Daniel Leunbach is a Senior Lecturer at the School of Business, University of Oslo , specializing in Entrepreneurship . He teaches courses in strategy, innovation management, and entrepreneurship while integrating philosophy and psychology into his research to study decision-making under uncertainty. Ph.D. in Strategy and Entrepreneurship, University of Oslo MSc in Innovation and Entrepreneurship, University of Oslo BSc in Molecular Biology, University of Bergen His research explores the intersection of entrepreneurship theory , philosophy , and psychology , focusing on how entrepreneurs navigate situations where outcome probabilities are impossible to quantify. Recent publications investigate topics such as entrepreneurial imagination through poetry , resource acquisition negotiations , and Wittgensteinian approaches to defining entrepreneurship . Leunbach collaborates with scholars like Truls Erikson and Glenn Roger Kristiansen , publishing in journals such as Academy of Management Review , Scandinavian Journal of Management , and Journal of Business Venturing Design . He is affiliated with the Entrepreneurship (ENT) research group and consults on entrepreneurial decision-making frameworks.
Norwegian University of Science and TechnologyNorway
Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).
Dr. Catrine Torbjørnsen Halås is a Professor of Social Work at Nord University, a position she has held since 2023. She previously served as an Associate Professor at the University of Nordland from 2012, which later became part of Nord University. She has held significant leadership roles including Head of the Center for Practical Knowledge and Program Manager for the PhD program in Professional Science. She was also the cohort coordinator for the National Research School for Teacher Education (NAFOL) at NTNU from 2018 to 2020. Her research centers on practical knowledge , experiential learning , and qualitative methodologies , with a strong emphasis on ethnographic and narrative approaches. She explores how professional practice in social work can be informed by lived experience and reflective processes. Her work with vulnerable youth focuses on participation, involvement, and creating meaningful change through dialogue and recognition. The recent publications of Dr. Halås reveal a consistent engagement with knowledge-reflected practice , praxeology , and democratic knowledge production . Her research spans topics such as the role of practical knowledge in education, youth narratives challenging social norms, and participatory methods like the Dialogue Café. She emphasizes the integration of theory and practice in professional training and advocates for inclusive, reflective, and ethically grounded research. She is actively involved in research networks such as the European Association of Social Work Research (EASWR), where she convenes a Special Interest Group on Social Work Practice Research, and the International Community for Practice Research in Social Work. She leads the PrepChild Research Center for Children and Youth and Social Preparedness and contributes to the Nordic research network on youth, belonging, and outsiders. Her editorial work includes influential anthologies like Practical Knowledge: An Introduction (2023) and Humanistic Research Approaches to Professional Practice (2017), which have shaped discourse in the field. Dr. Halås has extensive experience in both academic and practical social work. Before her academic career, she served as a Senior Advisor to the County Governor of Nordland (1996–2011) and as a caseworker and manager in Oslo’s Grorud social welfare office (1989–1996). This background deeply informs her research, grounding it in real-world challenges and professional practice. She has not received any explicitly mentioned scientific awards, but her sustained scholarly output and leadership in research networks indicate significant influence in her field.
Marte Cecilie Wilhelmsen Solheim is Professor of Innovation and Vice-Rector for Innovation and Society at the University of Stavanger (UiS), Norway. She is affiliated with the UiS Business School’s Department of Innovation, Management and Marketing and serves on the steering committee of UiS Smart Cities and the national Research Network for Smart Sustainable Cities. Education: PhD in Innovation Studies, University of Stavanger, defended January 2017 with the thesis Innovation, Space, and Diversity . Opponents: Prof Ron Boschma & Assoc Prof Abigail Cooke. Supervisors: Prof Rune Dahl Fitjar & Prof Ragnar Tveterås. Research Interests: Solheim’s research sits at the intersection of innovation studies, economic geography and organisational theory . She investigates how workforce diversity —spanning migration background, gender, education and work experience— drives innovation, export performance and regional development . Specific themes include: Foreign-born workers as catalysts for innovation and international market access. Combinatorial innovation arising from diverse knowledge pools. Gendered and geographical variations in diversity–innovation links. Smart cities, responsible innovation and digital transformation in times of crisis. Publication Trends: Across more than 40 peer-reviewed works since 2016, Solheim has advanced large-scale quantitative analyses of Norwegian employer–employee data, qualitative case studies of energy-sector transformation and conceptual pieces on migration and innovation policy. Recent strands explore post-COVID digitalisation, eco-innovation geography, immigrant entrepreneurship and gender bias in venture-capital decisions , consistently emphasising inclusive innovation. Scientific Awards & Recognition: 2021 Competence Sharing Prize – Stavanger-region Chamber of Commerce, for outstanding dissemination of research to business and society. Member, Academy of Young Researchers in Norway . Regional Studies Association (RSA) Ambassador to Norway . Advising & Funding: Solheim presently supervises two PhD candidates— Xiangyu Quan (Smart Cities, Innovation & Policy) and Alina Meloyan (Universities & Regional Development). She has led or partnered in numerous national and international research and consultancy projects, frequently serving as expert advisor to Norwegian ministries, the Confederation of Norwegian Enterprise (NHO) and regional development agencies. Labs & Teams: She is an active member of the Research Network for Smart Sustainable Cities and sits on the steering committee for Smart Cities initiatives at UiS , fostering cross-disciplinary collaboration between business, engineering and social-science scholars.
