Samuel Yaw Ampofo | Education | Best Researcher Award

Dr. Samuel Yaw Ampofo | Education | Best Researcher Award

Senior Lecturer from University of Cape Coast, Ghana

Samuel Yaw Ampofo is an accomplished academic and researcher from Ghana with a strong background in educational administration and management. With over two decades of professional experience, he has made substantial contributions to the field of education, particularly within the context of higher education and distance learning. His career trajectory showcases a progressive involvement in teaching, research, and administrative leadership at reputable institutions, most notably the University of Cape Coast. Ampofo’s research and professional work focus on enhancing instructional supervision, student support services, and the management of educational institutions. His ability to blend research with practical educational solutions has positively influenced teaching practices and student welfare. In addition to his leadership roles, he has actively contributed to capacity-building initiatives, workshops, and seminars, serving both as a participant and as a resource person. His dedication is further reflected in his involvement in institutional development and policy implementation within the educational sector. Through his participation in international workshops and his contribution to several research grants, he continues to impact educational structures in Ghana and beyond. Samuel Yaw Ampofo is recognized for his commitment to academic excellence, leadership in student-centered educational services, and his ability to foster innovation in educational administration and management.

Professional Profile

Education

Samuel Yaw Ampofo possesses a solid educational foundation that has shaped his expertise in educational administration and management. He holds a Ph.D. in Educational Administration from Kenyatta University, which he earned between 2014 and 2017, signifying his deep understanding of educational systems and leadership. Prior to his doctoral studies, he completed an MPhil in Administration in Higher Education at the University of Cape Coast from 2002 to 2007, further strengthening his administrative acumen. His first degree, a Bachelor of Educational Foundations, was awarded by the same university in 2001, where he developed essential teaching and leadership skills. Ampofo’s academic journey began with his successful completion of the G.C.E. Advanced Level at Workers College, Cape Coast in 1998 and the G.C.E. Ordinary Level at St. Augustine’s College in 1992. He also obtained a Cert ‘A’ 3-Year Post Secondary teaching qualification from Enchi Training College in 1995. This comprehensive educational progression provided him with both the theoretical knowledge and the practical teaching expertise required to excel in the educational sector. His educational background has been instrumental in shaping his research focus, administrative leadership, and contributions to teacher education and distance learning.

Professional Experience

Samuel Yaw Ampofo’s professional experience spans over two decades and demonstrates his commitment to advancing educational systems and student-centered services. He currently serves as a Senior Lecturer at the University of Cape Coast’s College of Distance Education (CoDE), where he also coordinated the Students’ Support Services Unit from August 2020 to July 2024. His earlier roles at the same institution include serving as the Coordinator of the Quality Assurance and Enhancement Unit and Acting Head of the Department of Quality Assurance and Enhancement. From May 2010 to July 2020, he contributed as a Lecturer, effectively balancing teaching, research, and administrative duties. Before joining the University of Cape Coast, he worked at St. Augustine’s College, Cape Coast from 2001 to 2006, where he served as a Business Management Tutor and held leadership positions such as Housemaster and Coordinator of the Students Records Management Unit. His administrative roles have involved overseeing quality assurance processes, student support systems, and records management, all of which have significantly contributed to institutional effectiveness. Through his leadership, he has played a key role in shaping academic policies and improving the operational efficiency of student services and educational programs.

Research Interest

Samuel Yaw Ampofo’s research interests are deeply rooted in the field of educational administration, focusing on critical areas that influence student success and institutional growth. His primary research themes include instructional supervision in pre-tertiary institutions, which is pivotal in improving the quality of teaching and learning at foundational levels. Additionally, he has extensively explored tutoring and pedagogical challenges in distance and teacher education, aiming to enhance the delivery of educational content and support for distance learners. His work in students’ support services addresses the development of frameworks that promote academic success and well-being, particularly in distance education settings. Ampofo is also interested in the dynamics of educational industrial actions, analyzing their causes, impacts, and resolutions within the academic sector. These research interests reflect his commitment to addressing both administrative and pedagogical challenges in education. His contributions seek to develop practical solutions that can improve instructional quality, student engagement, and the overall educational experience. Ampofo’s research not only advances academic discourse but also informs policy-making and institutional practices that aim to create supportive, efficient, and quality-driven educational environments.

