Catarina Figueira is a Professor of Applied Economics and Policy at Cranfield School of Management, where she serves as Director of Education and Head of the Economics & Banking Group. She previously directed the Cranfield Executive MBA Programme and has held roles at the European Parliament's Directorate General for Research. BSc, MA, PhD in Economics/Business Her research focuses on financial modelling , institutional performance , and the effects of regulatory changes . She explores corporate governance , board diversity , and cosmopolitanism in entrepreneurship . Her work spans housing markets, including house price analysis and mortgage arrears , and she co-developed the DPS rent index for the UK. Recent publications reveal trends in monetary policy impacts , bank ownership dynamics , renewable energy diffusion , and entrepreneurial learning . She has secured academic prizes for her research but no specific awards are named. Her roles at Cranfield include academic governance and strategic leadership in education. Key collaborations include Giorgio Caselli and Joseph Nellis on banking efficiency, Nicholas Theodorakopoulos on entrepreneurship, and David Parker on ownership studies. She contributes to international conferences and advises public/private sectors.
Sidney Berger serves as an Adjunct Professor at the School of Information Sciences within the University of Illinois Urbana-Champaign. His academic foundation includes a PhD from the University of Iowa and a Master of Science in Library and Information Science from the University of Illinois, blending literary scholarship with information science expertise. PhD, University of Iowa MS in Library and Information Science, University of Illinois Berger's research centers on the physicality and historical production of books, with primary focus areas including rare book librarianship, book history, papermaking techniques and materials, handpress printing methods, Medieval English literature, and specialized bibliography disciplines. His interdisciplinary approach bridges material culture studies with textual scholarship, emphasizing hands-on understanding of historical book production processes and their evolution across eras. His seminal publications, "The Dictionary of the Book" (2016) and its expanded second edition (2023), establish comprehensive reference frameworks for book terminology and historical practices. These works demonstrate consistent thematic focus on bibliographic precision, material analysis of books, and preservation methodologies, serving as critical resources for conservators, librarians, and literary historians investigating the book as a physical artifact. Berger actively contributes to academic instruction through courses like "Book as a Physical Object" (IS583BPO), scheduled for Fall 2025, which likely integrates theoretical knowledge with practical demonstrations of historical book production techniques. His teaching philosophy appears grounded in experiential learning, connecting students directly with material aspects of book history. No information is available regarding graduate student supervision, research grant acquisitions, or leadership of laboratories and collaborative research teams. Similarly, no scientific awards or fellowships are documented in the provided materials.
Dr. Gijs Leenders is a PhD Candidate at the Humanities Institute for Language Sciences (UiL-OTS) with affiliations to the Language Structure: Variation and Change and Language and Education research groups. He serves as a first-degree Dutch teacher at Amadeus Lyceum and contributes to educational design through the Dudoc-Alfa program . His work bridges academic research and secondary school practice. PhD Researcher at Utrecht University (2018–2024) Teacher Training at Rotterdam University of Applied Sciences (2024–present) His research focuses on conscious language proficiency and cross-linguistic grammar instruction for Dutch, English, and German. He investigates how reasoning-based grammar education can shift focus from rote answers to metalinguistic understanding. Key methodologies include SPSS analysis, focus group interviews, and experimental lesson series. Research trends reveal a progression from comparative grammar analysis (2015–2019) to process-oriented language awareness frameworks (2020–2023), culminating in his 2025 dissertation on Disentangling Language Awareness . Publications span topics like metalinguistic reasoning, cross-linguistic pedagogy, and grammar assessment innovation.
