Notes on Contributors
Susan Beltman
is Associate Professor and has taught and developed units relating to educational psychology and mentoring. She researches in the areas of wellbeing, resilience and mentoring in various education settings. She has been part of nationally and internationally funded projects and published widely in the area of teacher resilience. Susan was one of the developers of the fully online BRiTE modules designed to develop preservice teachers’ capacity for resilience which now have over 12,000 users.
Dana Crăciun
is Senior Lecturer in the Teacher Training Department at the West University of Timișoara, Romania. She has received her BS c in Physics (1988) and in Mathematics (2004), her MS c in Theoretical Physics (2003) and her PhD in Physics (2010) at the West University of Timișoara. She has been teaching courses in ICT, Didactics of Physics in the pre-service teacher training programme. Her research interests are also in the field of Science Education, Bioinformatics, as well as different aspects of e-Learning and Computer Assisted Instruction applied in Natural Sciences and Humanities. She has participated in educational projects and has co-authored 13 books and more than 40 ISI papers.
Morena Cuconato
is Associate Professor at the University of Bologna since 2002 and since 1996 a member of the international research group EGRIS (European Group for Integrated Social Research). She has been researching in several EU-funded research projects on young people’s transition from youth to adulthood with a special focus on second-generation young people. Her main research areas are youth education, youth policy and welfare, intercultural education and migration literature. Her recent international publications include “Doing transition in Education” (edited with A. Walther) of the International Journal of Qualitative Studies in Education (Routledge, Taylor and Francis group, 2015). In 2017 she published Pedagogia e letteratura della migrazione. Sguardi sulla scrittura che cura e resiste [Pedagogy and Migration Literature. The healing and resisting power of writing] (Carocci).
Weimin Delcroix-Tang
(née Weimin Tang) holds a PhD in English from the University of Oxford, UK, as well as Masters degrees in Women’s Studies, English and Sinology from the University of Oxford, UK, and University of Trier, Germany. Currently she is the dean of the School of Foreign Languages, director of the Language and Culture Research Center at the University of Sanya, and Deputy Director of the Hainan Association of Comparative Literature and World Literature, China. Apart from her expertise in areas of literary and cultural studies where she has published widely, she directs and evaluates curriculum design, teaching practice and teacher training as the deputy director of the Hainan Provincial Advisory Board on Foreign Language Teaching in Higher Education.
Brigid Freeman
is academic fellow with the Australia India Institute at the University of Melbourne, with research interests in higher education, policy, governance and comparative education.
Susana Gonçalves
(PhD, Psychology) is a Professor at the Polytechnic of Coimbra. She is a researcher at NIEFI, the Research Unit for Education, Training and Intervention (Escola Superior de Educação de Coimbra) and she teaches Psychology and Intercultural Education and a range of topics in the field of cultural studies. She is a member of the Children’s Identity and Citizenship in Europe Association, where she has served as Secretary General from September 2007 to September 2019. She has been Director of the Centre for the Study and Advancement of Pedagogy in Higher Education (CINEP) from 2011 till 2021. Her main research interests are art in education, citizenship and Higher Education. Among other publications, she co-edited with Suzanne Majhanovich the books Art in Diverse Social Settings (Emerald, 2021) and Art and Intercultural Dialogue (Sense, 2016), and with M.A. Carpenter the books The Challenges of Diversity and Intercultural Encounters (Routledge, 2013) and Intercultural Policies and Education (Peter Lang, 2011). She is also a visual artist and a photographer.
Tina Hascher
is a professor of Education Science at the University of Bern, Switzerland. Her research interests lie in emotions and motivation in school, wellbeing and health education as well as teacher education. She graduated from studies in Psycholinguistics, Psychology and Special Education at the LM-University in Munich, Germany. Her PhD studies were completed at the Max-Planck-Institute for Psychological Research in Munich and her Habilitation (post-doc studies, Habilitation thesis: “Well-being in school”) at the University of Fribourg, Switzerland. She is the recipient of multiple research grants and has over 200 publications.
Marta Ilardo
holds a PhD in educational sciences, research fellow at the Department of Education Studies “Giovanni Maria Bertin”, University of Bologna. Her interests have focused on Hannah Arendt’s thought in education and the themes that investigate the relationship between violence, power and educational contexts/spaces. She conducts research on issues relating to teaching-learning process in Higher Education Institutions; childhood and philosophy (philosophical practices with children and critical thinking); youth participation practices in formal and non-formal contexts of education.
Dong Kwang Kim
is a professor at Okayama University’s Institute of Global Human Resource Development and teaches Global Studies.
