Carolyn Grant
- Education top 5%
- Developmental and Educational Psychology
- General Health Professions
- Human Factors and Ergonomics top 10%
- Organizational Behavior and Human Resource Management
- Co-authors
- Pontśo MoorosiLynn Quinn
- Topics
- Teacher Education and Leadership Studies (13 papers)Collaborative Teaching and Inclusion (8 papers)Innovative Education and Learning Practices (4 papers)
- Journals
- Teaching in Higher EducationJournal of Educational AdministrationEducational Management Administration & Leadership
- Partner nations
- South AfricaUnited KingdomGermany
In The Last Decade
Carolyn Grant
17 papers receiving 154 citations
Peers
Comparison fields: 5 of 38
- Education 184
- Developmental and Educational Psychology 33
- General Health Professions 23
- Human Factors and Ergonomics 21
- Organizational Behavior and Human Resource Management 16
Countries citing papers authored by Carolyn Grant
This map shows the geographic impact of Carolyn Grant'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 Carolyn Grant with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Carolyn Grant more than expected).
Fields of papers citing papers by Carolyn Grant
This network shows the impact of papers produced by Carolyn Grant. 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 Carolyn Grant. The network helps show where Carolyn Grant may publish in the future.
Co-authorship network of co-authors of Carolyn Grant
This figure shows the co-authorship network connecting the top 25 collaborators of Carolyn Grant. A scholar is included among the top collaborators of Carolyn Grant 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 Carolyn Grant. Carolyn Grant is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 0 | |
| 3 | 2 | |
| 4 | 5 | |
| 5 | 3 | |
| 6 | 8 | |
| 7 | 3 | |
| 8 | 13 | |
| 9 | 10 | |
| 10 | 5 | |
| 11 | 3 | |
| 12 | 21 | |
| 13 | Resilient KwaZulu-Natal schools : an ethics of care | 7 |
| 14 | 35 | |
| 15 | Passing the buck : this is not teacher leadership! | 12 |
| 16 | 6 | |
| 17 | 59 | |
| 18 | 15 | |
| 19 | 4 |
About Carolyn Grant
Carolyn Grant is a scholar working on Human Factors and Ergonomics, Education and Information Systems and Management, having authored 19 papers that have together received 211 indexed citations. Recurring topics across this work include Teacher Education and Leadership Studies (13 papers), Collaborative Teaching and Inclusion (8 papers) and Innovative Education and Learning Practices (4 papers). The work is most often cited by research in Human Factors and Ergonomics (21 citations), Education (184 citations) and Developmental and Educational Psychology (33 citations). Carolyn Grant has collaborated with scholars based in South Africa, United Kingdom and Germany. Frequent co-authors include Pontśo Moorosi and Lynn Quinn. Their work appears in journals such as Teaching in Higher Education, Journal of Educational Administration and Educational Management Administration & Leadership.
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.