جست‌وجوی استاد و پژوهشگر

Daniel Kreismanمشاهده پروفایل

دانشیار

• Education Policy
• Labor Economics
• Education Finance
• +۳ مورد دیگر

Daniel Kreisman is an Associate Professor of Economics at Georgia State University and a faculty affiliate at the University of Milan. His research focuses on labor economics, education finance, and policy, particularly examining school funding, career and technical education (CTE), and student loan repayment systems. Kreisman founded the Career & Technical Education Policy Exchange (CTEx), a multi-state consortium under Georgia Policy Labs, which analyzes CTE policy impacts. He holds a Ph.D. in Public Policy from the University of Chicago and a B.A. in History and Philosophy from Tulane University. Prior to academia, he taught high school English in New Orleans. His education includes a PhD from the University of Chicago (Public Policy) and a BA from Tulane University (History and Philosophy). Research Interests: Educational Finance and School Funding Mechanisms CTE Program Design and Equity Student Loan Repayment Behaviors Labor Market Signaling and Economic Outcomes Public Policy Evaluation CTEx collaborations include state partners in Massachusetts, Michigan, Montana, Tennessee, Texas, Washington, and Atlanta, focusing on data-driven policy to enhance CTE programs. Advising & Grants: Kreisman’s work bridges academia and policy, with grants supporting research on CTE alignment, financial aid impacts, and loan repayment systems. His lab affiliations enable applied policy analysis. Labs/Teams: Director of CTEx and active member of Georgia Policy Labs, emphasizing evidence-based education policy.

Karen Mundyمشاهده پروفایل

استاد

• Education in the developing world
• Global politics of education for all
• Educational policy and reform in Sub-Saharan Africa
• +۵ مورد دیگر

Karen Mundy is a Professor of Educational Leadership and Policy at the University of Toronto's Ontario Institute for Studies in Education (OISE), cross-appointed to the Munk School of Global and Public Affairs. She holds the distinction of being a former Canada Research Chair (2002-2012) and has served as Associate Dean of Research and Innovation (2012-2014) and Director of the Comparative, International and Development Education Centre (CIDEC) at OISE (2002-2011). Dr. Mundy's research interests focus on education in the developing world , the global politics of 'education for all', educational policy and reform in Sub-Saharan Africa, and the role of civil society organizations in educational change. Her scholarly work bridges academic research with practical policy implementation, making significant contributions to both theoretical understanding and real-world educational challenges globally. Her recent publications demonstrate a strong focus on foundational learning challenges, particularly literacy and numeracy in low-income countries, as well as responses to educational disruptions like the COVID-19 pandemic. Her influential 2021 article 'Why Do We Keep Failing to Universalize Literacy?' critically examines global education architecture and challenges prominent actors like the Gates Foundation to rethink their approaches to educational reform. Two-time winner of the Bereday award for best article in the Comparative Education Review (1998, 2015) Named among Canada's 10 best educators by Time Magazine (2002) President of the Comparative and International Education Society (2014-2015) Dr. Mundy has supervised more than two dozen PhD students to completion and has received research funding from major organizations including the Gates Foundation. Her practical policy work includes serving as Chief Technical Officer at the Global Partnership for Education (2018-2022), where she led the development of strategic frameworks and built the Education Policy and Performance Team from one person to a group of 25 technical experts. She has advised numerous international organizations including the World Bank, UNESCO, UNICEF, and the Mastercard Foundation.

