جستجوی استاد راهنمای دانشگاهی

Professor Kjetil Grimastad Lundberg serves at the Institute for Welfare and Participation, Western Norway University of Applied Sciences (HVL), appointed Professor of Welfare Sociology in 2020 after joining HVL in 2018. A University of Bergen PhD graduate (2012), he previously worked as Researcher II at Uni Research Rokkansenteret (2011-2018). His academic credentials include: PhD in Sociology, University of Bergen, 2012 Master's in Sociology, University of Bergen, 2007 Lundberg's research critically examines intersections of welfare systems, poverty, and marginalization through institutional ethnography. He investigates street-level bureaucracy in NAV (Norwegian Labour and Welfare Administration), digitalization impacts, and child/family perspectives in low-income contexts, emphasizing stigma, power dynamics, and activation policies. His work bridges theoretical sociology with practical welfare challenges. His 15 most recent publications (2017-2024) reveal consistent focus on welfare-state dynamics, with recurring themes of work inclusion mechanisms, user experiences in complex interventions, and poverty's structural dimensions. Methodologically, he employs qualitative institutional ethnography across European Societies, European Journal of Social Work, and Social Policy and Society, demonstrating longitudinal analysis of policy evolution. Lundberg supervises multiple PhD candidates on work inclusion and poverty interventions while leading the NAV-funded project 'Barneperspektiv i Nav' (2023-2027) and participating in three additional studies addressing long-term poverty effects and cross-sectoral coordination. His grant portfolio spans NAV-FOU, Sparebankstiftelsen, and NFR funding. He contributes to HVL's 'Rights, Democracy and Welfare' research group, advancing critical welfare sociology through teaching in social science, sociology, and social work programs while examining urban poverty, bureaucratic practices, and marginalized family experiences.

• Welfare Sociology
• Social Inequality and Poverty
• Marginalization and Social Exclusion
• +۹ مورد دیگر

Georgios Neokleous is a Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He holds a PhD in Education from Saint Louis University (2014), focusing on home language use in EAL classrooms. His career began as an EFL/ESL teacher, with extensive experience across Europe and the U.S., and he has developed specialized courses for diverse learner groups. Neokleous’ research emphasizes multilingualism, translanguaging pedagogy, and inclusive literacy practices in linguistically diverse classrooms. Education: PhD in Education, Saint Louis University, 2014 Masters and Bachelor’s degrees (implied, not explicitly stated) Research Interests: Neokleous explores the integration of students’ home languages in EAL settings, translanguaging as a pedagogical tool, and assessment strategies in multilingual environments. His work bridges theory and practice, addressing challenges in teacher education and classroom diversity. Recent trends in his publications highlight cross-national comparisons (e.g., Norway-Cyprus studies), innovative teaching methodologies, and the role of technology in modern classrooms. Advising & Grants: Supervises students at BA, MA, and PhD levels. Collaborates with international researchers like Anna Krulatz and Sviatlana Karpava. Active in organizing academic events, including TESOL International and ECER conferences. Labs/Teams: Engaged in collaborative research groups focused on multilingual education, such as the ‘Learning and Teaching English in the Multilingual Classroom’ initiative. His work often intersects with institutions like the University of Cyprus and Multilingual Matters publishing.

• Multilingualism
• Translanguaging Pedagogy
• English as an Additional Language (EAL) Education
• +۴ مورد دیگر

Hilde Fiva Buzungu is an Associate Professor in the Department of Social Work, Child Welfare and Social Policy at Oslo Metropolitan University, Faculty of Social Sciences. Her work bridges social anthropology, applied linguistics, and public policy, with a strong focus on language and communication in welfare services for minority language speakers. Her research interests include: Language discordance and interpreter-mediated communication in social work and healthcare Multilingualism and migration Professional practices in child welfare and public administration Interpreter training and quality assurance Human rights and minority inclusion Intersectionality in social services Buzungu's recent publications (2020–2024) reveal a consistent focus on the challenges of language access in public institutions such as NAV, child welfare, and hospitals. Her work critically examines how language barriers affect service delivery, professional decision-making, and equity. She investigates systemic issues in interpreter availability, quality, and integration, particularly during crises like the Ukrainian refugee influx. Her research combines ethnographic methods with policy analysis, emphasizing the 'space between' where meaning is negotiated across languages and cultures. She has contributed extensively to both academic and public discourse, publishing in journals like Nordic Social Work Research and Kritisk juss , as well as producing key reports for governmental bodies like Integrerings- og mangfoldsdirektoratet and Oslo University Hospital. Her book Language Discordant Social Work in a Multilingual World: The Space Between (2023) synthesizes her core themes. Buzungu actively disseminates her findings through public lectures, media engagement, and policy forums, advocating for improved language services in the Norwegian public sector. She is affiliated with the research group on Professional Qualification and Professional Practices in Social Work and Child Protection.

