جست‌وجوی استاد و پژوهشگر

Jana Mikotaمشاهده پروفایل

مدرس

• Children's and Young Adult Literature
• Literature Didactics
• Exile Literature
• +۱۲ مورد دیگر

Dr. Jana Mikota is a lecturer in the Department of German Studies – Literature Didactics at the University of Siegen, Faculty I. She is actively engaged in research and teaching, with a focus on children’s and young adult literature, literary didactics, and historical and ecological aspects of reading culture. Her work spans interdisciplinary fields including memory studies, gender, and exile literature. Her research interests include multilingualism in children’s literature, ecological themes in youth media, historical developments in children’s reading, and literary learning processes. She investigates how literature shapes identity, especially in contexts of exile, trauma, and gendered education. Her publications often explore the biographical dimension of reading and writing, particularly through the lens of transitional objects like dolls, as seen in her editorial work on the journal denkste: puppe / just a bit of: doll (de:do) . The most recent articles reflect a consistent engagement with historical children’s literature, especially during the Weimar Republic and exile periods. Themes include the representation of teachers, exile narratives, girlhood education, and the role of reading in personal and political development. Her work bridges literary analysis with pedagogical application, emphasizing the cultural and psychological significance of children’s media. Dr. Mikota has co-organized academic conferences, such as the 2011 event on vampires in children’s media, and frequently contributes to interdisciplinary discourse through edited volumes and journal publications. She has served on editorial boards and collaborative research projects focusing on war children, memory, and resistance. Although no specific grants are mentioned, her sustained scholarly output and editorial roles indicate active research engagement. She has supervised theses in the past but has announced she will not accept new BA or MA theses in 2025. She no longer provides second opinions starting winter semester 2023/24. She is associated with research teams and workshops on family history and memory, including collaborations with Imbke Behnken and Jürgen Zinnecker. Her work with the journal denkste continues to foster interdisciplinary dialogue on the symbolic and artistic roles of dolls in biography and literature.

Mark Partingtonمشاهده پروفایل

مدرس ارشد

• Coaching Practice
• Coach Learning
• Sports Sociology
• +۳ مورد دیگر

Dr. Mark Partington is a Senior Lecturer in Sports Coaching within the Sport & Physical Activity school. His roles include coordinating and teaching modules integrating pedagogy, sociological thinking, and practical knowledge in sports coaching. He actively coaches in a professional English youth football academy and supports coach development across diverse contexts. Education: PhD in Understanding coaching practice in professional youth football (Loughborough University, 2020) MSc Sport Coaching (Loughborough University, 2009) BSc Sports Coaching and Performance Development (Edge Hill University, 2005) PGCert Education His research focuses on coaching practice, coach learning, and influences shaping these processes. Key areas include deconstructing coaching philosophy, video feedback's impact, and systematic observation methods. His work bridges theory and practice in youth football and broader sports contexts. Recent Research Trends: Mark’s articles emphasize questioning practices in coaching, feedback mechanisms, and the sociological dimensions of coaching philosophy. His work often intersects with educational theory and applied sports science. Awards: Best presentation at the 5th International Teaching Games for Understanding Conference (2012) International Council of Coaching Excellence Outstanding Article Award (2023) Advising & Grants: Mark supervises PhD students and leads projects such as the Changing coach behaviour and practice in English youth football (active since 2008). His grants include £17,437.68 for English Football Association Coach Education Courses. Labs/Teams: Engaged with the Practice in Coaching & Teaching research group, exploring practical and theoretical coaching methodologies.

Kaveh MOHAJERIمشاهده پروفایل

دانشیار

• Information Systems
• Organizational Change
• IT Management
• +۳ مورد دیگر

Dr. Kaveh MOHAJERI is an Associate Professor at IÉSEG School of Management, specializing in the Management of Information Systems. His academic career includes a Ph.D. from Virginia Commonwealth University (2015), a Master’s in IT Management from University of Tehran (2008), and a Bachelor’s in Industrial Management (2005). Research Focus: Dr. Mohajeri’s work centers on IT-driven organizational changes, research relevance, and methodological advancements. Key themes include secondary analysis of qualitative data, digital transformation dynamics, and statistical significance in empirical studies. His research bridges theoretical frameworks with practical implications in information systems. Publications Trend: Recent articles emphasize computational methods in qualitative analysis, dialogical models of organizational change, and critical discussions on research relevance. His work often intersects with broader debates in IS methodology and technology adoption theories. Awards: VCU 5-Year Service Award (2015) VCU School of Business Dean’s Scholar Award (2015) ICIS 2013 Doctoral Consortium Participant (2013) Teaching & Roles: Teaches Excel (expert level), Management of Information Systems, and Database Systems in the Grande Ecole (Master’s) program. Active in curriculum development and pedagogical innovation within the IS domain.

