Debra Bath

1.0k total citations
27 papers, 693 citations indexed

About

Debra Bath is a scholar working on Education, Safety Research and Developmental and Educational Psychology. According to data from OpenAlex, Debra Bath has authored 27 papers receiving a total of 693 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 5 papers in Safety Research and 5 papers in Developmental and Educational Psychology. Recurrent topics in Debra Bath's work include Evaluation of Teaching Practices (9 papers), Higher Education and Employability (7 papers) and Higher Education Practises and Engagement (6 papers). Debra Bath is often cited by papers focused on Evaluation of Teaching Practices (9 papers), Higher Education and Employability (7 papers) and Higher Education Practises and Engagement (6 papers). Debra Bath collaborates with scholars based in Australia, Zambia and United Kingdom. Debra Bath's co-authors include Calvin Smith, Sarah Stein, Richard Swann, Jennifer S. Burt, John P. McLean, Nicola W. Burton, Catherine Manathunga, Deborah J. Terry, Ottmar V. Lipp and Sujin Kim and has published in prestigious journals such as Learning and Instruction, Higher Education and Higher Education Research & Development.

In The Last Decade

Debra Bath

24 papers receiving 587 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Debra Bath Australia 11 477 102 67 66 62 27 693
Denise Chalmers Australia 15 766 1.6× 110 1.1× 58 0.9× 124 1.9× 55 0.9× 36 981
Sandra Kerka United States 13 491 1.0× 92 0.9× 41 0.6× 29 0.4× 78 1.3× 95 760
Marieke Meeuwisse Netherlands 13 479 1.0× 101 1.0× 23 0.3× 39 0.6× 116 1.9× 30 693
Tamsin Haggis United Kingdom 8 697 1.5× 111 1.1× 18 0.3× 105 1.6× 61 1.0× 12 912
Brian K. Bridges United States 8 742 1.6× 60 0.6× 42 0.6× 68 1.0× 223 3.6× 13 919
Jenny Hounsell United Kingdom 10 738 1.5× 87 0.9× 22 0.3× 51 0.8× 87 1.4× 13 899
Karen W. Bauer United States 10 496 1.0× 67 0.7× 165 2.5× 33 0.5× 192 3.1× 22 962
Alan Seidman United States 8 708 1.5× 36 0.4× 25 0.4× 70 1.1× 209 3.4× 21 879
Pu‐Shih Daniel Chen United States 10 568 1.2× 148 1.5× 27 0.4× 22 0.3× 114 1.8× 14 789
Lucy M. Guglielmino United States 9 406 0.9× 214 2.1× 40 0.6× 17 0.3× 48 0.8× 23 632

Countries citing papers authored by Debra Bath

Since Specialization
Citations

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

Fields of papers citing papers by Debra Bath

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Debra Bath

This figure shows the co-authorship network connecting the top 25 collaborators of Debra Bath. A scholar is included among the top collaborators of Debra Bath 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 Debra Bath. Debra Bath 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.
Bath, Debra, et al.. (2023). Voices of Australian Mature-Age Bachelor of Counselling Students: Telling Stories of Learning and Teaching Transitions. International Journal for the Advancement of Counselling. 45(3). 493–517. 1 indexed citations
2.
Kim, Sujin, Peter A. Creed, Michelle Hood, & Debra Bath. (2023). Protean career processes in young adults: Relationships with perceived future employability, educational performance, and commitment. International Journal for Educational and Vocational Guidance. 24(3). 1–24. 4 indexed citations
3.
Kim, Sujin, Michelle Hood, Peter A. Creed, & Debra Bath. (2023). The underlying career values of young adults’ protean and traditional career orientations. International Journal for Educational and Vocational Guidance. 25(1). 207–229. 2 indexed citations
4.
Kim, Sujin, Michelle Hood, Peter A. Creed, & Debra Bath. (2022). “New career” profiles for young adults incorporating traditional and protean career orientations and competencies. Career Development International. 27(5). 493–510. 7 indexed citations
5.
Bath, Debra, et al.. (2018). Replication of the learning alliance inventory to blended student populations. Journal of Adult and Continuing Education. 24(1). 100–116. 1 indexed citations
6.
Martin, F, Gerry Farrell, Denise Chalmers, et al.. (2012). The role of the scientist-practitioner model in the teaching of psychology: preliminary results from the AUTC funded project Learning Outcomes and Curriculum Development in Psychology. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference). 10.
7.
Bath, Debra, et al.. (2011). The blending of blended learning: An experiential approach to academic staff development. 2011(1). 133–138. 6 indexed citations
8.
Bath, Debra, et al.. (2011). The blending of blended learning. ASCILITE Publications. 133–138. 1 indexed citations
9.
Provost, Steve, et al.. (2011). University Students' Views on the Nature of Science and Psychology. Psychology Learning & Teaching. 10(2). 128–145. 3 indexed citations
10.
Bath, Debra. (2010). Separation from Loved Ones in the Fear of Death. Death Studies. 34(5). 404–425. 18 indexed citations
11.
Bath, Debra. (2009). Predicting Social Support for Grieving Persons: A Theory of Planned Behavior Perspective. Death Studies. 33(10). 869–889. 21 indexed citations
12.
Bath, Debra. (2008). “Do red apples differ from green apples?”: Using research-based learning to facilitate learning and engagement in a large first year course. Griffith Research Online (Griffith University, Queensland, Australia). 2 indexed citations
13.
Wilson, Peter H., Ottmar V. Lipp, Deborah J. Terry, et al.. (2007). The Australian Universities Teaching Committee project in learning outcomes and curriculum development in psychology. Australian Journal of Psychology. 56. 371–380.
14.
Lipp, Ottmar V., Deborah J. Terry, Denise Chalmers, et al.. (2006). Learning outcomes and curriculum development in psychology. eCite Digital Repository (University of Tasmania). 13 indexed citations
15.
Smith, Calvin & Debra Bath. (2006). The Role of the Learning Community in the Development of Discipline Knowledge and Generic Graduate Outcomes. Higher Education. 51(2). 259–286. 96 indexed citations
16.
Farrell, Gerald A., et al.. (2005). CEQ and GDS outcomes in psychology, 1994-2003. Queensland's institutional digital repository (The University of Queensland). 4 indexed citations
17.
Smith, Calvin & Debra Bath. (2004). Evaluation of a university‐wide strategy providing staff development for tutors: effectiveness, relevance and local impact. Mentoring & Tutoring Partnership in Learning. 12(1). 107–122. 9 indexed citations
18.
Bath, Debra, Calvin Smith, Sarah Stein, & Richard Swann. (2004). Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research & Development. 23(3). 313–328. 281 indexed citations
19.
Bath, Debra & Calvin Smith. (2004). Academic developers: an academic tribe claiming their territory in higher education. The International Journal for Academic Development. 9(1). 9–27. 76 indexed citations
20.
Smith, Calvin & Debra Bath. (2003). Evaluation of a networked staff development strategy for departmental tutor trainers: benefits, limitations and future directions. The International Journal for Academic Development. 8(1-2). 145–158. 11 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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