Ian Finlay

628 total citations
20 papers, 380 citations indexed

About

Ian Finlay is a scholar working on Education, Human Factors and Ergonomics and Political Science and International Relations. According to data from OpenAlex, Ian Finlay has authored 20 papers receiving a total of 380 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 7 papers in Human Factors and Ergonomics and 5 papers in Political Science and International Relations. Recurrent topics in Ian Finlay's work include Education Systems and Policy (12 papers), Innovative Education and Learning Practices (7 papers) and Higher Education Learning Practices (4 papers). Ian Finlay is often cited by papers focused on Education Systems and Policy (12 papers), Innovative Education and Learning Practices (7 papers) and Higher Education Learning Practices (4 papers). Ian Finlay collaborates with scholars based in United Kingdom. Ian Finlay's co-authors include Richard Steer, Ann Hodgson, Frank Coffield, Ken Spours, Sheila Edward and Margaret Gregson and has published in prestigious journals such as British Educational Research Journal, Journal of Education Policy and Oxford Review of Education.

In The Last Decade

Ian Finlay

17 papers receiving 329 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Ian Finlay United Kingdom	12	274	154	138	124	27	20	380
Ann-Marie Bathmaker United Kingdom	6	318 1.2×	82 0.5×	117 0.8×	178 1.4×	43 1.6×	6	442
Yvonne Hillier United Kingdom	11	278 1.0×	85 0.6×	89 0.6×	50 0.4×	19 0.7×	36	352
Clive Chappell Australia	8	212 0.8×	102 0.7×	60 0.4×	59 0.5×	7 0.3×	27	287
Michael Gessler Germany	9	141 0.5×	49 0.3×	39 0.3×	64 0.5×	22 0.8×	27	270
Jacky Brine United Kingdom	10	312 1.1×	25 0.2×	252 1.8×	171 1.4×	31 1.1×	21	462
Mattias Nylund Sweden	12	272 1.0×	50 0.3×	193 1.4×	221 1.8×	10 0.4×	21	396
Penny McKeown United Kingdom	10	234 0.9×	37 0.2×	86 0.6×	121 1.0×	29 1.1×	21	338
Geoff Hayward United Kingdom	11	192 0.7×	23 0.1×	53 0.4×	93 0.8×	14 0.5×	27	262
Lorenz Lassnigg Austria	8	118 0.4×	14 0.1×	94 0.7×	77 0.6×	27 1.0×	102	251
Harland G. Bloland United States	7	203 0.7×	14 0.1×	156 1.1×	76 0.6×	17 0.6×	21	351

Countries citing papers authored by Ian Finlay

Since Specialization

Citations

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

Fields of papers citing papers by Ian Finlay

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ian Finlay

This figure shows the co-authorship network connecting the top 25 collaborators of Ian Finlay. A scholar is included among the top collaborators of Ian Finlay 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 Ian Finlay. Ian Finlay is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Finlay, Ian, et al.. (2013). Rapid response research: using creative arts methods to research the lives of disengaged young people. Research in Post-Compulsory Education. 18(1-2). 127–142. 14 indexed citations

Finlay, Ian, et al.. (2009). Young people on the margins: In need of more choices and more chances in twenty‐first century Scotland. British Educational Research Journal. 36(5). 851–867. 43 indexed citations

Coffield, Frank, Sheila Edward, Ian Finlay, et al.. (2008). Improving Learning, Skills and Inclusion. 51 indexed citations

Coffield, Frank, Sheila Edward, Ian Finlay, et al.. (2008). Improving Learning, Skills and Inclusion: The Impact of Policy on Post-Compulsory Education. UCL Discovery (University College London). 39 indexed citations

Finlay, Ian. (2008). Learning through boundary‐crossing: further education lecturers learning in both the university and workplace. European Journal of Teacher Education. 31(1). 73–87. 26 indexed citations

Coffield, Frank, Sheila Edward, Ian Finlay, et al.. (2007). How policy impacts on practice and how practice does not impact on policy. British Educational Research Journal. 33(5). 723–741. 32 indexed citations

Hodgson, Ann, Richard Steer, Ken Spours, et al.. (2007). Learners in the English Learning and Skills Sector: the implications of half‐right policy assumptions. Oxford Review of Education. 33(3). 315–330. 12 indexed citations

Finlay, Ian, Ann Hodgson, & Richard Steer. (2007). Flowers in the desert: the impact of policy on basic skills provision in the workplace. Journal of Vocational Education and Training. 59(2). 231–248. 12 indexed citations

Finlay, Ian, Ken Spours, Richard Steer, et al.. (2007). ‘The heart of what we do’: policies on teaching, learning and assessment in the learning and skills sector. Journal of Vocational Education and Training. 59(2). 137–153. 29 indexed citations

10.

Steer, Richard, Ken Spours, Ann Hodgson, et al.. (2007). ‘Modernisation’ and the role of policy levers in the learning and skills sector. Journal of Vocational Education and Training. 59(2). 175–192. 50 indexed citations

11.

Finlay, Ian, et al.. (2005). Changing Vocational Education and Training: An International Comparative Perspective. 9 indexed citations

12.

Finlay, Ian, et al.. (2005). Changing Vocational Education and Training. 5 indexed citations

13.

Hodgson, Ann, Ken Spours, Frank Coffield, et al.. (2005). A New Learning and Skills Landscape? The LSC Within the Learning and Skills Sector: Research Report. UCL Discovery (University College London). 6 indexed citations

14.

Coffield, Frank, Richard Steer, Ann Hodgson, et al.. (2005). A new learning and skills landscape? The central role of the Learning and Skills Council. Journal of Education Policy. 20(5). 631–656. 24 indexed citations

15.

Finlay, Ian. (2004). Living in an ‘entrepreneurial’ university. Research in Post-Compulsory Education. 9(3). 417–434. 17 indexed citations

16.

Finlay, Ian, et al.. (2002). Values in Post-compulsory Education--the divide between public statements, private discourse and operational practices. Journal of Further and Higher Education. 26(2). 149–157. 3 indexed citations

17.

Finlay, Ian. (2001). Data on the doorstep: using documents for researching further education. Research in Post-Compulsory Education. 6(2). 141–155.

18.

Finlay, Ian, et al.. (1999). The Effects of School and College Cultures on Young People’s Decisions to Stay on or Move on. Scottish Educational Review. 31(2). 173–180. 1 indexed citations

19.

Finlay, Ian. (1996). Characteristics of effective vocational education and training policies: an international comparative perspective. 4(1). 4 indexed citations

20.

Finlay, Ian. (1995). Bridges or Battlements? Current Relationships between Colleges, Schools and Education Authorities.. OpenGrey (Institut de l'Information Scientifique et Technique). 3 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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