• Labour Economics
• Public Policy
• Industrial Relations
• +۳ مورد دیگر

Pedro Martins is a Full Professor at Nova School of Business and Economics (Nova SBE) and Scientific Director of the Economics for Policy Knowledge Center. He previously served as Secretary of State for Employment in Portugal (2011–2013), leading reforms in employment protection legislation and labor market policies. His research focuses on labour economics, public policy, and industrial relations, with emphasis on employment services, vocational training, and collective bargaining. He holds a PhD in Economics from the University of Warwick (2005) and has held positions at Queen Mary University of London (2004–2021). Education: PhD in Economics, University of Warwick (2005) MSc in Economics, University of York (1998) Postgraduate Degree in European Studies, ISEG (1997) Bachelor in Economics, Nova SBE (1997) Research Interests: His work examines the impact of labor market policies, training programs, and collective bargaining on employment, wages, and productivity. Recent studies include analyses of vocational education in China, employer power dynamics, and the effects of wage cyclicality on labor markets. Awards: EALE Prize for best article in Labour Economics (2021) Conselho para a Produtividade/Banco BPI Award (2021) UTL/Santander Totta Award (2010) Advising & Grants: Supervised PhD students including Yong Yang and Li Dai. Principal investigator for grants totaling over €1.5M, including projects on vocational education, intergenerational equity, and labour market reforms. Collaborates with institutions like the European Commission, World Bank, and OECD. Labs/Teams: Directs the Economics for Policy Knowledge Center and co-leads the Public Administration Leadership Programme. Active in executive education programs on policy evaluation and leadership in public administration.

Gabriel Faimauمشاهده پروفایل

دانشیار

• Digital Society and Culture
• New Media and Religious Practice
• Multiculturalism and Intercultural Dialogue
• +۳ مورد دیگر

Prof. Gabriel Faimau is an Associate Professor of Sociology at the University of Botswana, concurrently serving as Visiting Associate Professor at Botswana International University of Science and Technology (BIUST) and Extraordinary Researcher at North-West University, South Africa. He holds a PhD in Sociology from the University of Bristol, where he was supported by the Overseas Research Scholarship (ORS). His research focuses on digital society, new media's role in religious practices, multiculturalism, HIV/AIDS impacts, and graduate employability. Recent studies include digital infrastructure in Botswana, urban informality in Harare, and the use of qualitative methods in religious media analysis. He has conducted fieldwork on Botswana's prophetic ministries and their digital strategies. Award highlights include DAAD Fellowships (2019) and grants from the Nagel Institute/John Templeton Foundation and HRDC. He serves on advisory boards for JPIC in Indonesia and IRGSC, while maintaining memberships in ISA, IAMCR, and AoIR. His academic journey includes roles as Lecturer and Research Head at Kgolagano College, Senior Lecturer at North-West University, and Teaching Assistant at the University of Bristol’s School of Sociology, Politics and International Studies (SPAIS).

Zheng Zhangمشاهده پروفایل

پژوهشگر

• Human-AI Interaction
• Human-Computer Interaction
• Machine Learning
• +۳ مورد دیگر

