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Multicultural Competence: A Key to Professional Excellence

Dr. Senel Poyrazli received her Ph.D. in counseling psychology
from University of Houston, M.Sc. in counseling psychology from Northeastern University – Boston, and B.A. in psychological counseling and guidance from Hacettepe University - Türkiye.
 
Her clinical background includes working with adolescents, college students, adults, married/unmarried couples, and war veterans, and dealing with issues primarily related to relationships, psychosocial adjustment, decision making, depression, and trauma. Her research primarily involves college students’ and immigrants’ psychosocial and academic adjustment processes; with cross-cultural competency being an additional research interest. Most recently, she explored the reasons that cause international students to fail academically, and the microaggressions Syrian refugee college students face.
 
Dr. Poyrazli teaches counseling skills, interviewing and counseling, group counseling, theories of counseling, family therapy, internship, research methods, and multicultural competency. She was awarded a Teaching Excellence Award, Faculty Diversity Award, and Excellence in Research and Scholarly Activity Award by Penn State Harrisburg. She also received the Outstanding International Psychologist Award from the American Psychological Association (APA) Division 52 International Psychology, and the Excellent Contribution Award from the APA Society of Counseling Psychology International Section.
 
Research Interests:

• Psychological and environmental factors that impact immigrant student achievement

• Acculturative Stress

• College Adjustment Process

• International Students

• Multicultural Competency

AWARDS :
Outstanding International Psychologist, American Psychological Association (APA) Division 52 International Psychology, August 2021.
Excellent Contribution Award, APA Society of Counseling Psychology International Section, August 2021.
Excellence in Research and Scholarly Activity Award, Penn State Harrisburg, March 2021. The award is given to recognize and encourage excellence in academic research, creative activity, scholarship, and mastery of the subject by faculty.

Education
Ph.D., Counseling Psychology (Houston)
M.Sc., Counseling Psychology (Boston)
B.A., Psychological Counseling and Guidance (Türkiye)
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For more info pls click :

https://harrisburg.psu.edu/faculty-and-staff/senel-poyrazli-phd

Álvaro Rocha holds the title of Honorary Professor, and holds Habilitation in Information Science, Ph.D. in Information Systems and Technologies, M.Sc. in Information Management, and BCs in Computer Science. He is a Professor of Information Systems at the University of Lisbon - ISEG, Honorary Professor at the Amity University, researcher at the ADVANCE (the ISEG Centre for Advanced Research in Management), and a collaborator researcher at the CINTESIS (Center for Research in Health Technologies and Information Systems). His main research interests are maturity models, management information systems, quality of information systems, intelligent information systems, cybersecurity, e-government, e-health, and information technology in education. He is also Vice-Chair of the IEEE Portugal Section Systems, Man, and Cybernetics Society Chapter, and Founder and Editor-in-Chief of two journals: World Journal of Information Systems; and RISTI -
Revista Ibérica de Sistemas e Tecnologias de Informação / Iberian Journal of Information Systems and Technologies. Additionally, he is the Scientific Manager of the Information Systems Engineering & Management book series at Springer-Nature, the world's leading publisher of publications in Science, Technology and Health. Moreover, he has served as Vice-Chair of Experts for the European Commission’s Horizon 2020 Program, and as an Expert at the COST - intergovernmental framework for European Cooperation in Science and Technology, at the European Commission’s Horizon Europe Program, at the Government of Italy’s Ministry of Universities and Research, at the Government of Latvia’s Ministry of Finance, at the Government of Mexico's National Council of Science and Technology, at the Government of Polish's National Science Centre, at the Government of Cyprus's Research and Innovation Foundation, and at the Government of Slovak's Research Agency. he holds the title of Honorary Professor, and holds
Habilitation in Information Science, Ph.D. in Information Systems and Technologies, M.Sc. in Information Management, and BCs in Computer Science. He is a Professor of Information Systems at the University of Lisbon - ISEG, Honorary Professor at the Amity University, researcher at the ADVANCE (the ISEG Centre for Advanced Research in Management), and a collaborator researcher at the CINTESIS (Center for Research in Health Technologies and Information Systems). His main research interests are maturity models, management information systems, quality of information systems, intelligent information systems, cybersecurity, e-government, e-health, and information technology in education. He is also Vice-Chair of the IEEE Portugal Section Systems, Man, and Cybernetics Society Chapter, and Founder and Editor-in-Chief of two journals: World Journal of Information Systems; and RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação / Iberian
Journal of Information Systems and Technologies. Additionally, he is the Scientific Manager of the Information Systems Engineering & Management book series at Springer-Nature, the world's leading publisher of publications in Science, Technology and Health. Moreover, he has served as Vice-Chair of Experts for the European Commission’s Horizon 2020 Program, and as an Expert at the COST - intergovernmental framework for European Cooperation in Science and Technology, at the European Commission’s Horizon Europe Program, at the Government of Italy’s Ministry of Universities and Research, at the Government of Latvia’s Ministry of Finance, at the Government of Mexico's National Council of Science and Technology.


