جست‌وجوی استاد و پژوهشگر

• Higher Education Policy
• Governance in Higher Education
• European Integration in Education
• +۱۲ مورد دیگر

Amélia Veiga is an Associate Professor at the Faculty of Psychology and Educational Sciences, University of Porto, and a researcher at the Centre for Research and Intervention in Education (CIIE). She also collaborates with the Centre for Research in Higher Education Policies (CIPES) and has held leadership roles including co-coordination of the Strategic Research Area on Higher Education, Innovation and Diversity, and vice-dean at FPCEUP since 2022. Her academic qualifications include: PhD in Educational Sciences, Faculty of Psychology and Educational Sciences, University of Porto (2010) MSc in Educational Sciences, Faculty of Psychology and Educational Sciences, University of Porto (2003) Bachelor’s in International Relations, Faculdade Fernando Pessos, Porto (1997) Her research centers on higher education policy, governance, European integration, and inclusion. She investigates the Bologna Process, differentiated integration, quality assurance, and social inclusion in education. Her work emphasizes institutional autonomy, policy convergence, and the impact of European governance on national systems. She has led and participated in numerous EU-funded and national research projects, contributing to both theoretical and policy-relevant knowledge. Her recent publications reveal a strong focus on European higher education governance, the implications of Brexit, cybersecurity education policy, and inclusive pedagogies. The research spans qualitative policy analysis, comparative studies, and institutional case studies, reflecting a multidisciplinary and international approach. Her scientific contributions have been supported by grants from: Fundação para a Ciência e a Tecnologia (FCT) European Commission Gabinete Nacional de Segurança Nationaal Agentschap Erasmus+ Onderwijs & Training She has advised multiple research projects and supervised students, fostering early-career researchers through the Group of Educational Policy Analysis (GAPE) at CIIE. She has also led international collaborative initiatives such as the European Universities – Critical Futures Project. Her research is conducted primarily within the CIIE and involves collaboration with international networks and institutions across Europe and Latin America, especially in projects related to academic recognition and mobility.

Doreen Flick-Holtschمشاهده پروفایل

استاد

• Professional Competencies of Teachers
• Teaching-Learning Processes
• Entrepreneurship Education
• +۵ مورد دیگر

Prof. Doreen Flick-Holtsch is a Professor of Secondary School and Business Education at the University of Zurich's Faculty of Arts and Humanities, with a focus on digital learning. She holds a Habilitation (2018) and PhD (2007) in educational sciences. Her research emphasizes teacher competencies, educational processes in secondary/vocational schools, entrepreneurship education, and digital transformation in learning. Key roles include leading the Institute for Professional Research & Competence Development (2018–2021) and serving on the Swiss National Science Foundation's Ambizione Panel since 2020. Her academic career includes senior roles at institutions like the University of Göttingen (2010–2011) and extensive advisory work on national education reforms such as the "Economic Education Study" and the Gymnasium Maturity Redesign Project. Teaching responsibilities span educational science and vocational pedagogy programs, including the Master's in Vocational and Business Education. She co-leads projects like the "iPAL" initiative on international critical thinking assessments and the "EvaQ" program evaluating teacher training pathways. Research interests are structured around three pillars: 1) Teacher professionalization and competency modeling, 2) Competency-enhancing teaching methodologies (especially digital integration), and 3) Entrepreneurship education's role in fostering economic literacy. Her publications (over 15 since 2020) explore topics like critical thinking assessment frameworks, teacher well-being profiles, and digital transformation in accounting education.

