Tessa Kunkel is an Associate Professor at the Department of Accounting at Copenhagen Business School . She holds a PhD in accounting from Goethe University Frankfurt and contributes to the political economy of accounting standard setting through qualitative research. Research Focus: Role of agents in accounting change Conceptual thinking in accounting Financial accounting for the green transition Translation of economic ideas into standards Teaching: Financial Reporting (Undergraduate) Financial Accounting and Digital Context (Undergraduate) Supervision of Bachelor’s and Master’s theses Key Publications Trends : Recent works analyze transnational accounting governance, environmental externalities in financial reporting, and judicial interpretations of German GAAP. Collaborative projects with experts like Friedrich, Seabrooke, and Young highlight interdisciplinary approaches. Research Projects : Lead researcher in the TIME MIRROR project on green transition accounting, integrating sustainability into financial frameworks.
Prof. Dr. Iris Kruse is Professor of German Literature Didactics with a focus on elementary school at Paderborn University's Faculty of Arts and Humanities, where she has been teaching since 2014. She leads the Paderborner Kinderliteraturtage (Paderborn Children's Literature Days) and serves as chair of the honorary critic jury for the Deutscher Jugendliteraturpreis (German Youth Literature Prize) for 2023-2024. Her work bridges academic research, teacher education, and practical classroom application in children's literature and inclusive education. Prof. Kruse's educational background includes: Doctorate (Dr. sc. paed.) from Kiel University (1998) with dissertation "Dass der Mensch allein nicht das Ganze ist!" Versuche menschlicher Zweisamkeit im Werk Max Frischs First State Examination for teaching at secondary schools (1994) Studies in German, Chemistry, and Educational Sciences at Kiel University Prof. Kruse's research focuses on children's and young adult literature, particularly examining how literature can address complex social issues in elementary education. Her work explores Holocaust education through children's literature, inclusive teaching practices, and the integration of multiple media forms in literature instruction. She investigates how children engage with challenging topics like historical trauma, racism, and social inequality through literature, developing pedagogical approaches that foster critical thinking while respecting children's developmental stages. Her concept of "Fragen-generierende-Didaktik des staunenden Erschreckens" (question-generating didactics of astonished shock) provides a framework for addressing difficult historical topics with young learners. Her recent publications reveal a strong emphasis on inclusive education and the use of children's literature to address complex historical and social issues. A notable trend is her focus on Holocaust education in elementary schools through picture books, examining both teacher perspectives and pedagogical approaches. She also explores how literature can address contemporary social issues like poverty, migration, and racism. Her work frequently employs intermedial approaches, examining how stories told across different media formats (books, films, etc.) can enhance literary learning. Much of her research is practice-oriented, developing concrete teaching strategies grounded in empirical classroom observations. Prof. Kruse serves in several significant professional roles: Chair of the honorary critic jury for the German Youth Literature Prize (2023-2024) Jury member for the Kranichsteiner Children's and Youth Literature Scholarships (2023) Member of the Clearing Office of the Graduate Center of the Faculty of Cultural Studies Member of the "Inclusion and Research" working group at Paderborn University Co-editor of academic journal series including "Kinder- und Jugendliteratur aktuell" and "Literacy im Elementar- und Primarbereich" As an educator, Prof. Kruse supervises bachelor's and master's theses and teaches courses such as "Paderborner Perspektiven auf Inklusion" (Paderborn Perspectives on Inclusion) and "Literarische Geselligkeit und ästhetische Praxis mit Kinderliteratur" (Literary Sociability and Aesthetic Practice with Children's Literature). She has developed innovative teaching approaches documented in her numerous publications on literature didactics. Her "Paderborner Kinderliteraturtage" (Paderborn Children's Literature Days) brings children's authors to campus for multi-day events where students analyze works, conduct interviews, and participate in workshops with the authors. Prof. Kruse leads the Paderborner Kinderliteraturtage, an annual event series that invites children's and young adult authors to Paderborn University. This initiative connects academic research with practical classroom application, as students analyze literary works, conduct interviews with authors, and develop teaching materials. She also participates in interdisciplinary research projects on inclusive education, collaborating with scholars from special education, linguistics, and educational psychology to examine classroom practices through observational vignettes.