• Social Anthropology
• Interpreting and Interpreter-Mediated Communication
• Social Work
• +۱۲ مورد دیگر

Tatiana Aleksandrovna Iakovleva is a Professor of Entrepreneurship Studies at the University of Stavanger (UiS), affiliated with the UiS School of Business and the Department of Innovation, Management and Marketing. She is actively engaged in research on responsible innovation, digital health, user involvement, and entrepreneurship. Her research interests include responsible innovation, digital health, user engagement in innovation, living labs, open innovation, stakeholder involvement, healthcare innovation, social innovation, and regional development. She explores how innovation can be conducted ethically and inclusively, particularly in public and healthcare sectors. Her recent publications (2020–2025) reveal a strong focus on responsible innovation in digital health, user empowerment, and collaborative innovation spaces such as living labs. Themes include stakeholder inclusion, boundary innovation spaces, patient engagement, and the role of universities in regional development. Her work spans interdisciplinary fields, combining insights from management, public health, innovation studies, and social sciences. She has collaborated extensively with researchers such as Elin Merethe Oftedal, John Bessant, Raj Kumar Thapa, and others, contributing to high-impact journals and international conferences like ISPIM and Routledge handbooks. She advises students and researchers in entrepreneurship and innovation, though specific names are not listed in the provided text. She is involved in projects related to digital health innovation, responsible research, and university-industry collaboration. She is associated with the Norwegian Smart Care Lab and participates in participatory research involving service users and professionals in mental health care. Her work emphasizes inclusive and responsible approaches to innovation, particularly in public service contexts.

• Responsible Innovation
• Entrepreneurship
• Digital Health
• +۱۲ مورد دیگر

Sehrish Akhtar serves as a Postdoctoral Fellow and Part-time Lecturer at the Faculty of Social Sciences, Oslo Metropolitan University. Her academic work centers on technology-driven solutions for social challenges in elderly care and inequality. She is embedded within the 'Living conditions, health, work and social inequality' research group, collaborating with institutional partners including the City of Oslo Nursing Home Agency (SYE) and No Isolation. Her research spans Gerontechnology, Social Connectedness in Elderly Care, and Welfare Technology implementation, with emphasis on participatory design alongside older adults. Key projects include adapting KOMP telepresence technology for nursing homes to combat loneliness ('Safe and Simple Point of Contact with Relatives') and cultural analysis of telepresence as loneliness solutions ('Virtual Presence'). She prioritizes user-centered approaches that bridge technological capabilities with social needs in vulnerable populations. Publication trends reveal a methodological shift from qualitative cultural analysis (2023) toward mixed-methods evaluation of technology efficacy in care settings (2024-2025). Her work consistently addresses social isolation through digital inclusion frameworks, examining how tools like KOMP mediate family connections while navigating institutional constraints in elderly care. Emerging research extends into interprofessional collaboration dynamics within educational systems.

• Gerontechnology
• Social Connectedness in Elderly Care
• Welfare Technology
• +۳ مورد دیگر

Minerva Maaria Piha is an Associate Professor at Nord University specializing in Southern Sami language and archaeology. She holds a PhD in Finno-Ugric language studies from the University of Turku (2020), with prior degrees including two Master of Philosophy degrees in Archaeology (2011) and Finno-Ugric Language Studies (2016). Her research focuses on interdisciplinary connections between linguistics, archaeology, and history, particularly in the context of Saami peoples and cultures. Her key areas of expertise include Southern Sami history and archaeology, Finno-Ugric linguistics, and the intersection of archaeological terminology with linguistic policies. Notable projects include The Iron Saami (collaborative study on iron production and Saami language diffusion) and analyses of language policies in Saami archaeological research. She has published extensively on topics like Iron Age material culture, Saami linguistic terminology, and prehistoric cultural interactions. Her work bridges archaeological evidence with linguistic insights, addressing questions of cultural identity, migration, and language evolution in Northern Europe. Collaborations with institutions like the University of Helsinki highlight her commitment to multidisciplinary research. Current research trends emphasize critical analysis of academic discourse and the role of language in preserving indigenous heritage.

