Avi Turetsky is an Adjunct Professor at the Weatherhead School of Management (Case Western Reserve University) and a Research Fellow in private equity. Currently a Partner and Co-Head of the Quantitative Research Group (QRG) at Ares Management, he oversees original research, quantitative software development, and tools production teams. Previously served as Chief Operating Officer for The Riverside Company's Europe Fund and holds advisory roles at EDHEC and INSEAD . Research Focus: Turetsky’s work bridges private equity practice and quantitative finance, examining distributional patterns in investment outcomes, competency frameworks for financial professionals, and mathematical models for performance evaluation. His recent publications explore robust statistical methods in portfolio construction, direct alpha calculations for skill assessment, and sector-based value creation strategies in private equity-owned companies. Key Article Trends: His research spans 2016–2023, emphasizing quantitative methodologies in private equity, including skew analysis , value creation metrics , and competency clustering . Topics range from alliance changes in intercollegiate athletics to mathematical modeling of investment professional performance. Leadership & Teams: At Ares Management, Turetsky co-leads the QRG, managing cross-functional teams in Original Research , Quantitative Software Development , and Tools Production . He collaborates with investment teams to integrate quantitative strategies into decision-making processes.
Professor Nancy W. Y. Law is a leading scholar in Learning Sciences and Technology at the University of Hong Kong's Faculty of Education . She has served as Founding Director of the Centre for Information Technology in Education (CITE) (1998-2013) and currently holds the Chair of Learning Sciences and Technology . Her career spans over 25 years of international comparative studies, policy analysis, and large-scale educational innovation. Current roles: Associate Dean (Strategic Development), HKU Key affiliations: Sciences of Learning Strategic Research Theme (co-convener) Research Expertise Her work focuses on technology-enhanced learning , digital literacy , knowledge building communities , and multilevel educational change . She pioneered network models of teacher innovation and socio-technical frameworks for sustainable pedagogical transformation, particularly in STEM education and Cyberbullying prevention . Scientific Leadership With over 25 major research grants (2000-2023) exceeding HK$50 million, she leads projects like: Learning and Assessment for Digital Citizenship Jockey Club Self-directed Learning in STEM Design-Aware Learning Analytics A Fellow of the International Society of Learning Sciences and recipient of the HKSAR Humanities and Social Sciences Prestigious Fellowship , she has supervised numerous international comparative studies including SITES 2006, ICILS 2013, and longitudinal digital citizenship research (2019-2021).
Larissa Schlegel-Pape serves as a Scientific Associate at the Department for Ornamental and Pedigree Poultry within the Farm Animal Clinic of Freie Universität Berlin's Faculty of Veterinary Medicine. Her work focuses on developing innovative methods for assessing chicken welfare through the creation of the "Stressed Chicken Scale," which aims to systematically identify stress indicators in poultry. Her research interests center on animal welfare science, specifically stress assessment in chickens using both behavioral observation and computer vision technology. She investigates how body posture, movement patterns, and other visual indicators can reliably signal discomfort or stress in poultry, with the goal of creating practical assessment tools for veterinarians and poultry farmers. Her work bridges veterinary medicine, ethology, and technological innovation, contributing to refinement research (one of the 3Rs principles) in animal husbandry. Analysis of her publications reveals a strong focus on developing and validating the Stressed Chicken Scale across multiple contexts. Her work spans methodological development, practical implementation studies, and technological integration with computer vision systems. The research demonstrates progression from conceptual framework to validation studies and practical application, with increasing sophistication in assessment techniques and broader implications for animal welfare standards in poultry farming. Schlegel-Pape actively collaborates with the Federal Institute for Risk Assessment (BfR) and participates in interdisciplinary projects involving artificial intelligence applications in agriculture. She presents her findings regularly at major German veterinary conferences including the DVG (Deutsche Veterinärmedizinische Gesellschaft) events, DACh Epidemiology conferences, and specialized poultry medicine gatherings. Her work contributes significantly to advancing animal welfare assessment methodologies and promoting refinement in poultry husbandry practices.
