جستجوی استاد راهنمای دانشگاهی

Professor Jason Rentfrow is a Professor of Personality & Individual Differences and Director of Graduate Education at the University of Cambridge's Department of Psychology. His research focuses on geographical psychology, exploring how regional environments shape personality, cultural differences, and societal outcomes. He also serves as Director of Studies in Psychology at Fitzwilliam College, Cambridge. Key research interests include the psychological effects of geography on traits like openness, conscientiousness, and neuroticism; the role of music preferences in personality expression; and the impact of socioeconomic status on self-concept. He has pioneered studies linking personality to political behavior, urban planning, and public health responses to crises like the 2020 pandemic. His work combines large-scale data analysis with spatial methodology, examining datasets from over 133 nations. Notable contributions include frameworks for measuring regional personality differences and their implications for innovation, entrepreneurship, and electoral outcomes. He has also developed psychometric tools like the Test of Attribute Preferences (TAP) for studying musical preferences. Recent research highlights include analyzing how Roman historical legacies influence modern German well-being disparities, the psychological roots of Brexit and Trump voter behavior, and the link between childhood trauma and adult empathy levels. His interdisciplinary approach spans psychology, sociology, economics, and geography. Professional activities include supervising graduate students, reviewing for top journals, and advising on cultural policy. He maintains an active lab focused on personality-environment interactions and their societal consequences.

• Personality Psychology
• Geographical Psychology
• Music Preferences and Psychology
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Professor Sara Baker is a Professor of Developmental Psychology and Education at the University of Cambridge's Faculty of Education and a Fellow at Darwin College, where she served as Vice Master from 2021-2024. She is also a 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO. Her work bridges cognitive science and educational practice, focusing on how children develop executive functions and self-regulation skills. Baker leads the Early Years Library project, co-founded the Research Centre for Play in Education, Development and Learning (PEDAL), and is a founding member of the Global Executive Functions Initiative. Sara Baker specializes in the science of learning, with research aimed at improving children's lives by identifying factors at home and school that support their agency over learning. Her work emphasizes developing executive functions and self-regulation through playful learning approaches. She uses lab-based experiments and collaborates with educators to translate cognitive science research into educational contexts. Her research spans multiple countries including the UK, USA, Mexico, Denmark, Slovakia, South Korea, Ghana, Rwanda, Nigeria, Kenya, South Africa, and more, reflecting a strong commitment to culturally relevant and globally applicable educational practices. Analysis of Professor Baker's recent publications reveals a strong focus on executive functions, self-regulation, and playful learning across diverse cultural contexts. Her work increasingly addresses cultural adaptation of assessment tools and educational practices, particularly for Global Majority countries. There's a clear trajectory from basic cognitive research toward practical applications in educational settings, with growing emphasis on teacher training, culturally relevant assessment, and the role of play in early childhood development. Her interdisciplinary approach connects developmental psychology, educational theory, and practical classroom applications. 2022 Senior Fellow in the Science of Learning with UNESCO-IBE/IBRO Professor Baker leads the doctoral program in the Faculty of Education and serves as an Academic Project Director in the School of Humanities and Social Sciences. She is the Cambridge academic lead on the Close the Gap partnership between Cambridge and Oxford, focused on postgraduate widening participation. Her research has been funded by prestigious organizations including the Newton Trust, Cambridge Humanities Research Grant, Economic and Social Research Council, LEGO Foundation, Nuffield Foundation, and Office for Students/Research England. She actively supervises doctoral students and seeks highly motivated candidates for October 2026 entry whose research aligns with her focus areas. Professor Baker co-founded and is actively involved with the Research Centre for Play in Education, Development and Learning (PEDAL), which investigates how children's play affects their development. She leads the Early Years Library project, a curated collection of evidence-based practices for early years educators, and is a founding member of the Global Executive Functions Initiative. Her work with the Connections international professional learning network focuses on self-regulation, while the Close the Gap project addresses widening participation in postgraduate education between Oxford and Cambridge.

