Fahri Karakas is an Associate Professor of Business and Leadership at Norwich Business School, University of East Anglia. He joined UEA in July 2012 having previously worked at Open University Business School as Research Fellow in International Management Practice, Education, and Learning (IMPEL).

Karakas holds three degrees in Management: BA (Koç University), MBA (Boğaziçi University), PhD in Organizational Behaviour (McGill University, Desautels Faculty of Management). His PhD thesis on benevolent leadership was selected as the winner of the 2010 Emerald/EFMD Outstanding Doctoral Research Award in the Leadership and Organization Development category.

His research aims to build new ways of understanding how we can nurture the human spirit and build a collective sense of creativity and vitality in organizations. His research interests include spirituality at work, benevolent leadership, positive management education, creativity, design thinking, and social innovation. He is a member of the Positive Organizational Scholarship (POS) network based at the University of Michigan, where researchers aim to understand, explain, and create the best of the human condition, positive deviance, and flourishing in organizations. He has published more than 30 articles in leading international management journals such as Journal of Business Ethics, Journal of Management Education, and Journal of Management Development.

Karakas has worked as a consultant and executive trainer for a number of organizations including Albanian Chamber of International Trade and Development (Albania), Small and Medium Enterprises Development Organization (Turkey), London Centre for Social Studies (UK), Association of British Turkish Academics (UK), Dialog Foundation (Canada), Doğuş Automotive (Turkey), and Ülker Holding (Turkey).

He is a Visiting Lecturer at Mountbatten Institute in London and at Pembroke-King's Programme at the University of Cambridge.

He is a Senior Fellow of the Higher Education Academy, UK.

Research Impact

Karakas is one of the most widely cited scholars in benevolent leadership and workplace spirituality globally, with over 5,400 citations across six continents. His foundational construct of Benevolent Leadership — developed in his award-winning McGill PhD thesis and validated across diverse cultural contexts — has been independently cited and extended by researchers in Asia, Europe, the Middle East, and the Americas. New empirical studies applying and building on the Benevolent Leadership Scale continue to appear in leading journals including the Journal of Business Ethics as recently as 2025, reflecting the construct's sustained theoretical generativity fifteen years after its introduction.

At the broadest level, Karakas's research investigates how we can create and lead positive change in organizations for our common good in the 21st century. He posits that the key to creating positive outcomes in organizations lies in awakening the positive potential of organizational members through humane values and benevolent tendencies. As such, he devotes his research to documenting the processes through which leaders inspire people and create positive change in human systems.

Benevolent Leadership

His first research stream, centred on his thesis, focuses on the nature, dynamics, and consequences of benevolent leadership in organizations. His dissertation research has developed a higher-order conceptual model of benevolent leadership based on four paradigms of common good in organizational research: Morality, spirituality, vitality, and community. He has developed the Benevolent Leadership Scale to measure the construct of benevolent leadership composed of four dimensions: ethical sensitivity, spiritual depth, positive engagement, and community responsiveness. He is hoping to operationalise this construct with diverse samples and cultural contexts to enhance the generalisability as well as the discriminant, convergent, and predictive validity of the Benevolent Leadership Scale.

Creative Spirit and Spirituality at Work

His second research stream focuses on the ways that organizations create and sustain positive human potential at work. He investigates how leaders can incorporate spirituality and positive values at work to create reflective spaces and compassionate workplaces. He introduces the concept of "corporate spiritual responsibility" as a promising field of inquiry and advocacy for organizations of the 21st century. The concept of corporate spiritual responsibility aims to re-examine, question, and reinvent the very basis of business organizations as it encompasses taking responsibility for the impact of their activities on the spiritual wellbeing and happiness of employees, customers, shareholders, and the wider community. This work underlines the importance of taking "the spiritual perspective" into account while designing spirited workplaces of the 21st century — which are engaged with passion, alive with meaning, and connected with compassion.

Positive Organizational Scholarship and Positive Management Education

His third research stream focuses on creating positive and supportive learning environments and designing joyful learning experiences for managers, professionals, and students. He draws on positive organizational scholarship to investigate the ways to enable professionals to become more engaged, creative, and passionate in their pursuit of learning and innovation. Specifically, he is interested in uncovering the ways to inspire students, nurture the best of them, build on their strengths, passions and dreams; and ultimately build lifetime relationships with them.