Dr. David Löwenstein is a lecturer at the Institute of Philosophy, Faculty of Philosophy, Heinrich-Heine-Universität Düsseldorf. His office is located in Building 24.52, Room 01.26, and he can be reached at +49 211 81-15427. He maintains an academic website at https://www.davidloewenstein.net/ and offers consultation hours for students as indicated on his institutional page. Löwenstein's research program centers on philosophy education methodology with particular emphasis on argumentation theory and ethics instruction. His work uniquely bridges theoretical philosophy with practical classroom applications, making philosophical reasoning accessible across educational levels. He has developed systematic frameworks for teaching argumentative skills, created practical classroom exercises, and explored the theoretical foundations of argumentation in educational contexts. His publication pattern reveals a strong focus on developing argumentative competencies in educational settings, with significant contributions to open-access educational resources as seen in his 2023 work "Argumentieren für alle!" His scholarship demonstrates deep engagement with philosophical traditions (particularly Ryle, Frege, and Singer) while maintaining practical relevance for contemporary classrooms. The consistency of his publication output across 2020-2023 indicates an active and productive research trajectory focused on making philosophical methods widely accessible. Dr. Löwenstein is actively involved in the "Argumentieren in der Schule" (Argumentation in School) network, which connects educators and philosophers interested in integrating philosophical argumentation into school curricula. His work encompasses both theoretical contributions to philosophy of education and practical applications in classroom settings, demonstrating commitment to the real-world implementation of philosophical methods.
Róbert Maco, PhD , is an Assistant Professor at the Department of Philosophy and History of Philosophy , Faculty of Arts, Comenius University, Bratislava. His expertise spans German classical philosophy , history of 19th and 20th century philosophy , and philosophy of mathematics/physics . He leads research projects on naturalism and realism in philosophy of science and contributes to journals like FILOZOFIA . Education: BA in Philosophy (1993–1998), Comenius University PhD in History of Philosophy (2001), Comenius University Research Focus: Maco explores naturalism as a philosophical program, symbolic forms in Cassirer’s work, and intersections between philosophy and exact sciences . His publications address mathematical objects , phenomenology , and epistemological intuition . Scientific Awards: Jan Hus Educational Foundation Scholarship (2009–2010) Grants and Projects: APVV-22-0397 (2023–2027): Naturalism and constructivism as competing/complementary programs APVV-18-0178 (2019–2023): Naturalism as universal philosophical program (Researcher) VEGA 1/0461/15 (2015–2017): Cognitive intuition as philosophical problem
Dr. Pam Dupin-Bryant is a tenured Professor of Data Analytics and Information Systems and serves as Vice Provost for Statewide Campuses at Utah State University, affiliated with the Jon M. Huntsman School of Business and Department of Management Information Systems. Her primary teaching base is the USU Tooele campus, where she delivers evening courses through in-person, online, hybrid, and independent study formats since 1998. Her educational qualifications include: PhD in Education (Adult Learning and Technology) from the University of Wyoming (2000) MS in Business Information Systems and Education (Business and Marketing Education) from Utah State University (1994) BS in Business Administration/Marketing from Utah State University (1993) Dr. Dupin-Bryant's research centers on information systems pedagogy, online/distance education, web design, business ethics, and business intelligence/data analytics. She investigates learner-centered instructional strategies, computer-mediated communication in collaborative learning, student retention in online environments, and software piracy prevention, consistently bridging theoretical frameworks with practical educational applications. Analysis of her 15 most recent publications (2004-2016) reveals sustained innovation in database education (particularly SQL), business intelligence visualization, and web 2.0 integration in distance learning. Key trends include data analytics education through real-world applications, ethical considerations in software usage, and evidence-based approaches to enhancing student engagement in information systems coursework. Her extensive recognition includes: Best Paper Award (2017, International Academic Conference on Business) Eldon J. Gardner Teacher of the Year (2016, USU Provost Office) Professor of the Year (2016, USU Tooele) Teacher of the Year awards (2016) from Jon M. Huntsman School of Business and Management Information Systems Ben Bauman Award for Excellence (2015, International Association for Computer Information Systems) Researcher of the Year (2004, USU Continuing Education) Multiple distance education awards including Award of Merit in Distance Education (2006) Dr. Dupin-Bryant has mentored graduate students including Deborah Baird (2009-2011). While her prolific publications and teaching innovations suggest grant involvement, specific funding details are not documented. Her leadership as Vice Provost demonstrates commitment to expanding educational access across Utah.
