Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession
202297 citationsAmanda Heffernan, David Bright et al.Australian Journal of Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Fiona Longmuir
Since
Specialization
Citations
This map shows the geographic impact of Fiona Longmuir'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 Fiona Longmuir with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Fiona Longmuir more than expected).
This network shows the impact of papers produced by Fiona Longmuir. 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 Fiona Longmuir. The network helps show where Fiona Longmuir may publish in the future.
Co-authorship network of co-authors of Fiona Longmuir
This figure shows the co-authorship network connecting the top 25 collaborators of Fiona Longmuir.
A scholar is included among the top collaborators of Fiona Longmuir 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 Fiona Longmuir. Fiona Longmuir is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Heffernan, Amanda, et al.. (2022). ‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession. Australian Journal of Education. 66(2). 196–209.97 indexed citations breakdown →
Heffernan, Amanda, et al.. (2019). Perceptions of Teachers and Teaching in Australia. Monash University Research Portal (Monash University).39 indexed citations
16.
Gurr, David, et al.. (2018). Leading the improvement of schools in challenging circumstances. Minerva Access (University of Melbourne). 46(1).2 indexed citations
17.
Gurr, David, et al.. (2018). The leadership, culture and context nexus: lessons from the leadership of improving schools. 46(1). 22–44.7 indexed citations
18.
Wilkinson, Jane, et al.. (2018). Leading for Social Cohesion: How Principals Respond to 'Challenging Conversations' About Social and Political Volatilities and Disharmonies. Monash University Research Portal (Monash University).3 indexed citations
19.
Harris, Jessica, Brian J. Caldwell, & Fiona Longmuir. (2013). Literature review: A culture of trust enhances performance. QUT ePrints (Queensland University of Technology).9 indexed citations
20.
Longmuir, Fiona, et al.. (2013). A Different Journey: Youth in Learn Locals Research Report.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.