Jane Tobbell

884 total citations
23 papers, 579 citations indexed

About

Jane Tobbell is a scholar working on Education, Human Factors and Ergonomics and Political Science and International Relations. According to data from OpenAlex, Jane Tobbell has authored 23 papers receiving a total of 579 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 6 papers in Human Factors and Ergonomics and 3 papers in Political Science and International Relations. Recurrent topics in Jane Tobbell's work include Higher Education Practises and Engagement (7 papers), Innovative Education and Learning Practices (6 papers) and Higher Education and Employability (6 papers). Jane Tobbell is often cited by papers focused on Higher Education Practises and Engagement (7 papers), Innovative Education and Learning Practices (6 papers) and Higher Education and Employability (6 papers). Jane Tobbell collaborates with scholars based in United Kingdom, United States and Singapore. Jane Tobbell's co-authors include Victoria O’Donnell, Andrew Bland, Rebecca Lawthom, Annie Topping, Robert L. Burton, Katy Day, Chris Bradshaw, Christine Rhodes, Stephen White and Susanna Kola and has published in prestigious journals such as Nurse Education Today, British Educational Research Journal and International Journal of Educational Research.

In The Last Decade

Jane Tobbell

22 papers receiving 507 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jane Tobbell United Kingdom 10 393 94 71 70 64 23 579
Joan Hanafin Ireland 11 252 0.6× 46 0.5× 64 0.9× 40 0.6× 25 0.4× 38 429
Kate Reid United Kingdom 10 121 0.3× 101 1.1× 15 0.2× 52 0.7× 29 0.5× 32 334
Sangeeta Bagga‐Gupta Sweden 15 147 0.4× 80 0.9× 32 0.5× 21 0.3× 8 0.1× 95 647
Joy Jarvis United Kingdom 12 291 0.7× 38 0.4× 6 0.1× 31 0.4× 24 0.4× 53 491
Rebecca Duncombe United Kingdom 14 131 0.3× 24 0.3× 35 0.5× 43 0.6× 146 2.3× 27 502
Leena Syrjälä Finland 10 265 0.7× 58 0.6× 6 0.1× 17 0.2× 42 0.7× 24 526
Jennifer Spratt United Kingdom 12 417 1.1× 80 0.9× 4 0.1× 13 0.2× 59 0.9× 28 643
Jennifer Laird United States 6 234 0.6× 63 0.7× 22 0.3× 25 0.4× 79 1.2× 9 446
Alyson Leah Lavigne United States 12 363 0.9× 95 1.0× 3 0.0× 47 0.7× 61 1.0× 37 615
Debi Roker United Kingdom 9 133 0.3× 93 1.0× 37 0.5× 49 0.7× 77 1.2× 25 464

Countries citing papers authored by Jane Tobbell

Since Specialization
Citations

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

Fields of papers citing papers by Jane Tobbell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jane Tobbell

This figure shows the co-authorship network connecting the top 25 collaborators of Jane Tobbell. A scholar is included among the top collaborators of Jane Tobbell 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 Jane Tobbell. Jane Tobbell 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.
Tobbell, Jane, et al.. (2020). Inclusion in higher education: an exploration of the subjective experiences of students. Journal of Further and Higher Education. 45(2). 284–295. 9 indexed citations
2.
Day, Katy, et al.. (2019). Duvet woman versus action man: the gendered aetiology of Chronic Fatigue Syndrome according to English newspapers. Feminist Media Studies. 19(6). 890–905. 2 indexed citations
3.
Tobbell, Jane, et al.. (2018). Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale. Nurse Education Today. 63. 81–86. 2 indexed citations
4.
Tobbell, Jane, et al.. (2017). Learner identity and transition: an ethnographic exploration of undergraduate trajectories. Journal of Further and Higher Education. 42(5). 708–720. 13 indexed citations
5.
Bland, Andrew & Jane Tobbell. (2016). Towards an understanding of the attributes of simulation that enable learning in undergraduate nurse education: A grounded theory study. Nurse Education Today. 44. 8–13. 28 indexed citations
6.
Bland, Andrew & Jane Tobbell. (2015). Developing a multi-method approach to data collection and analysis for explaining the learning during simulation in undergraduate nurse education. Nurse Education in Practice. 15(6). 517–523. 4 indexed citations
7.
Burton, Robert L. & Jane Tobbell. (2015). Identity and Participation in UK Universities: An Exploration of Student Experiences and University Practices. Huddersfield Research Portal (University of Huddersfield). 15(4). 21–32. 1 indexed citations
8.
Tobbell, Jane & Victoria O’Donnell. (2014). A socio-cultural exploration of the mechanisms underpinning performance dips following transition from primary to secondary school. University of Huddersfield Repository (University of Huddersfield). 3(1). 159–176. 1 indexed citations
9.
Bland, Andrew, Annie Topping, & Jane Tobbell. (2014). Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulation-based nurse education. A discussion paper. Nurse Education Today. 34(7). 1112–1118. 55 indexed citations
10.
Tobbell, Jane & Victoria O’Donnell. (2013). The formation of interpersonal and learning relationships in the transition from primary to secondary school: Students, teachers and school context. International Journal of Educational Research. 59. 11–23. 40 indexed citations
11.
Tobbell, Jane & Victoria O’Donnell. (2013). Entering Postgraduate Study: A Qualitative Study of a Neglected Transition. International Journal for Cross-Disciplinary Subjects in Education. 4(1). 1052–1059. 9 indexed citations
12.
O’Donnell, Victoria, et al.. (2012). Participation in Inclusive Learning and Teaching Practices in Higher Education: A Qualitative Study of Academic Staff Identity and Change. The UWS Academic Portal (University of the West of Scotland). 1(2). 67–75. 3 indexed citations
13.
14.
O’Donnell, Victoria, et al.. (2009). Transition to postgraduate study. Active Learning in Higher Education. 10(1). 26–40. 59 indexed citations
15.
Tobbell, Jane, et al.. (2009). Exploring transition to postgraduate study: Shifting identities in interaction with communities, practice and participation. British Educational Research Journal. 36(2). 261–278. 102 indexed citations
16.
Tobbell, Jane, et al.. (2008). Exploring practice and participation in transition to postgraduate social science study. University of Huddersfield Repository (University of Huddersfield). 7 indexed citations
17.
Tobbell, Jane & Victoria O’Donnell. (2007). Understanding adults’ transitions to Higher Education through a university access course: community, practice and participation.. University of Huddersfield Repository (University of Huddersfield). 1 indexed citations
18.
O’Donnell, Victoria & Jane Tobbell. (2007). The Transition of Adult Students to Higher Education: Legitimate Peripheral Participation in a Community of Practice?. Adult Education Quarterly. 57(4). 312–328. 152 indexed citations
19.
Tobbell, Jane & Victoria O’Donnell. (2005). Theorising educational transitions: communities, practice and participation. University of Huddersfield Repository (University of Huddersfield). 10 indexed citations
20.
Tobbell, Jane. (2003). Students’ experiences of the transition from primary to secondary school. Educational and Child Psychology. 20(4). 4–14. 12 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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