Arpith Isaac | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Arpith Isaac
University of Wisconsin–Madison, United States
Arpith Isaac
Affiliation University of Wisconsin–Madison
Country United States
Scopus ID 60714568400
Document 1
Subject Area Educational Research
Event Top Teachers Awards

Arpith Isaac is an educational researcher, doctoral scholar, instructor, and comparative education specialist affiliated with the University of Wisconsin–Madison. His academic work focuses on comparative and international education, youth experiences, educational equity, gender socialization, school belonging, student well-being, and educational experiences in marginalized communities across multiple national contexts. His scholarship combines qualitative, ethnographic, and interdisciplinary approaches to investigate educational participation, identity formation, and social transformation among adolescents and young adults.[1]

Abstract

Arpith Isaac’s academic profile reflects sustained engagement with comparative education, educational policy, youth development, and social inclusion. His research addresses issues of school belonging, alienation, well-being, gender representations, masculinity, and educational experiences among marginalized youth across India, Colombia, and Malawi. Through qualitative and ethnographic methodologies, his scholarship contributes to understanding how educational systems, social environments, and cultural narratives shape young people’s experiences and outcomes.[1] [2]

Keywords

  • Alienation
  • Colombia
  • India
  • Malawi
  • School Climate
  • Sense of Belonging
  • Student Wellbeing
  • Adolescence
  • Violent Contexts
  • Normalization of Violence
  • Community Studies

Introduction

The field of educational research increasingly emphasizes the lived experiences of students within diverse social, cultural, and institutional settings. Arpith Isaac’s work aligns with this tradition by examining how educational structures interact with identity, belonging, social inequality, and youth development. His research spans local and international contexts while maintaining a focus on educational justice, inclusion, and student voice.[1]

Research Profile

Isaac is pursuing a Ph.D. in Educational Policy Studies with a concentration in Comparative and International Education and Global Studies at the University of Wisconsin–Madison. He previously earned an M.A. in Education from Azim Premji University and a B.A. (Honours) in History from the University of Delhi. His academic preparation integrates historical inquiry, educational policy analysis, and comparative educational research.[1]

His professional experience includes university teaching, curriculum delivery, educational research, international comparative projects, and community engagement initiatives. He has served as a Teaching Assistant, Principal Instructor, Research Consultant, and education fellow, developing expertise in both classroom practice and scholarly investigation.[1]

Research Contributions

  • Conducted ethnographic and comparative research examining marginalized youths’ educational experiences across India, Malawi, and Colombia.
  • Investigated relationships among student well-being, school belonging, and alienation within secondary education contexts.
  • Developed visual-cued ethnographic approaches using films to explore gender representations and masculinity among adolescents.
  • Examined normalization of violence among adolescents and its implications for education, socialization, and community development.
  • Contributed to interdisciplinary educational research involving qualitative data collection, community mapping, interviews, observations, and focus group methodologies.

Publications

Arpith Isaac’s publications examine student well-being, belonging, and alienation across Colombia, India, and Malawi, while also analyzing the normalization of violence among adolescents, contributing evidence to educational equity, youth development, and school climate research.[2] [3]

  1. Luschei, T.F., Issac, A.T., Chudgar, A., Kendall, N., Chirkina, T., Choi, S.Y., Gidra, A., Chavarría, Y., Chimwaza, T.M., et al. Student well-being, sense of belonging, and alienation among secondary school students in Colombia, India, and Malawi. International Journal of Educational Development.
  2. Issac, A.T., & Madan, A. Normalisation of Violence among Adolescents. The National Life Skills, Value Education & School Wellness Program.

Research Impact

Arpith Isaac’s scholarly activities demonstrate engagement with significant contemporary educational issues including belonging, inclusion, youth well-being, gender socialization, and educational access. His participation in international comparative research projects contributes evidence relevant to policymakers, educators, researchers, and development practitioners interested in improving educational experiences among vulnerable populations.[1]

His conference presentations at major academic gatherings, including the Annual South Asia Conference and the American Anthropological Association Annual Meeting, further indicate active dissemination of research findings within scholarly communities.[1]

Award Suitability

The profile of Arpith Isaac demonstrates characteristics commonly associated with academic recognition in educational research. These include sustained scholarly engagement, international research collaboration, peer-reviewed publication activity, innovative methodological approaches, teaching contributions, conference dissemination, and competitive scholarship support. Recognition through awards such as the Herb Kliebard Scholarship and research travel grants further reflects institutional acknowledgment of his academic potential and research contributions.[1]

Conclusion

Arpith Isaac’s academic trajectory illustrates a commitment to advancing understanding of educational experiences across diverse cultural and social contexts. His work on student well-being, belonging, gender representation, violence, and comparative education contributes to ongoing scholarly discussions concerning educational equity and youth development. The combination of research, teaching, and international collaboration supports consideration of his profile within the context of academic and educational recognition initiatives.[1] [2]