Research Skills

Samuel Yaw Ampofo has developed a comprehensive set of research skills that enable him to conduct high-quality educational studies and contribute meaningfully to academic knowledge. His expertise encompasses both qualitative and quantitative research methodologies, with particular strengths in data analysis and educational program evaluation. He has demonstrated strong skills in the design and implementation of instructional supervision studies, as well as in the assessment of distance learning and student support services. Ampofo is proficient in facilitating workshops on research ethics, quantitative data analysis, and research methodology, which indicates his ability to guide others in their research endeavors. His experience as a resource person in multiple training sessions and workshops has honed his skills in communicating complex research concepts in accessible ways. Furthermore, his involvement in securing institutional and interdepartmental research grants highlights his competence in project design, proposal writing, and collaborative research management. His capacity to lead and co-lead funded research projects has enhanced his project coordination, time management, and academic writing skills. Overall, Ampofo’s research skill set positions him as a versatile researcher capable of producing impactful studies that address pressing educational challenges.

Awards and Honors

Samuel Yaw Ampofo has received several awards and honors that reflect his dedication to research and educational advancement. He has been the recipient of multiple research grants from the Directorate of Research, Innovation and Consultancy (DRIC) at the University of Cape Coast, where he has served both as a principal investigator and co-investigator. Notably, he secured the Group-Led Research Support Grant in 2023 as a principal investigator and additional research grants in previous years for various collaborative projects. These awards underscore his ability to attract competitive funding and contribute to impactful research endeavors. He was also awarded an international workshop travel grant to participate in a UNESCO-sponsored program on teacher education in Shanghai, China in 2023, further expanding his global academic exposure. Earlier in his academic journey, he received a three-year PhD scholarship sponsored by the University of Cape Coast, which supported his doctoral studies at Kenyatta University. These honors highlight his consistent contributions to research and his active involvement in capacity building within the educational sector. His awards are a testament to his commitment to academic excellence, international collaboration, and continuous professional development.

Conclusion

In conclusion, Samuel Yaw Ampofo stands out as a dedicated educator, researcher, and academic leader whose work continues to make meaningful contributions to the field of education. His career is marked by an exceptional balance of teaching, research, and administrative leadership, all driven by a clear passion for enhancing student support and instructional quality. Through his research, Ampofo has addressed key issues in distance education, instructional supervision, and educational administration, directly influencing both policy and practice. His ability to secure significant research funding and his participation in international workshops illustrate his commitment to academic growth and innovation. Additionally, his extensive involvement in workshops as a trainer and resource person has positively impacted the professional development of educators across various institutions. While his achievements are substantial, further international publications and collaborative research projects could broaden his influence globally. Nevertheless, his current accomplishments firmly establish him as a significant contributor to educational research and administration in Ghana and beyond. Samuel Yaw Ampofo’s career reflects a steadfast dedication to improving educational structures and student outcomes, positioning him as a strong candidate for prestigious academic recognitions such as the Best Researcher Award

Publications Top Notes

1. Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana

  • Authors: SY Ampofo, GA Onyango, M Ogola

  • Journal: IAFOR Journal of Education 7 (2), 9-26

  • Year: 2019

  • Citations: 115

2. Information Communication Technology Penetration and its Impact on Education: Lessons of Experience from Selected African Countries of Ghana, Kenya and Rwanda

  • Authors: SY Ampofo, B Bizimana, J Mbuthi, I Ndayambaje, N Ogeta, JA Orodho

  • Journal: Journal of Information Engineering and Applications 4 (11), 84-95

  • Year: 2014

  • Citations: 18

3. Significance and Delivery Teaching Practice: Perception of Distance Education Teacher Trainees of the University of Cape Coast, Ghana

  • Authors: SY Ampofo, JA Orodho

  • Journal: International Journal of Recent Scientific Research

  • Year: 2014

  • Citations: 16

4. Quantitative Data Management: A Step by Step Data Analysis Using Statistical Package for Social Sciences (SPSS) for Windows Computer Programme

  • Authors: AJ Orodho, SY Ampofo

  • Publisher: Kanezja Publisher, Kenya

  • Year: 2016

  • Citations: 14

5. Social and Spill-over Benefits as Motivating Factors to Investment in Formal Education in Africa: A Reflection around Ghanaian, Kenyan and Rwandan Contexts

  • Authors: SY Ampofo, B Bizimana, I Ndayambaje, V Karongo, KL Lawrence, …

  • Journal: Journal of Education and Practice

  • Year: 2015

  • Citations: 13

6. Effect of Face-to-Face Tutoring on Academic Performance of Distance Learners: Implications for Educational Practice

  • Authors: V Arhin, SY Ampofo, M Segbenya, BA Somauh, VM Minadzi, LA Dankyi, …

  • Journal: Universal Journal of Educational Research 9 (3), 593-605

  • Year: 2021

  • Citations: 11

7. Influence of Students’ Learning Experiences on Involvement in Alma Mater in Selected Ghanaian, Kenyan and Rwandan Universities

