Wicked Problem Solving Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۱۶-۳۰ از ۱۷۰ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Robert B. Stevensonمشاهده پروفایل

استاد

James Cook UniversityAustralia

Robert B. Stevenson is a Professor at James Cook University, specializing in environmental education, climate change education, and sustainability in teacher training. He has authored/co-authored over 50 publications, including the influential International Handbook of Research on Environmental Education (2013) and numerous journal articles on climate justice, community resilience, and curriculum design. His work bridges theoretical research and practical policy, particularly in embedding sustainability principles into educational systems. He has led interdisciplinary projects on climate adaptation in tropical regions and collaborated internationally on frameworks for environmental pedagogy. Key contributions include the Systems Change Model for teacher education and analyses of Indigenous knowledge systems in climate adaptation. His research emphasizes equity, holistic learning, and the intersection of education with socioecological challenges. Education: Extensive academic background in education and environmental studies, though specific degrees are not detailed in the provided texts. Research Interests: Focuses on environmental education policy, climate justice pedagogy, resilience in disaster-prone regions, and curriculum development for sustainability. His work critically examines binaries in socioecological systems and advocates for transformative educational practices. Publications: Over 50 peer-reviewed articles, book chapters, and edited volumes, including major contributions to Environmental Education Research , Australian Journal of Adult Learning , and Journal of Environmental Education . He has also produced policy guides for embedding sustainability in teacher education programs. Grants & Collaborations: Led projects applying social resilience theory in North Queensland and collaborated with institutions globally, including Springer and Palgrave Macmillan. His research often intersects with international climate initiatives and disaster management frameworks. Labs/Teams: Part of research networks focused on environmental education, climate adaptation, and teacher training. Collaborates with the Institute for Land, Water and Society and other interdisciplinary groups.

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Lindsay Hetheringtonمشاهده پروفایل

دانشیار

University of ExeterUnited Kingdom

Prof. Lindsay Hetherington is Deputy Head of the School of Education and Associate Professor of Science Education at the University of Exeter. Her expertise spans science education, teacher education, and transdisciplinary approaches to STEM/STEAM, climate change, and sustainability. She co-leads the Centre for Transdisciplinary Educational Futures and directs the Education for Environmental Justice research group. Her work integrates sociomaterial and dialogic theories with mixed-methods research. Prof. Hetherington’s research focuses on curriculum innovation, pedagogical practices, and education policy, particularly in the context of environmental justice and transdisciplinary learning. She advocates for creative pedagogies and digital technologies to address complex global challenges like climate action (UN SDG 13) and quality education (SDG 4). Her leadership includes mentoring early-career researchers and overseeing academic development for ~70 staff in the School of Education. She actively collaborates in interdisciplinary networks such as the Exeter Biodiversity & People initiative. Notable themes in her publications include STEAM education frameworks, material-dialogic theory applications, ocean literacy, and plant awareness in education. These works emphasize actionable solutions for sustainability and equity in education systems.

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Damla Dirikerمشاهده پروفایل

پژوهشگر

Vrije University AmsterdamNetherlands

Damla Diriker is a Researcher and Ph.D. candidate at the KIN Center for Digital Innovation, Vrije Universiteit Amsterdam. She holds a Research Master's in Business in Society (VU/UvA), a Master's in Management Engineering with Energy specialization (Politecnico di Milano), and a Bachelor's in Industrial Engineering (Galatasaray University). Her work focuses on leveraging digital platforms and collaborative crowdsourcing to address complex societal challenges. She employs mixed-method approaches to study organizational strategies for open innovation and multi-stakeholder problem-solving. Education: Ph.D. Candidate (Ongoing) – Vrije Universiteit Amsterdam Research Master's in Business in Society (2018–2020) – VU & UvA Master's in Engineering Management (2014–2016) – Politecnico di Milano Bachelor's in Industrial Engineering (2010–2014) – Galatasaray University Research Interests: Her work explores how digital platforms enable knowledge integration, manage paradoxes in sustainability initiatives, and orchestrate open innovation. Key themes include: Crowdsourcing mechanisms for grand challenges Punctuated openness in organizational dynamics Social sustainability in microfinance Cross-sector collaboration frameworks Awards: 2020 AOM Best Paper Award (with A. Porter & P. Tuertscher) 2021 SBE Education Award (with A. Porter, P. Tuertscher & M. Boons) Teaching & Projects: Teaches Qualitative Research Methods and Management of Sustainable Innovation . Leads the SBE Future of Learning Challenge project, focusing on co-creation and student engagement.

