Katy Campbell

1.1k total citations
33 papers, 566 citations indexed

About

Katy Campbell is a scholar working on Education, Human Factors and Ergonomics and Sociology and Political Science. According to data from OpenAlex, Katy Campbell has authored 33 papers receiving a total of 566 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 5 papers in Human Factors and Ergonomics and 4 papers in Sociology and Political Science. Recurrent topics in Katy Campbell's work include Online and Blended Learning (9 papers), Teacher Education and Leadership Studies (8 papers) and Higher Education Practises and Engagement (6 papers). Katy Campbell is often cited by papers focused on Online and Blended Learning (9 papers), Teacher Education and Leadership Studies (8 papers) and Higher Education Practises and Engagement (6 papers). Katy Campbell collaborates with scholars based in Canada, United Kingdom and Kenya. Katy Campbell's co-authors include Richard F. Kenny, Richard A. Schwier, Mark Makowsky, Theresa J. Schindel, Helen M. Madill, Ross T. Tsuyuki, Meagen Rosenthal, Zuochen Zhang, Stanley Varnhagen and Terry Anderson and has published in prestigious journals such as SHILAP Revista de lepidopterología, Clinical Endocrinology and The Internet and Higher Education.

In The Last Decade

Katy Campbell

28 papers receiving 469 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Katy Campbell Canada 12 270 110 102 84 61 33 566
Kayley Lyons Australia 14 190 0.7× 103 0.9× 111 1.1× 87 1.0× 73 1.2× 41 588
Erica de Vries France 14 213 0.8× 55 0.5× 142 1.4× 258 3.1× 68 1.1× 51 613
Harry Hubball Canada 16 517 1.9× 52 0.5× 77 0.8× 98 1.2× 33 0.5× 55 802
Sara Hammer Australia 8 291 1.1× 31 0.3× 111 1.1× 23 0.3× 9 0.1× 32 490
Stanley Varnhagen Canada 12 95 0.4× 95 0.9× 159 1.6× 91 1.1× 9 0.1× 26 454
Robert Evans United States 9 210 0.8× 55 0.5× 66 0.6× 24 0.3× 5 0.1× 32 483
Andrew Gonczi Australia 11 396 1.5× 9 0.1× 180 1.8× 28 0.3× 41 0.7× 22 797
Diana Coben United Kingdom 12 311 1.2× 59 0.5× 53 0.5× 26 0.3× 3 0.0× 52 505
Eunice N. Askov United States 13 288 1.1× 19 0.2× 201 2.0× 156 1.9× 7 0.1× 58 666
Jaime Maerten‐Rivera United States 16 515 1.9× 67 0.6× 66 0.6× 244 2.9× 4 0.1× 49 760

Countries citing papers authored by Katy Campbell

Since Specialization
Citations

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

Fields of papers citing papers by Katy Campbell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Katy Campbell

This figure shows the co-authorship network connecting the top 25 collaborators of Katy Campbell. A scholar is included among the top collaborators of Katy Campbell 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 Katy Campbell. Katy Campbell 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.
Peacock, David & Katy Campbell. (2023). You’re Getting Two For One With Me: Difficult New Sites Of Community Engagement Leadership Within Higher Education. SHILAP Revista de lepidopterología. 9(1). 39–60.
2.
Campbell, Katy & Diane P. Janes. (2021). Myths, Metaphors, and the Master Narratives of Instructional Design: Counterstories and Alternatives. 15(1). 231–252. 1 indexed citations
3.
Lane, Laura, Kathleen R. Allinson, Katy Campbell, et al.. (2018). Analysis of BAFF gene polymorphisms in UK Graves’ disease patients. Clinical Endocrinology. 90(1). 170–174. 19 indexed citations
4.
Anderson, Terry, Stanley Varnhagen, & Katy Campbell. (2017). Faculty Adoption of Teaching and Learning Technologies: Contrasting Earlier Adopters and Mainstream Faculty. Canadian Journal of Higher Education. 28(3). 71–98. 10 indexed citations
5.
Campbell, Katy, et al.. (2013). On-line Learning For Abused Women and Service Providers In Shelters: Issues Of Representation And Design. Canadian Journal of University Continuing Education. 26(2). 1 indexed citations
6.
Makowsky, Mark, Theresa J. Schindel, Meagen Rosenthal, et al.. (2009). Collaboration between pharmacists, physicians and nurse practitioners: A qualitative investigation of working relationships in the inpatient medical setting. Journal of Interprofessional Care. 23(2). 169–184. 164 indexed citations
7.
Campbell, Katy, et al.. (2007). The multivariate nature of agentic instructional design: Self as moral actor. EdMedia: World Conference on Educational Media and Technology. 2007(1). 15–21. 1 indexed citations
8.
Campbell, Katy, Richard A. Schwier, & Richard F. Kenny. (2007). The critical, relational practice of instructional design in higher education: an emerging model of change agency. Educational Technology Research and Development. 57(5). 645–663. 69 indexed citations
9.
Campbell, Katy, et al.. (2006). Creating appropriate online learning environments for female health professionals. Canadian Journal of Learning and Technology. 32(1). 2 indexed citations
10.
Campbell, Katy. (2006). Educating Health Professionals: New Ways of Learning, Knowing, and Doing. Canadian Journal of University Continuing Education. 32(2). 2 indexed citations
11.
Kenny, Richard F., Zuochen Zhang, Richard A. Schwier, & Katy Campbell. (2005). A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked. Canadian Journal of Learning and Technology. 31(1). 97 indexed citations
12.
Schwier, Richard A., Katy Campbell, & Richard F. Kenny. (2004). An Investigation of the Change Agency and Professional Identity of Instructional Designers. EdMedia: World Conference on Educational Media and Technology. 2004(1). 2455–2459. 1 indexed citations
13.
Schwier, Richard A., Katy Campbell, & Richard F. Kenny. (2004). Instructional designers' observations about identity, communities of practice and change agency. Australasian Journal of Educational Technology. 20(1). 51 indexed citations
14.
Campbell, Katy. (2003). The Web: Design for Active Learning. 11 indexed citations
15.
Campbell, Katy. (2002). Power, Voice and Democratization: Feminist Pedagogy and Assessment in CMC. Educational Technology & Society. 5(3). 27–39. 11 indexed citations
16.
Campbell, Katy & Stanley Varnhagen. (2002). When Faculty Use Instructional Technologies: Using Clark's Delivery Model to Understand Gender Differences. Canadian Journal of Higher Education. 32(1). 31–56. 12 indexed citations
17.
Campbell, Katy. (2000). Gender and educational technologies: relational frameworks for learning design. 9(2). 131–149. 11 indexed citations
18.
Campbell, Katy, et al.. (2000). On-line Learning For Abused Women and Service Providers In Shelters: Issues Of Representation And Design. Canadian Journal of University Continuing Education. 26(2). 1 indexed citations
19.
Campbell, Katy, et al.. (1999). VIOLET: Learning on the Net. EdMedia: World Conference on Educational Media and Technology. 1999(1). 1620–1620. 1 indexed citations
20.
Campbell, Katy, et al.. (1995). Telecommunications and an Alternative Practicum: collaborative entrepreneurship in teacher education. Journal of Information Techology for Teacher Education. 4(3). 289–306. 3 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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