & Psychotherapy (Cairnmillar Institute) PhD in Interdisciplinary Social Work & Cultural Studies (Flinders University) Research Interests: Gatwiri’s work critically examines Blackness, migranthood, and systemic racism through decolonizing methodologies. Her three core research programs address: Black African experiences in Australia Child welfare systems and out-of-home care Anti-racist teaching and research practices Community Engagement: Founder of Healing Together (trauma therapy service) and Femicide Count (Kenyan women’s violence data platform). Active in policy advocacy, particularly around racial dignity frameworks and culturally affirming mental health services. Grants & Supervision: Secured over $1.5M in competitive funding. Supervises HDR students focusing on decolonizing methodologies and anti-oppressive frameworks in trauma research. Labs & Networks: Leads research at the Centre for Children & Young People, collaborating with the Australian Childhood Foundation and international scholars on migration, race, and child welfare.

Brendan O'Hanlonمشاهده پروفایل

دانشیار

• Family-Based Interventions in Mental Health
• Mental Health Services
• Family Psycho-Educational Approaches
• +۳ مورد دیگر

Associate Professor Brendan O'Hanlon is an academic and clinician based at La Trobe University's The Bouverie Centre, part of the School of Psychology and Public Health. He holds roles as Mental Health Program Manager and Head of Practice and Service Development, leading initiatives to integrate family-focused approaches into mental health services. His expertise spans family psycho-educational methods, including Behavioral Family Therapy and Single Session Family Consultation, with a focus on improving service capacity through training and systemic practice development. Dr. O'Hanlon has extensive experience in service design, workforce training, and translational research. He has contributed to national projects such as the development of Australia's first recovery model for parents with mental illness and frameworks for evaluating family-inclusive interventions. His work emphasizes organizational sustainability and practitioner implementation strategies to embed family-centered care into clinical systems. Notable funded projects include grants from the Victorian Department of Health and the Murray Mallee General Practice Network, focusing on workforce training and innovative service models. His research outputs span 20+ years, with recent emphases on workforce evaluation, family resilience, and caregiver experiences. Dr. O'Hanlon has been nationally recognized for his contributions to mental health service improvement in Australia.

• Digital Economy
• Blockchain Technology
• Supply Chain Management
• +۶ مورد دیگر

Professor Glenn Parry is a Professor of Digital Transformation and Associate Dean (Research) at the University of Surrey's Faculty of Arts, Business & Social Sciences. He leads the DECaDE: EPSRC Centre for the Decentralised Digital Economy , a £4M UKRI/EPSRC initiative. His research focuses on digital economy dynamics, blockchain applications in supply chains, and transdisciplinary engineering solutions. He holds a PhD (Cantab), MSc, BSc, and Dipl. Psychotherapy, with expertise in organizational value creation and ethical business practices. Education: PhD (Cantab) MSc BSc Postgraduate Certificate in Education (PGCertEd) Research Interests: Blockchain adoption and decentralized systems Supply chain resilience and innovation Transdisciplinary engineering frameworks Value measurement and ethical business models Healthcare manufacturing and microfactories His work bridges theory and practice, partnering with governments and industries to address real-world challenges like post-Brexit border digitization and sustainable supply chains. Key Projects: EPSRC DECaDE: Decentralized Digital Economy research EPSRC OMMS: On-body manufacturing for leukemia therapeutics RAMONA: Resilient 3D-printing supply chains Trans-Disciplinary Design-Engineers project Publications: Over 50 peer-reviewed articles and books, including studies on blockchain success factors, servitization, and digital trade reform. Recent work emphasizes blockchain’s role in sustainability, healthcare, and supply chain visibility. Labs/Teams: Co-directs DECaDE, leading a multidisciplinary team of researchers and industry partners.