Aslaug Kristiansen is a professor of education at the University of Agder (UiA), with a doctorate from the University of Oslo (2003). She has been employed at UiA since 1989, after her first temporary position at what was then Kristiansand Teacher Training College. Her academic background includes a Cand. Paed. degree and research assistant work at the Norwegian Teachers' Academy in Bergen. She has studied Martin Buber's philosophy at The Hebrew University in Jerusalem and the Pädagogisches Institut der Universität Freiburg with Professor Maurice Friedman. University of Oslo - Cand. Paed. and Ph.D. Norwegian Teachers' Academy in Bergen - Research Assistant Research Council of Norway - Recipient of recruitment grant Research Interests: Aslaug Kristiansen specializes in values and ethics in educational work, professional theory, democracy, dialogue, and peace pedagogy. Her research explores the role of teachers, trust, ethics and values, silence and dialogue in professional collaborative relationships. She has coordinated the "Democratic Mobilization" initiative at UiA since 2015, which has led to various collaborative projects, including with the ARKIVET Peace and Human Rights Centre in Kristiansand. Publication Trends: Her recent publications focus on democratic education, hate speech among students, and teacher motivation. She has published extensively on Martin Buber's philosophy and its application to modern pedagogical practice, emphasizing interpersonal relationships, dialogue, and ethical considerations in teaching. Her work also addresses post-war educational approaches and the prevention of extremism through educational initiatives. Scientific Contributions: Aslaug Kristiansen has made significant contributions to educational philosophy and practice, particularly in the areas of teacher-student relationships and ethical dimensions in education. She has coordinated major academic initiatives and has been instrumental in advancing dialogical approaches to education. Her publications appear in prominent educational journals and edited volumes, reflecting her influence in the field. Advising and Grants: She has coordinated the "Democratic Mobilization" initiative at the Department of Education since 2015 and has received a recruitment grant from the Research Council of Norway. Her work has led to numerous collaborative projects and has influenced educational practices in Norway and internationally through comparative studies. Research Groups: Aslaug is active in the research group "Professions and professionals in cooperation" and the Democratic Mobilization initiative at UiA. She collaborates with ARKIVET Peace and Human Rights Centre and participates in international research projects including the VALIDE international project on value-based democracy education.
Annika Wetlesen is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She serves as Head of Studies in Area 7 and is actively involved in research on geography education, critical thinking, and sustainable development in teacher training. Her research interests include human geography, disciplinary didactics, and critical thinking in social sciences education. She focuses on how geography can foster critical perspectives in students and how curriculum design supports boundary-crossing in subject teaching. Her recent work emphasizes place-based learning, sustainability education, and the integration of global perspectives in Norwegian teacher education. The recent publications reflect a strong trend toward curriculum innovation, sustainability, and critical pedagogy. Her work often employs the Storyline method and explores the role of geography in democratic and civic education. She frequently collaborates with colleagues such as Siv Eie and Marlen Ferrer. Annika is actively engaged in academic dissemination and curriculum development. She participates in panel discussions and contributes to national and Nordic educational discourse. She supervises and collaborates on research projects related to practical placement in the Global South and sustainable development in higher education. Her work is supported by institutional research groups such as Classroom Research and Text and Disciplinary Didactics. She is a member of research teams focused on critical thinking and teacher education reform. Her recent activities include contributions to conferences and professional development programs for teachers.
Queen Maud University College of Early Childhood EducationNorway
Ingvild Olsen Olaussen is an Associate Professor of Drama and Theatre at the Department of Language, Art and Culture, Norwegian University of Science and Technology (NTNU). Her research focuses on artistic, bodily, and multimodal approaches to storytelling, interaction, and knowledge creation in educational and cultural institutions. Doctoral thesis: Chiasmic stories (2018), exploring multimodal storytelling with toddlers. Areas of interest: early childhood education, sensory engagement, and narrative ethics. Dissemination: lectures on play care ethics, multimodal didactics, and cultural transitions in education. Her work integrates performative and artistic methods to address sustainability, cultural sensitivity, and bodily communication in kindergarten settings.