References

  1. Elsevier. (n.d.). Scopus author details: Arpith Isaac, Author ID 60714568400. Scopus Author Profile. https://www.scopus.com/authid/detail.uri?authorId=60714568400
  2. Luschei, T. F., Issac, A. T., Chudgar, A., Kendall, N., Chirkina, T., Choi, S. Y., Gidra, A., Chavarría, Y., Chimwaza, T. M., et al. (2026). Student well-being, sense of belonging, and alienation among secondary school students in Colombia, India, and Malawi. International Journal of Educational Development. DOI: https://doi.org/10.1016/j.ijedudev.2026.103628
  3. Issac, A. T., & Madan, A. (2019). Normalisation of Violence among Adolescents. The National Life Skills, Value Education & School Wellness Program. https://expressionsindia.org/images/journals/chapters/2019/aug19/6.pdf

Hasan Gilani | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Hasan Gilani
University of Brighton, United Kingdom

Hasan Gilani
Affiliation University of Brighton
Country United Kingdom
Google Scholar UW5jXfkAAAAJ
Documents 51
Citations 649
h-index 7
Subject Area Educational Research
Event Top Teachers Awards
Scopus ID 55840213500

Hasan Gilani is a British-based academic, researcher, educational leader, and specialist in marketing, retail management, branding, international business, strategic management, sales, customer services, and higher education development. He currently serves as Principal Lecturer in Marketing and Retail at the University of Brighton and has established an international academic reputation through teaching, research, curriculum innovation, quality assurance, and institutional leadership across multiple regions and higher education systems.[1]

Abstract

This article presents an academic overview of Hasan Gilani in relation to the Innovative Research Award. His scholarly activities encompass marketing, retail branding, corporate identity, digital marketing, international business, consumer behaviour, sustainability, higher education, and organizational studies. Through more than three decades of academic leadership and international engagement, he has contributed to research dissemination, curriculum development, academic governance, doctoral supervision, and evidence-based consultancy.[1][2]

Keywords

Retail Branding, Corporate Branding, Brand Management, Marketing Strategy, Digital Marketing, International Business, Customer Services, Consumer Behaviour, Higher Education, Strategic Management, Employee Branding, Corporate Identity, Research Leadership.

Introduction

Hasan Gilani has developed an academic career characterized by interdisciplinary scholarship and leadership in business and management education. His work integrates research, teaching, curriculum design, quality assurance, and external academic review activities. He has served in numerous academic and governance positions while contributing to institutional development across the United Kingdom, Europe, the Middle East, South Asia, and other international regions.[1]

His career objective emphasizes academic leadership in branding, digital marketing, retail management, sales, and customer service excellence while promoting evidence-based solutions for industry and public-sector organizations. This combination of scholarly inquiry and practical engagement forms a significant component of his professional profile.[2]

Research Profile

Hasan Gilani’s primary areas of specialization include Retail Management, Brand Management, International Business, Strategic Management, Sales, Customer Services, Corporate Branding, Digital Marketing, Hospitality, Islamic Finance, Sustainability, Circular Economy, Organizational Behaviour, and Higher Education Studies. His research frequently examines the relationships between organizational identity, employee engagement, consumer perceptions, and strategic brand development.[3]

His academic qualifications include a PhD in Retail Corporate Branding from the University of Brighton, an MPhil in Retail Corporate Brand Management from Warwick Business School, an MSc in International Marketing Management from the University of Surrey, an MBA in Finance from Philippines Christian University, a Postgraduate Diploma in Industrialization, Trade and Economic Policy from the University of Strathclyde, an MA in Archaeology, and a Bachelor of Science degree from the University of Peshawar.[2]

Research Contributions

Hasan Gilani’s contributions span academic publishing, doctoral supervision, peer review, curriculum innovation, and professional development. His research has addressed topics such as employer branding, employee retention, corporate brand citizenship behaviour, recruitment process outsourcing, ethical dimensions of Islamic banking, operational excellence, and organizational performance.[3][4]

  • Development of conceptual frameworks linking corporate identity and employee brand citizenship behaviour.
  • Research on employer branding and organizational talent retention.
  • Studies exploring recruitment outsourcing and employer brand perceptions.
  • Contributions to sustainability, operational excellence, and organizational improvement research.
  • International academic leadership in quality assurance and curriculum development.

