Tania Qamar | Psychology | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Tania Qamar

UCSI University, Malaysia

Tania Qamar
Affiliation UCSI University
Country Malaysia
Scopus ID 59218747500
Documents 4
Citations 7
h-index 2
Subject Area Psychology
Event Top Teachers Awards
ORCID 0000-0001-9886-4349
Google Scholar eTsKf9UAAAAJ

This article presents the academic and professional profile of Tania Qamar, a lecturer in Clinical Psychology at UCSI University, Malaysia. With a PhD in Psychology from Universiti Utara Malaysia and extensive clinical and research experience, her work focuses on mental health interventions, module development, and psychometric research. Her contributions to the field have been recognized through multiple awards, peer-reviewed publications, and active service in professional organizations. This page outlines her research impact, educational background, and suitability for the Innovative Research Award in recognition of her scholarly achievements and commitment to advancing psychological science. [1]

Abstract

Tania Qamar is an early-career academic and clinical psychologist whose research focuses on psychotherapy module development, cross-cultural adaptation, and mental health in diverse populations. Her work includes the development of the Detached Mindfulness Group Therapy (DMGT) module for married women with major depressive disorder, as well as studies on stress, resilience, and psychological well-being among university students and mental health professionals. With a growing portfolio of publications, conference presentations, and peer-review service, her scholarly output demonstrates methodological rigor and a commitment to evidence-based practice. This nomination for the Innovative Research Award highlights her contributions to clinical psychology, research methodology, and academic leadership. [2]

Keywords

Clinical Psychology, Psychotherapy, Module Development, Mental Health, Resilience, Cross-Cultural Adaptation, Research Methodology, Academic Leadership, Malaysia.

Introduction

Tania Qamar is a Lecturer in Clinical Psychology at UCSI University, Malaysia, with a PhD from Universiti Utara Malaysia. Her academic journey integrates clinical practice, teaching, and research, with a strong emphasis on developing culturally sensitive interventions for mental health. Her work on cross-cultural adaptation of therapeutic modules has been recognized as a significant contribution to the field [3]. This article provides a comprehensive overview of her research profile, educational background, professional experience, and scholarly impact, underscoring her suitability for the Innovative Research Award at the Top Teachers Awards event.

Research Profile

Tania Qamar’s research interests lie at the intersection of clinical psychology, psychotherapy, and research methodology. Her work includes quantitative and qualitative studies on stress, resilience, and mental health outcomes. She has developed and validated therapeutic modules, including a group therapy intervention for depression, and has contributed to methodological guidelines for adapting psychological instruments and interventions across cultures. Her Scopus profile (ID: 59218747500) lists 4 documents, 7 citations, and an h-index of 2, with publications in journals such as the Journal of Advanced Guidance and Counseling and the Journal of Ayub Medical College Abbottabad [4].

Research Contributions

Her contributions include the development of the Detached Mindfulness Group Therapy (DMGT) module, which is currently in press. She has presented at international conferences, including the International Conference on Psychiatry in Lahore and the 2nd International Meritorious Multidisciplinary Virtual Conference. She has also served as a peer reviewer for several journals, including the Pakistan Journal of Psychological Research and Current Psychology. Her methodological expertise spans SPSS, ATLAS.ti, NVivo, and meta-analysis software, which she applies to both clinical and educational research. [5]

Publications

Tania Qamar has published three peer-reviewed articles. Her work on perceived stress and wellbeing among mental health professionals during COVID-19 appears in the Journal of Advanced Guidance and Counseling (2022) [4]. She co-authored guidelines for cross-cultural adaptation of therapeutic modules in the Journal of Ayub Medical College Abbottabad (2024) [2]. Additionally, she examined resilience and life satisfaction among university students during the pandemic’s second wave (2021) [3]. A book chapter on Detached Mindfulness Group Therapy is currently in press [4].

  • Qamar, T., Chethiyar, S. D. M., & Equatora, M. A. (2022). Perceived stress, emotional intelligence and psychological wellbeing of mental health professionals during covid-19 in Pakistan. Journal of Advanced Guidance and Counseling, 3(1), 14–31. doi:10.21580/jagc.2022.3.1.9320
  • Qamar, T., & Ibrahim, N. (2024). Guidelines for the process of cross-cultural adaptation and translation of therapeutic modules. Journal of Ayub Medical College Abbottabad, 36(4), 681–685. doi:10.55519/JAMC-04-13584
  • Qamar, T., Chethiyar, S. D. M., & Equatora, M. A. (2021). Psychological stressors and life satisfaction among university students during the Second Wave of covid-19: Moderating role of resilience. Journal of Advanced Guidance and Counseling, 2(2), 136–154. doi:10.21580/jagc.2021.2.2.9321

Research Impact

Despite being in the early stages of her career, Tania Qamar’s research has garnered citations and recognition. Her work on cross-cultural adaptation provides a practical framework for researchers and clinicians working in multicultural settings. She has also contributed to the academic community through peer review and membership in professional bodies such as the Malaysian Society of Clinical Psychology, the American Psychological Association, and the Pakistan Association of Clinical Psychologists. Her leadership roles, including founder of Mind Healing Psychological Services, demonstrate a commitment to translating research into practice. [6]

Award Suitability

Tania Qamar’s profile exemplifies the qualities of an innovative researcher: methodological diversity, applied focus, and a clear trajectory of scholarly growth. Her development of a novel therapy module, her contributions to adaptation guidelines, and her active engagement in teaching, supervision, and peer review reflect a holistic approach to academia. She has demonstrated the ability to lead research projects, secure recognition at national and international competitions, and contribute to the professional development of students and peers. These accomplishments align with the objectives of the Innovative Research Award, which seeks to honor emerging scholars who make a tangible difference in their field. [7]

Conclusion

In summary, Tania Qamar is a dedicated academic and clinician whose work bridges research and practice in clinical psychology. Her contributions to module development, cross-cultural research, and student mentorship position her as a promising leader in the field. Recognition through the Innovative Research Award would not only validate her past efforts but also encourage continued innovation and excellence in mental health research and education in Malaysia and beyond. [8]

References

  1. Scopus. (n.d.). Scopus author details: Tania Qamar, Author ID 59218747500. Scopus. https://www.scopus.com/pages/authors/59218747500
  2. Qamar, T., & Ibrahim, N. (2024). Guidelines for the process of cross-cultural adaptation and translation of therapeutic modules. Journal of Ayub Medical College Abbottabad, 36(4), 681–685. https://doi.org/10.55519/JAMC-04-13584
  3. Qamar, T., Chethiyar, S. D. M., & Equatora, M. A. (2022). Perceived stress, emotional intelligence and psychological wellbeing of mental health professionals during covid-19 in Pakistan. Journal of Advanced Guidance and Counseling, 3(1), 14–31. https://doi.org/10.21580/jagc.2022.3.1.9320
  4. Qamar, T., Chethiyar, S. D. M., & Equatora, M. A. (2021). Psychological stressors and life satisfaction among university students during the Second Wave of covid-19: Moderating role of resilience. Journal of Advanced Guidance and Counseling, 2(2), 136–154. https://doi.org/10.21580/jagc.2021.2.2.9321
  5. Elsevier. (n.d.). Scopus preview – Scopus – Tania Qamar. Scopus. https://www.scopus.com/pages/authors/59218747500
  6. ORCID. (n.d.). Tania Qamar ORCID 0000-0001-9886-4349. ORCID. https://orcid.org/0000-0001-9886-4349
  7. Google Scholar. (n.d.). Tania Qamar – Google Scholar Profile. Google Scholar. https://scholar.google.com/citations?user=eTsKf9UAAAAJ&hl=en&oi=sra
  8. Top Teachers Awards. (n.d.). Home – Top Teachers Awards. Top Teachers. https://topteachers.net/

Sabahattin Yeşilçınar | Language Education | Best Researcher Award

Published on by Top Teachers

Best Researcher Award

Sabahattin Yeşilçınar
Department of Foreign Languages Education, Faculty of Education, Muş Alparslan University, Turkey

Sabahattin Yeşilçınar
Affiliation Muş Alparslan University
Country Turkey
Scopus ID 57210946864
Documents 12
Citations 144
h-index 6
Subject Area Language Education
Event Top Teachers Awards
ORCID 0000-0001-6457-0211
Google Scholar qq78puMAAAAJ

Sabahattin Yeşilçınar is an Associate Professor in English Language Teaching at Muş Alparslan University, Turkey. He received his PhD in English Education from Gazi University. His research spans language assessment, teacher education, multilingual education, educational technology, AI in language learning, and positive psychology in second language acquisition. He has published extensively in SSCI, SCI, Scopus, and other internationally indexed journals, supervised graduate theses, coordinated international projects, and served in academic leadership positions. His work bridges research and classroom practice through innovative, evidence-based approaches to English language teaching. [1]

Abstract

This article presents the research and scholarly contributions of Sabahattin Yeşilçınar, Associate Professor at Muş Alparslan University, in the field of English language teaching and applied linguistics. His work integrates language assessment, teacher education, educational technology, artificial intelligence, and positive psychology to advance equitable and innovative language education. With publications in high-impact journals, international collaborations, and leadership in academic projects, Dr. Yeşilçınar demonstrates a sustained commitment to improving teaching quality, learner outcomes, and assessment practices. This profile highlights his qualifications for the Best Researcher Award in recognition of his impactful and interdisciplinary contributions to language education research. [2]

Keywords

English Language Teaching, Applied Linguistics, Language Assessment, Teacher Education, Artificial Intelligence in Education, Educational Technology, Positive Psychology in SLA, Translanguaging, CALL, World Englishes, Multilingual Education.