Eli Munkebye is a Professor of Science Didactics in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU). His work focuses on science education, teacher development, and innovative pedagogical approaches in primary science education. He maintains an active research profile with numerous publications spanning from 2003 to projected 2025. His research interests center on science education methodology, particularly dialogue-based approaches to teaching science. Munkebye has extensively explored how conversation and dialogue can enhance science learning experiences, especially in outdoor environments and in the context of sustainable development education. His work often examines how teachers implement critical thinking strategies and how students develop scientific understanding through exploratory activities. Munkebye's publication record shows a clear progression toward sustainability education and critical thinking in recent years, with numerous collaborative works appearing in 2022-2025. His research employs qualitative methodologies, particularly case studies and lesson studies, to examine classroom practices and student experiences in science education. He has contributed significantly to educational resources through textbooks like the Solaris Naturfag series for primary grades, demonstrating his commitment to bridging research and practice in science education. Munkebye completed his doctoral dissertation in 2012 titled 'Dialog for læring - den utforskende samtalen i uteskole' (Dialogue for learning - the exploratory conversation in outdoor school), establishing the foundation for his ongoing research in dialogic teaching approaches.
Professor Mariann Villa holds a prominent position at the Department of Sociology and Political Science at the Norwegian University of Science and Technology (NTNU) in Trondheim. She serves as a key member of the department's research group Migration and Mobility and previously held significant roles as senior researcher at RURALIS - Institute for Rural and Regional Research and as guest associated professor in regional and rural studies at NTNU's Department of Geography. Her academic leadership extends to heading the research network Democracy, equity, and the local community: Welfare and education in a globalized world, which produced a special issue on rural schools and communities for the Journal of Rural Studies. Professor Villa's research spans multiple interconnected domains within sociology and rural studies. Her primary interests include mobility studies (focusing on internal migration and recreational mobility), rural sociology, local community dynamics, cultural sociology, and qualitative research methodology. She has extensively examined how rural communities navigate challenges of centralization, population movement, and cultural preservation. Her work often explores the tension between tradition and modernity in rural settings, the impact of seasonal tourism on mountain and coastal communities, and the relationship between schools and rural communities. Professor Villa's methodological expertise in qualitative approaches provides rich insights into the lived experiences of individuals within changing social landscapes. Analysis of Professor Villa's publication history reveals a consistent focus on rural sociology and mobility studies spanning over two decades. Her most recent work (2021-2023) centers on migration patterns, rural-urban dynamics, and educational institutions within rural contexts. Earlier publications (2010-2020) examine community responses to centralization, local culture preservation, and the social dynamics of rural settlements. Throughout her career, she has maintained a strong emphasis on Norwegian case studies while contributing to broader theoretical discussions in rural sociology. Her publications appear in respected journals such as Journal of Rural Studies and Sociologia Ruralis, as well as in academic books published by reputable presses including Cappelen Damm Akademisk and Palgrave Macmillan. Professor Villa currently teaches courses in qualitative methods and analysis at bachelor, master, and PhD levels within the Department of Sociology and Political Science. She is also a member of the research group Equity and Inclusion in Educational Organizations at NTNU's Department of Teacher Education. Her leadership extends to heading the research network Democracy, equity, and the local community: Welfare and education in a globalized world, which produced a special issue on rural schools and communities for the Journal of Rural Studies. While specific grant information isn't detailed in the provided text, her involvement in numerous research projects and publications suggests successful grant acquisition throughout her career.
