Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
This map shows the geographic impact of Neil Anderson'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 Neil Anderson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Neil Anderson more than expected).
This network shows the impact of papers produced by Neil Anderson. 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 Neil Anderson. The network helps show where Neil Anderson may publish in the future.
Co-authorship network of co-authors of Neil Anderson
This figure shows the co-authorship network connecting the top 25 collaborators of Neil Anderson.
A scholar is included among the top collaborators of Neil Anderson 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 Neil Anderson. Neil Anderson is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Caltabiano, Nerina Jane, et al.. (2016). Students' perceptions and experiences towards the educational value of online videos. ResearchOnline at James Cook University (James Cook University). 31(2). 1–16.8 indexed citations
7.
Evans, Norman, et al.. (2015). ESL readers and writers in higher education : understanding challenges, providing support. CERN Document Server (European Organization for Nuclear Research).24 indexed citations
8.
Anderson, Neil. (2013). Design thinking as a means of enhancing the creative and innovative abilities of undergraduate students when creating web based learning activities.. ResearchOnline at James Cook University (James Cook University). 2013(1). 4181–4186.4 indexed citations
9.
Anderson, Neil. (2011). On Rudolf Steiner‟s Impact on the Training of the Actor. Mester. 21(1).
10.
Anderson, Neil, et al.. (2010). Do rural and regional students in Queensland experience an ICT 'turn-off' in the early high school years?. ResearchOnline at James Cook University (James Cook University). 25(2). 7–11.7 indexed citations
11.
Reading, Chris, A Fluck, Sue Trinidad, et al.. (2009). Focusing on ICT in Rural and Regional Education in Australia. eSpace (Curtin University). 131–145.3 indexed citations
12.
Timms, Carolyn, et al.. (2006). Secondary girls perceptions of advanced ICT subjects: are they boring and irrelevant?. Griffith Research Online (Griffith University, Queensland, Australia). 21(2). 3–8.6 indexed citations
13.
Anderson, Neil, et al.. (2005). Redressing the Gender Imbalance in ICT Professions: Toward State-Level Strategic Approaches. ResearchOnline at James Cook University (James Cook University). 20(2). 3–10.12 indexed citations
14.
Anderson, Neil. (2005). ESTRATEGIAS PARA EL APRENDIZAJE DE UNA LENGUA EXTRANJERA. SHILAP Revista de lepidopterología.5 indexed citations
Anderson, Neil, et al.. (2003). The Online Classroom: A Self-Actualising Theme Park or a Trial by Multimedia?.. ResearchOnline at James Cook University (James Cook University). 18(1). 11–20.1 indexed citations
17.
King, Nigel & Neil Anderson. (2002). Managing innovation and change. University of Huddersfield Repository (University of Huddersfield).8 indexed citations
Herriot, Peter, Joost P.H. Drenth, & Neil Anderson. (1989). Assessment and selection in organizations : methods and practice for recruitment and appraisal. J. Wiley eBooks.37 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.