Introduction

The field of English language teaching has undergone significant transformation, driven by advances in technology, evolving pedagogical approaches, and a deeper understanding of learner psychology. Sabahattin Yeşilçınar’s research agenda reflects these developments, addressing core areas such as language assessment, teacher professional development, AI-assisted learning, and the role of positive emotions in second language acquisition. His work is characterized by a strong empirical foundation, often employing mixed-methods designs to capture the complexities of language learning and teaching. As an active researcher and academic leader, Dr. Yeşilçınar has contributed to both theoretical knowledge and practical applications, with a particular focus on the Turkish educational context while maintaining international relevance. [3] This article provides a comprehensive overview of his research profile, contributions, and impact, underscoring his suitability for the Top Teachers Awards’ Best Researcher Award.

Research Profile

Sabahattin Yeşilçınar is affiliated with Muş Alparslan University, Faculty of Education, Department of Foreign Languages Education. He holds a PhD in English Education from Gazi University. His academic career includes extensive teaching, supervision of graduate theses, and coordination of international research projects. He has served in editorial roles and is an active member of professional organizations such as TESOL. His research interests are broad, covering English Language Teaching (ELT), Applied Linguistics, Language Assessment, Teacher Education, Artificial Intelligence in Education, Educational Technology, Positive Psychology in SLA, Translanguaging, CALL, and World Englishes. He has collaborated with internationally recognized scholars, including Jean-Marc Dewaele, on projects related to language assessment, teacher education, and positive psychology. [4] His Scopus profile indicates 12 documents, 144 citations, and an h-index of 6, while Google Scholar reports 472 citations, an h-index of 10, and an i10-index of 10, reflecting the growing recognition of his work.

Research Contributions

Sabahattin Yeşilçınar’s research contributions are substantial and multifaceted. He has published 18 international journal articles and 2 national articles, in addition to 11 ISBN-indexed book chapters/translations and 1 edited academic volume. He has coordinated an international project, “Play & Learn English!: Gamifying Language Teaching and Designing Game-Based Language Activities,” which exemplifies his commitment to innovative pedagogy. His work on reflective practices in micro-teaching [5], the flipped classroom [6], and the sources of foreign language enjoyment and anxiety [7] have been widely cited. He has also investigated the effectiveness of online text-to-speech tools in improving pronunciation [8] and the role of teacher research in continuing professional development [9]. These studies demonstrate his ability to address both theoretical and practical issues in language education, often incorporating technology and learner-centered perspectives.

Publications

Sabahattin Yeşilçınar has published extensively in international journals. His work includes reflective practices in micro-teaching [1], flipped classroom effects on speaking skills [2], cultural dimensions of enjoyment and anxiety in language learning [3], text-to-speech tools for pronunciation training [4], and the role of teacher research in professional development [5]. These publications appear in SSCI, SCI, and Scopus-indexed journals, demonstrating his broad impact on language education research.

The following selected publications represent the scope and impact of Dr. Sabahattin Yeşilçınar’s scholarly output:

  • Reflective practices in micro teaching from the perspective of preservice teachers: Teacher feedback, peer feedback and self-reflection – N. Erdemir, S. Yeşilçınar. Reflective Practice, 22(6), 766-781, 2021.[4]
  • Using the flipped classroom to enhance adult EFL learners’ speaking skills – S. Yeşilçınar. Pasaa, 58(1), 206-234, 2019.[5]
  • Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety – S. Yeşilçınar, N. Erdemir. Innovation in Language Learning and Teaching, 17(2), 453-468, 2023.[3]
  • An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees’ Pronunciation – G.Y. Eksi, S. Yesilçinar. English Language Teaching, 9(2), 205-214, 2016. [6]
  • Continuing professional development process: English language teachers’ views on the role of teacher research – S. Yeşilçınar, A. Çakır. Journal of Language and Linguistic Studies, 14(2), 61-75, 2018.[7]

Research Impact

The impact of Sabahattin Yeşilçınar’s research is evidenced by citation metrics, collaboration networks, and practical applications. His work has been cited 144 times in Scopus-indexed publications and 472 times according to Google Scholar, with an h-index of 10. He has collaborated with researchers from Turkey and internationally, including prominent scholars such as Jean-Marc Dewaele, on projects related to language assessment, teacher education, educational technology, AI-assisted language learning, multilingualism, and positive psychology. His research has informed teacher training programs, curriculum development, and assessment practices, particularly in the Turkish context. The international recognition of his work is reflected in his editorial appointments and memberships in professional organizations. His contributions to the field have been acknowledged through invitations to speak at conferences and to participate in collaborative research initiatives. [10]

Award Suitability

Sabahattin Yeşilçınar’s profile aligns exceptionally well with the criteria for the Best Researcher Award. His sustained record of high-quality publications, leadership in international projects, and significant citation impact demonstrate research excellence. He has contributed to the advancement of knowledge in language education through innovative methodologies, interdisciplinary approaches, and a focus on practical outcomes. His work addresses key challenges in English language teaching, including assessment, technology integration, teacher development, and learner psychology. Furthermore, his collaborative spirit and commitment to mentoring the next generation of researchers underscore his role as a leader in the academic community. The breadth and depth of his contributions, combined with their tangible impact on teaching and learning, make him a distinguished candidate for this recognition. [11]

Conclusion

This article has provided a comprehensive overview of Sabahattin Yeşilçınar’s research career, highlighting his significant contributions to English language teaching and applied linguistics. His work exemplifies a commitment to evidence-based practice, innovation, and scholarly rigor. Through his publications, projects, and collaborations, he has advanced the understanding of language assessment, teacher education, educational technology, and the affective dimensions of language learning. His profile demonstrates a sustained and impactful research trajectory, making him a highly suitable recipient of the Best Researcher Award. His ongoing efforts continue to shape the field and inspire future research and practice. [12]

References

  1. Muş Alparslan University. (n.d.). Academic Staff: Dr. Sabahattin Yeşilçınar. Muş Alparslan University. https://www.alparslan.edu.tr/en/
  2. Scopus. (n.d.). Author details: Yeşilçınar, Sabahattin, Author ID 57210946864. Scopus. https://www.scopus.com/pages/authors/57210946864
  3. Yeşilçınar, S., & Erdemir, N. (2023). Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety. Innovation in Language Learning and Teaching, 17(2), 453-468. https://doi.org/10.1080/17501229.2022.2063295
  4. Erdemir, N., & Yeşilçınar, S. (2021). Reflective practices in micro teaching from the perspective of preservice teachers: Teacher feedback, peer feedback and self-reflection. Reflective Practice, 22(6), 766-781. https://doi.org/10.1080/14623943.2021.1968818
  5. Yeşilçınar, S. (2019). Using the flipped classroom to enhance adult EFL learners’ speaking skills. Pasaa, 58(1), 206-234. https://digital.car.chula.ac.th/pasaa/vol58/iss1/8/
  6. Eksi, G.Y., & Yesilçinar, S. (2016). An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees’ Pronunciation. English Language Teaching, 9(2), 205-214. https://eric.ed.gov/?id=EJ1095577
  7. Yeşilçınar, S., & Çakır, A. (2018). Continuing professional development process: English language teachers’ views on the role of teacher research. Journal of Language and Linguistic Studies, 14(2), 61-75. https://izlik.org/JA95UB89SX
  8. Google Scholar. (n.d.). Sabahattin Yeşilçınar – Google Scholar Citations. Google Scholar. https://scholar.google.com/citations?user=qq78puMAAAAJ&hl=en&oi=sra
  9. ORCID. (n.d.). Sabahattin Yeşilçınar – ORCID Profile. ORCID. https://orcid.org/0000-0001-6457-0211
  10. Top Teachers Awards. (n.d.). Best Researcher Award. Top Teachers. https://topteachers.net/
  11. Yeşilçınar, S., & Erdemir, N. (2023). [Dataset] Sources of foreign language enjoyment and anxiety among Turkish EFL learners. Mendeley Data.
  12. Yeşilçınar, S. (2024). Gamifying language teaching: Design and implementation of game-based activities. International Journal of Educational Technology, 11(1), 45-62.

Agustin Vidal Buitano | Social Sciences | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Agustin Vidal Buitano
University of Granada, Spain
Agustin Vidal Buitano
Affiliation University of Granada
Country Spain
Scopus ID 57656089000
Documents 2
Citations 6
h-index 1
Subject Area Social Sciences
Event Top Teachers Awards
ORCID 0000-0002-2308-269X
Google Scholar KGHii70AAAAJ

Agustin Vidal Buitano is a researcher and academic affiliated with the University of Granada, Spain. His work focuses on marketing, consumer behavior, sustainability, and research methodology, with a particular emphasis on green product patronage and tourist destination sustainability. He is currently pursuing a PhD in Economics and Business Sciences at the University of Granada and has held teaching positions at UNIACC University and Diego Portales University. His research appears in journals such as the Journal of Destination Marketing & Management and Humanities and Social Sciences Communications. This article summarises his academic profile, research contributions, and suitability for the Innovative Research Award as part of the Top Teachers Awards event.[1] [4]

Abstract

This article presents a comprehensive academic profile of Agustin Vidal Buitano, a researcher in the field of marketing and sustainability. With a Scopus h-index of 1, 2 documents, and 6 citations, his work has examined the psychological routes to green product patronage, the role of motivations in sustainable consumption, and the influence of tourscape on destination sustainability. His research is situated within the social sciences and draws on quantitative methods to address contemporary challenges in consumer behaviour and tourism. The article is structured to support his nomination for the Innovative Research Award at the Top Teachers Awards, highlighting the relevance, novelty, and methodological rigour of his contributions. [1] [2]

Keywords

Innovative Research Award, green consumption, sustainable tourism, research methodology, consumer behaviour, marketing, social sciences, academic recognition, Top Teachers Awards.

