Editorial Board Members of Encyclopedia of Higher Education
The Editorial Board of the Encyclopedia of Higher Education is the engine that safeguards its scholarly quality and expands its impact. Board members shape the project’s intellectual direction: they refine the vision and scope for each volume, identify timely themes, and ensure a balanced slate of topics that reflects diverse regions, institutions, and disciplines. They curate and invite contributors, encourage under-represented voices, and keep the work anchored in authentic practice as well as rigorous research—so the encyclopedia serves students, faculty, leaders, and policymakers alike.
Quality assurance is their daily craft. Editors screen proposals for originality, relevance, methodological soundness, clarity, and fit. They recruit and coordinate expert peer reviewers, synthesize feedback, and guide authors through constructive revisions. They harmonize style and terminology across chapters, uphold ethical standards (plagiarism checks, permissions, conflict-of-interest disclosures), and align citations and references (APA 7). Board members also verify cross-references, build shared glossaries, and prepare metadata and keywords to support discoverability and indexing (e.g., DOIs, academic databases), ensuring coherence within and across volumes.
Beyond editorial stewardship, board members build community and reach. They design calls for chapters and host webinars, mentor early-career scholars, and cultivate partnerships with universities, associations, and research centers. They advise on production timelines, review final proofs, and contribute to dissemination—conference panels, launches, media outreach, and policy briefs—so that chapters translate into real institutional value. Crucially, they scan the horizon for emerging priorities—AI in education, quality assurance reform, internationalization, equity and inclusion, micro-credentials—and recommend updates and companion resources that keep the encyclopedia living, relevant, and future-ready.
Dr. Nataliia Stukalo
Dr. Nataliia Stukalo is a Ukrainian higher-education leader and quality-assurance expert, serving as Vice-Head of the National Agency for Higher Education Quality Assurance (NAQA). She also contributes internationally as a Board Director of the International Network of Quality Assurance Agencies in Higher Education (INQAAHE, 2021–2024). Beyond policy, she leads the Global MBA and Finance programmes at the London School of Business & Finance, bridging academic rigor with practice. A Doctor of Sciences in International Economics and Professor of International Finance, she has completed training at Harvard, Amsterdam, Leuven, Liverpool and other institutions. With extensive experience in online education and transnational programmes, she has helped shape Ukraine’s accreditation reforms and engaged global partners during wartime to safeguard academic standards. Stukalo is known for building cross-border QA cooperation, mentoring experts, and communicating evidence-based approaches that strengthen trust, transparency, and student outcomes across the European Higher Education Area. She writes widely on QA.
Link: LinkedIn
Dr. Jasmina Berbegal Mirabent
Dr. Jasmina Berbegal-Mirabent is an Associate Professor at the Polytechnic University of Catalonia (UPC) in Spain. Her research examines productivity and efficiency in higher education, knowledge and technology transfer, and university–industry collaboration. She has authored widely cited studies on the efficiency of Spanish public universities and cross-country analyses of higher-education systems. Berbegal-Mirabent holds a PhD and MSc in Industrial Engineering and Engineering Management from UPC, and has been a visiting scholar at UC Berkeley (Fulbright), University College London, King’s College London, and the Politecnico di Milano and di Torino. Beyond research and teaching, she serves as Editor-in-Chief of the journal Intangible Capital, helping to advance open, rigorous scholarship on innovation and management. Across these roles, she connects evidence-based analysis with practical guidance for universities seeking to improve performance, foster entrepreneurship, and translate research into societal impact. Her work is regularly used by policymakers and academic leaders across Europe and beyond.
Link: LinkedIn
Dr. Enrico Moch
Dr. Enrico Moch is an economist and academic director at GrandEdu Research School, where he focuses on international finance, economic governance, and the implications of AI for organizations. His recent articles examine BRICS monetary coordination and the prospective impact of a common BRICS currency on the international financial architecture, as well as AI’s role in building resilient market structures and its effects on education and judgment. He has also written on cash, freedom, and digital money in contemporary economies. Beyond leadership at GrandEdu, Moch’s background spans economics and law, with prior study at Saarland University and doctoral work in economics. He engages actively with professional communities, sharing work on ResearchGate and LinkedIn, and collaborates with colleagues at GrandEdu GmbH on research and executive education. His current projects sit at the intersection of macro-finance, global governance, and technological change, with an emphasis on policy-relevant insights.