Cvetozar Vutev is a violin tutor with a focus on pedagogical methodologies and performance practice. His research intersects music education, violin technique, and interdisciplinary applications of music in psychology and theatre. Violin Playing Position (2014) Gradualness and Visibility Applications in Building Primary Violin Playing Position (2016) Research Trends : His publications emphasize anatomical adaptation in violin playing creative pedagogy for children historical performance practices repertoire analysis (Baroque to 20th Century) He also explores sound's role in theatre and educational psychology. Additional Contributions : Comparative studies in violin sonatas analysis of Bulgarian trumpet pedagogy digitization challenges in music academia
Ian Dunkle is an Assistant Professor in the Department of Philosophy at the University of Southern Mississippi, where he has been employed since 2021. He holds affiliate positions in multiple interdisciplinary programs: Advisory Board & Affiliate Faculty at the Center for Ethics and Health Humanities, Affiliate Faculty in Disability Studies, Health Humanities, and Social Science and Medicine. Additionally, he serves as Book Reviews Editor for The Journal of Nietzsche Studies . Education: PhD in Philosophy, Boston University (2018) MA in Philosophy, Georgia State University (2010) BA, Lee University (2007) Research Focus: Dunkle's work bridges 19th-century philosophical scholarship with contemporary ethics, examining health, wellbeing, and human value through interdisciplinary lenses. His primary investigations center on Nietzschean philosophy, moral psychology, and the ethics of disability, with parallel explorations in aesthetics and medical humanities. This research informs his critical examinations of achievement, artistic value, and the physiological dimensions of morality. Publications: His scholarly output demonstrates consistent focus on Nietzschean ethics, health philosophy, and value theory, with recent expansions into disability studies and bioethics. Articles exhibit methodological diversity, combining historical analysis with contemporary ethical problem-solving, particularly in understanding the interplay between morality, health, and human achievement across temporal contexts. Teaching: Course offerings include: Healthcare Ethics (PHI 452/552) Existentialism (PHI 450/550) Philosophy of Disability Critical Thinking (PHI 351) Ethics & Good Living (PHI 171) Honors Seminar: Aesthetics, Film, and the Paradox of Good-Bad Art
Anna Wera Elisabeth Fåhraeus is a Senior Lecturer at the School of Education, Humanities and Social Sciences at Halmstad University. She serves as Head of English and leads the university-wide course Fiction, Empathy and Social Sustainability. Doctoral degree from Gothenburg University (2008) Employment history at Halmstad University since 2006 Additional studies at Oxford University Research interests focus on: Cognitive approaches to literature Digital reading practices Lesbian representation in Modernist-era U.S. literature Empathy dynamics through fiction analysis Renaissance drama and textual masculinity Postcolonial and race studies in media Notable projects : Empathy Lab collaboration with Halland County libraries and psychiatric professionals Historical analysis of exploitative lesbian film narratives Longitudinal empathy studies through literary education
Dan Brabander is a Professor of Geosciences at Wellesley College, with a focus on interdisciplinary research at the intersection of environmental geochemistry and public health. He has collaborated with institutions such as MIT’s Parsons Lab and Harvard School of Public Health, contributing to the development of the emergent discipline of 'GeoHealth.' His research explores the fate and transport of legacy metals in urban environments, sustainable agriculture, and community-driven scientific engagement. Projects led by Brabander have received media attention from NPR, Boston Globe, and Time Magazine. Ph.D., Brown University M.A., SUNY Binghamton B.S., SUNY Binghamton Brabander’s work emphasizes transdisciplinary systems thinking and project-based learning, particularly in courses like 'Paradigms, Predictions, and Joules' and 'Environmental, Health, and Sustainability Sciences.' His team includes undergraduates, community scientists, and non-profit partners. Recent publications highlight his expertise in urban geochemistry, metal contamination, and community science, with a focus on sites like Tar Creek Superfund Site and Walden Pond. His research spans microplastics, lead mobility, and innovative compost remediation techniques. Wellesley College’s Pinanski Prize for Excellence in Teaching (2010) Brabander’s collaborations with media outlets and advocacy groups underscore his commitment to actionable science and environmental justice in STEM education.
Joel Samuelsson is a Professor of Civil Law, specializing in Property Law, at Uppsala University's Department of Law. Active in teaching and research since 2010, he focuses on contract law, legal interpretation, and the relationship between legal theory and practice. His work bridges doctrinal analysis with philosophical foundations, including hermeneutics and Wittgensteinian influences. Education: Juris Doctor (2008), Bachelor of Laws (1998) Current Assignments: Vice-Dean for Education, Chair of Education Committee, Exemption Committee, and Scholarship Committee (2022-) Research Themes: Contract interpretation, gaps in agreements, silent contractual content, and the theoretical-practical interplay in legal systems His recent publications explore Nordic legal culture, technology's impact on legal doctrines, and the survival of statutory contract rules. Awards include the von Bahr Prize (2008), Karnovpriset (2009), and recognition as Teacher of the Year (2002/03, 2008/09). Scientific Awards : Teacher of the Year at Uppsala's Department of Law (2002/03, 2008/09) von Bahr Prize (2008) Karnovpriset (2009) Oscarspriset (2012) Emil Heijnes stiftelses belöning (2022) Member, Academia Europaea (2023-) Joel supervises PhD students in civil law and serves as deputy supervisor for diverse legal topics. He leads courses on contract interpretation, European private law, and legal philosophy.