Introduction

The Innovative Research Award is conferred to early-career researchers who demonstrate exceptional creativity, methodological soundness, and societal relevance in their scholarly work. Agustin Vidal Buitano has developed a coherent research agenda that addresses pressing issues in marketing and sustainability, with a particular focus on green product consumption and tourism destination management. His work integrates psychological theories with empirical testing, often in the context of developing countries, thereby contributing to the global discourse on sustainable development. This article provides a detailed overview of his academic training, professional experience, research outputs, and impact, underscoring his suitability for this award. [1] [3]

Research Profile

Agustin Vidal Buitano is a PhD candidate in Economics and Business Sciences at the University of Granada, Spain, where his doctoral research specialises in Marketing and Sustainability. He holds a Master’s degree in Marketing from the University of Chile (2018–2020) and a Bachelor’s degree in Business Administration and Commercial Engineering from the same institution (2014–2019), graduating with Third Distinction. He completed an academic exchange at KU Leuven, Belgium. His teaching experience includes appointments as Professor of Research Methodology at UNIACC University (2026–present) and Professor of Economics at Diego Portales University (2017–2019). He also served as a research assistant and teaching assistant at the University of Chile (2016–2021). Professionally, he worked as a New Projects Analyst at ClaroVTR (2024–2025) and completed an internship at Endeavor Mexico. His research interests encompass marketing, entrepreneurship, sustainable development, consumer behavior, and research methodology. [1] [4]

Research Contributions

Agustin Vidal Buitano’s research makes several contributions to the marketing and sustainability literature. First, he has explored the dual psychological routes—values and motives—that drive green product patronage, offering a nuanced understanding of consumer decision-making in developing countries. Second, his work on the “tourscape” concept extends the servicescape framework to tourist destinations, demonstrating how physical and social environments influence revisit intentions and destination sustainability. Third, his methodological training, including expertise in SPSS and AMOS, supports rigorous quantitative analysis, ensuring that his empirical findings are robust and replicable. These contributions are not only academically valuable but also have practical implications for marketers, policymakers, and destination managers. [1] [2] [5]

Publications

Key research examines green consumption motivations [2], tourscape sustainability [3], and dual psychological routes to green patronage [6].

  • Torres-Moraga, E., Rodriguez-Sanchez, C., Alonso-Dos-Santos, M., & Vidal, A. (2024). Tourscape role in tourist destination sustainability: A path towards revisit. Journal of Destination Marketing & Management, 31, 100863.
  • Torres-Moraga, E., & Vidal-Buitano, A. (2022). The role of motivations in the construction of patronage intention of innovative green products. Academia Revista Latinoamericana de Administración, 35(2), 183-203.
  • Vidal-Buitano, A., Torres-Moraga, E., & Montoro-Ríos, F. J. (2026). From values to motives: dual psychological routes to green product patronage in a developing country. Humanities and Social Sciences Communications, 13(1), 458.

Research Impact

Despite being early in his academic career, Agustin Vidal Buitano’s work has already garnered attention, with 6 citations across 2 documents (Scopus). His 2022 article on motivations for green product patronage has been cited for its contribution to understanding consumer behaviour in Latin American contexts. His 2024 article on tourscape and destination sustainability has been recognised for its practical relevance to tourism management. The interdisciplinary nature of his research, spanning marketing, psychology, and sustainability, amplifies its impact, as it speaks to multiple academic and practitioner audiences. Furthermore, his collaboration with established researchers such as Torres-Moraga and Montoro-Ríos suggests a strong network and potential for future high-impact work. [1] [1] [2]

Award Suitability

Agustin Vidal Buitano demonstrates a strong case for the Innovative Research Award based on the originality, methodological rigour, and societal relevance of his work. His research addresses the United Nations Sustainable Development Goals (SDGs) related to responsible consumption and sustainable tourism. The innovative integration of psychological constructs (values, motives) with marketing outcomes provides a novel perspective on green consumption, particularly in developing countries. Additionally, his teaching and mentoring experience, including research methodology courses, indicates a commitment to disseminating knowledge and fostering future researchers. The Top Teachers Awards event, which recognises both teaching and research excellence, is an appropriate platform to honour his contributions. [3] [4]

Conclusion

This article has provided a comprehensive overview of the academic profile, research contributions, and impact of Agustin Vidal Buitano. His work in marketing and sustainability, characterised by theoretical depth and empirical rigour, has produced peer-reviewed publications in respected journals and has begun to generate scholarly citations. His training and professional experience further support his development as a promising early-career researcher. For these reasons, he is a meritorious candidate for the Innovative Research Award at the Top Teachers Awards. Recognition of his work would not only acknowledge his achievements but also encourage continued research on sustainable consumption and tourism. [1] [5]

External Links

References

  1. Elsevier. (n.d.). Scopus author details: Agustin Vidal Buitano, Author ID 57656089000. Scopus. https://www.scopus.com/pages/authors/57656089000
  2. Torres-Moraga, E., Rodriguez-Sanchez, C., Alonso-Dos-Santos, M., & Vidal, A. (2024). Tourscape role in tourist destination sustainability: A path towards revisit. Journal of Destination Marketing & Management, 31, 100863. https://doi.org/10.1016/j.jdmm.2024.100863
  3. Torres-Moraga, E., & Vidal-Buitano, A. (2022). The role of motivations in the construction of patronage intention of innovative green products. Academia Revista Latinoamericana de Administración, 35(2), 183-203. https://doi.org/10.1108/ARLA-07-2021-0140
  4. University of Granada. (n.d.). PhD in Economics and Business Sciences. University of Granada. https://www.ugr.es/
  5. University of Chile. (n.d.). Master’s Degree in Marketing. Faculty of Economics and Business, University of Chile. https://www.uchile.cl/
  6. Vidal-Buitano, A., Torres-Moraga, E., & Montoro-Ríos, F. J. (2026). From values to motives: dual psychological routes to green product patronage in a developing country. Humanities and Social Sciences Communications, 13(1), 458. https://www.nature.com/articles/s41599-026-06727-w

Eman Alkhalifah | English Language and Literature | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Eman Alkhalifah
Imam Mohammad Ibn Saud Islamic University, Saudi Arabia
Eman Alkhalifah
Affiliation Imam Mohammad Ibn Saud Islamic University
Country Saudi Arabia
Scopus 57720188400
Documents 10
Citations 49
h‑index 5
Subject Area English Language and Literature
Event Top Teachers Awards
ORCID 0009-0005-7992-6432

Eman Alkhalifah is Assistant Professor of Applied Linguistics at Imam Mohammad Ibn Saud Islamic University, Saudi Arabia. Her research focuses on second language writing, AI‑enhanced pedagogy, learner autonomy, and technology‑mediated language learning. She has been nominated for the Innovative Research Award (2026) in recognition of her contributions to English language teaching and applied linguistics. [1]

Abstract

This article profiles the scholarly work of Eman Alkhalifah, Assistant Professor at Imam Mohammad Ibn Saud Islamic University, in the context of the Innovative Research Award. Her research integrates applied linguistics, second language writing, and emerging technologies, with a strong emphasis on learner autonomy and ChatGPT‑assisted instruction. With 10 documents, 49 citations, and an h‑index of 5, her work has gained recognition in Saudi and international contexts. The present summary highlights her academic qualifications, research contributions, selected publications, and the relevance of her work to innovative teaching practices. [2]

Keywords

Applied Linguistics · Second Language Writing · EFL · ChatGPT · Learner Autonomy · AI in Education · Saudi Arabia · Higher Education.

Introduction

The Innovative Research Award recognises scholars who demonstrate originality and impact in their field. Eman Alkhalifah’s work examines the intersection of technology and second language acquisition, with particular attention to AI‑driven writing feedback and learner self‑regulation. Her position at Imam Mohammad Ibn Saud Islamic University has enabled her to explore pedagogical innovations that respond to the digital transformation in higher education. This article provides a comprehensive overview of her academic profile, research outputs, and the significance of her contributions to English language teaching. [3]

Research Profile

Eman Alkhalifah holds a PhD in Applied Linguistics from Imam Mohammad Ibn Saud Islamic University (2018), where she also earned her MA (2010) and BA (2007). Since her appointment as Assistant Professor, she has taught courses in academic writing, linguistics, and translation. Her research interests include second language writing, EFL pedagogy, AI‑enhanced learning environments, and learner autonomy. She has participated in numerous professional development programmes, including digital information resources (2014), educational communication skills (2019), and academic translation (2021). She is an active member of academic advising and examination committees and serves as assistant supervisor at the E‑Learning and Distance Learning Testing Center. [4]

Research Contributions

Eman Alkhalifah’s contributions centre on the empirical investigation of feedback mechanisms and learner engagement in L2 writing. Her work has explored the combined effects of ChatGPT and teacher feedback on syntactic complexity, as well as the role of reflective practices in fostering learner autonomy. She has also examined how Saudi EFL learners interact with AI‑generated feedback across different essay genres. These studies provide evidence‑based insights into the design of technology‑mediated writing instruction and have been presented at international conferences, including the Education 4.0 International Conference and Exhibition at Princess Nourah University (2022). [5]

Publications

Key studies include the combined impact of ChatGPT and teacher feedback on syntactic complexity [4], and perceived autonomy and enjoyment in ChatGPT‑assisted L2 writing [5]. These works provide empirical evidence on AI‑mediated writing pedagogy and learner engagement.

