جست‌وجوی استاد و پژوهشگر

George Musgraveمشاهده پروفایل

مدرس ارشد

• Mental Health in Music Industry
• Cultural Sociology
• Creative Industries
• +۴ مورد دیگر

George Musgrave is a Senior Lecturer in Cultural Sociology and Creative Industries at the Institute for Creative and Cultural Entrepreneurship (ICCE) at Goldsmiths, University of London. An interdisciplinary sociologist of culture, he specializes in researching musicians' psychosocial working lives with a focus on mental health and wellbeing in the music industry. His work has directly influenced industry practices and government policy, including the establishment of the Music Minds Matter helpline in 2017. Dr. Musgrave holds a PhD from the Centre for Competition Policy (UEA), an MA in Politics, Philosophy and Economics, and a Cambridge MA (Cantab) in Social and Political Science. His academic journey reflects his interdisciplinary approach that bridges sociology, psychology, and economics in understanding creative work. His research interests center on the psychological experiences and working conditions of creative careers, particularly examining how the music industry impacts mental health. Musgrave investigates the paradox where music-making can be therapeutic while building a music career often proves detrimental to wellbeing. His work explores the intersections of identity, class, gender, and economic precarity in creative labor, with particular attention to how social media, streaming platforms, and industry structures affect musicians' mental health. Analyzing his recent publications reveals a consistent focus on mental health in the music industry across multiple dimensions: epidemiological studies of anxiety and depression among musicians, interventions and policy solutions, the impact of digital platforms, and the cultural narratives surrounding musical work. His research spans methodological approaches from quantitative surveys to qualitative interviews and critical policy analysis, consistently highlighting the need for structural changes in the music industry to support artist wellbeing. Fellow of the Royal Society for Public Health (FRSPH) Fellow of the Royal Society of Arts (FRSA) Fellow of the Higher Education Academy (FHEA) Editorial Board member of Cultural Trends journal Royal Musical Association Music and Mental Health Group Research Coordinator Dr. Musgrave has supervised 68 MA dissertations to completion and seven doctoral projects, including Dr. Steven Sparling (2021). His current PhD supervision spans interdisciplinary topics connecting music, psychology, and sociology. He has secured significant research funding from diverse sources including UKRI (ESRC), the Mayor of London, Help Musicians UK, and the Danish Partnership for Sustainable Development in Music. His major projects include 'Can Music Make You Sick?' and 'When Music Speaks,' which represent the largest studies to date on musicians' mental health in the UK and Scandinavia respectively. Beyond academia, Musgrave maintains an active music career, having signed with EMI/Sony/ATV and performed at major festivals including Reading and Leeds.

Daniel Frischemeierمشاهده پروفایل

استاد

• Mathematics Education
• Statistics Education
• Data Science Education
• +۵ مورد دیگر

Daniel Frischemeier is a Professor of Mathematics Didactics with a focus on Primary Education at the University of Münster's Faculty of Mathematics and Computer Science. He has established himself as a leading researcher in statistics and data science education for primary school students, with extensive contributions to educational methodology and teacher training. University of Münster (2021-present) TU Dortmund (2020-2021) University of Paderborn (2009-2020) Ludwig-Maximilians-Universität München (2017-2018) Dr. Frischemeier completed his doctoral studies at the University of Paderborn with a dissertation on statistical thinking and research using TinkerPlots software. His educational background includes graduate studies in Mathematics and undergraduate studies in Mathematics and Physics for teaching at various school levels. His research focuses on the design and testing of teaching-learning environments for primary mathematics education, particularly in the areas of data analysis, probability, and statistics. He conducts qualitative analysis of learners' cognitive processes related to the guiding principle of 'data and chance' in primary education. His work also includes the design and evaluation of teaching materials in data science and civil statistics, the use of learning videos to promote process-related skills, and the implementation of Fermi tasks and computer science education within primary mathematics lessons. Analysis of Dr. Frischemeier's recent publications reveals a strong emphasis on data literacy development in primary education, with increasing focus on the integration of digital tools and the conceptual understanding of data as models. His work bridges mathematics education with emerging fields of data science, addressing both theoretical frameworks and practical classroom applications. The research demonstrates a progression from basic statistical concepts toward more complex data modeling approaches suitable for young learners. Elected member of the International Statistical Institute (ISI) Chair of the Local Organizing Committees for IASE Satellite 2025 Conference Council-Member of the International Statistical Institute Special Edition Editor of the Statistics Education Research Journal Member of International Program Committees for major statistics education conferences Co-Leader of CERME Thematic Working Group 5 on Probability and Statistics Education Dr. Frischemeier serves in numerous editorial capacities and review roles for prominent journals in mathematics and statistics education. He leads significant research projects including 'Promoting Data Science Education for Teacher Education at the University level (DataSETUP)' and 'Data Science Education in STEAM for Civic Engagement and Social Justice from the Early Years (DataScEd4CiEn)'. His work has substantial impact on teacher education programs and curriculum development in statistics and data science for primary schools. He is actively involved in the development and leadership of the Math Center Münster (MaZ), which promotes mathematical potential for all students. His team includes numerous research assistants and doctoral candidates working on various aspects of mathematics education research, particularly focusing on data literacy and statistical reasoning in primary education contexts.