Breathing New Life into Leadership Studies

The crisis of confidence and trust in leadership in organizations has been growing — as manifested in corporate layoffs, ethical scandals, and cases of corruption, abuse of power, and uncontrolled greed. This stream of research posits that the leadership literature needs fresh and creative thinking, and an interdisciplinary approach. This stream builds on Karakas's expertise and track record in leadership studies (Emerald EFQM Outstanding Doctoral Research Award; 5 funded research projects; 1 book; as well as 10 peer-reviewed publications in the field of Leadership) and drives a bold agenda of multidisciplinary innovation in leadership research and methods to energize and inspire the practice of leadership. The objectives are: (1) to explore and unleash moments of aliveness, inspiration, and generativity in leadership practice in diverse contexts; (2) to expand and refresh the leadership dictionary through new constructs, creative thinking, and an integrative outlook; (3) to redefine leadership through diverse metaphors and insights drawn from arts, humanities and nature, to call for greater cross-fertilization of interdisciplinary ideas in leadership. The principal research method is qualitative biographical interviews; but diary methods, visual self-reflective methods, and auto-ethnographic methods are also used.

AI, Ethics and Civilizational Design

A fifth and emerging research stream situates Karakas's longstanding interests in leadership and spirituality within the defining challenge of the present moment: the governance and design of artificial intelligence systems. Drawing on his frameworks of benevolent leadership and corporate spiritual responsibility, this stream asks what it means to build AI systems that are genuinely aligned with the full spectrum of human civilizational values — ethical, spiritual, communal, and creative — rather than with narrow technical or commercial objectives. This work connects management theory, philosophy of technology, and the future of institutions in ways that are generating significant scholarly and public interest.

As Dr Karakas continues his research on these five interrelated streams; he aims to develop new ways of understanding how we can nurture the human spirit in workplaces and build a collective sense of creativity and vitality in organizations.  The link between these five research streams is the focus on creating positive change to build more humane, creative, and compassionate organizations.  Going forward, Dr Karakas expects to integrate these research streams by developing multi-level theory to enrich our understanding of creating positive change in human systems. 

Dr Karakas interested in supervising PhD students who intend undertaking qualitative research that has synergies with his own research interests in the areas of artificial intelligence, creativity, spirituality, leadership, future,  personal development, workplace learning, and organizational change. 

Citations:

http://scholar.google.co.uk/citations?user=vxzs2XsAAAAJ&hl=en

Teaching Interests & Philosophy

Karakas has taught courses, executive seminars, and executive training programs on organisational behaviour, leadership, innovation, organizational change, creativity, employability, design thinking, self-making, career management, and business skills for more than 20 years. He has experience teaching at undergraduate and postgraduate levels, designing courses in virtual learning environments, and supervising postgraduate dissertations. He received the McGill University PhD Program Teaching Excellence Award.

The Burning Platform: Why Business Education Must Reinvent Itself Now

The business school faces an existential reckoning. Degrees designed for a world of stable careers, predictable organisations, and human-only labour markets are graduating students into a world where none of those assumptions hold. According to the World Economic Forum, 85 million jobs will be displaced by automation and AI, while 97 million new roles will emerge in entirely different skill categories. Goldman Sachs estimates that generative AI alone could automate 26% of tasks in business and financial operations. McKinsey projects that by 2030, up to 375 million workers globally will need to switch occupational categories entirely.

The implication for management education is comprehensive reinvention. The old model (transmit knowledge, assess recall, award credentials, repeat) produces graduates who are highly trained for a past that no longer exists. What students desperately need, and what most institutions are failing to provide, is the capacity to learn continuously, create independently, collaborate with AI intelligently, and build careers that are portfolios rather than ladders. Karakas has been building the pedagogical response to this crisis for over a decade, long before it became a fashionable institutional concern.

A Teaching Philosophy Built for the AI Age

Karakas's teaching philosophy rests on a conviction that has deepened rather than softened over 20 years of classroom practice: the purpose of management education is to empower graduates who can navigate complexity, generate value, and flourish across the full arc of a career that will look nothing like the careers of their parents or their lecturers.