• Work-based Learning
• Gender Balance in Technology
• Academic Identity
• +۲ مورد دیگر

Professor Sally Smith (PFHEA, FBCS) is a leading academic at Edinburgh Napier University , serving as Head of Graduate Apprenticeships and Skills Development. Her research focuses on work-based learning, gender balance in STEM, and employability. Key affiliations: School of Computing Engineering and the Built Environment Research themes: AI and Technologies, Culture and Communities Smith's work examines degree apprenticeships through the lens of Conservation of Resources Theory , analyzing work-life-study balance challenges. She investigates gender dynamics in computing and engineering education, co-founding initiatives like the Participant-Centred Planning Framework to improve inclusion. Her recent projects include: Gendered information landscapes affecting apprenticeship routes ( 2022-2025 ) Role Models Framework Pilot for digital technology education ( 2021-2022 ) CPHC-funded mentor training improvements ( 2023-2024 ) Scientific Awards : Principal Fellow of the Higher Education Academy Fellow of the British Computer Society As a doctoral supervisor, she guides projects on gender stereotyping in apprenticeship pathways and socio-technical transitions in computing education. Her publications span journals like Journal of Workplace Learning and Journal of Vocational Education and Training , addressing topics from adult apprenticeship motivations to longitudinal tripartite collaboration studies.

• Diplomacy
• Intercultural Communication
• Academic Language
• +۲ مورد دیگر

Michaela Grinaj is an Assistant Professor in the Department of English Language at the Faculty of Applied Languages, University of Economics in Bratislava. She holds a PhD and actively contributes to research and teaching with a focus on diplomatic studies, intercultural communication, and academic language frameworks within higher education contexts. Her research centers on Diplomacy (particularly migration governance, climate change diplomacy, and pandemic response), Intercultural Communication in European border regions, Academic Language development, Foreign Language Teaching aligned with labor market demands, and European Union economic integration. She investigates how language shapes academic discourse and professional communication while examining diplomatic responses to contemporary global crises. Her publication trends reveal a strategic focus on real-world applications of diplomatic theory in migration, environmental, and health emergencies, coupled with empirical studies on language pedagogy and academic writing in Central European universities. Recent works emphasize practical solutions for border-region cooperation and labor-market-aligned language education. Scientific awards: No scientific awards were mentioned in the provided text. She has supervised 15 theses: 11 Bachelor's theses 4 Diploma (Master's) theses Her grant leadership includes: H2020 MAGYC (Migration Governance and Asylum Crisis, 2019-present): Project manager and researcher Erasmus+ CHILDREN (Climate Change Diplomacy, 2021-present): Researcher H2020 EDGE (Environmental Diplomacy, 2018): Researcher Principal researcher for 'Reflection of societal changes in diplomacy dimensions' Researcher for KEGA 'Academic and Scientific Language in University Environment' (2017-2018) International engagement includes Erasmus+ teaching assignments at Intercollege Nicosia (Cyprus, 2020), Bucharest University of Economic Studies (Romania, 2021), and University of Coimbra (Portugal, 2022), demonstrating transnational academic collaboration.

Daniele Morselliمشاهده پروفایل

دانشیار

• Entrepreneurship Education
• Lifelong Learning
• Educational Processes and Projects
• +۷ مورد دیگر

Dr. Daniele Morselli is an Associate Professor at the Faculty of Educational Sciences, Free University of Bozen-Bolzano, Italy. His research focuses on entrepreneurship education, lifelong learning competencies, and constructive alignment pedagogical frameworks within vocational and tertiary educational contexts. Previously, he served as a Marie Curie Research Fellow at the University of Helsinki (2015-2017) and Fulbright Research Scholar at Ohio University (2017-2018). PhD (2014) – University of Melbourne & University of Venice Current research investigates entrepreneurship education implementation in compulsory schooling, vocational teacher training, and educational process development in South Tyrol. His work emphasizes student-centered constructivist approaches, utilizing Change Laboratory interventions and the EntreComp European competence framework. Recent publications examine entrepreneurial mindset cultivation through action-based learning in non-business contexts and comparative vocational education models between Italy and Australia. Scientific recognitions include Marie Curie Fellowship (2015-2017) and Fulbright Research Scholar status (2017-2018). Current funded projects involve Horizon 2020 Marie Skłodowska-Curie Grant for educational innovation research.