 

Title: Benefits of Lifelong Learning Institutes for  Older Adults and their Host Institutions
 
This talk highlights the powerful benefits of Lifelong Learning Institutes (LLIs) for both older adults and the universities that host them. Research shows that structured learning in later life improves well‑being, autonomy, cognitive function, and healthy aging. LLIs provide older adults with purpose, community, and social engagement. For universities, LLIs strengthen their educational mission by opening campus doors to learners across the lifespan.

They also advance Age‑Friendly University goals by fostering inclusion, community connection, and social impact. Intergenerational learning enriches campus culture as older adults’ lived experiences enhance the perspectives of younger students, supporting teaching, research, and reducing ageism.

Finally, LLIs offer strategic advantages for institutions facing demographic shifts, including diversified revenue and greater institutional resilience. Age‑inclusive programs help universities remain relevant in a rapidly aging society.
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Dr. Patty Aguilera is an Associate Teaching Professor of Human Development and Family Studies and the Assistant Director of the Osher Lifelong Learning Institute (OLLI) at Penn State Harrisburg.

A clinical psychologist with advanced degrees in Family Therapy and in Lifelong Learning and Adult Education, her research focuses on healthy aging, neuroplasticity, cognitive reserve, intergenerational learning, and strategies to reduce ageism.

Dr. Aguilera’s scholarship includes peer‑reviewed journal articles
and international book chapters, and she has presented her research in multiple countries across North America, Europe, and Asia.

Her work has informed the development of cognitive‑health programs, mentoring initiatives, and educational interventions designed to promote engagement and well‑being across the lifespan.

She also brings applied experience as a certified Long‑Term Care Ombudsman, advocating for residents’ rights and quality of life in care settings. At OLLI, Dr. Aguilera integrates her research with community‑based practice to create learning environments that support cognitive vitality, social connection, and lifelong growth.



Website: https://harrisburg.psu.edu/faculty-and-staff/ana-patricia-aguilera-ded









 

Is an Auxiliary professor of Faculty of Psychology and Education Sciences, CEIS20, University of Coimbra.

-Academic and professional degrees
2008: Doctorate (PhD) in Education Sciences, specialty of Philosophy of Education, by University of Coimbra. Praise and Distinction
Thesis title: Education and media culture: Analysis of un-educative practices (published by Âncora/CEI).
1998: Specialized Trainer for Educational Technology and Communication (B15), Specialized Didactics
(Philosophy – C05) by the Portuguese Scientific-pedagogical Council for In-service Training.
1996: Master in Education Sciences, by University of Coimbra
Thesis title: Advertising’s (un)educative value (published IUC). Very Good
1995: Specialized trainer for Practical and Pedagogical Research and Specialized Didactics (Philosophy) by the Portuguese Scientific-pedagogical Council for In-service Training;
1991: Graduation in Teaching of Philosophy, University of Porto.
1989: Graduation in Philosophy, University of Porto.