Stephen Frezzaمشاهده پروفایل

استاد

• Philosophy of Engineering
• Affective-Domain Assessment
• Competency Modeling and Assessment
• +۴ مورد دیگر

Dcn. Stephen Frezza is a Professor of Software Engineering and current Director of the Software Engineering Program at Franiscan University of Steubenville . Prior to this, he served as a professor and three-time chair of the Computer and Information Science Department at Gannon University for 26 years. His expertise spans requirements engineering, project management, software testing, and embedded systems . Ph.D., M.S., and B.S. in Electrical Engineering from the University of Pittsburgh Professional Software Engineering Master (PSEM) Active in industry-university partnerships His research bridges engineering with theology , focusing on philosophy of engineering, affective-domain assessment, competency modeling, and software engineering education . He has authored numerous scholarly works on virtue formation, educational frameworks, and the philosophical foundations of computing. Recent publications highlight his contributions to computing curricula (CC2020), virtue-based educational models , and Lonergan’s epistemology applied to engineering . His work integrates faith and reason in pedagogical contexts, emphasizing the ethical dimensions of engineering education . Senior Member of the IEEE Computer Society Volunteer for IEEE-CS Special Technical Committee on Education Professional member of the American Society for Engineering Education (ASEE) Dcn. Frezza’s leadership in curriculum design and industry collaboration has shaped software engineering programs globally. His teaching and research underscore the interplay between technical rigor and moral development , advocating for holistic engineering education.

Angela Boatmanمشاهده پروفایل

دانشیار

• Higher education policy
• college access and student success
• remedial and developmental education
• +۵ مورد دیگر

Angela Boatman is an Associate Professor in the Department of Educational Leadership & Higher Education at Boston College specializing in higher education policy evaluation, with emphasis on improving access and success for underrepresented student populations through evidence-based interventions. Her educational credentials include: Ed.D. in Higher Education from Harvard University M.P.P. and M.A. in Higher Education from the University of Michigan B.A. from the University of Minnesota Dr. Boatman's research program systematically examines college access barriers and success pathways, focusing on remedial education reform (particularly mathematics), financial aid design, community college transfer policies, and behavioral interventions to reduce loan aversion. She employs rigorous quasi-experimental and experimental methodologies to evaluate policy impacts on student outcomes, with particular attention to equity implications for traditionally marginalized groups. Her work bridges academic research and practical policy implementation through sustained engagement with federal and state education agencies. Analysis of her recent publications (2019-2025) reveals consistent thematic focus on remediation models (corequisite vs. traditional, high school vs. college timing), behavioral economics applications in financial aid, and cross-institutional transfer policies. Her research spans diverse contexts including U.S. community colleges, technical institutions in Chile, and rural-serving universities, demonstrating methodological versatility through large-scale administrative data analysis, randomized trials, and comparative international studies. Dr. Boatman has secured substantial external research funding from the Institute for Education Sciences, Bill & Melinda Gates Foundation, Lumina Foundation, and Peabody College. She actively contributes to national discourse as a faculty affiliate of the Center for the Analysis of Postsecondary Readiness (CAPR) and the Center for Education Policy Research (CEPR) at Harvard University, frequently presenting findings to policymakers and practitioners through congressional briefings, Federal Reserve conferences, and national education forums.

Johanna Naukkarinenمشاهده پروفایل

پژوهشگر

• Engineering Education
• Gender Studies in STEM
• Lifelong Learning Competencies
• +۳ مورد دیگر

Johanna Naukkarinen is a Researcher at the School of Energy Systems at Lappeenranta University of Technology. Her work focuses on engineering education, gender dynamics in STEM, and lifelong learning competencies. Researcher, School of Energy Systems, Lappeenranta University of Technology Email: Johanna.Naukkarinen@lut.fi Her research explores: Gender disparities in engineering education and careers Pedagogical strategies for lifelong learning Mathematical skill development in first-year engineering students Technology education reform and sustainability integration Use of digital tools for competency enhancement Professional identity formation in early-career engineers Recent publications highlight trends in: Comparative studies across Belgium, Ireland, and Finland Co-creation methods in educational design Assessment of online learning environments Gendered perspectives on engineering recruitment Interdisciplinary approaches to sustainability education Workplace dynamics in technology sectors

