Sarah is Professor of Autism and Inclusion, and Deputy Head of School (Research & Enterprise) for Southampton Education School, at the University of Southampton. She has significant research experience in disability related projects and particular interests in the use of innovative technologies for children with autism, evidence-based practices in autism, and research ethics relating to children and young people. Sarah is especially interested in working in collaboration with others in the context of participatory design, knowledge co-construction, and inclusive research. Sarah led the ESRC-funded seminar series: ‘Innovative technologies for autism – critical reflections on digital bubbles’ (www.digitalbubbles.co.uk), and has established ACoRNS: the Autism Community Research Network @ Southampton (http://acornsnetwork.org.uk/).

Sergio Montero is an Associate Professor of Urban and Regional Planning and Development at the Universidad de Los Andes in Bogotá, Colombia. He is based at CIDER, an interdisciplinary research center for development studies. His interests are in the politics and governance of urban and regional planning; the local and global dynamics behind the circulation, learning and adoption of sustainable policy; and inclusive local and regional economic development strategies, with an emphasis in Latin American cities and regions.

Nisheeth has nearly 9 years of diversified experience in ICT and sustainability domain. He works on the crossroad of sustainability and tech enablement wherein he develops streamlined innovative solutions for complex procedures and lifecycles. He has worked across multiple sectors such as supply chain, IT infrastructure, energy, retail etc. and has in and out understanding of operations. He is specialized in creating digital tools for sustainability thereby developing robust information architecture and following user experience portfolio design approach. Nisheeth has been working with the sustainability center of excellence with KPMG International and is based in Netherlands. In past he has worked with sustainability and CSR advisory team of KPMG India, UAE and has worked in various consulting capacities across UK, Turkey, India and the United Arab Emirates. Entrepreneurial in spirit he has also worked with startups, SMEs and have been tasked with responsibilities to independently run units and teams. He has a strong understanding of topics such as ESG, sustainability reporting & assurance, sustainable finance, business and human rights, ethical trade, responsible sourcing, product traceability,corporate social responsibility, social and natural capital and dynamic risk assessment. He holds a Master in Carbon Management and a Masters in Computer Applications.

Dr. Corrie Stone-Johnson is an Associate Professor in Educational Leadership and Policy at the University at Buffalo, State University of New York. Her research explores the current accountability context, where pressure to raise student achievement oftentimes encourages teachers to focus on their individual classrooms rather than act collectively, to understand how strong teacher cultures are supported and sustained, and the role school leaders play in building the relationships that such cultures require is critical. Her work interrogates both the types of leadership that foster strong relationships and the factors that impinge on the way relationships and shared cultures develop. Dr. Stone-Johnson's research has been published in scholarly journals such as Educational Administration Quarterly, Journal of Educational Change, and Teachers and Teaching: Theory and Practice; multiple book chapters; and a full-length book, Generational Identity, Educational Change, and School Leadership, published by Routledge. Her current research projects include a comparative case study of professionalism in school leadership and a study of recruiting diverse students for urban school leadership preparation programs. Dr. Stone-Johnson serves as the Associate Editor of Leadership and Policy in Schools and as an editorial board member of the Journal of Educational Change.