Countries citing papers authored by Stewart Marshall
Since
Specialization
Citations
This map shows the geographic impact of Stewart Marshall'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 Stewart Marshall with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stewart Marshall more than expected).
Fields of papers citing papers by Stewart Marshall
This network shows the impact of papers produced by Stewart Marshall. 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 Stewart Marshall. The network helps show where Stewart Marshall may publish in the future.
Co-authorship network of co-authors of Stewart Marshall
This figure shows the co-authorship network connecting the top 25 collaborators of Stewart Marshall.
A scholar is included among the top collaborators of Stewart Marshall 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 Stewart Marshall. Stewart Marshall 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.
Marshall, Stewart, et al.. (2018). ICT access, acceptance and use in education and training. The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies).1 indexed citations
2.
McGreal, Rory, et al.. (2013). Open EducationalResources: Innovation,Research and Practice. Bulletin of Miscellaneous Information (Royal Gardens Kew).76 indexed citations
3.
Marshall, Stewart, et al.. (2010). 8. Observing ICTs in Learners’ Experiences around the World. 5(2). 61–88.4 indexed citations
4.
Richards, Griff, et al.. (2010). Developing University Courses with OERs. EdMedia: World Conference on Educational Media and Technology. 2010(1). 1069–1073.3 indexed citations
Marshall, Stewart, et al.. (2008). Foreign Providers in the Caribbean: Pillagers or Preceptors?.3 indexed citations
7.
Marshall, Stewart, et al.. (2008). Foreign Providers in the Caribbean. Pillagers or Preceptors? Perspectives on Distance Education..2 indexed citations
8.
Marshall, Stewart. (2007). Using ICT to transform education.1 indexed citations
9.
Marshall, Stewart. (2007). Using ICT for rural development.1 indexed citations
10.
Marshall, Stewart, et al.. (2006). The Caribbean Universities Project for Integrated Distance Education: Collaborating to overcome the difficulties faced by Small Island Developing States.1 indexed citations
11.
Marshall, Stewart, et al.. (2005). Facilitating the Use of ICT for Community Development through Collaborative Partnerships between Universities, Governments and Communities. The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies). 1(1). 5–12.9 indexed citations
12.
Marshall, Stewart, et al.. (2003). Closing the digital divide : transforming regional economies and communities with information technology. Acquire (CQUniversity).19 indexed citations
Gregor, Shirley, Arjen Wassenaar, & Stewart Marshall. (2002). DEVELOPING A VIRTUAL ORGANIZATION: SERENDIPITY OR STRATEGY?. Asian Academy of Management Journal. 7(1). 1–19.
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.