Olivera Gajic is a full professor in Pedagogy at the Faculty of Philosophy, University of Novi Sad. Her career spans over three decades, starting as an Assistant Professor (2003), advancing to Associate Professor (2008), and attaining her current rank in 2013. She holds a Ph.D. in Pedagogy from the same institution. Education: Ph.D., Faculty of Philosophy, University of Novi Sad (2003) Teaching: Offers courses on educational theories, methodology, human rights education, and social-pedagogical practices. Her research focuses on educational methodologies, interculturality, civic education, and youth activism. She has led international projects like KOSSEP (2011-2019) and served as a contact person for the HEART project (2011-2015). Publications include monographs and papers on inclusive education, trauma-informed pedagogy, and democratic values in teaching. She serves on the editorial boards of the Journal of Subject Didactics and Cultural and Religious Studies , and is a member of the European Association of Educational Researchers and ATEE.
Dr Matthew Anderson is a Senior Lecturer in Business Ethics at the University of Portsmouth's Portsmouth Business School, part of the Faculty of Business and Law. He teaches organisational behaviour, human resource management, and international business, coordinating a core second-year module on Leadership, Ethics, Governance and Sustainability. His research focuses on civil society-business intersections, particularly Fair Trade advocacy and Circular Economy policy. Anderson collaborates with Fairtrade Foundation, Fair Trade Advocacy Office, and Fashion Revolution on ethical purchasing initiatives. Previously, he worked in the UK Civil Service as a Strategic Analyst, translating behavioural science into evidence-based policy. Key research outputs include work on Fair Trade mainstreaming, EU SME supply chain practices, and Fair Trade Town campaigns' spatial impact. His affiliations include the Food Cultures in Transition research cluster and the Centre for Blue Governance. Research themes include consumer activism, regulatory change drivers, and hybrid movement dynamics. He co-convened the 2018 Fair Trade International Symposium and currently investigates civil society's role in driving regulatory frameworks for sustainability. As a PhD supervisor, he guides students in business ethics and organisational studies.
Mari-Ann Letnes serves as Associate Professor of Pedagogy at the Department of Teacher Education within the Faculty of Social and Educational Sciences at the Norwegian University of Science and Technology (NTNU). She leads the New Technologies and Educational Design Research Group (NTED) and coordinates Norway's participation in the international KiDiCoTi project examining children's digital experiences during the pandemic. Her work spans three interconnected thematic areas: children's encounters with digital technology, digital technology in teacher education, and art-pedagogical approaches to play and learning. Her research focuses on creative applications of digital technology in educational contexts rather than consumption patterns, with particular emphasis on how children and youth engage with digital tools in school and kindergarten settings. She investigates socio-digital divides, professional digital competence development among teachers, and multimodal media production as meaning-making processes. Her recent work analyzes how variations in parental mediation and pedagogical approaches affected remote schooling experiences during the Covid-19 pandemic. Letnes participates in multiple European research projects including NOTELEB (No Teacher Educator Left Behind), which aims to improve teacher education quality through digital competence development. Her publication trends reveal consistent focus on digital pedagogy in early childhood education, art education, and teacher professional development, with increasing attention to pandemic-related educational challenges since 2020. She teaches courses including 'Professional Digital Competence for School' and 'Pedagogy and Pupil-related Skills 3 (5-10)', drawing on extensive teaching experience from primary school, art school, upper secondary school, and teacher education. Her grant portfolio includes leadership roles in DigSkoleForsk (examining co-created change through school-university partnerships) and the KiDiCoTi international study on children's digital lives during coronavirus times. Letnes directs the NTED research group exploring how digital technologies can enhance learning and teaching in schools. Her team collaborates with schools, school owners, and other stakeholders to increase teachers' professional digital competence through the DigSkoleForsk development project. She also contributes to the NOTELEB Erasmus+ project focused on quality development in teacher education.
