Glenn Pearce

24 papers receiving 435 citations

Peers

Glenn Pearce
Comparison fields: 5 of 100
  • General Decision Sciences 19
  • History and Philosophy of Science 37
  • Philosophy 79
  • Experimental and Cognitive Psychology 78
  • Health 45
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Citations per year

Countries citing papers authored by Glenn Pearce

Since Specialization
Citations

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

Fields of papers citing papers by Glenn Pearce

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authors

The 20 scholars most cited alongside Glenn Pearce, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Glenn Pearce Line = papers co-authored together Glenn Pearce links everyone, so they are left out of the graph.

All Works

20 of 20 papers shown
#Work
1 20173
2 201710
3 201235
4 20125
5 201142
6 201134
7 200915
8 20093
9 200934
10
"Overture, curtains, lights..." : engaging 'millennial' marketing students through business theatre
20081
11 20066
12 20069
13 20051
14
Puppetry's potential for broadening boundaries in marketing education
20051
15
The advantages (benefits) and disadvantatges (weaknesses) of educational drama: perceptions of students studying marketing at university
20044
16 20034
17
How university students studying marketing learn from educational drama
20031
18 198916
19
Ifs. Conditionals, Belief, Decision, Chance, and Time
1981146
20 19782

About Glenn Pearce

Glenn Pearce is a scholar working on Management of Technology and Innovation, Accounting, Health Information Management, Visual Arts and Performing Arts and Education, having authored 25 papers that have together received 477 indexed citations. Recurring topics across this work include Management and Marketing Education (14 papers), Accounting Education and Careers (5 papers), Innovations in Educational Methods (4 papers), Evaluation of Teaching Practices (3 papers), Influenza Virus Research Studies (2 papers), Film in Education and Therapy (2 papers), Community Health and Development (2 papers) and Reflective Practices in Education (2 papers). The work is most often cited by research in General Decision Sciences (19 citations), History and Philosophy of Science (37 citations), Philosophy (79 citations), Experimental and Cognitive Psychology (78 citations) and Health (45 citations). Glenn Pearce has collaborated with scholars based in Australia, Ireland and Canada. Frequent co-authors include William Harper, Robert Stalnaker, Aila Khan, Geoffrey Lee, Peter Massey, Sherry Saggers, John L. Stanton, David N Dürrheim, Ross Brennan and Jenny Kelly. Their work appears in journals such as The International Journal of Management Education, Journal of Marketing Education, Assessment & Evaluation in Higher Education, Rural and Remote Health and Journal of Organizational Change Management.

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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