جست‌وجوی استاد و پژوهشگر

Tracey Hardyمشاهده پروفایل

استاد آموزشی

• Public Health
• Safeguarding Children and Young People
• Prisoners' Families
• +۷ مورد دیگر

Tracey Hardy is a Senior University Practitioner in the Department of Nursing and Midwifery within the School of Human and Health Sciences at the University of Huddersfield. She serves as Course Leader for the MSc Health Studies program and contributes to both undergraduate and postgraduate nursing education, with a focus on Public Health, Safeguarding Children and Young People, Research, and Professional Development. Her research centers on vulnerable populations, particularly families affected by imprisonment, infant wellbeing, and mentorship in education. Her expertise aligns with UN Sustainable Development Goals related to health and social equity. She has published work on the familial impact of imprisonment and early maternal employment's effect on infant attachment. The recent publications indicate a consistent focus on public health, community nursing, and social determinants of health. Her scholarly output combines qualitative and policy-relevant research, often intersecting healthcare practice with social welfare systems. Research Areas: Public Health, Safeguarding, Families of Prisoners, Mentorship, Mobile Working Professional Roles: Course Leader (MSc Health Studies), Research Supervisor, PhD Examiner Academic Activities: Invited talks, oral presentations, external examination Dr. Hardy has been actively involved in PhD supervision and mentoring, contributing to student retention and academic success through peer mentorship initiatives. She has served as an external examiner for PhD theses and participated in research dissemination through conferences and journal publications. She is affiliated with research networks focusing on community health and social justice, particularly examining how families of prisoners manage identity and stigma. Her work bridges clinical practice and academic inquiry, emphasizing real-world impact.

Julie Thi Underhillمشاهده پروفایل

عضو هیئت علمی

• Southeast Asian Diasporas
• Cham Studies
• Memory and Remembrance
• +۹ مورد دیگر

Julie Thi Underhill is a Senior Adjunct Professor in the Writing and Literature Program at California College of the Arts (CCA), where she teaches creative writing and advises Humble Pie , CCA's literary journal. Based in Berkeley, California, she is an interdisciplinary artist, author, and scholar whose work centers on Southeast Asian diasporas, particularly the Cham people of Vietnam and Cambodia. Her research and creative practice explore themes of memory, identity, war, and belonging through photography, literature, and ethnographic inquiry. BA, Liberal Arts, The Evergreen State College MA, Comparative Ethnic Studies, University of California, Berkeley Julie's research interests lie at the intersection of ethnic studies, decolonial theory, visual culture, and creative nonfiction . She investigates how personal and collective memory shape diasporic identities, particularly in the aftermath of war and displacement. Her work emphasizes vocabularies of remembrance and the redefinition of home and belonging across generations. Through interdisciplinary methods, she combines scholarly analysis with artistic expression to engage communities and challenge dominant historical narratives. Her recent publications and creative projects reflect a consistent engagement with Southeast Asian diasporas, war legacies, and identity formation. These works span photography, memoir, poetry, and academic essays, demonstrating a deep commitment to both artistic and scholarly excellence. Her forthcoming book, Descendants of Champa: Portraits of Việt Nam and Cambodia , synthesizes decades of photographic and ethnographic work into a powerful narrative of indigenous survival and cultural continuity. Julie has received several prestigious awards and fellowships in recognition of her contributions: Rockefeller Fellowship, William Joiner Center, University of Massachusetts, Boston (2005) UC Berkeley Chancellor's Fellowship for Graduate Study (2007) Mellon Arts/Practitioner Fellowship, Yale Center for the Study of Race, Indigeneity, and Transnational Migration (2021) As an educator, she mentors students in literary expression and interdisciplinary inquiry. She has previously taught at UC Berkeley and San Francisco State University, and currently leads writing workshops and advising at CCA. While no formal grants are listed, her fellowships have directly supported her research, creative production, and community collaborations. She has worked with the diasporic collective She Who Has No Master(s) , contributing to collective writings and performances in the US and France. Her creative and scholarly lab is inherently interdisciplinary, blending archival research, fieldwork, artistic creation, and pedagogical engagement.

