Rachel Forsyth

414 total citations
24 papers, 243 citations indexed

About

Rachel Forsyth is a scholar working on Education, Political Science and International Relations and Clinical Psychology. According to data from OpenAlex, Rachel Forsyth has authored 24 papers receiving a total of 243 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 2 papers in Political Science and International Relations and 2 papers in Clinical Psychology. Recurrent topics in Rachel Forsyth's work include Higher Education Practises and Engagement (7 papers), Online and Blended Learning (5 papers) and Evaluation of Teaching Practices (5 papers). Rachel Forsyth is often cited by papers focused on Higher Education Practises and Engagement (7 papers), Online and Blended Learning (5 papers) and Evaluation of Teaching Practices (5 papers). Rachel Forsyth collaborates with scholars based in United Kingdom, Sweden and United States. Rachel Forsyth's co-authors include Claire Hamshire, A. Mark Langan, W. E. Harris, Kirsten Jack, Peter Felten, Kathryn Sutherland, Mark Stubbs, Angel Chater, Matthew A. Benton and Róisín Kelly‐Laubscher and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of the Royal Society of Medicine and Higher Education Research & Development.

In The Last Decade

Rachel Forsyth

17 papers receiving 224 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Rachel Forsyth United Kingdom	8	134	39	36	33	19	24	243
Shirley O’Neill Australia	11	106 0.8×	90 2.3×	7 0.2×	33 1.0×	48 2.5×	37	276
Charlotte A. Agger United States	11	164 1.2×	58 1.5×	5 0.1×	44 1.3×	23 1.2×	19	310
Petra A. Robinson United States	8	111 0.8×	40 1.0×	11 0.3×	19 0.6×	27 1.4×	36	237
Steve Bartlett United Kingdom	6	140 1.0×	41 1.1×	7 0.2×	61 1.8×	64 3.4×	18	279
Deirdre McGillicuddy Ireland	9	223 1.7×	72 1.8×	36 1.0×	18 0.5×	48 2.5×	20	332
Jin Kuan Kok Malaysia	11	111 0.8×	49 1.3×	17 0.5×	28 0.8×	144 7.6×	30	292
Marcia Worrell United Kingdom	9	82 0.6×	41 1.1×	6 0.2×	36 1.1×	48 2.5×	21	228
Julia N. Savoy United States	7	112 0.8×	18 0.5×	11 0.3×	63 1.9×	19 1.0×	9	249
Mary Jane Drummond United Kingdom	8	411 3.1×	59 1.5×	35 1.0×	26 0.8×	15 0.8×	23	510
Jennifer Cartmel Australia	11	169 1.3×	115 2.9×	5 0.1×	40 1.2×	40 2.1×	56	291

Countries citing papers authored by Rachel Forsyth

Since Specialization

Citations

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

Fields of papers citing papers by Rachel Forsyth

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rachel Forsyth

This figure shows the co-authorship network connecting the top 25 collaborators of Rachel Forsyth. A scholar is included among the top collaborators of Rachel Forsyth 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 Rachel Forsyth. Rachel Forsyth is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Illingworth, Sam & Rachel Forsyth. (2025). GenAI in Higher Education. Bloomsbury Publishing Plc eBooks.

Hamshire, Claire, et al.. (2025). From belonging to mattering to trust: the experiences of minoritised ethnic students in UK higher education. Higher Education Research & Development. 1–14.

Sutherland, Kathryn, et al.. (2025). Trust-building as inherent to academic development practice. The International Journal for Academic Development. 30(1). 1–13.

Felten, Peter & Rachel Forsyth. (2025). Learning and Teaching with AI. Change The Magazine of Higher Learning. 57(3). 40–47.

Hamshire, Claire, et al.. (2024). Taking a long view towards quality improvement: an intentional approach to solving wicked problems and improving student experience. Quality in Higher Education. 30(3). 410–426. 3 indexed citations

Forsyth, Rachel, Torgny Roxå, Cecilia Andersson, et al.. (2024). Lifelong learning and Higher Education: New (and Old) Perspectives. Lund University Publications (Lund University).

Forsyth, Rachel, et al.. (2024). Engineering students trust teachers who ask, listen, and respond. The International Journal for Academic Development. 30(1). 106–119. 1 indexed citations

Hamshire, Claire & Rachel Forsyth. (2024). Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project. The International Journal for Academic Development. 30(1). 82–94. 2 indexed citations

Sutherland, Kathryn, Rachel Forsyth, & Peter Felten. (2024). Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching. Teaching & Learning Inquiry The ISSOTL Journal. 12. 4 indexed citations

10.

Felten, Peter, Rachel Forsyth, & Kathryn Sutherland. (2023). Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education. Teaching & Learning Inquiry The ISSOTL Journal. 11. 22 indexed citations

11.

Thomas, Robert, et al.. (2022). A Randomised, Double-Blind, Placebo-Controlled Trial Evaluating Concentrated Phytochemical-Rich Nutritional Capsule in Addition to a Probiotic Capsule on Clinical Outcomes among Individuals with COVID-19—The UK Phyto-V Study. COVID. 2(4). 433–449. 16 indexed citations

12.

Forsyth, Rachel, et al.. (2021). Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK. The Australian Educational Researcher. 49(2). 307–321. 7 indexed citations

13.

Hunleth, Jean, Julie Spray, David A. Fedele, et al.. (2020). Situating household management of children’s asthma in the context of social, economic, and environmental injustice. Journal of Asthma. 59(1). 70–78. 14 indexed citations

14.

Hamshire, Claire, Kirsten Jack, Rachel Forsyth, A. Mark Langan, & W. E. Harris. (2019). The wicked problem of healthcare student attrition. Nursing Inquiry. 26(3). e12294–e12294. 49 indexed citations

15.

Hamshire, Claire, Rachel Forsyth, Amani Bell, et al.. (2017). The potential of student narratives to enhance quality in higher education. Quality in Higher Education. 23(1). 50–64. 14 indexed citations

16.

Forsyth, Rachel, et al.. (2015). EQAL to the task: stakeholder responses to a university-wide transformation project.. 1(2). 2 indexed citations

17.

Forsyth, Rachel, et al.. (2015). Supporting the development of assessment literacy of staff through institutional process change. SHILAP Revista de lepidopterología. 13(3). 10 indexed citations

18.

Forsyth, Rachel. (2013). The Right to Higher Education: Beyond Widening Participation. Widening Participation and Lifelong Learning. 15(1). 71–73. 72 indexed citations

19.

Forsyth, Rachel, et al.. (2011). Identity Crisis: Working in Higher Education in the 21st Century. Open Research Online (The Open University).

20.

Forsyth, Rachel. (2005). Designing interactive online learning environments. 53–60.

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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