جست‌وجوی استاد و پژوهشگر

Ruth Kanferمشاهده پروفایل

استاد

• Adult Learning
• Workplace Motivation
• Career Development
• +۳ مورد دیگر

Ruth Kanfer is a Professor of Psychology at the Georgia Institute of Technology's School of Psychology, specializing in adult learning, motivation, and career development. Her research addresses the impacts of technological advancements, demographic shifts, and global economic changes on work and career trajectories. She co-directs the PARK Lab, focusing on topics such as self-regulation in job search, motivational dynamics, and the psychology of workplace environments. Dr. Kanfer holds a Ph.D. in Psychology from Arizona State University and has contributed to seminal works on aging and workforce diversity. She is a Fellow of prominent organizations including the Academy of Management and the American Psychological Association, and has received prestigious awards such as the SIOP's William R. Owens Scholarly Achievement Award. Her research employs mixed-methods approaches, including experimental studies and large-scale field research. Key themes include adult learning efficacy, team-based motivation, and the design of workspaces to enhance employee well-being. Dr. Kanfer has led projects funded by the Sloan Foundation and the National Academy of Sciences, emphasizing interdisciplinary collaboration. Notable contributions include studies on the future of work, the role of future time perspective in career decisions, and the application of a 'whole-person' framework to adult learning. Her work has been published in journals like Journal of Applied Psychology and American Psychologist . She actively participates in professional committees, including the Sloan Research Network on Aging and Work and the National Academy of Sciences' How People Learn II initiative.

• Computer Science Education
• AI in Education
• AI Literacy
• +۵ مورد دیگر

Michael O'Dea is a Senior Lecturer in the Department of Computer Science at the University of York, United Kingdom. He has held previous academic positions at York St John University, Beijing University of Technology, University of Hull, and Waikato Institute of Technology, bringing extensive international experience in computer science education. He is actively engaged in pedagogical scholarship and leadership in higher education innovation. Senior Lecturer, Department of Computer Science, University of York Senior Lecturer in Computer Science, York St John University Lecturer in Software Engineering, Beijing University of Technology, China Lecturer in Computer Science, University of Hull Lecturer in Information Technology, Waikato Institute of Technology, NZ Dr. O'Dea earned his Ed.D. in Computer Based Learning from the University of Leeds. His research centers on the integration of artificial intelligence into educational practices, with a strong emphasis on AI literacy, the effectiveness of generative AI in teaching and learning, and the evolving landscape of technology acceptance in higher education. He investigates how AI tools can enhance student learning, faculty development, and institutional policy. His recent publications span topics such as AI literacy assessment, the future of online and blended learning, the application of machine learning in earthquake prediction, and international study abroad effectiveness. These works reflect a broad interdisciplinary approach, combining computer science, educational theory, and policy analysis. His scholarship is increasingly focused on the transformative potential of generative AI in academic settings, as evidenced by his leadership in special journal issues and funded research projects. Dr. O'Dea holds significant editorial responsibilities as Associate Editor and Lead Guest Editor for the Journal of University Teaching and Learning Practice and as Guest Editor for a special issue in Education Sciences on generative-AI-enhanced learning. He is also an Invited External Academic Affiliate at the King's Institute for Artificial Intelligence, King's College London. Associate Editor - Special Issues, Journal of University Teaching and Learning Practice Lead Guest Editor, Special Issue on Technology Acceptance Models, JUTLP (2024) Guest Editor, Special Issue on Generative-AI-Enhanced Learning, Education Sciences Principal Investigator, QAA Collaborative Enhancement Project on Graduate Attributes in the Era of GenAI (2025) He has delivered numerous invited talks and workshops at institutions such as the University of York, Queen Mary University of London, and international conferences including the Academy of Management and the International Conference on Artificial Intelligence in Education. His work bridges research, practice, and policy in higher education, with a strong commitment to inclusive and innovative teaching methodologies.