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Prof. Dr. Monika Garai-Fodor is currently a professor and the dean at Obuda University Keleti Károly Faculty of Business and Management. She graduated as an  Economic agricultural engineer specialised in Marketing and she has an university degree in Economic engineer- teacher. She received her PhD (Management and Business Administration) with summa cum laude and in 2009, in 2018 she successfully habilitated (Management and Business Administration). She has 20 years of experience in higher education and several years of management experience in marketing in business practice: she was the national communications director of Continental (2014-2018), she was the professional manager of the Professional Conference Organizing Ltd. (2014-2017) and she managed professional projects as a senior researcher at RadaR Research Ltd. 
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Title : Generational characteristics and pedagogical responses: developing awareness and sustainability among Generation Z
 
Generation Z's attitude towards awareness poses a significant challenge for higher education institutions, particularly in terms of student competence development, teaching methodology, and institutional educational strategy planning. Developing the knowledge and skills associated with conscious living requires pedagogical approaches that reflect the learning characteristics of this generation, its experience-oriented nature, and its need for self-awareness and personal development.
Based on secondary sources and the results of quantitative primary research, the study analyzes Generation Z's perceptions of the concept of consciousness and their expectations regarding its role in education. The empirical results clearly support the view that traditional, frontal forms of education are not suitable for developing conscious behavior on their own. Higher education therefore needs a methodological renewal that integrates experience-based learning, reflective practices, project- and problem-based learning, and personalized development opportunities into training programs.
The research also points out that the transformation of the role of the teacher is crucial: there is an increased demand on the part of students for a mentoring, supportive, and guiding pedagogical presence. At the higher education strategy level, this means that awareness development can be incorporated not only as a content element of individual subjects, but also at the institutional level as part of a complex pedagogical concept. The results provide a practical basis for developing higher education curriculum and methodological innovations that support the development of the competencies necessary for conscious living, in line with the needs of Generation Z.

​Dr. Joanna Paliszkiewicz works as a full professor at the Warsaw University of Life Sciences (WULS—SGGW).

She is the director of the Management Institute. She is a professor at the University of Economics in Ho Chi Minh City, Vietnam. She is also an adjunct professor at the University of Vaasa in Finland.

She obtained the academic title “full professor” from the International School for Social and Business Studies in Slovenia. She is well recognized in Poland and abroad for her expertise in management issues: knowledge management and trust management.

She has published over 250 papers/manuscripts and is the author/co-author/editor of 23 books. She has been a part of many scholarship endeavors in the United States, Ireland, Slovakia, Taiwan, the United Kingdom, and Hungary. She has actively participated in presenting research results at various international conferences.

Currently, she serves as the deputy editor-in-chief of the Management and Production Engineering Review. She is an associate editor for the Journal of Computer Information Systems, Expert System with Applications, Issues in Information Systems, Przegląd Organizacji, Intelligent Systems with Applications. She serves as chair of the International Cooperation in European Business Club. 

For more info pls click 


https://paliszkiewicz.pl

Professor of Intercultural Studies,
Dean of the International Business School, and
Director of the International Office at Guangzhou City University of Technology in China.

She received her Ph.D. from the University of Reading, UK, in 1999. Her research interests center on intercultural adaptation, intercultural leadership, intercultural communication competence, and multicultural education.
 
With over 150 published academic papers and book chapters to her name, Prof. An has also (co-)authored and (co-)edited 30 books and journal special issues.

Her outstanding scholarly contributions have earned her numerous awards and honors. She currently serves as Vice President of the Chinese Association of Intercultural Communication Studies.

Title : Reconstruction and Co-construction: A Bidirectional Generative Framework for AI and Intercultural Studies

This study adopts a constructive approach guided by theoretical deduction and grounded in systematic literature induction. Through a comprehensive review of existing research at the intersection of artificial intelligence and intercultural studies, it identifies a critical gap in theoretical integration between two prevailing orientations — the instrumental approach and the problem-diagnostic approach — as the inductive point of departure. Drawing on the co-constructionist theory in Science and Technology Studies (STS), the paper advances "reconstruction and co-construction" as its core theoretical proposition and overarching organizing principle. "Reconstruction" refers to the structural reorganization of knowledge production mechanisms in intercultural research driven by generative AI—marked by a systemic shift in evidence types, research objects, and knowledge forms—and is distinguished from the incremental methodological innovation implied by existing notions of "knowledge construction." "Co-construction" refers to the reverse shaping of AI systems by intercultural knowledge through four layered mechanisms—semantic, interactional, research, and governance. Building on this framework, the paper develops a three-level progressive structure and a four-layer co-construction mechanism.