Hua Weiمشاهده پروفایل

استادیار مدعو

• Expressive Arts Therapy
• Zen Buddhism
• Psycho-spiritual Healing
• +۳ مورد دیگر

Hua Wei is an Adjunct Assistant Professor at the California Institute of Integral Studies (CIIS) , affiliated with the School of Professional Psychology and Health . She holds a Master of Arts in Counseling Psychology with a specialization in Expressive Arts Therapy (EAT) and is currently pursuing a doctoral degree in the East-West Psychology program at CIIS. Her work bridges artistic practice with psycho-spiritual frameworks, emphasizing self-inquiry and transformation. Education MA in Counseling Psychology (Focus: Expressive Arts Therapy), CIIS PhD (Pursuing) in East-West Psychology, CIIS Hua's research develops an innovative psycho-spiritual healing framework that integrates Expressive Arts Therapy with Zen Buddhist philosophies , focusing on self-care and personal growth. She combines clinical methodologies with spiritual practices, positioning her work at the intersection of mental health, creative arts, and Eastern traditions. As a multi-faceted professional , Hua contributes as an artist, author, and EAT practitioner, drawing on extensive experience in visual arts instruction, group leadership, and individual EAT sessions. Her roles in academia and practice highlight her commitment to holistic, interdisciplinary approaches in psychology and health sciences.

Amy Showsمشاهده پروفایل

استاد

• Eating Disorders
• Community Nutrition
• Nutrition Education
• +۴ مورد دیگر

Amy Shows is a Professor in Nutrition & Dietetics at Lamar University, where she has worked since 1982. She serves as Program Coordinator for the online M.S. in Nutrition since its inception in 2018. Ph.D. in Community Health Sciences (University of Texas School of Public Health-Houston, 1993) M.S. in Home Economics (Nutrition Emphasis, Lamar University, 1984) B.S. in Home Economics (Foods, Nutrition, Dietetics Emphasis, Lamar University, 1981) Her research focuses on eating disorders , community nutrition , and nutrition education , with particular emphasis on curriculum development and professional training. She has contributed to understanding dietary acculturation and nutritional aspects of chronic disease management. Recent publications demonstrate interdisciplinary work in sports nutrition , HIV/AIDS nutrition , and gestational diabetes interventions. Her 2015 work on dietetic internships highlights innovative approaches to professional training. Awards : Regent's Merit Award for Teaching Excellence (1994) Outstanding Alumni of the Year (1994) As a Registered Dietitian Nutritionist , Dr. Shows has extensive practitioner experience in home health visits, clinical trials, WIC clinics, and rehabilitation centers. She mentors students and leads the Beta Theta Chapter of Kappa Omicron Nu honor society.

Jeannette Littlemoreمشاهده پروفایل

استاد

• Applied Linguistics
• Cognitive Linguistics
• Second Language Acquisition
• +۳ مورد دیگر

Professor Jeannette Littlemore is a leading scholar in Applied Linguistics at the University of Birmingham , specializing in metaphor and metonymy across language learning and cross-cultural communication. She co-chairs the International Organisation Researching and Applying Metaphor and leads a research group on figurative language. Her research focuses on: Metaphor/metonymy in emotional expression and understanding Figurative language in second language acquisition Cognitive and cultural factors in metaphor interpretation Applications to healthcare, climate activism, and workplace communication Recent publications explore topics like: Metaphor’s role in pandemic isolation experiences Figurative patterns in climate activism discourse Cognitive modeling of metaphor variation Emotion-color associations across cultures Selected scientific awards: ESRC grant (2016-2018): £537,225 Marie Curie Fellowship (2015-2017): €183,455 Spanish Ministry grants (2012-2014, 2014-2017): €50k-€73k British Council grant (2010): £2,820 She supervises PhD projects on figurative language pedagogy and cognitive linguistics, teaching modules in: Language Teaching Methodology Second Language Acquisition Cognitive Linguistics Psycholinguistics Her lab collaborates internationally on projects involving: Cross-cultural metaphor analysis Figurative communication in healthcare Iconicity in language

Jacqueline Macمشاهده پروفایل

استادیار

• Higher Education
• Racial Justice and Equity
• Critical Race Theory
• +۷ مورد دیگر

