Emese Belényesi | Higher Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Dr. Emese Belényesi — Associate Professor, Ludovika University of Public Service, Hungary

Emese Belényesi
Affiliation Ludovika University of Public Service
Country Hungary
Google Scholar ZvgeQycAAAAJ
Documents 105
Citations 187
h-index 7
Subject Area Public Management
Event Top Teachers Awards
Scopus ID 59262428300
ORCID 0000-0002-4865-6629

Dr. Emese Belényesi is an associate professor, accredited trainer, business coach and adult education expert whose professional career connects business management, public administration, higher education and continuing education. Her academic work centres on public administration management, leadership, organizational development, change management and adult education, with more recent attention to the integration of artificial intelligence in higher education. Her professional profile combines research with teaching, training, coaching and project-based expert work, emphasizing the practical application of theoretical knowledge. [1]

Abstract

Dr. Emese Belényesi is a Hungarian public management scholar and higher-education educator whose career combines academic teaching, research, professional training and coaching. Her work examines management and leadership in public administration, organizational and change management, competence development, continuing education and adult learning. She has participated as researcher, expert, trainer and lead trainer in projects concerning public-sector competence development, recruitment, mentoring, validation of prior learning, local government cooperation and organizational performance. Her publication record includes work on change management, public-sector careers and competency-based human resource management. [2]

Keywords

Public management; public administration; strategic leadership; change management; organizational development; adult education; andragogy; continuing education; competence development; leadership development; higher education; artificial intelligence in education.

Introduction

Dr. Emese Belényesi has developed a professional trajectory extending from banking and corporate management through public administration to higher education and adult education. She holds qualifications in economics and management, an MBA, professional trainer qualifications, a PhD in educational sciences and a habilitation in public administration. This combination of practical and academic experience informs her approach to management education and public-sector professional development.

Her university teaching focuses principally on management-related subjects, including public management, strategic management, leadership and organizational theory, decision and leadership theory, conflict management and change management in public administration. Her training activities emphasize professional and skills development for managers and employees, while her coaching practice applies solution-oriented approaches to professional and personal development.

The central feature of her academic and professional work is the connection between theory and practice. Her research has frequently addressed public-sector organizations and public administration, while her expert and training assignments have involved public institutions, municipalities, universities and organizations from the business sector. [1][3]

Research Profile

Dr. Emese Belényesi’s research profile is situated at the intersection of public administration management, leadership and organization, competence development, adult education and continuing professional training. Her doctoral research examined competence development and further training in public administration, including methodological effectiveness and the relationship between professional development and public-sector performance. Her subsequent project activity extended these interests to recruitment, mentoring, organizational management, local government cooperation and the validation of previously acquired knowledge.[1][2]

Her documented research and expert assignments include examination of cooperation between local governments and civil society organizations, adult education competencies in higher education, competency-based public administration training, validation of acquired knowledge, innovative citizen participation, professional teacher training, local government training, civil-service recruitment and mentoring, and management and performance in local government. These projects demonstrate a sustained interest in the institutional and human dimensions of public-sector development.

Her research profile also reflects an applied orientation. Rather than treating management and educational questions solely as theoretical problems, her work connects research findings with training design, organizational development, professional competence and institutional practice. This orientation is consistent with her parallel career as a university teacher, trainer and coach.

Academic and Professional Development

Period Qualification or role
2015–2017 Corvinus University of Budapest, Faculty of Social Sciences — Trainer in English for Business
2004 2009 ELTE PPK Institute of Educational Sciences — Doctoral School of Educational Sciences, PhD research in educational sciences
1996-1999 The Open University Business School — MBA programme, Professional Diploma in Management
1985–1991 Babes-Bolyai University, Faculty of Economics — Organization Economist Diploma

Her professional career began in banking, progressed through corporate management and public administration, and subsequently developed into higher education, training and coaching. Since 2012 she has held an associate-professor role in public-administration-related higher education, with responsibilities encompassing teaching, research, curriculum development and training management.