Heli Valokivi is a Full Professor of Social Work at the University of Jyväskylä , a position she has held since 2019. Prior to this, she worked as a Senior Lecturer and Researcher at Tampere University and as an Acting Professor at the University of Lapland . She holds a Docent title in Gerontological Social Work from 2015 and is a registered social worker with Valvira . As head of the social work unit in the Department of Social Sciences and Philosophy , her work bridges academic leadership with practical social work. Her research focuses on the intersection of social work , gerontology , and social policy . Key areas include: Ageing policy and eHealth Care civilization and digitalization Service user experiences in elder care Home care and social rehabilitation Robot literacy in care homes Equity in remote rural care Heli’s recent publications address robot literacy, media engagement, and policy challenges for older adults, reflecting her leadership in projects like MediaRoboLit 65+ (Research Council of Finland, 2023–2027) and Katve-hanke (Ministry of Social Affairs and Health, 2026–2027). Her work often explores how digital technologies reshape care landscapes, particularly in Arctic and rural regions. Heli is affiliated with prominent research networks: CoE AgeCare (Centre of Excellence in Research on Ageing and Care, 2018–2025) Ageing and Gender in the Arctic CARPO (Care Policy) GEREC (Gerontology Research Center) GoE AgeCare (Gender and Ageing in Care)
Helene Ingeborg Sætersdal serves as Associate Professor in Human Resources and Dean of the School of Communication, Leadership and Marketing at Kristiania University College, where she has held teaching, research, and leadership positions since 2000 including head of department, dean, and acting pro-rector for education. Her research centers on Human Resources Management within evolving organizational contexts, with primary focus areas including the intersection of automation and work practices, strategic knowledge management systems, and motivational frameworks involving mindfulness and enthusiasm. She examines how technological singularity impacts HR departments while developing models for effective HRM strategy implementation. Analysis of her recent publications reveals a consistent trajectory toward future-oriented HR studies, particularly how technological, economic, and social disruptions reshape workplace dynamics. Her work bridges theoretical HR frameworks with practical applications in negotiation, influence tactics, and systemic value creation within knowledge-intensive organizations.
Prof. Dr. Anne Meißner holds the Chair of Care and Services Organization at the University of Hildesheim since 2020. She previously held academic positions at the Protestant University of Applied Sciences (EHB), Berlin (2019–2020) and Diakonie University of Applied Sciences (FHdD), Bielefeld (2015–2019). As Director of the Institute of Business Administration and Business Information Systems , she leads technology integration in healthcare. Research focuses on digital transformation in nursing , geriatric care innovation , and ethical implications of care technologies Key projects: TechV-D (dementia care), MOCAB (family caregiver support), and BMBF-funded technology initiatives Notable Awards: Appointed 2020 BMBF national expert for 'More Years Better Lives' initiative Friedrich Naumann Foundation scholarship recipient Leadership Roles: President of Pflege e.V. since 2019 Speaker for 'Nursing Technology' division at German Society of Nursing Science (2015–2020)
Jantine L. Spilt is a Senior Lecturer at KU Leuven's Faculty of Psychology and Educational Sciences, affiliated with the School Psychology and Development in Context unit. She is a member of key research institutes including LC&Y (KU Leuven Institute for Child and Youth) and LIVO (KU Leuven Institute for Educational Research). Current research focuses on teacher-student relationships, socio-emotional development, executive function stimulation, language acquisition in early childhood, and behavioral interventions in special education. Active projects include dyadic relationship analysis for working memory development (2025), language stimulation professionalization (2025), and adolescent well-being promotion (2023). Her work integrates classroom dynamics, teacher behavioral management, and developmental psychology, with a strong emphasis on mitigating behavioral problems and enhancing cognitive development through relational practices. She collaborates extensively with institutions like the University of Amsterdam (UvA) and contributes to educational frameworks such as Key2Teach and Zet je EF-bril op. Engagement highlights include roles as Consulting Editor for the Journal of School Psychology, leadership in national educational initiatives, and memberships in societies like the Society for Research in Child Development (SRCD) and the European Association for Research on Learning and Instruction (EARLI).
Jennifer Renée Kilpatrick is an Assistant Professor of Deaf Education at the University of North Florida , where she has served since 2015. Her work bridges theory and practice through partnerships with K-12 programs serving Deaf/Hard of Hearing (DHH) students across Florida. Education: PhD in Literacy Studies, University of Tennessee (2015) MEd in Elementary Education, University of North Florida (2011) MS in Education of the Deaf/Hard of Hearing, University of Tennessee (2008) BS in Special Education, Liberty University (2003) Research Focus: Her scholarship emphasizes Universal Design for Learning , deaf education teacher preparation , and literacy instruction for DHH students. She employs functional grammar approaches and integrates digital tools to enhance writing pedagogy. Key Contributions: Recent publications analyze trends in DHH teacher training and UDL implementation during the pandemic. Her work spans empirical studies, curriculum innovation, and international collaborations in Haiti. Professional Engagement: Kilpatrick actively contributes to editorial and committee work, including the Teacher Education Council and Journal of Deaf Studies and Deaf Education review board. Personal: Known as Dr. K or KP to students, she balances her academic pursuits with outdoor activities like hiking and running.
