Kate Morss

619 total citations
15 papers, 428 citations indexed

About

Kate Morss is a scholar working on Education, Public Health, Environmental and Occupational Health and Occupational Therapy. According to data from OpenAlex, Kate Morss has authored 15 papers receiving a total of 428 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 4 papers in Public Health, Environmental and Occupational Health and 2 papers in Occupational Therapy. Recurrent topics in Kate Morss's work include Reflective Practices in Education (9 papers), Higher Education Learning Practices (5 papers) and Higher Education Practises and Engagement (4 papers). Kate Morss is often cited by papers focused on Reflective Practices in Education (9 papers), Higher Education Learning Practices (5 papers) and Higher Education Practises and Engagement (4 papers). Kate Morss collaborates with scholars based in United Kingdom and United States. Kate Morss's co-authors include Marie Donaghy, Catherine Bovill, Rowena Murray, Catherine Bulley, Cathy Bulley, Susi Peacock, Sue Murray, Lisi Gordon, Elisabet Weedon and David Nicol and has published in prestigious journals such as Studies in Higher Education, British Journal of Educational Technology and Teaching in Higher Education.

In The Last Decade

Kate Morss

14 papers receiving 379 citations

Peers

Kate Morss

EDUCA

PHEOH

GHP

DEP

Susan Wilcox Canada

Denis Bédard Canada

Arild Raaheim Norway

Elizabeth Dalton United States

John W. Schell United States

Kim Mitchell Canada

Amanda Watkins United States

Mei Seung Lam Hong Kong

W. David Scales United States

Lyman L. Dukes United States

Susan Wilcox Canada

Kate Morss

217 ×0.7

EDUCA

32 ×0.3

PHEOH

26 ×0.3

GHP

54 ×1.4

DEP

25 ×0.7

Citations per year, relative to Kate Morss Kate Morss (= 1×) peers Susan Wilcox

Countries citing papers authored by Kate Morss

Since Specialization

Citations

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

Fields of papers citing papers by Kate Morss

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kate Morss. 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 Kate Morss. The network helps show where Kate Morss may publish in the future.

Co-authorship network of co-authors of Kate Morss

This figure shows the co-authorship network connecting the top 25 collaborators of Kate Morss. A scholar is included among the top collaborators of Kate Morss 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 Kate Morss. Kate Morss is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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15 of 15 papers shown

Peacock, Susi, et al.. (2012). Using feedback and ePortfolios to support professionalcompetence in healthcare learners. Queen Margaret University Publications Repository (Queen Margaret University). 7 indexed citations

Bovill, Catherine, Catherine Bulley, & Kate Morss. (2011). Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in Higher Education. 16(2). 197–209. 95 indexed citations

Buckner, Kathy & Kate Morss. (2011). The importance of task appropriateness in computer-supported collaborative learning. Research in Learning Technology. 7(1).

Bovill, Catherine, Kate Morss, & Cathy Bulley. (2009). Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review. ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam). 3(2). 17–26. 51 indexed citations

Peacock, Susi, et al.. (2009). Tutor response to implementing an ePortfolio to support learning and personal development in further and higher education institutions in Scotland. British Journal of Educational Technology. 41(5). 827–851. 28 indexed citations

Bovill, Catherine, Kate Morss, & Cathy Bulley. (2008). Curriculum design for the first year: First Year Enhancement Theme Report. 8 indexed citations

Bovill, Catherine, Kate Morss, & Catherine Bulley. (2008). Curriculum design for the first year: Quality Enhancement Theme: The First Year Experience. Queen Margaret University Publications Repository (Queen Margaret University). 8 indexed citations

Bovill, Catherine, et al.. (2008). Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh. Radiography. 15(3). 242–246. 11 indexed citations

Weedon, Elisabet, et al.. (2007). Developing research capabilities in FE lecturers through practitioner led action research.. Digital Education Resource Archive (University College London). 2(1). 64–78. 6 indexed citations

10.

Donaghy, Marie & Kate Morss. (2007). An evaluation of a framework for facilitating and assessing physiotherapy students' reflection on practice. Physiotherapy Theory and Practice. 23(2). 83–94. 49 indexed citations

11.

Morss, Kate & Rowena Murray. (2001). Researching Academic Writing within a Structured Programme: Insights and outcomes. Studies in Higher Education. 26(1). 35–52. 71 indexed citations

12.

Donaghy, Marie & Kate Morss. (2000). Guided reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy. Physiotherapy Theory and Practice. 16(1). 3–14. 80 indexed citations

13.

Morss, Kate & Marie Donaghy. (1998). Discipline‐based academic development through a tripartite partnership. The International Journal for Academic Development. 3(2). 136–145. 8 indexed citations

14.

Nicol, David, et al.. (1997). Preparation and Support for part-time teachers in higher education: Case studies of departmental practice.. 5 indexed citations

15.

Agutter, Paul S., et al.. (1994). Problems in biological chemistry for students of biological sciences: Molarity, pH and buffering. Biochemical Education. 22(1). 36–39. 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.

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