Sara Abelsonمشاهده پروفایل

استادیار

• Adolescent and young adult mental health
• Health equity
• Social determinants of health
• +۵ مورد دیگر

Sara Abelson, PhD, MPH is an Assistant Professor in the Department of Urban Health and Population Science at Temple University Lewis Katz School of Medicine and serves as Senior Director at The Hope Center for Student Basic Needs. Her work focuses on advancing structural approaches to enhance student success, mental health equity, and basic needs security in higher education through applied research and program development. Dr. Abelson's educational background includes: PhD, School of Public Health, University of Michigan, Ann Arbor, MI MPH, School of Public Health, University of Michigan, Ann Arbor, MI BA, Cornell University Her research centers on adolescent and young adult mental health, health equity, and social determinants of health, with particular attention to structural and systemic drivers of health inequities. She investigates how school settings influence youth health outcomes and serve as intervention points for promoting wellbeing. Her work bridges research, policy, and practice to develop evidence-based approaches for reducing inequities in higher education settings. Dr. Abelson's publication record shows a clear evolution toward increasingly sophisticated analyses of mental health disparities in educational contexts. Recent work examines racial/ethnic disparities in mental health service utilization, gender minority mental health, and the impact of political events on vulnerable student populations. Her research consistently emphasizes structural interventions over individual-level approaches. Among her notable recognitions: 2022 Weiss Writing Prize for her pivotal publication on college mental health Lewis Barbato Award from the American College Health Association K. Patricia Cross Future Leader Award from the American Association of Colleges & Universities George Orley Mental Health Advocate Award Dr. Abelson has extensive consulting experience with major educational organizations including the American Council on Education, Center for Community College Student Engagement, and Association of Public & Land-grant Universities. Her current projects focus on evidence-based interventions for student mental health, community college mental health initiatives, and integration of basic needs and mental health resources to improve educational attainment. As Senior Director at The Hope Center, she leads initiatives addressing the critical intersection between mental health and basic needs security, developing comprehensive approaches to student wellbeing that recognize the interconnected nature of these challenges in higher education.

• Ophthalmology
• Retinal Degeneration
• Nanomedicine
• +۳ مورد دیگر

Dr. Ling Zhu is an Associate Professor and Senior Research Fellow at the Save Sight Institute, University of Sydney. He holds dual affiliations with the Centre for Drug Discovery Innovation and the University of Sydney Nano Institute. His research focuses on retinal diseases, including diabetic retinopathy, age-related macular degeneration, and macular telangiectasia type 2, combining clinical and basic research approaches. Dr. Zhu leads a lab with a postdoc, two research assistants, and one HDR student, emphasizing innovative techniques like human retinal explant culture and nanomedicine. Dr. Zhu obtained his PhD in Biochemistry from Rutgers University (USA) in 2008. His work has attracted over $2 million in research funding in the past five years and includes 93 publications (3590 citations, H-index 34). He is a major author in leading journals like eLife and Ophthalmology . Current research projects include preclinical RNA-LNP therapy for retinal degeneration, targeting retinal metabolism for macular diseases, and developing a 'Macula-on-a-Chip' drug screening platform. His expertise spans biochemistry, molecular biology, and translational nanomedicine. Key achievements include establishing human retinal explant models and advancing lipid nanoparticle-based drug delivery systems. Dr. Zhu collaborates widely, with projects addressing unmet clinical needs in ophthalmology and drug discovery.

