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.
Understanding What We Mean by the Generic Attributes of Graduates
This map shows the geographic impact of Simon Barrie'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 Simon Barrie with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Simon Barrie more than expected).
This network shows the impact of papers produced by Simon Barrie. 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 Simon Barrie. The network helps show where Simon Barrie may publish in the future.
Co-authorship network of co-authors of Simon Barrie
This figure shows the co-authorship network connecting the top 25 collaborators of Simon Barrie.
A scholar is included among the top collaborators of Simon Barrie 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 Simon Barrie. Simon Barrie is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Barrie, Simon. (2014). Assessing and assuring Australian graduate learning outcomes: principles and practices within and across disciplines.21 indexed citations
4.
Levy, David, et al.. (2012). Rationalizing relationships between the various sets of learning outcomes as a data driven mapping strategy. International journal of engineering education. 28(4). 966–981.2 indexed citations
5.
Buntine, Mark A., G. T. Crisp, Simon Barrie, et al.. (2012). The ACELL project: Student participation, professional development, and improving laboratory learning. Adelaide Research & Scholarship (AR&S) (University of Adelaide). 113–119.
6.
Pyke, Simon M., Manjula D. Sharma, Simon Barrie, et al.. (2011). The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop. International Journal of Innovation in Science and Mathematics Education. 19(2). 51–72.15 indexed citations
7.
Pyke, Simon M., Manjula Sharma, Simon Barrie, et al.. (2010). The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project: the next chapter. Deakin Research Online (Deakin University). 16. 7–12.2 indexed citations
Barrie, Simon, Clair Hughes, & Caroline L. Smith. (2008). Locating generic graduate attributes in the Australian university curriculum: Taught? Mapped? Implied? Hidden? or 'missing in action'?. Queensland's institutional digital repository (The University of Queensland).2 indexed citations
Barrie, Simon, Robert Bucat, Mark A. Buntine, et al.. (2006). Achievements of an ACELL Workshop. Adelaide Research & Scholarship (AR&S) (University of Adelaide). 73(9). 17–20.2 indexed citations
13.
Barrie, Simon, Mark A. Buntine, Robert Bucat, et al.. (2006). The Australian chemistry enhanced laboratory learning project. Adelaide Research & Scholarship (AR&S) (University of Adelaide). 73(1). 3.7 indexed citations
Barrie, Simon, et al.. (2003). Generic graduate attributes: A research based framework for a shared vision. 191–199.5 indexed citations
17.
Barrie, Simon, Mark A. Buntine, Ian M. Jamie, & Scott H. Kable. (2002). APCELL: Developing better ways of teaching in the laboratory. Adelaide Research & Scholarship (AR&S) (University of Adelaide). 7. 23–28.6 indexed citations
18.
Barrie, Simon, Mark A. Buntine, Ian M. Jamie, & Scott H. Kable. (2001). APCELL: The Australian Physical Chemistry Enhanced Laboratory Learning Project. Adelaide Research & Scholarship (AR&S) (University of Adelaide). 57. 6–12.7 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.