Ian R. Cornford

699 total citations
29 papers, 473 citations indexed

About

Ian R. Cornford is a scholar working on Education, Human Factors and Ergonomics and Social Psychology. According to data from OpenAlex, Ian R. Cornford has authored 29 papers receiving a total of 473 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 7 papers in Human Factors and Ergonomics and 3 papers in Social Psychology. Recurrent topics in Ian R. Cornford's work include Education Systems and Policy (15 papers), Higher Education and Employability (10 papers) and Higher Education Learning Practices (8 papers). Ian R. Cornford is often cited by papers focused on Education Systems and Policy (15 papers), Higher Education and Employability (10 papers) and Higher Education Learning Practices (8 papers). Ian R. Cornford collaborates with scholars based in Australia. Ian R. Cornford's co-authors include James A. Athanasou, Debbie Gunn and R. T. Pithers and has published in prestigious journals such as Teaching and Teacher Education, International Journal of Lifelong Education and Asia-Pacific Journal of Teacher Education.

In The Last Decade

Ian R. Cornford

26 papers receiving 366 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Ian R. Cornford Australia	12	357	87	63	47	39	29	473
Mieke Clement Belgium	11	513 1.4×	88 1.0×	44 0.7×	54 1.1×	71 1.8×	32	611
Peter Gilroy United Kingdom	12	411 1.2×	77 0.9×	73 1.2×	29 0.6×	83 2.1×	32	539
Anneli Sarja Finland	10	422 1.2×	59 0.7×	92 1.5×	59 1.3×	72 1.8×	22	525
Harmen Schaap Netherlands	13	463 1.3×	130 1.5×	110 1.7×	61 1.3×	50 1.3×	35	593
Kitty Kwakman Netherlands	8	544 1.5×	148 1.7×	109 1.7×	88 1.9×	49 1.3×	14	703
Joakim Caspersen Norway	9	300 0.8×	60 0.7×	34 0.5×	58 1.2×	39 1.0×	40	401
Martin Dyke United Kingdom	11	301 0.8×	106 1.2×	62 1.0×	29 0.6×	149 3.8×	21	532
Richard F. Kenny Canada	11	309 0.9×	116 1.3×	37 0.6×	34 0.7×	55 1.4×	34	537
Janne Morton Australia	12	361 1.0×	120 1.4×	23 0.4×	32 0.7×	25 0.6×	20	631
Ian Abbott United Kingdom	9	362 1.0×	60 0.7×	21 0.3×	38 0.8×	31 0.8×	45	441

Countries citing papers authored by Ian R. Cornford

Since Specialization

Citations

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

Fields of papers citing papers by Ian R. Cornford

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ian R. Cornford

This figure shows the co-authorship network connecting the top 25 collaborators of Ian R. Cornford. A scholar is included among the top collaborators of Ian R. Cornford 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 R. Cornford. Ian R. Cornford 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

Cornford, Ian R.. (2009). Mere platitudes or realistically achievable? An evaluation of current lifelong learning policy in Australia. International Journal of Lifelong Education. 28(1). 19–40. 7 indexed citations

Cornford, Ian R.. (2007). Submission to the House of Representatives Standing Committee on Education and Training's Inquiry into Vocational Education in Schools. 1 indexed citations

Cornford, Ian R.. (2006). Australian VET policy and the role of business and industry. UTS ePRESS (University of Technology Sydney).

Cornford, Ian R.. (2004). Cognitive and metacognitive strategies as a basis for effective lifelong learning: how far have we progressed?. 9 indexed citations

Cornford, Ian R.. (2002). Learning-to-learn strategies as a basis for effective lifelong learning. International Journal of Lifelong Education. 21(4). 357–368. 126 indexed citations

Cornford, Ian R.. (2002). Two models for promoting transfer: a comparison and critical analysis. Journal of Vocational Education and Training. 54(1). 85–102. 8 indexed citations

Cornford, Ian R.. (2000). Competency-Based Training: Evidence of a Failed Policy in Training Reform. Australian Journal of Education. 44(2). 135–154. 14 indexed citations

Cornford, Ian R., et al.. (1999). Workplace learning: differential learning needs of novice and more experienced workers. Korean Society for the Study of Vocational Education. 7(2). 25–54. 8 indexed citations

Cornford, Ian R.. (1999). Imperatives in Teaching for Lifelong Learning: moving beyond rhetoric to effective educational practice. Asia-Pacific Journal of Teacher Education. 27(2). 107–117. 16 indexed citations

10.

Cornford, Ian R.. (1999). Rediscovering the importance of learning and curriculum in vocational education and training in Australia. Journal of Vocational Education and Training. 51(1). 93–116. 12 indexed citations

11.

Cornford, Ian R., et al.. (1998). Australian Vocational Education Policy Change: But Will the Revolution Improve the Quality of Training?.. Korean Society for the Study of Vocational Education. 6(2). 12 indexed citations

12.

Cornford, Ian R. & Debbie Gunn. (1998). +Work-based learning of commercial cookery apprentices in the new south wales hospitalities industry. Journal of Vocational Education and Training. 50(4). 549–567. 32 indexed citations

13.

Cornford, Ian R.. (1998). Schooling and Vocational Preparation: Is a Revolution Really Taking Place?. Australian Journal of Education. 42(2). 169–182. 5 indexed citations

14.

Cornford, Ian R.. (1997). Competency-based training: an assessment of its strengths and weaknesses by New South Wales vocational teachers. Korean Society for the Study of Vocational Education. 5(1). 53–76. 8 indexed citations

15.

Cornford, Ian R.. (1997). Ensuring effective learning from modular courses: a cognitive. Journal of Vocational Education and Training. 49(2). 237–251. 23 indexed citations

16.

Cornford, Ian R.. (1996). The defining attributes of ‘skill’ and ‘skilled performance’: some implications for training, learning and program development. Korean Society for the Study of Vocational Education. 4(2). 1–25. 12 indexed citations

17.

Cornford, Ian R.. (1996). Is There a Role for Microteaching in the 1990s?. Asia-Pacific Journal of Teacher Education. 24(1). 83–93. 2 indexed citations

18.

Cornford, Ian R.. (1995). Career Counselling, Possible Selves and Changing Occupational Skill Requirements. Australian Journal of Career Development. 4(2). 40–42. 2 indexed citations

19.

Cornford, Ian R. & James A. Athanasou. (1995). Developing expertise through training. Industrial and Commercial Training. 27(2). 10–18. 45 indexed citations

20.

Cornford, Ian R.. (1991). Microteaching skill generalization and transfer: Training preservice teachers in introductory lesson skills. Teaching and Teacher Education. 7(1). 25–56. 18 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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