Dr David Schmidt is a Senior Lecturer at the Sydney Medical School and Rural Clinical School (Dubbo/Orange) within the University of Sydney . With over 20 years of clinical experience as a physiotherapist in rural NSW and Tasmania, he works part-time as a Senior Program Manager in Rural Research for HETI. Bachelor of Applied Science in Physiotherapy (University of Sydney, 1996) Master of Physiotherapy (University of South Australia, 2003) Graduate Certificate of Clinical Education (Charles Sturt University, 2012) PhD in Research Capacity Building (University of Sydney, 2023) David’s research focuses on research capacity building in rural health workplaces, rural clinician-led research , and creative arts in research . His work explores structural supports for rural health research, digital health equity for children, and emergency department care in rural areas. His 2025-2023 publications highlight trends in rural health research, including suicide prevention education, diabetes prevention, palliative care partnerships, STEMI management, and technology-driven healthcare. These works span health services research , clinical education , and public health disciplines. Awards : Peter Bancroft Prize for Research David’s career bridges rural physiotherapy , academic leadership in health research capacity building , and collaboration between HETI and University of Sydney . He contributes to policy analysis, clinical training frameworks, and rural health equity initiatives.
Dr. Jay Daniel Thompson is a Senior Lecturer and Discipline Lead (Digital Communication) at RMIT University's School of Media & Communication. His research focuses on intersections of journalism, disinformation, digital hostility, and media ethics. He has co-authored two books: Content Production for Digital Media (2022) and Fake News in Digital Cultures (2022), and is completing a monograph on journalistic reporting of conspiracy movements for Routledge. Thompson has received funding from the Australian Research Council and ANU. He is a Core Member of RMIT's Communication and Change Co-Lab. His industry experience includes freelance journalism since 1998, with works published in ABC Religion & Ethics, Antic Magazine, and others. He frequently speaks on media topics for outlets like The Guardian and Triple J. Research Interests Cultural Studies Communication and Media Studies Journalism and Professional Writing Performing Arts and Creative Writing Historical Studies Film, Television, and Digital Media Grants & Collaborations Australian Research Council competitive funding Australian National University grants Labs/Teams Core Member of RMIT's Communication and Change Co-Lab , focusing on interdisciplinary digital communication research.
France Caron is an Associate Professor at the University of Montreal , affiliated with the Faculty of Education within the Department of Didactics . Her research focuses on applications and modeling in mathematics education, interdisciplinary approaches, and the integration of technology into mathematics learning. She has supervised numerous graduate students, including 9 PhD and Master’s theses since 2004. Her research interests emphasize curriculum evolution in mathematics education and the role of technology in enhancing teaching and learning. Notable projects include collaborations on simulation-based engineering science and strategies for developing a skilled mathematics workforce. She has contributed to over 20 peer-reviewed publications, including chapters in international studies on mathematics education and industry interfaces. Dr. Caron has participated in funded research initiatives such as the NSERC-CREATE Training Program and projects supporting the development of mathematics education frameworks. Her work bridges theoretical models with practical classroom applications, particularly in leveraging digital tools for real-time assessment and diagnostic innovations. Her advising record spans diverse topics, from geometric reasoning in secondary education to computational thinking in engineering curricula. She co-leads several interdisciplinary teams exploring the intersection of mathematics, technology, and pedagogy, reflecting her commitment to advancing educational practices through collaborative research.
Dr. Mark Love-Smith is a Senior Lecturer in Theatre at the School of Arts and Creative Technologies, University of York, and Programme Leader for the BA in Writing, Directing, and Performance since 2023. He joined the institution full-time in 2017 after completing his PhD and MA in Theatre there and serving as an Associate Lecturer. Previously, he lectured in Drama at the University of Salford (2016–2017). Research Focus: Devised and physical theatre, community theatre, performance and social media, and the interplay of writing, directing, and dramaturgy. Key Contributions: Co-authored Frantic Assembly (2021) and co-edited Research and Development in British Theatre (2025), exploring methodologies like Battersea Arts Centre’s 'scratch' process. Practice: Directed The Murder of Gonzago (2025 UK premiere), meet Me at Dawn (2019), and Twelfth Night (2014) at York Theatre Royal Studio and Stratford. Education: PhD and MA in Theatre from the University of York. His recent publications and conference presentations (2015–2025) examine community theatre’s socio-political dimensions, digital spectatorship, and R&D practices. He also serves as Yorkshire editor for the British Theatre Guide and supervises student projects at undergraduate, MA, and PhD levels.