Nikolina Zobenica is a full professor at the Department of German Studies, Faculty of Philosophy, University of Novi Sad, where she has been employed since 2002. She previously served as Deputy Head (2010-2012) and Head (2012-2015) of the Department. She was also a visiting professor at the University of Kragujevac (2018-2019). Her educational background includes undergraduate studies in German Language and Literature (1999) and English Language and Literature (2001), followed by master's studies in German Literature (2004), all completed at the Faculty of Philosophy, University of Novi Sad. She earned her doctorate in 2010 with a dissertation on the reception of Günter Grass's novel The Tin Drum in German and Serbian Literature. As a DAAD scholarship holder, she studied at the University of Würzburg, and conducted research at the Universities of Regensburg, Freiburg, and Ludwigsburg. Professor Zobenica's research spans multiple dimensions of German literature, with particular focus on medieval and classical literature, as well as twentieth-century literature. Her work explores fairy tales, myths, and legends across German, European, and world literature, examining intercultural and intertextual connections. She approaches literature through interdisciplinary lenses including cultural studies (memory culture), pedagogy (didactics of teaching German literature), linguistics (linguistics of literary text), philosophy (ethics and aesthetics), and sociology (system theory, socialization). Her translation studies focus on functionalist and descriptive theories and hermeneutics of translation, while her educational research addresses challenges in university teaching innovation and modernization. Analysis of her recent publications reveals a consistent scholarly trajectory focusing on German literary tradition from medieval to contemporary works, with particular emphasis on Günter Grass studies, intertextuality, and translation theory. Her research increasingly incorporates digital pedagogy and innovative teaching methods, reflecting her active participation in higher education reform processes. Award for Excellence of the Western University 'Vasile Goldiš' in Arad Scholarship for gifted students at the University of Novi Sad DAAD scholarship Professor Zobenica actively participates in the process of reforming higher education and has developed innovative teaching models incorporating digital media. While her teaching responsibilities include Introduction to Scientific Work Techniques, German Literature of various periods, Bertolt Brecht studies, Literary Translation, and Methodology of Teaching German Literature, her research contributions extend to literary translation practice and theoretical frameworks for understanding German literature across cultural boundaries.
Gudrun Schwarzer is a Professor of Developmental Psychology (W3) at the Department of Psychology and Sports Science, Justus Liebig University Giessen. Her research focuses on how early visual, auditory, and motor experiences shape infants' and children's perception, cognition, and emotion processing. Multidisciplinary approach combining Developmental Psychology , Cognitive Neuroscience , and Cross-Cultural Studies Key research areas: Mental Rotation , Emotion Recognition , Object Processing , and Developmental Language Disorders Research highlights: Demonstrated crawling's influence on emotion discrimination and mental rotation abilities, developed interventions for emotional granularity in narratives, and explored cross-cultural differences in motor development. Scientific contributions: Published extensively in journals like Child Development Perspectives , Frontiers in Psychology , and Journal of Experimental Child Psychology , with a focus on sensory-motor integration and emotional cognition. Awards: Heinz Heckhausen Young Scientist Prize (1991), DFG Fellowship (1997-1998), Volkswagen Foundation Scholarship (1988-1991) Students: Daniela Bahn, Bianca Jovanovic, Julia Dillmann, Lucie Preißler, and several PhD researchers
Sara BENTEBBAA is a Professor at KEDGE Business School , specializing in Family Business , Entrepreneurship , and Organizational Learning . She teaches across bachelor's, PGE, and EBP International programs. Double doctorate in Management Sciences from Paris-Est University (France) and Cadi Ayyad University (Morocco) Research Focus : Sara investigates financial evaluation in responsible investment contexts, organizational learning dynamics in family businesses, and crowdfunding mechanisms for start-ups. Her work bridges theoretical frameworks with practical case studies in Moroccan and French contexts. Recent Publications : Her 2024 studies analyze financial evaluation methods for Naturex and the economic dynamics of Olympique Lyonnais. Earlier works (2017–2023) explore crowdfunding perception, social inclusion through entrepreneurship, and family business identity in Arab and Moroccan contexts.