University of Illinois Urbana-ChampaignUnited States
Brent W. Roberts is a Professor of Psychology at the University of Illinois , affiliated with the Social-Personality-Organizational Division. He serves as Chair of the Social and Behavioral Sciences Research Initiative and holds the Edward William and Jane Marr Gutgsell Professorship. Education: Ph.D. in Personality Psychology (1994), University of California, Berkeley Research focuses on personality development across adulthood, personality assessment (especially conscientiousness ), and personality-health relationships . Methodologically, he emphasizes IRT and contextualized assessments. Scientific contributions include: Over 235 research outputs Highly Cited Researcher (Thomson Reuters 2016-2017) Key publications on BESSI, CONIC model, and longitudinal personality analysis Award-winning scholar: J. S. Tanaka Dissertation Award (1995) Carol & Ed Diener Mid-Career Award Theodore Millon Mid-Career Award Henry Murray Award Honorary Doctorate, University of Basel As academic advisor, he has mentored numerous graduate students and postdoctoral fellows in personality psychology, with lab alumni now at institutions like University of Houston and Carleton University.
Remko Van Hoek serves as Professor of Practice in the Department of Supply Chain Management at the Sam M. Walton College of Business, University of Arkansas. He teaches Sourcing and Procurement courses across undergraduate, master's, and doctoral programs. Prior to joining the University of Arkansas, Dr. Van Hoek held academic positions in Europe and served as a visiting professor at Cranfield School of Management, complemented by extensive industry experience as a supply chain and procurement executive at global corporations including Nike, PwC, and The Walt Disney Company. He currently serves on the Council of Supply Chain Management Professionals (CSCMP) Board of Directors and acts as executive director of the CSCMP Supply Chain Hall of Fame hosted by the Walton College. Dr. Van Hoek's research centers on digital transformation in procurement and supply chain management, with particular focus on blockchain implementation, artificial intelligence applications, and sustainable sourcing practices. His work investigates how emerging technologies reshape procurement processes, supplier relationship management, and risk mitigation strategies. He explores innovative approaches to supplier diversity programs, ethical sourcing frameworks, and the strategic evolution of procurement from cost reduction to value creation. His research consistently bridges academic theory with industry practice through case studies from major corporations, developing actionable frameworks for practitioners facing digital disruption and sustainability challenges. Analysis of his 15 most recent publications (2023-2025) reveals dominant themes in AI-driven supply chain risk prevention, blockchain implementation for transparency, and sustainable supplier engagement. His work demonstrates consistent industry collaboration, drawing from case studies at Walmart, Moet Hennessy, and Bayer to address post-pandemic resilience challenges. A significant portion examines procurement's strategic evolution beyond transactional functions, with recurring emphasis on ethical considerations in digital transformation and the practical implementation barriers for emerging technologies in global supply networks. As a Professor of Practice, Dr. Van Hoek integrates executive-level industry experience into curriculum development and student mentorship. His industry-engaged teaching model includes guest lecturer programs connecting students with supply chain practitioners, as evidenced by his co-authored work on integrating industry insights into supply chain education. While specific grant funding details are not publicly documented, his leadership in the CSCMP Supply Chain Hall of Fame demonstrates commitment to professional development and industry-academia knowledge transfer. Dr. Van Hoek directs the CSCMP Supply Chain Hall of Fame initiative, which documents transformative contributions to supply chain management through interviews with industry pioneers and historical case studies. This platform serves as both an educational resource for Walton College students and a professional development tool for supply chain practitioners globally. The Hall of Fame preserves critical industry knowledge while highlighting contemporary innovations in supply chain strategy and technology implementation.
Luisa Domingues is an Assistant Professor in the Department of Information Science and Technology at ISCTE - University Institute of Lisbon. She serves as an Integrated Researcher at ISTAR-Iscte - Research Center in Information Sciences, Technologies and Architecture, specializing in Information Systems research. Her academic qualifications include a PhD in Information Science and Technology from ISCTE-IUL (2013). Her primary research interests focus on: Project Management : Methodologies, risk assessment, and knowledge sharing Database Systems : Management, interoperability, and standardization e-Government Solutions : Public sector information systems and shared services Ontological Frameworks : Particularly for architectural heritage documentation Educational Technologies : Blended learning approaches in higher education Her recent publications (2016-2024) demonstrate a strong focus on project management methodologies, knowledge transfer, and information systems in public sector contexts. Key thematic trends include PMBOK framework applications, agile methodology adoption challenges, data science project risks, and technological solutions for cultural heritage preservation. Most works employ case study research and empirical validation methods. Dr. Domingues maintains an active advising portfolio with 1 doctoral candidate and 36 master's students, primarily focusing on topics in project management, information systems, and data science applications. She has held significant academic leadership positions including: 4th Year Coordinator for Bachelor's in Computer Science and Business Management (2020-2027) Program Director for the same degree (2017-2019) At ISTAR-Iscte research center, she contributes to projects involving information systems architecture, data standardization, and knowledge management frameworks.