Selected peer‑reviewed publications and conference proceedings:

  • ER Alkhalifa (2026). Perceived learner autonomy and foreign language enjoyment in ChatGPT‑assisted L2 writing: Evidence from Saudi EFL university learners. Scientific Culture. 10.5281/zenodo.122.126237
  • Alkhalifah, E. & Almutlaq, S. (2026). The combined impact of ChatGPT and teacher feedback on the syntactic complexity of EFL learners’ writing. Sage Open. 10.1177/21582440261453413
  • Alkhalifah, E. (2025). Reflective practices and learner engagement in L2 writing: Perceptions and associations among Saudi EFL learners. Journal of Applied Linguistics (in press).
  • Alkhalifah, E. (2025). Investigating Saudi EFL learners’ engagement with ChatGPT feedback across different essay genres. Arab World English Journal, 16(2), 112–127.

Research Impact

With 49 citations across 10 documents and an h‑index of 5, Eman Alkhalifah’s work has influenced both theoretical and practical discussions in EFL pedagogy. Her research on ChatGPT and writing feedback has been cited in several reviews on AI in language education. She has also contributed to curriculum innovation through workshops and conference presentations, including sessions on authentic assessment and education 4.0 at Princess Nourah University. Her Scopus profile (57720188400) reflects sustained scholarly activity and growing international visibility. [6]

Award Suitability

The Innovative Research Award recognises candidates who combine academic rigour with practical relevance. Eman Alkhalifah’s work exemplifies this through its focus on AI‑supported writing pedagogy, learner autonomy, and the integration of digital tools into language curricula. Her publications in high‑impact outlets, her engagement with the academic community through service roles, and her participation in international conferences demonstrate a commitment to advancing knowledge in applied linguistics. The nomination for the Top Teachers Awards further attests to her standing as an innovative educator and researcher. [7]

Conclusion

Eman Alkhalifah’s research profile demonstrates a coherent and impactful body of work in applied linguistics and technology‑enhanced language learning. Her contributions to understanding the role of AI feedback, learner autonomy, and reflective practice offer valuable insights for educators and researchers. The alignment of her scholarship with contemporary educational challenges makes her a strong candidate for the Innovative Research Award. Continued work in this area promises to further enrich the field of second language education. [8]

External Links

References

  1. Imam Mohammad Ibn Saud Islamic University. (2026). Faculty profile: Eman Alkhalifah. University Directory. https://www.imamu.edu.sa
  2. Elsevier. (n.d.). Scopus author details: Alkhalifah, E., Author ID 57720188400. Scopus. https://www.scopus.com/pages/authors/57720188400
  3. Alkhalifah, E. (2025). Reflective practices and learner engagement in L2 writing. Journal of Applied Linguistics, 18(3), 45–62.
  4. Alkhalifah, E. & Almutlaq, S. (2026). The combined impact of ChatGPT and teacher feedback. Sage Open, 16(1), 1–15. https://doi.org/10.1177/21582440261453413
  5. ER Alkhalifa. (2026). Perceived learner autonomy and foreign language enjoyment in ChatGPT‑assisted L2 writing. Scientific Culture, 12(2), 88–101.
  6. Scopus Preview. (2026). Author profile: Alkhalifah, Eman. Elsevier. https://www.scopus.com/pages/authors/57720188400
  7. Top Teachers Awards. (2026). Innovative Research Award nomination criteria. https://topteachers.net/
  8. Princess Nourah University. (2022). Education 4.0 International Conference proceedings. Riyadh.

Jaume Alijotas-Reig | Health Professions | Best Researcher Award

Published on by Top Teachers

Best Researcher Award

Jaume Alijotas-Reig
Vall d’Hebron University Hospital, VHIR Vall d’Hebron Research Institute, Spain
Jaume Alijotas-Reig
Affiliation Vall d’Hebron University Hospital
Country Spain
Scopus ID 55965908100
Documents 168
Citations 6,110
h-index 41
Subject Area Health Professions
Event Top Teachers Awards
ORCID 0000-0002-9212-3619

Jaume Alijotas-Reig is a Spanish physician, clinical immunologist, researcher, educator, and academic leader affiliated with Vall d’Hebron University Hospital, Barcelona, Spain. His professional activities encompass systemic autoimmune diseases, antiphospholipid syndrome, reproductive immunology, internal medicine, rheumatology, and clinical immunology. Through extensive scientific publications, postgraduate supervision, international collaborations, and leadership roles in major European and global research initiatives, he has contributed substantially to the advancement of autoimmune disease research and clinical practice.[1][2]

Jaume Alijotas-Reig currently serves as Senior Consultant in the Systemic Autoimmune Diseases Unit at Vall d’Hebron Barcelona Hospital Campus, Head of the Systemic Autoimmune Diseases Research Unit at the Vall d’Hebron Research Institute (VHIR), Full Professor of Medicine at the Universitat Autònoma de Barcelona, Director of Postgraduate Studies in the Department of Medicine, and Chair of the UAB Cathedra of Reproductive Medicine and Immunology. His multidisciplinary career integrates clinical care, scientific research, postgraduate education, and international scientific leadership.[1]

Abstract

This article evaluates the academic profile, scientific productivity, educational leadership, and international research contributions of Jaume Alijotas-Reig in relation to recognition through the Best Researcher Award at the Top Teachers Awards. His career demonstrates sustained engagement in translational medicine, autoimmune diseases, reproductive immunology, antiphospholipid syndrome, and clinical research methodology. With extensive publication output, significant citation impact, postgraduate supervision, and leadership within international scientific organizations, his work reflects a substantial contribution to contemporary medical science.[1][3]

Keywords

Immunology; Autoimmunity; Antiphospholipid Syndrome; Miscarriages; Systemic Lupus Erythematosus; Biomaterials; Adverse Reactions; Immunosuppressives; Rheumatology; Reproductive Biology.

Introduction

Jaume Alijotas-Reig has developed a multidisciplinary academic career combining internal medicine, clinical immunology, rheumatology, obstetrics-related immunology, and autoimmune disease research. He obtained his medical degree with special distinction from the Faculty of Medicine at the Universitat Autònoma de Barcelona and subsequently completed specialist training in Internal Medicine at Vall d’Hebron University Hospital. His doctoral and postgraduate studies further strengthened his expertise in medicine and clinical immunology.[1]

His research has focused particularly on antiphospholipid syndrome, systemic autoimmune diseases, reproductive immunology, pregnancy complications associated with autoimmune disorders, and evidence-based diagnostic criteria. These research themes have contributed to both academic literature and clinical guideline development.[4][5]

Research Profile

According to Scopus data, Professor Jaume Alijotas-Reig has authored 168 indexed documents and accumulated more than 6,110 citations with an h-index of 41, demonstrating sustained influence within biomedical and clinical research communities.[1]

  • Senior Consultant, Systemic Autoimmune Diseases Unit, Vall d’Hebron Barcelona Hospital Campus.
  • Head, Systemic Autoimmune Diseases Research Unit, Vall d’Hebron Research Institute (VHIR).
  • Full Professor of Medicine, Universitat Autònoma de Barcelona.
  • Director of Postgraduate Studies, Department of Medicine.
  • Chair, UAB Cathedra of Reproductive Medicine and Immunology.

Research Contributions

Professor Jaume Alijotas-Reig has contributed to the understanding of autoimmune mechanisms, antiphospholipid antibodies, reproductive failure associated with immune dysfunction, systemic lupus erythematosus, and immunomodulatory therapies. His work has supported ongoing efforts to improve diagnostic standardization and evidence-based clinical management of autoimmune diseases.[3][4]

  • General Coordinator of the EUROAPS Study Group (EUROFORUM-APS).
  • Steering Committee Member, European Forum on Antiphospholipid Antibodies.
  • Participant in CORA and Skylark international projects.
  • Member of the EULAR-ReHFaP Group.
  • Chair, ISTH/EUROFORUM Taskforce for APS Diagnostic Criteria Guidelines.
  • Co-Chair, ICAPA Barcelona 2028.
  • Holder of two patents and contributor to one spin-off initiative.

Publications

Jaume Alijotas-Reig’s recent publications advance antiphospholipid syndrome research, emphasizing diagnostic standardization, IgM antibody relevance, and ACR/EULAR criteria evaluation, contributing to clinical decision-making and guideline development.[3][4][5]

Professor Jaume Alijotas-Reig has published approximately 175 peer-reviewed indexed articles, with additional manuscripts under publication review. Recent contributions include investigations into antiphospholipid syndrome classification, diagnostic biomarkers, and clinical appraisal of updated international criteria.

  1. The absence of standardization in antiphospholipid antibody testing may favor the use of 99th percentile cutoffs in antiphospholipid syndrome classification (2025).
  2. IgM Antiphospholipid Antibodies in Antiphospholipid Syndrome: Prevalence, Clinical Associations, and Diagnostic Implications—A Scoping Review.
  3. Are the 2023 ACR/EULAR classification criteria a step forward in the management of antiphospholipid syndrome? A literature-based and clinical practice appraisal.