Tariq Fancyمشاهده پروفایل

مدرس

• Sustainable Investing
• Impact Investing
• ESG Critiques
• +۱ مورد دیگر

Tariq Fancy is Lecturer in Management at Stanford Graduate School of Business, specializing in critiques of sustainable finance. As former CIO for Sustainable Investing at BlackRock, his work challenges ESG efficacy as a driver of systemic change. His viral essay series analyzes financial industry incentives and advocates for regulatory reforms to combat climate change and inequality. Fancy argues market-based sustainability initiatives often serve as 'dangerous placebos' delaying policy action. He founded Rumie, an edtech nonprofit delivering digital learning to underserved communities globally.

Bruna Damiana Heinsfeldمشاهده پروفایل

استادیار

• Critical Perspectives on Educational Technology
• Technology Discourse Analysis
• Philosophy and Sociology of Technology
• +۳ مورد دیگر

Bruna Damiana Heinsfeld serves as Assistant Professor of Learning Technologies within the Department of Curriculum & Instruction at the University of Minnesota's College of Education and Human Development. Her research critically examines the intersections of technology, society, and education through the lens of Critical Studies of Education and Technology (CSET), with emphasis on power dynamics and social justice implications. Her academic credentials include: Ph.D. in Interdisciplinary Learning and Teaching (Learning Design and Technologies concentration) from UTSA M.A. in Education (Digital Languages, Media and Education concentration) from PUC-Rio, Brazil Multiple Postgraduate Certificates from Brazilian institutions: Media Discourse Analysis, Ontology and Epistemology, Philosophy/Sociology/Social Sciences, and Distance Learning Management B.A. in English Language and Literature from UERJ, Brazil Dr. Heinsfeld's research program centers on critical discourse analysis of educational technology narratives across corporate, policy, and educational contexts. She investigates how technological discourses are constructed and operationalized, particularly regarding digital equity, participatory exclusion, and the sociopolitical dimensions of technology adoption. Her methodological approach combines Critical Discourse Analysis (CDA) with critical pedagogy to unpack ideological, cultural, and economic factors shaping educational technology implementations. She examines epistemological foundations of technological beliefs and challenges neoliberal narratives in EdTech through rigorous deconstruction of policy documents and marketing materials. Analysis of her recent publications (2019-2023) reveals consistent focus on corporate influence in educational technology, with particular attention to Google and Microsoft's marketing narratives, pandemic-era remote learning disparities, and Latinx student experiences. Her work demonstrates how technological solutions often reinforce existing inequalities through participatory exclusion mechanisms, while her policy analyses expose contradictions between equity rhetoric and actual implementation. Recurring methodological threads include discourse analysis of educational landscape reports and critical examination of public policy frameworks. No scientific awards were documented in the provided materials. As an advisor, Dr. Heinsfeld cultivates a supportive environment grounded in social justice principles, emphasizing critical consciousness development and student autonomy. Her advising philosophy centers on accessible feedback, interdisciplinary exploration, and preparation for meaningful societal engagement. She teaches foundational courses including CI 4311W Technology and Ethics in Society (examining algorithmic bias, privacy concerns, and AI ethics) and CI 8147 Critical Discourse Analysis in Educational Research (focusing on language-power dynamics in educational contexts). While specific research laboratories aren't detailed, her collaborative work spans international contexts with Brazilian institutions and U.S. colleagues, particularly evident in joint publications with researchers like V. Marone and M. Pischetola. Her research trajectory indicates ongoing critical engagement with emerging technologies like AI in education policy, as evidenced by upcoming 2025 conference presentations.