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Duco Banninkمشاهده پروفایل

دانشیار

Vrije University AmsterdamNetherlands

Duco Bannink is an Associate Professor at the Department of Political Science and Public Administration, Vrije Universiteit Amsterdam. He holds dual appointments in the New Public Governance (NPG) research group and the Faculty of Social Sciences and Humanities. His work focuses on collaborative governance, sustainable development goals, and administrative challenges in healthcare and social policy. Bannink actively engages with public-sector organizations through ancillary roles including advisor to PvdA Wiardi Beckman Stichting (since 2015), member of Fietsersbond Amersfoort (2019–present), and board member of the Wetenschappelijke Raad Enschede (2021–present). Education: Not explicitly stated in text, inferred to hold PhD based on academic role. Research interests center on late modernity governance challenges, co-production dynamics, and institutional complexity in public service delivery. His recent work analyzes power asymmetries in healthcare decision-making and explores how wicked problems shape collaborative governance frameworks. He contributes to UN Sustainable Development Goals through studies on inclusive service provision and administrative efficiency. Key projects include the Talma Zorgprogramma (2023–2027) examining care sector integration and the Effectenonderzoek Open Hiring initiative (2019–2020) analyzing recruitment practices. Supervised 5 PhD theses focusing on public governance topics. Labs/Teams: Active in the New Public Governance research group, collaborating with institutions like the Vereniging voor Bestuurskunde (since 2021).

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Kirsteen Aubreyمشاهده پروفایل

مدرس ارشد

Manchester Metropolitan UniversityUnited Kingdom

Kirsteen Aubrey is a Senior Lecturer in Academic Development at Manchester Metropolitan University's Manchester School of Art. She co-leads the Professional Standards Framework (PSF) for Advance HE, serves as module lead for HE Today, and has held significant roles including Education Lead for the Design Department (2017-2021), Principal Lecturer for Employability, and Editor of Contemporary Glass Network. Her work bridges academia with the creative and healthcare sectors through interdisciplinary collaboration. Doctorate of Education (focus: creative practice pedagogy) Senior Fellow of the Higher Education Academy (SFHEA) Her research focuses on glass art, object-based learning, and collaborative practice across design, science, and poetry. She explores pedagogical frameworks through material interrogation, employability in creative industries, and design's role in healthcare innovation. Recent projects include 'Object Handling' (2022), 'Ways of Seeing' (2022), and 'Coastal Visions' (2022). Key article themes include: Creative pedagogy and community-building (SoTL, object-based learning) Employability strategies for creative students Glass art's agency in cross-disciplinary research Design interventions in healthcare and social innovation Environmental art through science-poetry collaborations Technological advancements in glassblowing Scientific awards include: Senior Fellow of the Higher Education Academy

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Charlotte Wegenerمشاهده پروفایل

دانشیار

Aalborg UniversityDenmark

Charlotte Wegener is an Associate Professor at Aalborg University's Department of Communication and Psychology, within The Faculty of Social Sciences and Humanities. She holds roles as Section Manager and Head of Research, and leads FoCUS – Research Center for Learning and Education in Elderly Care. Her work bridges academic writing, social innovation, and learning in elderly care and vocational education. She co-founded FoCUS and leads the PROFRES 2.0 Research School in Norway, focusing on practice-near PhD training. Education: Completed Research Management (Copenhagen Business School) and Adjunktpædagogikum. Her research focuses on expansive learning environments, interprofessional collaboration, and creative methodologies in education and healthcare. She has led 22 projects including LABCare (elderly care innovation) and Think Tank PROFRES 2.0. Research Interests: Social innovation in elderly care, vocational education systems, boundary-crossing practices, and academic writing as creative analysis. Key themes include care work dynamics, upcycling concepts, and collaborative research methodologies. Publications emphasize care work embodiment, expansive learning frameworks, and creativity in degrowth contexts. Over 129 outputs span journals like Nordic Journal of Vocational Education and Training and conferences on social innovation. Awards: Not explicitly listed, but her leadership roles and prolific publications reflect recognition in her field. Advising: No listed advisees, but mentors PhD candidates via PROFRES 2.0. Labs/Groups: FoCUS Center, ALOVE research group (Nord University), and the Organization, Work & Management unit at Aalborg. Active in Nordic transdisciplinary networks focusing on welfare innovation and educational reform.