Masoud Jasbi is an Assistant Professor in the Department of Linguistics at the University of California, Davis, specializing in experimental and theoretical approaches to natural language semantics and pragmatics. His research focuses on: Semantic and pragmatic interpretation of logical connectives (negation, conjunction, disjunction) Cross-linguistic studies across English, Persian, Mandarin Chinese, Spanish, and Hungarian Language acquisition in child and adult populations Integration of generative linguistics with artificial intelligence Experimental methodologies for testing linguistic hypotheses Recent publications demonstrate consistent emphasis on scalar implicature, context effects, and frequency-dependent processing, with increasing exploration of AI-linguistics intersections. His work bridges formal theory with empirical validation through experimental paradigms, examining how prior beliefs and contextual factors shape linguistic meaning across diverse populations. No scientific awards are documented in available sources. Information regarding student advising, research grants, laboratory facilities, or collaborative teams is not publicly specified in current materials.
Prof. Dr. Susanne Heinz is a Full Professor of Teaching English as a Foreign Language (TEFL) at the Christian-Albrechts-Universität zu Kiel since July 2016. She is currently on research sabbatical for the summer semester 2025. Her academic career includes previous positions as a senior lecturer of TEFL at the University of Augsburg (2011-2016) and the Pädagogische Hochschule Freiburg (2008-2011), as well as experience as a secondary school teacher of English and History. Prof. Heinz earned her doctoral degree in American Studies from Ruprecht-Karls-Universität Heidelberg (1998-2002), following teacher training at Seminar Rottweil, Baden-Württemberg (1996-1998) and undergraduate studies in English and History at Ruprecht-Karls-Universität Heidelberg and University of Stirling in Scotland (1989-1996). Her research focuses on innovative approaches to English language teaching, particularly in the areas of 21st century literacies, mobile enhanced language learning and teaching (MELLT), and the integration of diverse literary forms including graphic novels and young adult literature into EFL classrooms. She has made significant contributions to understanding how digital tools can enhance language acquisition and how cultural content, especially American studies topics, can be effectively taught to foreign language learners. Prof. Heinz's scholarly work shows a clear trajectory toward integrating technology with language pedagogy, with increasing focus on multimodal learning approaches. Her recent publications emphasize vocabulary instruction, digital tools for language learning, and the use of authentic cultural materials. She has also explored life writing and digital storytelling as pedagogical tools, particularly in relation to African American narratives. As an educator and mentor, Prof. Heinz has developed numerous teaching resources and teacher training programs. She received a post-doc scholarship for research on mobile learning in the EFL classroom from the Bavarian State Ministry for Gender Equality in Research and Teaching (2014-2016). Her work extends to editing academic journals and providing professional development for English teachers nationwide. Prof. Heinz has led collaborative research projects connecting schools and universities, particularly focusing on mobile learning applications in language education. Her work bridges theoretical research with practical classroom applications, creating resources that directly impact teaching practices in EFL classrooms across Germany.
Dr. Beatriz Macías Gómez-Estern is a Full Professor at the Department of Social Anthropology, Basic Psychology and Public Health at Universidad Pablo de Olavide, Spain. She specializes in cultural psychology, migration studies, and service-learning methodologies, with particular focus on identity construction, educational innovation, and community-based research.
Kathleen Hess is an Associate Professor in the Department of Psychology at Salem State University . She teaches courses such as Research Methods and Statistics , Industrial and Organizational Psychology , and Psychometrics . Dr. Hess earned her Ph.D. in Industrial and Organizational Psychology from Pennsylvania State University in 1999, focusing on subtle sex discrimination in job interviews. Academic Rank: Associate Professor University: Salem State University Department: Psychology Research Interests: Kathleen Hess specializes in gender issues in the workplace, motivation, leadership, and multicultural team training. Her work explores: Subtle manifestations of sex discrimination in employment Adaptability in digital skills and organizational settings Leadership development in complex environments Expatriate training and cross-cultural preparation Critical thinking in team decision-making Training tools for multicultural team leaders Selected Publications and Presentations: Her research focuses on workplace dynamics, leadership, and organizational training. Notable trends include: Analysis of nonverbal discrimination against women (2013) Exploration of fake news in business contexts (2019) Frameworks for multicultural leadership training (2005, 2006) Studies on expatriate preparation and cross-cultural training (2006) Development of team adaptability metrics (2000, 2004)
