This map shows the geographic impact of Peter Jarvis'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 Peter Jarvis with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Peter Jarvis more than expected).
This network shows the impact of papers produced by Peter Jarvis. 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 Peter Jarvis. The network helps show where Peter Jarvis may publish in the future.
Co-authorship network of co-authors of Peter Jarvis
This figure shows the co-authorship network connecting the top 25 collaborators of Peter Jarvis.
A scholar is included among the top collaborators of Peter Jarvis 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 Peter Jarvis. Peter Jarvis is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Milana, Marcella, et al.. (2018). The Palgrave international handbook of adult and lifelong education and learning. UWE Research Repository (UWE Bristol).1 indexed citations
Jarvis, Peter, et al.. (2008). Constraint quantization of a worldline system invariant under reciprocal relativity: II. UTAS Research Repository.2 indexed citations
7.
Jarvis, Peter. (2008). The Consumer Society: Is There a Place for Traditional Adult Education?. Convergence The International Journal of Research into New Media Technologies. 41(1). 11–27.8 indexed citations
8.
Fauser, Bertfried, Peter Jarvis, & Ronald C. King. (2007). Hopf Algebra Structure of the Character Rings of Orthogonal and Symplectic Groups. arXiv (Cornell University).2 indexed citations
9.
Jarvis, Peter, et al.. (2006). Reports on Mathematical Physics. Reports on Mathematical Physics. 57(1). 1–2.12 indexed citations
10.
Jarvis, Peter. (2001). Universities as Institutions of Lifelong Learning: Epistemological Dilemmas. Journal of higher education outreach & engagement. 6(3). 23–40.4 indexed citations
11.
Corney, Stuart, R. Delbourgo, & Peter Jarvis. (1999). Group22 : proceedings of the XXII International Colloquium on Group Theoretical Methods in Physics, Hobart, July 13-17, 1998.
12.
Jarvis, Peter, et al.. (1992). Perspectives on adult education and training in Europe. OpenGrey (Institut de l'Information Scientifique et Technique).34 indexed citations
13.
Jarvis, Peter. (1988). Britain : policy and practice in continuing education. Bibliothèque et Archives nationales du Québec (Québec government).2 indexed citations
14.
Jarvis, Peter. (1987). Adult Learning in the Context of Teaching.. Adult Education. 60(3).
15.
Jarvis, Peter. (1987). Paulo Freire: Educationalist of a Revolutionary Christian Movement.. 20(2). 30–41.5 indexed citations
16.
Jarvis, Peter. (1985). Thinking Critically in an Information Society: A Sociological Analysis.. Lifelong Learning. 8(6). 11–14.11 indexed citations
17.
Jarvis, Peter. (1983). The Lifelong Religious Development of the Individual and the Place of Adult Education.. 6(9). 20–23.2 indexed citations
18.
Jarvis, Peter. (1981). The Open University Unit: Andragogy or Pedagogy?..1 indexed citations
19.
Jarvis, Peter. (1978). Students' Learning and Tutors' Marking..6 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.