Research Contributions

A major contribution of Dr. Emese Belényesi’s work concerns the examination of organizational change and management in public administration. Her publication on change management addresses the relevance of organizational change processes to public administration and provides an applied framework for understanding management responses to institutional transformation. [3]

A second strand concerns professional competence and human-resource development in the public service. Her collaborative research on competency-based human-resource management considers these issues from an educational perspective, linking human-resource practices with professional learning and competence development. [4]

A further contribution relates to public-sector careers and management. Her research on career development contrasts public-sector career pathways with sector-specific management careers, highlighting the relationship between institutional environments, professional development and managerial trajectories. [5]

  • Public administration management and strategic leadership.
  • Change management and organizational development in public institutions.
  • Competence development and continuing professional education.
  • Adult education and andragogical methods in professional training.
  • Public-sector recruitment, mentoring and career development.
  • Application of educational and management methods in higher education and professional development.

Publications

Dr. Emese Belényesi’s publication record includes research on public administration management, change management, public-sector career development and competency-based human-resource management. Among the documented works is Change management in public administration (2014), which addresses organizational change within public administration. [3] Her 2013 article examines the relationship between public-sector careers and sector-specific management careers. [5] In collaboration with Andrea Dobos, she later examined competency-based human-resource management in the public service from an educational perspective in Pro Publico Bono–Hungarian Public Administration. [4]

Selected publication Research significance
Belényesi, E. (2014). Change management in public administration. Addresses organizational change and management within public administration.
Belényesi, E. (2013). A career in the public sector vs. a sector-specific management career? Examines career development and management pathways in the public sector.
Belényesi, E., & Dobos, A. (2022). Competency-based human resource management in the public service from educational perspective. Connects competency-based HR management with education and professional development.

Research Impact

The supplied bibliometric profile records 105 documents, 187 citations and an h-index of 7 in Google Scholar. These figures provide an indicator of the visibility of her scholarly output within the indexed Google Scholar environment. The profile should be interpreted as a bibliometric snapshot rather than as a comprehensive measure of academic quality or influence. [1]

Her broader professional impact is also reflected in sustained involvement in applied research, training and expert assignments. Project work has included public-administration competence development, civil-service recruitment, mentor preparation, local government training, organizational culture, validation of prior learning and management-performance initiatives. This combination of scholarship and professional application provides a practical dimension to her research profile.

Her work on competency-based human-resource management is particularly relevant to contemporary public-sector professionalization because it connects personnel development with educational processes and competence formation. The published study provides a scholarly basis for considering how public-service human-resource practices can be supported by systematic professional learning. [4]

Award Suitability

For the Innovative Research Award category, Dr. Emese Belényesi’s profile is relevant through the combination of sustained research activity, applied public-management scholarship, higher-education teaching and professional development work. Her research addresses practical problems in public administration and professional education, while her project experience demonstrates the application of research-informed approaches to organizational and competence development.

The suitability of the profile is further supported by the continuity between her research interests and professional activities. Leadership, organization, change management, competence development and adult education appear across her teaching, research, training and expert work. This interdisciplinary continuity provides a coherent basis for recognizing research that is closely connected with professional practice.

The award assessment should nevertheless remain evidence-based and should consider independently verifiable publication, bibliometric, project and institutional records alongside the information summarized on this page.[1][2]

Conclusion

Dr. Emese Belényesi’s academic profile is characterized by an applied research orientation in public management, leadership, organizational development and adult education. Her professional trajectory across business, public administration and higher education has informed a research and teaching portfolio that connects management theory with professional practice. Her documented publications and project participation, together with her teaching, training and coaching activities, form an integrated academic profile relevant to research-informed public-sector and higher-education development.[1][2]

References

  1. Google Scholar. (n.d.). Google Scholar profile: Emese Belényesi, user ID ZvgeQycAAAAJ. Google Scholar. https://scholar.google.com/citations?pagesize=100&user=ZvgeQycAAAAJ
  2. Elsevier. (n.d.). Scopus author details: Emese Belényesi, Author ID 59262428300. Scopus. https://www.scopus.com/authid/detail.uri?authorId=59262428300
  3. Belényesi, E. (2014). Change management in public administration. National University of Public Service, 1, 139. https://real.mtak.hu/82340/1/Valtozasmenedzsment_a_kozigazgatasban_u.pdf
  4. Belényesi, E., & Dobos, A. (2022). Competency-based human resource management in the public service from educational perspective. Pro Publico Bono–Hungarian Public Administration, 10(4), 20–41. DOI: https://doi.org/10.32575/ppb.2022.4.2
  5. Belényesi, E. (2013). A career in the public sector vs. a sector-specific management career?. New Hungarian Public Administration, 6(5), 1–14. https://real.mtak.hu/82341/1/Karrier_a_kozszektorban_vs_szektorfuggo_vezetoi_karrier_u.pdf