Jacqueline Mac is an Assistant Professor in the Department of Counseling and Higher Education within the College of Education at Northern Illinois University. She is a first-generation Southeast Asian American scholar committed to equity, justice, and inclusive pedagogy in higher education. Her work spans teaching, research, and service with a focus on racial justice, institutional change, and the experiences of marginalized communities in postsecondary education. Education: Ph.D. in Higher Education (Minor in Comparative and International Education), Indiana University M.A. in College Student Personnel Administration, University of Maryland, College Park B.S. in Psychology (Minor in Asian American Studies), University of Illinois at Urbana-Champaign Her research centers on the racial realities of colleges and universities, particularly examining racism and racialization, campus environments, and institutional transformation. She focuses on Southeast Asian American, refugee, and racially marginalized populations, often engaging with critical theoretical frameworks and interdisciplinary methodologies. Her pedagogy emphasizes culturally sustaining strategies to foster equitable learning spaces. The most recent publications reflect a strong thematic focus on minority-serving institutions (especially AANAPISIs), the critique of dominant narratives like the model minority myth and grit discourse, and the role of ethnic studies and identity in academic success. Her work consistently challenges traditional research paradigms by integrating critical epistemologies and centering community voices. Scientific Awards: ACUE Distinguished Teaching Scholar Jacqueline is a co-founder of the SEAAster Scholars Collective, a national network advancing knowledge on Southeast Asian American experiences in higher education. She has been actively involved in professional service, including leadership roles in ACPA - College Educators International, where she chaired the Asian Pacific American Network (APAN) and co-chaired the Nominations and Elections Taskforce. Her advising and public scholarship extend through invited talks, panel discussions, and collaborations with practitioners and scholars across the country. She contributes to community engagement through public scholarship, including podcast appearances and blog posts, and has presented at national forums such as the Association for the Study of Higher Education. Her work bridges academic research with community impact, particularly in advancing racial justice in educational institutions.

Cathy Kilburnمشاهده پروفایل

مدرس

• Early Childhood Education
• Gender Studies in Education
• Play-Based Learning
• +۷ مورد دیگر

Dr. Cathy Kilburn is a Lecturer and Programme Director within the School of Education at the University of Hull, Faculty of Arts, Cultures and Education. She leads the FdEd Professional Practice in Early Years 0-8 and the BA (Hons) Early Childhood Education and Care (1-year Top-Up) programmes. Her work bridges academic theory and practical early years experience, drawing on her background as an early years practitioner. Her educational background includes an MA from the University of Sheffield and a PhD from the University of Hull, where her doctoral research focused on gender stereotypes in preschool settings. Cathy's research interests lie at the intersection of early childhood development, gender identity, and social justice. She investigates how young children reinforce and regulate gender norms through play and peer interaction. Her teaching modules include Play and Learning , Action Research , Reflective Practice , Ethical Dilemmas and the Moral Maze , Childhood & the Digital World , and Creative Inquiry, Communication and Playful Learning at the postgraduate level. She emphasizes participatory research methods to amplify children's voices in educational research. Her recent publications in 2024 explore how preschool children actively uphold gender boundaries, contributing to critical discourse on equity in early childhood education. These works highlight recurring themes of agency, social norms, and the hidden curriculum in play-based environments. She has been recognized with professional accolades, including: Fellow of the Higher Education Academy (2024) Associate Fellow of the Higher Education Academy (2021–2024) Cathy has actively presented her research at national and international conferences such as the EECERA and BECERA series, focusing on themes of education, pedagogy, and social justice. She has delivered poster presentations and symposium talks, including work on children’s reinforcement of gender stereotypes and the challenges of balancing practitioner intervention with child agency. There is no mention of grant funding or student supervision in the provided texts. She is affiliated with the Education Studies group and contributes to teacher education initiatives.

• Career Guidance
• Adult Education
• Lifelong Learning
• +۴ مورد دیگر

Tibor Bors Borbély-Pecze is an External Lecturer affiliated with the Institute of Research on Adult Education and Knowledge Management. His work focuses on career guidance systems, lifelong learning policies, and labor market dynamics. He explores the intersection of digital transformation with career services, particularly in Hungary, and has contributed to understanding policy adaptations during crises like the pandemic. Research interests include career decision-making frameworks, interdisciplinary career building, and the role of public employment services. His studies analyze labor market trends, systemic transitions, and the societal impact of changing work environments. Notable work addresses the challenges and opportunities in Hungary's transition to digital career guidance systems and green economy workforce adaptations. Key contributions include analyses of career counseling effectiveness, the impact of uncertainty on career paths, and the evolution of lifelong guidance policies. His research bridges academic inquiry with practical policy recommendations, emphasizing systemic approaches to career development. Publications span from 2008 to 2025, covering topics like youth unemployment policy, dual education systems, and the role of lifelong learning in societal integration. He has critiqued and proposed improvements for public employment agencies, focusing on quality enhancement and stakeholder collaboration.

