Mark Zarb
- Computer Science Applications top 2%
- Education top 10%
- Information Systems top 10%
- Developmental and Educational Psychology top 10%
- Sociology and Political Science
- Co-authors
- Janet HughesRachel MenziesKaren E. PetrieRichard GlasseyJohn T. RichardsCharles RiedeselMats DanielsDennis Bouvier
- Topics
- Teaching and Learning Programming (12 papers)Online Learning and Analytics (11 papers)Software Engineering Research (6 papers)
- Journals
- Education and Information TechnologiesJournal of Education and WorkComputer Science Education
- Partner nations
- United KingdomSwedenCanada
In The Last Decade
Mark Zarb
34 papers receiving 265 citations
Peers
Comparison fields: 5 of 53
- Computer Science Applications 151
- Education 122
- Information Systems 70
- Developmental and Educational Psychology 63
- Sociology and Political Science 41
Countries citing papers authored by Mark Zarb
This map shows the geographic impact of Mark Zarb'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 Mark Zarb with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mark Zarb more than expected).
Fields of papers citing papers by Mark Zarb
This network shows the impact of papers produced by Mark Zarb. 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 Mark Zarb. The network helps show where Mark Zarb may publish in the future.
Co-authorship network of co-authors of Mark Zarb
This figure shows the co-authorship network connecting the top 25 collaborators of Mark Zarb. A scholar is included among the top collaborators of Mark Zarb 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 Mark Zarb. Mark Zarb is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 0 | |
| 3 | 3 | |
| 4 | 1 | |
| 5 | 10 | |
| 6 | 11 | |
| 7 | 0 | |
| 8 | 5 | |
| 9 | 9 | |
| 10 | Medical students opinions on the inclusion of non-traditional skills in the curriculum. | 1 |
| 11 | 1 | |
| 12 | 2 | |
| 13 | 8 | |
| 14 | 33 | |
| 15 | 2 | |
| 16 | 38 | |
| 17 | 4 | |
| 18 | 5 | |
| 19 | 3 | |
| 20 | 2 |
About Mark Zarb
Mark Zarb is a scholar working on Computer Science Applications, Education and Developmental and Educational Psychology, having authored 38 papers that have together received 274 indexed citations. Recurring topics across this work include Teaching and Learning Programming (12 papers), Online Learning and Analytics (11 papers) and Software Engineering Research (6 papers). The work is most often cited by research in Computer Science Applications (151 citations), Developmental and Educational Psychology (63 citations) and Education (122 citations). Mark Zarb has collaborated with scholars based in United Kingdom, Sweden and Canada. Frequent co-authors include Janet Hughes, Rachel Menzies, Karen E. Petrie, Richard Glassey, John T. Richards, Charles Riedesel, Mats Daniels, Dennis Bouvier, Roger McDermott and Celine Latulipe. Their work appears in journals such as Education and Information Technologies, Journal of Education and Work and Computer Science Education.
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.