Carl W Knightمشاهده پروفایل

استاد پژوهشی

• Distributive Justice
• Egalitarianism
• Prioritarianism
• +۶ مورد دیگر

Dr. Carl W Knight is a Reader in Political Theory at the University of Glasgow's Department of Politics. His work focuses on distributive justice, including luck egalitarianism, sufficientarianism, and relational egalitarianism, alongside applied ethics such as climate justice, bioethics, and discrimination. He is known for his contributions to political philosophy methods, particularly reflective equilibrium. His research spans global justice, climate ethics, and healthcare ethics, with a strong emphasis on theoretical frameworks and their practical implications. Dr. Knight's current projects include a monograph on sufficientarianism and collaborative work on climate justice principles. He has held visiting fellowships, including at Aarhus University's Centre for the Experimental-Philosophical Study of Discrimination in 2023. His publications appear in leading journals like Philosophy and Public Affairs and Environmental Politics , as well as book chapters and edited volumes, including Responsibility and Distributive Justice (co-edited with Zofia Stemplowska). His advising includes PhD students Jiwei Li and Junting Ge, focusing on topics within political theory and distributive justice. Dr. Knight teaches undergraduate courses on the history of political thought and honors modules on egalitarianism and global distributive justice.

Lindsey Rose Bullingerمشاهده پروفایل

دانشیار

• Public Policy Analysis
• Health Economics
• Child Welfare Policy
• +۳ مورد دیگر

Lindsey Rose Bullinger is an Associate Professor in the Jimmy and Rosalynn Carter School of Public Policy at Georgia Institute of Technology and Associate Director of the Health Economics and Policy Innovation Collaborative (HEPIC). She holds affiliations with Georgia Policy Labs at Georgia State University, the Wilson Sheehan Lab for Economic Opportunities at the University of Notre Dame, and the Children's Pediatric Research Alliance at Children's Healthcare of Atlanta. Her research focuses on public policies affecting child and family health, particularly among low-income populations, with emphases on child maltreatment prevention, opioid policy, healthcare access, and economic interventions. Education: Ph.D. from Indiana University’s O'Neill School of Public and Environmental Affairs (Bloomington), MPA from Syracuse University’s Maxwell School, and a bachelor's degree from Miami University (Ohio). Research interests include the ACA Medicaid expansions, minimum wage impacts, cash transfer programs, and the intersection of social policy with child welfare systems. She has published extensively in journals like the Journal of Health Economics and Health Affairs, and her work has been funded by organizations such as the U.S. Department of Health and Human Services, FORE, and the Spencer Foundation. Dr. Bullinger serves as Co-Editor for the Journal of Policy Analysis & Management and Consulting Editor for Child Maltreatment. Her recent articles examine paid family leave effects, Medicaid coverage, and opioid treatment program impacts on child well-being.

Daniel B. Vigneronمشاهده پروفایل

استاد

• Molecular Imaging
• Hyperpolarized Carbon-13 MRI
• Metabolic Imaging
• +۵ مورد دیگر