• Work and Organizational Psychology
• Human-Robot Interaction
• Social Exclusion Dynamics
• +۵ مورد دیگر

Professor Günter Maier is a distinguished academic in Work and Organizational Psychology at Bielefeld University, Germany, situated within the Faculty of Psychology and Sport Science, Department of Psychology (Unit 10 - Work and Organizational Psychology). He maintains dual affiliations with the Department of Psychology and the Research Institute for Cognition and Robotics (CoR-Lab), reflecting his interdisciplinary approach bridging psychology with robotics and artificial intelligence. His academic journey began with a Diploma (MSc) in Psychology from LMU Munich in 1992, followed by a summa cum laude Doctorate in 1996. After positions as Research Assistant, Scientific Associate, and Assistant Professor at LMU Munich, he joined Bielefeld University as Professor in Work and Organizational Psychology in 2003, where he continues his tenure. His research spans human-robot interaction dynamics, leadership behavior, corporate social responsibility, and AI implementation in workplace contexts. Professor Maier's research reveals fascinating asymmetries in human social responses to robots versus humans, demonstrating that exclusion by robot coworkers hurts less while inclusion by human coworkers satisfies more. His work on leadership examines daily behaviors and their impact on leader well-being through team identification, while his CSR research investigates relationships with employee green behavior and potential negative consequences. His recent publications increasingly focus on AI ethics in personnel selection, healthcare scheduling, and resource allocation. Methodologically, he has pioneered AI-assisted research tools, developing techniques for creating AI-generated images for vignette studies and evaluating GPT models for qualitative data analysis. His work aligns with Bielefeld University's strategic research area of the Socio-Technical World, investigating how humans, robots and AI interact in complex environments. As an educator, Professor Maier teaches across multiple Work and Organizational Psychology modules, including Basic and Advanced Applied Subject courses and Project Modules in Work, Organizational and Social Psychology. His teaching reflects his research interests, preparing students for technology-integrated workplaces through modules like 27-AF-AO1, 27-AF-AO2, and 27-AP-ProjectAOS.

Anne Collardمشاهده پروفایل

پژوهشگر

• Digital Media Literacy
• Academic Literacies
• Educational Technology
• +۷ مورد دیگر

Anne Collard is a Researcher at the Institute for Research in Didactics and Education within the Faculty of Education and Training Sciences at the University of Namur (UNamur) . Her work focuses on digital media literacy, academic literacies, and critical education in artificial intelligence and robotics. Education : Degree and aggregation in Romance Philology (FUNDP and UCL), Special Bachelor of Theology (UCL), Diploma in Bookselling (UCL), Coaching Certification (BAO) Collard’s research explores the integration of digital tools in education, including formative assessment systems using ICT, media literacy for global citizenship, and critical approaches to recommendation algorithms. She is involved in projects like PUNCH 3.0 and LITME@WORK , emphasizing collaborative and distance work competencies. Her recent publications address topics such as AI education through role-playing games, conceptual metaphors in robotics, and the ethical implications of algorithmic datafication in media infrastructures. She actively contributes to interdisciplinary workshops and conferences on digital literacy.