His instructional design is grounded in four anchors (continuous learning, creative thinking, collective visioning, and collaborative working) that have been radically updated for the AI era. Continuous learning now means developing the capacity to learn alongside and through AI systems, not just from textbooks. Creative thinking now means human-AI co-creation: understanding what humans bring to creative work that machines cannot replicate, and what AI brings that amplifies human output by orders of magnitude. Collective visioning now includes the ability to imagine futures that do not yet exist and to prototype them in real time. Collaborative working now means orchestrating networks of human and machine intelligence toward shared goals.

The lecture theatre is no longer the most important room in a student's education. The most important room is the one where they first build something real, discover that it works, and realise that they are capable of more than they imagined.

This philosophy manifests in the way Karakas designs his modules: Students are expected to produce, experiment, fail publicly, iterate, and ship. Many students in his modules have launched real digital products, built social media audiences, created AI-augmented workflows, and generated income from assets they built during their degree. The module becomes the incubator; the assessment becomes, in part, a market verdict.

The Curiosity Imperative

At the heart of Karakas's pedagogy is a concept he has been developing for over a decade and has operationalised into a substantial public body of work: curiosity as a professional survival skill. In an economy where the half-life of specific technical skills is now measured in months rather than years, the ability to remain genuinely curious (to ask better questions, to pursue unexpected connections, to stay energised by not-knowing) is the foundational competence on which all other competences depend.

This conviction underpins his Merak Ekonomisi (Curiosity Economy) intellectual project, through which he has published over 2,500 online essays (on Medium) and created over 1,500 educational videos in Turkish and English (on YouTube) exploring creativity, AI, learning, and human potential. In the classroom, curiosity is treated as a muscle to be trained through structured Thinking Adventures, divergent problem-solving exercises, cross-disciplinary doodling sessions, and what Karakas calls Guerrilla Creativity Sprints: rapid-fire creative challenges designed to break habitual thinking patterns and surface unexpected capabilities in students who have been trained by years of schooling to suppress them.

Modules: Building the Future in Real Time

Karakas currently teaches three modules at Norwich Business School that collectively form one of the most forward-looking pedagogical programmes in UK management education.

Creativity, Employability and Personal Development reconceives the employability module entirely. Rather than teaching students how to apply for jobs, it teaches them how to become the kind of person that opportunities seek out. Students build a portfolio of intellectual and creative assets (videos, essays, digital products, personal brand materials, AI-augmented tools) and learn to understand their own curiosity signatures, creative strengths, and career trajectories as entrepreneurs of the self. The module has been deliberately redesigned in response to the AI disruption: it now treats AI fluency not as a technical add-on but as a core creative and professional competence, woven through every session.

Creativity, Employability and Personal Branding is the postgraduate and advanced iteration of this vision. Karakas has rebuilt this module around the conviction that Masters students in 2026 are preparing to lead, to create, and to operate in environments of radical uncertainty. Sessions combine live AI demonstrations, asset-creation sprints, mental model workshops, and solopreneur strategy sessions. Students leave with a body of work: real assets built during the module that they can deploy immediately in their professional lives.

Professional and Commercial Skills takes this philosophy into its most commercially direct expression. Students learn to think like solopreneurs — to identify knowledge they already possess that has commercial value, to package that knowledge into scalable digital products, to use AI to accelerate content creation and market research, and to launch real offerings into real markets during the module itself. Students use platforms including Gumroad, Substack, LinkedIn, and YouTube to test their ideas with actual audiences, generating feedback that money and attention provide and that no academic marking rubric can replicate.

Signature Pedagogical Innovations

Several of the teaching innovations Karakas has developed are distinctive enough to merit specific description.

The Personal Intelligence Studio is a concept he has developed for embedding AI-augmented personal and professional development across entire degree programmes, not just within individual modules. The core idea is that every student should spend protected time throughout their degree building their knowledge assets, creative practice, and AI-orchestrated professional identity — so that they graduate with a portfolio of intellectual capital they have created and own. This concept is currently being developed for formal programme-level implementation at Norwich Business School.

The Human-AI Teaming Certification is a proposed credential embedded within the module structure that documents a student's verified competence in orchestrating AI tools for creative, analytical, and commercial tasks. No UK business school currently offers this at Masters level. The window to be first is still open. As AI capability becomes a baseline expectation in graduate hiring (with employers like Deloitte, McKinsey, and Google now explicitly screening for AI fluency) a portable, verified credential of this kind will become one of the most valuable things a Masters programme can offer.