• Economics
• Development Economics
• Macroeconomics
• +۸ مورد دیگر

Emel YILDIZ is an Assistant Professor in the Department of Business Administration at Trakya University's Faculty of Economics and Administrative Sciences . Since 2014, she has served as Deputy Head of Department and Cooperatives USA Presidency, focusing on economic development and policy analysis. Bachelor's, Master's, and PhD in Economics from Marmara and Trakya Universities Role: Academic leadership in Cooperative Economics and Development Economics Research spans macroeconomic policy, social capital, education economics, and sustainable development Her research integrates macroeconomic frameworks with socioeconomic outcomes. Key themes include: Econometric analysis of monetary and fiscal policies Education's role in human capital formation Cooperative models for sustainable energy Technology's impact on employment Publishing trends show emphasis on Turkey-Azerbaijan trade dynamics, G20 competitiveness, and vocational education integration into the information economy. Supervised theses address SMEs' strategic planning, fast food localization, and Turkey's cooperative energy policies.

• Economic Analysis
• Regional Development Studies
• Sustainable Local Development
• +۳ مورد دیگر

Sevda Yalçın serves as a full-time Lecturer at Kafkas University's Kağızman Vocational School within the Department of Therapy and Rehabilitation. With continuous academic service since 1997, she maintains an active teaching schedule covering quality management, statistics, and customer relationship management courses at the associate degree level. Her educational background includes a BSc in Statistics from Anadolu University (1993-1997) and an MSc in Business Administration (without thesis) from Atatürk University's Institute of Social Sciences (2006-2008). Yalçın's research focuses on economic analysis of regional development with particular emphasis on South Caucasus countries, African economies, and Turkish agricultural sectors. Her work frequently employs global indices like Legatum Prosperity Index and World Bank's Doing Business indicators to evaluate economic performance and sustainable development potential. She maintains a strong regional focus on Kağızman district in eastern Turkey, analyzing local development challenges through community participation and rural tourism potential. Her publication record shows consistent output since 2012 with 39 total publications including 16 articles, 21 conference presentations, and 2 books. The research demonstrates evolving focus from broader Balkan and post-Soviet economic analysis toward increasingly specialized regional studies of South Caucasus and Turkey's agricultural sector. As a dedicated academic collaborator, she maintains a longstanding research partnership with Alper Yalçın (39 joint publications), with additional collaborations including Kubilay Aras, Coşkun Alıcı, and Kerem Karabulut. Her work demonstrates strong alignment with UN Sustainable Development Goals through sustainable local development research.

• Econometrics
• Labor Economics
• Statistical Inference
• +۶ مورد دیگر

Prof. Dimitar Nikoloski is a Full Professor at the Faculty of Economics-Prilep, Ss. Cyril and Methodius University of Skopje. He specializes in econometrics, labor economics, and statistical inference. His research focuses on transition economies, labor market dynamics, and policy evaluation. Nikoloski holds a PhD from Staffordshire University (UK) and has held academic positions since 2000. He has been actively involved in international projects such as TEMPUS initiatives and has authored/co-authored multiple books and over 50 peer-reviewed articles. Education: Bachelor's in Economic-Statistical-Cybernetics (1996), Faculty of Economics-Prilep Master's in Economics (2000), University of Neuchâtel (Switzerland) PhD in Economics (2007), Staffordshire University (UK) Research Interests: Labor market transitions in post-communist economies Unemployment dynamics and policy interventions Green skills gap analysis Impact of FDI and wage subsidies Informal economy dynamics Key Achievements: Second Prize in Macroeconomics Research Competition (2007) Editorial roles in journals like Equilibrium Lead researcher on EU-funded projects (e.g., CEDEFOP, WIIW) His work bridges academic rigor with policy relevance, addressing critical issues such as skills mismatches, migration impacts, and sustainable employment strategies in Southeastern Europe.