Daniel B. Vigneron, PhD is a Professor at the University of California, San Francisco (UCSF) Department of Radiology and Biomedical Imaging. He serves as Director of the Hyperpolarized MRI Technology Resource Center (HMTRC), Director of Human Imaging Core Services, Director of Advanced Imaging Technologies SRG, and Operations Director of the Surbeck Laboratory for Advanced Imaging. As a core member of the UCB/UCSF Graduate Group in Bioengineering, Vigneron has established himself as a leader in molecular imaging research with over three decades of experience at UCSF. Vigneron's research focuses on developing advanced functional and metabolic MRI techniques, particularly hyperpolarized carbon-13 technology, for studying prostate cancer, brain tumors, and other diseases. His work enables non-invasive imaging of metabolic processes, allowing clinicians to monitor therapy effectiveness and guide treatments. The HMTRC, which he founded in 2011 with NIH funding and recently secured a 5-year renewal for, has supported 20 external projects domestically and 15 internationally, produced 239 publications, and trained 149 researchers. Vigneron's lab develops novel coil and software techniques for high-field MRI, MR spectroscopy, and diffusion imaging at 3T and 7T for studying brain, prostate cancer, and other organs. His recent publications demonstrate a clear trajectory toward clinical translation of hyperpolarized carbon-13 MRI across multiple organ systems. The research spans abdominal imaging with advanced denoising techniques, cardiac metabolism studies, whole-brain coverage applications, and cerebral perfusion analysis. This work represents a significant shift from basic science toward practical clinical applications in oncology, cardiology, and neurology, with particular emphasis on standardization for multi-center studies. Scientific Awards: 2022 Outstanding Faculty Mentoring Award from UCSF Department of Radiology and Biomedical Imaging Vigneron has mentored 149 trainees throughout his career, with several former students now serving as faculty members including Duan Xu, Peder Larson, and Susan Noworolski. As Principal Investigator overseeing eight grants, he has secured significant NIH funding for the HMTRC and other research initiatives. His administrative leadership extends to co-chairing the department's Safety and Compliance Committee, where he has helped establish robust safety protocols for PET-MR programs. Vigneron's mentoring philosophy emphasizes adapting to individual needs at different career stages, moving from instructor to coach to manager to cheerleader as trainees progress. The Vigneron Lab, located in Byers Hall on the UCSF Mission Bay campus, operates within the Surbeck Laboratory for Advanced Imaging. The lab group develops novel acquisition techniques and hardware for multinuclear MR spectroscopy, with particular focus on hyperpolarized carbon-13 metabolic imaging. The HMTRC serves as a hub for team science, bringing together researchers from diverse disciplines to advance metabolic imaging technology and its clinical applications.

• Educational Psychology
• Teacher-Student Communication
• Student Motivation
• +۴ مورد دیگر

Elisa Santana Monagas is a Part-Time Substitute Professor at the Department of Psychology, Sociology and Social Work, Universidad de Las Palmas de Gran Canaria. She is affiliated with the Institute of Textual Analysis and Applications (IU IAText) and the ICP2 Project research group. Her research focuses on teacher-student communication styles, motivational messages in educational contexts, and their impacts on student motivation, academic performance, and psychological well-being. She employs sentiment analysis and longitudinal studies to explore reciprocal relations between teaching practices and student outcomes, particularly in secondary education settings. Her key research interests include developmental and educational psychology, with an emphasis on autonomy-supportive communication, relatedness in teacher-student relationships, and the role of emotional engagement in learning. She has contributed to understanding how classroom environments influence covitality, boredom reduction, and adaptive behaviors among adolescents. Notable contributions include analyzing reciprocal dynamics between motivational appeals and academic outcomes, gamification strategies in higher education, and the validation of assessment tools for teacher feedback. Her work bridges theoretical frameworks like self-determination theory with methodological innovations in sentiment analysis and needs-supplies fit processes. Elisa collaborates with interdisciplinary teams in the GIR IATEXT group, focusing on didactics and learning in specific educational contexts. She actively publishes in peer-reviewed journals and presents at conferences on topics such as teacher enthusiasm, empathetic communication, and the design of pedagogical interventions to enhance student well-being.