 

Author: From Enigma to Paradigm 
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Amnon Danzig offers Business Schools a rare combination:

• Rigorous strategic thinking

• Practical execution across industries

• Original managerial lens anchored in decision-making under uncertainty.

• His work spans Spain, Singapore, Malaysia, West Africa, London, Manhattan, Canada etc.

The book From Enigma to Paradigm distills his experience as a strategic advisor across multiple disciplines and multicultural environments. His distinction between puzzles and mysteries gives academicians, students and practitioners a clear language for separating analyzable problems from true uncertainty, a highly teachable concept for strategy, leadership, and organizational behavior. It also foregrounds emotional and social intelligence as part of real managerial judgment, especially when leaders must coordinate across cultures, functions, and informal power structures. He helps academic audiences understand how competitive advantage is built by integrating markets, technologies, human capital, social capital, and corporate finance into a single framework of managerial judgment, aligned across diverse national, organizational, and professional cultures.

• Possible keynote themes for conventions and academic forums:

• Building competitive advantage in multicultural environments

• Puzzle, mystery, and managerial judgment: how leaders decide under uncertainty

• Why organizations fail to execute what they understand intellectually

• Human capital, social capital, and the hidden economics of coordination.

• From technology to market: translating knowledge across cultures, functions, and institutions

• What business schools can learn from lived strategic change across countries and sector​.

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Keynote Title : Beyond Cultural Awareness:

Turning Multicultural Complexity into Competitive Advantage Multicultural leadership is often discussed through awareness, sensitivity, and communication.
These are essential, but they are not enough.
In real organizations, cultural complexity shapes how people:
 Interpret reality    Build trust   Share knowledge
 Take risks         Coordinate action, and
 Execute strategy

This keynote argues that multicultural environments should not be treated only as social or educational settings, but as strategic systems. Competitive advantage emerges when leaders learn to convert different assumptions,  incentives, time horizons, and professional logics into shared sensemaking and coordinated execution. Drawing on practical experience across countries, sectors, technologies, ownership models, and institutional contexts, the lecture introduces a leadership-learning
framework that moves from awareness to sensemaking, from trust to coordination, and from execution to value creation.
The central claim is simple: in an age of uncertainty, leaders do not win by applying models mechanically.
They win by:
 Reading situations correctly
 Translating across cultures and functions, and
 Turning human and social capital into action.

For lifelong education and leadership development, this means teaching not only knowledge, but judgment.

​She received her Ph.D. in Economics from National Tsing Hua University, Taiwan.

Her research interests  include intercultural communication, international business negotiation, and  AI-enabled research in business and education.

In recent work, she has focused on using multilingual semantic embedding techniques to examine how key intercultural and business concepts are structured and connected across Chinese and English contexts.

More broadly, she is interested in exploring how artificiall intelligence can support intercultural research, international business education, and cross-cultural understanding.

TOPIC: Bilingual Semantic Space of Cross-Border Exchange: A Large Language Model- Based Study of Semantic Distance between Trade and Intercultural Concepts

This study uses large language model-based semantic embeddings to examine how trade-related and intercultural concepts are organized within a shared bilingual semantic space. Cross-border exchange involves two interdependent logics: a rule- based logic centered on contracts, compliance, procedures, and institutional arrangements, and a relational logic centered on trust, communication, adaptation, and interactional coordination.

However, these two logics are often examined separately in international business and intercultural research. To place them within the same analytical dimension, this study constructs a Chinese-English bilingual vocabulary set of 60 concepts, including 30 trade-related terms and 30 intercultural terms.

Using multilingual sentence embeddings, cosine similarity, semantic similarity heatmaps, weighted semantic networks, and multidimensional scaling, the study measures semantic distance and identifies structural relationships across domains and languages. The findings show that trade concepts display stronger modularity and clearer rule-based clustering, whereas intercultural concepts show more flexible, bridge-oriented connections. More importantly, concepts such as information, trust, relationship, agreement, and compliance form a mixed semantic core that links formal and relational logics. The study demonstrates how large language models can support
semantic measurement in cross-border exchange research.