• Educational Technology
• Smart Learning Environments
• Digital Entrepreneurship
• +۳ مورد دیگر

Pedro Antonio Garcia Tudela is a researcher at Universidad de Murcia specializing in Educational Technology, with a focus on Smart Learning Environments and Digital Entrepreneurship. He completed his PhD in 2023 with a thesis on intelligent learning environments supervised by Dr. María Paz Prendes Espinosa and Dr. Isabel María Solano Fernández. His educational background centers on advanced educational technology studies at Universidad de Murcia, culminating in his 2023 doctoral dissertation that established foundational frameworks for smart learning environments. This research positioned him at the forefront of educational innovation in Spanish-speaking contexts. Garcia Tudela's research explores the intersection of digital tools and pedagogical innovation, with emphasis on gamification, computational thinking development through Arduino, and digital entrepreneurship education. His work addresses critical gaps in teacher training for future classrooms and develops practical models like EmDigital for fostering entrepreneurial competencies in digital contexts. He investigates how educational escape rooms, flipped learning, and gender-inclusive technology integration transform learning experiences across K-12 and higher education. Analysis of his 15 most recent publications reveals a clear trajectory toward practical applications of educational technology: 40% focus on digital entrepreneurship frameworks, 30% on smart learning environment design, and 30% on gamification and computational thinking implementation. His research increasingly addresses cross-cultural applications, with comparative studies of future classrooms in Spain and Portugal. As an active thesis supervisor within the Educational Technology research group, Garcia Tudela mentors students in developing innovative educational methodologies. His work demonstrates strong industry-academia connections through practical frameworks for professional development and employability. The Educational Technology research group serves as his primary collaborative environment, driving projects that translate theoretical models into classroom applications while addressing contemporary challenges in digital education transformation.

Greg Wrightمشاهده پروفایل

دانشیار

• International Trade
• Immigration Economics
• Economic Growth
• +۳ مورد دیگر

Greg Wright is an Associate Professor of Economics at the University of California, Merced , affiliated with the School of Social Sciences, Humanities and Arts and Social Sciences & Management department. He also holds a Non-Resident Senior Fellow position at Brookings . His research focuses on International Trade , Immigration Economics , and Economic Growth , with particular emphasis on: Labor market responses to globalization Immigration's role in economic development ICT's impact on income distribution Trade liberalization effects Workforce planning for energy transitions Policy tools for urban economic growth Recent publications analyze the second wave of globalization's local incidence, immigrant workforce support for U.S. jobs, and workforce development programs' optimization. His work appears in journals like Journal of International Economics , European Economic Review , and American Economic Review . Wright earned his PhD in Economics (2011), MA in Economics (2006) from UC Davis, and BA in Astrophysics (1998) from UC Berkeley. He explores intersections between immigration, offshoring, and technological change through empirical studies and policy analysis.

Shaun M. Doughertyمشاهده پروفایل

استاد

• Education Policy Analysis
• Career and Technical Education (CTE)
• Causal Program Evaluation
• +۷ مورد دیگر

Shaun M. Dougherty is a Professor and Department Chair of Measurement, Evaluation, Statistics, and Assessment (MESA) at Boston College's Lynch School of Education & Human Development. He directs the Catholic Education Research Initiative and serves as a Strategic Data Project (SDP) Faculty Adviser at Harvard University's Center for Education Policy Research. His work bridges academia and policy, focusing on equity and effectiveness in career and technical education (CTE), educational accountability systems, and regression discontinuity methodologies. Dougherty holds an Ed.D. in Quantitative Policy Analysis from Harvard University. Education: Ed.D., Harvard University, Quantitative Policy Analysis Research Interests: Dougherty's research emphasizes education policy analysis , causal program evaluation , and CTE program impacts . He examines how CTE can address human capital development while addressing systemic inequities related to race, class, gender, and disability. His work integrates advanced statistical methods (e.g., regression discontinuity designs) with policy implementation studies in K-12 systems and postsecondary transitions. Grants & Awards: PI: $647,499 grant from Institute for Education Sciences (2020–2025) Co-PI: $1.7 million grant from Institute for Education Science (2022–2026) Co-PI: $250,000 grant from Institute for Education Sciences (2019–2021) His awards include the Outstanding Reviewer (2017, 2020) and Outstanding Research Paper (2020) from leading journals. Labs & Teams: Leads the MESA department's research initiatives and collaborates with the Catholic Education Research Initiative and Harvard's SDP program. His work engages with states and large districts on applied policy analysis, including Massachusetts, Michigan, and Connecticut.

