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.
Engineering Education and the Development of Expertise
Citations per year, relative to Roger Hadgraft Roger Hadgraft (= 1×)
peers
Jon A. Leydens
Countries citing papers authored by Roger Hadgraft
Since
Specialization
Citations
This map shows the geographic impact of Roger Hadgraft'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 Roger Hadgraft with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Roger Hadgraft more than expected).
This network shows the impact of papers produced by Roger Hadgraft. 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 Roger Hadgraft. The network helps show where Roger Hadgraft may publish in the future.
Co-authorship network of co-authors of Roger Hadgraft
This figure shows the co-authorship network connecting the top 25 collaborators of Roger Hadgraft.
A scholar is included among the top collaborators of Roger Hadgraft 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 Roger Hadgraft. Roger Hadgraft is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Hadgraft, Roger, et al.. (2017). Learning strategies as an enabler of study success. Pertanika journal of social science & humanities. 25.1 indexed citations
4.
Knight, David S., Ian T. Cameron, Roger Hadgraft, & Carl Reidsema. (2016). The influence of external forces, institutional forces, and academics' characteristics on the adoption of positive teaching practices across Australian undergraduate engineering. International journal of engineering education. 32(2). 695–711.7 indexed citations
5.
Daver, Fügen, et al.. (2015). Experiential learning: A case study approach to materials and manufacturing process selection. RMIT Research Repository (RMIT University Library).1 indexed citations
6.
Rasul, M.G., Faisal Anwar, Alex Stojcevski, et al.. (2015). Guidelines for learning and teaching of final year engineering projects at AQF8 learning outcomes. eCite Digital Repository (University of Tasmania).1 indexed citations
7.
Rasul, M.G., et al.. (2015). Learning and teaching approaches and methodologies of capstone final year engineering projects. International journal of engineering education. 31(6). 1727–1735.4 indexed citations
8.
Hadgraft, Roger, et al.. (2014). Final year engineering projects: Improving assessment, curriculum and supervision to meet AQF8 outcomes. Acquire (CQUniversity). 456.1 indexed citations
9.
Dowling, David R. & Roger Hadgraft. (2013). The DYD Stakeholder Consultation Process : : a user guide. Acquire (CQUniversity).5 indexed citations
10.
Hadgraft, Roger, et al.. (2013). Developing student teamwork and communication skills using multi-course project-based learning. Acquire (CQUniversity).3 indexed citations
11.
Dowling, David R. & Roger Hadgraft. (2013). A Graduate Capability Framework for Environmental Engineering Degree Programs: A Guide for Australian Universities. Acquire (CQUniversity).6 indexed citations
12.
Maynard, Nicoleta, Moses O. Tadé, Grant C. Lukey, et al.. (2011). Immersive and interactive learning environments - A tale of four plants. Deakin Research Online (Deakin University).2 indexed citations
13.
Hall, William P., et al.. (2011). Do I know where I am going and why? Connecting Social Knowledge for Governance and Urban Action. SHILAP Revista de lepidopterología.2 indexed citations
14.
Hall, William P., et al.. (2011). Socio-Technical Systems for Connecting Social Knowledge and the Governance of Urban Action. Acquire (CQUniversity).1 indexed citations
15.
Rasul, M.G., et al.. (2009). Good practice guidelines for managing, supervising and assessing final year engineering projects. Acquire (CQUniversity). 205–210.6 indexed citations
16.
Hadgraft, Roger, et al.. (2005). Problematic project work in a first year course - sustainability for civil/infrastructure and environmental engineers. 1555.1 indexed citations
17.
Jollands, Margaret, et al.. (2005). Student engagement in project-based courses in first year chemical engineering at RMIT University. 1055.9 indexed citations
18.
Hadgraft, Roger. (1998). Problem-based Learning: a vital step towards a new work environment. International journal of engineering education. 14(1). 14–23.20 indexed citations
19.
Thomas, Ian, Roger Hadgraft, & P. Daly. (1997). Issues related to the use of peer assessment in engineering courses using a problem based learning approach. Australasian journal of engineering education. 119–127.3 indexed citations
20.
Hadgraft, Roger. (1997). Building creative, people- oriented departments. Australasian journal of engineering education. 77–86.6 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.