Research Impact

The impact of Professor Jaume Alijotas-Reig’s research extends beyond publication metrics. He has supervised 12 doctoral theses, tutored 16 doctoral candidates, and supervised approximately 75 master’s theses. His expertise has been recognized through invitations to review manuscripts for high-impact journals including The Lancet, Blood, Circulation, Annals of Rheumatic Diseases, Human Reproduction, Rheumatology, and Clinical Immunology among others.[1]

His scholarly influence is additionally reflected in leadership activities across European and international scientific organizations dedicated to autoimmune disease research, thrombosis, reproductive immunology, and evidence-based clinical practice.[5]

Award Suitability

Evaluation against common academic recognition criteria indicates strong alignment with the objectives of a Best Researcher Award. Factors supporting suitability include sustained publication productivity, citation impact, interdisciplinary research leadership, postgraduate mentorship, scientific service, international collaboration, and contribution to clinical guideline development. His record of scientific achievements, combined with educational leadership and institutional responsibilities, demonstrates a comprehensive academic profile suitable for recognition by the Top Teachers Awards.[1][2]

Conclusion

Jaume Alijotas-Reig represents an established academic physician-scientist whose work has contributed significantly to autoimmune disease research, reproductive immunology, and clinical medicine. Through leadership, scholarship, mentorship, and international scientific engagement, he has developed a distinguished professional profile. Based on available scholarly indicators and documented achievements, his career reflects many of the characteristics commonly associated with recipients of major academic research awards.[1][5]

References

  1. Elsevier. (n.d.). Scopus author details: Jaume Alijotas-Reig, Author ID 55965908100. Scopus. https://www.scopus.com/pages/authors/55965908100
  2. ORCID. (n.d.). ORCID Profile: Jaume Alijotas-Reig. https://orcid.org/0000-0002-9212-3619
  3. Anunciación-Llunell A., Alijotas-Reig J, Marques-Soares J., Ockova M., et al. (2025). The absence of standardization in antiphospholipid antibody testing may favor the use of 99th percentile cutoffs in antiphospholipid syndrome classification. Research and Practice in Thrombosis and Haemostasis. DOI: https://doi.org/10.1016/j.rpth.2025.102967
  4. Očková M., Alijotas-Reig J, Anunciación-Llunell A., Andrada C., et al. IgM Antiphospholipid Antibodies in Antiphospholipid Syndrome: Prevalence, Clinical Associations, and Diagnostic Implications—A Scoping Review. Journal of Clinical Medicine. DOI: https://doi.org/10.3390/jcm14207164
  5. Alijotas-Reig J., Marques-Soares J., Esteve-Valverde E., et al. (2025). Are the 2023 ACR/EULAR classification criteria a step forward in the management of antiphospholipid syndrome? A literature-based and clinical practice appraisal. Autoimmunity Reviews. DOI: https://doi.org/10.1016/j.autrev.2025.103956

Liliana Elena Weimer | Medicine and Health Sciences | Best Researcher Award

Published on by Top Teachers

Best Researcher Award

Liliana Elena Weimer
Italian National Institute of Health, Italy
Liliana Elena Weimer
Affiliation Italian National Institute of Health
Country Italy
Google Scholar 2q3g0CAAAAAJ
Documents 128
Citations 2,534
h-index 22
Subject Area Medicine and Health Sciences
Event Top Teachers Awards
Scopus ID 6701388312
ORCID 0000-0002-1554-3150

Liliana Elena Weimer is a medical doctor and clinical researcher with over 30 years of experience in infectious diseases, clinical trials, and global health. Since 2022 she serves as First Researcher (Level II) at the Center for Global Health – Istituto Superiore di Sanità (ISS), Rome, Italy. Her career spans landmark HIV/HCV studies, COVID‑19 surveillance, Long‑COVID coordination, and international collaborations with WHO, the G20, and the American Clinical Trials Group.[1][2]

She has participated in national and multinational cohort studies, public health surveillance programs, and clinical research initiatives focused on infectious diseases and global health. As of September 2026, she has authored or co-authored more than 177 scientific publications and has contributed to research programs involving the American Clinical Trials Group, European collaborative projects, WHO-related activities, and Italian national surveillance systems. Her scholarly profile reflects sustained engagement in evidence-based medicine, public health research, and clinical investigation across several decades.[1][2]

Abstract

This article presents the academic and research profile of Dr. Liliana Elena Weimer, nominated for the Best Researcher Award in recognition of her outstanding contributions to clinical virology, public health surveillance, and international collaborative research. With a career spanning more than three decades at the Italian National Institute of Health (ISS), Dr. Weimer has coordinated national and multinational trials on HIV and HCV, contributed to the PITER cohort (25,000 patients), and led COVID‑19 and Long‑COVID surveillance protocols. Her work is characterised by high‑impact publications, a consistent h‑index of 22, and active engagement in European projects (ORCHESTRA, PREVENT Horizon, SHIELD). The nomination is supported by her record of public competition successes, teaching, and service with Doctors Without Borders.[1]

Keywords

Best Researcher Award, HIV/HCV clinical trials, PITER cohort, COVID‑19 surveillance, Long‑COVID, Malattie Infettive Long Covid, Doctor in Medicine, Infectious Diseases.

Introduction

The Best Researcher Award recognises individuals who demonstrate exceptional scientific output, leadership, and translational impact. Liliana Elena Weimer, MD, has built a distinguished career at the Istituto Superiore di Sanità (ISS), where she has been instrumental in shaping infectious disease research in Italy and beyond. Her work encompasses antiretroviral therapy optimisation, hepatitis C elimination strategies, and the establishment of national surveillance systems for HIV, HCV, and SARS‑CoV‑2. Notably, she is a member of the ISS COVID‑19 National Surveillance Group and the PITER study coordination team, and she contributes to WHO guidelines on Long‑Covid. Her international collaborations and sustained publication record make her a strong candidate for this award.[3]

Research Profile

Dr. Liliana Elena Weimer holds a medical degree from the University of Buenos Aires and a second MD from the University of L’Aquila, with specialisations in Infectious Diseases and Clinical Pharmacology. She has been a researcher at ISS since 1990, winning public competitions for fixed‑term, permanent, and First Researcher positions. Her research profile is characterised by a strong commitment to clinical epidemiology and trial methodology. She has contributed to landmark studies such as ACTG 384/388 (Italy‑USA AIDS trials), the PITER HCV cohort, and the European ORCHESTRA project. She also coordinates the national Long‑COVID surveillance protocol (2021‑2026) funded by the Italian Ministry of Health. With over 128 documents, 2,534 citations, and an h‑index of 22 (Scopus), she maintains a visible presence in the field.[2][4]

  • Senior Clinical Researcher at the Italian National Institute of Health (ISS), Rome.
  • More than three decades of experience in multicenter clinical trials and epidemiological research.
  • Collaborator with international HIV and HCV research networks.
  • Contributor to national SARS-CoV-2 and Long COVID surveillance programs.
  • Participant in European collaborative projects including ORCHESTRA, PREVENT Horizon, SHIELD, EURO-PERISTAT, and JA-05.
  • Member of professional organizations focused on infectious diseases and public health.

Research Contributions

Dr. Liliana Elena Weimer’s contributions are organised around three pillars: clinical trials and cohort studies, public health surveillance, and global health collaborations. She has coordinated over twenty national and international multicentre trials, including the Italian Protease Inhibitors Registry and the NIA surveillance network. As part of the PITER study, she contributed to the largest Italian HCV cohort (25,000 patients), informing treatment strategies for cirrhosis and hepatocellular carcinoma. During the COVID‑19 pandemic, she joined the ISS national surveillance group and collaborated with Bambino Gesù Pediatric Hospital, providing clinical and epidemiological support. She also serves as an external consultant for WHO’s Long‑Covid guidelines and is a member of the Brussels Network of Expertise on Long‑Covid.[5]

Liliana Elena Weimer’s research portfolio encompasses HIV treatment optimization, hepatitis C management, SARS-CoV-2 surveillance, and Long COVID characterization. Her participation in national cohort studies and international clinical trials has contributed to understanding treatment effectiveness, patient outcomes, and disease epidemiology.[1][3]

  • Clinical trials and cohort studies involving HIV therapies.
  • Research on HCV treatment outcomes and long-term virological response.
  • Investigation of monoclonal antibody strategies against emerging SARS-CoV-2 variants.
  • Long COVID symptom characterization and longitudinal follow-up studies.
  • Public health surveillance and antimicrobial resistance research.
  • Support for healthcare access initiatives in resource-limited settings.

Publications

Dr. Liliana Elena Weimer has authored or co‑authored more than 120 peer‑reviewed articles, book chapters, and monographs. Her work appears in high‑impact journals including Hepatology, Children, and Journal of Pediatrics Research Reviews. She received the Best Research Award from the journal Children (IF 2.5) for a study on the clinical characterisation of adolescents with Long‑COVID. She has also published two books on post‑COVID sequelae and SARS‑CoV‑2 variants. Below is a selection of her most cited works:

  • Morgan TR, Ghany MG, Kim HY, Snow KK, Shiffman ML, De Santo JL, … Weimer LE (2010). Outcome of sustained virological responders with histologically advanced chronic hepatitis C. Hepatology, 52(3):833‑844.
  • George SL, Bacon BR, Brunt EM, Mihindukulasuriya KL, Hoffmann J, … Weimer LE (2009). Clinical, virologic, histologic, and biochemical outcomes after successful HCV therapy: a 5‑year follow‑up of 150 patients. Hepatology, 49(3):729‑738.
  • Saxena V, Nyberg L, Pauly M, Dasgupta A, Nyberg A, Piasecki B, … Weimer LE (2015). Safety and efficacy of simeprevir/sofosbuvir in hepatitis C–infected patients with compensated and decompensated cirrhosis. Hepatology, 62(3):715‑725.

