Aykut Berber is a Professor of Management and Organisation at the University of the West of England's Bristol Business School. His research spans critical HRM studies, focusing on historical management thought, workplace inclusion, power dynamics, and qualitative methodologies. Institution: University of the West of England School: Bristol Business School Academic Rank: Professor Email: aykut.berber@uwe.ac.uk Research Interests: As a leading scholar in critical management studies, Berber investigates: Historical evolution of management thought (Taylorism, Fayolism) Contemporary workplace inclusion and diversity Proactive work behaviors and job crafting Power structures and leadership dynamics Qualitative research methodologies Intersection of historical analysis with modern organizational development Recent Publications (2012-2024): His work spans interdisciplinary themes connecting organizational theory with historical analysis, including studies on: HR differentiation and inclusion Proactive workplace behaviors Power dynamics in managerial interactions Historical comparative studies of management doctrines Entrepreneurial risk management Resilience in organizational contexts
Şahin ORUÇ is an Associate Professor at Yıldız Technical University's Faculty of Education, Department of Social Sciences and Turkish Education since 2016. Previously, he served as Assistant Professor at the same institution from 2007-2016. He has held significant administrative roles including Assistant Secretary General (2016-2018) and Head of Department (2013-2016) at Yıldız Technical University. His educational background includes a Doctorate (2003-2007) and Postgraduate degree (1999-2002) from Gazi University's Faculty of Education, and an undergraduate degree in History Education (1993-1997) from İnönü University. Dr. ORUÇ's research spans multiple areas within educational sciences, with particular emphasis on social studies education , history education , and gifted education . His work frequently explores innovative teaching methodologies, including the use of comics, gamification, and intelligence games in educational contexts. He has published extensively with over 179 publications according to Web of Science metrics. His recent publications reveal a strong focus on interdisciplinary approaches to social studies education, with particular interest in how digital media, historical narratives, and specialized teaching methods can enhance learning outcomes. The research shows consistent attention to both theoretical frameworks and practical classroom applications. International Journal of Field Education (IJOFE) - First Editor (2015-Present) International Journal of Social Science Research - First Editor (2014-Present) Organized multiple international symposiums including INTERNATIONAL SYMPOSIUM OF TEXTBOOKS (DEKUS) and SYMPOSIUM OF MATERIALS IN FIELD EDUCATION (IFEMS) Dr. ORUÇ has supervised 15 graduate theses across various topics in social studies education and has been involved in multiple research projects, including "Zeka ve Akıl Oyunlarının Öğrencilerin Okula İlişkin Tutumlarına Etkisi" (2017-2019) and "Tarih ve Sosyal Bilgiler Ders Kitaplarında Ermeni Meselesi" (2016-2018). He has also conducted professional development workshops on storytelling, intelligence games, and student coaching.
Wilson Ofotsu Otchie is a PhD-holding Research Fellow in Educational Technology at the Institute of Education, University of Tartu. His career spans 25 years in education, including roles as Principal, Head of Science Department, and Senior Examiner for the West African Examinations Council. PhD in Educational Sciences (2022), University of Tartu MPhil in Educational Innovations and Leadership Science (2016), Kwame Nkrumah University of Science and Technology, Ghana BSc in Botany and Zoology with Education Diploma (1997), University of Cape Coast His research focuses on integrating social media into pedagogical frameworks, examining affordances for contextualized learning. Recent work explores YouTube's role in STEM education and the use of virtual labs to enhance practical learning experiences. Key projects include the Virtual Science Lab at North Legon Little Campus and advising the UNRWA education program digitalization. Awards include the 2017 Cambridge IGCSE Best Teacher Award and 1991 Best National Service Personnel (Education Category) in Ghana.
Ryo Ito is an Associate Professor at Waseda University's Faculty of Letters, Arts and Sciences. His research focuses on early analytic philosophy, philosophy of logic, and inferentialism, with a particular emphasis on Bertrand Russell's work. He holds a PhD from the University of St Andrews and Stirling University, awarded in 2017, and previously served as a JSPS Research Fellow at Keio University (2019-2021). Education: PhD in Philosophy (2017) from University of St Andrews & Stirling University; Master's (2011) and Bachelor's (2009) from Kyoto University. Ryo's research explores the intersection of logic, metaphysics, and educational philosophy. His work addresses conceptual challenges in mathematics education through inferentialism, the historiography of philosophy, and Russell's metaphysical conception of logic. He has presented extensively on topics such as rule-following paradoxes, logical coordinates, and the role of variables in philosophical discourse. Scientific Awards: Ishimoto Award (2023, Philosophy of Science Society, Japan) Encouragement Award (2019, Japan Association for Philosophy of Science) Ryo actively participates in interdisciplinary research projects funded by JSPS, including studies on type theory, free will, and rule-based reasoning. His teaching spans seminars on Anglo-American philosophy, history of Western thought, and graduate-level research guidance.
