Nalita James

1.4k total citations
31 papers, 753 citations indexed

About

Nalita James is a scholar working on Education, Sociology and Political Science and Political Science and International Relations. According to data from OpenAlex, Nalita James has authored 31 papers receiving a total of 753 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 17 papers in Sociology and Political Science and 7 papers in Political Science and International Relations. Recurrent topics in Nalita James's work include Education Systems and Policy (9 papers), Focus Groups and Qualitative Methods (8 papers) and Global Educational Policies and Reforms (6 papers). Nalita James is often cited by papers focused on Education Systems and Policy (9 papers), Focus Groups and Qualitative Methods (8 papers) and Global Educational Policies and Reforms (6 papers). Nalita James collaborates with scholars based in United Kingdom, Canada and Greece. Nalita James's co-authors include Hugh Busher, Anna Piela, Ellen Boeren and Sharon Clancy and has published in prestigious journals such as British Educational Research Journal, Qualitative Research and British Journal of Sociology of Education.

In The Last Decade

Nalita James

28 papers receiving 678 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Nalita James United Kingdom	13	322	256	111	85	82	31	753
Leonard Webster Australia	5	236 0.7×	408 1.6×	91 0.8×	71 0.8×	59 0.7×	8	813
Paula Wilcox United Kingdom	9	212 0.7×	453 1.8×	176 1.6×	144 1.7×	78 1.0×	15	838
Jerusha Conner United States	19	280 0.9×	533 2.1×	108 1.0×	125 1.5×	90 1.1×	58	849
Ismael Abu‐Saad Israel	20	476 1.5×	252 1.0×	67 0.6×	93 1.1×	61 0.7×	55	829
Yu Cheung Wong Hong Kong	15	270 0.8×	200 0.8×	70 0.6×	64 0.8×	128 1.6×	42	600
Scott Seider United States	20	340 1.1×	579 2.3×	113 1.0×	161 1.9×	59 0.7×	66	933
Sevasti‐Melissa Nolas United Kingdom	15	348 1.1×	144 0.6×	117 1.1×	65 0.8×	123 1.5×	46	617
Lupicínio Íñiguez-Rueda Spain	15	353 1.1×	148 0.6×	86 0.8×	216 2.5×	136 1.7×	122	876
Sônia Maria Guedes Gondim Brazil	17	193 0.6×	228 0.9×	151 1.4×	186 2.2×	171 2.1×	119	977
Mark D. Vagle United States	12	274 0.9×	378 1.5×	90 0.8×	98 1.2×	40 0.5×	30	763

Countries citing papers authored by Nalita James

Since Specialization

Citations

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

Fields of papers citing papers by Nalita James

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nalita James

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

Clancy, Sharon, et al.. (2025). Communal learning spaces for collaborative action: defending adult education in a neoliberal era. Studies in the Education of Adults. 57(1). 1–6.

Clancy, Sharon, et al.. (2023). Contextualising the struggle to improve adult education provision – global perspectives. Studies in the Education of Adults. 55(1). 1–4. 1 indexed citations

Clancy, Sharon, et al.. (2022). Politics, power and participation. Studies in the Education of Adults. 54(1). 1–3. 1 indexed citations

Busher, Hugh & Nalita James. (2019). Struggling to become successful learners: Mature students’ early experiences of access to higher education courses. Studies in the Education of Adults. 51(1). 74–88. 11 indexed citations

James, Nalita, et al.. (2018). Feeling on the periphery? The challenge of supporting academic development and identity through communities of practice. Studies in the Education of Adults. 50(1). 39–56. 7 indexed citations

Boeren, Ellen & Nalita James. (2018). Being an Adult Learner in Austere Times. Edge Hill University Research Information Repository (Edge Hill University). 4 indexed citations

Boeren, Ellen & Nalita James. (2017). Special Issue: advancing theory and research in widening participation. Studies in Continuing Education. 39(2). 117–119. 5 indexed citations

James, Nalita & Hugh Busher. (2015). Ethical issues in online research. Educational Research and Evaluation. 21(2). 89–94. 14 indexed citations

Busher, Hugh, Nalita James, & Anna Piela. (2015). On reflection: mature students’ views of teaching and learning on Access to Higher Education Courses. International Studies in Sociology of Education. 25(4). 296–313. 7 indexed citations

10.

James, Nalita, et al.. (2015). ‘We all know why we’re here’: Learning as a community of practice on Access to HE courses. Journal of Further and Higher Education. 40(6). 765–779. 8 indexed citations

11.

James, Nalita. (2015). You've got mail … ! Using email interviews to gather academics' narratives of their working lives. International Journal of Research & Method in Education. 40(1). 6–18. 8 indexed citations

12.

Busher, Hugh & Nalita James. (2015). In pursuit of ethical research: studying hybrid communities using online and face-to-face communications. Educational Research and Evaluation. 21(2). 168–181. 4 indexed citations

13.

James, Nalita. (2015). Using email interviews in qualitative educational research: creating space to think and time to talk. International Journal of Qualitative Studies in Education. 29(2). 150–163. 65 indexed citations

14.

James, Nalita. (2013). Research on the ‘Inside’: The Challenges of Conducting Research with Young Offenders. Sociological Research Online. 18(4). 138–147. 12 indexed citations

15.

James, Nalita & Hugh Busher. (2013). Researching hybrid learning communities in the digital age through educational ethnography. Ethnography & Education. 8(2). 194–209. 36 indexed citations

16.

James, Nalita. (2012). Five ways of doing qualitative analysis. British Educational Research Journal. 38(5). 883–884. 193 indexed citations

17.

James, Nalita. (2011). People's finds: context and control. Antiquity. 85(329). 1068–1072. 1 indexed citations

18.

Busher, Hugh & Nalita James. (2007). Building castles in the air: Colonising the social space in online qualitative research. Figshare. 1 indexed citations

19.

James, Nalita & Hugh Busher. (2007). Ethical issues in online educational research: protecting privacy, establishing authenticity in email interviewing. International Journal of Research & Method in Education. 30(1). 101–113. 27 indexed citations

20.

Busher, Hugh & Nalita James. (2007). Email communication as a technology of oppression: Attenuating identity in online research.. Figshare. 2 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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