Heesun Chae | Organizational Behavior | Best Researcher Award

Prof. Heesun Chae | Organizational Behavior | Best Researcher Award 

Pukyong National University | South Korea

Dr. Heesun Chae is a distinguished scholar and Associate Professor in the Division of Business Administration at Pukyong National University, South Korea. With a deep academic foundation in Human Resource Management (HRM) and Organizational Behavior (OB), she earned her Ph.D. and M.S. from the Graduate School of Business, Seoul National University, both with exceptional GPAs above 4.0/4.3, following her B.A. in Business Administration (2006) from Sookmyung Women’s University. Her professional journey reflects a blend of academic excellence, research leadership, and practical consultancy. Prior to her current role, she served as an Assistant Professor at Pukyong National University and a Counselor at the Korea Labor Institute, where she contributed to national projects on workplace innovation and employment enhancement for SMEs. She has also taught at several renowned universities, including Ajou University, Chungnam National University, Sejong University, and Hanbat National University, designing dynamic, interactive courses in HRM, Leadership, and Organizational Behavior, often in English-taught programs. Her research expertise lies in exploring leadership dynamics, knowledge sharing, job crafting, organizational citizenship behavior (OCB), and employee voice behavior. As an active researcher at the Institute of Industrial Relations, Seoul National University, Dr. Chae has presented numerous papers at prestigious academic conferences across South Korea, Japan, and Malaysia, addressing emerging topics such as participative leadership, generational diversity, feedback-seeking mechanisms, and team performance. She holds influential editorial positions on multiple journals, including the Korean Management Review, Korean Leadership Quarterly, Korean Journal of Human Resource Development, and Korean Journal of Business Ethics. Her academic impact is further amplified through her role as an Ad Hoc Reviewer for international journals like Behavioral Sciences, BMC Psychology, and Current Psychology. Beyond academia, Dr. Chae actively contributes to the professional community as a Permanent Director or Board Member in leading organizations such as the Korea Productivity Association, Korean Academy of Business Administration, Korea Academy of Leadership, and Korean Association of Human Resource Development. Her interdisciplinary approach bridges theory and practice, emphasizing how leadership, motivation, and innovation drive organizational success in rapidly evolving work environments. Through her teaching, research, and service, Dr. Heesun Chae continues to shape the discourse in HRM and OB, inspiring future business leaders and contributing significantly to Korea’s academic and industrial landscape.

Profiles: Orcid | Google Scholar

Featured Publications 

Chae, H. (2025, October). Proactive but not always creative: A moderated mediation model of creative identity and psychological safety. Acta Psychologica.

Chae, H. (2025, May 15). What turns task crafters into high performers? Affective commitment and strategic alignment as critical levers. Behavioral Sciences, 15(5), 678.

Chae, H. (2024, September 16). Leader prohibitive voice behavior and its effects on followers through leader identification and political skill. Humanities and Social Sciences Communications, 11, Article 3740.

Chae, H. (2024, March 19). Compete or cooperate? Goal orientations and coworker popularity in the knowledge-sharing dilemma. Behavioral Sciences, 14(3), 250.

Chae, H. (2024, January 31). The need for status, organizational citizenship behavior, and overall evaluation: Focusing on the moderating effects of political skill and task visibility. Behavioral Sciences, 14(2), 105.

Chae, H. (2024). The impact of participative leadership on leader trust: The moderating effects of leader ability and subordinate power distance orientation. Journal of Human Resource Management Research, 31(5), 173–192.

Chae, H. (2023, December 30). The effect of exploitative leadership on knowledge sharing behavior: The mediating role of felt obligation and moderating role of coworker support. Korean Journal of Business Ethics, 23(2), 25–40.

Chae, H. (2023, September 30). The effect of innovative organizational culture on employees’ organizational commitment in the financial industry: The moderating roles of HR-oriented policy as rhetoric and horizontal communication as reality. Journal of Technology Finance, 12(2), 55–70.

Sarah Tauber | Cognitive Psychology | Best Researcher Award

Dr. Sarah Tauber | Cognitive Psychology | Best Researcher Award 

Texas Christian University, United States

scopus profile

🎓 Early Academic Pursuits

Dr. Sarah “Uma” Tauber began her academic journey with a strong foundation in both psychology and sociology, earning her B.A. from Augustana College in 2004. She continued to deepen her expertise with an M.A. in Experimental Psychology from the University of Colorado, Colorado Springs in 2007, where she studied under Lori E. James. Her academic pursuits culminated in a Ph.D. in Cognitive Psychology from Colorado State University in 2010 under the mentorship of Matthew G. Rhodes. These early years laid the groundwork for her future focus on metacognition, memory, and self-regulated learning.