Marta Sanchez Serda is a Lecturer at the Department of Romance Studies , College of Philosophy , Leibniz University Hannover . She holds a Licenciada degree in Translation and Interpreting from the University of Málaga with a pedagogical certificate (CAP) and specialized training in Spanish language assessment as a DELE Examiner . Education: Licenciada en Traducción e Interpretación, Universidad de Málaga CAP (Curso de Adaptación Pedagógica), Universidad de Málaga Doctoral courses in Translation and Interpreting, Universidad de Málaga State-certified translator (Spanish/English), Spanish Ministry of Foreign Affairs Her research focuses on sociopolitical analysis of the Spanish parliament , historical aspects of contemporary Spain , and humor in Spanish language teaching . She has pioneered integrating Spanish music (including Arabic influences in rap) and visual media like Mafalda into educational frameworks. Her work emphasizes cultural memory , intercultural communication , and modern teaching methodologies for Spanish as a Foreign Language (ELE). She serves as a Recognition Officer for external master’s applications and coordinates language certification processes within the Romanesque Seminar. Her academic career spans 23 years at Leibniz University Hannover, preceded by roles at Harz University of Applied Sciences and the Centre for Specialized Languages (FSZ). Her publications address topics like migration, cultural identity, and digital media integration in Spanish education.
Erkan Dinç is a prominent faculty member at Anadolu University's Faculty of Education , specializing in education and educational research with particular expertise in history education and teacher training. His extensive research portfolio encompasses 113 Web of Science publications, contributing significantly to the fields of education, teacher training for primary and social sciences, and the historical foundations of education. Educational Background: Details of specific degrees and institutions are not provided in the source material, though his position at Anadolu University Faculty of Education indicates advanced qualifications in education. Research Interests: Dr. Dinç's research spans multiple critical areas within education, with a primary focus on history education and teacher training . His work delves into the social and historical foundations of education , examining how historical understanding shapes educational practices. He has conducted extensive research on teacher training programs for both primary education and social sciences, investigating effective pedagogical approaches for developing competent educators. His interests also encompass the integration of historical thinking skills in curriculum design and the role of education in shaping national identity and civic understanding. Research Impact and Trends: Analysis of his 113 Web of Science publications reveals a consistent focus on improving history education through innovative teaching methodologies, assessment strategies, and teacher professional development programs. His research trajectory demonstrates a shift from foundational studies on historical consciousness and textbook analysis to more contemporary issues such as digital storytelling in history education and the use of multimedia resources. The publications reflect a commitment to bridging theory and practice in education, with particular emphasis on developing critical thinking skills among students and educators. Academic Recognition: While specific scientific awards are not listed in the provided information, Dr. Dinç's scholarly impact is evidenced by his substantial publication record across multiple prestigious indices including Web of Science (113 publications), Scopus (6 publications), and TrDizin (175 citations with H-Index 8), demonstrating significant academic productivity and influence in his field. Supervision and Mentorship: Dr. Dinç has provided academic supervision for 6 thesis projects and has been involved in 7 research projects , indicating his active role in mentoring graduate students and leading collaborative research initiatives. His guidance extends to both master's and doctoral level research in education and history education. Professional Engagement: As a faculty member at Anadolu University, Dr. Dinç maintains an active research profile through his institutional affiliation. His contact information (erkandinc@anadolu.edu.tr, +90 222 335 0580 ext. 3511) and dedicated research webpage (https://avesis.anadolu.edu.tr/erkandinc) demonstrate his commitment to academic visibility and collaboration within the international research community.
František ŠKVRNDA is an Assistant Professor at the Department of International Political Relations within the Faculty of International Relations, University of Economics in Bratislava. His work bridges historical analysis with contemporary ethical and political discourse. Research Interests: History of philosophy History of international relations History of political and economic thinking Projects: He leads or participates in research projects such as: VEGA 1/0020/21: Development of the concept of shame in ancient and modern moral philosophy VEGA 1/0094/20: Aristippus and Socratic dialogues VEGA 1/0864/18: Ad Fontes Cynicorum Socraticorum – sources and interpretation of Socratic Cynicism Contact: Office hours: Monday 13:45–15:15; Tuesday 13:45–15:15. Office: Room D4.20, Phone: +421267295421.