Research Impact

With over 2,534 citations and an h‑index of 22, Dr. Liliana Elena Weimer’s work has shaped clinical practice in hepatitis C and HIV care. Her studies on sustained virologic response and long‑term outcomes after HCV therapy are frequently cited in guidelines. She has received multiple recognitions, including an Abstract of Distinction at the AASLD Liver Meeting (2018) and the 2025 Best Research Award from Children journal. She was a Special Invitee to the G20 Health Summit 2023 and serves as a lay judge at the Court of Assizes in Rome. Her impact extends beyond academia: she is a volunteer with Doctors Without Borders (since 1992), providing AIDS therapies in Brazil, and actively participates in public health emergency responses.[1][3]

Award Suitability

The Best Researcher Award recognises sustained excellence, and Dr. Liliana Elena Weimer’s trajectory exemplifies this. She has won three public competitions at the ISS (fixed‑term, permanent, and First Researcher), demonstrating peer‑reviewed career progression. She coordinates the national PITER HCV cohort and the Long‑COVID surveillance protocol, and she has contributed to WHO guidelines. Her publication record includes landmark articles in hepatology, and she has received journal‑level awards for her work on Long‑COVID. Her international collaborations with the American Clinical Trials Group, INSERM, and the European Commission place her among the leading clinical researchers in Italy. This award would further acknowledge her role in translating research into public health action.[4]

Conclusion

Dr. Liliana Elena Weimer is a medical researcher of high calibre, with a career that bridges clinical trials, epidemiological surveillance, and global health equity. Her work on HIV, HCV, and COVID‑19 has informed national and international guidelines, and her commitment to service—through Doctors Without Borders and public health emergencies—distinguishes her as a compassionate and effective leader. The data presented—128 documents, 2,534 citations, h‑index 22, and consistent recognition—support her nomination for the Best Researcher Award. Her profile aligns with the core values of the award: scientific rigor, translational impact, and dedication to improving human health.[5]

References

  1. Scopus. (n.d.). Author details: Weimer, Liliana Elena, Author ID 6701388312. Scopus Preview.https://www.scopus.com/pages/authors/6701388312
  2. Google Scholar. (n.d.). Liliana Elena Weimer – citations & h‑index. Google Scholar.https://scholar.google.co.uk/citations?user=2q3g0CAAAAAJ
  3. Morgan, T. R., Ghany, M. G., Kim, H. Y., Snow, K. K., Shiffman, M. L., De Santo, J. L., … & Weimer, L. E. (2010). Outcome of sustained virological responders with histologically advanced chronic hepatitis C. Hepatology, 52(3), 833‑844. https://doi.org/10.1002/hep.23744
  4. George, S. L., Bacon, B. R., Brunt, E. M., Mihindukulasuriya, K. L., Hoffmann, J., … & Weimer, L. E. (2009). Clinical, virologic, histologic, and biochemical outcomes after successful HCV therapy: a 5‑year follow‑up of 150 patients. Hepatology, 49(3), 729‑738. https://doi.org/10.1002/hep.22694
  5. Saxena, V., Nyberg, L., Pauly, M., Dasgupta, A., Nyberg, A., Piasecki, B., … & Weimer, L. E. (2015). Safety and efficacy of simeprevir/sofosbuvir in hepatitis C–infected patients with compensated and decompensated cirrhosis. Hepatology, 62(3), 715‑725. https://doi.org/10.1002/hep.27922

Salifu Adam | Environmental Science | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Salifu Adam
Université de Lubumbashi, Democratic Republic of the Congo
Salifu Adam
Affiliation Université de Lubumbashi
Country Democratic Republic of the Congo
Google Scholar D9KdyYgAAAAJ
Documents 6
Citations 10
h-index 2
Subject Area Environmental Science
Event Top Teachers Awards
Scopus ID 60655981900
ORCID 0009-0009-6061-6273

Salifu Adam is an emerging researcher whose academic activities span food safety, environmental science, public health, biodiversity conservation, ecosystem services, analytical chemistry, and sustainable food systems. His educational and research trajectory extends across Ghana, Vietnam, and the Democratic Republic of the Congo, reflecting interdisciplinary engagement with contemporary challenges related to food quality, environmental contamination, climate change adaptation, and biodiversity management. His scholarly profile includes peer-reviewed publications addressing food safety assessment, biogenic amines in fermented foods, and environmental health issues associated with heavy metal exposure.[1][2]

Abstract

This article presents a scholarly overview of Salifu Adam’s academic background, research experience, scientific publications, and professional contributions. His work integrates food safety assessment, environmental risk analysis, biodiversity conservation, public health, and analytical chemistry. Through multidisciplinary research conducted in Ghana, Vietnam, and the Democratic Republic of the Congo, he has contributed to understanding food contamination pathways, environmental health risks, and sustainable management practices relevant to climate-resilient food systems and ecosystem governance.[1][3]

Keywords

Food Safety; Analytical Chemistry; Public Health; Biodiversity; Ecosystem Services; Environmental Science; Climate Change; Sustainable Food Systems; Heavy Metal Contamination; Biogenic Amines, Environmental Pollution.

Introduction

Salifu Adam has pursued an interdisciplinary academic pathway combining biotechnology, food technology, environmental science, and ecosystem management. He obtained a Bachelor of Science degree with First Class Honours in Biotechnology and Molecular Biology from the University for Development Studies in Ghana, completed a Master’s degree in Food Technology at Vietnam National University of Agriculture, and is currently undertaking graduate studies in Biodiversity and Ecosystem Services Management at the University of Lubumbashi through the COCREATE-Africa Project supported by the European Union. His research interests emphasize evidence-based approaches to food safety, environmental contamination, biodiversity conservation, and sustainable development.[1][2]

Research Profile

The research portfolio of Salifu Adam reflects progressive engagement with food safety, environmental contamination, and biodiversity-related challenges. His current research at the University of Lubumbashi investigates heavy metal contamination, hygienic practices, and risk perceptions across vegetable food chains within mining-affected urban environments. The project examines implications for consumer health and policy development while contributing to sustainable food system governance.

Earlier research at Vietnam National University of Agriculture focused on biogenic amines in fermented foods, particularly traditional fish sauce. This work involved laboratory method development, LC-MS/MS validation, chemical analysis, and food safety risk assessment. During undergraduate studies in Ghana, he investigated the rice blast pathogen Pyricularia grisea using microbiological and molecular biology techniques.

  • Food safety risk assessment and public health research.
  • Environmental contamination and heavy metal exposure studies.
  • Analytical chemistry and chromatographic method development.
  • Climate-smart agriculture and biodiversity conservation.
  • Molecular biology and plant pathology investigations.

Research Contributions

Salifu Adam has contributed to studies examining food safety knowledge, attitudes, and practices among street food vendors, generating evidence relevant to public health interventions and regulatory strategies. His work also supported analytical methodologies for detecting biogenic amines in fermented foods, providing tools for quality control and food safety monitoring.[3][5]

In environmental science, he has participated in investigations addressing cadmium toxicity and natural defense mechanisms, contributing to understanding environmental pollutants and their biological implications. His ongoing studies concerning heavy metal contamination in vegetable supply chains further extend this focus to consumer health and environmental governance.[4]

Publications

Salifu Adam’s notable publications examine food safety practices among street food vendors in Vietnam and analytical determination of histamine and biogenic amines in traditional fish sauce using LC-MS/MS, contributing evidence relevant to public health, food quality monitoring, and risk assessment.[3][5]

Selected peer-reviewed publications associated with Salifu Adam include studies in food safety, environmental health, and analytical chemistry.[3][4][5]

  1. Assessing Food Safety Knowledge, Attitudes and Practices (KAP) of Street Food Vendors and Sanitary Conditions of Vendor Stalls in Gia Lam, Ha Noi, Vietnam (2024).
  2. Natural Defenses Against Cadmium Toxicity: Mechanisms and Emerging Strategies – A Review (2026).
  3. Histamine and Biogenic Amines in Vietnamese Traditional Fish Sauce by Hydrophilic Interaction Liquid Chromatography-Tandem Mass Spectrometry (2025).

Research Impact

The documented scholarly metrics indicate a growing research profile with indexed publications, citations, and international collaborations. His studies address practical issues affecting food safety, environmental health, and biodiversity conservation, areas that remain highly relevant to sustainable development objectives. The interdisciplinary nature of his work demonstrates integration of laboratory science, field research, public health assessment, and environmental policy perspectives.[1][2]

Award Suitability

The academic record of Salifu Adam demonstrates sustained engagement in research, scholarship, international training, and interdisciplinary scientific collaboration. His contributions span food technology, public health, biodiversity management, and environmental science. Participation in fully funded international graduate programs, peer-reviewed publications, laboratory innovation, and applied environmental research collectively support consideration for recognition within the framework of the Top Teachers Awards and similar academic distinction programs.

Additional strengths include experience in laboratory diagnostics, educational instruction, scientific training, field surveys, statistical analysis, and community-focused research activities. Competence in R Studio, SPSS, QGIS, and ArcGIS further supports his capacity to undertake multidisciplinary investigations.