• Knowledge Management
• Organizational Learning
• Business Informatics
• +۴ مورد دیگر

Alexander Kaiser serves as Associate Professor and Head of the Department of Knowledge Management at the Vienna University of Economics and Business (WU Wien). With over two decades of academic experience since his appointment in March 2000, he has established himself as a leading figure in knowledge management, organizational learning, and strategic vision development. His position as Head of Department and Deputy Director demonstrates his significant institutional leadership within the university. Dr. Kaiser completed his education at the University of Vienna, where he studied business informatics. He earned his doctorate with distinction from the Vienna University of Economics and Business, followed by his habilitation in Business Administration and Business Informatics in December 1999, which was awarded the prestigious Cardinal Innitzer Promotion Prize and Senator Wilhelm Wilfling Promotion Prize . His academic journey reflects a strong foundation in both business administration and information systems. His research focuses on the intersection of knowledge management, organizational learning, and spiritual dimensions of professional work. Kaiser has pioneered approaches to spiritual knowledge management, exploring how individuals and organizations can develop toward their 'best version' through meaningful knowledge processes. His work on vision development as a knowledge-creating process has significantly contributed to strategic management literature. He investigates how organizations can identify hidden needs, develop sustainable visions, and implement learning processes that incorporate future-oriented thinking, with recent work examining the connection between spirituality, calling, and knowledge management. Over his prolific career, Kaiser has published 91 scholarly works spanning from 1988 to 2025, with a noticeable acceleration in output since 2010. His publication pattern reveals a clear evolution from technical business informatics topics toward more holistic approaches integrating knowledge management with organizational psychology, spirituality, and sustainability. Recent publications (2023-2025) demonstrate his growing focus on wisdom, AI, and the integration of rational and non-rational knowledge in business contexts. Cardinal Innitzer Promotion Prize Senator Wilhelm Wilfling Promotion Prize Beyond his academic work, Professor Kaiser maintains strong practical connections through his role as founder and managing director of WaVe - Center for Growth and Change. His professional training as a systemic coach complements his academic research, creating a unique bridge between theoretical knowledge management frameworks and practical organizational applications. He has developed innovative methodologies like the 'Theory Wave' for sustainable vision development and tools for assessing transversal professional competences that have been implemented in both academic and business settings. As department head, Kaiser leads a research team focused on advancing knowledge management theory while maintaining strong connections to practical applications. The department hosts symposium series that foster interdisciplinary dialogue between academia and practice, reflecting Kaiser's commitment to ensuring knowledge management research remains relevant to real-world organizational challenges.

• Business Education
• Vocational Training
• Didactics of Business Informatics
• +۳ مورد دیگر

Dr. Franz-Karl Skala is a Senior Lecturer at the Vienna University of Economics and Business (WU) in the Business Education department, with over 15 years of academic and professional experience in higher education. He has held teaching and research positions at institutions including the University of Graz, University of Applied Sciences Burgenland, and Fachhochschule Wiener Neustadt. Current Senior Lecturer at WU (since 2012) Teaching focus on programming didactics and e-learning Specializes in business informatics didactics and vocational training Research interests center on curriculum development for hybrid education models, digital transformation in business training, and vocational education reform. His recent FLUENT project (2022-2025) develops flexible universal education models for AI-era learning. He has secured multiple Erasmus+ grants for international education initiatives in Central Asia. Scientific awards include four Vienna University of Economics and Business Innovative Teaching Awards (2020, 2019, 2017, 2010), University of Graz teaching excellence recognition (2020), AK Science Prize (2013), and Leopold-Kunschak Science Prize (2013). Developed modular curriculum frameworks Created e-learning platforms for entrepreneurs Conducted comparative studies on vocational vs academic degrees

