Beth Archer‐Kuhn

408 total citations
31 papers, 240 citations indexed

About

Beth Archer‐Kuhn is a scholar working on Education, Public Administration and General Health Professions. According to data from OpenAlex, Beth Archer‐Kuhn has authored 31 papers receiving a total of 240 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 15 papers in Public Administration and 9 papers in General Health Professions. Recurrent topics in Beth Archer‐Kuhn's work include Social Work Education and Practice (15 papers), Higher Education Practises and Engagement (8 papers) and Adult and Continuing Education Topics (6 papers). Beth Archer‐Kuhn is often cited by papers focused on Social Work Education and Practice (15 papers), Higher Education Practises and Engagement (8 papers) and Adult and Continuing Education Topics (6 papers). Beth Archer‐Kuhn collaborates with scholars based in Canada, United States and Australia. Beth Archer‐Kuhn's co-authors include Jennifer Hewson, Jessica Ayala, Thecla Damianakis, Betty Barrett, Michael Saini, Jean Hughes, Yeonjung Lee, Victoria Burns, Michele Jacobsen and Heather A. Jamniczky and has published in prestigious journals such as SHILAP Revista de lepidopterología, Studies in Higher Education and Journal of Family Violence.

In The Last Decade

Beth Archer‐Kuhn

28 papers receiving 224 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Beth Archer‐Kuhn Canada 9 107 61 60 51 45 31 240
Jean Gordon United States 9 139 1.3× 59 1.0× 67 1.1× 26 0.5× 51 1.1× 41 271
Victoria Burns Canada 10 61 0.6× 18 0.3× 152 2.5× 50 1.0× 73 1.6× 27 299
Lynelle Watts Australia 7 81 0.8× 91 1.5× 91 1.5× 46 0.9× 31 0.7× 33 225
Ingunn Studsrød Norway 10 125 1.2× 69 1.1× 58 1.0× 128 2.5× 104 2.3× 34 289
Eileen Munro United Kingdom 9 61 0.6× 133 2.2× 127 2.1× 129 2.5× 75 1.7× 15 281
Beth Tarleton United Kingdom 11 86 0.8× 25 0.4× 65 1.1× 186 3.6× 101 2.2× 27 316
Chantel Jones United Kingdom 8 106 1.0× 53 0.9× 141 2.4× 142 2.8× 72 1.6× 11 317
Roger N. Reeb United States 9 167 1.6× 18 0.3× 58 1.0× 22 0.4× 44 1.0× 23 252
Joan Forbes United Kingdom 8 135 1.3× 43 0.7× 62 1.0× 69 1.4× 77 1.7× 31 250
Scott Marsalis United States 9 24 0.2× 15 0.2× 54 0.9× 86 1.7× 63 1.4× 22 207

Countries citing papers authored by Beth Archer‐Kuhn

Since Specialization
Citations

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

Fields of papers citing papers by Beth Archer‐Kuhn

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Beth Archer‐Kuhn. 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 Beth Archer‐Kuhn. The network helps show where Beth Archer‐Kuhn may publish in the future.

Co-authorship network of co-authors of Beth Archer‐Kuhn

This figure shows the co-authorship network connecting the top 25 collaborators of Beth Archer‐Kuhn. A scholar is included among the top collaborators of Beth Archer‐Kuhn 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 Beth Archer‐Kuhn. Beth Archer‐Kuhn 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.
Archer‐Kuhn, Beth, et al.. (2024). Defining Immersive Learning. Teaching & Learning Inquiry The ISSOTL Journal. 12.
2.
Archer‐Kuhn, Beth, et al.. (2024). Realizing an Evidence-Based Framework for the Management and Delivery of Family Support Services. Journal of Evidence-Based Social Work. 21(4). 455–473.
3.
Jacobsen, Michele, et al.. (2023). Sustaining Positive Change in the Teaching Scholars’ Online Community of Practice. 3(1). 1–13. 1 indexed citations
4.
Archer‐Kuhn, Beth, et al.. (2023). A survey of mothers' experiences of shared parenting and domestic violence. Family Court Review. 61(2). 395–412. 3 indexed citations
5.
Archer‐Kuhn, Beth, et al.. (2023). Measuring and Validating a Transformation Learning Survey Through Social Work Education Research. Journal of Transformative Education. 22(4). 433–454. 1 indexed citations
6.
Archer‐Kuhn, Beth, et al.. (2022). Leadership, SoTL, and Mentorship in a Teaching Scholars Community of Practice. 5. 93–99. 3 indexed citations
7.
Archer‐Kuhn, Beth, et al.. (2022). Who’s Going to Keep Us Safe? Surviving Domestic Violence and Shared Parenting During Covid-19. Journal of Child and Family Studies. 32(1). 57–66. 4 indexed citations
8.
Archer‐Kuhn, Beth, et al.. (2021). Recruitment in response to a pandemic: pivoting a community-based recruitment strategy to facebook for hard-to-reach populations during COVID-19. International Journal of Social Research Methodology. 25(6). 797–808. 20 indexed citations
9.
Archer‐Kuhn, Beth. (2021). Narratives of social work practice and education in Sweden. Social Work Education. 41(2). 263–264. 1 indexed citations
10.
Archer‐Kuhn, Beth, et al.. (2021). Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection. Teaching & Learning Inquiry The ISSOTL Journal. 9(1). 317–332. 2 indexed citations
11.
Archer‐Kuhn, Beth, et al.. (2020). Student Engagement and Deep Learning in Higher Education: Reflections on Inquiry-Based Learning on Our Group Study Program Course in the UK.. Journal of higher education outreach & engagement. 24(2). 107–122. 15 indexed citations
12.
Archer‐Kuhn, Beth, et al.. (2020). Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs. Teaching & Learning Inquiry The ISSOTL Journal. 8(1). 187–207. 17 indexed citations
13.
Archer‐Kuhn, Beth, et al.. (2020). Transformative Learning in Field Education: Students Bridging the Theory/Practice Gap. The British Journal of Social Work. 51(7). 2419–2438. 14 indexed citations
14.
Archer‐Kuhn, Beth, Yeonjung Lee, Jennifer Hewson, & Victoria Burns. (2020). Growing together: cultivating inquiry-based learning in social work education. Social Work Education. 41(3). 333–353. 7 indexed citations
15.
Archer‐Kuhn, Beth, et al.. (2020). Canadian reflections on the Covid-19 pandemic in social work education: from tsunami to innovation. Social Work Education. 39(8). 1010–1018. 41 indexed citations
16.
Archer‐Kuhn, Beth, et al.. (2019). The obscure nature of signature pedagogy in social work education: a Canadian perspective. Social Work Education. 40(3). 383–398. 3 indexed citations
17.
Damianakis, Thecla, et al.. (2019). Transformative learning in graduate education: masters of social work students’ experiences of personal and professional learning. Studies in Higher Education. 45(9). 2011–2029. 21 indexed citations
18.
Archer‐Kuhn, Beth. (2016). Parent Perceptions and Experiences in Child Custody Decision-Making. Scholarship at UWindsor (University of Windsor). 4 indexed citations
19.
Archer‐Kuhn, Beth, et al.. (2014). Creating an EBP Framework on a Journey to Becoming an EBP Agency: Pioneers in the Field of Children's Mental Health. Journal of Evidence-Based Social Work. 11(1-2). 2–17. 4 indexed citations
20.
Archer‐Kuhn, Beth. (2013). Structured Controversy: Inquiry-Based Learning in Place of Traditional Group Presentations. Scholarship@Western (Western University). 3(1). 14. 4 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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2026