Publications

Hasan Gilani’s publication record focuses on employer branding, corporate identity, employee engagement, ethical finance, operational excellence, and organizational performance. His research has contributed to contemporary discussions in marketing, branding, strategic management, and business education, with scholarly impact demonstrated through citations, international visibility, and sustained academic engagement.[3][4][5][6][7]

Selected publications associated with Hasan Gilani’s research portfolio include peer-reviewed studies in marketing, branding, organizational behaviour, logistics, and finance.[3]

Research Impact

The research profile of Hasan Gilani demonstrates measurable scholarly influence through publications, citations, academic leadership appointments, and international engagement. His work has informed discussions on branding, employee engagement, organizational identity, retail management, and educational development. His role as supervisor, examiner, reviewer, editor, and academic leader has extended the impact of his research beyond publication outputs into institutional practice and professional education.[1][3]

Award Suitability

The Innovative Research Award recognizes individuals whose scholarly activities demonstrate originality, academic influence, leadership, and contribution to knowledge development. Hasan Gilani’s extensive record of international teaching, research publication, curriculum innovation, academic governance, doctoral supervision, and interdisciplinary scholarship aligns with these criteria. His sustained contributions to marketing, branding, retail studies, higher education, and organizational research support consideration for recognition within academic excellence frameworks.[1][2]

Conclusion

Hasan Gilani’s academic career reflects a combination of research achievement, educational leadership, international engagement, and institutional service. His work in branding, retail management, marketing strategy, organizational behaviour, and higher education has contributed to scholarly understanding and professional practice. The breadth of his academic experience and publication record provides a substantial foundation for recognition within research and teaching excellence initiatives.[1][3]

References

  1. Elsevier. (n.d.). Scopus author details: Hasan Gilani, Author ID 55840213500. Scopus. https://www.scopus.com/authid/detail.uri?authorId=55840213500
  2. Google Scholar. (n.d.). Google Scholar Profile: Hasan Gilani. https://scholar.google.com/citations?user=UW5jXfkAAAAJ&hl=en&oi=sra
  3. Gilani, H., & Cunningham, L. (2017). Employer branding and its influence on employee retention: A literature review. The Marketing Review. DOI: https://doi.org/10.1362/146934717X14909733966209
  4. Gilani, H. (2013). Exploring the ethical aspects of Islamic banking. International Journal of Islamic and Middle Eastern Finance and Management. DOI:https://doi.org/10.1108/IMEFM-09-2012-0087
  5. Muhammad, N., Upadhyay, A., Kumar, A., & Gilani, H. (2022). Achieving operational excellence through the lens of lean and Six Sigma during the COVID-19 pandemic. The International Journal of Logistics Management. DOI: https://doi.org/10.1108/IJLM-06-2021-0343
  6. Gilani, H., & Jamshed, S. (2016). An exploratory study on the impact of recruitment process outsourcing on employer branding of an organisation. Strategic Outsourcing: An International Journal. DOI: https://doi.org/10.1108/SO-08-2015-0020
  7. Gilani, H. (2019). Corporate brand identity and employee brand citizenship behaviour: A conceptual framework. The Marketing Review. DOI: https://doi.org/10.1362/146934719X15633618140783

Enoch Agyemang Osei | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Enoch Agyemang Osei
University Of Cape Coast, Ghana

Enoch Agyemang Osei
Affiliation University Of Cape Coast
Country Ghana
Google Scholar tCsZrQEAAAAJ
Documents 2
Citations 2
h-index 1
Subject Area Educational Research
Event Top Teachers Awards

Enoch Agyemang Osei is a Ghanaian educational researcher and academic practitioner affiliated with the University of Cape Coast. His scholarly activities focus on educational psychology, learning behaviour, student satisfaction, program choice, academic engagement, and quantitative research methods. Through teaching, research supervision, peer-review activities, and empirical publication, he has contributed to the advancement of educational research and evidence-based educational practice in higher education settings.[1]

Abstract

This article evaluates the academic achievements, research activities, teaching contributions, and scholarly publications of Enoch Agyemang Osei in the field of educational research. His work emphasizes educational psychology, learning behaviour, student satisfaction, and advanced quantitative methodologies. The profile highlights research outputs, academic service, analytical competencies, and publication records that collectively demonstrate a developing and impactful contribution to educational scholarship and higher education practice.[1]

Keywords

Educational Psychology, Learning Behaviour, Student Satisfaction, Program Choice, Academic Engagement, Higher Education, Quantitative Research, Structural Equation Modelling, Educational Research, University of Cape Coast.

Introduction

Educational research plays an important role in understanding how learners interact with academic environments and how institutional factors influence educational outcomes. Enoch Agyemang Osei’s scholarly interests address these themes through empirical investigations of student experiences, learning styles, academic engagement, and program satisfaction. His research adopts contemporary quantitative techniques to explore relationships among psychological, behavioural, and educational variables, thereby contributing to evidence-informed educational policy and practice.[2]

Research Profile

Enoch Agyemang Osei earned a Bachelor of Science in Psychology from the University of Cape Coast in 2015 and later completed a Master of Philosophy in Educational Psychology in 2024. His graduate thesis investigated the mediating role of program satisfaction in the relationship between undergraduate students’ program choice and learning behaviour. This research direction continues to shape his academic publications and broader scholarly agenda.[2]

His academic appointments include service as a Facilitator at the College of Distance Education, University of Cape Coast, a Tutor within the Institute of Education Sandwich Programme, and a Graduate Assistant in the Department of Education and Psychology. These positions involve teaching educational psychology, research methods, statistics, undergraduate supervision, and academic assessment activities.

