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.
Student engagement in the educational interface: understanding the mechanisms of student success
This map shows the geographic impact of Karen Nelson'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 Karen Nelson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Karen Nelson more than expected).
This network shows the impact of papers produced by Karen Nelson. 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 Karen Nelson. The network helps show where Karen Nelson may publish in the future.
Co-authorship network of co-authors of Karen Nelson
This figure shows the co-authorship network connecting the top 25 collaborators of Karen Nelson.
A scholar is included among the top collaborators of Karen Nelson 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 Karen Nelson. Karen Nelson is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Chesters, Jenny, et al.. (2018). Alternative Pathways into University: Are Tertiary Preparation Programs a Viable Option?.. Australian universities' review. 60(1). 35–44.6 indexed citations
5.
Rogers, Tim, Alexandra Wade, Shane Dawson, et al.. (2016). Student retention and learning analytics: A snapshot of Australian practices and a framework for advancement. UTS ePRESS (University of Technology Sydney).75 indexed citations
6.
Nelson, Karen, John A. Clarke, & Ian D. Stoodley. (2014). An exploration of the Maturity Model concept as a vehicle for higher education institutions to assess their capability to address student engagement. A work in progress. QUT ePrints (Queensland University of Technology). 3(1).2 indexed citations
7.
Nelson, Karen, Tracy Creagh, Sally Kift, & John A. Clarke. (2014). Transition Pedagogy Handbook : A Good Practice Guide for Policy and Practice in the First Year Experience at QUT. QUT ePrints (Queensland University of Technology). 1–35.17 indexed citations
Nelson, Karen, John A. Clarke, Sally Kift, & Tracy Creagh. (2012). Trends in policies, programs and practices in the Australasian First Year Experience literature 2000-2010. The First Year in Higher Education Research Series on Evidence-based Practice. Number 1. [1 ed.]. QUT ePrints (Queensland University of Technology).17 indexed citations
12.
Chan, Taizan, et al.. (2012). Understanding And Measuring Information Security Culture. QUT ePrints (Queensland University of Technology). 144.20 indexed citations
13.
Nelson, Karen, et al.. (2010). Information security culture: a behaviour compliance conceptual framework. QUT ePrints (Queensland University of Technology). 47–55.50 indexed citations
14.
Duncan, Margot, et al.. (2009). Operationalising first year curriculum principles. University of Southern Queensland ePrints (University of Southern Queensland). 94(34). 1313–4.2 indexed citations
Nelson, Karen, et al.. (2006). A Blueprint for Enhanced Transition: Taking an Holistic Approach to Managing Student Transition into a Large University. QUT ePrints (Queensland University of Technology).44 indexed citations
19.
Nelson, Karen, et al.. (2005). 'First Portal in a Storm': A Virtual Space for Transition Students. QUT ePrints (Queensland University of Technology).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.