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Chad Wickmanمشاهده پروفایل

دانشیار

Auburn UniversityUnited States

Rhetorics of science
Genre theory
Technical and professional communication
+۳ مورد دیگر

Chad Wickman is an Associate Professor in the Department of English at Auburn University, part of the College of Liberal Arts. He specializes in rhetoric and composition with a focus on professional and public dimensions of technical, scientific, and medical communication. His research explores genre theory, scientific communication practices, and writing in health professions, emphasizing interdisciplinary connections between rhetoric and STEM fields. Wickman holds a PhD in Rhetoric & Composition from Kent State University. His editorial leadership includes serving as past Editor-in-Chief of the international journal Written Communication . His research portfolio spans over a decade, with publications in journals like Rhetoric Review , Journal of Business and Technical Communication , and Environmental Communication . His work examines rhetorical frameworks in scientific and medical contexts, such as biomedical research writing, medical case reports, and corporate crisis communication. He has analyzed the role of genre in shaping scientific practices, the semiotic power of writing in laboratories, and the ethical dimensions of open science and data ownership. His recent studies highlight the intersection of rhetoric, visualization, and experimental practices in scientific research. Though no specific grants or advising roles are detailed here, his contributions to writing program development and editorial work reflect sustained engagement with academic and professional communication standards.

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Jaccard Dominiqueمشاهده پروفایل

استاد

Western Switzerland University of Applied SciencesSwitzerland

Dominique Jaccard is a Professor at the Haute école d'Ingénierie et de Gestion du Canton de Vaud (HEIG-VD) , specifically within the Institut d'ingénierie des Médias (MEI) . He leads the Serious Games and Edtech Competency Group , focusing on digital pedagogy, learning analytics, and project management education through game-based approaches. Developed HUMAn real-time patient simulation model for emergency triage training Created the co.LAB collaborative framework for serious game development Secured major grants from Innosuisse and Swiss National Science Foundation Collaborated with institutions like University of Agder, Université de Genève, and Université de Fribourg Research Interests: His work bridges educational sciences and computer science , emphasizing: Digital games for emergency medicine and oncology training Systemic approaches to collaborative design processes Holistic learning analytics systems Overcoming development barriers for non-programmers Scientific Contributions: Through 15+ years of research, he has: Validated serious games as educational tools Developed adaptive simulation frameworks for healthcare Explored NLP integration in educational games Published in International Journal of Serious Games and JMIR Serious Games Implementation: His projects have created: WEGAS authoring system for rapid simulation game development PRITS software prototype for patient rights education co.LAB digital platform for cross-disciplinary collaboration

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Emiel Heijnenمشاهده پروفایل

استاد پژوهشی

Amsterdam University of the ArtsNetherlands

Dr. Emiel Heijnen is a Research Professor in the Arts Education department at Amsterdam University of the Arts (AHK), where he leads the Lectorate of Arts Education. With a doctorate from Radboud University Nijmegen focusing on contemporary visual practices in art education, he has established himself as a leading researcher in authentic art education and curriculum innovation. His research focuses on Arts Education , Contemporary Art Practices , Curriculum Design and Innovation , and the emerging field of ArtsSciences Integration . He has developed the influential concept of Wicked Arts Assignments , which challenges traditional educational approaches by embracing complexity and uncertainty in art education. His work bridges theory and practice, connecting contemporary art practices with educational settings to create more authentic learning experiences. Dr. Heijnen's publications and presentations reveal a consistent focus on interdisciplinary approaches, particularly the integration of arts with science and technology (ArtsSciences). His recent work emphasizes creative citizenship, media literacy, and strategies for implementing authentic art education in diverse educational contexts from primary schools to higher vocational education. As an active researcher and thought leader, he serves on editorial boards, participates in international conferences, and collaborates with educational institutions worldwide. His work has significantly influenced arts education policy and practice in the Netherlands and beyond, particularly through his leadership in developing research agendas and educational frameworks that connect contemporary art practices with educational innovation.

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John C. Camillusمشاهده پروفایل