Western Norway University of Applied SciencesNorway
Assistant Professor Veronica Vikne is affiliated with the Department of Health and Caring Sciences at Western Norway University of Applied Sciences. Her work focuses on nursing education, simulation-based training, and gender dynamics in healthcare curricula. Recent research emphasizes implementation strategies for simulation systems , gender representation in nursing education , and contextual challenges in clinical training . Publications highlight interdisciplinary approaches to healthcare education reform.
Norwegian University of Science And TechnologyNorway
Kyriaki Papageorgiou is a Senior Researcher and Marie Skłodowska-Curie Fellow at the Department of Interdisciplinary Studies of Culture, Faculty of Humanities, Norwegian University of Science and Technology (NTNU). She holds a PhD in Cultural Anthropology and investigates the intersection of education, innovation, and technological transformation, with a focus on robotics, AI, and systemic societal challenges. Her work employs ethnographic methods and anthropological theory to analyze innovation ecosystems and pedagogical futures. Research Interests include: AI and Robotics in Societal Contexts Future of Learning and Academic Work Social Innovation and Ecosystems Ethics of Co-Creation and Scaling Digital Transformation in Education Recent Publications (2020–2025) span AI ethics, educational reform, and social innovation, often bridging cultural anthropology with technology studies. Key trends include: Critical analysis of human-AI collaboration and trust Design of challenge-based and co-creative learning models Role of technology in pandemic response and daily life Evaluation of social innovation labs and ecosystems Scientific Awards include: Marie Skłodowska-Curie Fellowship Fulbright Scholarship She has secured grants from the US National Science Foundation (NSF), EU Framework Program (FP7, H2020), Wenner-Gren Foundation, and UNESCO, and has served as an independent expert for the European Commission and other governmental agencies. Kyriaki leads the Fusion Point collaborative research program in Barcelona.
Norwegian University of Science And TechnologyNorway
Michail Giannakos is a Professor of Interaction Design and Learning Technologies at the Department of Computer Science, Faculty of Information Technology and Electrical Engineering, Norwegian University of Science and Technology (NTNU). He serves as Head of the Learner-Computer Interaction Lab and has held visiting positions including EAISI Visiting Professor at Eindhoven University of Technology (2023-2024) and Honorary Professor at UCL Knowledge Lab (2022-2023). Previously, he was Associate Professor (2017-2020) and Senior Lecturer (2014-2017) at NTNU, and Assistant Professor at Old Dominion University (2013-2014). Dr. Giannakos's research focuses on the design and study of emerging technologies in online and hybrid education settings, with particular emphasis on student and instructor experiences. His work spans Human-Computer Interaction , Learning Analytics , Learning Technologies , and User Experience Research . He has co-authored over 150 peer-reviewed publications in leading journals including Computers & Education, Computers in Human Behavior, IEEE TLT, and ACM TOCE. His recent publications reveal a strong trend toward multimodal learning analytics, embodied interaction in educational contexts, and the application of generative AI in education. The research increasingly integrates physiological and cognitive measurements with traditional learning data to create more comprehensive educational insights. There's also a noticeable focus on STEM education, particularly in mathematics learning through embodied and multimodal approaches. EAISI Visiting Professor, Eindhoven University of Technology (2023) Honorary Professor, UCL Knowledge Lab, University College London (2022) IDC Best Paper Award (2022) ITiCSE Top 5 papers in 25 Years Award (2020) RCN Young Research Talent grant (2016) ERCIM "Alain Bensoussan" Fellow (2013) Outstanding Academic Award, NTNU (2017-2020) Dr. Giannakos actively supervises multiple PhD students and postdocs, including Giulia Cosentino and Andrew Pulsipher as main supervisees. He has successfully mentored numerous PhD candidates to completion, many of whom have gone on to academic positions. His research is supported by substantial grants from diverse sources including the European Commission (Horizon Europe, Horizon 2020), Research Council of Norway, US-NSF, Microsoft Research, and DAAD. Current major projects include STEAM Learning Ecologies (Horizon Europe, 2022-2025) and SURROUNDEDbySCIENCE (Horizon 2020, 2021-2025). As Head of the Learner-Computer Interaction Lab, Dr. Giannakos leads a multidisciplinary team exploring how emerging technologies can enhance learning experiences. The lab focuses on multimodal data collection, embodied interaction design, and the development of intelligent learning environments that adapt to user needs. Current work emphasizes the integration of generative AI with multimodal analytics to create more responsive educational systems.