Bamidele Emmanuel Tijani | Higher Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Bamidele Emmanuel Tijani — University of Lagos, Nigeria

Bamidele Emmanuel Tijani
Affiliation University of Lagos
Country Nigeria
Google Scholar JZIAdjsAAAAJ
Documents 18
Citations 64
h-index 5
Subject Area Artificial Intelligence
Event Top Teachers Awards
Scopus ID 59759925700
ORCID 0009-0009-3466-4140

Bamidele Emmanuel Tijani is a chemistry educator and researcher whose academic work connects science education, instructional strategies, inclusive learning, technology-enhanced teaching, sustainable development, and emerging applications of artificial intelligence in education. His professional profile combines classroom practice, laboratory management, educational research, peer review, science communication, and curriculum development, with an emphasis on evidence-based approaches to improving student learning.[1][2]

Abstract

Bamidele Emmanuel Tijani is a science educator and researcher whose work focuses on improving chemistry and STEM education through student-centred pedagogy, inclusive science education, technology integration, and evidence-based instructional strategies. His research interests additionally encompass artificial intelligence in education, professional development, teacher competencies, sustainable development, science communication, and contemporary approaches to cultivating transferable skills. His academic trajectory includes postgraduate research at the University of Lagos and research activities addressing inclusive learning, science education, self-reliance, economic development, and 21st-century STEM competencies.[3][4][5]

Keywords

Chemistry education; science education; artificial intelligence; instructional strategies; inclusive science education; student-centred learning; STEM education; educational technology; teacher competencies; professional development; sustainable development; science communication.

Introduction

Bamidele Emmanuel Tijani’s academic and professional activities are situated within contemporary efforts to strengthen science teaching through research-informed pedagogy and technology-supported learning. His work reflects an interdisciplinary orientation linking chemistry education with broader questions of inclusion, learner engagement, teacher development, digital resources, and the contribution of science education to social and economic development. A systematic review published in Discover Education examined the relevance of science education for self-reliance and economic growth in Nigeria, positioning science learning within wider developmental priorities.[4]

His educational background includes a Master of Education in Chemistry Education from the University of Lagos, completed in 2025, and a Bachelor of Science in Chemistry Education from Obafemi Awolowo University (Adeyemi Chapter), completed in 2019. His postgraduate research examined the influence of open inquiry instructional strategy on secondary-school chemistry students’ achievement, conceptual knowledge, and acquisition of process skills.

Research Profile

Bamidele Emmanuel Tijani’s research profile encompasses science education, instructional strategies, inclusive science education, teaching pedagogies, professional development, student-centred teaching and learning, teacher competencies, sustainable development, science communication, and technology and artificial intelligence applications in education. His methodological interests include quantitative, qualitative, and mixed-methods approaches, enabling investigation of educational interventions from complementary empirical perspectives.

His research experience includes service as a Technology Transfer Ambassador at ITMO, University of Lagos, peer-review activities with Springer Nature and Routledge Taylor & Francis Group, peer review for the International Journal of Studies in Psychology, and research-assistant experience at the University of Lagos. These activities complement his teaching experience and contribute to his engagement with the scholarly communication process.

His professional teaching experience includes online tutoring in chemistry and science, secondary-school chemistry teaching, laboratory technology, mathematics instruction, and basic science education. These roles provide a practical context for his interest in student-centred instruction, laboratory-based learning, digital pedagogy, and the development of effective science-learning environments.[1][2]

Research Contributions

A notable contribution of Bamidele Emmanuel Tijani’s research is its attention to inclusive science education. His co-authored study on students with hearing impairment addresses current educational conditions and future needs, emphasizing the importance of reforming science education to accommodate learners with diverse educational requirements.[3]

His research also examines science education as a contributor to self-reliance and economic growth in Nigeria. The 2025 systematic literature review synthesizes evidence concerning the broader relevance of science education to national development, connecting educational outcomes with economic and societal objectives.[4]

A further contribution is his examination of evidence-based strategies for developing 21st-century skills in STEM education. The 2026 systematic review considers contemporary approaches to STEM learning and provides a research-based perspective on strategies for cultivating skills needed in changing educational and technological environments.[5]

Across these areas, his research agenda connects classroom practice with broader educational questions involving inclusion, learner development, teacher competencies, sustainable development, and technology-enabled instruction. This orientation provides a foundation for further investigation of artificial intelligence and digital technologies within science education.

