Lucy Mercer‐Mapstone

1.9k total citations · 1 hit paper
38 papers, 1.3k citations indexed

About

Lucy Mercer‐Mapstone is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Lucy Mercer‐Mapstone has authored 38 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 8 papers in Sociology and Political Science and 6 papers in Developmental and Educational Psychology. Recurrent topics in Lucy Mercer‐Mapstone's work include Higher Education Practises and Engagement (20 papers), Higher Education and Employability (9 papers) and Higher Education Research Studies (7 papers). Lucy Mercer‐Mapstone is often cited by papers focused on Higher Education Practises and Engagement (20 papers), Higher Education and Employability (9 papers) and Higher Education Research Studies (7 papers). Lucy Mercer‐Mapstone collaborates with scholars based in Australia, United Kingdom and Canada. Lucy Mercer‐Mapstone's co-authors include Kelly Matthews, Louise Kuchel, Elizabeth Marquis, Peter Felten, Kieren Moffat, Will Rifkin, Winnifred R. Louis, Sophia Abbot, Breagh Cheng and Kris Knorr and has published in prestigious journals such as Journal of Cleaner Production, Studies in Higher Education and International Journal of Science Education.

In The Last Decade

Lucy Mercer‐Mapstone

38 papers receiving 1.3k citations

Hit Papers

align trajectories

What are hit papers?

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.

A Systematic Literature Review of Students as Partners in Higher Education

2017 401 citations Lucy Mercer‐Mapstone, Kelly Matthews et al. International Journal for Students as Partners profile →

Peers

Lucy Mercer‐Mapstone

EDUCA

SPS

DEP

Niamh Moore‐Cherry Ireland

Arthur L. Wilson United States

Ian Thompson United Kingdom

Colin Beard United Kingdom

Aaron Wilson New Zealand

Erik Blair United Kingdom

Michael Anderson Australia

Zina O'Leary

Gary Lee Downey United States

David Gosling United Kingdom

Niamh Moore‐Cherry Ireland

Lucy Mercer‐Mapstone

524 ×0.6

EDUCA

225 ×1.3

SPS

29 ×0.2

48 ×0.5

DEP

59 ×0.7

Citations per year, relative to Lucy Mercer‐Mapstone Lucy Mercer‐Mapstone (= 1×) peers Niamh Moore‐Cherry

Countries citing papers authored by Lucy Mercer‐Mapstone

Since Specialization

Citations

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

Fields of papers citing papers by Lucy Mercer‐Mapstone

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lucy Mercer‐Mapstone. 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 Lucy Mercer‐Mapstone. The network helps show where Lucy Mercer‐Mapstone may publish in the future.

Co-authorship network of co-authors of Lucy Mercer‐Mapstone

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Bell, Amani, et al.. (2022). Equity and online work integrated learning: a qualitative research synthesis. Teaching in Higher Education. 29(5). 1381–1397. 1 indexed citations

Ross, Pauline M., Lucy Mercer‐Mapstone, Liana E. Pozza, et al.. (2022). An idea to explore: Interdisciplinary capstone courses in biomedical and life science education. Biochemistry and Molecular Biology Education. 50(6). 649–660. 7 indexed citations

Mercer‐Mapstone, Lucy, et al.. (2021). ‘I’m not alone’: outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student–staff partnership. The International Journal for Academic Development. 28(2). 149–162. 4 indexed citations

Mercer‐Mapstone, Lucy, Will Rifkin, Winnifred R. Louis, & Kieren Moffat. (2019). Power, participation, and exclusion through dialogue in the extractive industries: Who gets a seat at the table?. Resources Policy. 61. 190–199. 29 indexed citations

Acai, Anita, et al.. (2019). Mind the (gender) gap: engaging students as partners to promote gender equity in higher education. Teaching in Higher Education. 27(1). 18–38. 13 indexed citations

Dollinger, Mollie & Lucy Mercer‐Mapstone. (2019). What’s in a Name? Unpacking Students’ Roles in Higher Education through Neoliberal and Social Justice Lenses. Teaching & Learning Inquiry The ISSOTL Journal. 7(2). 73–89. 22 indexed citations

Felten, Peter, et al.. (2019). Reimagining the place of students in academic development. The International Journal for Academic Development. 24(2). 192–203. 36 indexed citations

Matthews, Kelly, Lucy Mercer‐Mapstone, Anita Acai, et al.. (2018). Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development. The International Journal for Academic Development. 24(3). 246–259. 50 indexed citations

Matthews, Kelly, Alison Cook‐Sather, Anita Acai, et al.. (2018). Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development. 38(2). 280–293. 85 indexed citations

10.

Mercer‐Mapstone, Lucy, et al.. (2018). The ‘Partnership Identity’ in Higher Education: Moving From ‘Us’ and ‘Them’ to ‘We’ in Student-Staff Partnership. UTS ePRESS (University of Technology Sydney). 2(1). 12–29. 13 indexed citations

11.

Mercer‐Mapstone, Lucy, et al.. (2018). A Partnership Approach to Scaling Up Student-Staff Partnership at a Large Research-Intensive University. 4(1). 6 indexed citations

12.

Mercer‐Mapstone, Lucy, Will Rifkin, Winnifred R. Louis, & Kieren Moffat. (2018). Company-community dialogue builds relationships, fairness, and trust leading to social acceptance of Australian mining developments. Journal of Cleaner Production. 184. 671–677. 72 indexed citations

13.

Mercer‐Mapstone, Lucy, et al.. (2017). Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice. Scholarship, Research, and Creative Work at Bryn Mawr College (Bryn Mawr College). 1(21). 8. 13 indexed citations

14.

Mercer‐Mapstone, Lucy, Kelly Matthews, Sophia Abbot, et al.. (2017). A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students as Partners. 1(1). 401 indexed citations breakdown →

15.

West, Deborah, et al.. (2017). Where’s the Transformation? Unlocking the Potential of Technology-Enhanced Assessment. Teaching & Learning Inquiry The ISSOTL Journal. 5(1). 5 indexed citations

16.

Mercer‐Mapstone, Lucy, Will Rifkin, Kieren Moffat, & Winnifred R. Louis. (2017). Conceptualising the role of dialogue in social licence to operate. Resources Policy. 54. 137–146. 36 indexed citations

17.

Mercer‐Mapstone, Lucy, et al.. (2017). A dialogue between partnership and feminism: deconstructing power and exclusion in higher education. Teaching in Higher Education. 23(1). 137–143. 24 indexed citations

18.

Mercer‐Mapstone, Lucy, et al.. (2016). Exploring students as partners across countries and contexts through a systematic literature review conducted by students and staff. Queensland's institutional digital repository (The University of Queensland). 1 indexed citations

19.

Mercer‐Mapstone, Lucy & Kelly Matthews. (2015). Student perceptions of communication skills in undergraduate science at an Australian research-intensive university. Assessment & Evaluation in Higher Education. 42(1). 98–114. 47 indexed citations

20.

Mercer‐Mapstone, Lucy & Louise Kuchel. (2015). Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education. International Journal of Science Education. 37(10). 1613–1638. 29 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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