Lynn Quinn

488 total citations
24 papers, 283 citations indexed

About

Lynn Quinn is a scholar working on Education, Political Science and International Relations and Sociology and Political Science. According to data from OpenAlex, Lynn Quinn has authored 24 papers receiving a total of 283 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 8 papers in Political Science and International Relations and 7 papers in Sociology and Political Science. Recurrent topics in Lynn Quinn's work include Higher Education Learning Practices (7 papers), Evaluation of Teaching Practices (7 papers) and Educational Theory and Curriculum Studies (5 papers). Lynn Quinn is often cited by papers focused on Higher Education Learning Practices (7 papers), Evaluation of Teaching Practices (7 papers) and Educational Theory and Curriculum Studies (5 papers). Lynn Quinn collaborates with scholars based in South Africa and Germany. Lynn Quinn's co-authors include Sioux McKenna, Chrissie Boughey, Vivienne Bozalek, Christine Winberg, Margaret Blackie, Daniel M. Parker, Susan van Schalkwyk, S. Srinivas, Jeff Jawitz and Nicoline Herman and has published in prestigious journals such as Studies in Higher Education, Higher Education and Assessment & Evaluation in Higher Education.

In The Last Decade

Lynn Quinn

24 papers receiving 243 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Lynn Quinn South Africa	9	209	58	39	28	27	24	283
Freda Wolfenden United Kingdom	11	188 0.9×	36 0.6×	32 0.8×	25 0.9×	38 1.4×	34	317
Martial Dembélé Canada	6	224 1.1×	53 0.9×	46 1.2×	11 0.4×	20 0.7×	21	271
Johanna Annala Finland	9	150 0.7×	33 0.6×	43 1.1×	13 0.5×	16 0.6×	23	199
Paula Ensor South Africa	7	219 1.0×	66 1.1×	87 2.2×	18 0.6×	22 0.8×	10	269
Iris Vardi Australia	9	249 1.2×	30 0.5×	15 0.4×	18 0.6×	52 1.9×	14	330
Janet S. Stuart United Kingdom	11	210 1.0×	54 0.9×	54 1.4×	15 0.5×	10 0.4×	16	263
Sandra Leaton Gray United Kingdom	9	147 0.7×	50 0.9×	66 1.7×	10 0.4×	27 1.0×	28	247
Alan Tait United Kingdom	8	164 0.8×	49 0.8×	32 0.8×	10 0.4×	15 0.6×	23	261
Laura Servage Canada	6	199 1.0×	23 0.4×	40 1.0×	8 0.3×	32 1.2×	13	286
Alejandra Cardini United Kingdom	4	291 1.4×	42 0.7×	82 2.1×	18 0.6×	25 0.9×	8	344

Countries citing papers authored by Lynn Quinn

Since Specialization

Citations

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

Fields of papers citing papers by Lynn Quinn

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Lynn Quinn

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

Parker, Daniel M., et al.. (2022). Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic. Critical Studies in Teaching and Learning. 10(2). 2 indexed citations

McKenna, Sioux, et al.. (2022). From affirmative to transformative approaches to academic development. Teaching in Higher Education. 27(8). 1005–1017. 6 indexed citations

Quinn, Lynn, et al.. (2019). Assessment of Sustainable Design: The Significance of Absence. The Design Journal. 22(6). 833–851. 3 indexed citations

Quinn, Lynn, et al.. (2019). Reflecting on feedback processes for new ways of knowing, being and acting. The International Journal for Academic Development. 24(4). 330–341. 5 indexed citations

McKenna, Sioux, et al.. (2018). Mapping the field of Higher Education Research using PhD examination reports. Higher Education Research & Development. 37(3). 579–592. 5 indexed citations

Grant, Carolyn, et al.. (2018). An exploratory study of Heads of Departments' responses to student calls for decolonised higher education. Journal of Education. 72. 3 indexed citations

Leibowitz, Brenda, Vivienne Bozalek, Nicoline Herman, et al.. (2016). Collaborative research in contexts of inequality: the role of social reflexivity. Higher Education. 74(1). 65–80. 10 indexed citations

Quinn, Lynn, et al.. (2016). Conceptualising an epistemically diverse curriculum for a course for academic developers. South African Journal of Higher Education. 30(6). 1 indexed citations

McKenna, Sioux & Lynn Quinn. (2016). Lost in translation: transformation in the first round of institutional audits. South African Journal of Higher Education. 26(5). 2 indexed citations

10.

Clarence, Sherran, et al.. (2015). Assessment in higher education: reframing traditional understandings and practices. 2 indexed citations

11.

Quinn, Lynn, et al.. (2015). Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers. Assessment & Evaluation in Higher Education. 41(7). 1100–1113. 5 indexed citations

12.

Quinn, Lynn. (2014). Teaching in higher education. The International Journal for Academic Development. 19(2). 156–158. 18 indexed citations

13.

Quinn, Lynn, et al.. (2012). Theorising the pedagogy of a formal programme for university lecturers. 3 indexed citations

14.

Quinn, Lynn. (2011). Understanding resistance: an analysis of discourses in academic staff development. Studies in Higher Education. 37(1). 69–83. 60 indexed citations

15.

Quinn, Lynn, et al.. (2009). Using ICTs in Teaching and Learning: Reflections on Professional Development of Academic Staff. The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies). 5(5). 72–84. 27 indexed citations

16.

Quinn, Lynn & Chrissie Boughey. (2009). A Case Study of an Institutional Audit: A Social Realist Account. Quality in Higher Education. 15(3). 263–278. 3 indexed citations

17.

Belluigi, Dina Zoë, et al.. (2007). Design, Implementation and Preliminary Evaluation of a New Service-Learning Elective for Pharmacy Students. Education as Change. 11(3). 143–156. 2 indexed citations

18.

Quinn, Lynn, et al.. (2007). Design, Implementation and Preliminary Evaluation of an Introductory Service-Learning Elective for Pharmacy Students. Education as Change. 11(3). 143–156. 5 indexed citations

19.

Quinn, Lynn. (2003). A Theoretical Framework for Professional Development in a South African University. The International Journal for Academic Development. 8(1-2). 61–75. 23 indexed citations

20.

Quinn, Lynn, et al.. (2000). Teaching Referencing as an Introduction to Epistemological Empowerment. Teaching in Higher Education. 5(4). 447–457. 60 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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