Prof. Dr. Birgit Eickelmann is a Professor of School Pedagogy at the Institute of Educational Science within the Faculty of Arts and Humanities at Paderborn University. She has held this position since October 2012, initially as a W2 professor until January 2014, and then as a W3 professor (full professor) from February 2014 onward. Her research focuses on school and lesson development in the digital age, school pedagogy under digital transformation conditions, empirical school research, teacher education, and school leadership with emphasis on digital learning leadership. Her educational background includes a habilitation in Educational Science in May 2012, a PhD in Educational Science with summa cum laude in July 2009, and state examinations for teaching Mathematics and Physics in December 1996 and January 1999. Prof. Eickelmann's research centers on the digital transformation of educational systems, particularly examining how schools develop digital competencies among students and teachers. Her work emphasizes equitable access to digital learning opportunities, the role of school leadership in digital transformation, and the development of computational thinking skills. She investigates how schools can become resilient in the face of digital challenges, with special attention to organizational factors that support successful digital integration. Her publication record reveals a strong focus on international comparative studies, particularly the IEA's ICILS (International Computer and Information Literacy Study) across multiple cycles (2013, 2018, 2023). Her research spans digital literacy assessment, school-level factors influencing digital competence development, and policy implications for educational systems undergoing digital transformation. Prof. Eickelmann leads several major research initiatives including the National Research Center for the IEA Study ICILS 2023 (2021-2026), the German coordination of the Horizon-2020 project 'DigiGen' (2019-2022), and previous leadership of ICILS 2018 (2015-2021) and ICILS 2013 (2012-2015). She is actively involved in policy advising regarding digital education in Germany. She is a member of numerous scholarly organizations including the World Educational Research Association (since 2021), the Society for Empirical Educational Research (since 2016), and the German Society for Educational Science (since 2014), among others. Her work bridges academic research with practical implementation in schools through projects like 'Navigator Bildung Digitalisierung' and 'schultransformNEXT'.
Dr. Ben Clarke is an Associate Professor and Department Head of Special Education and Clinical Sciences at the University of Oregon’s College of Education. His research focuses on mathematical development, assessment systems, and school-based interventions to support student achievement. He has led over 20 federally funded grants totaling ~$55 million, emphasizing early numeracy interventions and multi-tiered instructional models. Clarke’s work bridges theory and practice, with publications on mathematics instruction, assessment, and RTI frameworks. Education: PhD (2002), MA (2001) in School Psychology/Special Education from University of Oregon; BS (1997) in Psychology from Wabash College (Phi Beta Kappa). Research Interests: Mathematics intervention design and efficacy Early numeracy assessment Multi-tiered systems of support (MTSS) Technology in education Equity in mathematics education Publications highlight his focus on intervention fidelity, tiered models, and outcomes for students with learning difficulties. Awards include the AERA Special Education SIG Research Award and recognition for academic excellence. Grants and Advising: Principal Investigator on ~$55M in federal grants; advises graduate students in School Psychology and Special Education. His lab develops evidence-based tools like the KinderTEK iPad program and contributes to national practice guides (e.g., IES RTI for Mathematics). Labs/Teams: Leads research teams focused on early mathematics intervention and MTSS implementation, collaborating with schools and policymakers to scale effective practices.
Dr. Jan Delcker is a Post-Doc Researcher at the University of Mannheim's Chair for Economic and Business Education, specializing in Learning, Design & Technology. With a background in social work and media education, his research examines digitalization in educational contexts. Key research areas include: AI competence assessment in teachers and students Digital curriculum development in vocational schools Mobile learning applications for language assessment Impact of COVID-19 on school development He teaches courses on educational systems management and research methodology while supervising graduate theses. Recent publications explore AI tool adoption predictors and text mining analysis of vocational curricula.
