Llewellyn Mann

624 total citations
36 papers, 359 citations indexed

About

Llewellyn Mann is a scholar working on Media Technology, Education and Mechanical Engineering. According to data from OpenAlex, Llewellyn Mann has authored 36 papers receiving a total of 359 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Media Technology, 17 papers in Education and 10 papers in Mechanical Engineering. Recurrent topics in Llewellyn Mann's work include Engineering Education and Curriculum Development (23 papers), Design Education and Practice (10 papers) and Biomedical and Engineering Education (7 papers). Llewellyn Mann is often cited by papers focused on Engineering Education and Curriculum Development (23 papers), Design Education and Practice (10 papers) and Biomedical and Engineering Education (7 papers). Llewellyn Mann collaborates with scholars based in Australia, United States and Switzerland. Llewellyn Mann's co-authors include Robin Adams, Gloria Dall’Alba, Shanna Daly, David Radcliffe, Scott Daniel, Rosemary Chang, Suzanne Walker, Emily Cook, Sivachandran Chandrasekaran and Enda Crossin and has published in prestigious journals such as SHILAP Revista de lepidopterología, Design Studies and Proceedings of the Institution of Mechanical Engineers Part C Journal of Mechanical Engineering Science.

In The Last Decade

Llewellyn Mann

26 papers receiving 331 citations

Peers

Llewellyn Mann

EDUCA

ECP

Nicholas Fila United States

Micah Lande United States

Daria Kotys-Schwartz United States

Erika Mosyjowski United States

Shawn Jordan United States

Iouri Belski Australia

Greg Strimel United States

Catherine Berdanier United States

Daniel Ferguson United States

Chris Swan United States

Nicholas Fila United States

Llewellyn Mann

152 ×0.9

EDUCA

109 ×0.8

128 ×1.0

117 ×1.7

40 ×0.6

ECP

Citations per year, relative to Llewellyn Mann Llewellyn Mann (= 1×) peers Nicholas Fila

Countries citing papers authored by Llewellyn Mann

Since Specialization

Citations

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

Fields of papers citing papers by Llewellyn Mann

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Llewellyn Mann

This figure shows the co-authorship network connecting the top 25 collaborators of Llewellyn Mann. A scholar is included among the top collaborators of Llewellyn Mann 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 Llewellyn Mann. Llewellyn Mann 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

Dunn, Louise, Llewellyn Mann, & Karen Farquharson. (2024). A new conceptualization of the professional practice of environmental health: an Australian qualitative study. Critical Public Health. 34(1). 1–17.

Mann, Llewellyn, Rosemary Chang, Sivachandran Chandrasekaran, et al.. (2020). From problem-based learning to practice-based education: a framework for shaping future engineers. European Journal of Engineering Education. 46(1). 27–47. 105 indexed citations

Mann, Llewellyn, Gloria Dall’Alba, & David Radcliffe. (2020). Using Phenomenography To Investigate Different Ways Of Experiencing Sustainable Design. Figshare. 12.1559.1–12.1559.29. 13 indexed citations

Mann, Llewellyn, David Radcliffe, & Gloria Dall’Alba. (2020). Experiences Of Sustainable Design Among Practicing Engineers ? Implications For Engineering Education. Papers on Engineering Education Repository (American Society for Engineering Education). 12.716.1–12.716.26. 6 indexed citations

Chandrasekaran, Sivachandran & Llewellyn Mann. (2019). Case study of facilitating practice-based education in a studio-based learning environment. International journal of engineering education. 35(5). 1493–1502. 1 indexed citations

Mann, Llewellyn, et al.. (2018). Instructor approaches to creativity in engineering design education. Proceedings of the Institution of Mechanical Engineers Part C Journal of Mechanical Engineering Science. 233(2). 395–402. 25 indexed citations

Chandrasekaran, Sivachandran, et al.. (2017). The fundamentals are important… but what are they?. Swinburne Research Bank (Swinburne University of Technology). 731–737. 1 indexed citations

Daniel, Scott, et al.. (2017). Contextual Categorisation of Academics’ Conceptions of Teaching. SHILAP Revista de lepidopterología. 8. 2 indexed citations

Mann, Llewellyn, et al.. (2016). Using narrative analysis in engineering education research to investigate students' academic transition. 10.

10.

Mann, Llewellyn, et al.. (2012). Helping engineering academics to undertake education research: A model for practice. Australasian journal of engineering education. 18(1). 4 indexed citations

11.

Adams, Robin, Shanna Daly, Llewellyn Mann, & Gloria Dall’Alba. (2011). Being a professional: Three lenses into design thinking, acting, and being. Design Studies. 32(6). 588–607. 117 indexed citations

12.

Eliot, Matt, et al.. (2010). Research in progress : assessing individual student learning within team-based engineering curricula. VBN Forskningsportal (Aalborg Universitet). 1 indexed citations

13.

Adams, Robin, et al.. (2010). Cross-disciplinary practice in engineering contexts: a developmental phenomenographical perspective. International Conference of Learning Sciences. 1158–1165. 14 indexed citations

14.

Adams, Robin, et al.. (2010). Exploring student differences in formulating cross-disciplinary sustainability problems. International journal of engineering education. 26(2). 324–338. 13 indexed citations

15.

Chang, Rosemary, et al.. (2010). BARRIERS AND ENABLERS TO THE IMPLEMENTATION OF OUTCOMES-BASED EDUCATION: A REFLECTIVE PRACTICE PERSPECTIVE. Swinburne Research Bank (Swinburne University of Technology). 1 indexed citations

16.

Adams, Robin, et al.. (2008). Ways of experiencing cross-disciplinary practice in engineering contexts. Swinburne Research Bank (Swinburne University of Technology). 257–261. 1 indexed citations

17.

Richards, Paul W., et al.. (2005). The engineering link project: Learning about engineering by becoming an engineer. Queensland's institutional digital repository (The University of Queensland). 16. 1014. 6 indexed citations

18.

Richards, Paul W., et al.. (2005). Future Engineers Australia Management Project: Turning High School Students into Engineering Entrepreneurs. Queensland's institutional digital repository (The University of Queensland). 16. 1006. 2 indexed citations

19.

Mann, Llewellyn & David Radcliffe. (2004). Using a tailored systems engineering process within capstone design projects to develop program outcomes in students. 3. S2B_18–S2B_23. 4 indexed citations

20.

Mann, Llewellyn & David Radcliffe. (2003). THE DEVELOPMENT OF A TAILORED SYSTEMS ENGINEERING PROCESS FOR EXTRACURRICULAR STUDENT DESIGN PROJECTS. Queensland's institutional digital repository (The University of Queensland). 1–10. 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.

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