• Science of learning
• Executive functions
• Self-regulation in children
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Dr. Mary Elisabeth Cox holds dual academic appointments. She is a Research Associate at the Oxford Centre for Economic and Social History and the Global History of Capitalism Project at the University of Oxford, and an Assistant Professor in International Relations at the Central European University in Vienna, Austria. Her work bridges historical analysis with contemporary policy considerations, particularly regarding civilian suffering during conflicts. Education: Doctor of Philosophy (DPhil) in History from the University of Oxford Research interests center on the socio-economic and health impacts of war on civilians, focusing on gender and social inequality. She investigates food security, international aid institutions, anthropometric data applications, and 20th-century warfare. Her approach combines quantitative methods with traditional qualitative sources to explore deprivation timelines and recovery patterns across social groups. Her scholarly work analyses wartime blockades' nutritional consequences on German civilians, highlighted in her award-winning 2015 article and 2019 monograph. These studies demonstrate the interdisciplinary potential of blending anthropometric data with institutional reports, personal letters, and other sources. Awards include the Dev Book Prize for her groundbreaking DPhil dissertation and the 2016 Alexander Prize for the aforementioned 2015 article. She is also a shortlisted candidate for the Economic History Society's best doctoral dissertation. In advising and grants, she supervises Masters students at Brasenose College, Oxford, and leads the Leverhulme Trust-funded ‘Hunger Draws the Map’ project . This initiative traces hunger’s geopolitical dimensions across Europe and the Ottoman Empire during 1914–1922, culminating in a co-edited monograph expected in 2020. Collaboration with Dr. Claire Morelon and Sir Hew Strachan is central to this work. Labs/teams: She co-leads the ‘Hunger Draws the Map’ international network, which includes workshops at institutions like the Hoover Institution and partnerships with scholars worldwide. Her research also draws on lived experiences from her childhood in the South Pacific and Scandinavia, informing her cultural and regional perspectives.

• War and Health
• Social Inequality
• Food Security
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Professor Kay O'Halloran serves as Chair Professor and Head of Department of Communication and Media within the School of the Arts at the University of Liverpool since August 2019. She concurrently holds the position of Co-Director for the Digital Media and Society Institute (DMSI), demonstrating significant leadership across academic and research domains. Her career spans prestigious institutions including Curtin University (2013-2019) and National University of Singapore (1998-2013), where she directed the Multimodal Analysis Lab and served as Deputy Director of the Interactive & Digital Media Institute. PhD from Murdoch University (1996) Postdoctoral position at Martin Luther University (1997-1998) Visiting Distinguished Professor at Shanghai Jiaotong University (2017-2020) Professor O'Halloran's research focuses on multimodal discourse analysis, particularly the interaction of language with visual and mathematical resources. Her pioneering work in systemic functional multimodal discourse analysis (SF-MDA) has significantly impacted mathematics education and digital communication studies. Current research emphasizes digital tools for multimodal analysis and mixed methods approaches to big data analytics, addressing contemporary challenges in misinformation and public health communication. Her recent publications reveal strong thematic concentration in pandemic-related communication analysis, misinformation resistance mechanisms, and multimodal argumentation across social and cultural contexts. The 15 most recent articles demonstrate consistent application of multimodal frameworks to urgent societal issues including public health crises, political discourse, and digital literacy challenges. Founding editor of Routledge Studies in Multimodality book series (57+ volumes) Over 150 publications in leading international journals 50+ plenary/keynote presentations globally Competitive funding from National Research Foundation, MOE Singapore, US Air Force, ARC, NHMRC, and others Professor O'Halloran has directed interdisciplinary research teams comprising social scientists, computer scientists, and designers. Her leadership extends to developing commercial multimodal analysis software (Multimodal Analysis Image and Video) adopted internationally. Current projects include Eurovision 2023 wellbeing evaluation and COVID-19 misinformation immunity development, demonstrating continued relevance to contemporary societal challenges.

• Multimodal Discourse Analysis
• Systemic Functional Linguistics
• Digital Humanities
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Gayle Letherby is a Visiting Professor of Sociology at the University of Plymouth’s Peninsula Medical School (Faculty of Health), and holds visiting roles at the University of Greenwich and the University of Bath’s Centre for Death and Society (CDAS). She is an Academician of the Academy of Social Sciences (since 2007) and recipient of the 2023 Lifetime Contribution to Autoethnography Award. Her research focuses on feminist methodology, health sociology, grief and bereavement, mobility studies, and criminology. She has supervised over 20 doctoral students across multiple universities, including topics like non-motherhood, occupational therapy, and gang culture in African Caribbean communities. Her teaching spans undergraduate and postgraduate levels, covering crime theory, auto/biographical research, and feminist epistemology. Notable collaborations include participatory studies on homeless individuals’ food experiences and ethnographic explorations of medical decision-making. Her interdisciplinary work bridges sociology, criminology, and health studies, with a strong emphasis on autoethnographic and creative methodologies. Recent research explores themes like grief narratives, gendered travel experiences, and the emotional dimensions of doctoral journeys. She has contributed to policy discussions on family-centred care and has been a guest lecturer globally, including at York University (Canada) and University College Cork (Ireland). Awards: Academy of Social Sciences Academician (2007), Lifetime Contribution to Autoethnography (2023) Teaching Expertise: Feminist research methods, criminology, sociology of health, gender studies Key Research Areas: Auto/biography, non-motherhood, medical sociology, mobility, grief studies