Obdulia María Torres González is a Full Professor in the Department of Philosophy, Logic and Aesthetics at the Faculty of Philosophy, University of Salamanca. She serves in the University Institute for Science and Technology Studies and leads the Research Group on Studies on Science and Technology. Her academic career spans over two decades with significant contributions to gender studies in philosophy and science communication. Her research focuses on gender inequality in academic professions , particularly in philosophy, where she has documented a severe gender imbalance (25% female faculty, 12% female full professors). She examines horizontal and vertical segregation patterns, challenges the STEM-focused narrative of gender studies, and analyzes how gender biases manifest in student evaluations of professors. Her work extends to science and technology studies , where she applies Ronald Giere's constructive realism to social sciences and engineering epistemology, and to risk communication regarding vaccine resistance and public controversies. Her publication trends reveal three interconnected research strands: (1) rigorous statistical analyses of gender disparities across academic disciplines, (2) philosophical examinations of scientific methodology in economics and medicine, and (3) investigations into public understanding of science and technology. She has secured research funding including the FFI2015-64529-P project "The boundary between science and politics and science at the boundary: Spanish science, 1907-1975" (MINECO/FEDER). Her educational background includes a PhD from the University of La Laguna (2002) with the thesis "The problem of social choice rules in the theory of collective action: redistribution, justice and well-being," supervised by Dr. Amparo Gómez Rodríguez. She has developed innovative teaching initiatives including the international promotion of the Master's in Logic and Philosophy of Science and high school recruitment programs for philosophy studies.
Dr. Ismaila Moro is a Lecturer in the Department of Communication Design at Kwame Nkrumah University of Science and Technology (KNUST), located in Kumasi, Ghana. His academic affiliation falls under the Faculty of Art within the College of Architecture and Built Environment (CABE). With a background in Graphic Design and Art Education, he contributes to both teaching and research in visual communication and design disciplines. Educationally, Moro holds a Bachelor’s degree in Graphic Design from KNUST (2002) and pursued postgraduate studies in Art Education, focusing on packaging design research. He also obtained a specialized certificate in Packaging of Fresh Products from the India Institute of Packaging in Mumbai. His professional career as a graphic designer spans over two decades, combining academic and industry expertise. His current research interests center on Video Production, Educational Strategies in Design, and emerging explorations into Product Design. Notable areas of focus include analyzing Ghanaian video movie title sequences and enhancing color management practices in print media. He has contributed to pedagogical research, such as constructivist teaching methods in senior high schools and improving textbook layout standards in Ghana. Moro’s professional experience includes active participation in design industry-related studies and educational reforms. Though no specific grants or awards are listed, his work bridges academic research with practical applications in design education and industry needs.
Isabelle Drewelow is an Associate Professor of French and Applied Linguistics at the University of Alabama, Department of Modern Languages & Classics. Her research focuses on intercultural competence, affective dimensions of foreign language learning, and pedagogical strategies for fostering cognitive flexibility. PhD, University of Wisconsin-Madison (2009) Maîtrise & Licence in Applied Foreign Languages, Université Michel de Montaigne-Bordeaux III Research Interests: Intercultural Competence Foreign Language Pedagogy Instructed Second Language Acquisition Affective Dimensions of Learning Experiential & Transformational Learning Her recent publications emphasize decentering pedagogies, technology-mediated learning, and blending translation with service learning to cultivate resilience and solidarity dispositions. She received the 2017 Alabama World Language Association’s Educator of Excellence Award. Scientific Awards: 2017 Alabama World Language Association’s Educator of Excellence Award She teaches advanced French language and culture courses, graduate qualitative research methods, and special topics in Second Language Acquisition (SLA). Her work integrates critical pedagogy, digital tools, and social responsibility frameworks.
