Monica McLean

1.3k total citations
48 papers, 750 citations indexed

About

Monica McLean is a scholar working on Education, Political Science and International Relations and Sociology and Political Science. According to data from OpenAlex, Monica McLean has authored 48 papers receiving a total of 750 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 17 papers in Political Science and International Relations and 17 papers in Sociology and Political Science. Recurrent topics in Monica McLean's work include Evaluation of Teaching Practices (13 papers), Global Educational Policies and Reforms (11 papers) and Higher Education Governance and Development (7 papers). Monica McLean is often cited by papers focused on Evaluation of Teaching Practices (13 papers), Global Educational Policies and Reforms (11 papers) and Higher Education Governance and Development (7 papers). Monica McLean collaborates with scholars based in United Kingdom, South Africa and Zimbabwe. Monica McLean's co-authors include Andrea Abbas, Paul Ashwin, Melanie Walker, Melanie Walker, Richard E. Blackwell, Joanna E. Bullard, Alan Booth, Pirashanthie Vivekananda‐Schmidt, Andrew Hassell and John B. MacMillan and has published in prestigious journals such as Medical Education, Studies in Higher Education and Higher Education.

In The Last Decade

Monica McLean

47 papers receiving 669 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Monica McLean United Kingdom 19 513 224 199 46 42 48 750
Michele S. Moses United States 13 365 0.7× 143 0.6× 267 1.3× 17 0.4× 50 1.2× 54 658
Sioux McKenna South Africa 16 502 1.0× 149 0.7× 127 0.6× 55 1.2× 62 1.5× 67 811
Barbara Crossouard United Kingdom 16 513 1.0× 82 0.4× 155 0.8× 41 0.9× 29 0.7× 42 760
Andrea G. Trice United States 10 531 1.0× 255 1.1× 94 0.5× 39 0.8× 24 0.6× 13 841
Mark Murphy United Kingdom 15 291 0.6× 159 0.7× 176 0.9× 76 1.7× 9 0.2× 60 629
Camille Kandiko Howson United Kingdom 15 386 0.8× 126 0.6× 84 0.4× 31 0.7× 25 0.6× 38 656
Stephen Rowland United Kingdom 13 587 1.1× 197 0.9× 118 0.6× 38 0.8× 7 0.2× 30 783
Michael Singh Australia 17 539 1.1× 186 0.8× 209 1.1× 18 0.4× 23 0.5× 89 847
Nicky Solomon Australia 14 542 1.1× 99 0.4× 120 0.6× 22 0.5× 10 0.2× 32 849
Anna Hogan Australia 16 435 0.8× 282 1.3× 201 1.0× 10 0.2× 30 0.7× 56 752

Countries citing papers authored by Monica McLean

Since Specialization
Citations

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

Fields of papers citing papers by Monica McLean

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Monica McLean

This figure shows the co-authorship network connecting the top 25 collaborators of Monica McLean. A scholar is included among the top collaborators of Monica McLean 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 Monica McLean. Monica McLean 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.
Walker, Melanie, et al.. (2022). Low-Income Students, Human Development and Higher Education in South Africa. Project Muse (Johns Hopkins University). 11 indexed citations
2.
Ashwin, Paul, Andrea Abbas, & Monica McLean. (2016). Conceptualising transformative undergraduate experiences: A phenomenographic exploration of students’ personal projects. British Educational Research Journal. 42(6). 962–977. 21 indexed citations
3.
4.
Walker, Melanie & Monica McLean. (2015). Professionals and Public-Good Capabilities. Critical Studies in Teaching and Learning. 3(2). 1 indexed citations
5.
Walker, Melanie & Monica McLean. (2015). Professionals and Public Good Capabilities. Critical Studies in Teaching and Learning. 3(2). 60–82. 4 indexed citations
6.
Ashwin, Paul, Andrea Abbas, & Monica McLean. (2013). How do students’ accounts of sociology change over the course of their undergraduate degrees?. Higher Education. 67(2). 219–234. 28 indexed citations
7.
McLean, Monica & Melanie Walker. (2011). The possibilities for university-based public-good professional education: a case-study from South Africa based on the ‘capability approach’. Studies in Higher Education. 37(5). 585–601. 20 indexed citations
8.
McLean, Monica & Andrea Abbas. (2011). Introduction to Biographical Methods. 3(3). 1–3. 1 indexed citations
9.
Walker, Melanie, et al.. (2009). Development discourses: higher education and poverty reduction in South Africa. Impact Report.. 1 indexed citations
10.
McLean, Monica. (2008). Pedagogy and the university : critical theory and practice. Continuum eBooks. 65 indexed citations
11.
McLean, Monica, et al.. (2008). Strengthening professionalism for the public good: implications for professional education. 2 indexed citations
12.
Abbas, Andrea & Monica McLean. (2007). Qualitative research as a method for making just comparisons of pedagogic quality in higher education: a pilot study. British Journal of Sociology of Education. 28(6). 723–737. 5 indexed citations
13.
Bruce, Susan, Ken Jones, & Monica McLean. (2007). Some Notes on a Project: Democracy and Authority in the Production of a Discipline. Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture. 7(3). 481–500. 3 indexed citations
14.
Vivekananda‐Schmidt, Pirashanthie, Martyn Lewis, Andrew Hassell, et al.. (2007). Validation of MSAT: an instrument to measure medical students' self‐assessed confidence in musculoskeletal examination skills. Medical Education. 41(4). 402–410. 34 indexed citations
15.
McLean, Monica, et al.. (2004). Students making progress and the ‘research‐teaching nexus’ debate. Teaching in Higher Education. 9(4). 407–419. 37 indexed citations
16.
Vivekananda‐Schmidt, Pirashanthie, Andrew Hassell, & Monica McLean. (2004). The evaluation of multimedia learning packages in the education of health professionals: experience of a musculoskeletal examination package. Nurse Researcher. 11(3). 43–55. 10 indexed citations
17.
Abbas, Andrea & Monica McLean. (2003). Communicative Competence and the Improvement of University Teaching: Insights from the field. British Journal of Sociology of Education. 24(1). 69–82. 25 indexed citations
18.
Blackwell, Richard E. & Monica McLean. (1996). Mentoring new university teachers. The International Journal for Academic Development. 1(2). 80–85. 15 indexed citations
19.
Gleeson, Denis & Monica McLean. (1994). Whatever happened to TVEI?: TVEI, curriculum and schooling. Journal of Education Policy. 9(3). 233–244. 3 indexed citations
20.
McLean, Monica, et al.. (1994). Evaluating Flexible Learning: A Case Study. Journal of Further and Higher Education. 18(3). 99–108. 11 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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