The Seven I Project is a student asset-creation framework Karakas developed to move learning from simulation to production. Students work through seven stages (Inspiration, Imagination, Insight, Integration, Inquiry, Innovation, Implementation) producing a genuine body of work rather than a conventional portfolio of academic exercises. The framework is intentionally simple enough to apply to any domain and rigorous enough to produce outcomes with real-world traction.

Learning by Shipping is the pedagogical principle that runs through all of Karakas's module design: the most powerful learning happens when students actually create assets and implement ideas, and when they encounter the friction of reality (markets), and when they iterate and adapt. This principle, drawn from the software startup world and applied to management education, produces a fundamentally different kind of graduate: one who has already shipped, already iterated, already survived the gap between idea and execution.

The Bigger Vision: What Business Education Could Become

Karakas's teaching practice points toward a vision for business education that goes substantially beyond what most institutions are currently attempting. He believes that the business school of the next decade will not primarily be an institution that transmits established knowledge. It will be an institution that helps students develop the creative, entrepreneurial, and AI-collaborative capacities to generate new knowledge and to deploy it in the world at speed.

This means rethinking assessment. The question is no longer whether a student can recall, analyse, or even apply existing frameworks. It is whether they can create something new, something useful, something that works in contact with reality. Assessment should increasingly include market verdicts (actual audience engagement, actual user feedback, actual income generated) alongside traditional academic evaluation.

It means rethinking the relationship between academia and the creator economy. The most important intellectual and practical contribution a business school can make to its students in 2026 is to teach them how to build knowledge assets that compound over time — audiences, products, platforms, reputations — rather than how to optimise their performance in a hiring process that is itself being automated. Karakas has been living this argument publicly for over a decade through the Curiosity Economy (Merak Ekonomisi), and his modules are the academic instantiation of that same conviction.

It means rethinking who the student is. In Karakas's classroom, the student is not a recipient of professional formation. They are a knowledge entrepreneur in training -  someone who will need to reinvent themselves multiple times across a career that will span fifty years and several technological revolutions. The most important thing a module can do is  to activate in students the creative confidence, the curiosity stamina, and the AI fluency to keep learning, building, and contributing long after the degree is done.

The students who will thrive in the 2030s are the ones who learned to learn faster, build bolder, and stay curious longer than everyone around them.

PhD Supervision

Karakas welcomes PhD applicants whose work sits at the intersection of leadership, AI ethics, creativity, meaning at work, and the future of management education. He is particularly interested in projects that combine theoretical ambition with methodological creativity — qualitative, narrative, visual, autoethnographic, and practice-based approaches are all welcome. 

Career: A Renaissance in Progress

Over a career spanning three decades, two continents, and half a dozen disciplines, Dr Fahri Karakas has built an intellectual life that operates simultaneously as a rigorous academic enterprise, a prolific creative practice, and a public experiment in what it means to pursue curiosity without limits. Across peer-reviewed scholarship, Turkish-language YouTube, digital books, doodling, live-streamed lectures, and AI-era futures writing, the common thread is: a compulsive, generative, unapologetically broad commitment to understanding how humans learn, create, lead, and flourish.

What follows is a map of domains - each one substantial, ongoing, and connected to all the others by the same animating force: MERAK, the Turkish word for curiosity that has no precise English equivalent, and that Karakas has spent 20 years arguing is the most undervalued force in human civilisation.

I. The Scholar — Building Constructs That Outlast Their Creator

The measure of a scholar is not the number of papers published but whether the ideas they introduce continue to generate work long after the original publication. By that measure, Karakas has built a theoretical construct (Benevolent Leadership) that has developed an independent scholarly life.

Introduced in 2012 in the Journal of Business Ethics and grounded in an award-winning McGill PhD thesis, Benevolent Leadership posited that the dominant frameworks for understanding organisational leadership were missing something essential: the human spirit. The construct's four dimensions (ethical sensitivity, spiritual depth, positive engagement, community responsiveness) have been independently validated and extended by researchers across Asia, Europe, the Middle East, and the Americas. As of 2026, over 5,400 independent citations. New empirical studies still appearing in leading journals. A construct built for the industrial age that turns out to be precisely what the AI age needs.

independent citations across six continents  5,400+

new empirical papers still citing and extending the Benevolent Leadership Scale  2025

Emerald/EFMD Outstanding Doctoral Research Award, Leadership & Organization Development  2010

His most ambitious current work ('Civilizational Alignment)' under review at the Journal of Business Ethics argues that AI alignment frameworks are too narrow. Aligning AI to human values is not enough if those values are themselves shallow. The paper proposes design principles for AI systems that are aligned with the full depth of civilisational wisdom. It may be the most consequential theoretical move of his career.