Professor Berenice Nyland is an Adjunct Professor at the School of Education, RMIT University, located at Bundoora East, Australia. Her research focuses on education systems, curriculum design, and pedagogical practices, with particular emphasis on early childhood education, music integration, and comparative studies between Australia and China. She has contributed to over 100 research outputs spanning journals, books, and chapters, addressing topics such as preschool teacher development in China, music's role in early childhood learning, and transnational educational policies. Her teaching interests include infant and toddler programs, early childhood services in China, and the politics of childcare. Notable research projects supervised include investigations into principals' emotional intelligence, gender identity perceptions among early childhood educators, and strategies to improve kanji proficiency in Japanese heritage learners. She has collaborated internationally, co-authoring works on comparative education reforms and transnational academic programs. Her work frequently employs interdisciplinary methods, blending qualitative research with cultural and policy analysis. Awards and recognitions are not explicitly listed, but her extensive publication record and international collaborations highlight her scholarly contributions. Professional activities include advising on early childhood policies and contributing to educational reform discussions in Australia and China.
Dr Ally Memon is an Assistant Professor in the Leadership and Human Resource Management Department at Northumbria University. He specializes in public service integration, healthcare governance, and qualitative research methodologies. His work focuses on public management theory, governance dynamics, and service innovation in public sector organizations, particularly in healthcare systems. Memon holds a PhD from the University of Edinburgh, where his research examined healthcare governance. He is a Fellow of the Royal Society of Arts (FRSA) and the Higher Education Academy (FHEA), and serves as a WHO Workforce Stream Representative and external examiner at multiple universities. Education: MA (Hons) from Keele University, PhD/MSc from the University of Edinburgh, and BSc (Hons) from the University of Wolverhampton. His research interests include managerial learning in public services, governance frameworks, and secularization in SAARC/GCC regions. He has led projects like the Erasmus Plus PROPOUND initiative on graduate employability and evaluated NHS initiatives such as the Leadership Development Programme and NHSGo app. Research Interests: Public Service Innovation, Healthcare Governance, Qualitative Methodologies, Public Policy Analysis Awards: FRSA, FHEA Professional Roles: WHO Representative, External Examiner (Aston/Bradford), Board Member of Gosforth Group Federated Academies Key Projects: PROPOUND (European Commission), NHS app evaluations Memon’s recent work explores pandemic-era healthcare safety climates, governance ecosystems, and leadership in collaborative environments. His research contributes to UN Sustainable Development Goals, emphasizing education and public health advancements.
Dr. Aamir Amin is a Senior Lecturer at the University of Portsmouth, affiliated with the School of Organisations, Systems, and People within the Faculty of Business and Law. He holds a PhD in Information Technology (Software Engineering) from Universiti Teknologi Petronas, Malaysia. His career spans academia and industry, including roles in Pakistan and Malaysia. He specializes in teaching digital technology modules and advises PhD students in software engineering, knowledge management, and cybersecurity. Current Position: Senior Lecturer at University of Portsmouth Previous Roles: Assistant Professor at Universiti Tunku Abdul Rahman (UTAR), Malaysia; Research Analyst at Thomson Reuters Research Interests: Amin's work bridges technology, organizations, and society. Key areas include creativity in software engineering, knowledge sharing dynamics, and cyberbullying prevention. His recent studies explore corporate governance, digital marketing strategies, and youth cyber wellness. Teaching: Coordinates modules like Digital Technology and Innovation (PG), Digital Technology in Business (PG-Apprentice), and Electronic and Mobile Commerce (UG). Holds Alibaba Teacher certification and mentors in the Unovate Incubator program. Grants/Advising: Actively supervises PhD students and contributes to research projects, though specific grants are not detailed. His work is published in journals like Cogent Economics and Finance and Information and Software Technology. Labs/Teams: Affiliated with the Centre for Operational Research & Logistics at the University of Portsmouth.
John Cavener is an Assistant Professor and social work educator at Northumbria University's Department of Social Work and Communities. He leads undergraduate and postgraduate social work programs focusing on safeguarding practice, child sexual exploitation (CSE), missing children, and trauma-informed approaches. Previously, he served as a senior social work practitioner with Barnardo’s and Northumberland Children’s Services, contributing to multi-agency strategies against CSE and missing children. Cavener holds a PhD (2017) and is a Fellow of the Higher Education Academy (FHEA). Education: PhD in Social Work, 2017 MA in Social Work, 2008 BA (Hons) in Social Work, Post-Qualifying Award in Child Care Research Interests: John’s work centers on safeguarding vulnerable children, trauma-informed practice, and pedagogical strategies for social work education. He explores personal reflexivity among practitioners and the intersection of social work with criminal justice systems. Notable projects include studies on internal trafficking of children for sexual exploitation and police education reforms. Publications and Impact: His recent articles emphasize trauma-informed training in policing, critical reflection in child protection, and stigma reduction in recovery services. These contributions highlight innovative educational models and interdisciplinary collaboration. Awards: Fellow of the Higher Education Academy (2016) Advising: Supervises PhD candidate Lisa Westland on safeguarding in affluent families. Grants/Projects: Developed trauma-informed social work curricula and secondment programs for practitioners.