استاد

University of PittsburghUnited States

John C. Camillus holds the Donald R. Beall Endowed Chair in Strategic Management at the University of Pittsburgh's Katz School, where he serves as Area Director for Organizations and Entrepreneurship and Founding Director of the Business of Humanity Project. With over four decades at Pitt, he previously served as Associate Dean (1982-1990) and Executive Associate Dean (2007-2008), while designing executive education programs across four continents. His academic credentials include a Doctor of Business Administration from Harvard University, Postgraduate Diploma in Management from the Indian Institute of Management, Ahmedabad, and Bachelor of Technology from the Indian Institute of Technology, Madras. Camillus pioneers research on wicked problems in strategic management and the Business of Humanity framework that integrates social impact with profitability. His work explores strategic planning systems, sustainability in turbulent environments, and management control for complex global challenges, emphasizing ethical business practices and shared value creation through innovative organizational frameworks. His publication trajectory reveals evolving focus from traditional strategic planning (1980s-1990s) to contemporary wicked problem frameworks addressing pandemics, climate change, and technological disruption. This progression underscores strategic management's adaptation to increasingly complex societal and business environments through humanity-centered approaches. Notable honors include: Election to Sigma Xi and Beta Gamma Sigma societies Three-time Foundation for Administrative Research citation Distinguished Alumnus Award (IIM Ahmedabad, 2011) University of Pittsburgh Chancellor's Distinguished Teaching (1988) and Public Service Awards (2006) Inaugural Katz Diversity and Global Leadership Award (2015) 18 teaching excellence awards spanning 44 years across multiple programs Securing funding from NSF, NEH, and University Research Council, Camillus has consulted for 120+ organizations including Fortune 500 companies and government agencies at C-Suite level. His board service includes Carnegie Museums of Pittsburgh and Greater Pittsburgh Arts Council, reflecting deep community engagement beyond academia. As Director of the Center for Sustainable Business and leader of the Business of Humanity Project, he drives initiatives connecting academic research with real-world applications through cross-sector partnerships focused on sustainable business models and strategic responses to global disruptions.

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Barry M. Mitnickمشاهده پروفایل

استاد

University of PittsburghUnited States

Barry M. Mitnick is Professor of Business Administration at the University of Pittsburgh's Katz Graduate School of Business and Professor of Public and International Affairs, with his office in Mervis Hall. He teaches core courses in managerial ethics, business & politics, and market manipulations while pioneering foundational theories in organizational behavior and institutional analysis. His academic credentials include: PhD in Political Science, University of Pennsylvania (1974) MA in Political Science, University of Pennsylvania (1973) MA in Physics, Columbia University (1970) BS in Physics, Massachusetts Institute of Technology (1968) Mitnick's research centers on the institutional theory of agency, which he co-originated in 1973, demonstrating how organizations manage imperfect agency through cost-benefit tradeoffs. His work extends to testaments theory (credibility assessment via Rule of Two), wicked wicked problems (cycling social issues with moral dimension shifts), and integrative business ethics unifying deontology, utilitarianism, and virtue ethics. He explores reputation dynamics, organizational meaning-making, and regulatory frameworks across public/private sectors. Recent publications (2015-2019) reveal persistent focus on agency theory refinement, institutional applications in regulation and CSR, and interdisciplinary synthesis across management, political science, and ethics. His work consistently examines credibility mechanisms, imperfection management, and systemic problem-solving in organizational contexts. Key recognitions include: Sumner Marcus Award (2014), the highest career honor in Social Issues in Management Aspen Institute Ideas Worth Teaching Award (2019) for Market Manipulations course Best Article Award (2002) for CSR measurement research Four consecutive Katz Excellence in Teaching Awards (2014-2017, 2019-2020) SSRN's #1 ranked paper in Delegation & Agency field As Associate Editor of Business & Society and former SIM Division chair (2007-2012), he has shaped academic discourse through editorial leadership and conference organization. His grant activities include Brookings Institution fellowship (1973-1974) and NSF-funded research on incentive systems, while advising features collaborative projects like the wicked wicked problems working group with graduate students. He co-leads the wicked wicked problems research collective at Pitt's Graduate School of Public and International Affairs and maintains long-term collaborations with scholars like Robert C. Ryan on social construction of organizational systems, examining how participants commit to action amid uncertainty through meaning-making institutions.

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Luke Houghtonمشاهده پروفایل

دانشیار

Griffith UniversityAustralia

Associate Professor Luke Houghton is based at Griffith University’s Griffith Business School, specifically within the Department of Management. He holds roles including Academic Director of Executive Education and Director of the Digital Transformation Cluster. His work focuses on digital transformation, complex problem-solving, and professional education. He has over 120 publications and has supervised 22+ higher degree students. Education: PhD (University of New England), MBA and Bachelor of Business (University of the Sunshine Coast). Professional certification: Senior Fellow of the Higher Education Academy. Research interests span digital transformation strategies, organizational problem-solving in ambiguous contexts, and the ethical adoption of AI/digital tools. His funded projects include studies on AI in healthcare, aviation innovation, and Pacific digital economies. He advises organizations on scaling digital initiatives and building innovative cultures. Key grants include NHMRC-funded work on AI in medical imaging and UNCTAD research on Pacific digital economies. He is editor for Information Technology and People and affiliated with the Centre for Work, Organisation and Wellbeing. Teaching includes courses on managerial problem-solving, data analysis, and sustainability leadership. He designs executive education programs for businesses and governments.

