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.
Student retention in higher education: the role of institutional habitus
2002643 citationsLiz ThomasJournal of Education Policyprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
This map shows the geographic impact of Liz Thomas'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 Liz Thomas with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Liz Thomas more than expected).
This network shows the impact of papers produced by Liz Thomas. 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 Liz Thomas. The network helps show where Liz Thomas may publish in the future.
Co-authorship network of co-authors of Liz Thomas
This figure shows the co-authorship network connecting the top 25 collaborators of Liz Thomas.
A scholar is included among the top collaborators of Liz Thomas 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 Liz Thomas. Liz Thomas is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Thomas, Liz, et al.. (2020). Increasing Diversity: Tackling underrepresentation of protected student groups in higher education. Edge Hill University Research Information Repository (Edge Hill University).2 indexed citations
Andrews, Jane, Robin Clark, & Liz Thomas. (2012). Compendium of effective practice in higher education retention and success.13 indexed citations
12.
Bowes, Lindsey, et al.. (2012). Formative evaluation of the National Scholarship Programme : report to HEFCE by CFE and the Widening Participation Research Centre, Edge Hill University. Digital Education Resource Archive (University College London).9 indexed citations
13.
Thomas, Liz, et al.. (2009). Personal tutoring and academic advising: Improving student success. ChesterRep (University of Chester).1 indexed citations
14.
Thomas, Liz, et al.. (2009). 'Know your epidemic, know your response'. 11(3). 20–24.32 indexed citations
Thomas, Liz, et al.. (2006). Critical reflections and positive interventions: an electronic casebook on good practice in personal tutoring.
18.
Thomas, Liz, et al.. (2006). Personal tutoring in higher education.41 indexed citations
19.
Thomas, Liz, et al.. (2003). Improving completion rates among disadvantaged students.15 indexed citations
20.
Thomas, Liz. (2002). Student retention in higher education: the role of institutional habitus. Journal of Education Policy. 17(4). 423–442.643 indexed citations breakdown →
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.