II. Merak Ekonomisi — The Curiosity Economy

In 2018, while teaching at Norwich Business School, Karakas began an experiment. He would take the ideas he was developing in his research — about curiosity, creativity, learning, leadership, the future of work — and share them directly with people, in Turkish, on YouTube, without institutional mediation or academic gatekeeping. No peer review. No citation counts. Just ideas, delivered as fast as he could generate them, to anyone willing to listen.

8 years later, that experiment has produced one of the most substantial bodies of Turkish-language intellectual content anywhere online. The Merak Ekonomisi (Curiosity Economy) channel has grown into a self-sustaining intellectual ecosystem (part lecture series, part public philosophy, part future-mapping exercise) covering AI, creativity, investing, personal development, solopreneurship, the future of education, and what it means to live a curious life in an age of accelerating change.

original Turkish and English language educational videos produced  1,500+

8 years of uninterrupted intellectual output  2018–2026, 2 Million YouTube Page views and 34K subscribers 

Watch at: youtube.com/@fahrikarakas

The channel's community has developed its own culture. Viewers mostly describe Karakas as 'akıllı deli' (a brilliant eccentric): someone whose 'way of thinking is extraordinary,' who covers 'not just one topic but everything that nourishes the mind,' and who 'opens horizons.' That characterisation, from EksiSozluk audience that does not flatter, is perhaps the most honest assessment of what the channel has built.

Merak Ekonomisi is the public laboratory where Karakas tests ideas before they become papers, develops frameworks before they become courses, and connects with an audience that academic journals do not reach. It is also the proof of concept for his most fundamental pedagogical conviction: that the most powerful learning happens when someone is genuinely, recklessly, contagiously curious and shares that curiosity without waiting for institutional permission.

III. The Essayist — 2,500 Dispatches from the Frontier

Since 2019, Karakas has published over 2,500 online essays on Medium, making him one of the most prolific academic writers operating in public intellectual space globally. The essays span futures studies, AI, investing, creativity, mental models, personal development, leadership, and the philosophy of learning — often within the same piece. They are read by practitioners, entrepreneurs, students, and curious generalists who would never encounter his work through academic channels.

His Medium publication, the Journal of Curiosity, Imagination, and Inspiration, serves as a curatorial home for the most developed of these ideas. It is a digital periodical that operates as a bridge between his scholarly work and the broader world. Recent essays exploring predictions for 2035, the cognitive sovereignty revolution, and the nature of civilisational change have reached audiences in the tens of thousands.

published essays on Medium  2,500+, 4.5K followers and 20K views in a month

Journal of Curiosity, Imagination, and Inspiration  fahrikarakas.medium.com

Read at: fahrikarakas.medium.com

IV. The Author — Books Built for the Age of Disruption

Karakas writes books the way a startup ships products: fast, direct, and in response to what the moment demands. His Gumroad library — available at karakasfahri.gumroad.com — is a growing catalogue of digital books that sit at the intersection of futures studies, AI strategy, creative practice, and wealth philosophy. They are written for people who need ideas now, not in three years when a traditional publisher might bring them to market.

The books span two distinct registers. The creative and pedagogical works — Self-Making Studio, 99 Creative Journeys — emerged from his teaching practice and represent a decade of thinking about how creativity is developed through deliberate daily practice.

The futures and wealth works — The 2036 Wealth Revolution, The AI Wealth Explosion, The Exit Protocol, The 2035 Mind — represent his most direct engagement with the civilisational disruption unfolding around us: the collapse of old career paradigms, the emergence of new wealth creation mechanisms, and the urgent need for new mental models to navigate what comes next.

Together, they form a coherent intellectual project: a toolkit for people trying to build independent, creative, financially resilient lives in an age when the institutions that previously provided security are visibly failing.

Creative & Pedagogical Works

Self-Making Studio: An Inspirational Doodle Kit for Self-Discovery and Employability  —  A visual toolkit for developing self-reflection, creativity, and employability through doodling and diary-keeping. The book that started everything.