Angela Glynnمشاهده پروفایل

مدرس ارشد

• Professional Values and Behaviors
• Compassion in Healthcare
• Fitness to Practice
• +۱۲ مورد دیگر

Angela Glynn is a Senior Lecturer and Deputy Head of the School of Health Sciences at the University of Brighton, where she leads on Quality Assurance & Enhancement and collaborates with key regulatory bodies such as HCPC, NMC, and Ofsted. She is also an active researcher and educator in physiotherapy and healthcare professional development, with a long-standing clinical background in cardiorespiratory care. Institution: University of Brighton School: School of Health Sciences Role: Deputy Head (Quality Assurance & Enhancement) External Role: Educational Representative, Chartered Society of Physiotherapy (since 2018) Dr. Glynn holds a PhD from Imperial College, University of London (2004), and has been a qualified physiotherapist since 1991. Her academic journey began as a Lecturer Practitioner in 2002, transitioning to full-time academia in 2003. PhD: Pulmonary Rehabilitation in Obstructive and Restrictive Pulmonary Disorders, Imperial College, University of London (2004) Professional Qualification: Physiotherapist (1991) Her research centers on professional values and behaviors in healthcare, with a focus on compassion, fitness to practice, and the development of professional identity through academic and clinical training. She explores how compassion can be nurtured in healthcare students during practice placements and embedded into curricula using pedagogic innovations. Her recent publications highlight a strong trajectory in clinical and educational research, combining systematic reviews on sedentary behavior in COPD patients with experimental trials on motor imagery in multiple sclerosis. These works reflect interdisciplinary engagement with rehabilitation science, behavioral medicine, and qualitative methodologies such as appreciative inquiry. Her research often employs rigorous methods including randomized controlled trials and feasibility studies. Scientific contributions and leadership include: Co-investigator on the 'Cultivating Compassion' project (2014–2015) Deputy Chair, University Apprenticeship Approval Panel Contributor to university-level appeals and fitness to practice policy reviews Dr. Glynn supervises doctoral research in professional identity, compassion, and clinical education. She has contributed to curriculum development, particularly in apprenticeship models, and continues to bridge clinical practice with academic innovation. Her work emphasizes the integration of ethical and emotional dimensions into healthcare training. She is actively involved in research networks focused on compassion, motor imagery, and chronic disease management, with collaborations extending across the UK and internationally.

Bex Twinleyمشاهده پروفایل

مدرس ارشد

• Occupational Therapy
• Occupational Science
• Neurodivergent-Affirming Practice
• +۱۲ مورد دیگر

Bex Twinley is a Senior Lecturer in the School of Education, Sport and Health at the University of Brighton, UK, where she contributes to the occupational therapy program. She holds a PhD in Health Science from the University of Plymouth and has been active in academia since 2010, previously serving as a Lecturer/Practitioner at the University of Plymouth. She is affiliated with the Centre for Arts and Wellbeing and the Centre for Transforming Sexuality and Gender at the University of Brighton, reflecting her interdisciplinary and socially engaged research. Her educational journey includes a BSc in Sociology (University of Plymouth, 2000), an MSc in Health Through Occupation (University of Brighton, 2005), and a PostGraduate Certificate in Academic Practice (University of Plymouth, 2011). She also holds a Level 2 Certificate in Understanding Autism (2024) and training in qualitative research and systematic reviews. Bex Twinley's research centers on the "Dark Side of Occupation" —a concept she developed to explore occupations that are hidden, stigmatized, or subjectively experienced in ways that challenge professional or societal norms. Her work emphasizes neurodivergent-affirming practice , trauma-informed care, and intersectionality, particularly how neurodivergence intersects with gender, sexuality, and trauma. She employs feminist auto/biographical methodologies, drawing on personal and collective narratives to understand occupation, identity, and wellbeing. Her recent publications span topics such as matrescence, woman-to-woman sexual violence, religious disaffiliation, and neurodivergent motherhood. These works consistently highlight occupational justice, identity renegotiation, and the need for inclusive, strengths-based practices. Her research output shows sustained engagement with marginalized populations and silenced experiences. Scientific Awards and Funding: Co-author of paper awarded the 2021 Wilcock Award for Emerging Authors Recipient of multiple seed grants from University of Brighton, University of Canberra, Elizabeth Casson Trust, and University of Plymouth External funding as Co-Investigator on international research projects Bex Twinley is an experienced supervisor at BSc, MSc, and PhD levels, with a focus on projects that explore trauma, identity, and the darker aspects of human occupation. She has led a doctoral student to completion and serves as an APR Reader for PhD candidates. She has also contributed to pedagogical scholarship through co-editing The Doctoral Journey as an Emotional, Embodied, Political Experience , reflecting her commitment to reflexive, relational supervision. She has been actively involved in knowledge exchange, including an Erasmus+ teaching mobility to Germany, and has served as an external examiner at Teesside University and panel member at York St John University. She co-chairs the Neurodivergent Staff Network at the University of Brighton and is committed to creating inclusive academic and clinical environments.