👩‍🏫 Professional Endeavors

Dr. Tauber has built a robust academic career, beginning with a prestigious post-doctoral fellowship at Kent State University, supported by the James S. McDonnell Foundation. Mentored by John Dunlosky, she honed her research on metacognitive processes. She joined Texas Christian University (TCU) in 2013 as an Assistant Professor and has served as an Associate Professor since 2019 in the Department of Psychology. Her commitment to teaching and mentorship is evident in her continued collaboration with undergraduate, graduate, and postdoctoral students.

🔬 Contributions and Research Focus

At the heart of Dr. Tauber’s research is a passion for understanding self-regulated learning, metacognitive accuracy, and concept formation—all vital components of student learning and academic success. She explores how individuals monitor and control their learning, with special attention to how these processes evolve with healthy aging. Her work spans theoretical and applied dimensions, bridging cognitive psychology and educational practice to uncover strategies that foster better memory, decision-making, and learning outcomes.

🌍 Impact and Influence

Dr. Tauber’s influence extends through her editorial contributions and prolific publishing record. She co-edited The Oxford Handbook of Metamemory (2016), a cornerstone in the field. Her peer-reviewed articles, often co-authored with students, explore how learners and educators perceive strategies, how metacognitive judgments affect recall, and how educational tools like rubrics or retrieval practice shape learning. Her collaborations with other thought leaders like John Dunlosky and Rose Ariel further underscore her role in advancing research on metacognition and education.

📚 Academic Citations and Research Dissemination

Dr. Tauber’s work appears in top-tier journals like Memory & Cognition, Behavioral Sciences, Journal of Applied Research in Memory and Cognition, and Aging, Neuropsychology, and Cognition. She contributes regularly to special issues that highlight cutting-edge research in learning and memory, demonstrating her ongoing relevance and thought leadership in cognitive psychology. Her research not only earns citations but also sparks discussions about the best practices in teaching and assessment.

🛠️ Technical and Methodological Expertise

Dr. Tauber is adept in experimental research methods, advanced statistical analyses, and applied cognitive psychology. Her studies often incorporate real-world educational settings, using controlled experiments to test the effectiveness of study strategies, note-taking techniques, and metacognitive interventions. Her methodological rigor ensures that her findings are not only reliable but also applicable to diverse learning environments.

🧑‍🏫 Teaching and Mentorship

With a Zoom-based virtual office and a student-friendly lab website, Dr. Tauber remains accessible and engaged with learners at all levels. She has mentored numerous undergraduates, graduate students, and postdocs at TCU, often including them as co-authors in her publications. Her teaching emphasizes critical thinking and scientific inquiry, empowering students to become independent researchers and thoughtful practitioners.

🌟 Legacy and Future Contributions

Dr. Tauber's legacy is grounded in her dual commitment to rigorous science and meaningful educational impact. As cognitive psychology continues to intersect with educational technology and lifelong learning, her insights on self-regulation and metacognition remain increasingly relevant. Looking forward, her work is poised to influence not only classroom practices but also broader health and aging interventions, demonstrating the far-reaching applications of her research.

Publication Top Notes

Title: Students and faculty consider high ratings, but not daily quizzes, when interpreting student evaluations of teaching
Authors: Rivers, M. L., Babineau, A. L., Neely, K. P., & Tauber, S. K.
Journal: Teaching of Psychology
Year: 2025

Title: Point value on scoring rubrics influence self-regulated learning for STEM material
Authors: Shumaker, M. D., Rivers, M. L., & Tauber, S. K.
Journal: Behavioral Sciences
Year: 2025

Title: Students’, teachers’ and parents’ knowledge about and perceptions of learning strategies
Authors: Witherby, A. E., Babineau, A. L., & Tauber, S. K.
Journal: Behavioral Sciences (Special Issue on Educational Applications of Cognitive Psychology)
Year: 2025

Title: Teaching older adults to use retrieval practice improves their self-regulated learning
Authors: Ariel, R., Babineau, A. L., & Tauber, S. K.
Journal: Aging, Neuropsychology, and Cognition
Year: 2024

Title: Students’ decisions to switch between categories or stay within them are related to practice classification performance
Authors: Babineau, A. L., & Tauber, S. K.
Journal: Memory & Cognition
Year: 2023