Dr. Stefan Brauckmann
Univ.- Prof. Dr. habil. Stefan Brauckmann is the holderof the Chair on Quality Development and Quality Assurance in Education at the Institute of instructional and school development (IUS) of the Alpen-Adria-University Klagenfurt, Austria. He earned his doctorate from Free University in Berlin. Stefan Brauckmann had worked for more than ten years as a research scientist at the Center for Research on Educational Governance of the German Institute for International Educational Research (DIPF), belonging to the Humanities and Educational Research Section of the Leibniz Association in Berlin. He was also serving as a standing in full professor at the University of Erfurt and was holding the chair of educational institutions and school development form 2012-2013. His main academic fields and interests lie within framework conditions to the education system as well as the different governing mechanisms in educational administration, management and leadership which affect the development of quality assurance and learning in education.
Prof. Brauckmann participated as a researcher, scientific coordinator and project leader in several inter-(national) comparative studies, such as the “Education systems in Canada and Germany – An In-depth Comparison of system Governance” and the EU funded “Leadership Improvement for Student Achievement “(LISA) Study together with Petros Pashiardis. He was also the principal investigator of the SHaRP study “School leaders´activities between more responsibility and more power” which identified task structures and work load of school principals in six German provinces (Länder) differing in their degree of school autonomy. His recent research focuses on the relationship between the leadership styles school principals adopt when leading their schools towards higher student achievement, and their beliefs about the contextual and educational governance structures in which they operate.
Stefan Brauckmann has published in international book series and peer reviewed journals and has given keynote presentations at international symposia and congresses. Just recently he has edited, as a guest-editor-in chief, a special issue on “School leadership in Germany between low stakes testing and high expectations” in the International Journal of Educational Management.
Furthermore he was a visiting scholar at the Institute PACE (Policy Analysis for California Education) of UC Berkeley and Stanford University, the Open University of Cyprus, the University of Stellenbosch and the University of Umea, Sweden. Brauckmann has also acted as a consultant on a large-scale school leadership needs assessment study on behalf of the Commonwealth Secretariat and is consultant at the German Corporation for International Cooperation (GIZ) in the field of education. Within the global ISSPP Network Stefan Brauckmann represents the qualitative research activities on successful school leadership in Austria.
Stefan Brauckmann is a member several editorial and advisory boards and acts as reviewer for peer-reviewed journalssuch as EAQ, IJEM and the Journal of Educational Change. Recently, he receivedthe Outstanding Paper Award from the International Journal of Educational Management for the paper (co-authored with Dr. Alexandra Schwarz) “Autonomous leadership and a centralised school system – an odd couple? Empirical insights from Cyprus”.
He has worked and lectured in many countries including Greece, Cyprus, Croatia and acts in a German-wide program (under the patronage of Chancellor Dr. Angela Merkel) as mentor for outperforming students with a migration background.
Dr. Gerasimos Chatzidamianos
Dr Gerasimos Chatzidamianos is an experimental psycholinguist who completed his M.Phil. and Ph.D. research at the Department of Experimental Psychology, University of Cambridge, U.K. He is qualified to practice Psychology in Greece (Department of Psychology, University of Athens, Greece), and also a Qualified Teacher in Special Education. He is currently a Senior Lecturer at the Department of Psychology at Manchester Metropolitan University.
Some of the positions he served are: Lecturer in Research Methods at the Doctorate in Clinical Psychology Programme and Lancaster University; postdoctoral researcher at Spectrum Centre for Mental Health research (Lancaster University); Research Fellow at the Deafness Cognition and Language Centre, UCL; Visiting Lecturer at Newman University College, Birmingham, and a Psychology Instructor at the Department of Experimental Psychology at the University of Cambridge.
In Greece he was a Lecturer in Psychology at the University of Seattle at Athens, Greece; Research Fellow at the Pedagogical Institute of the Greek Ministry of Education; Research Associate at the Department of Special Education of the University of Thessaly; Psychologist/Psychometric tester at the 251 Air Force General Hospital, Centre of Aviation Medicine, Athens, Greece. He was one of the members of the trans-disciplinary team, who designed, developed, and implemented the Family-Centred Early Intervention Programme of the National Institute for Deaf People in Athens, Greece.