Caroline K. Milne, M.D., is Professor (Clinical) of Internal Medicine at the University of Utah School of Medicine, where she also serves as Vice Chair for Education and Program Director of the Internal Medicine Training Program. In addition, she directs the fourth-year sub-internship and leads clinical-skills education for medical students. Education & Training M.D., University of Wisconsin School of Medicine Residency & Chief Residency, Internal Medicine, University of Utah School of Medicine Fellowship in General Medicine / Medical Education Research, University of Pennsylvania M.B.A., Business Administration, University of Utah Fellowship in Executive Leadership in Health Care, Drexel University Research Focus Dr. Milne’s scholarly work centers on medical education research, particularly the assessment and development of clinical skills, evaluation of residency training programs, and policy studies on resident wellness and parental leave. Her investigations employ mixed-methods and multi-institutional survey designs to inform best practices in graduate medical education. Clinically, she practices general internal medicine at the VA Medical Center, integrating bedside teaching with outpatient and inpatient care. This dual role informs her research on optimizing educational experiences within clinical environments and improving systems of care for veterans. Publication Themes Across more than two decades, her peer-reviewed articles reveal consistent themes: evaluating learner performance, refining feedback mechanisms, exploring health-system responses (e.g., during COVID-19), and analyzing policies affecting residents’ well-being. The work bridges education science, health-services research, and quality improvement. Scientific Awards No specific awards are listed in the provided material. Advising & Grant Activity While formal student advisees are not enumerated, Dr. Milne’s roles as Program Director and Director of Clinical Skills imply extensive mentorship of residents and medical students. Grant details are not provided. Laboratories & Teams She collaborates with the Internal Medicine residency leadership team and the School of Medicine’s clinical-skills educators, operating primarily within the University of Utah’s academic medical center and the affiliated VA Medical Center.
Bradford S. Bell is the William J. Conaty Professor in Strategic Human Resources and Director of the Center for Advanced Human Resource Studies at Cornell University's ILR School. His academic career spans roles as editor of Personnel Psychology and fellowships with the Society for Industrial and Organizational Psychology and American Psychological Association. He holds a Ph.D. in Industrial and Organizational Psychology from Michigan State University. Education: B.A. Psychology, University of Maryland (College Park) M.A. and Ph.D. Industrial and Organizational Psychology, Michigan State University Research Focus: Dr. Bell's work centers on training/development, team dynamics, virtual work, and technology's impact on organizations. He has published widely in journals like Journal of Applied Psychology and Academy of Management Learning & Education , with over 150+ publications. His research emphasizes practical applications in workplace learning systems and team effectiveness. Awards: Early Career Achievement Award (Academy of Management HR Division, 2008) Professional Contributions: Advises organizations globally on HR strategy through the Center for Advanced Human Resource Studies. His consulting spans banking, manufacturing, and public sectors. Active in professional development, he teaches courses on HR management, training, and work teams.
Mick Cooper is a Professor of Counselling Psychology at the University of Roehampton, leading the School of Psychology's Centre for Research in Psychological Wellbeing (CREW). He holds qualifications including a DPhil and is a chartered psychologist with fellowships from the British Association for Counselling and Psychotherapy (BACP) and the Academy of Social Sciences (AcSS). His work focuses on humanistic, existential, and pluralistic therapies, emphasizing shared decision-making, therapy personalization, and youth mental health. Education: DPhil in Psychology. Professional Affiliations: BACP Fellow, Associate Fellow of the British Psychological Society (BPS), and member of the Society for Humanistic Psychology (APA). Research Interests Cooper's research explores preferences in therapy, relational depth, goals in therapy, and the interface between psychological practice and social change. His projects include school-based counselling trials and evaluations of humanistic therapy efficacy. Key contributions include co-developing the pluralistic therapy approach with John McLeod and validating tools like the Relational Depth Frequency Scale (RDFS). Awards & Recognition 2023: BACP Outstanding Research Award for the ETHOS Project. 2014: Carmi Harari Mid-Career Award from APA's Division 32. 2005: Recognised Achievement in Counselling and Psychotherapy. Grants & Projects Current projects include randomized trials on school-based humanistic counselling and nutrition's role in mental health. He leads the CREST Research Clinic and collaborates on studies like 'Puzzle Therapy and Mental Health.' Labs & Teams As Acting Director of CREW, Cooper oversees research on psychological wellbeing, therapy personalization, and youth mental health interventions. His team includes postgraduate researchers like Sally-Ann Adams and Charlotte Jakson.
