Nicholas McGuigan

982 total citations
51 papers, 442 citations indexed

About

Nicholas McGuigan is a scholar working on Accounting, Education and Management Information Systems. According to data from OpenAlex, Nicholas McGuigan has authored 51 papers receiving a total of 442 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Accounting, 19 papers in Education and 11 papers in Management Information Systems. Recurrent topics in Nicholas McGuigan's work include Accounting Education and Careers (25 papers), Accounting and Organizational Management (11 papers) and Management and Organizational Studies (9 papers). Nicholas McGuigan is often cited by papers focused on Accounting Education and Careers (25 papers), Accounting and Organizational Management (11 papers) and Management and Organizational Studies (9 papers). Nicholas McGuigan collaborates with scholars based in Australia, United States and New Zealand. Nicholas McGuigan's co-authors include Thomas Kern, Alessandro Ghio, Sidney Weil, Samantha Sin, Antonija Mitrović, Pramuditha Suraweera, Brent Martin, Pru Marriott, Peter C. Lorson and Fiona A. White and has published in prestigious journals such as SHILAP Revista de lepidopterología, Contemporary Accounting Research and Studies in Higher Education.

In The Last Decade

Nicholas McGuigan

47 papers receiving 401 citations

Peers

Nicholas McGuigan

EDUCA

ACCOU

MIS

MTI

DEP

Poh Sun Seow Singapore

Fred Phillips Canada

Monte Wynder Australia

Themin Suwardy Singapore

Satoshi Sugahara Japan

Nancy Hill United States

Maisarah Mohamed Saat Malaysia

Carmem Leal Portugal

Rouxelle de Villiers New Zealand

Jerry Gosen United States

Poh Sun Seow Singapore

Nicholas McGuigan

198 ×1.2

EDUCA

157 ×1.0

ACCOU

122 ×1.7

MIS

50 ×0.8

MTI

32 ×0.6

DEP

Citations per year, relative to Nicholas McGuigan Nicholas McGuigan (= 1×) peers Poh Sun Seow

Countries citing papers authored by Nicholas McGuigan

Since Specialization

Citations

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

Fields of papers citing papers by Nicholas McGuigan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nicholas McGuigan

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

Merendino, Alessandro, et al.. (2025). Sent to Coventry! Creatively (re)capturing accounting’s purpose. Pure (Coventry University). 38(6). 1717–1721.

Bouten, Lies, Patricia Everaert, Elizabeth A. Gordon, et al.. (2024). Let the students be heard – student voices on teaching excellence awards. Studies in Higher Education. 50(8). 1701–1729. 1 indexed citations

Ghio, Alessandro, Bertrand Malsch, & Nicholas McGuigan. (2024). LGBTQI+ professional accountants and the consequences of stigmatization: An identity work perspective. Contemporary Accounting Research. 42(1). 360–390. 1 indexed citations

McGuigan, Nicholas, et al.. (2024). Queering Accounting Spaces: Lived, Embodied, and Violent Experiences of a Gay and Black Accounting Brazilian Lecturer. Gender Work and Organization. 32(5). 1739–1757. 1 indexed citations

Ghio, Alessandro, et al.. (2024). Nurturing diversity in accounting through “Queering” accounting pedagogy. The British Accounting Review. 58(1). 101516–101516.

Watty, Kim, et al.. (2024). ePORTFOLIOS IN BUSINESS EDUCATION A National Study of ePortfolio Implementation 2013 to 2015. RMIT Research Repository (RMIT University Library).

Ghio, Alessandro, et al.. (2023). Diversity, Equity, and Social Justice in Accounting Education. Issues in Accounting Education. 38(1). 1–5. 5 indexed citations

McGuigan, Nicholas, et al.. (2022). Responding to crises: rewilding accounting education for the Anthropocene. Meditari Accountancy Research. 31(1). 101–120. 20 indexed citations

McGuigan, Nicholas & Alessandro Ghio. (2019). Art, accounting and technology: unravelling the paradoxical “in-between”. Meditari Accountancy Research. 27(5). 789–804. 10 indexed citations

10.

Richards, Deborah, Sonia Saddiqui, Fiona A. White, Nicholas McGuigan, & Judi Homewood. (2016). A theory of change for student-led academic integrity. Quality in Higher Education. 22(3). 242–259. 18 indexed citations

11.

McGuigan, Nicholas & Thomas Kern. (2016). CreActive Accounting Education: Visioning Future-Oriented Accounting Programs through a Reflective Unlearning of Current Practice. Journal of University Teaching and Learning Practice. 13(2). 12 indexed citations

12.

Richards, Deborah, Sonia Saddiqui, Nicholas McGuigan, & Judi Homewood. (2016). Beyond honour codes: bringing students into the academic integrity equation. Higher education review. 49(1). 75–99. 2 indexed citations

13.

Holt, Dale, Nicholas McGuigan, Marie Kavanagh, et al.. (2016). Academic leaders’ perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education. Australasian Journal of Educational Technology. 6 indexed citations

14.

Sin, Samantha, et al.. (2014). iCFS: Developing Intelligent Tutoring Capacity in the Accounting Curriculum. 20(3). 91–103. 2 indexed citations

15.

Sin, Samantha & Nicholas McGuigan. (2013). Fit for Purpose: A Framework for Developing and Assessing Complex Graduate Attributes in a Changing Higher Education Environment. Accounting Education. 22(6). 522–543. 27 indexed citations

16.

McGuigan, Nicholas. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. 16(2). 43–45. 66 indexed citations

17.

Weil, Sidney, Nicholas McGuigan, & Thomas Kern. (2011). The usage of an online discussion forum for the facilitation of case-based learning in an intermediate accounting course: a New Zealand case. Open Learning The Journal of Open Distance and e-Learning. 26(3). 237–251. 27 indexed citations

18.

Staden, Chris van, et al.. (2011). Social and Environmental Accounting and Accountability. Accounting Forum. 35(3). 127–129. 3 indexed citations

19.

Mitrović, Antonija, et al.. (2008). Authoring Constraint-based Tutors in ASPIRE: a Case Study of a Capital Investment Tutor. University of Canterbury Research Repository (University of Canterbury). 2008(1). 4607–4616. 14 indexed citations

20.

McGuigan, Nicholas & Sidney Weil. (2007). An Integrated case study in auditing : an exercise in experiential learning. The International Journal of Learning Annual Review. 14(3). 151–160. 5 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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