Alisa Percy

696 total citations
38 papers, 424 citations indexed

About

Alisa Percy is a scholar working on Education, Political Science and International Relations and Human Factors and Ergonomics. According to data from OpenAlex, Alisa Percy has authored 38 papers receiving a total of 424 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 5 papers in Political Science and International Relations and 3 papers in Human Factors and Ergonomics. Recurrent topics in Alisa Percy's work include Higher Education Learning Practices (10 papers), Higher Education Practises and Engagement (9 papers) and Reflective Practices in Education (8 papers). Alisa Percy is often cited by papers focused on Higher Education Learning Practices (10 papers), Higher Education Practises and Engagement (9 papers) and Reflective Practices in Education (8 papers). Alisa Percy collaborates with scholars based in Australia, New Zealand and United Kingdom. Alisa Percy's co-authors include Joseph Crawford, N. B. A. Trivett, Dianne M. Tice, Kelly‐Ann Allen, Roy F. Baumeister, Jo‐Anne Kelder, Janine Delahunty, Maarten de Laat, Lisa Thomas and Bárbara James and has published in prestigious journals such as Higher Education Research & Development, Teaching in Higher Education and Discourse Studies in the Cultural Politics of Education.

In The Last Decade

Alisa Percy

34 papers receiving 355 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Alisa Percy Australia	11	303	72	45	34	32	38	424
Joellen E. Coryell United States	9	157 0.5×	47 0.7×	31 0.7×	45 1.3×	21 0.7×	35	285
Esther Garza United States	5	162 0.5×	77 1.1×	58 1.3×	61 1.8×	44 1.4×	11	393
Mackie Chase Canada	5	159 0.5×	60 0.8×	55 1.2×	43 1.3×	11 0.3×	10	318
Brendan Bartram United Kingdom	13	240 0.8×	95 1.3×	97 2.2×	49 1.4×	17 0.5×	26	436
Peter Rule South Africa	9	148 0.5×	28 0.4×	30 0.7×	87 2.6×	24 0.8×	25	311
Cees Terlouw Netherlands	4	253 0.8×	50 0.7×	35 0.8×	46 1.4×	15 0.5×	10	394
Sarjit Kaur Malaysia	15	297 1.0×	111 1.5×	42 0.9×	30 0.9×	15 0.5×	41	495
Ministerio de Educación	12	370 1.2×	39 0.5×	28 0.6×	61 1.8×	14 0.4×	181	524
Ruksana Osman South Africa	10	323 1.1×	17 0.2×	46 1.0×	39 1.1×	18 0.6×	43	424
Kelsey Inouye United Kingdom	12	160 0.5×	32 0.4×	53 1.2×	42 1.2×	23 0.7×	22	384

Countries citing papers authored by Alisa Percy

Since Specialization

Citations

This map shows the geographic impact of Alisa Percy's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Alisa Percy with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Alisa Percy more than expected).

Fields of papers citing papers by Alisa Percy

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Alisa Percy. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Alisa Percy. The network helps show where Alisa Percy may publish in the future.

Co-authorship network of co-authors of Alisa Percy

This figure shows the co-authorship network connecting the top 25 collaborators of Alisa Percy. A scholar is included among the top collaborators of Alisa Percy based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Alisa Percy. Alisa Percy is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Andrew, Martin, et al.. (2022). Pedagogies of belonging in an anxious world: A collaborative autoethnography of four practitioners. Journal of University Teaching and Learning Practice. 19(4). 5 indexed citations

Percy, Alisa, et al.. (2021). Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university. Teaching in Higher Education. 26(7-8). 1060–1076. 7 indexed citations

Tice, Dianne M., Roy F. Baumeister, Joseph Crawford, Kelly‐Ann Allen, & Alisa Percy. (2021). Student belongingness in higher education: Lessons for Professors from the COVID-19 pandemic. Journal of University Teaching and Learning Practice. 18(4). 67 indexed citations

Crawford, Joseph, Alisa Percy, & Jo‐Anne Kelder. (2020). JUTLP Editorial 17.3: Connection, digital education, and student centric teaching practice before COVID-19. Journal of University Teaching and Learning Practice. 17(3). 1–7. 11 indexed citations

Crawford, Joseph, Alisa Percy, & Jo‐Anne Kelder. (2020). Editorial 17.3: Connection, digital education, and student-centric teaching practice before COVID-19. Journal of University Teaching and Learning Practice. 17(3). 4 indexed citations

Crawford, Joseph, Alisa Percy, Jo‐Anne Kelder, & Kerryn Butler‐Henderson. (2020). Editorial 17.5: Strengthening our focus for a post-COVID-19 environment: Learnings from a pandemic in higher education. Journal of University Teaching and Learning Practice. 17(5). 2 indexed citations

Percy, Alisa. (2019). From the Margins to the Centre: Reflections on the "Past-Present-Future" of Literacy Education in the Academy. Across the Disciplines. 16(3). 1–15.

Coote, Anna, et al.. (2019). Universal Basic Services: Theory and Practice - A literature review. UCL Discovery (University College London). 8 indexed citations

Thomas, Lisa, et al.. (2019). An Aboriginalwaytowards curriculum reconciliation. The International Journal for Academic Development. 24(2). 148–162. 20 indexed citations

10.

Percy, Alisa, et al.. (2017). Editorial 14.1. Journal of University Teaching and Learning Practice. 14(1). 1–2. 3 indexed citations

11.

Percy, Alisa, et al.. (2017). Editorial 14.3. Journal of University Teaching and Learning Practice. 14(3). 1 indexed citations

12.

Thomas, Lisa, et al.. (2017). Jindaola: An Aboriginal Way of Embedding Knowledges and Perspectives. Research Online (University of Wollongong). 8 indexed citations

13.

Percy, Alisa. (2011). A new age in higher education or just a little bit of history repeating? : linking the past present and future of ALL in Australia. Research Online (University of Wollongong). 5(2). 131–144. 7 indexed citations

14.

Percy, Alisa, Margaret Hicks, Ian Macdonald, et al.. (2008). The RED Resource, Recognition - Enhancement - Development: The contribution of sessional teachers to higher education (Complete report). Research Online (University of Wollongong). 9 indexed citations

15.

Percy, Alisa, Sharon Parry, Margaret Hicks, et al.. (2008). The RED Report, Recognition - Enhancement - Development: The contribution of sessional teachers to higher education. Victoria University Research Repository (Victoria University). 38 indexed citations

16.

Percy, Alisa, et al.. (2005). Truth games/truth claims : resisting institutional notions of LAS as remediation. Research Online (University of Wollongong). 5 indexed citations

17.

James, Bárbara, et al.. (2003). From integration to transformation. Research Online (University of Wollongong). 14 indexed citations

18.

Percy, Alisa, et al.. (2001). Enhancing Engineering Courses through Quality Teaching and Learning Circles. 391.

19.

Ellis, Cath & Alisa Percy. (2000). Building Online Essay Writing Support Tools. Research Online (University of Wollongong).

20.

Trivett, N. B. A., et al.. (1998). The IDEALL approach to Learning Development: a model for fostering improved literacy and learning outcomes for students. Research Online (University of Wollongong). 55 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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