• Feminist Methodology
• Family and Kinship Studies
• Health and Medicine Sociology
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Professor Owen Davies is a faculty member at the University of Hertfordshire , affiliated with the History Department at the School of Creative Arts . His research spans witchcraft , magic , supernatural beliefs , and folklore , with a focus on interdisciplinary approaches integrating archaeology, anthropology, and biomedical studies. Key research areas : Witchcraft, Domestic Magic, Medical History, Electrification, Public History. Recent projects : AHRC-funded 'StoryMachine', Leverhulme 'Inner Lives', Wellcome Trust 'Harnessing the Power of the Criminal Corpse', and a new AHRC 3-year study on witch bottles. Selected publications : America Bewitched (2013), The Oxford Illustrated History of Witchcraft and Magic (2017), Troubled by Faith (2023). Awards : Funded by AHRC, Wellcome Trust, and Leverhulme Trust. Collaborates with institutions like Museum of London Archaeology and University of Essex. Leads community engagement via the Heritage Hub and 'Electric Generations' exhibition.

• Witchcraft
• Magic
• Supernatural Beliefs
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Professor Catherine Allerton is a faculty member in the Department of Anthropology at the London School of Economics and Political Science (LSE). She specializes in the materialities and mobilities of everyday life, with a focus on place, kinship, childhood, migration, and temporalities in island Southeast Asia. Her fieldwork spans a two-placed village in Flores, Indonesia, and Kota Kinabalu, Sabah, East Malaysia. Her research emphasizes interdisciplinary ethnographic methods, particularly involving child participants to challenge adult-centric approaches. She launched the 'Childhood in the Migrant City' exhibition using child-taken photographs from her ESRC-sponsored research. Current projects include exploring discordant temporalities between migration systems and childhood development, as well as completing a book manuscript on moral economies of belonging. Key research interests include the social and political dimensions of landscapes, the anthropology of children, and the impacts of legal status on marginalized youth. She teaches an LSE course on 'Children and Youth in Contemporary Ethnography' and actively supervises PhD students focusing on childhood, migration, citizenship, and Southeast Asian studies. Her work addresses exclusionary practices tied to race, religion, and legal frameworks in Malaysia and Indonesia. Languages spoken include Bahasa Manggarai, English, Indonesian, and Malay. No part-time status is mentioned, indicating full-time faculty commitment.

• Childhood and Youth Studies
• Migration Studies
• Kinship and Gender
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Professor Bennett Zon is a faculty member at Durham University’s Department of Music , with affiliations to the Centre for Catholic Studies . He founded and directs the Centre for Nineteenth-Century Studies and the Centre for Nineteenth-Century Studies International . His editorial roles include Nineteenth-Century Music Review , Yale Journal of Music and Religion , and multiple book series. Research Focus : Music's intersections with religion and science in the long nineteenth century, including liturgical traditions, evolutionary discourse, and colonial representations of non-Western music. Key Publications : Four monographs on plainchant revival, musicology's metaphorical frameworks, non-Western music representation, and evolution's impact on Victorian musical culture (2000–2017). Academic Leadership : Co-founder of the International Network for Music Theology and International Nineteenth-Century Studies Association .

• Musicology
• Anglican and Catholic liturgical music
• Music theology
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Alis Oancea is Professor of Philosophy of Education and Research Policy at the University of Oxford's Department of Education, part of the Social Sciences Division. She holds additional roles including ESRC Centre for Global Higher Education Deputy Director and Social Sciences Division Advocate for Responsible Engagement. With dual doctoral degrees (DPhil from Oxford and PhD from Bucharest), she also received a Doctor Honoris Causa from University of the West Timisoara. Her research focuses on meta-research, research policy, and higher education governance. Key areas include research assessment frameworks, impact measurement, ethics, open knowledge practices, and teacher education. She co-edited the 2024 Handbook of Meta-Research and leads international studies on research cultures and policies. Education: DPhil (Oxford), PhD (Buc), DipLATHE (Oxford), Dhc (UWT) Roles: Director of Research (2016-20), REF2021 Coordinator, ESRC CGHE Deputy Director Leadership: Over 30 funded projects including the RKEEI initiative and BERA Observatory Her 150+ publications span research policy, impact evaluation, and education systems. Awards include FAcSS Fellowship and numerous international advisory roles across Europe and Norway. Advises on global education reforms and chairs panels for EU, UK, and Nordic research councils. Current doctoral supervision focuses on research policy, higher education systems, and teacher education innovations. Active in editorial roles for Oxford Review of Education and Review of Education .