Specialties: Mental Health and Deafness, Psycholinguistics, Schizophrenia, Bipolar Disorder, Family Centred Interventions, clinical communication, research ethics, and the use of social media in health research.
Dr. Andrés Dávila
Dr. Andrés Dávila is a faculty member of ESCE (International Business School in Paris), where he heads the Master’s programs in International People Management and Well-being at work, he is also research Director at www.praditus.com (online assessment platform) where he helps creating innovative HR digital tools used by multinational companies as: Airbus, Orange, Hertz, BNP, etc.
Before joining academia, Dr. Davila worked and lived in the United States, China, Thailand, Vietnam, and Ecuador. Andrés Davila has a broad range of managerial experience both in the corporate and research environments.
Andrés Dávila, holds a Ph.D. in Management Sciences and a Master degree in Clinical Psychology. His actual research interests are Leadership development, Organizational Behavior and Human Resources Management. He is the author of various academic articles and books in the management field.
Dr. Petros Gougoulakis
Prof. Petros Gougoulakis is working as an Associate Professor at the Department of Education, Stockholm University in Sweden. He was born in Greece 1958. After completion upper secondary school in Axioupolis (Kilkis), he pursued academic studies at the universities in Malmö, Lund and Stockholm in Sweden. From Malmö University he obtained a teacher’s diploma, 1978-1980, with specialization in teaching mother tongue to pupils of Greek origin at Swedish primary and secondary schools. After the completion of my teacher training he continued studying at Lund University until 1985, where he graduated with a Bachelor in Arts degree in educational sciences as a major. At Stockholm University he completed my postgraduate studies with a public defense of my doctoral dissertation, about the Swedish Popular Liberal Education, entitled The Study Circle: Lifelong learning … in Swedish! A non-formal meeting place for discussion and learning for all. The thesis, which was publicly defended and approved in 2001, is based on data collected during his participation as research fellow in the first State Evaluation of Popular Education 1996 (SUFO 96). Before he started his academic research and university teaching career, he worked as a(n) – education officer at the Stockholm County Association of Local Authorities,
– school teacher in the Swedish primary and secondary education system,
– journalist in the Greek-speaking broadcasts of the public Swedish Radio & Television, – foreign correspondent in Scandinavia for the private Greek TV-Channel ANT1,
– study circle leader in the Swedish Adult Popular Education.
From 1993 he became member of the teaching staff at Stockholm Institute of Education (Lärarhögskolan) until 2008, when it merged with Stockholm University. Today he is working as an Associate Professor at the Department of Education, Stockholm University.
His core research interests deal with the discourse of Lifelong Learning and how it might affect policy makers and educators’ way of thinking, organizing and evaluating (Quality Assurance) the occurring learning processes in various contexts, i.e. in education, in work and in leisure time. In particular, the subject areas of professionalization and Vocational Education and Training (VET), as well as the development of qualifications and skills of adult Educators in formal and non-formal education (Adult Popular Education/ “folkbildning”) are in the focus of my current research endeavours.
As an academic teacher his time mostly takes up with
• teaching educational sciences in teacher education programs and freestanding courses in Pedagogy
• research & development, focused on adult learning and VET
Memberships – Research networking
- Member of The European Society for Research in Education of Adults (ESREA)
- Board member of the Association for Popular Adult Education Research (FFFF).
- Member of MIMER, the national program for popular adult education research at Linköping University.
- Member of the Hellenic Adult Education Association (HAEA) and reviewer of its scientific journal ADULT EDUCATION (4 month publication).
- Member of the research groups a) Adult learning, and b) Vocational Education and Training (VET / YL) at the Department of Education, Stockholm University.
- Member of the National VET Network supported by Swedish Council for Working Life and Social Research (FAS).
- Member of the scientific committee of the e-journal “eκπ@ιδευτικός κύκλος” (Educational Circle), ISSN:2241-4576.
