Countries citing papers authored by Jonathan Stolk
Since
Specialization
Citations
This map shows the geographic impact of Jonathan Stolk'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 Jonathan Stolk with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jonathan Stolk more than expected).
This network shows the impact of papers produced by Jonathan Stolk. 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 Jonathan Stolk. The network helps show where Jonathan Stolk may publish in the future.
Co-authorship network of co-authors of Jonathan Stolk
This figure shows the co-authorship network connecting the top 25 collaborators of Jonathan Stolk.
A scholar is included among the top collaborators of Jonathan Stolk 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 Jonathan Stolk. Jonathan Stolk is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Lord, Susan, Candice Stefanou, Michael J. Prince, John Chen, & Jonathan Stolk. (2020). Student Lifelong Learning Outcomes for Different Learning Environments. Papers on Engineering Education Repository (American Society for Engineering Education). 22.1334.1–22.1334.17.1 indexed citations
4.
Herman, Geoffrey, et al.. (2017). The intrinsic-motivation course design method. International journal of engineering education. 33(2). 558–574.7 indexed citations
Stolk, Jonathan, et al.. (2015). Can disciplinary integration promote students’ lifelong learning attitudes and skills in project-based engineering courses?. International journal of engineering education. 31(1). 434–449.29 indexed citations
Lord, Susan, Michael J. Prince, Candice Stefanou, Jonathan Stolk, & John C. Chen. (2012). The Effect of Different Active Learning Environments on Student Outcomes Related to Lifelong Learning. International journal of engineering education. 28(3). 606–620.52 indexed citations
10.
Stolk, Jonathan, et al.. (2012). En Route to Lifelong Learning? Academic Motivations, Goal Orientations and Learning Conceptions of Entering First-Year Engineering Students.1 indexed citations
Vanasupa, Linda, Jonathan Stolk, & Trevor S. Harding. (2010). Application of Self-Determination and Self-Regulation Theories to Course Design: Planting the Seeds for Adaptive Expertise. International journal of engineering education. 26(4). 914–929.18 indexed citations
13.
Vanasupa, Linda, et al.. (2010). The Systemic Correlation Between Mental Models and Sustainable Design: Implications for Engineering Educators. International journal of engineering education. 26(2). 438–450.7 indexed citations
14.
Stolk, Jonathan, et al.. (2010). Engineering Students' Definitions of and Responses to Self-Directed Learning. International journal of engineering education. 26(4). 900–913.13 indexed citations
Vanasupa, Linda, Jonathan Stolk, Trevor S. Harding, & Richard Savage. (2007). A Systemic Model of Development: Strategically Enhancing Students' Cognitive, Psychomotor, Affective and Social Development. DigitalCommons - CalPoly (California State Polytechnic University).5 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.