Claudia Sacramento is an Associate Professor at Aston University's Aston Business School, specializing in Leadership and Management. She holds a PhD in Management (2008) and an MSc in Work Psychology and Business (2003), both from Aston University. Her research focuses on individual and team creativity, team processes, stressors, leadership, and motivation theories. She has supervised 7 student theses and published over 30 peer-reviewed articles. Her key research interests include exploring how stressors and mood influence innovation, team psychological safety, and the impact of leadership styles on employee well-being. Notable studies address team creativity, work-home balance, and the role of psychological ownership in project management. Recent work includes examining the relationship between professional respect and healthcare performance, and the spillover effects of sleep on employee effectiveness. She has collaborated internationally, with her research highlighted in journals like Journal of Product Innovation Management and Journal of Management . Her contributions span organizational behavior, human resources, and leadership, with a focus on practical applications in improving workplace creativity and effectiveness.
Ryan Daniel is a Professor at James Cook University within the College of Arts, Society & Education, Department of Creative Arts and Music. His academic career spans over two decades with 102 publications to date, demonstrating sustained scholarly productivity and leadership in multiple research domains. Professor Daniel's research interests focus on the intersection of music education, creative industries, and higher education curriculum development. His work particularly emphasizes applied music studio teaching, artist resilience, creative processes, and regional economic development through creative industries. A significant portion of his research examines the Australian context, with specific focus on Northern Australia and the unique challenges and opportunities in regional creative sector development. His publication record reveals evolving trends from foundational work in piano pedagogy and music education toward broader investigations of creative industries, artist resilience, and higher education curriculum reform. Recent work increasingly addresses the impact of global crises on creative sectors, the future of music studio education, and reconceptualizing creative arts education for rapidly changing industry landscapes. Professor Daniel has established himself as a leading scholar in understanding how creative industries function in regional contexts, particularly in Northern Australia, and how higher education can better prepare creative arts graduates for sustainable careers. His research consistently bridges theory and practice, focusing on practical applications for educators, policymakers, and creative practitioners.
Anne Marie Rafferty is a world-leading academic and clinician currently serving as Professor of Nursing Policy at King's College London's Florence Nightingale Faculty of Nursing and Midwifery while also holding the prestigious position of President of the Royal College of Nursing since 2019. With over 200 academic publications and recognition as one of the top 1% most highly cited researchers in her field, she has established herself as a pivotal figure in nursing research, policy, and education. Her career trajectory spans clinical practice, academic leadership, policy advising at national and international levels, and innovative interdisciplinary work bridging healthcare with humanities and arts. Professor Rafferty's research interests encompass health services research, nursing workforce policy, history of medicine and nursing, and healthcare humanities. She has been instrumental in developing medical humanities as Co-Director of the Centre for the Humanities and Health at King's College London, pioneering cross-disciplinary approaches that connect arts and sciences to enhance healthcare understanding. Her work consistently addresses critical issues in nursing practice, workforce development, and patient outcomes, with particular emphasis on quality of work environments and historical perspectives in healthcare. Her extensive publication record reveals a clear trajectory of addressing timely healthcare challenges, from historical nursing studies to contemporary pandemic responses. Recent articles focus on hospital team adaptation, nurse staffing systems in England and Wales, and the impact of pandemic restrictions on vulnerable populations, demonstrating her ability to translate research into practical healthcare improvements while maintaining historical and humanistic perspectives. Awards and Distinctions Commander of the British Empire (CBE) for Services to Health Care (2009) Elected Fellow of the Academy of Medical Sciences (2019) Sigma Theta Tau International Hall of Fame Nursing Research (2016) Health Service Journal Top 100 Clinical Leaders Award (2015) Nursing Times Leadership Award (2014) King's College London Supervisory Excellence Award (2018) Professor Rafferty has demonstrated exceptional leadership in research supervision and mentoring, earning recognition for her contributions to postgraduate education. Her policy influence extends globally through advisory roles with the EU Commission on Nursing Workforce, Qatar Ministry of Health, and as a member of the Prime Minister's Commission on Nursing and Midwifery. Current major research initiatives include the Health and Social Care Workforce Research Unit (2024-2028) and pandemic-related studies on nurse education funded by the ESRC. As Academic Adviser to the All Party Parliamentary Inquiry on Arts and Health and leader of Arts and Health initiatives at King's College, she continues to innovate at the intersection of healthcare, humanities, and creative practice, developing programs that enhance patient care through artistic engagement and cultural understanding.