Zheng Zhang is a Ph.D. candidate in the Department of Computer Science and Engineering at the University of Notre Dame, where he focuses on human-AI interaction. He also works as an Applied Scientist in Adobe's GenAI team, developing interactive AI systems for user experience enhancement. He has held internships at Apple, AWS AI, and Meta Reality Labs. Education: Ph.D. (in progress) at University of Notre Dame M.S. in Computer Science from University of Rochester and University of Minnesota B.Eng. in Software Engineering from Shaanxi Normal University His research explores the intersection of human-computer interaction (HCI) and machine learning (ML), emphasizing systems that provide adaptive, context-sensitive support for complex cognitive tasks. Key areas include collaborative tools for team ideation, incremental learning from user demonstrations, and multimodal context-aware interfaces. Recent publications demonstrate a focus on AI-augmented collaboration through large shared displays (LADICA), audio-visual annotation (PEANUT), and interactive qualitative coding (PaTAT). His work increasingly integrates generative AI with real-time human input, particularly for co-located teams and educational applications. He serves as a Program Committee member and reviewer for top HCI/ML conferences including CHI, UIST, IUI, and ACL. Teaching experience spans courses in human-AI systems, algorithms, and data structures.

• Spirituality
• Society and Ethics
• Professions and Values
• +۳ مورد دیگر

Dr Noelia Molina is a Lecturer in the Department of Arts at South East Technological University (SETU), affiliated with the School of Humanities at the Waterford Campus. She is an active researcher within the Spirituality in Society and the Professions Research Group, contributing to interdisciplinary scholarship at the intersection of spirituality, ethics, and professional life. Her research interests include: Spirituality in Society Values and Ethical Practice in Professions Contemplative and Reflective Practices Spirituality in Education and Healthcare Social Change and Professional Identity Interdisciplinary Humanities Research Dr Molina's recent publications demonstrate a consistent focus on the integration of spiritual values into professional contexts, particularly in education, healthcare, and social work. Her work spans themes such as silence, listening, leadership, and ethical decision-making, reflecting a deep engagement with both theoretical and applied dimensions of spirituality. The research is interdisciplinary, drawing from philosophy, sociology, psychology, and education. She has received one academic prize (specific name not provided) and actively collaborates with institutions including Dublin City University and the Spirituality Institute for Research and Education. Dr Molina advises students and contributes to research grants, though specific details are not listed. She is involved in multiple research activities and has co-authored several publications with colleagues at SETU and external partners. Her work supports the development of values-based frameworks in professional education and practice. She is a member of the Spirituality in Society and the Professions Research Group, which serves as her primary research team, fostering collaborative inquiry into the role of spirituality in contemporary societal structures.

Melissa McCrackenمشاهده پروفایل

استادیار

• International Environmental Policy
• Transboundary Water Management and Governance
• Water Cooperation and Diplomacy
• +۱۲ مورد دیگر

Melissa McCracken is an Assistant Professor of International Environmental Policy at The Fletcher School of Law and Diplomacy, Tufts University, where she also holds the William R. Moomaw Professorship in International Environment and Resource Policy. She directs the Shared Waters Lab and co-directs the Center for International Environment and Resource Policy, while being an affiliate of the Center for International Law and Governance. Ph.D. in Geography, Oregon State University, 2019 M.Sc. in Water Security and International Development, University of East Anglia, 2013 B.S. in General Engineering, California Polytechnic State University, 2010 Her research centers on transboundary water governance, cooperation, and conflict transformation, with a focus on defining and measuring effective international water cooperation. She integrates interdisciplinary approaches to address water security, political geography, and sustainable development, particularly under SDG 6. Her work emphasizes collaborative technical and policy solutions for shared water resources. Her recent publications span topics such as transboundary water cooperation frameworks, SDG 6.5.2 methodology, hydropolitical discourse, and water’s role in peacebuilding. These works, published in journals like Nature Water , Journal of Hydrology , and International Journal of Water Resources Development , reflect a consistent trend toward policy-relevant, empirically grounded, and conceptually rigorous scholarship aimed at improving global water governance. She has no listed scientific awards in the provided materials. Melissa McCracken advises research through independent studies and capstone projects at Fletcher. She has been involved in significant research grants and collaborations, notably with the Transboundary Freshwater Diplomacy Database at Oregon State University, where she previously served as Post-Doctoral Scholar and Database Manager. Her current projects aim to operationalize evaluation methods for transboundary water cooperation and monitor hydropolitical tensions. She leads the Shared Waters Lab , a research team focused on advancing understanding of water cooperation and conflict, and co-directs the Center for International Environment and Resource Policy , which supports interdisciplinary research and policy engagement on global environmental challenges.