• Philosophy of Education
• Research Policy
• Research Assessment
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Mathew Thomson is a Professor of History at the University of Warwick, specifically within the Department of History under the Faculty of Arts. He holds a BA in History from University College London (1987) and a D.Phil. from the University of Oxford (1992). His research focuses on the cultural and social history of medicine, eugenics, and psychological practices in 20th-century Britain. He has been a Wellcome University Award Holder at the University of Sheffield (1993-1998) and has held roles such as Lecturer and Reader at Warwick (1998-2015) before his current professorship. Thomson's teaching includes undergraduate modules like 'The Cultural History of the NHS' and 'Eugenics Lecture,' as well as postgraduate courses on medical humanities. His publications, including books like *The Problem of Mental Deficiency* (1998) and *Psychological Subjects* (2006), explore themes of mental health policy, eugenics, and the intersection of psychology with societal structures. His recent work examines the NHS's cultural representation and post-war childhood landscapes. He has contributed to public engagement through BBC documentaries (e.g., *The NHS: A People's History*), museum consultations (V&A Museum of Childhood), and policy initiatives like the British Academy Childhood Policy Programme. His research on mental deficiency policies, wartime mental health, and the history of psychological practices underscores his interdisciplinary approach to societal and medical history.

• Medical History
• Eugenics
• Cultural History
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Joseph Millum serves as Senior Lecturer in Philosophy at the University of St Andrews, with additional roles as consultant to the World Health Organisation and Chairperson of the International Society for Priorities in Health. His 15-year tenure at the US National Institutes of Health informs his interdisciplinary approach to bioethics. Millum's research spans: Health care and research priority-setting frameworks Ethical dimensions of informed consent Theoretical foundations of bioethics Moral dimensions of parenthood His book publications include 'The Moral Foundations of Parenthood' and 'A Theory of Bioethics'. Recent publications focus on decision-making capacity assessment, truthfulness in parenting, and ethical frameworks for health research prioritization, consistently addressing justice and equity concerns in healthcare systems.

• Bioethics
• Health Care Priority-Setting
• Research Ethics
• +۳ مورد دیگر

Dr. Carys Brown is Head of Academic, Personal, and Professional Development at Trinity College and an Affiliated Lecturer in the Faculty of History at the University of Cambridge. She holds a BA, PGCE, MPhil, and PhD from the University of Cambridge and is a Fellow of both the Higher Education Academy and the Royal Historical Society. Her research centers on the social, cultural, and religious history of late seventeenth- and eighteenth-century Britain, with a focus on religious tolerance, inter-confessional relations, and the history of childhood. She is currently developing a project on children and play in England (c.1660–1780), examining how play intersected with social exclusion based on status, gender, and religion. Her recent publications span monographs, articles, and edited volumes, reflecting interdisciplinary engagement with themes such as auditory religious experience, anti-Catholicism, politeness culture, and religious freedom. Her work often analyzes how religious difference shaped social identity and cultural norms in early modern England. Fellow of the Higher Education Academy Fellow of the Royal Historical Society She teaches Part 1A papers in Early Modern Britain and the Global Eighteenth Century and convenes a Sources paper on Children and Childhood in Early Modern England. She welcomes dissertation supervision on British social, cultural, and religious history (c.1660–1800). She is also a member of the AHRC-funded research network 'Anti-Catholicism in British history, 1520-1900' at Newcastle University. Dr. Brown has held previous roles as a Research Fellow at Trinity College, Research Associate on the AHRC-funded 'Faith in the Town' project at the University of Manchester, Bye-Fellow in Study Skills at Girton College, and History teacher at Saffron Walden County High School. She has co-edited volumes and contributed to significant scholarly collections on religious coexistence and freedom.