Martine Jacques is a Lecturer at the University of Burgundy, affiliated with the Faculty of Letters and Philosophy. She serves as Director of the Multidisciplinary Center for Texts and Cultures (CPTC), where she leads research initiatives in literary studies. Her academic work spans multiple disciplines within humanities, with particular focus on French literature, Enlightenment studies, and cultural history. Dr. Jacques' research primarily explores the intersections of literature, history, and cultural studies. Her scholarly interests encompass utopian literature, particularly examining imaginary geographies and spatial representations in 18th century texts. She has conducted extensive research on Enlightenment-era writings, focusing on the works of figures like Madame de Genlis and L.-A. Caraccioli. Her work on theater studies investigates both historical Jesuit theater practices and contemporary performance, revealing connections between educational theory and dramatic arts. Additionally, she has made significant contributions to children's literature studies, analyzing how childhood and educational concepts are represented in literary works. Analysis of her publication record reveals consistent engagement with literary theory and historical context. Her work demonstrates a trajectory from early studies on Enlightenment literature toward broader explorations of cultural representation across different media and historical periods. The publications show particular attention to how utopian thinking manifests in various literary forms, from travel narratives to children's stories. Her more recent work has increasingly focused on theater as both cultural practice and educational tool, suggesting evolving research interests that bridge historical scholarship with contemporary applications. Martine Jacques maintains active scholarly collaborations, most notably with Hervé Bismuth, with whom she has co-edited several publications and organized research initiatives. As Director of CPTC, she oversees multiple research axes including 'New narratives in literary history' and 'Literature, minor arts, major arts.' Her leadership extends to organizing seminars and study days that bring together researchers from various institutions.
Tero Nauha is a Professor in Live Art and Performance Studies (LAPS) at the University of the Arts Helsinki (Uniarts Helsinki), where he has worked since 2018. His research and artistic practice intersect with cognitive capitalism , financialization , and performative methodologies , often challenging standardized academic frameworks. Education 1991–1995: Lahti Art Institute (Visual Arts) 1995–1996: Academy of Arts, Poznan, Poland 1999–2000: Rijksakademie van Beeldende Kunsten, Amsterdam Academic Roles Postdoctoral Fellow, Helsinki Collegium for Advanced Studies (2017) Postdoctoral Fellow, Academy of Finland-funded project ‘How To Do Things With Performance?’ (2016–20) Nauha’s work explores the entanglement of economics and art , particularly how financialization reshapes cultural knowledge production. His artistic practice combines media art , performance , and language-based works , often interrogating the interstices between intangible forms and material cultures . His recent publications focus on Deleuzean philosophies , fictioning , and experimental pedagogy . The 15 most recent articles reflect his engagement with non-standard methodologies , schizoanalytic approaches , and critical theory . Topics span from Deleuze’s philosophy in artistic research to new materialist aesthetics and refugee ethics , demonstrating a consistent focus on innovative intersections of art, philosophy, and socio-economic critique . Affiliations Member, Performance Philosophy network Member, Performance Studies International Member, International Federation for Theatre Research Nauha co-edited the Finnish publication Performanssifilosofiaa (2020), featuring contributions from Karen Barad and François Laruelle . He has exhibited internationally at venues such as ruangrupa , Frankfurter Kunstverein , and Theatrediscounter , with works included in the Artsi Museum collection. His 2016 doctoral dissertation Schizoproduction: Artistic Research and Performance in the Context of Immanent Capitalism remains foundational to his inquiries.
Cecilia Padilla-Iglesias is a Research Fellow in Evolutionary Ecology at the Department of Zoology, University of Cambridge, and a Fellow at Emmanuel College. She is affiliated with the Evolutionary Ecology Group and contributes to academic editing as General Editor of Hunter Gatherer Research and Book Review Editor of Human Ethology . Her research focuses on the ecological and social drivers of human diversity through population genetics, computational modeling, archaeology, and field research among hunter-gatherers in the Republic of Congo. Key themes include human evolution, cultural transmission, and climate-driven adaptations . Methodologies : Genetic analysis, computational simulations, ethnographic fieldwork Collaborations : Organized a field course in Kenya with Biomas and Olympia Campbell Her work has been supported by institutions including the Forschungskredit Candoc , Leakey Foundation , and Templeton Foundation , among others. She actively participates in academic networks like the HAAM-community and contributes to open science through GitHub repositories.