Tamara Bertrand Jonesمشاهده پروفایل

استاد

• Higher Education Policy
• Educational Leadership
• Diversity in Education
• +۶ مورد دیگر

Tamara Bertrand Jones is a Professor and Associate Dean for Faculty Affairs in the Education Policy, Organization & Leadership department at the College of Education, University of Illinois, Urbana-Champaign. Her scholarly work and administrative leadership focus on higher education policy, leadership development, and issues of diversity, equity, and inclusion in educational settings, with particular attention to community colleges and Historically Black Colleges and Universities (HBCUs). Dr. Bertrand Jones received her academic training at: Bachelor's degree in Journalism from the University of Texas at Austin Master's degree in Higher Education from Florida State University Ph.D. in Research and Evaluation Methods from Florida State University Her research interests span multiple critical areas in education: Higher Education Policy: Particularly focused on developmental education reform in community colleges, with extensive work examining Florida's college system Diversity and Inclusion: Specializing in the experiences of Black women in higher education, both as students and faculty Leadership Development: Exploring culturally responsive leadership learning models and the role of HBCUs in developing socially just leadership Student Success: Investigating factors that support underprepared students, basic needs insecurity, and academic motivation in community college settings Dr. Bertrand Jones's scholarly output demonstrates a consistent focus on equity and access in higher education. Her most recent publications (2020-2024) reveal a strong emphasis on developmental education reform in Florida's community colleges, the experiences of Black women in graduate education, and the role of HBCUs in social justice leadership development. Her work often employs qualitative and mixed methods approaches to examine complex institutional policies and their impact on diverse student populations. As Associate Dean for Faculty Affairs, Dr. Bertrand Jones plays a key leadership role in supporting faculty development and diversity initiatives within the College of Education. Her scholarly work on mentoring and professional development for Black women faculty directly informs her administrative approach to faculty support and retention.

Matilda Karamatić Brčićمشاهده پروفایل

دانشیار

• Inclusive Education
• Educational Integration
• Curriculum Development
• +۳ مورد دیگر

Assoc. Prof. Dr. Matilda Karamatić Brčić is a dedicated academic at the Department of Pedagogy, Faculty of Philosophy, University of Zadar, where she has been employed since 2004, progressing from junior researcher to her current position as Associate Professor. She teaches courses including Basic Knowledge of Education, Introduction to Pedagogy, Theory of Education, and Theory of Education in Practice across undergraduate, graduate, and teacher competency programs. Her research focuses on inclusive education , educational integration , and curriculum development , with particular emphasis on implementing inclusive practices in Croatian primary schools. Her doctoral dissertation examined the organization, content, and methodology of inclusive education implementation in primary schools. She has been actively involved in the scientific research project 'Education and Education for Entrepreneurship' since 2007. Dr. Karamatić Brčić has participated in numerous international conferences across Europe, with her most recent publications (2013-2015) analyzing sociodemographic factors in inclusive education, bilingual education implications, and models for quality inclusive practices. Her scholarly work demonstrates a consistent trajectory toward understanding and improving inclusive educational systems in Croatia. She maintains active professional engagement through memberships in: Croatian Pedagogical Society NGO 'Interkultura' in Zagreb European Association for International Education (EAIE) since 2005 Young SIETAR (Young society for International Education, Training and Research) since 2005 Dr. Karamatić Brčić has participated in extensive professional development, including working visits to Swiss teacher training universities focusing on inclusive education, and various international seminars on educational innovation and entrepreneurship.

Diane E. Chicoمشاهده پروفایل

عضو هیئت علمی

• Medical Education
• Medical Anatomy
• Histology
• +۴ مورد دیگر

Dr. Diane E. Chico is an Instructional Professor and Department Head in the Department of Neuroscience & Experimental Therapeutics at Texas A&M University's School of Medicine. She specializes in medical education, focusing on gross anatomy, histology, and neuroscience instruction. Her research evaluates innovative teaching methods to enhance student learning and retention of basic sciences. Education: PhD from the University of Texas Medical Branch Postdoctoral training at Albert Einstein School of Medicine Research Interests: Dr. Chico’s current work centers on instructional design and assessment, including online learning modules and active learning strategies. She investigates how shorter, intensive curricula and interactive feedback improve student outcomes. Her prior research explored peptide delivery systems and protein function mechanisms in cellular contexts. Publications Trends: Her recent articles emphasize medical education innovations, such as pandemic-era online teaching and pre-matriculation strategies. Earlier work delves into histology, biochemistry, and peptide biology, reflecting her multidisciplinary background. Awards: Provost Academic Professional Track Faculty Teaching Excellence Award (Texas A&M University) Association of Former Students Distinguished Achievement Award (Teaching) R. Kelly Hester Outstanding Teaching Award (Texas A&M Health Science Center) Advising & Grants: Though no advisees are listed, Dr. Chico’s grants likely support her educational initiatives. As Department Head, she leads teams advancing neuroscience education and research.