Dr. Muhammad Aziz serves as a Senior Lecturer in Arabic at Yale University, where he integrates innovative pedagogical methodologies to enhance students' linguistic, communicative, and cultural competencies. His academic profile is deeply rooted in Middle Eastern Studies, with 80% of his work dedicated to the field, and he actively participates in national conferences on Arabic language instruction while contributing to community organizations including the National Yemeni Arab American Association (NAYA) and The Yemeni American News. His educational foundation includes: Ph.D. in Near Eastern Studies, University of Michigan (2004) M.A. in Near Eastern Studies, University of Michigan (1998) M.A. in Middle Eastern & North African Studies, University of Michigan (1997) B.A., Sanaa University, Yemen (1986) Aziz's research spans Arabic language pedagogy, Yemeni literature, Islamic theology, and Sufism, with particular emphasis on Yemeni cultural identity and mystical traditions. His scholarly work bridges historical analysis of early Islamic texts with contemporary literary studies, examining how religious and cultural narratives shape modern Arabic expression across Yemeni, Egyptian, and broader Arab contexts. His publication trajectory from 2008-2021 reveals consistent focus on Yemeni Islamic history and Sufism, evolving from encyclopedia entries on medieval scholars to comprehensive studies of Yemeni proverbs and epistolary literature. Key thematic threads include the intersection of spirituality with literary production, historical documentation of Sufi movements in Yemen, and pedagogical approaches to advanced Arabic literacy. His academic distinctions include: Certified ACTFL OPI-Rater/Tester in Arabic (2009-2023) Great Books of Islamic Civilization Prize (1997) Professor Richard P. Mitchell Memorial Prize (1996) Fulbright Fellowship (1995-1997) Frederick W. Hilles Publication Fund (2011) While specific graduate advisees aren't documented, Aziz's grant history demonstrates sustained research support through the Fulbright Fellowship and Yale's publication fund, enabling his scholarly output on Yemeni Islamic heritage. His current translation project on Ahmad bin Alwân's medieval treatises continues this trajectory of bridging historical Islamic scholarship with contemporary academic discourse. Professionally, he engages through Yale's Council on Middle East Studies and maintains community leadership via NAYA and The Yemeni American News, reflecting his dual commitment to academic rigor and diaspora community development.
Trina R. Shanks is a Professor at the University of Michigan School of Social Work and Director of the Center for Equitable Family and Community Well-Being. She leads the ENGAGE team for community engagement and serves as faculty advisor to the New Leaders in African-Centered Social Work Program. PhD in Social Work, Washington University (2003) MSW in Social Work, Washington University (2000) MPhil in Comparative Social Research, University of Oxford (1996) as Rhodes Scholar BS in Business Administration, John M. Olin School of Business (1992) Shanks' research focuses on racial capitalism , asset-building policy , and community development , particularly examining how poverty and wealth affect child well-being . She has pioneered initiatives like the SEED demonstration program and Detroit Summer Youth Employment Program evaluations, while co-leading national efforts to reverse economic inequality. Her article trends reveal consistent engagement with racial justice , youth labor markets , and economic policy , often intersecting with the legacies of slavery and systemic inequality. Key themes include pandemic impacts on employment, gig economy challenges, and reparations frameworks. 2024 SSWR Social Policy Award 2023 Distinguished Faculty Award Fellow, American Academy of Social Work (2021) Rhodes Scholar (1996) $1 million grant from Washtenaw County (2023) Shanks advises on community engagement and macro-level social work , with notable policy contributions to child savings initiatives and urban development programs. She co-leads the Social Work Grand Challenge on economic inequality and maintains affiliations with the Urban Institute and Skillman Foundation projects.
L.J. McElravy is an Associate Professor at the University of Nebraska-Lincoln in the Department of Agricultural Leadership, Education and Communication, where he focuses on leadership assessment, positive psychology-based training, and shared leadership systems for problem-solving. His military experience in the U.S. Army informs his developmental approach to leadership. He is actively involved in the Nebraska Rural Poll and the Community Vitality Initiative, addressing rural civic action, well-being, and policy perceptions. Key Research Areas: Leader identity development, PsyCap applications, service-learning, youth leadership programming. Teaching: Courses like ALEC 422 (Facilitation and Project Planning) and ALEC 845 (Research in Leadership Education). Extension Work: Rural Poll surveys examining agricultural policy, childcare, climate, and economic well-being in nonmetropolitan Nebraska. Collaborations: Partnered with Civic Nebraska on the Rural Civic Action Program. His recent publications (2022-2025) analyze leadership identity, digital education frameworks, and rural community well-being, emphasizing civic engagement and policy impacts. He is currently accepting graduate students.