Dr. Andrew Hobson
Professor Andrew Hobson, Professor of Teacher Learning and Development, Head of Education Research Education Research Centre, Checkland Building, University of Brighton, England, United Kingdom. Professor Andy Hobson is Head of the Education Research Centre. He was previously Research Professor in Education at Sheffield Hallam University and, before that, Associate Professor in Teacher and School Development at the University of Nottingham. He is a trained secondary teacher (11-18), gained his PhD from the University of Leeds, and also worked as a Senior Research Officer at the National Foundation for Educational Research. Andy’s research focuses on the experiences of and support for the professional learning and development of teachers, especially trainee, newly and recently qualified teachers. He has particular interests in teacher wellbeing and mentoring. He has published widely, led a number of significant research and evaluation projects, and supervises doctoral students in these areas. He is Editor-in-Chief of the International Journal of Mentoring and Coaching in Education. Prof. Hobson’s research focuses on the experiences of and support for the professional learning and development of teachers, especially trainee, newly and recently qualified teachers. I have particular interests in teacher mentoring and wellbeing, and I am editor of the International Journal of Mentoring and Coaching in Education.
Current research projects
- Mentor education and development in the Further Education sector in England (2016–2017)
- Strengthening education systems in East Africa (2015–2017)
- Research mentoring in higher education in England (2015 onwards)
- Mentoring and coaching across the professions (2015–2016)
- Mentoring and coaching in the further education and skills sector in England (2014–2015)
Previous research projects
- Modes of Mentoring and Coaching (MoMaC) Project Extension and Survey, Sheffield Hallam University and National Foundation for Educational Research (2011-12). Sponsor: Gatsby Charitable Foundation. (Principal investigator)
- Modes of Mentoring and Coaching (MoMaC) Project – an investigation into the nature and impact of mentoring and coaching strategies associated with three national support programmes for teachers of science (2010-12). Sponsor – Gatsby Charitable Foundation. (Principal investigator)
- A review of the international evidence base on the nature and effectiveness of methods of teacher selection and recruitment (2009). Sponsor – OECD Directorate for Education. (Principal investigator)
- Becoming a Teacher (BaT) Project – the nature and impact of teachers’ experience of initial teacher training, induction and early professional development (2003-2009). Sponsors – Department for Children, Schools and Families (DCSF), General Teaching Council for England (GTCE) and Training and Development Agency for Schools (TDA). (Principal investigator)
- Evaluation of the University of Sussex In-School Teacher Education Programme (InSTEP), University of Nottingham (2005-2008). Sponsor: Gatsby Charitable Foundation. (Principal investigator)
- Evaluation of the University of Cambridge Partnership Early Professional Development Programme for Newly Qualified Teachers of Science, Design & Technology, University of Nottingham (2005-2008). Sponsor: Gatsby Charitable Foundation. (Principal investigator)
- Mentoring and Coaching for New Leaders: A review of the literature, National Foundation for Educational Research (2002). Sponsor: National College for School Leadership (NCSL). (Project leader/Senior Research Officer)
- Problems and Support Strategies for New Headteachers: A review of the literature, National Foundation for Educational Research (2002). Sponsor: NCSL. (Project leader/Senior Research Officer)
- Student teachers’ preconceptions, experiences and evaluations of initial teacher preparation, University of Leeds (1998-2001). Sponsor: Economic & Social Research Council (ESRC). Award: Postgraduate Research Studentship.
Externally funded research consultancy
- Stakeholders’ perspectives of Secondary Schools’ Admissions Procedure within Brighton and Hove, University of Brighton (Education Research Centre) (2014-15). Sponsor: Brighton and Hove City Council
- Evaluating the work of the Prince’s Teaching Institute (Design Phase), Sheffield Hallam University (Centre for Education and Inclusion Research) (2013). Sponsor: Prince’s Teaching Institute.
- Evaluation of the [New Zealand] Guidelines for Induction and Mentoring and Mentor Teachers – a Three Year Longitudinal Study, New Zealand Council for Educational Research (2012-14). New Zealand Teachers’ Council.