Alison Wolfمشاهده پروفایل

استاد

• Public Sector Management
• Education Policy
• Higher Education
• +۱۲ مورد دیگر

Professor Dame Alison Wolf, Baroness Wolf of Dulwich, is the Sir Roy Griffiths Professor of Public Sector Management at King’s Business School, King's College London. She is a cross-bench peer in the UK House of Lords and a leading expert on education policy, skills, and the relationship between education and the labor market. Her work integrates academic research with high-level policy influence, particularly in vocational education, higher education reform, and lifelong learning. Education: MA and MPhil from the University of Oxford, and studies at the University of Neuchâtel Early Career: Policy analyst in the U.S. federal government Professional Affiliation: Visiting Professor at the Institute of Education, University of London Alison Wolf’s research centers on public sector management, higher education policy, qualifications frameworks, and labor market skills. She has long-standing interests in assessment systems, mathematics education, and the role of universities in society. Her influential publications include The XX Factor (2013), which examines the societal transformation driven by working women, and numerous policy reports on vocational training, apprenticeships, and post-18 education. Her recent scholarly output reveals a sustained focus on the evolution of the UK’s education landscape, particularly the impact of funding models, reputation, and rankings on universities. She has also contributed to interdisciplinary efforts, including a 2023 publication with the IceCube-Gen2 Collaboration in astrophysics, indicating broad academic engagement. Her work emphasizes evidence-based policy, critiques of one-size-fits-all approaches, and the need for flexible, responsive education systems. CBE for services to education (2012 Queen’s Birthday Honours) Dame Commander of the Order of the British Empire (DBE) (2024 King’s Birthday Honours) Sam Aaronovitch Memorial Prize (2008) Alison Wolf has played a pivotal role in shaping national education policy. She led the 2011 Wolf Review of Vocational Education, contributed to the Augar Review (2019), advised the Prime Minister on skills policy (2020–2023), and helped draft the Skills and Post-16 Education Act 2022 and the Lifelong Learning Act 2023. She also served as a non-executive director for the Department for Science, Innovation and Technology (2023–2024) and advises on the UK’s Levelling Up strategy. She was the founding Chair of Governors of King's College London Mathematics School and remains a trustee of the University Maths School Network (U-Maths), supporting mathematics education for 16–18-year-olds. She has directed the MSc in Public Services Policy and Management and has been a specialist adviser to the House of Commons Education Committee, a BBC Radio 4 presenter, and an advisor to international bodies including the OECD, European Commission, and ministries of education in New Zealand, France, and South Africa.

Tuan Nguyenمشاهده پروفایل

دانشیار

• Teacher Leadership and School Improvement
• Educational Policy Analysis
• Teacher Labor Markets
• +۴ مورد دیگر

Tuan Nguyen is an Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri, affiliated with both the Truman School of Government and Public Affairs and the College of Arts and Science. His research focuses on teacher leadership, school improvement, teacher labor markets, and the impact of financial aid on postsecondary education outcomes. He maintains an active public engagement presence through policy briefs, media commentary, and a dedicated website analyzing U.S. teacher shortages (teachershortages.com). Nguyen's work examines systemic challenges in educator recruitment and retention, particularly in rural and high-need settings. His research integrates policy analysis with practitioner insights, addressing issues like the distribution of qualified teachers, the effects of federal initiatives (e.g., Race to the Top), and the interplay between teacher working conditions and attrition. He has contributed to national conversations on STEM teacher shortages, special educator workforce diversity, and the role of financial aid in student persistence. His media engagements include appearances on PBS, NBC Today Show, and AAAS SciLine, where he discusses teacher turnover, merit pay, and rural education challenges. Nguyen emphasizes equity-focused research, advocating for evidence-based policies to address disparities in access to high-quality educators. His teaching philosophy emphasizes diverse pedagogical approaches and has been recognized through strong student evaluations across secondary and graduate education contexts.

• Heritage Education
• Social Sciences Didactics
• Controversial Heritage
• +۳ مورد دیگر

Jose Maria Cuenca Lopez serves as a Professor in the Department of Integrated Didactics at the Faculty of Education, Psychology and Sports Sciences, University of Huelva, Spain. His academic work centers on heritage education within social sciences didactics, with emphasis on controversial heritage, citizenship development, and teacher training methodologies. He earned his doctorate from the University of Huelva in 2002 with the thesis "El patrimonio en la didáctica de las ciencias sociales análisis de concepciones, dificultades y obstáculos para su integración en la enseñanza obligatoria," supervised by Dr. Jesús Estepa Giménez and Dr. Consuelo Domínguez Domínguez. His educational background established the foundation for his specialized focus on integrating heritage concepts into compulsory education. Cuenca Lopez's research investigates how controversial heritage can foster eco-citizenship and critical thinking in educational settings. His work explores emotional connections to territory through heritage, particularly in early childhood and primary education. He emphasizes inclusive approaches that address diverse learner needs while connecting heritage education to socio-environmental challenges and sustainable development goals. His research often examines the intersection of technology (especially video games) with heritage pedagogy and analyzes school-museum collaborations as vital educational spaces. Recent publications (2023-2025) reveal a pronounced focus on controversial heritage in teacher training contexts, with significant attention to preschool and primary education applications. His work increasingly incorporates comparative international perspectives (notably Spain-Brazil collaborations), geotourism integration, and emotional dimensions of heritage learning. The EPITEC project (Patrimonio, territorio y emociones) represents a cornerstone of his current research, examining how heritage education can cultivate territorial and emotional intelligence for citizenship development. He actively collaborates with the HUM168 research group (Formación Inicial y Desarrollo Profesional de Profesores) and the Research Center for Contemporary Thought and Innovation for Social Development at the University of Huelva. His work demonstrates consistent engagement with practical educational applications, developing frameworks for heritage integration across various educational levels and contexts while addressing contemporary challenges in social sciences education.

