Gregory R. Berry

26 papers receiving 833 citations

Peers

Gregory R. Berry
Comparison fields: 5 of 116
  • Education 217
  • Sociology and Political Science 169
  • Social Psychology 168
  • Communication 155
  • Management of Technology and Innovation 147
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Countries citing papers authored by Gregory R. Berry

Since Specialization
Citations

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

Fields of papers citing papers by Gregory R. Berry

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gregory R. Berry. 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 Gregory R. Berry. The network helps show where Gregory R. Berry may publish in the future.

Co-authorship network of co-authors of Gregory R. Berry

This figure shows the co-authorship network connecting the top 25 collaborators of Gregory R. Berry. A scholar is included among the top collaborators of Gregory R. Berry 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 Gregory R. Berry. Gregory R. Berry 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
#WorkIndexed citations
1 19
2 7
3 30
4
Learning from the Learners: Student Perception of the Online Classroom.
10
5 6
6
Literacy for Learning: A Handbook of Content-Area Strategies for Middle and High School Teachers
5
7
Making Sense of Small Business Growth: A Right WorkForce Template for Growing Firms
6
8
Building the Five R/Five Stakeholder Research Framework: Understanding Engaged Learning in the Business School
2
9 60
10 1
11
Responding to Workplace Romance: A Proactive and Pragmatic Approach
21
12 1
13 3
14 20
15 45
16 184
17 58
18 27
19 28
20
Risk-based remediation guidelines for petroleum contaminated soil and groundwater
1

About Gregory R. Berry

Gregory R. Berry is a scholar working on Management of Technology and Innovation, Information Systems and Management and Communication, having authored 30 papers that have together received 927 indexed citations. Recurring topics across this work include Entrepreneurship Studies and Influences (5 papers), Team Dynamics and Performance (4 papers) and Ethics in Business and Education (4 papers). The work is most often cited by research in Communication (155 citations), Management of Technology and Innovation (147 citations) and Organizational Behavior and Human Resource Management (142 citations). Gregory R. Berry has collaborated with scholars based in United States, United Kingdom and Canada. Frequent co-authors include Paul C. Godfrey, Bernard Grofman, Karen S. Whelan‐Berry, Lee E. Brown, Pippa J. Chapman, Andrew M. Folkard, Stewart J. Clarke, Nigel Wright, Gordon Mitchell and Nesha Beharry-Borg. Their work appears in journals such as The Science of The Total Environment, Journal of Knowledge Management and Academy of Management Learning and Education.

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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