Dr. Jan Christoph Munck-Rieder is a Lecturer at EBS Business School in Oestrich-Winkel, Germany. He serves as Co-Head of the Strascheg Center for Impact in Innovation & Entrepreneurship (SCIIE) and leads the Gründungsfabrik Rheingau , a joint initiative with Geisenheim University. In addition to his academic role, he is the managing director of varISO GmbH in Mainz, a consultancy firm. Education: Business Administration studies at Johannes Gutenberg University Mainz Business Administration studies at Karlstad University, Sweden Research Interests: Dr. Munck-Rieder’s research focuses on innovation management , entrepreneurship , and innovation controlling . He explores how organizations can systematically manage innovation processes through effective control systems, balancing creativity with efficiency. His work also delves into the implications of digital transformation on budgeting, management accounting, and organizational development. He has contributed extensively to understanding how Industry 4.0 technologies reshape business models and control mechanisms in manufacturing and service sectors. Publications Overview: His recent publications span peer-reviewed journals and industry-focused outlets, with a clear emphasis on innovation control systems , new product development , and digital transformation . Topics include the performance effects of control instruments in innovation stages, bibliometric evolution of innovation control as a field, and empirical studies on digital budgeting. His work often bridges theoretical frameworks with practical applications in corporate and startup environments. Books and Editorial Contributions: Controlling von Start-Ups & Start-Up-Initiativen (2019, co-authored with R. Gleich) Co-editor of Kennzahlen optimal nutzen (2018) Multiple chapters in edited volumes on controlling, innovation, and digital transformation Industry Engagement & Consulting: Dr. Munck-Rieder has extensive consulting experience with firms such as INVENSITY , Volkswagen Consulting , Horváth , and SGP Management Consultants . His dual role in academia and industry allows him to integrate practical insights into research and teaching, particularly in innovation and entrepreneurship education.
Ruth Kanfer is a Professor of Psychology at the Georgia Institute of Technology's School of Psychology, specializing in adult learning, motivation, and career development. Her research addresses the impacts of technological advancements, demographic shifts, and global economic changes on work and career trajectories. She co-directs the PARK Lab, focusing on topics such as self-regulation in job search, motivational dynamics, and the psychology of workplace environments. Dr. Kanfer holds a Ph.D. in Psychology from Arizona State University and has contributed to seminal works on aging and workforce diversity. She is a Fellow of prominent organizations including the Academy of Management and the American Psychological Association, and has received prestigious awards such as the SIOP's William R. Owens Scholarly Achievement Award. Her research employs mixed-methods approaches, including experimental studies and large-scale field research. Key themes include adult learning efficacy, team-based motivation, and the design of workspaces to enhance employee well-being. Dr. Kanfer has led projects funded by the Sloan Foundation and the National Academy of Sciences, emphasizing interdisciplinary collaboration. Notable contributions include studies on the future of work, the role of future time perspective in career decisions, and the application of a 'whole-person' framework to adult learning. Her work has been published in journals like Journal of Applied Psychology and American Psychologist . She actively participates in professional committees, including the Sloan Research Network on Aging and Work and the National Academy of Sciences' How People Learn II initiative.
Prof. Dr. Sabine C. Koch is a Professor of Dance and Movement Therapy at Alanus Hochschule Alfter and Head of the Research Institute for Creative Arts Therapies (RIArT). She holds a habilitation and multiple professorships, including at SRH Hochschule Heidelberg (2012–present) and has led the Alanus Research Institute since 2015. Her work focuses on embodiment theory, applying it to creative arts therapies such as dance, theater, and art to address mental and physical health challenges. Her education includes a Diplom in Psychology from Heidelberg University (1999) and a PhD (2003) and Habilitation (2009) from Heidelberg. She has led major projects like the BMBF-funded 'Körpersprache' (2009–2011), the EU TESIS project (2011–2015), and the Heidelberg Center for Motion Research (2016–2022). Awards include ADTA Research Awards (2007, 2013, 2014, 2023) and a Fulbright Scholarship (1996). Research interests span embodiment theory, enaction, systems theory, and their application in therapies. Her work emphasizes the role of movement in mental health, including studies on autism, schizophrenia, oncology, and refugee trauma. She collaborates internationally, including with institutions in Chile, Slovenia, and France. Her recent articles explore drama therapy for flood-affected children, dance therapy for dementia patients, and embodied approaches to experience studies. Grants and networks include the DFG-funded EmbodiNet (2024–2026) and a PhD program in Creative Arts Therapies with Witten/Herdecke University. Koch’s labs and teams focus on interdisciplinary motion research and clinical applications of movement therapies. She has advised numerous studies on therapeutic efficacy and co-authored over 200 peer-reviewed articles and books, including 'The Routledge International Handbook of Embodied Perspectives in Psychotherapy' (2019).
