Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Vaccine hesitancy in the era of COVID-19: could lessons from the past help in divining the future?
This map shows the geographic impact of Jill Ryan'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 Jill Ryan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jill Ryan more than expected).
This network shows the impact of papers produced by Jill Ryan. 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 Jill Ryan. The network helps show where Jill Ryan may publish in the future.
Co-authorship network of co-authors of Jill Ryan
This figure shows the co-authorship network connecting the top 25 collaborators of Jill Ryan.
A scholar is included among the top collaborators of Jill Ryan 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 Jill Ryan. Jill Ryan is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Wiysonge, Charles Shey, Duduzile Ndwandwe, Jill Ryan, et al.. (2021). Vaccine hesitancy in the era of COVID-19: could lessons from the past help in divining the future?. Human Vaccines & Immunotherapeutics. 18(1). 1–3.181 indexed citations breakdown →
Ryan, Jill, et al.. (2015). 'The revolving door' : factors that contribute to the recidivism of incarcerated sex offenders in the Western Cape. Acta criminologica. 28(2). 78–91.1 indexed citations
13.
Billett, Stephen, Jill Ryan, & Stephen Hay. (2012). Experience of School Transitions. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)).8 indexed citations
Wyatt‐Smith, Claire, et al.. (2005). New Research Methodologies for Researching New Literacies. eCite Digital Repository (University of Tasmania).1 indexed citations
16.
Cumming, Joy, et al.. (1999). The Literacy- Curriculum Interface: Literacy demands of the Curriculum in Post Compulsorary schooling. Griffith Research Online (Griffith University, Queensland, Australia). 133–139.7 indexed citations
17.
Wyatt‐Smith, Claire, et al.. (1999). Capturing Students' Experiences of the enacted Curriculum: The Concept of Curriculum Literacies. Griffith Research Online (Griffith University, Queensland, Australia). 29–35.4 indexed citations
18.
Wyatt‐Smith, Claire, et al.. (1998). Evolution of Language Education within Official Accounts of Queensland Curriculum. Griffith Research Online (Griffith University, Queensland, Australia). 4–44.1 indexed citations
19.
Ryan, Jill & Elizabeth C. Poster. (1994). NT survey results. Workplace violence.. PubMed. 89(48). 38–41.30 indexed citations
20.
Ryan, Jill, et al.. (1994). Review of a mobile accident and emergency unit at a rock concert.. PubMed. 87(5). 148–9.1 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.