- Expert Episodes: An Enquiry-based CPD Programme for Professional Development Leaders, Sheffield Hallam University (Centre for Science Education) (2012-13). Sponsor: Science Learning Centres Innovation Fund.
- Evaluation of Science Learning Centres, SheffieldHallam University (Centre for Educational and Inclusion Research/Centre for Science Education) (2011-12). Sponsor: National Science Learning Centre.
- Fast Track teacher education schemes: A Review of Literature, Murdoch University (Australia) (2011-12). Sponsor: Post-Primary Teachers’ Association of New Zealand (Te Wehengarua).
- The recruitment, retention and early career paths of Science, Technology, Engineering and Mathematics (STEM) specialist beginning teachers, Ipsos MORI Social Research Institute (2008). Sponsors: DCSF and Wellcome Trust.
- Initial Teacher Training for the 21st Century, University of Leeds, (2003-2005). Sponsor: Teacher Training Agency.
Research and development/Knowledge Exchange Project
- Pilot External Mentoring Project for Beginner Teachers of Secondary English, Sheffield Hallam University 2012-13. Sponsored by Shirebrook Academy and Sheffield Hallam University. (Director/Principal Investigator)
Dr. Alex Kendall
Dr. Alex Kendall is a Professor at the School of Education and Social Work of Birmingham University, England, United Kingdom. She is also the Associate Dean of Research and Business Development. She is a member of the International Committee of the International Professional Development Association (IPDA), the Institute for Learning, the Network for Research and Practice in Adult Literacy and a member of the Editorial board of Media Education Research Journal. Prof. Kendall’s research falls on areas such as: Literacy for Employability, reflexive research methods, partnership around Continuous Education of Teachers, digital Ethnographies: approaches to teaching and learning on vocational education programs, improving initial education and continuing professional development opportunities for prison educators, workforce skills train to gain, tutor capacity building, etc. Alex Kendall is one of the University’s dedicated team of trained media champions, and can comment on a range of subjects including: Teacher Education, Literacy, Prison Education and Digital Literacy Education. Her publications record includes:
Peer reviewed journal articles
- Kendall, A., Cramp, A., Carey, D., Perkins, H. (2012) Barriers and solutions to HE progression for Early Years’ practitioners Journal of Vocational Education and Training Volume 64, Issue 4, pp 543-560.
- Kendall, A. McDougall, J. (2012). Critical media literacy after the media: can we see clearly now? In Tyner, K. & Guttierez, A. (Eds.). Alfabetización mediática en contextos digitales múltiples, Revista Communicar, 38. Andalucia, Spain: Grupo Communicar.
- Kendall, A., Cramp, A., Carey, D., Perkins, H. (2011 accepted for publication) Barriers and solutions: exploring the career trajectories of early years professionals Journal of Vocational Education and Training.
- Dye, V., Herrington, M., Hughes, J., Kendall, A., Lacey, C., Smith R. (2010) ‘Collaborative writing and dis-Continuing Professional Development: Challenging the rituals and rules of the education game?’ Professional Development special issue on Professional Development of Teacher Educators, Vol. 36, Nos. 1–2, March–June 2010, pp. 289–306.
- Kendall, A., Herrington, M. (2009) ‘Properly equipping our teachers for the future: re-reading research in practice as an everyday habit of professionalism’ in Teaching in Lifelong Learning Vol 1, Issue 2, pp 45-53.
- Moran, P., Kendall, A. (2009) Baudrillard and the End of Education, International Journal of Research Methods in Education, Volume 32 Issue 3 327-335.
- Kendall, A., McDougall, J. (2009) ‘Just gaming: on being differently literate’, E-ludamos: Journal for Computer Game Culture 3 (2), p. 245-260.
Kendall, A. (2008) Giving up reading: re-imagining reading with young adult readers in Journal of Research and Practice in Adult Literacy, vol 65 Spring/summer pp14-22.
- Kendall, A. (2008) Playing and resisting: rethinking young people’s reading cultures, Literacy, 42, 3, pp 123 – 130.
- Kendall, A. (2007) Reading reader identities: stories about young adults reading in Journal of Research and Practice in Adult Literacy, Vol 81, Spring, pp36 – 43.