Roselyn Hsueh is Professor of Political Science in the College of Liberal Arts at Temple University and serves as Coordinator for the Certificate in Political Economy. She is concurrently a 2024-2025 Visiting Scholar at the Berkeley Economy and Society Initiative and has held visiting appointments at the University of Pennsylvania, Georgetown, UC Berkeley, Tecnológico de Monterrey, and the Chinese Academy of Social Sciences. Education: Ph.D. in Political Science, University of California, Berkeley B.A. in Political Science, University of California, Berkeley Research Interests: Professor Hsueh’s work centers on the political economy of development , globalization , and comparative capitalism . She is best known for her “ contextualized comparative sector approach ” that disaggregates national political economies into sectors and sub-sectors to explain variation in state–market relations, regulatory strategies, and globalization outcomes. Her current agenda, summarized in a forthcoming Perspectives on Politics article, advocates “ bringing the sector back in ” to comparative and international political economy. Recent Publications: Across her last fifteen publications (2011-2025), Hsueh has advanced a consistent theoretical program: integrating constructivist and institutionalist insights to explain how perceived strategic value, sectoral structures, and institutional configurations shape patterns of market governance in China, India, and Russia. Themes include state capitalism, post-liberalization reregulation, regulatory state theory, and the geopolitics of technology and trade. Scientific Awards & Fellowships: Fulbright Global Scholar Award (trans-regional, multi-country) Fulbright Fellowship (two-time recipient) Hayward R. Alker Postdoctoral Fellowship, University of Southern California Taiwan Fellowship, National Taiwan University Global Order Visiting Scholar, University of Pennsylvania Residential Research Faculty Fellow, UC Berkeley Grants, Advising & Outreach: While specific grant amounts are not disclosed, Hsueh has secured multiple Fulbright awards for extended fieldwork in Asia and Latin America. She has testified before the U.S.-China Economic and Security Review Commission and consulted for the Center for Strategic and International Studies and the National Bureau of Asian Research. Her media commentary (BBC, NPR, NYT, The Economist, Foreign Affairs) reaches policy and public audiences, extending the impact of her academic research. Labs, Teams & Collaborations: Professor Hsueh co-directs the Certificate in Political Economy at Temple, mentors graduate students, and convenes international workshops such as the 2025 “Bringing the Sector Back In” Berkeley Workshop that gathers senior and early-career scholars to consolidate a new research community around sectoral analysis in political economy.
Dr Chahna Gonsalves is a Senior Lecturer in Marketing (Education) and serves as the Education Lead for the Department of Marketing at King's Business School, King's College London. With a strong background in both industry and academia, she brings practical insights to her teaching and research. Her educational background includes a PhD in Marketing, an MA in International Business & Management from the University of Westminster, and a BA in International Management and Business Administration with French from the University of Reading. Prior to her academic career, she gained valuable industry experience working in management roles for global brands including Primark and Benefit Cosmetics. Dr Gonsalves specializes in marketing education with a particular focus on assessment practices , student development , and the integration of emerging technologies like AI in higher education. Her research explores how language, transparency, and well-designed assessment rubrics can improve outcomes for diverse student populations, especially international students. She investigates the implications of AI on academic integrity and educational policy development, positioning herself at the forefront of the evolving educational landscape. Her recent scholarly work demonstrates a clear trend toward examining the transformative impact of generative AI on higher education. She analyzes how AI affects critical thinking, assessment design, academic integrity, and student engagement, with publications spanning multiple prestigious journals across education and marketing disciplines. Her research bridges practical assessment concerns with theoretical frameworks, offering actionable insights for educators navigating the AI revolution. Dean's Award for Outstanding Contribution to Education Senior Fellow of the Higher Education Academy (SFHEA) Associate Fellow of the Staff Education Development Association (AFSEDA) Chartered Business Management Educator (CMBE) Dr Gonsalves actively contributes to educational leadership through her role as co-leader of the Rubric Champions project and her participation in key committees including the Assessment Strategy Implementation Board and the Generative AI: Assessment and Integrity Working Group. Her work extends beyond King's College London as she collaborates with other institutions and presents at national conferences on innovative educational practices. She also chairs the Academy of Marketing Education Special Interest Group and serves on editorial boards for journals focused on AI in education.
