Dr Shiva Chandra is a post-doctoral research fellow at the Sydney Centre for Healthy Societies at the University of Sydney. He completed his PhD at the University of Sydney, focusing on the relationships and identities of gay men of South Asian descent. His research spans sexuality, gender, race, digital media, youth, and wellbeing, with a focus on queer attachment, belonging, and the social responsibility of research at the intersection of academia and community development. Key research areas: Queer studies, antimicrobial-resistant STIs, digital media, personal communities, postcolonial identity, youth wellbeing Recent projects: Examined GBTQ+ safe sex practices, antimicrobial resistance in STIs, and digital family dynamics Collaborations: Partnered with Facebook, UNICEF, LEGO, Australian eSafety Commissioner, and ACON Scientific awards: Deputy Vice-Chancellor and Vice-President, Research, Enterprise and International Award (2021) for UN Food Systems Dialogues Team Publications emphasize community-engaged research, antimicrobial resistance, digital media impacts on queer youth, and intersectional approaches to family dynamics. His work includes policy recommendations for organizations like UNICEF and person-centred design frameworks.
Lynn H. Lin is a PhD researcher in the School of Education at Durham University and an Associate Fellow of Advanced HE. Her work focuses on psychological mechanisms in immersive online learning environments, particularly examining socio-emotional, cognitive, and behavioral dimensions of student learning experiences. She holds a B.Soc.Sc. (Honours) in Psychology from the Education University of Hong Kong and an MSc in Information Technology in Education from the University of Hong Kong (HKU). Previously, she served as a digital learning designer at HKU, leading the product design of the educational metaverse 'Curios' and contributing to teaching innovation initiatives. Her research has been recognized through awards, including the QS Reimagine Education ICT Tools Bronze Award (2021) and HKU Teaching Innovation Award (2020). She has presented at international conferences such as the Global Online Festival of Active Learning and the Hong Kong Learning & Teaching Expo. Key projects include the £1M Curios Metaverse initiative (2022–2025), supporting over 6,000 educators and students, and a conceptual framework for technology-facilitated socialised learning. Her publications explore 3D immersive environments, gamified learning in primary education, and flipped classroom methodologies.
Dr James Brunton is Assistant Professor and Programme Chair of the DCU Connected Psychology Major programme at Dublin City University's School of Psychology, Faculty of Science and Health. He leads an online, open education programme accredited by the Psychological Society of Ireland (PSI) and serves as Principal Investigator for multiple research projects including Opengame (Promoting Open Education through Gamification) and BUKA (Advancing Equity and Access to Higher Education through Open and Distance Learning). Dr Brunton graduated with a BA (Hons) in Applied Psychology from University College Cork and earned his PhD in Psychology from Dublin City University's Business School. He holds multiple professional distinctions including being a Chartered member of the Psychological Society of Ireland (C. Psychol., Ps.S.I.; C. Work & Org. Psychol. Ps.S.I.), a Chartered member and Associate Fellow with the British Psychological Society (CPsychol BPS, AFBPsS), an EDEN (European Distance Education Network) Fellow, and an Advance HE Senior Fellow (SFHEA). His research focuses on the psychology of identity, identity formation and identity management processes, particularly among 'off-campus' higher education students. He investigates socialisation/orientation processes for online learners, online learning design, open pedagogy, and digital assessment. His work bridges educational psychology with practical applications in open and distance education, with particular attention to vulnerable populations including refugees and students with disabilities. Analysis of Dr Brunton's recent publications reveals a strong focus on open educational practices, learner identity formation, and accessibility in digital learning environments. His research spans educational psychology, technology-enhanced learning, and inclusive education, with consistent themes of equity, access, and innovative pedagogical approaches in online contexts. He has published in journals such as Open Learning: The Journal of Open, Distance and e-Learning, Open Praxis, Educational Media International, Frontiers in Psychology, and Studies in Higher Education. EDEN (European Distance Education Network) Fellow Advance HE Senior Fellow (SFHEA) Chartered member of the Psychological Society of Ireland Chartered member and Associate Fellow with the British Psychological Society Professor Extraordinarius at University of South Africa (UNISA) Dr Brunton currently supervises PhD student Sinead Lynch and serves as Principal Investigator for multiple research projects including ENGAGED: Co-Creating Ireland's Public Engagement and Open Research Road Map (2024-2026), BUKA project (2019-2022), and the Opengame project (2019-2021). His research has received funding from both local and EU sources, supporting his work in open educational practices and equitable access to higher education. As Editor for Research in Learning Technology, Editor for ASEAN Journal of Open and Distance Learning, and Senior Editor for Europe's Journal of Psychology, Dr Brunton plays a significant role in academic publishing within his field. His work with the DCU Connected Psychology programme demonstrates his commitment to innovative, accessible educational models that serve diverse learner populations through open and distance education approaches.
Associate Professor Selen Turkay holds a PhD in Instructional Technology and Media from Columbia University. She joined QUT in 2017, previously working at Harvard University as a Research Fellow (2013-2015) and Research Scientist (2015-2017). She is affiliated with the School of Computer Science within the Faculty of Science at QUT. Her research focuses on immersive technologies, including virtual/augmented reality (VR/AR), gamification, and their applications in education, healthcare, and urban design. Her teaching includes courses like Immersive Level Design and Design and Development of Immersive Environments . She leads research projects such as Enabling Situated Immersive Science Collaboration with Remote Sensing Data and Augmented Sociality: Enabling a Socialised Experience of Augmented Reality , funded by Australian Competitive Grants. Her work explores topics like human-robot interaction, prosocial behavior in games, and VR training efficacy in construction and geology education. Dr Turkay supervises PhD students in areas such as VR for geological field mapping, problematic gaming behavior, and remedial game prototypes for burn rehabilitation. Her contributions span HCI conferences like OzCHI and ACM/IEEE, with a focus on advancing technologies for education, healthcare, and urban innovation.