99 Creative Journeys: Unleash Your Imagination  —  A 99-day creativity bootcamp — one imagination experiment per day — designed to build creative habits through consistent daily practice.

Futures, AI & Wealth Architecture

The 2036 Wealth Revolution: 12 Trillion-Dollar Industries That Will Create the Next Generation of Millionaires  —  A systematic mapping of the twelve industries where the next wave of transformative wealth creation is already underway.

The AI Wealth Explosion: How to Build Financial Independence in 2026 Before Your Job Becomes an AI Prompt  —  A complete operating system for economic survival and independence in the age of autonomous AI. Written in early 2026 as AI disruption became undeniable.

When Intelligence Gets a Body: How Robots, Autonomous Systems, and Physical AI Will Rewrite Work, Wealth, and What It Means to Be Human  —  A deep exploration of physical AI — the moment artificial intelligence moves from screens into the material world — and what it means for every industry, every career, and human identity itself.

Immortality Inc.: The Solopreneur's Playbook to the $600 Billion Death-Defying Revolution  —  A strategic guide to the longevity economy — one of the fastest-growing industries in human history — and how solopreneurs can build within it.

The Exit Protocol: How to Leave Dying Systems Before They Take You Down  —  57,370 words. 16 chapters. 5 protocols. A field guide for building independence before institutional collapse reaches you. One of his most unflinching works.

The 2035 Mind: 30 Mental Models for Exponential Wealth  —  Thirty perceptual frameworks — drawn from the most successful investors, entrepreneurs, and innovators of the past century — for seeing opportunities 18 to 36 months before others do.

Complete library at: karakasfahri.gumroad.com

V. The Theorist — Current Research Frontier

The academic pipeline reflects the same restless breadth as the public work, but with the rigour of peer review and the patience of long-form theoretical construction.

"Civilizational Alignment" (under review, Journal of Business Ethics) — proposes a framework of design principles for building AI systems oriented toward human civilisational flourishing rather than narrow technical safety. This is the work where Karakas's three decades of thinking about leadership, spirituality, and organisational ethics converge with the defining technological challenge of the century.

Desire, Subjectivity, and Organisational Life (under review, Human Relations) — co-authored with Sertaç Sehlikoglu (UCL) and Mustafa Ozbilgin, a new conceptual framework on desire and subjectivity in organisational contexts.

Imaginative Geopolitics (under review, Political Geography) — a theoretical exploration of the role of speculative infrastructure and national imaginary in geopolitical identity construction.

VI. The Renaissance Project — What It All Adds Up To

There is a phrase in Turkish — 'rönesans insanı' — that translates roughly as renaissance person: someone who refuses the boundaries of specialism, who moves freely between domains, who believes that the most interesting ideas live in the spaces between disciplines. Karakas has been building a case, through the totality of his work, that this mode of intellectual life is a necessity and that the problems humanity faces in the 21st century are precisely the ones that cannot be solved within a single field.

His work on Benevolent Leadership draws on moral philosophy, organisational behaviour, spiritual traditions, and positive psychology simultaneously.

His Civilizational Alignment framework connects AI safety research, civilisational theory, leadership ethics, and futures studies.

His Curiosity Economy project synthesises learning science, economics, personal development, and media theory. His books sit at the intersection of futures studies, behavioural economics, and practical strategy.

This is a deliberate methodological choice, grounded in the conviction that the most generative intellectual work happens at the edges where disciplines rub against each other — where the concepts of one field illuminate the blind spots of another, where unexpected analogies produce genuinely new understanding.

Dr. Karakas is building a body of work that is simultaneously a scholarly contribution, a public intellectual project, a pedagogical practice, and a personal philosophy. His ambition is to demonstrate, across every medium available, that curiosity — radical, undirected, intrinsically motivated curiosity — is the most powerful force for human flourishing that has ever existed. And that the institutions, educational systems, and organisations of the 21st century have an urgent obligation to stop suppressing it.

LINKS

Academic Profile  research-portal.uea.ac.uk/en/persons/fahri-karakas  

YouTube  youtube.com/@fahrikarakas   

Medium  fahrikarakas.medium.com   

Books  karakasfahri.gumroad.com 

Scholar  scholar.google.co.uk/citations?user=vxzs2XsAAAAJ