Berit Askling

631 total citations
28 papers, 300 citations indexed

About

Berit Askling is a scholar working on Education, Political Science and International Relations and Organizational Behavior and Human Resource Management. According to data from OpenAlex, Berit Askling has authored 28 papers receiving a total of 300 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 13 papers in Political Science and International Relations and 5 papers in Organizational Behavior and Human Resource Management. Recurrent topics in Berit Askling's work include Higher Education Governance and Development (10 papers), Social and Educational Sciences (6 papers) and Management and Organizational Studies (5 papers). Berit Askling is often cited by papers focused on Higher Education Governance and Development (10 papers), Social and Educational Sciences (6 papers) and Management and Organizational Studies (5 papers). Berit Askling collaborates with scholars based in Sweden, Norway and United Kingdom. Berit Askling's co-authors include Bj⊘rn Stensaker, Ference Marton, Christina Cliffordson, Mary Henkel, Bárbara M. Kehm, Kirsten Hofgaard Lycke, Bjørn Stensaker and Peder Haug and has published in prestigious journals such as Higher Education, European Journal of Education and Scandinavian Journal of Educational Research.

In The Last Decade

Berit Askling

24 papers receiving 232 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Berit Askling Sweden 9 181 153 78 32 25 28 300
Tarla Shah United Kingdom 6 221 1.2× 227 1.5× 59 0.8× 41 1.3× 25 1.0× 11 373
H. R. Kells United States 12 131 0.7× 161 1.1× 32 0.4× 52 1.6× 22 0.9× 32 346
Harry de Boer Netherlands 7 114 0.6× 87 0.6× 32 0.4× 19 0.6× 24 1.0× 9 196
Jouni Kekäle Finland 10 109 0.6× 76 0.5× 63 0.8× 20 0.6× 50 2.0× 27 248
Elaine El‐Khawas United States 10 109 0.6× 185 1.2× 36 0.5× 19 0.6× 22 0.9× 46 303
Rui Santiago Portugal 11 208 1.1× 121 0.8× 104 1.3× 10 0.3× 36 1.4× 18 335
Gwilym Croucher Australia 9 119 0.7× 131 0.9× 39 0.5× 14 0.4× 16 0.6× 28 262
Judith S. Eaton United States 11 126 0.7× 258 1.7× 28 0.4× 21 0.7× 16 0.6× 61 402
van Vught 7 215 1.2× 120 0.8× 35 0.4× 24 0.8× 29 1.2× 23 295
Kenneth P. Mortimer United States 9 154 0.9× 121 0.8× 40 0.5× 20 0.6× 16 0.6× 39 296

Countries citing papers authored by Berit Askling

Since Specialization
Citations

This map shows the geographic impact of Berit Askling'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 Berit Askling with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Berit Askling more than expected).

Fields of papers citing papers by Berit Askling

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Berit Askling. 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 Berit Askling. The network helps show where Berit Askling may publish in the future.

Co-authorship network of co-authors of Berit Askling

This figure shows the co-authorship network connecting the top 25 collaborators of Berit Askling. A scholar is included among the top collaborators of Berit Askling 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 Berit Askling. Berit Askling is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Askling, Berit. (2012). Enhetlighet och/eller profilering i det svenska högskolelandskapet?. Bulletin Monumental. 17. 1. 1 indexed citations
2.
Askling, Berit. (2012). Expansion, självständighet, konkurrens. Vart är den högre utbildningen på väg?. Gothenburg University Publications Electronic Archive (Gothenburg University). 2 indexed citations
3.
Askling, Berit, et al.. (2009). Assessing Educational Quality: Knowledge Production and the Role of Experts. ENQA Workshop Report 6.. 3 indexed citations
4.
Askling, Berit, et al.. (2007). Utmaningar för den högre utbildningen. I Askling, B., Foss Lindblad, R. & Wärvik, G-B. (red.) Expansion och kontraktion. Utmaningar för högskolesystemet och utbildningsforskare. (Vetenskapsrådets rapportserie, 9:2007), s. 8-19. 1 indexed citations
5.
Askling, Berit, et al.. (2005). Utvärdering av den nya lärarutbildningen vid svenska universitet och högskolor. Del I : Reformuppföljning och kvalitetsbedömning. 2 indexed citations
6.
Cliffordson, Christina & Berit Askling. (2005). Different Grounds for Admission: Its effects on recruitment and achievement in medical education. Scandinavian Journal of Educational Research. 50(1). 45–62. 18 indexed citations
7.
Askling, Berit, et al.. (2004). Institutional leadership and leeway ‐ important elements in a national system of quality assurance and accreditation: Experiences from a pilot study. Tertiary Education and Management. 10(2). 107–120. 5 indexed citations
8.
Askling, Berit, et al.. (2004). Institutional Leadership and Leeway – Important Elements in a National System of Quality Assurance and Accreditation: Experiences from a Pilot Study. Tertiary Education and Management. 10(2). 107–120. 1 indexed citations
9.
Askling, Berit & Bj⊘rn Stensaker. (2002). Academic leadership: Prescriptions, practices and paradoxes. Tertiary Education and Management. 8(2). 113–125. 53 indexed citations
10.
Askling, Berit. (2001). Higher education and academic staff in a period of policy and system change. Higher Education. 41(1-2). 157–181. 33 indexed citations
11.
Askling, Berit. (2001). In search of new models of institutional governance: Some Swedish experiences. Tertiary Education and Management. 7(2). 197–210. 5 indexed citations
12.
Askling, Berit, Mary Henkel, & Bárbara M. Kehm. (2001). Concepts of Knowledge and their Organisation in Universities. European Journal of Education. 36(3). 341–350. 7 indexed citations
13.
Askling, Berit. (2001). . Tertiary Education and Management. 7(2). 197–210. 6 indexed citations
14.
Askling, Berit, et al.. (2000). Lifelong Learning and Higher Education: The Swedish case. European Journal of Education. 35(3). 257–269. 14 indexed citations
15.
Askling, Berit, et al.. (2000). Lifelong Learning and Higher Education. 8 indexed citations
16.
Askling, Berit, et al.. (1999). Swedish Universities towards Self-Regulation: A New Look at Institutional Autonomy. Tertiary Education and Management. 5(2). 175–195. 16 indexed citations
17.
Askling, Berit, et al.. (1999). Transforming Universities: Changing Patterns of Governance, Structure and Learning in Swedish Higher Education. Higher Education Policy Series 48.. 40 indexed citations
18.
Askling, Berit, et al.. (1997). Strategier för skolutveckling. Samverkan mellan skola och universitet : slutrapport från Miljonprojektet. 1 indexed citations
19.
Askling, Berit. (1989). Structural Uniformity and Functional Diversification: Swedish Higher Education Ten Years after the Higher Education Reform. Higher Education Quarterly. 43(4). 289–305. 6 indexed citations
20.
Askling, Berit. (1983). Utbildningsplanering i en lärarutbildning : en studie av läroplansarbete i den decentraliserade högskolan. 1 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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