Publications

Bamidele Emmanuel Tijani’s scholarly publications address inclusive science education, the developmental relevance of science education in Nigeria, and evidence-based strategies for cultivating 21st-century STEM competencies. His 2024 co-authored article examines educational needs associated with students with hearing impairment, while his 2025 systematic review considers science education, self-reliance, and economic growth. A 2026 systematic review further synthesizes evidence on strategies for developing 21st-century skills in STEM education.[3][4][5]

The publication record demonstrates an emerging research trajectory that moves from specific inclusion-related challenges toward broader systematic analyses of science education, development, and STEM skill formation. The cited works provide identifiable scholarly outputs through journal and institutional records, including a DOI-indexed article in Discover Education and a DOI-linked 2026 publication.[4][5]

Research Impact

The reported academic profile records 18 documents, 64 citations, and an h-index of 5 in the supplied profile information. His research impact is particularly relevant to science and STEM education because his publications address practical educational challenges alongside wider questions of inclusion, development, and contemporary skills. His engagement in peer review and international scholarly presentations further supports participation in academic knowledge exchange.

The research has potential relevance for educators, curriculum developers, teacher educators, educational researchers, and policymakers concerned with strengthening science learning. The emphasis on evidence-based instructional strategies and inclusive learning provides a basis for translating research findings into improved educational practice while maintaining a connection between empirical scholarship and classroom experience.[3][4][5]

Award Suitability

The profile is relevant to recognition for innovative research because it combines sustained teaching practice with an emerging body of research addressing science education, inclusive learning, STEM competencies, and technology-oriented educational development. His postgraduate research, peer-reviewed publications, professional review activities, and engagement with technology and artificial intelligence in education collectively demonstrate an academic direction oriented toward improving science-learning outcomes.[1][2]

For the Top Teachers Awards context, the strongest evidence of suitability is the alignment between teaching experience and research-informed educational practice. His work connects classroom instruction with systematic research on inclusion, science education, economic development, and 21st-century STEM skills, providing a coherent basis for considering the Innovative Research Award within an academic recognition framework.

Conclusion

Bamidele Emmanuel Tijani’s academic profile reflects the intersection of chemistry education, science education research, inclusive pedagogy, instructional innovation, and emerging educational technologies. His published research addresses practical and systemic issues in science and STEM education, while his professional experience provides a classroom-based foundation for continued scholarly investigation. The combination of research activity, teaching experience, peer-review engagement, and interest in artificial intelligence creates a developing profile within contemporary science education research.[3][4][5]

References

  1. Scopus Author Profile, Bamidele Emmanuel Tijani, Scopus Author ID 59759925700. Scopus profile.
  2. Google Scholar Author Profile, Bamidele Emmanuel Tijani, Google Scholar ID JZIAdjsAAAAJ. Google Scholar profile.
  3. Adeduyigbe, A. M., Adeduyigbe, A. E., & Tijani, B. E. (2024). “Addressing students with hearing impairment’s current state and future needs: Reforming an inclusive science education.” International Journal of Studies in Inclusive Education, 1(2), 12–15. https://hdl.handle.net/10520/ejc-ijsie_v1_n2_a3.
  4. Tijani, B. E., & Adeduyigbe, A. M. (2025). “Relevance of science education for self-reliance and economic growth in Nigeria: A systematic literature review.” Discover Education, 4(1), 92. DOI: 10.1007/s44217-025-00504-8.
  5. Tijani, B. E., & Adeduyigbe, A. M. (2026). “Transforming science education: A systematic review of evidence-based strategies for cultivating 21st-century skills in STEM education.” Journal of Research in Environmental and Science Education, 3(1), 8–23. DOI: 10.70232/jrese.v3i1.37.