- McDougall, J. Walker, S., Kendall, A. Shaping Up? (2006) Three acts of textual studies a critique International Studies in Sociology of Education, 16, pp. 159-173.
- Avis, J., Bathmaker, A., Kendall, A. (2003) Crossing the boundaries: expectations and experience of newcomers to higher and further education, with in Research in Post-Compulsory Education, 8(2), pp. 179-196.
- Avis, J., Bathmaker, A., Kendall, A. (2003) Conundrums of our own making: critical pedagogy and trainee further education teachers, in Teacher Development, 7, pp191-209.
- Bennett, P., Kendall, A., McDougall, J. (2011) After the Media London: Routledge.
- Herrington, M., Kendall, A. (Eds) (2005) Insights from Research and Practice, pp.3-29 Leicester: NIACE.
- Kendall, A and McDougall, J, 2011 (in press). ‘Telling Stories out of School – Young Male Gamers Talk about Literacies‘ in Merchant, G, Gillen, J, Marsh, J and Davies, J (eds) Virtual literacies: interactive spaces for children and young people (ESRC seminar series volume). London: Routledge.
- Kendall, A., McDougall, J. (2010 in press) ‘Different Spaces, Same Old Stories? On Being a Reader in Cousins, H., Ramone, J. (eds) The Richard & Judy Book Club Reader: Popular Texts and the Practices of Reading. London: Ashgate.
- Herrington M., Baig, R., Dye, V., Hughes, J., Kendall, A., Lacey C., O’Leary, M., Smith, R., (2008) Communities of Practice: Creating Learning, Environments for Educators. A book edited by Chris Kimble and Paul Hildreth. Information Age Publishing.
- Herrington, M., Kendall, A. (2005) Building knowledge and enhancing expertise through research in/and practice in Herrington, M., Kendall, A. (Eds) (2005) Insights from Research and Practice, pp.3-29 Leicester: NIACE.
- Kendall, A., Carey, D., Cramp, A., Perkins, H., (2009) Facilitating progression: towards a ‘fit for purpose’ progression model for early years practitioners. Final report of the Barriers and Solutions project to the Birmingham, Black Country and Solihull Lifelong Learning Network.
- Kendall, A. Carey, D., Perkins, H. (2008) Barriers and Solutions: facilitating progression for early years practitioners – Initial project report to the Birmingham, Black Country and Solihull Lifelong Learning Network.
- Kendall, A (2005) The significance of National Research and Development Centre for literacy, language and numeracy research outputs for the design of teacher training standards. Report to the National Research and Development Centre for Adult literacy, ESOL and numeracy November 2005.
Other relevant publications
- Hafiz, R., Jones, C., Kendall, A., Lea, J., Rogers, J. (2008) CPD for Teachers in Post-compulsory Education. Occasional paper number 18 London: UCET.
- ‘Just Gaming’: On Being Differently Literate, Future and Reality of Gaming, University of Vienna, October 2008 Kendall, A., McDougall, J.
- Crossing the boundaries: expectations and experience of newcomers to further and higher education. With James Avis, John Parsons, Research: Making an Impact on Policy and Practice. The fifth Annual conference of the learning and skills Network, 5th – 7th December 2001, Robinson College, Cambridge (windows CD).
- The politics of care – emotional labour and trainee, FE lecturers, with Avis, J., Bathmaker, A.-M.
Irini N. Nikolaidou, PCC
Certified Personal & Executive Coach ǁ Certified Mbit Professional Coach ǁ Trainer HRM & Communication Advisor ǁ ΗRM, Business Mentor ǁ Change Facilitator ǁ
Irini is a self-motivated and achievement-oriented Professional mBIT Coach and Mentor, with an extensive Business-Corporate background. She possesses more than 25 years of working experience and professional career in managerial positions of large companies, such as Administrative, Human Resources Management and Communications.
As Corporate Trainer, Change Facilitator and Executive Coach, she provides coaching sessions to executives and groups and participates in training schemes for coaching workshops and seminars. She applies m-Braining and Solution Focused approaches & techniques for organizations and business settings. She has training more than 1.500 executives and having more than 1.200 coaching hours and 450 mentoring hours.