Research Contributions

The research contributions of Enoch Agyemang Osei are characterized by the application of advanced statistical methodologies to educational questions. His analytical expertise includes regression analysis, logistic regression, mediation and moderation modelling, structural equation modelling, latent profile analysis, factor analysis, power analysis, ANOVA, ANCOVA, and MANOVA. These competencies support rigorous investigations into student learning and educational effectiveness.

  • Educational psychology and student development.
  • Learning behaviour and academic engagement.
  • Program satisfaction and academic decision-making.
  • Advanced quantitative research methods.
  • Research supervision and statistical consultation.

In addition to research and teaching, Enoch Agyemang Osei serves as a peer reviewer for Elsevier’s Heliyon journal, contributing to the evaluation of scholarly manuscripts and supporting academic quality assurance through peer review processes.

Publications

Published research by Enoch Agyemang Osei addresses student satisfaction, academic engagement, learning styles, academic performance, and behavioural outcomes within educational settings. These studies employ empirical methodologies and contribute to the growing body of educational psychology literature.[2][3]

  1. Britwum, F., Acheampong, H. Y., Amoah, S. O., Adjei, E., Aidoo, S., & Agyemang Osei, E. O. Mediation–Moderation Analysis of Senior High School Student Satisfaction, Academic Engagement, Gender, and Its Relationship With Learning Styles and Academic Performance. Future in Educational Research.
  2. Agyemang Osei, E. Program Satisfaction as a Mediator in the Relationship Between Program Choice and Learning Behavior of Undergraduate Students in the University of Cape Coast. Discover Education.

Research Impact

The available publication record demonstrates a consistent focus on educational outcomes and learner experiences. By examining how satisfaction, engagement, and behavioural factors interact within academic environments, Enoch Agyemang Osei’s work contributes evidence that may support institutional decision-making, curriculum development, and student-support initiatives. His emphasis on mediation and moderation analysis further strengthens methodological applications within educational research.[2][3]

Award Suitability

Consideration for the Innovative Research Award may be supported by several factors, including demonstrated scholarly productivity, active involvement in teaching and supervision, service as a peer reviewer for an international journal, application of advanced analytical methods, and the publication of research addressing contemporary educational challenges. These activities collectively reflect a developing academic profile aligned with the objectives of research recognition programs and educational excellence initiatives.

Conclusion

Enoch Agyemang Osei represents an emerging educational researcher whose work integrates educational psychology, quantitative methodology, and higher education research. Through scholarly publication, teaching, peer-review service, and methodological expertise, he has established a foundation for continued contributions to educational scholarship. His research portfolio demonstrates a commitment to understanding and improving student learning experiences within contemporary educational contexts.[1][2]

References

  1. Google Scholar. (n.d.). Scholar profile of Enoch Agyemang Osei. https://scholar.google.com/citations?user=tCsZrQEAAAAJ&hl=en&oi=sra
  2. Agyemang Osei, E. (2026). Program Satisfaction as a Mediator in the Relationship Between Program Choice and Learning Behavior of Undergraduate Students in the University of Cape Coast. Discover Education.DOI: https://doi.org/10.1007/s44217-026-01284-5
  3. Britwum, F., Acheampong, H. Y., Amoah, S. O., Adjei, E., Aidoo, S., & Agyemang Osei, E. O. (2025). Mediation–Moderation Analysis of Senior High School Student Satisfaction, Academic Engagement, Gender, and Its Relationship With Learning Styles and Academic Performance. Future in Educational Research. DOI:https://doi.org/10.1002/fer3.70034

Sabah Elsayed | Educational Research | Best Researcher Award

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Prof. Sabah Elsayed | Educational Research | Best Researcher Award

College of Arts & Applied Sciences | Dhofar University | Oman

Prof. Sabah Elsayed is a distinguished scholar in mathematics education, specializing in innovative teaching strategies, cognitive learning approaches, and the integration of digital technologies to enhance mathematical thinking and student achievement. Her research focuses on areas such as differentiated instruction, reflective and analytical thinking, AI applications in education, and 21st-century skills development. She has contributed to impactful studies in reputable journals, advancing both theoretical and applied educational practices. With a Scopus record of 52 citations, 4 documents, and an h-index of 3, her work demonstrates growing academic influence. Her research profile reflects a strong commitment to improving mathematics pedagogy and educational quality.

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