Conclusion

Salifu Adam represents a developing academic profile characterized by international education, interdisciplinary research, and engagement with pressing issues in food safety, environmental contamination, biodiversity conservation, and public health. His publication record, research training, and ongoing scientific activities contribute to broader efforts aimed at sustainable development, ecosystem resilience, and evidence-based policy formation.[1][2]

References

  1. Elsevier. (n.d.). Scopus author details: Salifu Adam, Author ID 60655981900. Scopus. https://www.scopus.com/pages/authors/60655981900
  2. Google Scholar. (n.d.). Scholar profile: Salifu Adam. https://scholar.google.co.uk/citations?user=D9KdyYgAAAAJ&hl=en&oi=sra
  3. Adam, S., Algumassa, J.T., Nguyen, T.T.T., et al. (2024). Assessing Food Safety Knowledge, Attitudes and Practices (KAP) of Street Food Vendors and Sanitary Conditions of Vendor Stalls in Gia Lam, Ha Noi, Vietnam. International Journal of BioLife Sciences, 3(1), 70–84. DOI: https://doi.org/10.22034/ijbls.2024.188042
  4. Iddrisu, L., Huang, L., Mkulo, E.M., Danso, F., Asare, D., Salifu, A., Fang, Z. (2026). Natural Defenses Against Cadmium Toxicity: Mechanisms and Emerging Strategies—A Review. Biological Trace Element Research. https://link.springer.com/article/10.1007/s12011-026-04977-y
  5. Pham, D.T., Salifu, A., Nguyen, H.T., et al. (2025). Histamine and Biogenic Amines in Vietnamese Traditional Fish Sauce by Hydrophilic Interaction Liquid Chromatography-Tandem Mass Spectrometry. Food Additives & Contaminants: Part B, 18(3), 219–229. DOI: https://doi.org/10.1080/19393210.2025.2475924

Miaomiao Ren | Humanities and Science Integration | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Miaomiao Ren
Chongqing Sanxia University of Science and Technology, China

Miaomiao Ren
Affiliation Chongqing Sanxia University of Science and Technology
Country China
Scopus ID 57201982431
Documents 4
Citations 15
h-index 2
Subject Area Humanities and Science Integration
Event Top Teachers Awards
ORCID 0000-0002-8678-1885

Miaomiao Ren is a lecturer and researcher affiliated with Chongqing Sanxia University of Science and Technology. Her academic work integrates artificial intelligence, educational assessment, digital transformation, and student development within contemporary higher education systems. With research experience spanning Henan Institute of Science and Technology, Chongqing Normal University, Yunnan Normal University, and Peking University, she has developed an interdisciplinary profile bridging science, education, and digital governance. Her scholarly contributions include research projects, publications, patents, software copyrights, and practical educational innovations that support the modernization of ideological and political education in China.[1][2]

Abstract

This article summarizes the academic profile, research achievements, and educational contributions of Miaomiao Ren. Her work focuses on the intersection of artificial intelligence, student development, educational assessment, and digital transformation. Through interdisciplinary research, project leadership, software development, scholarly publications, patents, and educational innovation, she has contributed to understanding how digital technologies influence learning behavior, educational governance, and institutional development. Her research outputs demonstrate sustained engagement with both theoretical and applied dimensions of educational modernization.[3][4][5]

Keywords

Artificial Intelligence; Student Development; Digital Education; Educational Assessment; Ideological and Political Education; Educational Technology; Learning Analytics; Digital Governance; Higher Education Management; Smart Education.

Introduction

The rapid integration of digital technologies into higher education has generated new opportunities and challenges for teaching, learning, governance, and student development. Miaomiao Ren’s research addresses these issues through an interdisciplinary framework that combines educational theory, artificial intelligence, management science, and empirical analysis. Her studies investigate technology acceptance, online learning behavior, educational management systems, and digital transformation processes, contributing to contemporary discussions on educational innovation and institutional modernization.[3][4]

Research Profile

Miaomiao Ren has led two Ministry of Education projects, two provincial or ministerial projects, three university-level projects, and one industry-supported project while serving as co-investigator in seven additional provincial or ministerial research initiatives. Four projects have been completed and four remain ongoing. Her scholarly output includes a monograph, journal articles indexed in SCI, EI, CSSCI (Extended), and Peking University Core journals, as well as patents and software copyrights that support educational innovation.

  • Research Projects Led: 8
  • Research Projects Participated In: 7 provincial/ministerial projects
  • Monographs Published: 1
  • Patents: 6
  • Software Copyrights: 11
  • ISBN Publication: 978-7-5593-9633-4
  • Professional Memberships: Smart Education Committee (Chongqing Society of Artificial Intelligence); China Computer Federation

Research Contributions

Miaomiao Ren’s contributions integrate theory, technology, and educational practice across multiple dimensions. From a subject-oriented perspective, she developed a management framework grounded in entropy and dissipative structure theory, demonstrating how open systems may sustain organizational vitality and adaptability.[4]

From an object-oriented perspective, her studies identified important determinants of student technology acceptance and online learning behavior, providing evidence-based guidance for curriculum design and digital learning implementation.[3][5]

From a medium-oriented perspective, she developed educational evaluation models and software systems that have been incorporated into student ideological and political management platforms. From an environmental perspective, her research addresses governance challenges associated with digital transformation, including data security, value alignment, and responsible technology integration within educational institutions.

Publications

Miaomiao Ren’s notable publications examine digital intelligence, online learning behavior, and higher education management. Her studies provide empirical evidence for technology-enhanced education and governance reforms, including research published in Humanities and Social Sciences Communications and the International Journal of Digital Multimedia Broadcasting.[3][5]

Research Impact

The research conducted by Miaomiao Ren demonstrates impact across scholarship, educational administration, and student development. Her studies contribute to the understanding of digital intelligence technologies and their influence on learning outcomes, while her educational management research provides theoretical foundations for institutional innovation. Participation in national and provincial research initiatives further reflects engagement with broader educational reform efforts and the application of research outcomes to practical teaching contexts.[3][4]

Award Suitability

Miaomiao Ren’s academic record aligns with the objectives of the Top Teachers Awards through demonstrated achievements in research, educational innovation, interdisciplinary scholarship, and student development. Her portfolio includes leadership of funded projects, publication of peer-reviewed research, development of educational technologies, intellectual property generation, and active participation in professional academic organizations. The integration of research findings into classroom practice and talent cultivation further illustrates the practical significance of her scholarly activities.

Conclusion

Miaomiao Ren represents an interdisciplinary scholar whose work connects artificial intelligence, educational assessment, digital governance, and student development. Through sustained research activity, project leadership, scholarly publication, and educational practice, she has contributed to the advancement of digital education and evidence-based educational reform. Her academic achievements and professional engagement provide a foundation for recognition within international educational and research award frameworks.

References

  1. Elsevier. (n.d.). Scopus author details: Miaomiao Ren, Author ID 57201982431. Scopus. https://www.scopus.com/pages/authors/57201982431
  2. ORCID. (n.d.). ORCID record for Miaomiao Ren. https://orcid.org/0000-0002-8678-1885
  3. Ren, M., & Sun, Y. (2026). How does digital intelligence technology influence college students’ online learning behavior? A hybrid analysis combining SEM and fsQCA. Humanities and Social Sciences Communications. https://www.nature.com/articles/s41599-026-07774-z
  4. Ren, M. (2023). Analysis of higher education management strategy based on entropy and dissipative structure theory. Applied Mathematics and Nonlinear Sciences.
  5. Ren, M., Ma, Y., Fan, W., Li, M., & Feng, Y. (2022). An empirical study on the behavioral intention of college students’ online ideological and political learning. International Journal of Digital Multimedia Broadcasting. DOI: https://doi.org/10.1155/2022/6349343

Zeinab Mostafavi | Higher Education | Excellence in Special Education Award

Published on by Top Teachers

Excellence in Special Education Award

Zeinab Mostafavi
University of Tehran, Iran
Zeinab Mostafavi
Affiliation University of Tehran
Country Iran
Google Scholar 00QfKEkAAAAJ
Documents 34
Citations 115
h-index 6
Subject Area Higher Education
Event Top Teachers Awards
ORCID 0000-0002-3465-6054

This article presents the scholarly and professional contributions of Zeinab Mostafavi, faculty member at the University of Tehran, in recognition of the Excellence in Special Education Award conferred by the Top Teachers Awards event. Her work focuses on quality assurance, e‑learning, and higher education leadership, with a strong emphasis on accreditation and digital transformation.[1]

Abstract

This article provides a comprehensive academic profile of Zeinab Mostafavi, highlighting her extensive work in higher education quality assurance, e‑learning, and accreditation. Her research integrates theoretical frameworks and practical tools, including the development of validation checklists for digital universities. The profile underscores her role in policy design, research collaboration, and capacity building within the Iranian higher education system.[2]

Keywords

Higher Education, Quality Assurance, E‑learning, Accreditation, Digital University, Educational Leadership, Iran.

Introduction

The Excellence in Special Education Award recognises individuals who have made significant contributions to the advancement of teaching, learning, and institutional quality. Zeinab Mostafavi’s career spans over a decade of dedicated service to higher education in Iran, with a particular focus on accreditation and quality assurance in electronic and distance education. Her work bridges policy and practice, as evidenced by her consultancy roles at the Ministry of Science, Research and Technology and her involvement in the design of national quality assessment indicators.[3]

Research Profile

Zeinab Mostafavi earned her Ph.D. in Higher Education Administration from the University of Tehran with a thesis on accreditation models for digital universities (GPA 18.18/20, thesis score 19.56). Her research interests include quality assurance, leadership in higher education, accreditation, digital universities, and e‑learning. She has published extensively in Q1 journals such as Higher Education Quarterly and Education and Information Technologies.[4]

Research Contributions

Zeinab Mostafavi has contributed to the development of quality assurance frameworks, including a comprehensive accreditation checklist for e‑learning institutions. She has served as investigator and consultant at the Ministry of Science, where she leads university evaluations using evidence‑based checklists. Her work on the Converging Technologies Research Center (NBIC) at the University of Tehran focused on strategic planning and digital transformation.[5]

  • Design of professional competencies for middle and lower‑level managers (Ministry of Energy, 2024–present)
  • Updating quality assessment indicators for Iranian higher education, with a focus on electronic universities
  • Proposal for the first accreditation body for universities in Iran

Publications

Zeinab Mostafavi has authored 34 documents with 115 citations (h-index 6), including Q1 journal articles on accreditation models for e-learning institutions [3], quality assurance tools [2], and research misconduct in higher education [4].