• Southern Sami History
• Saami Archaeology
• Historical Linguistics
• +۳ مورد دیگر

Elisabeth Wetzer is an Associate Professor in Machine Learning at the Department of Physics and Technology, UiT The Arctic University of Norway. Her research bridges artificial intelligence with healthcare applications, focusing on multimodal image registration, bias mitigation in AI, and physics-informed learning models. Current Role: Associate Professor, Machine Learning Group Research Themes: AI ethics, medical imaging, cross-modal representations, algorithmic fairness Her recent work explores technical challenges in PET imaging analysis and societal implications of AI bias. Collaborative projects span medicine, mathematics, and computer science disciplines. Key scientific contributions include: Physics-informed deep learning for PET image data Studies on multi-task learning efficacy in medical classification Research on gender bias in algorithmic systems She actively participates in diversity initiatives and public outreach, including presentations at Nobel laureate conferences and media engagements on AI ethics.

• Machine Learning
• Artificial Intelligence
• Medical Imaging
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Haakon Sundbø is a Senior Lecturer at the Department of Information and Communication Technology, University of Agder. He teaches courses such as Computer Science (DAT100), Multimedia Design (DAT104), Web Publishing (DAT110), Visual Design (DAT222), Sound Engineering (DAT228), ICT and E-learning in Vocational Subjects (PED978), and Didactic Use of Digital Tools (MM903). His academic responsibilities also include guest lecturing and supervision in ICT Project (DAT215), Photography (DAT227), Video (DAT229), Bachelor's Project (DAT303), Web and Online Knowledge (MM901), Remote Operated Vehicles (MM202), Interaction Design (MM403), and Technology for Teachers (TEKPED60). Materials, Energy and Nanotechnology (BSc, University of Oslo) Multimedia Technology and Design (BSc, University of Agder) Multimedia and Educational Technology (MSc, University of Agder) Haakon's research focuses on lifelong learning, e-learning platforms, interaction design, user experience, artificial intelligence in education, augmented reality, virtual reality, and digital competence development. He has contributed to projects like Decentralized Competence Development (DEKOMP), UiA Consense, and drone technology research at University of Agder. His recent publications analyze AI integration in teaching, digital frameworks for schools, screen usage guidelines, and collaborative learning networks. He also leads a research group on Multimedia and E-learning, emphasizing flexible digital resources and practical technology adoption in educational contexts.

• Multimedia Technology
• E-Learning
• Photography
• +۱۶ مورد دیگر

Eirin Olaussen Ryeng is a Professor at the Department of Civil and Environmental Engineering, Norwegian University of Science and Technology (NTNU). Her work focuses on transportation engineering, road safety, and human behavior in urban and rural mobility contexts. Key research themes: winter road conditions, autonomous vehicles, cyclist/pedestrian safety, route familiarity, and sustainable transport infrastructure Active in transnational studies and multidisciplinary collaborations Recent publications analyze pedestrian gait in winter, cargo bike efficiency, driver risk perception, and geometric road design impacts. She employs advanced methodologies like sensor technology, survey analysis, and crash-based modeling. Teaching includes courses on road engineering, traffic safety, and transport infrastructure. She has presented at major European Transport Conferences and Nordic Traffic Safety Academy seminars.

• Transportation Engineering
• Road Safety
• Pedestrian and Cyclist Behavior
• +۴ مورد دیگر

Marius Korsnes is an Associate Professor at the Department of Interdisciplinary Cultural Studies, Faculty of Humanities, Norwegian University of Science and Technology (NTNU). He leads the ERC-funded 'MidWay' project on sufficiency in meat and milk consumption in China and co-leads the NFR INTPART project 'Sociomaterial Transformations in Norway and East Asia (SoMaT)'. He is actively involved in the MEATigation, COJUST, and GreenBlack projects, and previously led research in the FME NTRANS center on deep decarbonization. His work bridges energy, sustainability, and socio-cultural transitions with a strong focus on Norway and China. BA in International Studies, University of Oslo (2009) BA in History, University of Oslo (2011) M.Phil. in Culture, Environment and Sustainability, University of Oslo (2012) PhD in Technology, Innovation and Culture, NTNU (2015) His research centers on sustainability transitions , energy use , renewable energy systems , consumer practices , and sufficiency , particularly in the context of China and Norway. He explores how socio-material practices shape energy and food systems, with attention to justice, inclusion, and policy implications. His work integrates Technology, Innovation and Society (TIS) perspectives and public engagement. His recent publications (2022–2025) reflect a strong trend in energy citizenship , meat and dairy consumption , prosumerism , and sufficiency . These articles analyze low-income energy practices, policy injustices, and cultural dynamics in food and energy transitions. The research is interdisciplinary, combining social science, environmental studies, and policy analysis. ERC Starting Grant (MidWay project) Member, Academy for Young Researchers (AYF) NTNU Star Program Korsnes has advised Master’s students and contributes to transdisciplinary research, including using improvisational theatre for collaborative research. He has been involved in major research centers like FME ZEN and FME CenSES, and his work emphasizes public engagement and societal impact. His projects often involve international collaboration, especially between Norway and East Asia.