Masaki Mori is an Assistant Professor at Waseda University's Center for Data Science and holds concurrent appointments as Visiting Scientist at the University of Padova's Department of Developmental Psychology and Socialisation, Affiliated Faculty at Waseda's Global Education Center, and Senior Researcher at Keio Research Institute at SFC. He holds a Ph.D. in Media and Governance from Keio University. His research bridges experimental psychology and mathematical modeling, focusing on visual perception mechanisms, embodied cognition, and social attention. Research Interests: Mori investigates spatial perception anomalies (e.g., vection inhibition during object grasping), visual illusions (scintillating grid phenomena), and face/body perception in clinical populations. His work employs psychophysics, differential equation modeling, and VR technologies to study: Geometrical properties of gaze perception spaces Multisensory integration in body ownership illusions Autistic traits' impact on sensory processing Cultural differences in face awareness Honors & Awards: Recognized for illusion research with multiple awards including the Illusion Contest Prize (2022, 2023), Japanese Psychonomic Society's Excellent Presentation Award (2022), and SFC Faculty Award (2021). Professional Activities: Serves on committees for the Society of Instrument and Control Engineers, examines for the Global Scientist Award, and edits for the Vision Society of Japan. Leads grants from Waseda University and JSPS on visual perception and individual differences.
Juani Swart is a Professor of Human Capital Management at the University of Bath, affiliated with the Department of Management, Centre for Future of Work, Strategy & Organisation, and Centre for Qualitative Research. She holds a PhD from the University of Bath (2000) focusing on tacit knowledge and self-awareness. Her research explores human capital as a strategic resource, innovation, and employee behaviors, with a focus on the Future of Work, complexity, managerial resilience, and AI in professional services. Teaching includes MBA modules on People Management and Knowledge Leadership in Global Economies, collaborating with UNCDF to impact developing nations. Current projects address youth employability in changing work environments, virtual socialisation dynamics, and healthcare resilience during disruptions. Her work bridges HRM, knowledge management, and strategic leadership, emphasizing cross-boundary collaboration and commitment systems. Key themes in her research include professional liminality, ambidextrous HR practices, and the role of shared leadership in healthcare innovation. She has presented at global conferences, including a 2024 keynote on HR ecosystems at the International HRM conference in Seville. Her projects involve collaborations across disciplines and regions, with recent studies analyzing over 200 healthcare professionals in Spain.
Nancy Granger is an Associate Professor at the School of Education, Université de Sherbrooke. She holds a Ph.D. in Education from the Université du Québec à Montréal (2006) and has completed postdoctoral research at UQAM (2014) and Université du Québec en Outaouais (2016). Her work focuses on inclusive education, literacy development, teacher professional growth, and innovative educational frameworks. Ph.D. in Education, Université du Québec à Montréal (2006) Postdoctoral Fellowship, Université du Québec à Montréal (2014) Postdoctoral Fellowship, Université du Québec en Outaouais (2016) Granger’s research examines how collaborative teaching models like co-teaching and mentoring enhance professional identity and student success. She investigates the integration of digital tools in health education, recognition of prior learning for immigrant educators, and support systems for unqualified teachers. Her funded projects include: Development of a Quebec-wide professional competency matrix (2024–2025, CAD250,000) Customized prior learning assessment tools for immigrant teachers (2023, CAD595,000) Virtual reality applications for mental health first aid training (2023–2025, CAD165,884) Framework for immigrant teacher certification (2022–2025, CAD581,400) She co-edits the Revue internationale de communication et de socialisation (RICS) and serves on the board of the Centre de multilittératie des adultes (CREMA) . Granger’s publications address inclusive pedagogy, literacy strategies, and systemic educational reforms.
Nima Ali is an Assistant Professor in Human Resource Management (HRM) at Edinburgh Business School, Heriot-Watt University. She is a member of the HRM and Law Group and actively contributes to research on equality, diversity, and inclusion (EDI), workplace commitment, and contemporary work contexts. PhD in Management from the University of Bath (2020) Master of Business Administration (Human Resource Management) from College of Business Administration, KSA (2010) Her research focuses on advancing EDI in workplaces, particularly through projects like the Inclusive Careers in Engineering (ICE) Project and the EDI Caucus , which address systemic barriers in career progression and menstrual health inclusion. She also explores virtual socialisation, psychological contracts, and AI’s role in HRM. Recent publications highlight menstrual health policies, precarious employment dynamics, and microwork contexts. Her work aligns with UN Sustainable Development Goals (SDGs) on reduced inequalities and decent work. 2018 - Best Developmental Paper Award in Human Resource Management, British Academy of Management Conference 2025 - Equality, Diversity and Inclusion Champion Award, HWU Celebrating Our People Awards Nima supervises doctoral students on topics such as generative AI in HRM, training for ex-offenders’ employability, and flexibility in UK higher education. She leads global HRM courses across three campuses and collaborates with institutions like Public Health Scotland and the Intelligent Automation Systems Lab at Heriot-Watt University.