Mark Leather is an Associate Professor of Education at Plymouth Marjon University's School of Education, specializing in Adventure Education and Outdoor Learning. He leads the MRes in Outdoor Education program and has extensive experience in diverse education sectors, including secondary education, outdoor centers, and international programs. His research focuses on experiential pedagogies, nature-based learning, and the intersection of play and education. Leather holds an EdD from the University of Exeter, an MSc in Outdoor Education from the University of Edinburgh, and is a Senior Fellow of the Higher Education Academy. He is actively involved in professional bodies like the British Educational Research Association (co-convenor of the Nature, Outdoor Learning, and Play SIG) and the European Institute for Outdoor Adventure Education. His research highlights include studies on place-based education, Forest School critiques, and the role of technology in outdoor learning. Key contributions include the PLaTO-Net framework for outdoor pedagogy terminology and the exploration of hyperreal nature through social media. He regularly presents at international conferences and serves as an external examiner for multiple universities. Leather’s work emphasizes fostering connections between students, educators, and the natural environment, advocating for pedagogical approaches that integrate play, place-responsive teaching, and global environmental challenges.
Kevin Oh serves as Professor and Department Chair at the University of San Francisco, where he maintains a full-time faculty position focused on innovative educational practices. His work bridges special education, teacher training, and emerging technologies to create inclusive learning environments that address diverse student needs through evidence-based methodologies. Dr. Oh earned his PhD in Special Education from the University of Virginia, Charlottesville, establishing the foundation for his research in disability-inclusive pedagogy and teacher preparation. His academic journey reflects a commitment to advancing educational equity through technological innovation and cross-cultural collaboration. His research program centers on collaborative teaching frameworks, assistive technology integration, and virtual reality applications in teacher training. Notably, he pioneers the use of three-dimensional immersive environments like Second Life to develop culturally responsive teaching practices and global classroom experiences, with particular emphasis on special education contexts and co-teaching models. Analysis of his publication trajectory reveals a sustained focus on virtual worlds in education since 2007, evolving from foundational technology adoption studies to sophisticated investigations of synchronous discussion facilitation and international collaboration. His work consistently addresses the intersection of teacher preparation, special education needs, and digital innovation. Dr. Oh's scientific recognition includes: Fulbright Specialist Project Award (2020) for Internationalization, Culturally Responsive, and Digitalization initiatives at the University of Applied Sciences Northwestern Switzerland USF Faculty Team Innovation Award (2013) for Creating a global classroom using virtual environments While specific details about his graduate student advising and research grants were not provided in available materials, his leadership as Department Chair and extensive publication record suggest active mentorship within his academic unit. His work with international institutions through the Fulbright program indicates significant collaborative research networks. No dedicated laboratories or specialized research teams were mentioned in the source materials, though his virtual environment research implies collaboration with educational technology specialists and international partner institutions.
Eylem Bayır is a Professor of Science Education at Trakya University's Faculty of Education, where she also serves as Vice Rector. She holds a Ph.D. in Chemistry Education from Gazi University (2008) and has held academic leadership roles, including Department Head of Science Education and Dean of the Faculty of Education. Her research focuses on science education methodologies, inquiry-based learning, STEM integration, and educational games. Education: B.Sc. (1998), M.Sc. (2001), and Ph.D. (2008) in Chemistry Education from Gazi University. Her academic titles include Professor since 2020 and Associate Professor since 2015. Research Interests: Science teacher education Inquiry-based teaching strategies STEM education and curriculum development Educational games for science learning Professional development of science teachers Highlighted Publications: Over 40 international and national articles, including influential studies on science textbooks, teacher challenges in project-based learning, and inquiry-based chemistry games. Recent work explores inclusive education for students with intellectual disabilities using the 5E model. Recognition: TUBITAK awards for international publications (2012, 2014), Best Paper Award (2010), and administrative excellence at Trakya University.
Melissa Parker is an Emeritus Senior Lecturer in the Department of Physical Education & Sport Sciences at the University of Limerick. She previously served as a Professor at the University of Northern Colorado and has extensive experience in elementary physical education and programs for underserved youth. Her academic background includes a Ph.D. and M.A. from The Ohio State University and an undergraduate degree from the University of North Carolina at Greensboro, where she received the 2003 Distinguished Alumni Award in Health and Human Performance. Her research focuses on teacher and student voice, constructivist learning pedagogies, and the design of physical activity programs. Key areas include professional development for educators, student-centered learning environments, and the implementation of equitable physical education practices. She is affiliated with the Physical Education, Physical Activity and Youth Sport (PEPAYS) Ireland Research Centre. Recent publications emphasize school-university partnerships, student voice in primary education, and social-emotional learning integration. Her work contributes to UN Sustainable Development Goals related to quality education and health. Awards: 2003 School of Health and Human Performance Distinguished Alumni Award Her advising and grant activities are extensive, though specific student names are not listed. Collaborative efforts include international partnerships, particularly in Brazil and Australia, reflecting her global impact in physical education research and pedagogy.