• Workplace bullying
• Psychosocial well-being at work
• Work stress
• +۵ مورد دیگر

Elfi Baillien is a Professor at the Faculty of Economics and Business, KU Leuven, and a member of the Research Unit Work and Organisation Studies. She is also affiliated with DigiSoc – KU Leuven Institute for Digital Society and serves on the Faculty Council and Doctoral Committee of Economics and Business Administration. Her research centers on the psychosocial well-being of employees, with a strong focus on workplace bullying, digital disconnection, and the impact of ICT use on stress and performance. She leads and co-promotes multiple national and international research projects exploring aggression, telework, and digital well-being. Research Interests: Psychosocial well-being at work Workplace bullying and harassment Digital disconnection and technostress Self-determination theory in organizational contexts ICT use and employee health She has published extensively in top-tier journals such as Work & Stress , European Journal of Work and Organizational Psychology , and Behavioral Sciences , with a focus on hybrid work, burnout, and co-worker responses to mistreatment. While no specific awards are listed, her leadership in multiple high-impact projects and editorial contributions reflect significant academic recognition. She teaches courses including Group Dynamics, Multi-actor Collaboration, and Mental and Digital Well-Being, and supervises doctoral students in organizational psychology and workplace behavior.

• structural change
• high value agriculture
• industrial policy
• +۶ مورد دیگر

Christopher Cramer is a Professor in the Department of Development Studies at SOAS University of London. He joined SOAS part-time in 1993 and full-time in 1996 after teaching in Cambridge and Maputo, Mozambique. He has served as Head of the Department of Development Studies and is currently Co-Director of the Development Leadership Dialogue (DLD) at SOAS. He designed and launched the MSc Violence, Conflict and Development, which marked its 25th year in 2025. Cramer earned his PhD in Economics from the University of Cambridge in 1994 with a thesis titled The Political Economy of War in Angola and Mozambique . Before joining SOAS, he worked for the Economist Intelligence Unit (EIU) and the Macroeconomic Research Group (MERG) in South Africa during its democratic transition. Professor Cramer's research focuses on structural change, high value agriculture, industrial policy, development strategy, extreme deprivation, war to peace transitions, and labor in value chains. His work primarily draws on field research in Southern Africa and Ethiopia, with additional projects in Colombia and Brazil. He has made significant contributions to understanding the political economy of violence and conflict in developing countries, challenging conventional wisdoms about economic performance in African contexts. His recent work has increasingly focused on high-value agricultural exports as pathways to structural transformation, particularly examining how classification systems affect production processes. His recent publications show a strong emphasis on African economic development, with particular attention to labor conditions in global value chains and innovative approaches to measuring extreme deprivation. Cramer's work often challenges mainstream development economics frameworks, especially through his critiques of the Lewis Model, while developing practical tools like the Extreme Deprivation Index for poverty measurement in rural contexts. Editorial Board Member, Journal of Southern African Studies (1996-present) Fellow of the Academy of Social Sciences (2016) Visiting Professor at University of Johannesburg (2020) Professor Cramer has supervised numerous PhD students working on diverse topics including coffee policy in Ethiopia, non-state security actors in Nigeria, rural labor regimes in Sudan, and labor retention in Ethiopia's apparel industry. He designed and launched the pioneering MSc Violence, Conflict and Development program at SOAS, which celebrated its 25th anniversary in 2025. In 2025, he also started the innovative module Structural Change and Economic Development in Africa (SCEDA), co-designed with the Mandela School of Public Governance in South Africa, taught synchronously to cohorts at both institutions. As Co-Director of the Development Leadership Dialogue (DLD), Cramer leads an institute focused on understanding the political economy of development. He has served on various committees including the Royal African Society (as former Vice Chair), the University of London's Centre of African Studies (as former Chair), and SOAS committees including the Honorary Degrees Committee and the project board for the Paul Webley Wing construction project.

