This map shows the geographic impact of Maizam Alias'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 Maizam Alias with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Maizam Alias more than expected).
This network shows the impact of papers produced by Maizam Alias. 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 Maizam Alias. The network helps show where Maizam Alias may publish in the future.
Co-authorship network of co-authors of Maizam Alias
This figure shows the co-authorship network connecting the top 25 collaborators of Maizam Alias.
A scholar is included among the top collaborators of Maizam Alias 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 Maizam Alias. Maizam Alias is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Alias, Maizam, et al.. (2018). Self-efficacy, attitude, student engagement: emphasising the role of affective learning attributes among engineering students. International journal of engineering education. 34(1). 226–235.3 indexed citations
Hadgraft, Roger, et al.. (2017). Learning strategies as an enabler of study success. Pertanika journal of social science & humanities. 25.1 indexed citations
6.
Alias, Maizam, et al.. (2017). VALIDITY OF VOCATIONAL PEDAGOGY CONSTRUCTS USING THE RASCH MEASUREMENT MODEL. Journal of Technical Education and Training. 9(2).8 indexed citations
Burvill, Colin, et al.. (2016). Problem-solving with industrial drawings: supporting formal graphics language development for Malaysian engineering graduates. International journal of engineering education. 32(5). 2172–2183.2 indexed citations
10.
Hadgraft, Roger, et al.. (2016). An application of the theory of reasoned action: assessing success factors of engineering students. International journal of engineering education. 32(6). 2426–2433.6 indexed citations
11.
Alias, Maizam, Stacy W. Gray, & Thomas R. Black. (2015). Attitudes towards Sketching and Drawing and the relationship with Spatial Visualisation Ability in Engineering Students.11 indexed citations
Alias, Maizam, et al.. (2014). THE EFFECT OF AN INTEGRATED AFFECTIVE-COGNITIVE TEACHING AND LEARNING APPROACH ON ACADEMIC ACHIEVEMENT, SELF-EFFICACY, LOCUS OF CONTROL AND ATTITUDE TOWARDS ENGINEERING. Journal of Technical Education and Training. 6(1).4 indexed citations
14.
Alias, Maizam, et al.. (2012). An Affective Cognitive Teaching and Learning Framework in Engineering Education. 1(1).16 indexed citations
15.
Alias, Maizam & Bill Williams. (2011). Strategic Pathways to Engineering Education Research: case study of a top- down initiative.11 indexed citations
16.
Alias, Maizam, et al.. (2010). The Effect of Teacher Generated Concept Maps on the Learning of Linear Motion Concepts in Elementary Physics.1 indexed citations
17.
Alias, Maizam, et al.. (2007). The influence of multimedia supported courseware with collaborative learning in algebraic fractions and problem solving skills among Pre-University students. SHILAP Revista de lepidopterología.2 indexed citations
Alias, Maizam, et al.. (2006). Relationship between Entry Qualifications and Performance in Graduate Education.. International education journal. 7(3). 371–378.4 indexed citations
20.
Alias, Maizam, Thomas R. Black, & Stacy W. Gray. (2003). The relationship between spatial visualisation ability and problem solving in structural design.6 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.