This map shows the geographic impact of Simon Priest'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 Priest with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Simon Priest more than expected).
This network shows the impact of papers produced by Simon Priest. 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 Priest. The network helps show where Simon Priest may publish in the future.
Co-authorship network of co-authors of Simon Priest
This figure shows the co-authorship network connecting the top 25 collaborators of Simon Priest.
A scholar is included among the top collaborators of Simon Priest 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 Priest. Simon Priest is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Kussmaul, Clif, Susannah Howe, & Simon Priest. (2006). Using wikis to foster team communication, cohesion, & collaboration. Journal of computing sciences in colleges. 21(6). 66–68.4 indexed citations
4.
Priest, Simon & Michael A. Gass. (1997). The Range of Teaching Styles in Adventure Programming.. University of New Hampshire Scholars Repository (University of New Hampshire at Manchester).1 indexed citations
5.
Priest, Simon, et al.. (1996). Deep Ecology: Toward Eco-equalism.. 13(1). 25–27.1 indexed citations
6.
Priest, Simon. (1996). The Relationships among Change, Programme Type and Facilitation Technique in Adventure Programming.. 13(2). 22–26.2 indexed citations
7.
Priest, Simon. (1996). Thoughts on Managing Dangers in Adventure Programmes.. 13(1). 18–22.4 indexed citations
Priest, Simon, et al.. (1994). The Relationship between Stages of Group Development and Styles of Outdoor Leadership.. 11(3). 13–19.3 indexed citations
10.
Priest, Simon & Michael A. Gass. (1994). Frontloading with paradox and double binds in adventure education facilitation. University of New Hampshire Scholars Repository (University of New Hampshire at Manchester). 11(1). 8–10.7 indexed citations
11.
Priest, Simon & Michael A. Gass. (1993). Five generations of facilitated learning from adventure experiences. University of New Hampshire Scholars Repository (University of New Hampshire at Manchester). 10(3). 23–25.21 indexed citations
12.
Priest, Simon, et al.. (1993). Timbertop: Forty Years of Innovative Academic and Outdoor Educational Experience in the Australian Bush.. 10(1). 19–22.1 indexed citations
13.
Priest, Simon, et al.. (1993). A Model for Debriefing Experiences.. 10(2). 16–18.10 indexed citations
14.
Priest, Simon, et al.. (1993). Outdoor Programmes for Women Only. 10(1). 14–17.18 indexed citations
15.
Gass, Michael A. & Simon Priest. (1993). Using Metaphors and Isomorphs to Transfer Learning in Adventure Education.. University of New Hampshire Scholars Repository (University of New Hampshire at Manchester). 10(4). 18–23.15 indexed citations
16.
Condello, Cecilia, et al.. (1992). Public perceptions of risk in recreational activities.. 17(2). 144–157.13 indexed citations
17.
Dixon, Tim & Simon Priest. (1991). Confirmation of the Conditional Outdoor Leadership Theory.. 8(1). 28–31.1 indexed citations
18.
Priest, Simon. (1990). Everything You Always Wanted to Know about Judgment, but Were Afraid to Ask!.. 7(3). 5–12.8 indexed citations
19.
Priest, Simon. (1989). A Model of G.I.F.T. A Model of Group Initiative Facilitation Training.. 20(1). 8–13.1 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.