Vadim Kozlov
is Director of the Institute of Pedagogy, Psychology and Social Problems (Kazan, Russia), a Candidate of Historical Sciences, and Associate Professor. He is a Member of the Scientific Council of the Russian Academy of Sciences on complex problems of ethnicity and interethnic relations, a Member of the Council under the President of the Tatarstan Republic on interethnic and interfaith relations. He has been teaching at Kazan Federal University for 20 years. The focus of his scientific interests is the issues of inter-ethnic and interreligious interaction, ethnic conflicts, migration, and ethnic minorities. He is the author of more than 10 monographs, including: Ethnology (2017), Positive Interethnic Relations and the Prevention of Intolerance: The Experience of Tatarstan in the All-Russian Context (2016), Diaspora and Migrant Communities in the Republic of Tatarstan: Ethnosociological Essays (2016). He participated in a great number of international and all-Russian conferences as the Chair of organizational committee, as a presenter, as an expert and a member of the international consortium in social-educational projects.
Beatrix Kreß
is a linguist and full professor for intercultural communication at Hildesheim University. She studied Slavic languages and literature and wrote her PhD about conflict communication in Russian and Czech. She teaches intercultural communication, applied linguistics and German as a foreign language. Research interests are oral and written forms of intercultural communication, political and media communication and theoretical and empirical aspects of pragmatics.
Pete Leihy
teaches at Universidad Andres Beilo, Chile where he researches higher education and society and is co-editing a forthcoming special issue of Quality Assurance in Education covering higher education in Spanish- and Portuguese-speaking countries.
Elena Levina
is Doctor of Pedagogical Sciences, Head of the Department “Cognitive Pedagogy and Digitalization of Education” of the Institute of Pedagogy, Psychology and Social Problems, Editor-in-chief of the Kazan Pedagogical Journal. She is Head of the project of the Ministry of Science and Higher Education of the Russian Federation “The problem of modern methodology for studying the formation and development of human beings in the era of digitalization”. She teaches the disciplines Higher education management, Quality management in education, and others. Research interests are concentrated in the field of higher education methodology in the era of digitalization, the development of data mining methods, and the development of cognitive management in higher education. Some publications include Qualimetric Methods of Diagnosing Educational Activities (2011); Mechanisms for Managing the Development of Educational Systems (2015); Innovative Systems for Managing the Development of Higher Education (2018); Cognitive Management for Educational Organizations of Higher Education (2019).
Elena Luppi
(PhD) is Associate Professor in Educational Research at the University of Bologna – Department of Education. She is currently Rector’s Delegate for Innovation in Teaching and Learning at the University of Bologna and has been Rector’s Delegate for Gender Equality. She carries out Evidence Based Research and Action Research on Design, Assessment and Evaluation in Education. She is expert in Lifelong Learning – especially Education of the Elderly, Intergenerationality, Elderly Care – and in Gender issues, tackling these topics with an interdisciplinary perspective. She is the author of books and articles concerning these subjects. She is the Italian representative for the University of Bologna in WiTEC (the European Association for Women in Science, Engineering and Technology). She lectures in “Theories and Methods of Planning and Evaluation” and “Methodology of Educational Research”.
Suzanne Majhanovich
is Professor Emerita/Adjunct Research Professor at the Faculty of Education, University of Western Ontario in London, Ontario, Canada. She is the past Chair of the WCCES Standing Committee for Publications and the former editor of the journal Canadian and International Education. With Allan Pitman, she co-edits of the Brill series A Diversity of Voices. She was guest editor of four special issues of the International Review of Education related to presentations from WCCES Congresses in Havana, Sarajevo, Istanbul, and Buenos Aires. Her research interests include first and second language acquisition, ESL teaching in international contexts, globalization, education restructuring, decentralization and privatization of education. She is the author of numerous articles and books, including a special issue of the International Review of Education, co-edited with Marie-Christine Deyrich, entitled “Language Learning to Support Active Social Inclusion: Issues and Challenges for Lifelong Learning” (2017). Most recently she co-edited with Susana Gonçalves Art in Diverse Social Settings (Emerald, 2021).
Chenicheri Sid Nair
is currently the Executive Dean at the Victorian Institute of Technology, Australia. His primary role looks at the quality of Learning, Teaching and the Student Experience. Prior to this he was the Executive Director of the Tertiary Education Commission, Mauritius responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius. Before taking up the role at TEC, Mauritius, he was Professor of Higher Education Development at The University of Western Australia. His research work lies in the areas of quality of teaching and learning, classroom and school environments, and the implementation of improvements from stakeholder feedback.
Monica Oprescu
is Senior Lecturer in the Teacher Training Department at the West University of Timișoara, Romania. Her teaching and research interests are in the fields of English Didactics, CLIL/Content and Language Integrated Learning, Cultural Identities, Literary Studies, Interdisciplinary Approaches in the training of future teachers. She received her PhD at the West University of Timișoara and is enrolled for a second one at the University of Vienna. She has been involved in educational projects, being institutional coordinator for the West University of Timișoara of CICE (Children’s Identity and Citizenship in Europe). She has published teaching guides, translations, chapters in volumes and articles extensively in journals (e.g., Journal of Educational Studies & Psychology, Romanian Journal of English Studies).