• Sustainability
• Sustainable Consumption
• Energy Transition
• +۱۴ مورد دیگر

Elisabeth Anvik is an Associate Professor in the Department of Early Childhood Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). She also serves as Head of Studies – Area of Responsibility 4, contributing to academic leadership in teacher education. Her work is deeply rooted in music, cultural heritage, and arts-based pedagogy in early childhood contexts. Position: Associate Professor Institution: Oslo Metropolitan University School: Faculty of Education and International Studies Department: Department of Early Childhood Education Email: elisabeth.anvik@oslomet.no Office: Pilestredet 42, Q4041, Oslo Her research interests center on early childhood education, with a focus on music, immaterial cultural heritage, sustainability, play, aesthetics, and technology. She is actively involved in the research groups BLEST (sustainability, play, aesthetics and technology), KunstForsk (arts-based and artistic research), and Philosophy, Art and Culture. Her work emphasizes cultural diversity in teacher training and the role of music in preserving and renewing traditions within kindergarten settings. The recent publications and dissemination activities reveal a consistent engagement with transformative singing practices, digital tools in music education (e.g., the 'Trall' app), and the integration of artistic research in professional pedagogy. Themes across her work include cultural continuity, pedagogical innovation, and the expressive dimensions of early learning. Elisabeth Anvik is a key contributor to the ongoing research project Vibrant Connections , which investigates how music supports cultural heritage in Norwegian kindergartens and teacher education programs. She collaborates extensively with colleagues such as Liv Anna Hagen, Siri Haukenes, and Nina Engesnes. She has authored scientific publications, a textbook ( RAFFE RIFF. Sanger i sirkel ), and over 130 dissemination works, demonstrating a strong commitment to both academic and public engagement. While no formal scientific awards are listed, her extensive output and project leadership indicate significant recognition in her field. She advises on educational practices, contributes to curriculum development, and leads initiatives that bridge research, artistic practice, and early childhood pedagogy. Her work is supported through institutional research funding and collaborative projects rather than individual grants, as per available data. She is affiliated with multiple research groups: BLEST, KunstForsk, and Philosophy, Art and Culture—each contributing to interdisciplinary and arts-integrated approaches in education.

• Early Childhood Education
• Music Education
• Immaterial Cultural Heritage
• +۷ مورد دیگر

Ingvil Bjordal is an Associate Professor at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU). Her research focuses on educational policy, multicultural pedagogy, and social justice theory. She has been actively involved in analyzing the privatization and marketization of public education systems in Norway, particularly examining issues of segregation, equity, and policy implementation. Education Policy Educational History Multicultural Pedagogy Social Justice Theory Policy Analysis Curriculum Analysis Her work reveals increasing privatization trends in Norwegian education, highlighting how market-oriented reforms affect social equity and democratic principles. Research spans from critical analyses of public-private partnerships in failing schools to longitudinal studies on parental choice patterns and systemic segregation. Bjordal's publications include empirical studies on school avoidance behaviors, theoretical contributions on structural racism in education, and historical policy analyses tracing Norway's shift from collective schooling models to competitive educational landscapes. She actively participates in public debates through media appearances and academic presentations, advocating for equitable education systems. Her research group affiliations include the Educational Policy, Diversity and Inequality (UMU) group and the Critical Perspectives in Teacher Education (CritTEd) group. She contributes to the Gemini Center and OppInk center, focusing on inclusive education practices.