  • Authors: B Bizimana, SY Ampofo, I Ndayambaje, SM Njihia, BA Somuah, …

  • Journal: Social Sciences & Humanities Open 2 (1), 100026

  • Year: 2020

  • Citations: 7

8. Quantitative Data Management: A Step by Step to Data Analysis Using Statistical Package for Social Sciences (SPSS) for Windows Computer Programme

  • Authors: JA Orodho, SY Ampofo, B Bizimana, I Ndayambaje

  • Publisher: Nairobi: Kanezja Happyland Enterprises

  • Year: 2016

  • Citations: 7

9. Usefulness of Problem Tree, Objective Tree and Logical Framework Matrix to Fix Challenges of Unemployment and Underemployment of Higher Education Graduates in Rwanda, Kenya …

  • Authors: I Ndayambaje, P Ntawiha, S Ngigi, SY Ampofo

  • Journal: Rwandan Journal of Education 3 (2), 63-77

  • Year: 2016

  • Citations: 7

10. Factors Influencing Students’ Choice of Programme of Study at the College of Distance Education, University of Cape Coast: Curriculum Implication

  • Authors: EK Gyimah, J Sam-Tagoe, V Arhin, P Brown, BE Arthur

  • Journal: International Journal of Social Sciences & Educational Studies

  • Year: 2018

  • Citations: 6

 

Neeraj Rajasekar | Social Sciences | Best Researcher Award

Assist. Prof. Dr. Neeraj Rajasekar | Social Sciences | Best Researcher Award

Assistant Professor from University of Illinois, Springfield, United States

Dr. Neeraj Rajasekar is an esteemed Assistant Professor of Sociology at the University of Illinois-Springfield, with a distinguished academic and research background in the sociology of race, political sociology, and discourse analysis. His work critically examines diversity discourse, racial attitudes, and policy implications in the United States. With a PhD in Sociology from the University of Minnesota, Twin Cities, Dr. Rajasekar has dedicated his career to exploring the intersections of race, politics, and social discourse. His contributions to academia include numerous peer-reviewed journal articles, book chapters, and invited presentations at national and international conferences. He has received multiple research grants and fellowships, reflecting his dedication to advancing sociological knowledge. Beyond research, Dr. Rajasekar is an experienced educator, having taught at multiple institutions across various topics, including race and ethnicity, media, research methods, and political sociology. His expertise in qualitative and quantitative methodologies enables him to engage students in critical sociological inquiry. Through his research and teaching, he aims to bridge academic insights with public discourse, ensuring that sociological knowledge informs broader societal discussions on race, policy, and social justice.

Professional Profile

Education

Dr. Neeraj Rajasekar earned his PhD in Sociology from the University of Minnesota, Twin Cities, where he conducted extensive research on racial discourse and diversity narratives in the United States. His dissertation, titled “‘Diversity’ as a Racialized Keyword: A Mixed-Methods Analysis of Diversity Discourse, Racial, and Rearticulation in the USA,” explored how diversity rhetoric shapes racial attitudes and policies. Prior to his doctoral studies, he completed a Master’s in Sociology at the same institution. Dr. Rajasekar’s academic journey began with dual Bachelor of Arts degrees in Sociology and Political Science from the University of Minnesota, where he graduated Magna Cum Laude. His educational background has provided him with a strong theoretical and methodological foundation in sociological inquiry, particularly in the areas of racial inequality, discourse analysis, and political attitudes. Throughout his academic training, he worked closely with distinguished scholars and contributed to multiple research projects, enhancing his expertise in survey analysis, content analysis, and mixed-methods research. His rigorous academic training and interdisciplinary approach have positioned him as a leading scholar in race, diversity, and social change.

Professional Experience

Dr. Neeraj Rajasekar has held various academic positions, each contributing to his development as a researcher and educator. Currently, he serves as an Assistant Professor of Sociology at the University of Illinois-Springfield, where he teaches courses on research methods, social problems, and race and ethnicity. Prior to this role, he was an Assistant Professor at Luther College and the University of Minnesota Duluth, where he taught courses on crime and deviance, political sociology, and media studies. His teaching portfolio reflects his commitment to equipping students with critical analytical skills in sociology. In addition to his teaching responsibilities, Dr. Rajasekar has contributed extensively to scholarly research through his affiliations with major sociological research projects, including the American Mosaic Project. He has also served as a research assistant and fellow on studies examining racial ideology, diversity discourses, and public opinion on racial policies. His professional journey demonstrates his dedication to both advancing sociological research and fostering an engaging learning environment for students.