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Katherine Tatarinovمشاهده پروفایل

پژوهشگر ارشد

University of GenevaSwitzerland

Katherine Tatarinov is an Academic Fellow at the Institute of Management, University of Geneva. She holds a Ph.D. from the Geneva School of Economics and Management. Her research focuses on innovation ecosystems, organizational transformation, and digital solutions for global challenges within international organizations (IOs). Her work bridges international business strategy with practical innovation frameworks, emphasizing responsible innovation, intrapreneurship, and scaling impact. Key themes include wicked problem-solving via digital ecosystems, UN reform through innovation, and social innovation in IOs. Publications highlight her expertise in innovation units within IOs, digital transformation strategies, and case studies analyzing corporate rebirth (e.g., Nokia) and ethical trade (Sucafina). She actively contributes to academic conferences like the Academy of Management and Strategic Management Society, addressing topics like intrapreneurship dynamics and ecosystem versatility. Her work has been featured in journals like Journal of International Business Studies and Journal of Management Studies, alongside practitioner articles with the World Economic Forum. Professional networks include ResearchGate and LinkedIn.

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Joanna K. Garnerمشاهده پروفایل

استاد پژوهشی

Old Dominion UniversityUnited States

Dr. Joanna K. Garner is a Research Professor and Executive Director of TCEP at Old Dominion University (ODU), affiliated with the Darden College of Education & Professional Studies. She holds a Ph.D. in Educational Psychology from Pennsylvania State University (2003). Her research focuses on applying complex systems theories to study learning and identity development in educational contexts, particularly emphasizing role identity dynamics among educators and students. She has led numerous grants totaling over $150,000 since 2015, including initiatives like 'World Class Military-Dependent Students' (2015-2020) and 'Building Bridges' (2015-2017). Dr. Garner's work bridges formal and informal learning environments, with notable contributions to teacher professional development, invention education, and museum-based learning. Her grants include projects addressing military-connected students' educational needs, STEM teacher training, and inventive mindset development. She collaborates with institutions like the Smithsonian’s Lemelson Center to design transformative museum experiences. Her recent publications explore identity exploration in K-12 settings, systemic approaches to education challenges, and the role of dynamic systems theory in educational interventions. Key themes across her work include fostering inclusive innovation, leveraging community partnerships, and advancing systemic understanding of educational change. Dr. Garner’s advising and grant activities demonstrate a focus on bridging research and practice, with projects often involving partnerships between universities, schools, and museums. She leads initiatives such as the Engineering Ambassadors Network, which trains undergraduate students as outreach ambassadors. Her research also addresses 'wicked problems' in education, advocating for interdisciplinary solutions grounded in complex systems thinking.

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Susan Krumdieckمشاهده پروفایل

استاد

Heriot-Watt UniversityUnited Kingdom

Susan Krumdieck is a Professor at Heriot-Watt University’s School of Energy, Geoscience, Infrastructure and Society. She holds the Chair in Energy Transition Engineering and leads the UK Islands Centre for Net Zero. Previously, she served at the University of Canterbury for 20 years. Her work focuses on interdisciplinary systems transition engineering, addressing global energy challenges through practical solutions. She co-founded the Global Association for Transition Engineering (GATE) and pioneered initiatives like the no-travel conference, Signs of Change, to reduce environmental impact. Her research integrates engineering, policy, and societal needs, emphasizing sustainable transitions in energy systems, remote communities, and industry. She has authored over 100 papers and the seminal book Transition Engineering: Building a Sustainable Future , and received the Queen’s Honour for services to sustainability. She advises governments and organizations on energy strategy and has secured over £7.5M in funding for research and training programs. Education: Mechanical Engineering background with expertise in energy systems and transition engineering. Affiliations: Honorary Professor at University of Canterbury, Visiting roles at Colorado School of Mines, Munich University of Applied Sciences, and others. Her research interests span energy transitions, circular economy applications, and systemic co-evolution strategies. She emphasizes practical methodologies like the InTIME framework to enable sustainable development. Her work bridges technical innovation with societal adaptation, targeting UN Sustainable Development Goals. Awards: Recognized for contributions to sustainability, including the ENVIS National Engineering Education Award and Rural Transport Award. Grants: Over £52M led in transition engineering programs and £7.5M in research funding. Krumdieck collaborates globally, leading projects on net-zero solutions for islands, freight systems, and healthcare systems. She develops online education platforms like the MSc ReSET programme to disseminate transition engineering practices widely.

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