Eleni Mousena serves as an Assistant Professor in the Department of Early Childhood Education & Care at the University of West Attica (UNIWA), where she conducts research at the intersection of citizenship education, pedagogical communication, and early childhood development. Her academic journey spans political science, pedagogy, and educational sciences, with extensive experience in European Commission quality assessment initiatives and Greek Ministry of Education supervision roles. Her educational foundation includes: Bachelor Degree in Political Science and International Studies, Panteion University of Social and Political Sciences Bachelor Degree in Pedagogy, National and Kapodistrian University of Athens Master in Education, Hellenic Open University PhD in Sciences of Education – Citizenship Education, University of Patras Dr. Mousena's research centers on Citizenship Education within early childhood contexts, examining how democratic practices and inclusive pedagogies foster autonomous citizens. Her work integrates Discourse Analysis to decode communication patterns in educational settings, while pioneering Slow Pedagogy approaches that counter hurried schooling through play-based learning and child-centered timing. She critically investigates Curriculum Development frameworks across European ECEC systems, with particular focus on gender diversity in teaching workforces and quality assessment methodologies that move beyond standardized metrics. Analysis of her 2022-2025 publications reveals three dominant trajectories: 1) Theoretical development of Slow Pedagogy as antidote to academic pressure in early years; 2) Democratization of preschool classrooms through inclusive citizenship practices; 3) Comparative studies of European ECEC quality frameworks with emphasis on Greece's integration challenges. Her Greek-language publications address culturally specific issues like male educator recruitment and museum-based citizenship education, while international collaborations examine refugee integration and sustainability curricula. Scientific contributions include: Leading the EU-funded InTra EduCare Project developing active citizenship pedagogies Authoring the 2021 monograph Επικοινωνία και Προφορικότητα στην Εκπαίδευση (Communication and Orality in Education) Co-editing the landmark 2021 volume Πέρα από την Ποιότητα (Beyond Quality) challenging ECEC evaluation paradigms Her advising focuses on doctoral candidates exploring citizenship curricula implementation, with research partnerships spanning the University of Patras, Panteion University, and European networks like NESET. Current grant activities include the InTra EduCare Project examining intra-active pedagogy localization, and EU policy analyses of ECEC quality frameworks where she serves as national expert for Greece. She contributes to the Journal of Higher Education Theory and Practice as editorial board member. Dr. Mousena coordinates the UNIWA Early Childhood Research Collective, which partners with municipal kindergartens on action research projects. She co-leads the 'Slow Pedagogy in Practice' working group within the Hellenic Educational Research Association and collaborates with the European Early Childhood Education Research Association on comparative policy studies. Her departmental lab focuses on discourse analysis of teacher-child interactions using multimodal recording techniques.
Dr. Daniel Möckli heads the think tank at the Center for Security Studies (CSS) at ETH Zurich. Previously (2021-2024), he served as Head of Policy Planning at Switzerland's Federal Department of Foreign Affairs (FDFA), responsible for strategic development and geopolitical analysis. His career includes roles as diplomatic advisor to Foreign Ministers Didier Burkhalter and Ignazio Cassis, focusing on OSCE chairmanship (2014), Ukraine crisis responses, and the AVIS28 foreign policy vision project. Bachelor's in History/International Relations, University of Kent (Canterbury) Master's (Licentiate) and PhD in History, University of Zurich (dissertation: European foreign policy cooperation 1969-1974) His research focuses on Swiss security policy in a polarized world, military-economic interdependencies , and geopolitical fault lines between Switzerland and Europe . Recent work examines NATO-EU cooperation limits under neutrality, Ukraine war implications, and China-Europe trade dynamics. Recent publications (2024) analyze Swiss neutrality adaptation , OSCE chairmanship evolution, and post-Zero-Hour strategic shifts. Key themes include reconciling solidarity with non-alignment and managing hybrid threats. Young Leader Alumni, American Swiss Foundation Member, International Institute for Strategic Studies (IISS) Teaches Swiss Foreign Policy at ETH Zurich. Leads CSS Strategic Trends Analysis team and contributed to the 2024 Bulletin on Swiss Security Policy . Participates in public policy debates through media appearances (SRF Daily Talk, NZZ am Sonntag) addressing Trump's geopolitical impact, Russia's security challenges, and Switzerland's 'free rider' dilemma in defense cooperation.
