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 Phil Long'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 Phil Long with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Phil Long more than expected).
This network shows the impact of papers produced by Phil Long. 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 Phil Long. The network helps show where Phil Long may publish in the future.
Co-authorship network of co-authors of Phil Long
This figure shows the co-authorship network connecting the top 25 collaborators of Phil Long.
A scholar is included among the top collaborators of Phil Long 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 Phil Long. Phil Long is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Zimbardi, Kirsten, Andrea Bugarčić, Kay Colthorpe, et al.. (2014). Are students reading my feedback? Using a feedback analytics capture system to understand how large cohorts of biomedical science students use feedback. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference).1 indexed citations
4.
Reidsema, Carl, et al.. (2014). The learning pathway: Online navigational support for students within the structured flipped classroom. Queensland's institutional digital repository (The University of Queensland). 788–795.3 indexed citations
Gahan, Lawrence R., Gwendolyn Lawrie, Kelly Matthews, et al.. (2011). IS-IT Learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses : Draft/Final report. Queensland's institutional digital repository (The University of Queensland).
Long, Phil, et al.. (2011). Cultivating personal leadership capacities to facilitate collaboration in Strategic Sustainable Development. KTH Publication Database DiVA (KTH Royal Institute of Technology).1 indexed citations
10.
Lindsay, Euan, et al.. (2007). Remote Laboratories: Approaches for the Future. Frontiers in Education.12 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.