Venkatram Ramaswamyمشاهده پروفایل

استاد

• Marketing
• Strategy
• Innovation
• +۴ مورد دیگر

Venkatram Ramaswamy is the Hallman Fellow of Electronic Business and Professor of Marketing at the Ross School of Business, University of Michigan. He is a globally recognized thought leader in innovation, strategy, and co-creation, with expertise spanning marketing, branding, IT, and organizational dynamics. His work emphasizes the transformative potential of co-creating value with stakeholders across industries and sectors. Education: PhD in Marketing, The Wharton School, University of Pennsylvania (1989). Research Interests: Venkat’s work focuses on co-creation paradigms, experience innovation, digital ecosystems, and stakeholder collaboration. He pioneered the concept of co-creation as a revolutionary approach to business value, detailed in his seminal books The Future of Competition (2004) and The Power of Co-Creation (2010). His recent work explores AI-human interactional creation and platformed ecosystems. Key Contributions: He has advised global firms like Mahindra, Hitachi, and Infosys on co-creation strategies. His frameworks integrate strategic risk management, digital platforms, and lived-experience ecosystems to drive sustainable value. He has delivered keynotes at events worldwide, including the Drucker Forum and InnovationsKongress. Awards: Recipient of the MIT-PwC Award (2003), Emerald Literati Award (2009), and Best Speaker Award at the Baptie Marketing Focus (2005). Grants & Labs: Collaborations with institutions like the International University of Japan (IUJ) and involvement in initiatives like the India Philanthropic Co-Creation Project reflect his commitment to systemic social impact. His research is supported by grants exploring digitalized societal ecosystems and wellbeing-focused platforms.

Edoardo Celesteمشاهده پروفایل

دانشیار

• EU Digital Law
• Comparative Digital Law
• Digital Rights and Constitutionalism
• +۵ مورد دیگر

Dr. Edoardo Celeste is an Associate Professor of Law, Technology and Innovation at Dublin City University's School of Law and Government. He leads the Erasmus Mundus Master in Law, Data and Artificial Intelligence (EMILDAI) and serves as Deputy Director of the Dublin European Law Institute. PhD, University College Dublin Law degrees: University of Rome 'La Sapienza', University of Paris II 'Panthéon-Assas', King’s College London His research focuses on digital rights, constitutionalism in digital contexts, and the intersection of law, technology, and sustainability. He coordinates the DCU Law and Tech Research Cluster and co-founded the Digital Constitutionalism Network. Recent publications examine digital sovereignty, AI sustainability, and constitutional responses to social media exclusion. His 2022 book Digital Constitutionalism: The Role of Internet Bills of Rights (Routledge) established him as a leading voice in the field. Irish Research Council Early Career Researcher of Year Award (2022) Principal Investigator for Cross-Border Data Protection Network (IRC/ESRC funded) Facebook Research grant for Digital Constitutionalism: Content Governance Standard project He supervises PhD students in digital rights, data protection, platform regulation, and digital sustainability while holding affiliations with the ADAPT Centre and UCD Centre for Human Rights.

• Technology in Education
• Virtual and Extended Realities
• Artificial Intelligence in Assessment
• +۴ مورد دیگر

Professor Edward Palmer is a faculty member in the School of Education at the University of Adelaide, serving as Director of the Unit of Digital Education and Training and Acting Deputy Head of School. His research focuses on technology's role in education and training, particularly in virtual/extended realities, AI-driven assessment, and personalized learning approaches. He has secured over $3 million in funding from government and industry partners, with projects addressing AI ethics, VR applications in medical training, and MOOC design. Education & Roles: Holds academic leadership positions and directs digital education initiatives. Research: Investigates AI in education, VR for situational awareness, and innovative assessment methods. Active in collaborative projects with industry and defense sectors. Grants & Funding: Secured significant grants for ventures in AI ethics, VR training simulations, and digital health hubs. Labs/Teams: Leads the Unit of Digital Learning and Society, collaborating with postdocs like Daniel Lee on AI and VR projects. His work emphasizes practical applications, such as medical procedure training in VR and adaptive learning systems. He mentors HDR students and postdocs in AI-driven training scenarios and digital education innovation.