• Migration Studies
• Im/mobility
• Translocal Livelihoods
• +۱۲ مورد دیگر

Nanneke Winters is an Assistant Professor at the International Institute of Social Studies (ISS), Erasmus University Rotterdam, where she conducts research and teaches on migration, im/mobility, and multimethod approaches. Her work is deeply interdisciplinary, rooted in anthropology, feminist geography, and critical development studies, with a regional focus on Central America and transnational migration routes. She holds a PhD in Development Studies from the University of Antwerp, a MA in Development Studies (with Cultural Anthropology) from Radboud University Nijmegen, and a MA in Latin American Studies from the University of Amsterdam. Her academic journey reflects a sustained commitment to understanding migration through ethnographic and translocal lenses. Her research explores the intersections of migration, care work, racialization, and displacement, particularly in contexts of securitization and informal humanitarianism. She employs multi-sited ethnographic methods, including financial diaries, social mapping, and longitudinal fieldwork, to capture the complexity of migrant experiences. Her work contributes to critical debates on the migration-development nexus and the lived realities of people on the move. The recent body of her publications reveals a strong thematic focus on racialized politics of migrant accompaniment, place-making among mobile populations, and the ambivalent dynamics of emplacement in border zones. These works highlight conceptual innovations in understanding migration beyond linear trajectories, emphasizing temporality, informality, and localized agency. MA Thesis Award 'Gerrit Huizer' (2007) She has supervised and co-organized research initiatives, including the Migration Research Seminar Series and Development Research Series at ISS. Her collaborative projects, such as the African trajectories across Central America study funded by the German Research Foundation, demonstrate her engagement with international research networks and interdisciplinary teams. She welcomes PhD candidates interested in migration, im/mobility, and ethnographic methods. Her work is closely aligned with UN Sustainable Development Goals, particularly those related to reducing inequalities, promoting decent work, and fostering inclusive communities. She continues to advance critical perspectives on migration through field-based research, teaching, and academic leadership.

Jessica V. Richمشاهده پروفایل

استادیار مدعو

• Postsecondary Education
• Competency-Based Education
• Assessment and Evaluation
• +۴ مورد دیگر

Dr. Jessica V. Rich is an Adjunct Assistant Professor at Queen’s University’s Faculty of Education and a member of the Assessment and Evaluation Group (AEG). She holds a PhD in Measurement, Assessment, Policy, Leadership and Evaluation, complemented by extensive teaching qualifications in Biology, Chemistry, and Education. Her work focuses on competency-based education (CBE), programmatic assessment frameworks, and inclusive evaluation practices across postsecondary and professional education contexts. She actively contributes to the Scholarship of Teaching and Learning (SoTL) through research on feedback mechanisms and performance improvement strategies. Dr. Rich teaches courses such as PME 896 (Capstone), PME 894 (Educational Fieldwork), and GDE 828 (Program Evaluation), emphasizing practical application of assessment methodologies. She has pioneered educational development initiatives in simulated learning environments and workplace-based assessments. Her research examines the intersection between competency frameworks and real-world application, with particular attention to healthcare and engineering education reform. Current projects include evaluating transformative change models in medical education and exploring growth-oriented assessment strategies. She has collaborated with institutions to design competency frameworks for healthcare professions and contributed to knowledge translation tools for programmatic assessment implementation. Her publications span journals like Academic Medicine , Canadian Journal of Educational Administration , and Frontiers in Medicine , reflecting interdisciplinary engagement with assessment challenges in higher education. She maintains active Twitter and LinkedIn profiles to share insights on educational development and assessment innovation.