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.
Evaluating the enablers and barriers for successful implementation of sustainable business practice in ‘lean’ SMEs
This map shows the geographic impact of Les Dawes'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 Les Dawes with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Les Dawes more than expected).
This network shows the impact of papers produced by Les Dawes. 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 Les Dawes. The network helps show where Les Dawes may publish in the future.
Co-authorship network of co-authors of Les Dawes
This figure shows the co-authorship network connecting the top 25 collaborators of Les Dawes.
A scholar is included among the top collaborators of Les Dawes 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 Les Dawes. Les Dawes is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Dawes, Les, et al.. (2019). Automatic coverage selection for surface-based visual localisation. QUT ePrints (Queensland University of Technology).3 indexed citations
Gallage, Chaminda, et al.. (2018). Effects of particle size distributions and principal stress axis rotation on cyclic plastic deformation characteristics of coarse materials.1 indexed citations
12.
Dawes, Les, et al.. (2015). Shifting the Focus: Incorporating knowledge about Aboriginal engineering into main stream content. QUT ePrints (Queensland University of Technology). 641.2 indexed citations
13.
Prpic, Juliana Kaya, et al.. (2014). Shared values: diverse perspectives - engaging engineering educators in integrating Indigenous engineering knowledge into current curricula. QUT ePrints (Queensland University of Technology). 283.6 indexed citations
14.
Hudson, Peter, Lyn D. English, & Les Dawes. (2013). Female students’ interactions in a middle school engineering project: a case study. International journal of engineering education. 29(4). 814–821.2 indexed citations
15.
Phelan, Anna & Les Dawes. (2013). Megaprojects, Affected communities and sustainability decision making. QUT ePrints (Queensland University of Technology). 42.3 indexed citations
Dawes, Les, Ashantha Goonetilleke, & Malcolm Cox. (2005). Assessment of physical and chemical properties of sub-tropical soil to predict long term effluent treatment potential. Faculty of Built Environment and Engineering.1 indexed citations
19.
Goonetilleke, Ashantha, et al.. (2002). Performance evaluation of septic tanks in the Gold Coast region. QUT ePrints (Queensland University of Technology).2 indexed citations
20.
Dawes, Les & Ashantha Goonetilleke. (2001). Importance of site characteristics in designing effluent disposal areas. Faculty of Built Environment and Engineering.2 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.