This map shows the geographic impact of Keith Willey'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 Keith Willey with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Keith Willey more than expected).
This network shows the impact of papers produced by Keith Willey. 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 Keith Willey. The network helps show where Keith Willey may publish in the future.
Co-authorship network of co-authors of Keith Willey
This figure shows the co-authorship network connecting the top 25 collaborators of Keith Willey.
A scholar is included among the top collaborators of Keith Willey 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 Keith Willey. Keith Willey is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Willey, Keith, et al.. (2018). The otherness of writing in the engineering curriculum: A practice architectures perspective. UTS ePRESS (University of Technology Sydney). 12(1).6 indexed citations
Gardner, Anne & Keith Willey. (2016). Framing the academic identity of emerging researchers in engineering education. International journal of engineering education. 32(6). 2332–2351.4 indexed citations
6.
Willey, Keith & Anne Gardner. (2016). The impact of struggling students' self-efficacy, agency and horizons for action on their learning in a flipped environment. UTS ePRESS (University of Technology Sydney).1 indexed citations
7.
Willey, Keith, et al.. (2016). How can the development of writing practices in the engineering curriculum be enabled. UTS ePRESS (University of Technology Sydney).1 indexed citations
Willey, Keith & Anne Gardner. (2014). Impact of student's goal orientation in a flipped learning environment. UTS ePRESS (University of Technology Sydney). 598.4 indexed citations
10.
Gardner, Anne, Keith Willey, K Vessalas, & Jianchun Li. (2014). Experiences with flipped learning in subjects in consecutive stages of a civil engineering programme. UTS ePRESS (University of Technology Sydney). 546.3 indexed citations
Lowe, David, et al.. (2012). Unsupervised learning algorithm for adaptive group formation: Collaborative learning support in remotely accessible laboratories. eSpace (Curtin University). 50–57.13 indexed citations
Willey, Keith, et al.. (2011). Gatekeeping or filtering?: Investigating the connection between peer review and research quality. Queensland's institutional digital repository (The University of Queensland). 241–247.2 indexed citations
15.
Willey, Keith & Anne Gardner. (2009). Using benchmarking to improve students' learning and make assessment more student centred. UTS ePRESS (University of Technology Sydney). 726.1 indexed citations
16.
Beamish, B. B., Mehmet S. Kizil, Keith Willey, & Anne Gardner. (2009). Monitoring mining engineering undergraduate perceptions of contribution to group project work. UTS ePRESS (University of Technology Sydney). 318.5 indexed citations
17.
Willey, Keith & Anne Gardner. (2009). Investigating the potential of self and peer assessment to develop learning oriented assessment tasks. UTS ePRESS (University of Technology Sydney). 943.4 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.