Michael Hakmin Leeمشاهده پروفایل

دانشیار

• Missiology
• Intercultural Studies
• Religious Conversion and Deconversion
• +۱۱ مورد دیگر

Rev. Dr. Michael Hakmin Lee is Associate Professor of Ministry & Leadership and Program Director of three M.A. programs (M.A. Evangelism & Leadership, M.A. Ministry Leadership, M.A. Missional Church Movements) at Wheaton College. He holds a Ph.D. in Intercultural Studies from Trinity Evangelical Divinity School, a Th.M. in Systematic Theology from Dallas Theological Seminary, and a B.A. in Biochemistry from the University of Texas at Austin. Ph.D., Intercultural Studies – Trinity Evangelical Divinity School Th.M., Systematic Theology – Dallas Theological Seminary B.A., Biochemistry – University of Texas at Austin Dr. Lee's research centers on missiology, intercultural studies, religious deconversion, race and ethnicity, theology of religions, and the social impact of technology. He explores how contemporary challenges—such as AI, social media, and religious pluralism—affect Christian discipleship and gospel witness. His work bridges theological reflection with practical ministry engagement. His recent and forthcoming publications reveal a strong trend in analyzing digital culture, deconversion, and interfaith dynamics. He investigates how artificial intelligence and social media reshape disciple-making, while also addressing deep existential questions behind why evangelicals leave the faith. His scholarship integrates interdisciplinary perspectives from theology, sociology, and communication studies. Dr. Lee is an active scholar in the Evangelical Missiological Society, where he currently serves as VP of Finance. He has contributed to numerous peer-reviewed journals and edited monograph series, reflecting sustained academic engagement. He advises on graduate theological education and has led initiatives in distance learning pedagogy. Though no formal advisees are listed, his leadership in M.A. programs suggests significant mentorship. He is also involved in community service as a church elder, certified judo instructor, and youth baseball coach, reflecting a holistic integration of faith and vocation. Dr. Lee is affiliated with Wheaton College’s College of Ministry and Leadership and contributes to the mission of advancing evangelical scholarship and practice in a changing world.

Harper B. Keenanمشاهده پروفایل

استادیار

• Gender and Sexuality in Education
• Anti-Racist Pedagogies
• Queer and Trans Pedagogies
• +۵ مورد دیگر

Dr. Harper B. Keenan is an Assistant Professor at the University of British Columbia’s Faculty of Education, Department of Curriculum and Pedagogy. He previously held a postdoctoral fellowship at Stanford Graduate School of Education and earned his PhD in Curriculum and Teacher Education from Stanford in 2019. His research focuses on critical trans pedagogies, anti-racist queer and trans education, and the intersection of colonialism, race, and gender in schools. Institution: University of British Columbia Department: Department of Curriculum and Pedagogy Academic Rank: Assistant Professor Dr. Keenan’s work interrogates how adults teach children to navigate oppressive systems while creating spaces for transformative inquiry. He advocates for pedagogies that embrace children’s curiosity about topics like colonialism, gender, and violence, emphasizing classroom environments that foster self-directed learning and critical engagement. His recent publications explore trans worker safety in PK-12 schools, methodological innovations rooted in transgender experiences, and the reimagining of curriculum to challenge binary norms. Key trends in Dr. Keenan’s scholarship include: Centering trans and queer epistemologies in educational research Critiquing standardized testing and colonial narratives in elementary education Developing anti-racist, decolonial approaches to teaching history Advocating for gender-neutral honorifics and inclusive language Dr. Keenan’s awards include the Robert Quartermain Professorship of Gender and Sexuality Research in Education and a 2022 NAEd/Spencer Foundation Postdoctoral Fellowship . He maintains active collaborations with trans educators and scholars, including co-authoring policy briefs and participating in national dialogues on transgender justice in schools.

