Kim Watty

1.7k total citations
48 papers, 1.1k citations indexed

About

Kim Watty is a scholar working on Education, Accounting and Management of Technology and Innovation. According to data from OpenAlex, Kim Watty has authored 48 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 27 papers in Accounting and 7 papers in Management of Technology and Innovation. Recurrent topics in Kim Watty's work include Accounting Education and Careers (27 papers), Evaluation of Teaching Practices (12 papers) and Higher Education and Employability (11 papers). Kim Watty is often cited by papers focused on Accounting Education and Careers (27 papers), Evaluation of Teaching Practices (12 papers) and Higher Education and Employability (11 papers). Kim Watty collaborates with scholars based in Australia, Japan and United Kingdom. Kim Watty's co-authors include Jade McKay, Clive Morley, Paul De Lange, Margaret Jackson, Brendan O’Connell, Chi Baik, Sophie Arkoudis, Bryan Howieson, Martin Davies and Josephine Lang and has published in prestigious journals such as Genetics, Assessment & Evaluation in Higher Education and Teaching in Higher Education.

In The Last Decade

Kim Watty

44 papers receiving 953 citations

Peers

Kim Watty

EDUCA

ACCOU

MTI

PSIR

MIS

Trevor Hassall United Kingdom

José Luis Arquero Montaño Spain

Paul De Lange Australia

Margaret Healy Ireland

John R. Tanner United States

Bryan Howieson Australia

Denise T. Smart United States

Sue Ravenscroft United States

David E. Stout United States

Theresa B. Flaherty United States

Trevor Hassall United Kingdom

Kim Watty

573 ×0.9

EDUCA

724 ×1.9

ACCOU

306 ×1.7

MTI

65 ×0.4

PSIR

264 ×1.5

MIS

Citations per year, relative to Kim Watty Kim Watty (= 1×) peers Trevor Hassall

Countries citing papers authored by Kim Watty

Since Specialization

Citations

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

Fields of papers citing papers by Kim Watty

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kim Watty

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

All Works

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20 of 20 papers shown

Watty, Kim, et al.. (2024). ePORTFOLIOS IN BUSINESS EDUCATION A National Study of ePortfolio Implementation 2013 to 2015. RMIT Research Repository (RMIT University Library).

Mihret, Dessalegn Getie, et al.. (2017). Teaching auditing using cases in an online learning environment: the role of ePortfolio assessment. Accounting Education. 26(4). 335–357. 20 indexed citations

Holt, Dale, Nicholas McGuigan, Marie Kavanagh, et al.. (2016). Academic leaders’ perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education. Australasian Journal of Educational Technology. 6 indexed citations

Watty, Kim & Jade McKay. (2015). Pedagogy and ePortfolios: purpose aligned to design (or thewhyandhow). International Journal of Pedagogies and Learning. 10(3). 194–207. 7 indexed citations

Watty, Kim, et al.. (2015). Innovation in accounting education: Engaging with digital technologies that enhance student learning. Own your potential (DEAKIN). 1 indexed citations

Sridharan, Bhavani, et al.. (2015). Evidencing learning outcomes: a multi-level, multi-dimensional course alignment model. Quality in Higher Education. 21(2). 171–188. 11 indexed citations

O’Connell, Brendan, Paul De Lange, Mark Freeman, et al.. (2015). Does calibration reduce variability in the assessment of accounting learning outcomes?. Assessment & Evaluation in Higher Education. 41(3). 331–349. 22 indexed citations

Nguyen, Hoa Thi Mai, et al.. (2014). Formative Feedback through Summative Tutorial-based Assessments: The Relationship to Student Performance. Accounting Education. 23(5). 424–442. 14 indexed citations

Watty, Kim, et al.. (2013). Developing a Global Model of Accounting Education and Examining IES Compliance in Australia, Japan, and Sri Lanka. Accounting Education. 22(5). 502–506. 19 indexed citations

10.

Watty, Kim, et al.. (2012). Perceptions of quality in higher education: a comparative study of Turkish and Australian business academics. Quality in Higher Education. 18(2). 149–167. 9 indexed citations

11.

Freeman, Mark, Keith Willey, Phil Hancock, et al.. (2012). Using technology to improve peer review and collaborative conversations to benchmark academic standards. Adelaide Research & Scholarship (AR&S) (University of Adelaide). 22. 1–6. 1 indexed citations

12.

Watty, Kim, et al.. (2009). Developing capstone experiences. Genetics. 117(4). 783–93. 34 indexed citations

13.

Watty, Kim, et al.. (2009). Students' Approaches to Assessment in Accounting Education: The Unique Student Perspective. Accounting Education. 19(3). 219–234. 33 indexed citations

14.

Watty, Kim, et al.. (2008). Changes in higher education and valuing the job: the views of accounting academics in Australia. Journal of Higher Education Policy and Management. 30(2). 139–151. 31 indexed citations

15.

Jackling, Beverley & Kim Watty. (2008). The professional accountant of the future: never mind the quality check the look!. RMIT Research Repository (RMIT University Library).

16.

Watty, Kim, et al.. (2006). Reflections on the mentoring process with academics entering a “new” educational experience. Asian Review of Accounting. 14(1/2). 37–48. 3 indexed citations

17.

Jackson, Margaret, et al.. (2006). Inclusive assessment : improving learning for all : a manual for improving assessment in accounting education. Deakin Research Online (Deakin University). 13 indexed citations

18.

Watty, Kim, et al.. (2006). Developing a scholarly approach to the evaluation of assessment practices. Asian Review of Accounting. 14(1-2). 24–36. 1 indexed citations

19.

Watty, Kim. (2006). Addressing the basics: Academics' view of the purpose of higher education. The Australian Educational Researcher. 33(1). 23–39. 18 indexed citations

20.

Watty, Kim. (2005). Quality in accounting education: what say the academics?. Quality Assurance in Education. 13(2). 120–131. 70 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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