Robin K. Hensonمشاهده پروفایل

استاد

• Educational Psychology
• Statistics
• Measurement
• +۴ مورد دیگر

Robin K. Henson is a Professor in the Department of Educational Psychology at the University of North Texas (UNT), where he teaches and conducts research in statistics, measurement, and research methodology. His work bridges educational theory and quantitative analysis, contributing to the training of future researchers and practitioners in the social sciences. His educational background includes a diverse and interdisciplinary path: Bachelor's degrees in Biblical Studies and Psychology from Evangel University (Springfield, MO) Master’s degrees in General Psychology and Clinical Psychology PhD in Educational Psychology from Texas A&M University Doctor of Ministry (DMin) from Liberty University with a cognate in Expository Preaching and Teaching Dr. Henson's research focuses on quantitative methods in education, particularly psychometric theory, statistical modeling, and research design. His expertise supports both academic inquiry and practical applications in educational assessment. While his early career included clinical counseling and youth ministry, his current scholarly work is centered on methodological rigor in social science research. He occasionally integrates counseling applications into his methodology framework. Although no recent publications are listed in the provided text, his academic profile suggests a sustained focus on educational measurement and statistical pedagogy, likely contributing to graduate training and academic literature in quantitative methods. There are no scientific awards listed in the available information. Dr. Henson has advised graduate students in educational psychology, though specific names are not provided. His methodological expertise likely supports thesis and dissertation research across the College of Education. There is no mention of external grants or funded research projects in the provided text. He is not explicitly affiliated with any named research lab or team, but his role suggests leadership in quantitative training within the department.

Jill Fenton Taylorمشاهده پروفایل

پژوهشگر

• Organisational Ethnography
• Autoethnography
• Narrative Discourse
• +۸ مورد دیگر

Dr. Jill Fenton Taylor is a researcher in the Department of Information and Communication Studies at Charles Sturt University, Faculty of Arts and Education. Her work centers on qualitative approaches to understanding organizational culture, particularly through ethnography, autoethnography, and narrative discourse. She actively supervises PhD students and contributes to academic discourse through publications and peer review. Education: Doctor of Philosophy in Communication, Charles Sturt University (2008) Master of Arts (Honours) in Communication, Charles Sturt University (2000) Bachelor of Arts in Public Relations, RMIT University (1994) Her research explores storytelling practices in organizations, collective memory, re-storying, and dialogic competencies. She emphasizes reflexive and social constructionist methodologies. Her recent publications examine the legitimacy of qualitative research, duoethnography in organizational change, and transactional analysis for ethical internal communication. The trend in her recent articles shows a consistent focus on narrative-based methodologies in organizational contexts. She employs autoethnography, duoethnography, and phenomenological approaches to explore identity, change, and ethics in communication. Her work bridges theory and practice, often engaging with practitioner experiences and ethical dilemmas in organizational communication. Scientific Awards: Golden Key National Honour Society (1994) Public Relations Institute of Australia (Vic) Prize (1993) She has supervised multiple HDR students, including Roberts, R., Schoenmaker, S., and Denyer-Simmons, P. Her grants and funding are not explicitly mentioned, but her research activity includes supervision, peer review, and participation in academic events. She has served as a reviewer for the Journal of Organizational Ethnography and is a member of the International Communication Association. Dr. Taylor is involved in academic communities through peer review, conference participation, and supervision. She co-presented at the 68th Annual International Communication Association Conference and has contributed to research seminars at CSU. Her work is supported by an active network of scholars in organizational ethnography and communication studies.