Deirdre Frontczak is a Lecturer in Management & Entrepreneurship at Santa Clara University's Leavey School of Business. She transitioned to full-time faculty in 2012 after teaching rhetoric in the College of Arts and Sciences. Her research focuses on labor ethics, environmental justice, academic freedom, and leadership-driven organizational change for societal benefit. Education: B.A. Philosophy & Music (Phi Beta Kappa), New York University M.A. and Ph.D. in Philosophy (Cultural Hermeneutics), Boston College M.A. Theology (Social Ethics), Jesuit School of Theology at Santa Clara Post-doctoral studies in Adult & Professional Education Her professional experience includes 25 years as a leadership/strategic communication consultant for corporations, nonprofits, and government agencies. She has taught philosophy/ethics at Boston College, Georgetown University, and others. Active in academic advocacy, she served as Executive Officer for Part-Time Faculty with the Faculty Assn. of California Community Colleges for 12 years. Currently serves on boards of the Society for Business Ethics, International Society of Sustainability Professionals, and PBK Association of Northern California. Her consulting work spanned executive development, policy support, community outreach, and media relations. She focuses on bridging public policy and corporate practices to advance ethical and sustainable outcomes.
Kimberly Hillier is a Lecturer in the Faculty of Education at the University of Windsor, with affiliations to the Windsor-Essex Catholic District School Board as a teacher. Her research focuses on early childhood education, academic workforce challenges, and literacy development. She has published widely on topics such as kindergarten transition strategies, combating summer learning loss, and the intersection of gender and trauma in academia. Her work emphasizes practical solutions for parents and educators, including creative learning activities and advocacy for systemic changes in academic institutions. Hillier has collaborated with colleagues like Lindsey Jaber on studies addressing pandemic impacts on academic mothers and hyper-productivity linked to trauma. She actively engages with community initiatives, such as enhancing library resources for emergent readers and food security projects. Key contributions include research on balancing academic roles with motherhood, gender inequities in academia, and innovative literacy strategies. Her articles highlight interdisciplinary approaches to education challenges, blending theory with actionable insights for educators and policymakers.
Tuvana Rua is an Associate Professor of Management at Quinnipiac University’s School of Business, specializing in negotiations, decision-making, and innovative pedagogy. She serves as Co-Director of the M&T Bank Center for Women & Business and Director of the ConnCORP/QU Community Entrepreneurship Academy. With a PhD from the City University of New York, her academic career includes roles since 2019, focusing on multicultural negotiations, ethical behavior, and experiential learning. Education: BA (Bogazici University), MA (Emerson College), MBA (International University of Monaco), MPHIL/PHD (City University of New York). Research Interests: Dr. Rua’s work emphasizes negotiations, global team dynamics, and ethical decision-making. Her projects include developing the ‘Ethical Student Scale’ and designing gamified negotiation tools like NegotioPoly. She frequently presents at conferences such as the Eastern Academy of Management and Decision Sciences Institute. Grants & Impact: A $125,000 grant supported minority entrepreneurs through the ConnCORP/QU Academy. Her initiatives include the ‘Colors of Connecticut Festival’ and ‘Sip & Shop’ events celebrating small businesses of color. Awards: 2024 Excellence in Education Award from the Quinnipiac Chamber of Commerce. Labs/Teams: Leads the M&T Bank Center for Women & Business and collaborates with ConnCORP on entrepreneurship programs, fostering community economic development.
Anne Dichele serves as Dean of the School of Education at Quinnipiac University, a position she assumed permanently in 2017 after serving as interim dean. She has been a member of the education faculty since 1999 and previously directed the Master of Arts in Teaching program from 2013 onward. Her educational background includes: BS in Elementary Education from Northeastern University Ed.M. from Harvard Graduate School of Education PhD in Curriculum and Instruction from the University of Connecticut Dichele's research focuses on teacher preparation, educational equity, and curriculum development. Under her leadership, the School of Education secured significant grants including a $127,500 ARPA Education Workforce Development Grant to address teacher shortages and gained national recognition for its partnerships. Her scholarship extends to creative writing, with two published poetry collections exploring educational and societal themes. Notable achievements include: Co-founding Connecticut's Side By Side Charter School where she served as Board Chair Restructuring the MAT program to prepare teachers in just over one year Hosting statewide Increasing Education Diversity Symposiums Dichele actively promotes innovative educational practices through initiatives like the Kaleidoscope of Creativity gallery and 'Choose Love' programs, emphasizing community engagement and artistic development in youth education.