Research Interests

Dr. Rajasekar’s research interests are centered on the sociology of race, critical race theory, diversity discourse, and racial attitudes. He explores how racial ideology is shaped by language, media representation, and public policy, using a combination of qualitative and quantitative methodologies. His work frequently examines the intersections between race and political ideology, particularly in the context of American society. He has a keen interest in how racial narratives influence policy debates on immigration, assimilation, and diversity initiatives in higher education and the workplace. Additionally, his research extends to political sociology, where he investigates public attitudes toward racial equity policies, conservative rearticulations of diversity, and discourse analysis within media and political platforms. Through his scholarship, Dr. Rajasekar aims to provide a deeper understanding of how racial discourse evolves and its impact on social and political structures. His interdisciplinary approach bridges sociological theory with real-world policy discussions, contributing to a more comprehensive analysis of racial inequality and public opinion.

Research Skills

Dr. Rajasekar possesses a robust methodological skill set that spans both quantitative and qualitative research techniques. He is proficient in survey analysis, content analysis, discourse analysis, and mixed-methods research, allowing him to examine sociological phenomena from multiple perspectives. His expertise includes statistical analysis using software such as SPSS, Stata, and R, as well as qualitative data coding through NVivo and ATLAS.ti. He has conducted large-scale national surveys on racial attitudes, analyzed media discourse on diversity, and employed computational text analysis to examine social and political narratives. His ability to integrate different research methodologies enables him to produce nuanced and comprehensive sociological studies. Additionally, his experience in grant writing and research project management has led to successful funding opportunities from institutions such as the National Endowment for the Humanities. His methodological rigor and analytical expertise make him a leading figure in the study of racial discourse and diversity in contemporary sociology.

Awards and Honors

Dr. Rajasekar has been the recipient of numerous awards and research grants, reflecting his contributions to sociology. He was awarded the National Endowment for the Humanities (NEH) Spotlight on the Humanities Grant for his work in developing a public liberal arts curriculum. Additionally, he received the prestigious Public Voices Fellowship from The OpEd Project, recognizing his efforts in public scholarship and sociological communication. At the University of Illinois-Springfield, he secured a Degree and Program Assessment Grant to enhance sociology curriculum development. Prior to his faculty positions, he was a recipient of the Koebrick Endowment for New Faculty at Luther College and multiple graduate fellowships at the University of Minnesota. His research has been recognized with funding from the American Mosaic Project and the Sociology ABD RA Program Grant. These awards underscore his impact in advancing sociological knowledge, fostering public engagement, and contributing to higher education. His recognition within academic and public spheres highlights his dedication to bridging research with societal discussions on race, diversity, and policy.

Conclusion

Dr. Neeraj Rajasekar is a distinguished sociologist whose research and teaching focus on race, diversity discourse, and public policy. Through his academic career, he has made significant contributions to understanding racial ideology, political sociology, and discourse analysis. His methodological expertise, combined with his interdisciplinary research approach, has enabled him to engage in impactful sociological inquiries that inform public debates on diversity and racial equity. As a committed educator, he has influenced students across multiple institutions, fostering critical thinking and sociological awareness. His work has earned him prestigious awards and fellowships, reflecting his academic excellence and public engagement. By integrating scholarship with public discourse, Dr. Rajasekar continues to shape contemporary discussions on race, policy, and social justice. His contributions to sociology not only advance academic knowledge but also inform policy and public understanding of diversity and racial discourse in American society.

Publications Top Notes

  • Title: The language of “diversity” or “DEI”? Exploring job titles of diversity professionals in US institutions of higher education
  • Authors:
    • N. Rajasekar, Neeraj
    • E. Gunderson, Evan
    • A. Wilcox, Annika
  • Year: 2025

Matt Bunch | General Education | Best Researcher Award

Mr. Matt Bunch | General Education | Best Researcher Award

Director of Software Development, Business Analysis and Education Technology at Harvard Medical School, United States

Matt Bunch is a distinguished leader in software engineering and educational technology, currently serving as the Director of Software Engineering, Business Analysis, and EdTech at Harvard Medical School. His leadership has driven significant advancements, including the integration of real-time data dashboards and strategic initiatives such as web standardization and Learning Management System consolidation. With a strong background in both applied technology and research, Matt has earned recognition for his work on the Smart Campus and Smart Stadium projects, receiving awards like the CDW NACDA Best Game Day Technology Competition. His research contributions include notable publications on online learning and educational video engagement. Matt holds a Master of Liberal Arts in Information Management Systems and is pursuing an MBA, demonstrating his commitment to continuous learning. While his applied research achievements are impressive, further focus on foundational research and broadening his academic publication record could enhance his profile.