David J. Carrejo is an Associate Professor of Mathematics Education at the University of Texas at El Paso (UTEP), where he serves in the Department of Teacher Education within the College of Education. He holds the title of Distinguished Teaching Professor and was awarded the prestigious UT System Regents' Outstanding Teaching Award in 2015. Dr. Carrejo teaches elementary and middle-school math and science methods courses for pre-service teachers as well as graduate and doctoral courses in various areas of mathematics education. He previously served as Associate Dean of Undergraduate Studies and Educator Preparation in the College of Education at UTEP. Dr. Carrejo earned his educational degrees from UTEP and the University of Texas at Austin. His academic journey includes: Ph.D. in Mathematics Education from the University of Texas at Austin (2004) M.A. in Teaching Mathematics from UTEP (1998) B.S. in Mathematics from UTEP (1995) Dr. Carrejo's research focuses on the intersection of mathematics education, learning theory, and teacher preparation. His work centers on constructivist approaches to understanding how students learn mathematics, with particular emphasis on mathematical modeling, the history of mathematics in education, and integrated STEM education. He investigates how teachers can effectively facilitate conceptual change through modeling in mathematics and science classrooms, especially for English Language Learners. His research also explores coherent systems for instructional improvement in mathematics education and the development of early algebra concepts for pre-service elementary teachers. Dr. Carrejo's scholarly work demonstrates a strong trajectory toward integrating historical perspectives with contemporary mathematics education. His recent publications show increasing focus on connecting the history of mathematics to secondary school curriculum, developing foundations for teaching elementary and middle school mathematics, and designing engineering-focused experiences to support STEM education. His research consistently bridges theory and practice, emphasizing model-based reasoning and the co-development of content knowledge and language literacy, particularly for diverse student populations. Dr. Carrejo has received significant recognition for his teaching excellence: UT System Regents' Outstanding Teaching Award (2015) As an advisor, Dr. Carrejo has mentored several doctoral and master's students to completion, including Mayra Ortiz-Galarza, Oscar Salcedo, Abdelghani Setra, and Michael Strange. His grant portfolio reflects his commitment to STEM education and teacher development: 2017-2020: Co-PI on NSF grant ($590,000) assessing impact of Texas STEM Academies 2017: PI on Boeing grant ($27,000) for elementary environmental science education 2013-2016: Co-PI on Department of Education grant ($3,200,000) for Local Educational Agencies Partnership 2014-2015: Co-PI on NSF grant ($287,703) for preparing teacher-engineers 2009-2010: PI on Carnegie Foundation grant ($4,000) for mathematics teacher induction Dr. Carrejo maintains active collaborations with various educational entities. He serves as a Faculty Fellow at the Hopper-Dean Center for Excellence for K-12 Computer Science Education and is a member of the Paso del Norte Partnership Education Research, which connects the College of Education with K-12 school districts and non-profits to improve student outcomes in El Paso and Hudspeth Counties. He also has a close working relationship with the College of Engineering and the Department of Engineering Education and Leadership at UTEP, reflecting his commitment to integrated STEM education approaches.
Paolo Novak is a Lecturer in the Department of Development Studies at SOAS University of London, specialising in migration, border studies, and the postcolonial politics of asylum infrastructure. He is actively publishing across books, journal articles, and digital artefacts, with fieldwork spanning Italy, Pakistan, and the EU border regime. Research Interests Novak’s work interrogates how borders, asylum systems, and humanitarian governance reproduce postcolonial power relations. Key themes include: Ethnographic investigations of asylum accommodation in Italy, France, and the UK. Critical analyses of the EU’s humanitarian border and its spatial logics. Postcolonial readings of migration infrastructure and carceral geographies. Publication Trends Since 2015 he has produced a steady stream of high-impact outputs, peaking in 2025 with a monograph, multiple journal articles, and edited-chapter contributions. His scholarship consistently blends critical theory with detailed ethnography, emphasising the everyday violence of border regimes and the neoliberal governance of asylum. Advising & Supervision Novak has supervised at least two PhD theses at SOAS: Sowa, C. (2022) The Camp, Housing, and the City: On Migrant Camp Accommodation in Berlin Mogiani, M. (2018) Borders as Meeting Points: Neoliberalism, Securitisation and Migrants' Autonomy in the Port/Border area of Patras Both projects extend his research agenda into urban geography and migrant autonomy.