Tapio Juhani Lahteroمشاهده پروفایل

استاد

• Educational Leadership
• Inclusive Education
• Pedagogical Leadership
• +۳ مورد دیگر

Tapio Juhani Lahtero serves as Administrative Principal at the Viikki Teacher Training School, University of Helsinki, and as Supervisor for the Doctoral Programme in School, Education, Society, and Culture. He is affiliated with the Faculty of Educational Sciences and leads the Leadership in Educational Contexts research group (LeadEd). His primary research focuses on educational leadership frameworks, particularly examining inclusive leadership practices, pedagogical leadership models, and distributed leadership approaches within the Finnish education system. His work bridges theoretical foundations with practical implementation, addressing how leadership practices influence educational quality, equity, and curriculum development. Analysis of his recent publications reveals a consistent emphasis on inclusive leadership frameworks across diverse educational settings. His research examines how principals construct meaning around inclusive practices, investigates distributed leadership models, and explores leadership development across early childhood, pre-primary, and basic education levels. His work demonstrates strong connections between leadership theory and practical school improvement initiatives. Dr. Lahtero actively supervises doctoral students in the Doctoral Programme in School, Education, Society, and Culture and has secured significant research funding, including the Academy of Finland's Flagship Programme 'EDUCA: Education for the Future' (2024-2028) and projects with the Finnish National Agency for Education. His international collaborations include teacher training initiatives in Chile, UAE, Kenya, and Pakistan. Through the Leadership in Educational Contexts research group, he contributes to advancing understanding of effective leadership practices that promote educational excellence while addressing contemporary challenges in diverse school environments.

C. 'Chip' Raymond Kneeمشاهده پروفایل

استاد

• Social Psychology
• Personality Psychology
• Human Motivation
• +۷ مورد دیگر

C. 'Chip' Raymond Knee is Professor and Department Chair in the Department of Psychology at the University of Houston, College of Liberal Arts and Social Sciences. He is also the Director of the Self, Motivation, and Relationship Theories (SMaRT) Lab, where he leads research on close relationships and interpersonal motivation. His work integrates personality, developmental, and situational perspectives to understand optimal individual and relational health. Ph.D., University of Rochester B.S., Oregon State University Dr. Knee's research focuses on implicit theories of relationships (destiny vs. growth beliefs), self-determination in romantic relationships , and relationship-contingent self-esteem . He examines how autonomy, authenticity, and motivational orientation influence conflict resolution, support provision, and relational stability. His work is grounded in self-determination theory and attachment frameworks, exploring how internal beliefs shape relational behaviors and well-being. His recent publications reveal a consistent focus on autonomy, need fulfillment, and interpersonal goals in romantic dyads. Articles published in top journals like Personality and Social Psychology Bulletin and Motivation and Emotion demonstrate trends in using dyadic models (e.g., APIM), testing mediation/moderation in stigma and self-compassion, and analyzing how ideals and beliefs predict relationship outcomes. Key themes include autonomy as a protective factor, the role of authenticity, and the impact of attachment and reward processing on relational health. Dr. Knee has mentored numerous Ph.D. students, many of whom are co-authors on his publications. His advising reflects a strong mentorship model focused on motivation, relationships, and well-being. While no specific grants are mentioned, his sustained publication record in high-impact journals suggests active research funding. He teaches graduate and undergraduate courses including Human Motivation and Theories of Social Psychology. He leads the Self, Motivation, and Relationship Theories (SMaRT) Lab, which serves as the primary research hub for his investigations into romantic relationships, autonomy, and self-esteem dynamics. The lab fosters collaborative research among graduate students and faculty, emphasizing empirical rigor and theoretical integration.