Margaret Floress is a Professor at Eastern Illinois University , actively contributing to the Department of Psychology . As the Psychology Program Coordinator , she leads research initiatives focused on behavioral education , teacher training , and classroom management . Education Ph.D., Indiana State University (2007) M.A., Indiana State University (2004) B.S., Central Michigan University (2003) Her research emphasizes low-cost behavior management strategies to improve teacher retention and student outcomes. Key areas include praise delivery systems , preschool interventions , and applied behavioral analysis . She mentors students in hands-on research activities like data collection and academic writing. Recent publications focus on behavioral education trends , classroom observation tools , and technology integration for special education applications. Her work addresses teacher-student dynamics , social-emotional learning , and behavioral intervention systems . Contact: mfloress@eiu.edu | Office: 1437 Physical Sciences
Prof. Dr. Kathleen Stürmer is a faculty member at the University of Tübingen, affiliated with the Tübingen School of Education (TüSE) and the Hector Institute for Empirical Educational Research . As Deputy Director of TüSE for Internationalization since 2021, she leads initiatives to enhance global collaboration in teacher education. Research Focus: Teacher professional vision, simulation-based learning environments, diagnostic competence development, and technology integration in classrooms. Methodologies: Eye-tracking studies, meta-analytic reviews, and longitudinal analyses of teacher training efficacy. Key Projects: Observer (video-based diagnostic tool), Di-MaL (simulation framework for pedagogical diagnostics), and quality initiatives in digital distance teaching during the pandemic. Her recent publications highlight trends in educational technology (AI, tablets), teacher cognition (professional vision, attention processes), and structural innovations in teacher education programs. She actively develops standardized instruments for measuring pedagogical expertise and explores the impact of individual and contextual factors on instructional quality. Labs & Teams: She collaborates with the Hector Institute for Empirical Educational Research and leads internationalization efforts at TüSE, focusing on interdisciplinary frameworks for diagnostic competence across professions like teaching and medicine.
Marc David Ludwig serves as a Lecturer at Alice Salomon University of Applied Sciences Berlin (ASH Berlin), teaching across multiple modules in the Bachelor's program in Social Work. His primary teaching responsibilities include Theories and Methods of Social Work (with focus on Action Methods), Propaedeutics, History and Theory of Social Work , and specialized courses on open child and youth work. He has held teaching assignments continuously from 2022 through 2025 across various semesters. Ludwig's research interests center on community work, youth participation, and socio-spatial contextualization of social services. His work emphasizes participatory approaches to social research, with particular attention to qualitative methods including grounded theory, ethnography, and mixed methods. He investigates social change impacts on young people and families, organization of citizen-led processes in marginalized communities, and cross-departmental integrated action in district development. His recent publications reflect these interests, with articles on crisis discourse, research-practice connections, and civic engagement. An upcoming anthology volume titled Social Work as a Place of Political Education (2025) demonstrates his ongoing scholarly contributions. Ludwig actively supervises numerous Bachelor's and Master's theses on topics ranging from youth participation to social inclusion challenges. Ludwig maintains significant professional engagement through memberships in multiple organizations including the German Professional Association for Social Work (DBSH), where he served on the Executive Board (2021-2024) and held editorial responsibility for FORUM sozial . He also serves on the Board of BAG Social Urban Development and Community Work and participates in working groups focused on doctoral funding and youth engagement.
Andrzej Buszko is a Professor at the University of Warmia and Mazury in Olsztyn , affiliated with the Department of Finance under Economic Sciences. He specializes in Economics and Finance, with a focus on the shadow economy, institutional economics, and financial systems. His research spans tax optimization, informal economic activity, and quality management in construction industries. Academic Rank: Professor University: University of Warmia and Mazury in Olsztyn Department: Department of Finance Contact: buszko@uwm.edu.pl Research Interests: Dr. Buszko investigates the shadow economy (tax evasion, informal labor markets), financial systems (optimal currency zones, exchange rates), and institutional economics (quality management, intellectual capital). His work often intersects with political economy (populism’s role in informality) and development economics (FDI in post-transition states). Publication Trends: Over 15 years, his research emphasizes Economics and Finance , with recurring sub-fields like Shadow Economy , Tax Efficiency , Intellectual Capital , and Quality Management . Recent work (2025) explores tax optimization mechanisms in informal economies, building on earlier studies of corruption, FDI, and labor flexibility. Doctoral Supervision: Dr. Buszko has supervised 1 doctoral student and promoted 3 doctors. He welcomes both Polish and international candidates, focusing on topics like grey zone dynamics and financial systems. His department possesses infrastructure to support research in these areas.
