Fabio Dovigo, Ph.D., is an Associate Professor for Educational Research, Organizational Theory and Design, Organizational Research Methods at the University of Bergamo. He is Co-ordinator of International Relations at the Department of Human and Social Sciences,. His research interests include research methods in education and organization, inclusive education. Among other publications, he was responsible for the Italian translation of the “Index for inclusion”.

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Joaquín Gairín Sallán, primary teacher, labour relations expert, psychologist and pedagogue, he is currently Professor of Didactics and of Didactics and Educational Management. He has wide-ranging teaching and institutional experience, having been head of an educational centre, faculty dean, UAB Cluster for Education and Training comisioner, university department head and head of the UAB’s Institute of Education (ICE). As an international consultant he is taking part in educational reform programmes in Spain and Latin America. Currently, he is leading projects on social and educational development, organisational development, educational change processes, leadership, evaluation of programmes and institutions, ICT in training and impact evaluation. He coordinate ACCEDES project, in the framework of EU ALFA programme, IDEAS, in the framework of EU PROEDUCA programme, ACCESS4ALL, in the framework of EU Erasmus + programme. He is the leader of EDO Research Group (http://edo.uab.cat/en).

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Miguel Jerónimo is currently the chairman of the Social Action Unit / Student Support Services of the  Polytechnic Institute of Leiria, Portugal,  and being  in this position since 2005.  He has a Degree in History (University of Coimbra), and a Degree  in Organization and School Management (Polytechnic Institute of Leiria), a Master in Interdisciplinary Portuguese Studies (Open University, Lisbon) and a Doctoral Degree in Didactics and School Organization  (Universidad de Extremadura, Spain,) where he held investigation on Equal Opportunities Policies and Social Action in Higher Education. After collaborating between 2011-2014 in the Project ACCEDES (Access to Higher Education and Academic Success of Vulnerable Groups in Latin America) coordinated by  Universidad Politécnica de Cataluña, Spain, he is currently involved since 2014 as an article reviewer within the Project ALFA GUIA (Comprehensive Higher Education Management on School Drop Out), coordinated by Universidad Politécnica de Madrid, Spain, as an expert on social and education development. Moreover he is a board member of the Centre of Investigation in Policies and Educational Systems of the Polytechnic Institute of Leiria.

 

 

Elena Marin is assistant lecturer at the Faculty of Psychology and Educational Sciences, at the University of Bucharest. She holds a Bachelor degree both in Pedagogy and Psychology, a MA degree in School Counselling and Career Development and a PhD in Education. The main professional interests are related to initial teaching training and continuing professional development and the field of inclusive education. She has a particular interest in inclusive education, which she developed in her doctoral thesis.

 

 

Lisa Lucas is a Senior Lecturer in the Graduate School of Education, University of Bristol. She is a sociologist of higher education and is a member of the centre for Globalisation, Education and Social Futures. Her research focuses on policy issues in higher education, primarily the funding and evaluation of university research, and the impact of this on university management as well as academic work in different European and Australasian countries. She has also been researching academic work and identity, including the development of doctoral education. Her research work also focuses on access and equity in higher education and initiatives to widen participation for under-represented groups. She is involved in a Worldwide Universities Network (WUN) project entitled ‘Challenges of Access and Equity: the higher education curriculum answers back’, with colleagues from Australia, New Zealand and South Africa.

 

 

Tiina Mäkelä (PhD in Educational Sciences in 2016) is a researcher at the Faculty of Information Technology and Finnish Institute for Educational Research at the University of Jyväskylä, Finland. Her research focuses on how psychosocial and technology-enhanced physical learning environments can be co-designed with different members of learning communities so as to better foster both learning and wellbeing. She has also been involved in the creation of the international expert evaluation model for evaluating the localization needs of digital learning solutions for varying educational, cultural, and technological contexts.

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Patricia Olmos, Ph.D., is a professor postdoctoral researcher of the Applied Pedagogy Department in the Faculty of Education at the Autonomous University of Barcelona (UAB). Her research interests and publications are mainly related to diversity; vulnerable groups at risk of exclusion; educational, social and labour inclusion; young people and early school leaving; guidance and training processes for improving employability and key competencies.

 

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David Rodriguez Gómez is a lecturer in Teaching and Educational Administration at the Applied Pedagogy Department of the Universitat Autònoma de Barcelona, and member of the Organisational Development Research Group (EDO). Recently, he has been coordinating a project for widening access to higher education for underrepresented groups as well as for non-traditional learners in Latin America. His research interest includes knowledge management, educational administration and leadership, organisational learning, organisational development, ICT in Education and university drop-out.

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Marcella Turner-Cmuchal has studied Psychology at the University of Koblenz-Landau, Germany. Since 2002 she has been working with accessibility and usability of information for people with disabilities and/or special needs. Within the Agency she was project manager for the project i-access: Accessible Information for Lifelong Learning and the follow up project: ICT for Information Accessibility in Learning (www.ict4ial.eu). This project raised awareness for accessible information and developed practical guidelines for providing accessible information in learning. Ms Turner-Cmuchal has published at European and international levels, including Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (2016) and contributed to the Practice Review Study on ICT in Education for People with Disabilities in collaboration with UNESCO IITE (2011).

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COMITATO SCIENTIFICO

 

Fabio Dovigo (Università di Bergamo, Coordinatore), Fabio Bocci (Università Roma Tre), Angela Catalfamo (Università di Catania), Joaquín Gairín Sallán (Universitat Autònoma de Barcelona), Miguel Jerónimo (Instituto Politécnico de Leiria), Romiță Iucu (Universitatea din București), Marco Lazzari (Università di Bergamo), Lisa Lucas (University of Bristol), Tiina Mäkelä (University of Jyväskylä), David Rodriguez Gómez (Universitat Autònoma de Barcelona), Marcella Turner-Cmuchal (EADSNE).

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