• Education Policy
• Educational History
• Multicultural Pedagogy
• +۳ مورد دیگر

Pål Roland is a Professor at the University of Stavanger, Faculty of Arts and Education, and affiliated with the Norwegian Centre for Learning Environment and Behavioral Research in Education. He is based in Stavanger and actively contributes to research and dissemination in educational leadership, implementation science, and behavioral research in schools and kindergartens. His research interests focus on implementation science , capacity building in educational organizations , social and emotional learning , bullying prevention , classroom interactions , and leadership in change processes . He emphasizes systemic and organizational approaches to sustainable development in pedagogical settings. The recent articles highlight a consistent focus on implementation quality, professional learning communities, leadership in educational change, and behavioral support in early childhood and school contexts. His work bridges theory and practice, often involving collaboration with school leaders and practitioners. Scientific Awards: No awards explicitly mentioned in the provided text. Advising and Grants: No formal advisees or grant information is listed in the provided content. However, his extensive collaborative research and leadership in dissemination suggest active involvement in research projects and networks, likely supported by external funding. Labs and Teams: He is a key researcher at the Norwegian Centre for Learning Environment and Behavioral Research in Education , which functions as a research group focused on improving learning environments through evidence-based practices. He frequently collaborates with researchers such as Sigrun K. Ertesvåg, Ella Maria Cosmovici Idsøe, and others on projects related to bullying, SEL, and implementation.

• Educational Leadership
• Implementation Science
• Capacity Building in Education
• +۱۲ مورد دیگر

Ingvill Rasmussen is a Professor at the Department of Education, Faculty of Educational Sciences, University of Oslo (UiO), where she has been employed since 2010. Her academic profile demonstrates expertise in the intersection of digital technology and educational practices, with particular emphasis on classroom dialogue, collaborative learning, and microblogging applications in educational settings. She teaches courses including PED2103 (Development and learning), PED1001 (Learning and teaching), and specialized courses on digital interactions and learning sciences research in the digital age. Dr. Rasmussen's research examines how new technologies transform communication and learning processes. Her work investigates conversations, collaboration, and knowledge production between students and teachers, with special attention to internet and web-based environments. She explores how teachers can effectively guide students in digital learning environments and how students develop necessary self-regulation skills to manage attention across analog and digital activities. Her academic interests explicitly address how ubiquitous technology demands new skills in regulating attention – learning to disconnect, put away devices, and switch between analog and digital activities. Her publication record from 2018-2025 reveals a consistent research trajectory focused on microblogging as a tool for enhancing classroom dialogue. These works examine how digital tools create spaces for student voice, support collaborative meaning-making, and facilitate productive educational interactions across diverse subject areas. Her research shows increasing sophistication in analyzing the nuanced ways technology mediates educational dialogue. Reviewer for prominent international journals including International Journal of Learning, Culture and Social Interaction; International Journal for Educational Research; and British Journal of Educational Technology Library Board, UiO (2014-2022) Employee representative, Department Board (2016-2020) Co-chair and organizer of the Nordic ISCAR conference (2007) Dr. Rasmussen completed her PhD at UiO (2000-2005) on 'Project work and ICT - studying learning as participation trajectories,' followed by postdoctoral work on the TWEAK project (2006-2010). She is currently involved in multiple research projects including AI-supported science conversations, EU Kids Online V (EUKO), and the Samtavla innovation project as a key member of the Living and Learning in the Digital Age (LiDA) research group.

• Digital Learning
• Classroom Dialogue
• Collaborative Learning
• +۵ مورد دیگر

Elisabet Apelmo serves as Senior Lecturer in the Department of Social Work at Malmö University, Sweden. A visual artist with a PhD in Sociology, she bridges creative practice and academic inquiry to explore the complex intersections of bodily experience, sport, disability, and gender within contemporary society. Her research program centers on sociological analyses of bodily difference, particularly examining how physical education environments construct inclusion and exclusion through gendered and ableist frameworks. Apelmo employs phenomenological approaches and visual methodology to investigate how disabled bodies navigate sporting spaces, challenging normative assumptions about athletic participation and bodily capability. Her work consistently reveals how sporting cultures simultaneously enable and constrain identities, particularly for women and people with disabilities. Analysis of Apelmo's publication history shows sustained engagement with critical disability theory, gender studies, and sport sociology spanning nearly two decades. Her scholarship demonstrates methodological innovation through visual approaches and phenomenological frameworks, with recurring themes including the social construction of disability in sport contexts, gendered bodily experiences in physical education, and the material-semiotic relationships between bodies and technologies like wheelchairs. Among her current research initiatives are investigations into participation and exclusion dynamics in mainstream physical education from disability and gender perspectives, and ethnographic studies examining how dancers strategically use their bodies and gazes to disrupt stereotypical perceptions of physical impairment. These projects reflect her commitment to generating knowledge that directly challenges ableist assumptions within sporting cultures and educational settings.

• Sociology of the Body
• Sociology of Sports
• Gender Studies
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