Vanshika Agarwalمشاهده پروفایل

پژوهشگر

• Public Health
• Child Nutrition
• WASH (Water, Sanitation, and Hygiene)
• +۵ مورد دیگر

Vanshika Agarwal is a Research Associate at the School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham. She is a public health professional with a strong commitment to promoting health equity and advancing impactful public health initiatives through rigorous research. Her educational background includes a Bachelors of Dental Surgery (BDS) from Chaudhary Charan Singh University, India, and a Master’s in Public Health (MPH) from the University of Birmingham. This interdisciplinary training supports her work at the intersection of clinical care and population health. Vanshika's research interests focus on critical public health domains such as child nutrition, WASH (Water, Sanitation, and Hygiene), and non-communicable disease management, particularly within underserved populations. She is passionate about developing culturally relevant solutions to health inequities using both qualitative and quantitative research methods. Her work aims to generate evidence that informs policy, improves healthcare delivery, and fosters sustainable health outcomes. Although no recent publications are listed, her research trajectory emphasizes intervention evaluation and health behavior analysis, suggesting a growing contribution to public health science. Advocacy Associate Volunteer, Menstrual Rights Global, UK (Feb 2024 – Sep 2024) Volunteer Program Coordinator, Muskurahat Foundation, India (Apr 2022 – May 2022) NCSCT Certified Stop Smoking Practitioner (Since 2024) Consultant Dentist, TruSmiles Dental & Implant Clinic, India (May 2023 – Sep 2023) She is currently not supervising postgraduate students but welcomes inquiries from prospective Master's or PhD students interested in her research areas. She is also open to research collaborations and can be contacted via email for academic and professional engagement. Vanshika contributes to community health through volunteerism and clinical practice, demonstrating a holistic commitment to public well-being beyond academia. Her work with NGOs highlights her dedication to grassroots health education and advocacy, particularly in oral health, child nutrition, and menstrual health rights.

Amanda Jones-Laymanمشاهده پروفایل

استادیار

• Institutional Change in Education
• Educational Policy Discourse
• Research Evidence Utilization
• +۳ مورد دیگر

Amanda Jones-Layman is an Assistant Professor of Education in the EdD program in Education Leadership at Neumann University, where she teaches research design and serves as a qualitative methodologist for doctoral dissertations. She concurrently holds an affiliated faculty role at the University of Pennsylvania Graduate School of Education (Penn GSE), contributing to the Mid-Career Doctoral Program in Educational Leadership and the M.S.Ed in Education Entrepreneurship. Her teaching includes leading the Inquiry Community course for doctoral dissertation support and co-teaching Schools as Organizations in the entrepreneurship program. Her research focuses on institutional change dynamics in education systems, policy discourse analysis, and the application of research evidence by practitioners. Current collaborative work at the University of Michigan's Center on Assets, Education, and Inclusion examines intersections between social policies (Child Development Accounts, Guaranteed Income) and parental educational aspirations. Dr. Jones-Layman holds significant service roles: Co-Chair of Neumann's Institutional Review Board and Editorial Board Chair for Catalyst: Journal of Student Academic Research . Her work bridges educational leadership practice, policy analysis, and equity-focused research initiatives.

Luke Dickensمشاهده پروفایل

مدرس ارشد

• Urban Studies
• Cultural Politics
• Youth Cultures
• +۵ مورد دیگر

Dr Luke Dickens is a Senior Lecturer in the Department of Geography at King's College London, affiliated with the School of Global Affairs and the Faculty of Social Science & Public Policy. His research focuses on urban cultural geographies, particularly the cultural politics of urban change, youth cultures, and participatory methodologies. He holds a PhD from Royal Holloway, University of London (2009), and previously taught at the University of Oxford and the Open University. His current work explores child-centric urbanism through the lens of a British Academy/Leverhulme-funded project on 'The Fun Palace and the Future City'. Teaching responsibilities include courses on urban geography, historical geographies, and research methods. He supervises PhD students in urban futures and collaborates with policy/practitioner networks. Recent publications address post-pandemic urban recovery, affordable creative spaces, and digital civic cultures. He leads the Urban Futures research domain, emphasizing interdisciplinary approaches to urban challenges. Key research themes include urban childhoods, cultural infrastructure, and participatory research ethics. He has contributed to projects funded by AHRC, ESRC, and EPSRC, and maintains active collaborations with organizations like the National Foundation for Youth Music. His work bridges academic scholarship with public engagement, reflecting a commitment to community-driven urban inquiry.