• Business Communication
• Corporate Governance
• Cross-Cultural Negotiation
• +۴ مورد دیگر

Daniel P. Dolan is a Professor at Waseda University's Graduate School of Accountancy , specializing in Business Communication. He holds a Ph.D. from the University of Washington and has over 30 years of experience in skills design and training across the U.S. and Japan. Sub-affiliation: Faculty of Commerce, Graduate School of Commerce, School of International Liberal Studies Research Institutes: Waseda Center for a Carbon Neutral Society (2024-2026), Center for Higher Education Studies (2019-present) Research Interests focus on: Cross-cultural communication and negotiation Corporate governance and fraud prevention AI-supported educational transformation Academic writing pedagogy in economics His 15 most recent publications demonstrate multidisciplinary expertise spanning AI policy, educational innovation, corporate ethics, and cultural communication studies. Notable collaborations include work on digital music ecosystems (2000) and favor-asking communication patterns (2012). Scientific Awards include: Waseda University Presidential Teaching Award (2021) Multiple Waseda Teaching Awards (2018) Tamaki Foundation Fellowship (1988) Pew Teaching Leadership Award (1993)

Russell Michael Weinsteinمشاهده پروفایل

دانشیار

• Labor Economics
• Employer Recruiting Strategies
• Labor Market Frictions
• +۵ مورد دیگر

Russell Michael Weinstein is an Associate Professor in both the School of Labor and Employment Relations and the Department of Economics at the University of Illinois at Urbana-Champaign. He holds a PhD from Boston University (2014) and is a Research Fellow at the Institute for the Study of Labor (IZA) in Bonn, Germany since 2021. His research focuses on labor market frictions, employer recruiting strategies, and their impacts on worker mobility, human capital investments, and social mobility. Key research areas include the effects of university selectivity on graduate outcomes, labor market dynamics during economic shocks, and the role of monitoring and discrimination in workplace productivity. His work bridges theory and empirical analysis, often using firm-level and regional data to explore topics like employer decision-making and economic resilience. Publications span high-impact journals such as the American Economic Journal: Economic Policy , Economic Journal , and Review of Economics and Statistics . Notable studies include analyses of post-Great Recession income disparities among university alumni and the role of regional universities in enhancing local social mobility. Teaching includes courses on labor economics, econometrics, and the gender wage gap. Current research projects investigate the impact of historically Black colleges and regional universities on social mobility, inter-industry talent competition, and teacher training programs' effects on education systems.