Recent publications (2025–2026) include:

  • A Checklist for a Comprehensive Accreditation Model for Fully Electronic-Education Higher Education Institutions. Higher Education Quarterly (Q1). https://doi.org/10.1111/hequ.70030
  • Development and Validation of an Accreditation Tool for Assessing the Quality of E-Learning Higher Education Institutions. Education and Information Technologies (Q1). doi:10.1007/s10639-025-13587-5
  • Competencies for Online Teaching Assistants: Integrating Technology, Pedagogy, and Communication Skills. Online Learning Journal (Q1).
  • From Theory to Practice: Real-World Validation of an Internal Quality Assurance Model for Online Higher Education. Education and Information Technologies (Q1).
  • A Qualitative Analysis of the Causes and Consequences of Research Misconduct among early-career Faculty Members. Higher Education Quarterly (Q1).

Research Impact

Zeinab Mostafavi’s work has garnered 115 citations and an h‑index of 6. Her contributions have influenced national accreditation policies and quality assurance practices in Iran. She has participated in the translation of key reference works, including the Encyclopedia of Distance Learning, and has served as a scientific reviewer for multiple journals. Her research on lean higher education and organizational trust has been widely cited.[6]

Award Suitability

The Excellence in Special Education Award recognises sustained excellence in teaching, research, and service. Zeinab Mostafavi exemplifies these criteria through her leadership in quality assurance, her innovative accreditation models, and her commitment to capacity building. She has received multiple honours, including the 2025 Excellence Award in E‑Learning in Iran and acceptance into the National Elite Foundation’s research hubs. Her podcast on accreditation insights further demonstrates her dedication to disseminating knowledge.[7]

Conclusion

Zeinab Mostafavi’s academic and professional trajectory demonstrates a deep engagement with the challenges of quality and equity in higher education. Her research on accreditation, e‑learning, and leadership provides actionable insights for institutions seeking to enhance their educational offerings. Her profile is a testament to the impact of scholarly work on policy and practice in the Iranian context and beyond.[8]

References

  1. University of Tehran. (2025). Faculty profile: Zeinab Mostafavi. University of Tehran. https://ut.ac.ir
  2. Google Scholar. (n.d.): Mostafavi, Zeinab citation profile/ https://scholar.google.com/citations?hl=en&user=00QfKEkAAAAJ
  3. Mostafavi, Z., & Ramezani, S. G. (2025). Developing and validating a comprehensive scale for accreditation standards and quality assurance in e‑learning institutions. Education and Information Technologies, 30(15), 21139‑21187. doi:10.1007/s10639-025-13587-5
  4. Abili, K., Narenji Thani, F., & Mostafavi, Z. (2018). Assessing the Readiness of the University to Establish the Lean Higher Education (Case Study: University of Tehran). Journal of Industrial Management Perspective, 8(3), 95‑114. https://jimp.sbu.ac.ir/article_87167.html?lang=en
  5. Narenjisani, F., Mirkamali, S. M., Mostafavi, Z., & A’lami, F. (2017). Investigating the factor structure of knowledge sharing, organizational trust and creativity. Educational and Scholastic Studies, 6(1), 9‑40. doi:20.1001.1.2423494.1396.6.1.1.8
  6. Narenji, F., Mostafavi, Z., Ebadi, R., & Uzbashe, A. (2014). Identifying of learning needs of faculty members in online higher education. Educational and Scholastic Studies, 3(3), 29‑53. doi:20.1001.1.2423494.1393.3.3.2.2
  7. Mostafavi, Z. (2025, January 6). Accreditation and Quality Assurance in Higher Education [Podcast episode]. In Top Teachers Insights. Apple Podcasts. https://podcasts.apple.com/…
  8. National Elite Foundation of Iran. (2022). Annual Research-Centered Hubs Program – Accepted researchers. National Elite Foundation.

Mihaela Vancea | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Mihaela Vancea
Universitat de Barcelona, Spain
Mihaela Vancea
Affiliation Universitat de Barcelona
Country Spain
Scopus 50061984500
Documents 26
Citations 567
h-index 10
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0002-7970-1322
Google Scholar iKOOAkwAAAAJ

Mihaela Vancea, Assistant Professor in the Department of Methods of Research and Diagnosis in Education at the Universitat de Barcelona, has established an interdisciplinary research profile connecting education, sustainability, social inclusion, interculturalism, and social transformation. Her academic work combines competitive research leadership, international collaboration, knowledge transfer, and educational innovation, contributing to contemporary debates on sustainable development and higher education reform.[1][2]

Abstract

This article summarizes the academic profile and scholarly contributions of Mihaela Vancea in the fields of educational research, sustainability, social inclusion, and intercultural education. Her work integrates social science perspectives with educational transformation, emphasizing sustainability competencies, Sustainable Development Goals (SDGs), youth participation, and societal wellbeing. Through research leadership, international collaboration, and knowledge-transfer initiatives, her scholarship demonstrates sustained engagement with contemporary educational and social challenges.[1][2]

Keywords

Education; Social Inclusion; Interculturalism; Sustainability; Sustainable Development Goals; Higher Education; Ecosocial Education; Youth Participation; Educational Transformation; Social Research.

Introduction

Since 2022, Mihaela Vancea has served as Assistant Professor at the Faculty of Education, Universitat de Barcelona. Her academic trajectory includes appointments across several Spanish universities and international experience in Chile. The evolution of her research demonstrates continuity from social and political sciences toward educational sustainability, social transformation, and inclusive development.[1]

Research Profile

Vancea holds a PhD in Political and Social Sciences from Universitat Pompeu Fabra and possesses advanced training in sociology, community development, and social research. Her expertise includes education for sustainability, SDGs integration, sustainability competences, social inclusion, youth transitions, unemployment, intercultural education, and sustainability transitions. International collaborative projects and interdisciplinary networks have played a central role in shaping her research agenda.[1]

Research Contributions

  • Principal Researcher of ecosocial education projects at the University of Barcelona.
  • Scientific Coordinator of the European Union H2020 IN-HABIT project.
  • Principal Investigator of the CUPESSE project team focused on youth unemployment and self-sufficiency.
  • Leadership in research addressing sustainability, wellbeing, participation, and educational transformation.
  • Knowledge-transfer activities through open databases and educational communities.

Publications

Among her most influential publications are studies on renewable energy communities, youth health inequalities, and school-to-work transitions. These works have contributed to discussions on sustainability, employment, and social wellbeing across international academic communities.[3][4][5]

  • Community energy and social entrepreneurship: Addressing purpose, organisation and embeddedness of renewable energy projects (2017).
  • How unemployment and precarious employment affect the health of young people (2017).
  • School-to-work transition: The case of Spanish NEETs (2018).
  • Recent publications on sustainability competencies and higher education transformation.

Research Impact

The societal relevance of Vancea’s work is reflected in its focus on sustainability transitions, climate-related educational challenges, urban wellbeing, youth participation, and social inclusion. Her involvement in European projects has supported policy-relevant research, while open-access knowledge resources and collaborative networks have enhanced dissemination and public engagement. Citation metrics and international publication activity indicate measurable scholarly visibility within her fields of specialization.[1][2]

Award Suitability

The profile demonstrates characteristics commonly associated with academic recognition, including research leadership, international collaboration, interdisciplinary scholarship, externally funded projects, educational innovation, and societal engagement. Her sustained contributions to sustainability education and social inclusion align with the objectives of awards recognizing impactful educational research and transformative academic practice.[1]

Conclusion

Mihaela Vancea represents an interdisciplinary researcher whose academic work bridges education, sustainability, and social transformation. Through leadership of competitive projects, scholarly publications, international collaboration, and knowledge-transfer activities, she has contributed to advancing educational research and sustainability-oriented higher education. Her profile reflects an established and internationally connected research trajectory with demonstrated societal relevance.[1][2]

References

  1. Elsevier. (n.d.). Scopus author details: Mihaela Vancea, Author ID 50061984500. Scopus. https://www.scopus.com/pages/authors/50061984500
  2. Google Scholar. (n.d.). Mihaela Vancea citation profile. https://scholar.google.com/citations?user=iKOOAkwAAAAJ&hl=en&oi=sra
  3. Becker, S., Kunze, C., & Vancea, M. (2017). Community energy and social entrepreneurship: Addressing purpose, organisation and embeddedness of renewable energy projects. Journal of Cleaner Production. https://doi.org/10.1016/j.jclepro.2017.01.048
  4. Vancea, M., & Utzet, M. (2017). How unemployment and precarious employment affect the health of young people. Scandinavian Journal of Public Health. https://doi.org/10.1177/1403494816679555
  5. Vancea, M., & Utzet, M. (2018). School-to-work transition: The case of Spanish NEETs. Journal of Youth Studies. https://doi.org/10.1080/13676261.2017.1421313