Ira Chatterjeeمشاهده پروفایل

استادیار

• Entrepreneurship
• Social Innovation
• Organizational Change
• +۳ مورد دیگر

Ira Chatterjee is an Assistant Professor of Management and Organization at the School of Business and Economics, Vrije Universiteit Amsterdam. She holds a Ph.D. in Entrepreneurship from the Hanken School of Economics (2022) and an MBA from the Indian Institute of Foreign Trade, New Delhi. With 12 years of industry experience before academia, her research focuses on entrepreneurship, social innovation, and organizational change in emerging markets, particularly in low-income settings. She currently supervises theses at Upgrad Edtech UK and serves as a Global Professor of the Practice at Golden Gate University. Education: Ph.D. in Entrepreneurship, Management, and Organization, Hanken School of Economics (2022) MBA, Indian Institute of Foreign Trade, New Delhi Research Interests: Her work explores how entrepreneurship drives social and economic development through social innovations and organizational change. Key areas include women’s entrepreneurship, well-being at the base of the pyramid, and the role of intermediaries in qualitative research. She also investigates structuration theory and its applications in organizational studies. Advising & Ancillary Roles: Thesis Supervisor at Upgrad Edtech UK (2024–2026) Global Professor of the Practice at Golden Gate University (2025–present) Labs/Teams: No specific lab mentioned, but her research collaborations span international institutions, including the University of Chester and San Francisco-based universities.

Sylvie Albertمشاهده پروفایل

استاد

• Smart Cities
• Sustainable Urban Development
• Digital Innovation in Governance
• +۴ مورد دیگر

Dr. Sylvie Albert is a Professor of Strategy and Leadership at the University of Winnipeg, former Dean of the Faculty of Business and Economics, and past Associate Dean of Laurentian University's Faculty of Management. With 15 years in academia, she has extensive experience in municipal/provincial governance, management consulting, and economic development. A leading expert in smart cities and digital urban innovation, her work bridges academia, policy, and practice through roles like Senior Advisor to Infrastructure Canada's Smart Cities Challenge and lead jurist for the Intelligent Community Forum. Her research focuses on sustainable urban development, digital governance, and community telecommunication networks, informed by activism on local-to-international boards and think tanks. She is authoring her fourth book on smart cities and has led projects nationwide through her consultancy, Planned Approach Inc. Education & Experience: 12 years in government roles 10 years in management consulting Founder/owner of Planned Approach Inc. (economic development consulting) Leadership roles in Northern Ontario economic development corporations Research Interests: Her interdisciplinary work examines strategy development , entrepreneurship , innovation ecosystems , and the intersection of digitalization with urban policy. Key themes include: Smart/intelligent/sustainable city frameworks Community wireless networks and ICT adoption Online learning pedagogy in business education Labour market barriers for immigrant professionals Grants & Advising: Her advisory contributions include: Global Forum on Digitalization in Europe (yearly participation) Infrastructure Canada's Smart Cities Challenge (Senior Advisor) UN Voluntary Local Reviews methodology development Her consultancy work emphasizes economic development projects and smart community planning across Canada. Labs & Collaborations: Engaged with global networks like the Intelligent Community Forum and cross-sectoral partnerships to advance urban innovation, digital equity, and participatory governance models.

• Educational Sciences
• Organizational Behavior
• Workplace Well-being
• +۵ مورد دیگر

Hiroyuki Toyama is a Researcher at the Department of Education , Faculty of Educational Sciences , University of Helsinki. His work focuses on educational leadership, workplace well-being, and job crafting mechanisms. He has conducted extensive research on school principals' stress, burnout prevention, and the application of psychological needs theories in education and organizational contexts. Key research interests include: Job crafting strategies among educators Work-family conflict dynamics in leadership roles Psychological needs satisfaction in educational settings Development of well-being measurement tools (e.g., School Day Wellbeing Model) Recent projects involve analyzing stress profiles during the pandemic, cross-cultural comparisons of off-job crafting practices, and validation of burnout assessment tools. He has secured grants from the Research Council of Finland and other institutions for projects like Resilient School and Education and TeensGoGreen . His publications emphasize practical interventions to improve educator resilience and student engagement through innovative crafting frameworks.