John Beverleyمشاهده پروفایل

استادیار

• Applied Ontology
• Ethics
• Social Epistemology
• +۴ مورد دیگر

John Beverley is an Assistant Professor in the Department of Philosophy at the University at Buffalo, serving as Co-Director of the National Center for Ontological Research (NCOR) and affiliated with the Institute for Artificial Intelligence and Data Science. He holds a PhD from Northwestern University, an MA from the University at Buffalo, and a BS from North Carolina State University. His research focuses on applied ontology, formal logic, and machine learning applications in healthcare ethics and infectious disease modeling. He co-leads projects such as the Coronavirus Infectious Disease Ontology (CIDO) and contributes to the Basic Formal Ontology (BFO), used in biomedical and industrial ontology frameworks. His work bridges ontology engineering with social epistemology, examining epistemic injustices in healthcare and narrative themes in end-of-life care. He has collaborated on semantic interoperability initiatives to support vaccine research and drug development during the COVID-19 pandemic. Beverley also maintains active roles in ontology standardization through the Open Biological and Biomedical Ontologies (OBO) Foundry and Industrial Ontologies Foundry. His teaching includes courses on logic, ontology, and metaphysics. Research highlights include CIDO updates, BFO extensions, and analyses of hermeneutical justice in medical contexts. His recent work explores AI's role in ontology engineering and ethical implications of digital twin technologies.

Lisbeth M. Brevikمشاهده پروفایل

استاد

• English Didactics
• Second Language Acquisition
• Reading Comprehension
• +۱۲ مورد دیگر

Lisbeth M. Brevik is a Professor at the Department of Teacher Education and School Research (ILS), Faculty of Educational Sciences, University of Oslo. She also serves as a Circle U. Chair, contributing to the European university alliance’s mission in sustainable education. Her work bridges research and practice in English didactics, higher education, and school research. Her research interests include: English didactics and second language reading comprehension Digital gaming as a tool for informal and formal language learning Mixed methods research design and open data practices Life skills and public health education in schools Curriculum renewal and bilingual education The analysis of her recent publications reveals a strong focus on integrating digital games into English instruction, examining gender dynamics in language learning, and advancing mixed methods in educational research. Her work often explores how classroom practices align with broader educational goals, particularly in Norwegian secondary schools. She frequently collaborates on interdisciplinary and cross-institutional projects, emphasizing real-world application. Her notable scientific contributions include: Instruction Guidance Awards Editorial leadership in Acta Didactica Norge Key publications with Circle U. on sustainable education Lisbeth M. Brevik leads externally funded research projects such as HeaLS (Public Health and Life Skills), EDUCATE (Subject Renewal), ETOS (Bilingual Education), and VOGUE (Vocational and General Students’ Use of English). She supervises PhD candidates and mentors emerging researchers, often involving students as co-researchers. Her work is supported by grants from national and international research councils. She is affiliated with several research groups and networks, including: Studies of Instruction across Subjects and Competences (SISCO) Circle U Pedagogical Academy Kellogg College, Oxford University ORCID, ResearchGate, Google Scholar

Tsegay Gebrekidan Tekleselassieمشاهده پروفایل

مدرس

• Development Economics
• Labor Economics
• Political Economy
• +۲ مورد دیگر

Tsegay Gebrekidan Tekleselassie is a Visiting Lecturer in Economics at Wellesley College. He holds a Ph.D. in Economics from the University of Sussex, an MSc in Economics from the University of Copenhagen, and a BA in Economics from Addis Ababa University. Prior to Wellesley College, he served as a Visiting Assistant Professor of Economics at Northeastern University (2022-2024) and as a Senior Researcher at the Policy Studies Institute in Ethiopia. Education: Ph.D., University of Sussex; M.Sc., University of Copenhagen; B.A., Addis Ababa University His research focuses on the intersection of development economics, labor economics, and political economy, with particular attention to labor market dynamics in developing countries and migrant/refugee integration. At Wellesley, he teaches Principles of Microeconomics (ECON 101), Principles of Macroeconomics (ECON 102), and Economic Development (ECON 320). Recent publications analyze pandemic impacts on household welfare, institutional determinants of well-being, and labor market policies in Ethiopia. He has also examined smokestackless industries for employment generation, TVET system inclusiveness, and cross-border travel political economy. As an educator, he emphasizes economic theory application to real-world development challenges and policy evaluation. He actively engages students in empirical research through final projects. A personal note: Tsegay is an avid marathon runner, having completed notable races like Berlin, Chicago, and New York City. He ran the 2023 Chicago Marathon in 2:59:16.