Scott Daniel

1.6k total citations
36 papers, 1.0k citations indexed

About

Scott Daniel is a scholar working on Education, Media Technology and Biomedical Engineering. According to data from OpenAlex, Scott Daniel has authored 36 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 15 papers in Media Technology and 7 papers in Biomedical Engineering. Recurrent topics in Scott Daniel's work include Engineering Education and Curriculum Development (10 papers), Experimental Learning in Engineering (8 papers) and Biomedical and Engineering Education (7 papers). Scott Daniel is often cited by papers focused on Engineering Education and Curriculum Development (10 papers), Experimental Learning in Engineering (8 papers) and Biomedical and Engineering Education (7 papers). Scott Daniel collaborates with scholars based in Australia, United States and United Kingdom. Scott Daniel's co-authors include Y. A. Chang, W.A. Oates, Rainer Schmid‐Fetzer, Xin Yan, Fanyou Xie, Andrea Mazzurco, Rezwanul Haque, Sasha Nikolic, Sarah Grundy and Marina Belkina and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Alloys and Compounds and Sustainability.

In The Last Decade

Scott Daniel

30 papers receiving 968 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Scott Daniel Australia 11 465 262 197 165 116 36 1.0k
S.C. Tsaï Taiwan 18 205 0.4× 377 1.4× 235 1.2× 123 0.7× 5 0.0× 55 1.2k
Mohammad Reza Ahmadi Austria 16 459 1.0× 272 1.0× 210 1.1× 338 2.0× 5 0.0× 34 1.3k
Dragan Manasijević Serbia 16 563 1.2× 329 1.3× 115 0.6× 58 0.4× 230 2.0× 133 999
Uğur Sarı Türkiye 16 166 0.4× 295 1.1× 11 0.1× 222 1.3× 9 0.1× 46 643
A. Tekín Türkiye 13 187 0.4× 99 0.4× 57 0.3× 33 0.2× 7 0.1× 40 387
Zheng Huang China 19 160 0.3× 119 0.5× 62 0.3× 132 0.8× 3 0.0× 76 1.3k
Stefan Küchemann Germany 19 805 1.7× 654 2.5× 18 0.1× 136 0.8× 1 0.0× 70 1.4k
Dan Jensen United States 18 465 1.0× 57 0.2× 27 0.1× 63 0.4× 3 0.0× 39 871
Lílian P. Dávila United States 15 174 0.4× 307 1.2× 34 0.2× 66 0.4× 1 0.0× 36 758
Harun Çelik Türkiye 12 252 0.5× 104 0.4× 60 0.3× 131 0.8× 3 0.0× 37 474

Countries citing papers authored by Scott Daniel

Since Specialization
Citations

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

Fields of papers citing papers by Scott Daniel

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott Daniel

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

All Works

20 of 20 papers shown
1.
Belkina, Marina, Scott Daniel, Sasha Nikolic, et al.. (2025). Implementing generative AI (GenAI) in higher education: A systematic review of case studies. Computers and Education Artificial Intelligence. 8. 100407–100407. 16 indexed citations
2.
Nikolic, Sasha, Thomas Suesse, Sarah Grundy, et al.. (2025). Assessment integrity and validity in the teaching laboratory: adapting to GenAI by developing an understanding of the verifiable learning objectives behind laboratory assessment selection. European Journal of Engineering Education. 50(4). 673–701. 3 indexed citations
3.
Daniel, Scott, Sasha Nikolic, Rezwanul Haque, et al.. (2024). Engineering Assessment in the Age of Generative Artificial Intelligence: A Critical Analysis. UWA Profiles and Research Repository (UWA). 1–6. 2 indexed citations
4.
5.
Mabey, Christopher, Amy Javernick‐Will, Amos G. Winter, et al.. (2023). Advancing Sustainable Development: Emerging Factors and Futures for the Engineering Field. Sustainability. 15(10). 7869–7869. 9 indexed citations
6.
Daniel, Scott, et al.. (2023). Becoming an engineering education researcher through a kaleidoscope of practice theory perspectives. Australasian journal of engineering education. 28(1). 85–96. 3 indexed citations
7.
Nikolic, Sasha, Thomas Suesse, Sarah Grundy, et al.. (2023). Laboratory learning objectives: ranking objectives across the cognitive, psychomotor and affective domains within engineering. European Journal of Engineering Education. 49(3). 454–473. 10 indexed citations
8.
Nikolic, Sasha, Thomas Suesse, Sarah Grundy, et al.. (2022). A european vs australasian comparison of engineering laboratory learning objectives rankings. UWA Profiles and Research Repository (University of Western Australia). 558–567. 4 indexed citations
9.
10.
Daniel, Scott. (2021). A phenomenographic outcome space for ways of experiencing lecturing. Higher Education Research & Development. 41(3). 681–698. 4 indexed citations
11.
Mazzurco, Andrea, et al.. (2020). Empirical research studies of practicing engineers: a mapping review of journal articles 2000–2018. European Journal of Engineering Education. 46(4). 479–502. 13 indexed citations
12.
Mann, Llewellyn, Rosemary Chang, Sivachandran Chandrasekaran, et al.. (2020). From problem-based learning to practice-based education: a framework for shaping future engineers. European Journal of Engineering Education. 46(1). 27–47. 105 indexed citations
13.
Ashcroft, Linden, et al.. (2020). The Australian Science Communicators conference 2020. Journal of Science Communication. 19(3). C01–C01. 1 indexed citations
14.
Mazzurco, Andrea & Scott Daniel. (2020). Socio‐technical thinking of students and practitioners in the context of humanitarian engineering. Journal of Engineering Education. 109(2). 243–261. 46 indexed citations
15.
Daniel, Scott & Andrea Mazzurco. (2019). Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering. European Journal of Engineering Education. 45(5). 654–674. 10 indexed citations
16.
Daniel, Scott & Pamela Mulhall. (2016). Changing attitudes to learning physics through participation in the Victorian Young Physicists’ Tournament. Swinburne Research Bank (Swinburne University of Technology). 3 indexed citations
17.
Daniel, Scott, et al.. (2012). Using interactive lecture demonstrations to improve conceptual understanding of resonance in an electronics course. Australasian journal of engineering education. 18(1). 69–88. 6 indexed citations
18.
Daniel, Scott, et al.. (2012). Using interactive lecture demonstrations to improve conceptual understanding of resonance in an electronics course. Australasian journal of engineering education. 18(1). 7 indexed citations
19.
Ruiz‐Martínez, Antonio, et al.. (2008). ACVS: An Advanced Certificate Validation Service in Service-Oriented Architectures. 101. 297–302. 3 indexed citations
20.
Yan, Xin, et al.. (2001). A thermodynamic approach for predicting the tendency of multicomponent metallic alloys for glass formation. Intermetallics. 9(6). 535–538. 38 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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