Felix Gomez Marmolمشاهده پروفایل

دانشیار

• Cybersecurity
• Artificial Intelligence
• Machine Learning
• +۵ مورد دیگر

Felix Gomez Marmol is an Associate Professor at the University of Murcia's Faculty of Informatics, Department of Information and Communication Engineering. His research focuses on cybersecurity, artificial intelligence, network security, and IoT security. He holds a PhD in Computer Science from the University of Murcia (2010), supervised by Dr. Gregorio Martínez Pérez. Key research interests include adaptive intrusion detection systems, dark web analysis, and AI-driven cybersecurity frameworks. He leads the Intelligent Systems and Telematics research group and previously contributed to the Sistemas Inteligentes group. His work emphasizes practical applications such as the SCORPION Cyber Range platform for cybersecurity training and gamification. Recent projects involve detecting hate networks on social media, optimizing malware defense using transfer learning, and developing SIEM systems for IoT environments. His contributions span technical papers on cybersecurity education, ethical hacking fundamentals, and blockchain-based security solutions. Prof. Gomez Marmol has collaborated on initiatives like the COBRA framework for simulating advanced persistent threats (APTs) and the COnVIDa dashboard for pandemic-related data analysis. His research bridges theoretical advancements with real-world cybersecurity challenges.

Pierre Dillenbourgمشاهده پروفایل

استاد

• Computer-supported collaborative learning
• Learning technologies
• MOOCs
• +۷ مورد دیگر

Pierre Dillenbourg is a Full Professor at École polytechnique fédérale de Lausanne (EPFL) in the School of Computer & Communication Sciences, where he leads the CHILI Lab (Computer-Human Interaction for Learning & Instruction). He has held significant leadership roles, including Director of the Center for Digital Education and academic director of the Swiss EdTech Collider, an incubator for start-ups in learning technologies. He co-founded LEARN, the EPFL Center for Learning Sciences, and served as Associate Vice-President for Education and Vice-President for Academic Affairs (Provost) ad interim. PhD in computer science from University of Lancaster (UK) Diploma in educational science from University of Mons (Belgium) His research focuses on interactive technologies for learning , including computer-supported collaborative learning, educational robotics, eye tracking, and AR/VR applications. He has pioneered work in dual vocational education systems through the DUAL-T leading house and contributed to the development of MOOCs at EPFL. Current work: Interactive technologies for learning and collaboration (computational and cognitive aspects) Notable initiatives: Swiss EdTech Collider, DUAL-T, LEARN Center Scientific Awards Fellow of the International Society for Learning Sciences Pierre Dillenbourg has advised over 20 PhD students and currently teaches courses on Digital Education and Theoretical Foundations of Learning Sciences . He is affiliated with multiple EPFL units, including the Doctoral Program in Learning Sciences and the Doctoral School Committee.

Nidhi Singalمشاهده پروفایل

استاد

• Disability and Inclusive Education
• Educational Equity in Southern Contexts
• Qualitative Research Methodology
• +۳ مورد دیگر

