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.
Situated Cognition and the Culture of Learning
19898.3k citationsJohn Seely Brown, Paul Duguid et al.profile →
Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation
19915.3k citationsJohn Seely Brown, Paul Duguidprofile →
Knowledge and Organization: A Social-Practice Perspective
20012.2k citationsJohn Seely Brown, Paul Duguidprofile →
Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing
19991.8k citationsJohn Seely Brown et al.profile →
The Social Life of Information
20001.7k citationsJohn Seely Brown, Paul Duguid et al.profile →
Situated Cognition and the Culture of Learning
19891.2k citationsJohn Seely Brown, Paul Duguid et al.profile →
A qualitative physics based on confluences
1984945 citationsJohan de Kleer, John Seely Brownprofile →
Countries citing papers authored by John Seely Brown
Since
Specialization
Citations
This map shows the geographic impact of John Seely Brown'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 John Seely Brown with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites John Seely Brown more than expected).
Fields of papers citing papers by John Seely Brown
This network shows the impact of papers produced by John Seely Brown. 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 John Seely Brown. The network helps show where John Seely Brown may publish in the future.
Co-authorship network of co-authors of John Seely Brown
This figure shows the co-authorship network connecting the top 25 collaborators of John Seely Brown.
A scholar is included among the top collaborators of John Seely Brown 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 John Seely Brown. John Seely Brown 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.
Brown, John Seely, et al.. (2008). Entrepreneurial learning in the networked age: How new learning environments foster entrepreneurship and innovation. RACO (Revistes Catalanes amb Accés Obert) (Consorci de Serveis Universitaris de Catalunya).16 indexed citations
2.
Brown, John Seely, et al.. (2008). Formular una estrategia configuradora en un mundo en constante disrupción. Harvard business review. 86(10). 86–97.5 indexed citations
3.
Brown, John Seely, et al.. (2005). Fricción productiva: cómo las relaciones difíciles pueden acelerar la innovación. Harvard business review. 83(2). 62–71.1 indexed citations
4.
Brown, John Seely & John Hagel. (2003). Does IT Matter. Harvard business review. 81(7). 109–112.20 indexed citations
5.
Brown, John Seely. (2002). The Social Life of Learning: How Can Continuing Education Be Reconfigured in the Future?.. 66. 50–69.9 indexed citations
6.
Brown, John Seely & Paul Duguid. (2001). Creativity Versus Structure: A Useful Tension. Hispana.44 indexed citations
7.
Brown, John Seely & Paul Duguid. (2001). Don't count society out. McGraw-Hill, Inc. eBooks. 117–144.1 indexed citations
8.
Brown, John Seely. (2001). Where have all the computers gone. Technology Review. 104(1). 86–87.5 indexed citations
9.
Brown, John Seely & Paul Duguid. (2000). Chapter Three: Home Alone.. First Monday. 5.
10.
Brown, John Seely. (1997). Seeing differently : insights on innovation.39 indexed citations
11.
Kleer, Johan de & John Seely Brown. (1992). Model-based diagnosis in SOPHIE III. Morgan Kaufmann Publishers Inc. eBooks. 179–205.8 indexed citations
12.
Brown, John Seely. (1991). Cómo lograr que la innovación prospere y se asiente en la empresa. Harvard-Deusto business review. 39–50.2 indexed citations
13.
Brown, John Seely, et al.. (1986). Toward a natural-language capability for computer-assisted instruction. Morgan Kaufmann Publishers Inc. eBooks. 605–625.12 indexed citations
14.
Brown, John Seely. (1985). Idea Amplifiers--New Kinds of Electronic Learning Environments.. Educational Horizons. 63(3).13 indexed citations
15.
Greeno, James G., et al.. (1982). Cognitive principles of problem solving and instruction. Defense Technical Information Center (DTIC).4 indexed citations
16.
Kleer, Johan de & John Seely Brown. (1982). Foundations of envisioning. National Conference on Artificial Intelligence. 434–437.21 indexed citations
Brown, John Seely & Richard R. Burton. (1978). Diagnostic Models for Procedural Bugs in Basic Mathematical Skills*. Cognitive Science. 2(2). 155–192.751 indexed citations breakdown →
19.
Brown, John Seely, et al.. (1974). Sophisticated Instructional Environment for Teaching Electronic Troubleshooting.. Final Report.20 indexed citations
20.
Brown, John Seely. (1973). Steps toward automatic theory formation. eScholarship (California Digital Library). 121–129.10 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.