Javier Pérez Cusó

416 total citations
29 papers, 244 citations indexed

About

Javier Pérez Cusó is a scholar working on Education, Computer Science Applications and General Health Professions. According to data from OpenAlex, Javier Pérez Cusó has authored 29 papers receiving a total of 244 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 14 papers in Computer Science Applications and 9 papers in General Health Professions. Recurrent topics in Javier Pérez Cusó's work include Higher Education Teaching and Evaluation (24 papers), E-Learning and Knowledge Management (14 papers) and Health and Medical Education (8 papers). Javier Pérez Cusó is often cited by papers focused on Higher Education Teaching and Evaluation (24 papers), E-Learning and Knowledge Management (14 papers) and Health and Medical Education (8 papers). Javier Pérez Cusó collaborates with scholars based in Spain and Italy. Javier Pérez Cusó's co-authors include Pilar Martínez Clares, Míriam Juárez, Ágnes Heller and Lucien Goldmann and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educación XX1 and Revista de Investigación Educativa.

In The Last Decade

Javier Pérez Cusó

25 papers receiving 217 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Javier Pérez Cusó Spain 11 180 85 77 35 22 29 244
Benito Echeverría Samanes Spain 6 179 1.0× 75 0.9× 55 0.7× 23 0.7× 18 0.8× 11 264
David Alberto Londoño Vásquez Colombia 8 154 0.9× 107 1.3× 31 0.4× 14 0.4× 37 1.7× 76 263
Tiburcio Moreno Olivos Mexico 11 242 1.3× 94 1.1× 56 0.7× 25 0.7× 9 0.4× 60 300
Antonio Medina Rivilla Spain 11 251 1.4× 153 1.8× 69 0.9× 12 0.3× 24 1.1× 56 330
Luísa Aires Portugal 9 133 0.7× 57 0.7× 37 0.5× 12 0.3× 40 1.8× 36 225
Derling José Mendoza Velazco Ecuador 9 134 0.7× 118 1.4× 36 0.5× 8 0.2× 19 0.9× 70 243
Richar Jacobo Posso Pacheco Ecuador 10 187 1.0× 140 1.6× 30 0.4× 51 1.5× 28 1.3× 56 313
José Luís Muñoz Moreno Spain 9 182 1.0× 82 1.0× 51 0.7× 9 0.3× 36 1.6× 62 282
Cynthia Duk Chile 12 312 1.7× 160 1.9× 56 0.7× 9 0.3× 26 1.2× 34 398
Vanesa María Gámiz Sánchez Spain 12 176 1.0× 201 2.4× 146 1.9× 9 0.3× 18 0.8× 41 334

Countries citing papers authored by Javier Pérez Cusó

Since Specialization
Citations

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

Fields of papers citing papers by Javier Pérez Cusó

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Javier Pérez Cusó. 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 Javier Pérez Cusó. The network helps show where Javier Pérez Cusó may publish in the future.

Co-authorship network of co-authors of Javier Pérez Cusó

This figure shows the co-authorship network connecting the top 25 collaborators of Javier Pérez Cusó. A scholar is included among the top collaborators of Javier Pérez Cusó 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 Javier Pérez Cusó. Javier Pérez Cusó 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.
Clares, Pilar Martínez, et al.. (2024). Competencias transversales y aula invertida en Educación Superior. Revista Electrónica Interuniversitaria de Formación del Profesorado. 28(1). 169–182.
2.
Cusó, Javier Pérez, et al.. (2024). Valoración de la tutoría por parte del alumnado universitario. SHILAP Revista de lepidopterología. 99–120. 1 indexed citations
3.
Clares, Pilar Martínez, et al.. (2024). Tutoría invertida en educación superior: Satisfacción del alumnado en una experiencia de innovación educativa. Revista Electrónica Educare. 28(1). 1–20. 4 indexed citations
4.
Clares, Pilar Martínez, et al.. (2024). toma de decisiones en Educación Superior. Análisis de competencias transversales. Profesorado Revista de Currículum y Formación del Profesorado. 28(1). 263–280. 1 indexed citations
5.
Clares, Pilar Martínez, et al.. (2023). Tutoría universitaria con Kahoot y foros virtuales: una innovación docente en los grados de educación de la Universidad de Murcia. Revista Complutense de Educación. 34(3). 495–506. 3 indexed citations
6.
Clares, Pilar Martínez, et al.. (2022). Las competencias tutoriales del docente universitario. Validación de una herramienta. Revista Electrónica de Investigación Educativa. 24. 1–15. 5 indexed citations
7.
Clares, Pilar Martínez, et al.. (2020). La Tutoría universitaria vista por sus alumnos: Propuestas de mejora. Revista de la Educación Superior. 49(195). 55–72. 11 indexed citations
8.
9.
Cusó, Javier Pérez, et al.. (2017). Satisfacción vocacional con la elección del ciclo de Formación Profesional. SHILAP Revista de lepidopterología. 36–40. 2 indexed citations
10.
Cusó, Javier Pérez, et al.. (2017). Aproximación al perfil formativo del orientador profesional en la blogosfera. Revista de Investigación Educativa. 36(1). 39–39. 4 indexed citations
11.
Juárez, Míriam, et al.. (2017). La orientación profesional en la blogosfera. Dialnet (Universidad de la Rioja). 499–507.
12.
Clares, Pilar Martínez, et al.. (2016). LinkedIn como herramienta para el desarrollo del Orientador Profesional. 30(57). 64–82.
13.
Clares, Pilar Martínez, Míriam Juárez, & Javier Pérez Cusó. (2016). ¿Cómo avanzar en la tutoría universitaria? Estrategias de acción: los estudiantes tienen la palabra = How to advance in the university tutoring? Action strategies: students have to word. REOP - Revista Española de Orientación y Psicopedagogía. 27(2). 80–80. 8 indexed citations
14.
Clares, Pilar Martínez, et al.. (2015). Las TICs y el entorno virtual para la tutoría universitaria. Educación XX1. 19(1). 44 indexed citations
15.
Cusó, Javier Pérez, et al.. (2015). Tutoría universitaria y servicios de orientación: Dos realidades en un mismo contexto. Revista Electrónica Interuniversitaria de Formación del Profesorado. 18(2). 177–177. 8 indexed citations
16.
Clares, Pilar Martínez, Míriam Juárez, & Javier Pérez Cusó. (2014). Tutoría Universitaria: entorno emergente en la Universidad Europea. Un estudio en la Facultad de Educación de la Universidad de Murcia. Revista de Investigación Educativa. 32(1). 16 indexed citations
17.
Clares, Pilar Martínez, et al.. (2014). Una (re)visión de la tutoría universitaria: la percepción de estudiantes y tutores de estudios de Grado.. SHILAP Revista de lepidopterología. 12(1). 269–269. 19 indexed citations
18.
Clares, Pilar Martínez, Míriam Juárez, & Javier Pérez Cusó. (2012). El espacio europeo de educación superior y la tutoría universitaria. Dialnet (Universidad de la Rioja). 75–90. 1 indexed citations
19.
Clares, Pilar Martínez, Míriam Juárez, & Javier Pérez Cusó. (2012). El Plan de Acción Tutorial. Dialnet (Universidad de la Rioja). 247–256. 1 indexed citations
20.
Clares, Pilar Martínez, Míriam Juárez, & Javier Pérez Cusó. (2012). Contextualización de los trabajos fin de Grado y de Máster. Dialnet (Universidad de la Rioja). 27–63.

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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