Nidhi Singal serves as Professor of Disability and Inclusive Education at the University of Cambridge's Faculty of Education and holds the position of Vice President at Hughes Hall. Her academic leadership extends to roles as Trustee of the Cambridge Trust and UKFIET, alongside significant contributions to global education initiatives through the World Bank, UNESCO, and UNPRPD. Her educational background includes a PhD and MPhil from the University of Cambridge, complemented by an M.A. and B.A. (Honours) in Applied Psychology from the University of Delhi. This clinical psychology foundation informs her distinctive approach to educational research. Singal's research centers on educational equity for marginalized groups in Southern contexts, with particular emphasis on children with disabilities in South Asia and Africa. She pioneers culturally-sensitive methodological frameworks that challenge power imbalances in North-South research partnerships and prioritize ethical knowledge dissemination. Her work critically examines classroom teaching quality, schooling impacts, and the complex interplay between disability, poverty, and development. Analysis of her recent publications reveals consistent focus on inclusive education measurement (2024), pandemic impacts on disabled learners (2021-2022), and Southern perspectives on disability-inclusive schooling. Her scholarship bridges rigorous academic research with actionable policy development, evident in her leadership of the Global Disability Summit's International Statement of Action. Fellow of the Academy of Social Sciences (2022) President of the British Association for International and Comparative Education Technical Advisory Council member for World Bank's Inclusive Education Initiative Contributor to UNESCO's Foundations of Disability-Inclusive Education Sector Planning Course Singal mentors a vibrant cohort of postgraduate researchers through the Cambridge Network for Disability and Education Research (CaNDER) and South Asian Approaches to Researching Education (SaareNetwork). Her grant portfolio demonstrates exceptional partnership with international agencies including the World Bank, UNESCO, and MasterCard Foundation, focusing on projects like the Girls Education Challenge Fund evaluation and Ethiopia's Inclusive Education Resource Centres. Current initiatives explore teacher effectiveness in African secondary schools and disability-inclusive education during humanitarian crises. Her research infrastructure includes CaNDER, which connects Global South stakeholders to advance disability-inclusive education scholarship, and active collaboration with international networks like UKFIET and UNPRPD to shape policy frameworks that center lived experiences of disabled learners.

Tien Chihمشاهده پروفایل

استادیار

• Algebraic Combinatorics
• Categorical Combinatorics
• Graph Theory
• +۶ مورد دیگر

Tien Chih is an Assistant Professor of Mathematics at Oxford College, a unit of Emory University. He previously taught at Newberry College and Montana State University Billings (MSUB) after earning his PhD in Mathematics from the University of Montana (2014). His work bridges pure mathematics and education innovation. Education: BA (University of Hawaii at Hilo, 2007), MA (University of Montana, 2009), PhD (University of Montana, 2014) Research focuses on discrete homotopy theory , particularly ×-homotopy of graphs, and its connections to groupoids and categorical combinatorics . He creates open educational resources (OERs) and EdTech tools for interactive learning, with emphasis on undergraduate research mentorship. Recent publications explore graph homotopy categories, fundamental groupoids for graphs, and innovative teaching methods like asynchronous inquiry-based learning. His mathematical outreach includes community collaboration and a MAA-funded Math Circle program. Scientific awards: CURM funding for undergraduate research, MAA grant for Math Circle He supervises undergraduate research projects and develops open educational resources to bridge the gap between mathematics' reputation and its accessible content.

Ben Williamsonمشاهده پروفایل

مدرس ارشد

• Digital Education
• Data-Intensive Practices in Education
• Educational Policy and Governance
• +۴ مورد دیگر

Dr. Ben Williamson is a Senior Lecturer in Digital Education at the University of Edinburgh's Moray House School of Education and Sport, affiliated with the Institute for Education, Community & Society (IECS) and the Centre for Research in Digital Education. His work critically examines how digital technologies, data infrastructures, and biometric/neurotechnological practices shape educational futures. Key areas of focus include the role of venture capital in education, algorithmic governance, and the privatization of educational systems. His research has been funded by the Leverhulme Trust and the Economic and Social Research Council (ESRC). Notable publications include Big Data in Education: The Digital Future of Learning, Policy, and Practice (2017). He maintains the Code Acts in Education blog and is active on Twitter as @BenPatrickWill. Williamson’s research explores intersections between biology and education (e.g., educational genomics), financial markets in schooling, and the governance of educational data by tech corporations. He critiques how platforms like Google Classroom and investors such as Amazon reshape educational practices and policies. His work emphasizes sociotechnical and infrastructural analyses of educational change. He supervises PhD students focusing on data-centric education policies, digital technology in education governance, and emerging biometric sciences in learning contexts. His articles analyze global EdTech dynamics, pandemic-driven privatization, and the ethical implications of biosocial education. Williamson’s affiliations include the Edinburgh Futures Institute, where he collaborates on future-oriented educational research. He has contributed to policy innovation labs and studies the impact of corporate actors like Pearson and the Chan Zuckerberg Initiative on educational systems.