Inês Direito

464 total citations
32 papers, 244 citations indexed

About

Inês Direito is a scholar working on Media Technology, Education and Social Psychology. According to data from OpenAlex, Inês Direito has authored 32 papers receiving a total of 244 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Media Technology, 12 papers in Education and 6 papers in Social Psychology. Recurrent topics in Inês Direito's work include Engineering Education and Curriculum Development (12 papers), Higher Education and Employability (7 papers) and Career Development and Diversity (5 papers). Inês Direito is often cited by papers focused on Engineering Education and Curriculum Development (12 papers), Higher Education and Employability (7 papers) and Career Development and Diversity (5 papers). Inês Direito collaborates with scholars based in United Kingdom, Portugal and United States. Inês Direito's co-authors include Anabela Pereira, A. Manuel de Oliveira Duarte, Shannon Chance, John Mitchell, Paula Vagos, Jacinto Jardim, Johanna Lönngren, Roland Tormey, Homero Murzi and James Huff and has published in prestigious journals such as SHILAP Revista de lepidopterología, Applied Sciences and Journal of Engineering Education.

In The Last Decade

Inês Direito

27 papers receiving 230 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Inês Direito United Kingdom 9 123 63 41 34 28 32 244
Dan Merson United States 8 116 0.9× 35 0.6× 41 1.0× 26 0.8× 13 0.5× 13 267
Nathan Choe United States 11 127 1.0× 69 1.1× 30 0.7× 96 2.8× 33 1.2× 21 268
Laura Gelles United States 9 214 1.7× 104 1.7× 53 1.3× 64 1.9× 31 1.1× 23 353
Natalie Tran United States 9 191 1.6× 69 1.1× 38 0.9× 50 1.5× 19 0.7× 21 319
Daniel Ferguson United States 10 88 0.7× 120 1.9× 33 0.8× 29 0.9× 72 2.6× 54 276
Laura Pylväs Finland 7 223 1.8× 46 0.7× 25 0.6× 13 0.4× 16 0.6× 17 346
David Reeping United States 9 112 0.9× 93 1.5× 19 0.5× 44 1.3× 40 1.4× 62 293
Yunjeong Chang United States 9 220 1.8× 31 0.5× 39 1.0× 16 0.5× 24 0.9× 21 356
Lauren H. Bryant United States 8 192 1.6× 38 0.6× 41 1.0× 25 0.7× 15 0.5× 9 285
Mica Hutchison United States 3 120 1.0× 133 2.1× 43 1.0× 111 3.3× 32 1.1× 9 310

Countries citing papers authored by Inês Direito

Since Specialization
Citations

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

Fields of papers citing papers by Inês Direito

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Inês Direito

This figure shows the co-authorship network connecting the top 25 collaborators of Inês Direito. A scholar is included among the top collaborators of Inês Direito 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 Inês Direito. Inês Direito 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
1.
Wint, N. & Inês Direito. (2024). (Re)defining Resilience: How Engineering Educators Understand and Teach Resilience. SHILAP Revista de lepidopterología. 5(2). 175–195. 1 indexed citations
2.
Lönngren, Johanna, Alberto Bellocchi, Maria Berge, et al.. (2024). Emotions in engineering education: A configurative meta‐synthesis systematic review. Journal of Engineering Education. 113(4). 1287–1326. 11 indexed citations
3.
Ferreira, José Vasconcelos, et al.. (2024). HumanEnerg Hotspot: Conceptual Design of an Agile Toolkit for Human Energy Reinforcement in Industry 5.0. Applied Sciences. 14(18). 8371–8371.
4.
5.
Chance, Shannon, Bill Williams, & Inês Direito. (2021). Studying Engineering Abroad: Intersectionality and Student Support. UCL Discovery (University College London). 1–6.
6.
Chance, Shannon, Inês Direito, & John Mitchell. (2021). Opportunities and barriers faced by early-career civil engineers enacting global responsibility. European Journal of Engineering Education. 47(1). 164–192. 4 indexed citations
7.
Direito, Inês, et al.. (2021). Developing growth mindsets in engineering students: a systematic literature review of interventions. European Journal of Engineering Education. 46(4). 503–527. 25 indexed citations
8.
9.
Chance, Shannon, et al.. (2021). Above and beyond: ethics and responsibility in civil engineering. Australasian journal of engineering education. 26(1). 93–116. 16 indexed citations
10.
Jardim, Jacinto, et al.. (2020). The Soft Skills Inventory: Developmental procedures and psychometric analysis. Psychological Reports. 125(1). 620–648. 28 indexed citations
11.
Jensen, Karin, et al.. (2020). Peer review as developmental: Exploring the ripple effects of the JEE Mentored Reviewer Program. Journal of Engineering Education. 110(1). 15–18. 7 indexed citations
12.
Chance, Shannon, et al.. (2019). Global Responsibility in Civil Engineering Practice in the UK: A Report of Work in Progress. UCL Discovery (University College London).
13.
Direito, Inês, et al.. (2017). Individual perceptions of advantage and disadvantage in accessing, undertaking and progressing in science, technology, engineering and mathematics (STEM) postgraduate taught study. Lincoln Repository (University of Lincoln). 2 indexed citations
14.
Beattie, J. R., et al.. (2017). Designing apprenticeships for success: A discussion document on Engineering Degree Apprenticeships. University of Salford Institutional Repository (University of Salford). 1 indexed citations
15.
Direito, Inês, et al.. (2016). Entry to Study Expectations of Science, Technology, Engineering and Mathematics Postgraduate Taught Students. Procedia - Social and Behavioral Sciences. 228. 561–566. 3 indexed citations
16.
Direito, Inês, Anabela Pereira, & A. Manuel de Oliveira Duarte. (2014). The development of skills in the ICT sector: analysis of engineering students’ perceptions about transversal skills. International journal of engineering education. 30(6). 1556–1561. 11 indexed citations
17.
Pereira, Anabela, et al.. (2012). Stimulating Learning via Tutoring and Collaborative Entrepreneurship Gaming.. International Association for Development of the Information Society. 1 indexed citations
18.
Direito, Inês, Anabela Pereira, & A. Manuel de Oliveira Duarte. (2012). Engineering Undergraduates’ Perceptions of Soft Skills: Relations with Self-Efficacy and Learning Styles. Procedia - Social and Behavioral Sciences. 55. 843–851. 56 indexed citations
19.
Duarte, A. Manuel de Oliveira, et al.. (2011). Active Classrooms: Role-Playing Experience in Telecommunications Engineering Education*. International journal of engineering education. 27(3). 604–609. 2 indexed citations
20.
Duarte, A. Manuel de Oliveira, et al.. (2010). Stimulating Learning in Engineering Students by Collaborative Entrepreneurship Training. 46. 1–13. 4 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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