Lydia Kavanagh

1.1k total citations
59 papers, 778 citations indexed

About

Lydia Kavanagh is a scholar working on Education, Media Technology and Sociology and Political Science. According to data from OpenAlex, Lydia Kavanagh has authored 59 papers receiving a total of 778 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 17 papers in Media Technology and 5 papers in Sociology and Political Science. Recurrent topics in Lydia Kavanagh's work include Engineering Education and Curriculum Development (13 papers), Higher Education Learning Practices (10 papers) and Innovative Teaching Methods (9 papers). Lydia Kavanagh is often cited by papers focused on Engineering Education and Curriculum Development (13 papers), Higher Education Learning Practices (10 papers) and Innovative Teaching Methods (9 papers). Lydia Kavanagh collaborates with scholars based in Australia, Canada and United Kingdom. Lydia Kavanagh's co-authors include Karin Schianetz, D. A. Lockington, Paul Lant, Jason Dwyer, Carl Reidsema, Roger Hadgraft, Liza O’Moore, Jürg Keller, Lesley Jolly and David Wood and has published in prestigious journals such as Water Research, Bioresource Technology and Chemosphere.

In The Last Decade

Lydia Kavanagh

47 papers receiving 680 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Lydia Kavanagh Australia 12 372 134 115 86 67 59 778
Efrat Eizenberg Israel 16 366 1.0× 64 0.5× 109 0.9× 91 1.1× 74 1.1× 33 1.3k
Yuqing Geng China 19 271 0.7× 40 0.3× 120 1.0× 75 0.9× 221 3.3× 42 895
Amador Durán‐Sánchez Spain 17 355 1.0× 57 0.4× 41 0.4× 112 1.3× 132 2.0× 43 1.1k
Ian Cooper United Kingdom 19 178 0.5× 79 0.6× 73 0.6× 33 0.4× 53 0.8× 90 1.2k
Frances Fahy Ireland 20 316 0.8× 43 0.3× 99 0.9× 161 1.9× 77 1.1× 56 1.1k
Henrike Rau Germany 20 328 0.9× 40 0.3× 368 3.2× 169 2.0× 73 1.1× 57 1.3k
Syahriah Bachok Malaysia 15 172 0.5× 56 0.4× 231 2.0× 54 0.6× 41 0.6× 102 666
Crystal Legacy Australia 20 263 0.7× 18 0.1× 279 2.4× 74 0.9× 69 1.0× 68 1.1k
Herdis Herdiansyah Indonesia 15 125 0.3× 82 0.6× 36 0.3× 42 0.5× 30 0.4× 149 754
Abeer Elshater Egypt 19 284 0.8× 45 0.3× 190 1.7× 17 0.2× 56 0.8× 79 939

Countries citing papers authored by Lydia Kavanagh

Since Specialization
Citations

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

Fields of papers citing papers by Lydia Kavanagh

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Lydia Kavanagh

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

All Works

20 of 20 papers shown
1.
Kavanagh, Lydia, et al.. (2024). Student Led Observations for Course Improvement (SLOCI). International Journal for Students as Partners. 8(2). 95–106. 1 indexed citations
2.
Reidsema, Carl, Lydia Kavanagh, & Lesley Jolly. (2020). Flipping the Classroom at Scale to Achieve Integration of Theory and Practice in a First-Year Engineering Design and Build Course. Papers on Engineering Education Repository (American Society for Engineering Education). 24.618.1–24.618.13.
3.
Khosravi, Hassan, et al.. (2017). Analysing the learning pathways of students in a large flipped engineering course. ASCILITE Publications. 372–382. 1 indexed citations
4.
Hadgraft, Roger, et al.. (2017). The Flipped Classroom. DIAL (Catholic University of Leuven). 59 indexed citations
5.
Kavanagh, Lydia & Carl Reidsema. (2014). The importance of narrative: helping students make sense of what they're learning. Queensland's institutional digital repository (The University of Queensland). 779–787. 1 indexed citations
6.
Reidsema, Carl, et al.. (2014). The learning pathway: Online navigational support for students within the structured flipped classroom. Queensland's institutional digital repository (The University of Queensland). 788–795. 3 indexed citations
7.
Reidsema, Carl, et al.. (2014). Fostering ownership of learning in engineering education. Queensland's institutional digital repository (The University of Queensland). 1130.
8.
Reidsema, Carl, Lydia Kavanagh, Lesley Jolly, Phil Long, & Robin Adams. (2013). Reimagining the dissemination of engineering education practices through a global learning partnership. Journal of Separation Science. 43(12). 1–9.
9.
Kavanagh, Lydia, et al.. (2013). The effects of gamification on student learning through the use of reputation and rewards within community moderated discussion boards. Queensland's institutional digital repository (The University of Queensland). 93(20). 1–9. 7 indexed citations
10.
Reidsema, Carl, et al.. (2013). Helping students find answers: algorithmic interpretation of student questions. Queensland's institutional digital repository (The University of Queensland). 15(9). 1–6. 1 indexed citations
11.
Kavanagh, Lydia, et al.. (2012). Supporting transition, engagement and retention in first year engineering. Bioresource Technology. 387. 129694–129694. 3 indexed citations
12.
Jolly, Lesley, et al.. (2012). Curriculum design and higher order skills: challenging assumptions. University of Southern Queensland ePrints (University of Southern Queensland). 1 indexed citations
13.
Jolly, Lesley, et al.. (2012). Curriculum development and educational research: the barriers to good practice and what to do about them. University of Southern Queensland ePrints (University of Southern Queensland). 98–106. 1 indexed citations
14.
Kavanagh, Lydia, et al.. (2011). A learning collaboration between Engineering and Journalism undergraduate students prompts interdisciplinary behaviour. AEE Journal. 2(3). 1–22. 17 indexed citations
15.
Lawrie, Gwendolyn, Lawrence R. Gahan, Kelly Matthews, et al.. (2011). Handbook of scenario resources for inquiry learning in STEM : IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses. Organic Letters. 25(17). 3018–3022. 1 indexed citations
16.
Burton, Lorelle J., et al.. (2011). A review of three approaches to determining students’ capabilities for studying engineering. University of Southern Queensland ePrints (University of Southern Queensland). 273–278. 2 indexed citations
17.
Kavanagh, Lydia, et al.. (2009). Characterising the first year cohort knowledge. Queensland's institutional digital repository (The University of Queensland). 557–562. 7 indexed citations
18.
Jolly, Lesley & Lydia Kavanagh. (2009). Working out and working in critical interdisciplinarity. Queensland's institutional digital repository (The University of Queensland). 709–714. 2 indexed citations
19.
Dwyer, Jason, Lydia Kavanagh, & Paul Lant. (2008). The degradation of dissolved organic nitrogen associated with melanoidin using a UV/H2O2 AOP. Chemosphere. 71(9). 1745–1753. 72 indexed citations
20.
Kavanagh, Lydia & Jürg Keller. (2007). Engineered ecosystem for sustainable on-site wastewater treatment. Water Research. 41(8). 1823–1831. 21 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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