Irini founded in 2012 her own coach practice at Moving Minds Coaching – Personal & Professional Evolution, specializing in HRM Mentoring, Leadership Development, Performance Management, Change Management and Personal Empowerment for corporate leaders at all levels; including C-suite/senior executives, mid-level leaders, emerging leaders and high potentials.
Specialties: Performance Management for Executives, Leadership Development, Change Management, Personal Empowerment, Business Mentoring to Greek SME’s and HRM Mentoring.
Irini holds a PgD in International Human Resource Management from the London Metropolitan University, Bachelor in Marketing & Communications from the Business College of Athens, Diploma in Personal & Life Coaching from National & Kapodistrian University of Athens and Diploma in Business Coaching from International e-learning Academy. She is also a Certified Mbit (Multiple Brain Integration Techniques) Professional Coach.
A Founding Member and Vice President of the International Coach Federation (ICF) Greece Chapter, as well as member of Association For Coaching (AC), European Mentoring and Coaching Council (EMCC), Solution Focused Coaching (SOL World), mBraining International (Multi Brain Integration Technics) and Hellenic Coaching Association (HCA).
Dr. Petros Pashiardis
Dr. Petros Pashiardis is a Professor of Educational Leadership at the Open University of Cyprus. Previously, he has worked at the University of Cyprus from 1992-2006, holding a variety of positions, culminating in his post as Associate Professor of Educational Administration.
Petros studied Educational Administration at the University of Texas at Austin as a Fulbright Scholar from 1987 to1990. He was also the recipient of the Armand Hammer Fellowship at the LBJ School of Public Affairs of the University of Texas at Austin.
He has worked or lectured in many countries including Malta, Great Britain, India, New Zealand, Greece and the United States. During the periods (January-August 1999, Summer 2000, Summer 2001, Summer 2002) he was invited as a Visiting Associate Research Scientist with the Texas A & M University. He has also been a Visiting Professor with the University of Pretoria, in South Africa in 2004, and a Visiting Scholar at the University of Stellenbosch, South Africa., as well as Visiting Professor at the Centre for Principal Development, Umeå University, Sweden (2013-14).
Further, he has been an external examiner for doctoral dissertations or adviser to the Ministry of Education in Greece, the University of Tasmania, the University of Lincoln in the UK, the University of Thessaloniki in Greece, the University of Utkal in India, the University of Pretoria and the University of Johannesburg in South Africa. He has also acted as consultant and adviser to schools, colleges and local, regional and national authorities (including most recently the Police Force in Cyprus together with his wife Georgia) on a variety of themes. He has also advised the Government of Cyprus on the introduction of a new teacher evaluation and promotion scheme in its primary and secondary schools and also on the development and training of a national educational inspectorate. He is on the editorial boards of the following journals: Educational Management, Administration and Leadership; International Studies in Educational Administration; Leadership and Policy in Schools; Management in Education; and International Journal of Educational Management.
Over the last twenty years Professor Pashiardis has researched and published a variety of areas of education management, leadership and policy making at institutional, local, national and international levels. His article, Teacher participation in Decision Making, (International Journal of Educational Management, 8, (5), pp. 14-17, 1994) was awarded “The 1995 Literati Club Award for Excellence (Highly Commended). Then, in 2010, he received (with co-authors Andreas Kythreotis and Leonidas Kyriakides), the Outstanding Paper Award from the Literati Network Awards for Excellence for the paper, «The Influence of School Leadership Styles and Culture on Students’ Achievement in Cyprus Primary Schools”, which was published in the Journal of Educational Administration.