Nilüfer Pembecioğlu
is an academic of the Istanbul University Faculty in the Communication Radio Television Cinema Department. Professor Pembecioğlu has many articles on a national and international basis regarding education, communication, journalism, peace education and peace journalism, new media, children, women and advertising fields. Specialized in Children & Media Issues and Media Literacy, her academic interests also cover Social Discrimination and Exclusion, Cyber Bullying, Systemic Family Therapy, Film Therapy and she has served as consultant for various institutions and organizations. She is a film director having 8 feature documentary films. Out of the film workshops she organizes with children, she has around 30 short films and 8 animations. Coordinating many national and international academic projects and she works more with disadvantaged groups such as refugees, gifted, deaf and handicapped children. She also has 15 books, many book chapters, academic papers as well as international research projects.
Allan Pitman
is Professor Emeritus in the Education Faculty at the University of Western Ontario. He holds degrees from the University of Melbourne, Latrobe University and the University of Wisconsin-Madison. He has held tenured positions at Deakin University in Australia and at the University of Western Ontario, and was a Research Consultant in the Wisconsin Center for Education Research. He is a former President of the Comparative and International Education Society of Canada and was awarded its David Wilson Award for his contribution to comparative and international education. He has been Secretary of the Higher Education Research Society of Australia. His principal research interests are mathematics education and society, the changing nature of the university and the nature of professional practice.
Aurora Ricci
(PhD) is Research Fellow in the field of Educational Research (M-PED04) at the University of Bologna (Department of Education) on the research project “The promotion of quality in university teaching”. She carries out Evidence Based Research and Action Research on Design, Assessment and Evaluation in Education (Higher Education and Vocational Education and Training). In particular, she is an expert in Soft Skills (developing innovative pedagogical methodology and self-assessment and evaluation tools) with a multidisciplinary perspective (soft skills for guidance and soft skills for safety). Furthermore, she is involved as a gender issues expert in the Horizon2020 Project “H-Work”. She lectures in “Educational research” and “Soft skills to be effective at work”.
Rachel Sheffield
is Associate Professor and researches and publishes in science, STEM education and professional identity. She is currently exploring the transversal competencies and their role in STEM. Rachel has won several Faculty, University and National awards for Teaching Excellence, and was awarded an Executive Endeavour Fellowship in 2016. She is also the Chair of the prestigious Curtin Academy for excellence in Learning and Teaching. Her research and grants in India, Indonesia and Malaysia support pre-service teachers and primary students to develop expertise in STEM content and 21st century skills.
Upasana Singh
is a senior lecturer in the Discipline of Information Systems and Technology at the University of KwaZulu Natal, Westville Campus, in Durban South Africa. She lectures on a wide-range of IT-related subjects and she has a keen interest in Educational Technologies. In 2019 she completed her Fellowship in “Teaching Advancement in Universities” (TAU), from the CHE. Her primary area of research is Digital Teaching and Learning in Higher Education.
Ian Teo
works as a researcher in the Centre of Education Policy and Practice, which is located in the Australian Council for Educational Research.
Tatiana Tregubova
is Doctor of Pedagogical Sciences, professor, and leading researcher of the Institute of Pedagogy, Psychology and Social Problems, Director of the Center for international cooperation and academic mobility. Successfully engaged in fundraising activities, she coordinates the participation of the Institute in international projects and programmes: “TEMPUS-IV,” “ERASMUS+”, “FULBRIGHT,” etc. Her research agenda concerns tertiary professional education for teachers as well as social-pedagogical services for students, women’s issues and issues of diversity in educational settings. She has published more than 300 books, journal articles, and textbooks on professional education and social work, development of students’ social activity. Among them are: Models of Competencies in the Conditions of Globalization and Integration of Education (2015), Theory and Practice of Multicultural Education (2017); Teachers’ Professional Development in the Process of Workers’ Training for Worldskills Championships’ Participation (2019); Professional Development of Teachers: Conceptual Ideas and Benchmarking of Best Practices (2020).
Rashmi Watson
(Assessment Lead, Medical Education Unit) has been recognised for university teaching and for her leadership skills and knowledge of university programs and is called upon regularly to provide senior-level support. In recent years, she has strengthened her expertise in leadership and culture development and provides facilitation and strategic consultancy using strengths-based approaches such as Appreciative Inquiry, coaching and psychometric behaviour analysis to support organisations in their journey towards greater staff culture and continuous development and learning.
Pete Woodcock
teaches politics at the University of Huddersfield in the United Kingdom and specialises in political theory and the impact of technology on politics. He has published several papers on using technology to support teaching and learning in higher education, and is interested in how educators can use student’s informal education to help grapple with key political concepts. His book Political Theory: A Beginner’s Guide was published by Polity in 2020.