Bruce Goldsteinمشاهده پروفایل

دانشیار

• Social-ecological Planning
• Collaborative Governance
• Resilience Studies
• +۴ مورد دیگر

Bruce Goldstein is an Associate Professor in the Program in Environmental Design and the Environmental Studies Program at the University of Colorado Boulder, and a faculty research associate in the Institute for Behavioral Science. His work focuses on collaborative approaches to social-ecological challenges across multiple scales of governance and planning. Dr. Goldstein earned his Ph.D. in 2004 from the University of California, Berkeley. His academic journey has centered on understanding how institutions and stakeholders navigate complex environmental challenges through collaborative processes. Goldstein's research interests span social-ecological planning , collaborative governance , and resilience studies . He examines how planners, activists, and public agency managers develop collaborative responses to challenges such as rapid growth in the wildlands-urban interface, biodiversity protection, common-property resource management, and climate change. A particular focus of his work is understanding how learning networks can catalyze change in stable institutions that are approaching dramatic social and ecological thresholds. His research often explores the intersection of institutional theory, network dynamics, and sustainability transformations. His recent scholarly output demonstrates a clear evolution toward sustainability transformations as a field of study, with numerous "State of the Field" analyses examining systems education, network leadership development, and financing systemic transformation. Goldstein's work bridges practical applications with theoretical frameworks, particularly in how collaborative networks navigate paradoxes and tensions during transformative processes. His publications reveal a consistent focus on the practical implementation of resilience thinking across diverse environmental contexts. Goldstein has led significant research initiatives including a 6-year study of the U.S. Fire Learning Network, a novel multi-scalar collaborative approach to restoring disrupted fire regimes across jurisdictional boundaries. He is currently engaged with the Fire Adapted Communities Learning Network and the Locally-Managed Marine Areas Network. His influential edited book "Collaborative Resilience: Moving Through Crisis to Opportunity" (MIT Press 2011) examines how crises can serve as opportunities for collaboration, consensus building, and transformative resilience. While he is not currently accepting new graduate students, his past mentorship has contributed to the development of scholars in environmental design and resilience studies.

Michael Ahlersمشاهده پروفایل

استاد

• Music Education
• Popular Music Studies
• Digital Media in Education
• +۶ مورد دیگر

Prof. Dr. Michael Ahlers is Full Professor of Music Education with a focus on Popular Music at the Leuphana University of Lüneburg, Germany, and an associate member of the university’s Future Center for Teacher Education (ZZL). He also held visiting professorships at the University of Huddersfield (2020, 2025). Education and Career PhD in Philosophy (2008), University of Paderborn – dissertation on interface problems in music education and ergonomics of sequencer programs. Studied secondary-school teaching (music/German) and musicology. Previous roles: Professor of Music Education (digital media focus) at Leopold Mozart Center, University of Augsburg (2011); Temporary Academic Councillor, University of Paderborn (2009–2012); Research Assistant, University of Paderborn (2005–2009). Co-founder of a Hamburg-based music & media production company; editor-in-chief of the journal "Musikunterricht und Computer (MUC)". Research Interests Prof. Ahlers’ research integrates popular music studies, empirical music pedagogy, digital media, creativity and improvisation research, and cultural-economic analyses of music production . Current emphases include: Platformization of songwriting and the socio-economic structures of songwriting camps. Digital-material interfaces in music education and extra-institutional learning. Competency-oriented and adaptive classroom music-making. Dialogical arts education for cultural literacy and social inclusion. Music economics, rights education, and diversity-sensitive teacher training. Publications & Trends Across 112+ peer-reviewed articles, books, and chapters since 2020, a clear trajectory emerges: scrutinizing how technological change (AI, platforms, digitality) reshapes creative labor in popular music, and translating these insights into innovative, research-based pedagogies. His collaborative volumes and journal special issues have become key references for scholars in music education and popular music studies. Scientific Awards & Honors Visiting Professor, University of Huddersfield (2020, 2025). Research Prize of the University of Paderborn (2009). Virtual University of Bavaria grant (€40,000) for transdisciplinary project "Digital Media between Art, Music, and Education" (2012). Doctoral Supervision & Grants Prof. Ahlers currently supervises 17 doctoral researchers and has served as primary or secondary reviewer for numerous PhD defenses. He is Principal Investigator or Scientific Project Manager on 22 funded projects (totaling several million euros) from the German Federal Ministry of Education and Research (BMBF), Deutsche Forschungsgemeinschaft (DFG), and Lower Saxony Ministry of Science and Culture. Flagship initiatives include: dialoguing@rts (DFG, 2024–2027): advancing cultural literacy through dialogical arts education. COME-ARTS (BMBF, 2023–2026): diversity-sensitive digital continuing-education networks for arts and music teachers. MI-RAP Subproject 8 (BMBF): music-industry resilience acceleration. CODIP (BMBF, 2020–2023): digitally supported adaptive music teaching. Laboratories & Teams Research and teaching activities are anchored in the Institute for Art, Music and its Education (IKMV) at Leuphana, where Prof. Ahlers leads the Popular Music & Digital Media Lab. The lab collaborates closely with the interdisciplinary Future Center for Teacher Education (ZZL), fostering innovation in teacher-training curricula and hosting regular songwriting-camp ethnographies and digital-media workshops.