Palmyre Pierroux is a Professor at the Department of Education, University of Oslo, specializing in learning practices across formal and informal education contexts. She leads research projects such as ‘Cultural Heritage Mediascapes’ and ‘Making Museums Relevant,’ focusing on digital media’s role in museums and schools. Her work bridges art, science, and architecture through design-based methods. Education: Dr. Polit., Master of Arts (Art History), Bachelor of Applied Arts (Environmental Design) Key Research Areas: Museum education, citizen science/humanities, digital learning environments, and participatory democracy in cultural institutions. Research emphasizes visitor engagement, collaborative learning, and knowledge co-creation. Over 40 publications span museum pedagogy, digital tools, and participatory practices. Supervised four PhD students exploring topics like maker spaces, ethical education through games, and museum learning. Active in grants including挪威研究委员会-funded projects and UiO strategic initiatives. Collaborates internationally on initiatives like the Museum Interaction Studies program with University of Tennessee.
Eva Bjørg Antonsen is an Associate Professor at the Department of Nursing, Health and laboratory science, Østfold University College (Høgskolen i Østfold). Her academic work focuses on innovative educational methods in mental health care, particularly using drama and role-play techniques to enhance nursing and healthcare education. She has contributed significantly to developing reflective practices for students through experiential learning approaches. Her research interests include drama-based pedagogy, user involvement in healthcare, and improving clinical training environments for mental health professionals. Recent publications explore the transformative impact of drama in healthcare education, safe learning environments for skill development, and effective communication strategies in challenging patient interactions. Antonsen has collaborated on multiple studies examining nursing students' reflections on clinical experiences and the role of forum plays in professional preparation. Her work bridges theory and practice, aiming to strengthen the competencies of healthcare workers through creative educational interventions.
Merethe Frøyland is a Professor at the Science Center (Naturfagsenteret) within the Faculty of Mathematics and Natural Sciences (MN-fakultetet) at the University of Oslo (UiO). With a background in geology and a PhD in science education, she specializes in science didactics , geodidactics , and informal learning environments . Her work focuses on integrating other learning arenas (e.g., fieldwork, museums) into science teaching and improving teacher education through continuing professional development programs.
Ingrid Eikeland is a Senior Lecturer at the Norwegian Centre for Science Education, University of Oslo. She specializes in science education research, focusing on innovative pedagogical approaches, sustainability frameworks, and collaboration between educators and researchers in formal and informal learning environments. Research Interests: Her work emphasizes Whole-School Approaches to Sustainability (WSA Flower Model) Controversy-Based Educational Programs Pedagogical Design in Science Centres Co-Creation of Teaching Resources Institutional Pathways for Educational Renewal Projects: She has been involved in initiatives such as the School Project at the Observatory and the Expand – Research in Norwegian Science Centers project, which explore out-of-school learning experiences and educational innovation. Publications: Her recent contributions include analyses of sustainability education frameworks and pedagogical challenges in science centre collaborations, reflecting her commitment to advancing science literacy through interdisciplinary and experiential methods. Role: As a Senior Lecturer, she bridges academic research and practical implementation, advocating for systemic change in educational practices.
Norwegian University of Science And TechnologyNorway
Letizia Jaccheri is a Professor at the Department of Computer Science , part of the Faculty of Information Technology and Electrical Engineering at the Norwegian University of Science and Technology (NTNU). Her work focuses on Software Engineering for Society with a strong emphasis on inclusion, gender equality, and social impact through technology. She leads the research group Software for a Better Society and serves as Action Chair for the COST Action EUGAIN CA19122. Her research spans multiple domains including: Inclusive software solutions for people with intellectual disabilities Gender stereotype detection in digital storytelling Blockchain sustainability applications Exergaming frameworks for outdoor activities Recent publications highlight trends in: AI's role in gender equality Digital tools for cybersecurity education Startup innovation in public organizations Child-centered software design methodologies Key scientific recognitions include: ACM Distinguished Speaker (2018–) Dame of the Order of Merit of the Italian Republic Active in: Project leadership (Horizon, Erasmus+, NFR initiatives) Academic conference organization (ICSE, womENcourage) STEM gender diversity advocacy (founding Trondheim ACM Women in Computing Chapter) She maintains an active blog and participates in public outreach through podcasts and industry collaborations.