• Social History
• Cultural History
• Religious History
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Susan Robertson holds the Chair in Sociology of Education at the Faculty of Education, University of Cambridge, where she serves as Director of the Doctoral Programme and Editor-in-Chief of Globalisation, Societies and Education . She joined Cambridge in 2016 after academic appointments at the University of Auckland and University of Bristol, bringing over three decades of international expertise in critical education studies. Her educational foundation includes doctoral research in Sociology/Policy at the University of Calgary (1990), preceded by professional experience in the Research Division of Western Australia's Ministry of Education. This trajectory established her cross-sectoral perspective on education systems and policy implementation. Robertson's research critically examines state-education relationships through governance frameworks that determine educational equity and outcomes. She investigates how global and regional actors mediate the social contract between states and citizens, with particular focus on geopolitical shifts, OECD influence, and neoliberal transformations in higher education. Her work bridges sociology, political economy, and decolonial perspectives to address social justice imperatives in education. Analysis of her 2024-2026 publications reveals sustained engagement with higher education geopolitics, digital transformation challenges, and global governance mechanisms. Key thematic clusters include critiques of OECD-driven policy frameworks, analyses of ordinal citizenship in education systems, and examinations of how digitalization reshapes university missions while exacerbating existing inequalities. As Director of the Doctoral Programme, Robertson oversees comprehensive PhD training while convening the Culture, Politics and Global Justice research cluster that fosters interdisciplinary collaboration on transnational education challenges. Her service on the ESRC funding council positions her at the nexus of research strategy and resource allocation in UK social sciences. The Culture, Politics and Global Justice cluster under her leadership functions as a dynamic hub for critical scholarship, hosting regular seminars and collaborative projects that connect Cambridge researchers with global partners to address emergent issues in education governance and social transformation.

• Sociology of Education
• Globalization and Education
• Education Governance
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Dr. Michelle Cannon is a Lecturer in Digital Arts and Media Education at the University College London (UCL) Institute of Education's Culture, Communication & Media department. She co-leads the Digital Storytelling module and serves as a dissertation supervisor for the MA Digital Media: Education program. Co-investigator, ESRC/AHRC-funded Play Observatory project Editorial board member: Film Education Journal, Learning, Media and Technology Executive Committee Member, Media Education Association International collaborations: British Film Institute, EU cultural agencies Her research explores digital media production in educational settings, focusing on film literacy, postdigital theory, and pandemic-related learning adaptations. Utilizing ethnographic and participatory visual methods, she investigates how children's creative practices intersect with social and cultural learning. Recent publications highlight her work on: Digital storytelling and transludic practices in pandemic contexts Ethnographic studies of postdigital play environments Critical media education frameworks Comparative analysis of European film literacy programs Scientific contributions include: ESRC/AHRC grant for children's play research International film literacy framework development Leadership in EU-funded scoping studies She trains teachers in digital media integration and has evaluated school film programs for the BFI. Her longitudinal study on lower-achieving children's learning experiences included documentary film production.

• Digital Media in Education
• Film Education
• Media Literacy
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Dr. Sumin Zhao is a Reader (Associate Professor) in Discourse Analysis at the University of Edinburgh's School of Philosophy, Psychology & Language Sciences. She holds a PhD in text linguistics from the University of Sydney and has held prestigious fellowships at the University of Southern Denmark and the University of Technology Sydney. Her research focuses on multimodal discourse analysis, social semiotics, and digital literacies, with particular attention to social media practices, immigrant families, and children's digital engagement. Education: PhD in Text Linguistics (Hallidayan tradition), University of Sydney Postdoctoral Fellowships at University of Southern Denmark (2016-2018) and University of Technology Sydney (2013-2016) Research Interests: Analysis of social media genres (e.g., selfies, shelfies, video-sharing platforms) Multimodal communication in transnational families Children's digital literacy practices and translanguaging Semiotic technologies in education and cultural studies Projects & Grants: Lead investigator for the PPLS Small Project Grant on emoji analysis (2021-2022) Pilot study on transnational family storytelling via social media (2020-2021) Awards: Carlsberg Distinguished Postdoctoral Fellowship (2016-2018) Chancellor's Postdoctoral Fellowship (2013-2016) Supervision & Labs: Supervises PhD students researching social media influencers, digital parenting, and transnational literacy practices Member of the International Collective of Research and Design in Children's Digital Books (www.childrensdigitalbooks.com)

• Discourse Analysis
• Multimodality
• Social Semiotics
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