Eli Lejonbergمشاهده پروفایل

استاد

• Guidance and Mentoring
• Professional Development
• School-Based Development Projects
• +۵ مورد دیگر

Eli Lejonberg is a Professor at the Department of Teacher Education and School Research, University of Oslo. His work focuses on guidance and professional development in education, particularly through the use of tools in supervision and management of school-based development projects. Institution: University of Oslo, Department of Teacher Education and School Research Research interests include: Teacher education reform Third space theory in school-university relations Video-based learning designs for authenticity Structured mentoring frameworks Transition from academic training to teaching profession Experienced teacher learning Article trends show emphasis on: Innovative mentoring tools Pre-service teacher development Policy analysis in educational contexts Technology integration in pedagogy Mentor training impact School-university partnerships Projects and collaborations include: Digital Integration of Video Assessment (DIVA) Quality in Practice Mentoring Tools Development Research groups: Collaboration for Teacher Education (COTED), Teacher Professional Development and Educational Change (TEPEC)

Hauke Rieschمشاهده پروفایل

مدرس ارشد

• Sociology of science
• Public understanding of science
• Risk and environment
• +۳ مورد دیگر

Dr. Hauke Riesch is a Senior Lecturer in Sociology at Brunel University, affiliated with the Social and Political Sciences department under the College of Business, Arts and Social Sciences . His work bridges sociology and science communication, focusing on public understanding of risk, environmental science, and the intersection of science with philosophy. PhD in Science & Technology Studies from University College London MSc in Philosophy & History of Science from King's College London BSc in Physics & Philosophy from King's College London Dr. Riesch's research examines how science is communicated to the public, particularly in contexts of environmental crisis and apocalyptic narratives. He explores humor as a tool for engagement, the role of citizen science in public participation, and the ethical dimensions of interdisciplinary collaborations. His recent publications analyze the effectiveness of humor in science communication, the dynamics of citizen science initiatives, and the philosophical underpinnings of scientific practice. Projects like the OPAL and Winton Programme highlight his focus on community-based research and risk perception. Dr. Riesch is a member of the Society for the Social Study of Science (4S) and the Society for the Philosophy of Science in Practice . He teaches courses on research methods, identity studies, and apocalyptic discourse, emphasizing the societal implications of scientific narratives. His outreach includes analyzing media representations of science and advising on public engagement strategies, particularly through digital platforms and activist movements like the March for Science .

Thilo Fehmelمشاهده پروفایل

استاد

• Social Policy
• Social Administration
• Social Work
• +۱۲ مورد دیگر

Thilo Fehmel is a Professor of Social Administration and Social Policy at the Leipzig University of Applied Sciences and serves as Dean of the Faculty of Architecture and Social Sciences . His academic career spans institutions like the University of Leipzig (habilitation in sociology) and Cooperative State University Gera. Research Focus: Social policy, welfare state theory, European sociology, labor sociology, and sociological theory (conflict, autonomy, deviance). Projects: Led research on Citizen Participation in the Digital Society (2019-2021, funded by Saxony) and Social Policy by Collective Agreement (2015-2019, funded by Hans Böckler Foundation). Publications: Over 25 monographs and edited volumes, including Tarifsozialpolitik (2021) and Sicherungsbewahrung (2013). Academic Leadership: Contributed to journals like Traverse and Soziologie , and edited special issues on welfare state transformation. His work bridges theoretical sociological analysis with practical policy implications, emphasizing the role of collective bargaining and institutional frameworks in shaping social security systems across Europe.