On his own or with others, he has authored well over 120 articles in scholarly and professional journals many of them on aspects of leaders and leadership. Within Cyprus, this has included research into the role of the principal. He has published a book in Greek on teacher evaluation and papers on the role of the head in Cyprus. He has also published a book in Greek on the Effective Schools Movement together with his wife. His latest book in Greek (June 2012) is titled: “Successful School Principals: International Research and Greek Reality”. In 2008, he co-edited the International Handbook on the Preparation and Development of School Leaders, together with Jacky Lumby and Gary Crow (published by Routledge). One of his books in English was published by Springer Publications in 2014, under the title: “Modeling School Leadership Across Europe: In Search of New Frontiers”. His latest book in English (together with Olof Johansson) was published by Bloomsbury Publications in 2016, under the title: “Successful School Leadership: International Perspectives”. For the period 2004-2008, Professor Pashiardis has been President of the Commonwealth Council for Educational Administration and Management. He is now on the Board of Governors of the Commonwealth Foundation. Further, as of May 2014 he is the Vice Chairman of the Council for the Recognition of Higher Education Qualifications of Cyprus. As of July 2017 he is the Dean of the Faculty of Economics and Management of the Open University of Cyprus.
Dr. Niclas Rönnström
Dr. Niclas Rönnström is an Associate professor at the Department of Education, Stockholm University. He is the director of the National School Leadership Training Programme at Stockholm University, and he before that he was national coordinator in the CICE academic network (Children’s Identity and Citizenship Education in Europe). He is currently project leader and scientific leader for a large scale national school development project aiming at improving low performing schools in Sweden. He is also the member of a Nordic research project Educating Humanity – Rethinking Ethical Political Education (Bildung) founded by the Swedish Research Council. His research interests are communication, communicative conditions and communicative competence inNiclas Rönnström leadership and education; globalization, cosmopolitanism and education for citizenship; and, educational leadership and particularly its recent globalization and economization. At the Conference Prof. Niclas Rönnström will be giving a speech on “Leadership and the quest for (economic) performance in education”.
- Rönnström, N. and Johansson, O. (eds.)(2017) School Leadership, Research and Scientific Attitudes in Everyday Practice. NOK (Forthcoming, Swedish)
- Rönnström. N. (2016). “Education and the Need for Critical Social Imagination”. In Strand, T., Papastephanou, M, Smith, R. (eds.) Philosophy as Interplay and Dialogue: viewing landscapes within philosophy of education. Lit Verlag.
- Rönnström, N. (2016) “Education and Three Imaginaries of Global Citizenship”. In Papastephanou, Marianna (ed.) Cosmopolitanism: Educational, Philosophical and Historical Perspectives. Springer Verlag.
- Rönnström. N. (2016). “Is there anything more to educational leadership than performance?”. Paper presented at the CSLEE Leadership and Values Conference, 22 October, London, Ontario, Canada.
- Rönnström, N. (2015).”Educating Competitive Teachers for a Competitive Nation?”. Policy Futures in Education, 13, 6: 732-750.
Dr. Pia Skott
Dr. Pia Skott works as an assistant professor at the Department of education, Stockholm University. Her research takes a holistic approach on principals´ work. It includes research on governing systems, schools as organizations within different local contexts, principals´ professional learning and educational leadership. As part of this she studies how principals can lead to enhance students´ health.
Dr. Marios Vryonides
Dr. Marios Vryonides (BA Athens, MA Essex and PhD London) is Professor of Sociology, Sociology of Education and Research Methods at the European University Cyprus. He got his PhD from the Institute of Education -University of London (2003). From 2004 until 2009 he was visiting lecturer at the Institute of Education – University of London. He has taught at Anglia Polytechnic (now Ruskin) University (2001-2003) and the University of the Aegean (2004-2007). From 2008 until 2013 he was Cyprus’ national coordinator of the European Social Survey. Among the funded projects he has successfully completed are: EU funded project “Basic Skills Education and Training in Prisons” (2013-2015), EU funded project “Children’s Voices: Exploring Interethnic Violence and Children’s Rights in the School Environment” (2011-2013), EU funded project “Fundamental rights education in Europe” (2011-2013). He is currently the Secretary of the Research Committee on Sociology of Education (RC04) of the International Sociological Association (2010-2018). He has published widely on sociological and educational issues in international peer reviewed journals. His research interests focus on contemporary sociological theory, sociology of education and the theories of cultural and social capital.