Link: LinkedIn
Dr. Lutfi Incikabi
Dr. Lutfi Incikabi is a professor of mathematics education at Kastamonu University whose work bridges classroom practice, curriculum, and teacher development. Trained at Teachers College, Columbia University, he examines how learners and teachers build conceptual understanding in mathematics, how textbooks shape instruction, and how beliefs about mathematics relate to critical-thinking dispositions. His publications span topics such as students’ conceptual and procedural knowledge in division, the use of compulsory textbooks in middle-school mathematics, gender stereotyping in math textbooks across countries, and pre-service teachers’ performance on conceptual versus algorithmic tasks. Incikabi also publishes on digital storytelling for teaching the history of mathematics and on textbook analyses aligned with international benchmarks like TIMSS. He is widely cited in Turkish and international venues and maintains profiles on Google Scholar and ResearchGate. His teaching and supervision activities focus on preparing reflective mathematics educators who connect evidence to practice.
Link: LinkedIn
Dr. Sahar Movahedi
Dr. Sahar Movahedi is an instructor in the Hospitality Management program at Western Community College (Canada) and a leadership coach whose professional interests span tourism management, service quality, and applied business education. With more than two decades of experience in higher education and industry, she teaches courses that connect academic frameworks in tourism and hospitality to leadership practice and workplace performance. Movahedi remains active in community outreach and academic publishing, contributing chapters and practice-oriented pieces on management, coaching, and experiential learning. She regularly communicates with students and peers through professional platforms, highlighting her affiliation with WCC and her coaching work. Her current focus includes empowering adult learners, refining service-sector competencies, and building practical pathways from classroom to career in Canada’s hospitality ecosystem. Colleagues recognize her for combining evidence-based instruction with mentoring that supports professional growth and confidence.
Link: LinkedIn
Dr. Tobias Oberdieck
Dr. Tobias Oberdieck is Managing Director/CEO of GrandEdu GmbH and a senior leader at GrandEdu Research School, where he advances practice-oriented higher education and research on qualifications frameworks, business law, and AI in education. His work includes studies on the German Qualifications Framework and on bridging professional qualifications with academic degrees (e.g., “Bachelor Professional of Business”). He collaborates with GrandEdu scholars on institutional innovation and co-authors research on automation and capacity challenges in higher-education institutions. Oberdieck maintains profiles on ResearchGate and Google Scholar, teaches as a guest lecturer, and contributes to executive programs that connect working professionals to degree pathways. His recent publications and talks emphasize how AI and digitization can streamline assessment, recognition of prior learning, and curriculum design—linking workforce needs with academic standards. At GrandEdu, he oversees partnerships and program development oriented toward flexible, career-relevant learning.
Link: LinkedIn
Dr. Shahnaz Hamid
Dr. Shahnaz Hamid is Dean at the London School of Business & Finance (LSBF), where she leads academic strategy and faculty development across business programs. An award-winning academic and consultant, her expertise covers human resource management, strategic management, leadership, and entrepreneurship. At LSBF she champions learner-centred teaching, quality assurance, and international collaboration, drawing on experience across multiple regions and levels of study (undergraduate to doctoral). Hamid is active in professional networks and thought leadership, sharing insights on academic leadership and institutional development. She appears on LSBF’s management pages and maintains scholarly and professional profiles with selected publications. Her current priorities include curriculum innovation aligned with industry needs, faculty mentoring, and initiatives that strengthen student employability through practitioner-informed learning. Colleagues note her ability to connect strategy with classroom practice, ensuring that academic excellence translates into graduate impact and employer confidence.
Link: LinkedIn