Profile

Education

Matt Bunch has a robust educational background that underscores his expertise in information systems and business management. He is currently pursuing a Master of Business Administration (MBA) at Boston University, expected to complete in December 2024. Matt holds a Master of Liberal Arts in Information Management Systems from Harvard Extension School, which has provided him with a deep understanding of data management and technology integration. His undergraduate studies were completed at Fort Hays State University, where he earned a Bachelor of Science in Information Networking & Telecommunication with an emphasis in Web Development. Additionally, he holds an Associate of Science degree from Coffeyville Community College. This diverse educational foundation has equipped Matt with a comprehensive skill set in both technical and managerial domains, supporting his effective leadership and innovation in the fields of software engineering and educational technology.

Professional Experience

Matt Bunch has a distinguished career in technology and educational innovation. As the Director of Software Engineering at Harvard Medical School, he leads teams in software development, business analysis, and educational technology, overseeing complex projects and ensuring budget adherence. He excels in integrating data from various sources into real-time dashboards, driving strategic initiatives, and improving processes across systems. Previously, as an IoT & Mobile Manager at Arizona State University, Bunch significantly advanced the Smart Campus initiative, which earned recognition in Forbes and won the CDW NACDA Best Game Day Technology Competition. His career also includes founding AllStar Fundraiser Online, a platform that has raised nearly $3 million for nonprofits. With a robust background in software engineering and a commitment to educational technology, Bunch’s work has been marked by innovation, leadership, and impactful contributions to both academia and industry.

Research Interest

Matt Bunch’s research interests are centered on the integration of technology and education, with a focus on enhancing learning experiences through innovative software and data-driven solutions. His work at Harvard Medical School involves directing projects that leverage educational technology and business analysis to optimize learning platforms and data management. He is particularly interested in exploring how data analytics and real-time dashboards can improve educational outcomes and streamline administrative processes. Additionally, Bunch is engaged in research on online course effectiveness and motivational frameworks for educational video engagement. His past projects, such as the Smart Campus and Smart Stadium initiatives, reflect his commitment to advancing technology in academic environments and enhancing user interaction through smart systems. Overall, his research aims to bridge the gap between technology and education, driving forward new solutions that support both institutional goals and learner engagement.

 Research Skills

Matt Bunch demonstrates a robust set of research skills through his extensive experience in software engineering and educational technology. At Harvard Medical School, he integrates Salesforce data, OEE data warehouse, and HMSIT Delphi data into real-time dashboards, showcasing his proficiency in data analysis and visualization tools like Tableau and Looker Studio. His role in developing the Smart Campus and Smart Stadium projects highlights his ability to translate complex data into actionable insights, significantly improving user engagement and system efficiency. Matt’s publication record, including works on online courses and educational video engagement, reflects his commitment to advancing knowledge in educational technology. His technical expertise spans across various systems and platforms, and his leadership in automating processes and managing large-scale projects underscores his capability in applied research and development. His skills in strategic planning, cross-functional collaboration, and innovative problem-solving further enhance his research capabilities.

Award and Recognition

Matt Bunch has earned notable recognition for his exceptional contributions in the field of educational technology and data analytics. His innovative work on the Smart Campus initiative and Smart Stadium project garnered significant accolades, including the CDW NACDA Best Game Day Technology Competition award and a feature in Forbes. His research publications, such as “Online Courses Provide Robust Learning Gains” and “Is Anybody Watching: A Multi-Factor Motivational Framework for Educational Video Engagement,” further demonstrate his impact on educational practices. Matt has also been recognized with various certifications, including Advanced Google Analytics and Data Analytics from Harvard Extension School. His leadership at Harvard Medical School, directing software engineering and educational technology initiatives, showcases his commitment to advancing the integration of technology and education. These accomplishments underline his dedication and influence in enhancing educational experiences through innovative technological solutions.

Conclusion

Matt Bunch is a strong candidate for the Research for Best Researcher Award due to his leadership, innovative projects, and contributions to educational technology and data analytics. His technical expertise and successful track record in managing and improving systems align well with the award’s criteria. However, to further bolster his candidacy, focusing on deepening his research experience, increasing his publication output in high-impact venues, and expanding his collaborative efforts could provide a more robust foundation for his nomination.

Publication Top Notes

  1. “Is anybody watching: A multi-factor motivational framework for educational video engagement”