Theda Thomas

518 total citations
28 papers, 353 citations indexed

About

Theda Thomas is a scholar working on Education, Information Systems and Computer Science Applications. According to data from OpenAlex, Theda Thomas has authored 28 papers receiving a total of 353 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 7 papers in Information Systems and 7 papers in Computer Science Applications. Recurrent topics in Theda Thomas's work include Information Systems Education and Curriculum Development (7 papers), Evaluation of Teaching Practices (7 papers) and Education and Critical Thinking Development (4 papers). Theda Thomas is often cited by papers focused on Information Systems Education and Curriculum Development (7 papers), Evaluation of Teaching Practices (7 papers) and Education and Critical Thinking Development (4 papers). Theda Thomas collaborates with scholars based in Australia and South Africa. Theda Thomas's co-authors include Angelo D’Amore, S. James, Kym Fraser, Leigh Wood, Marilyn Clark‐Murphy, Marie Kavanagh, Carina de Villiers, Jill Lawrence, Tim D. Davis and Peter Dixon and has published in prestigious journals such as Nurse Education Today, Assessment & Evaluation in Higher Education and Higher Education Research & Development.

In The Last Decade

Theda Thomas

27 papers receiving 310 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Theda Thomas Australia	9	264	90	35	28	26	28	353
Connie L. Dillon United States	9	315 1.2×	83 0.9×	33 0.9×	19 0.7×	19 0.7×	16	386
Margaret L. Rice United States	8	224 0.8×	50 0.6×	45 1.3×	39 1.4×	23 0.9×	21	359
Elizabeth J. Burge Canada	10	212 0.8×	88 1.0×	30 0.9×	14 0.5×	14 0.5×	36	281
Tarja Tuononen Finland	11	225 0.9×	59 0.7×	52 1.5×	7 0.3×	14 0.5×	26	333
Charles Schlosser United States	8	405 1.5×	128 1.4×	65 1.9×	18 0.6×	23 0.9×	20	498
Ian Solomonides Australia	11	243 0.9×	35 0.4×	41 1.2×	15 0.5×	24 0.9×	26	373
Heidi L. Schnackenberg United States	10	158 0.6×	115 1.3×	35 1.0×	22 0.8×	8 0.3×	29	265
Leah E. Wickersham United States	8	243 0.9×	92 1.0×	27 0.8×	9 0.3×	15 0.6×	18	306
Jay Parkes United States	11	244 0.9×	59 0.7×	18 0.5×	25 0.9×	13 0.5×	24	428
Rita-Marie Conrad United States	6	349 1.3×	121 1.3×	77 2.2×	9 0.3×	23 0.9×	7	456

Countries citing papers authored by Theda Thomas

Since Specialization

Citations

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

Fields of papers citing papers by Theda Thomas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Theda Thomas

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

All Works

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20 of 20 papers shown

Thomas, Theda, et al.. (2018). Students’ perspectives of early assessment tasks in their first-year at university. Assessment & Evaluation in Higher Education. 44(3). 398–414. 7 indexed citations

Thomas, Theda. (2018). Implementing first-year assessment principles: An analysis of selected scholarly literature. Student Success. 9(2). 25–38. 2 indexed citations

Lawrence, Jill, et al.. (2016). A framework for first year curriculum design and pedagogy: Intersecting the threshold learning outcomes, disciplinary knowledge and the first year pedagogy principles. University of Southern Queensland ePrints (University of Southern Queensland). 1. 2 indexed citations

Fraser, Kym & Theda Thomas. (2013). Challenges of assuring the development of graduate attributes in a Bachelor of Arts. Higher Education Research & Development. 32(4). 545–560. 31 indexed citations

Thomas, Theda. (2012). ADAPTING TEAM-BASED LEARNING TO THE INTERPERSONAL COMMUNICATION CLASS. International Journal of Pedagogies and Learning. 1701–1717. 2 indexed citations

Thomas, Theda. (2012). Adapting team-based learning to the interpersonal communication class. International Journal of Pedagogies and Learning. 7(1). 51–61. 5 indexed citations

Thomas, Theda, et al.. (2011). Business students' experience of community service learning. Research Bank (Australian Catholic University). 12(1). 51. 19 indexed citations

Wood, Leigh, et al.. (2011). Assessment and standards for graduate outcomes. Asian Social Science. 7(4). 9 indexed citations

Wood, Leigh, Theda Thomas, Peter Dixon, et al.. (2011). Embedding the development and grading of generic skills across the business curriculum. University of Southern Queensland ePrints (University of Southern Queensland). 3 indexed citations

10.

James, S., Angelo D’Amore, & Theda Thomas. (2010). Learning preferences of first year nursing and midwifery students: Utilising VARK. Nurse Education Today. 31(4). 417–423. 74 indexed citations

11.

Thomas, Theda, et al.. (2010). Can We Help Information Systems Students Improve Their Ethical Decision Making?. Interdisciplinary Journal of Information Knowledge and Management. 5. 209–224. 8 indexed citations

12.

Dixon, Peter, Anne Daly, Marilyn Clark‐Murphy, et al.. (2009). Embedding Generic Skills Means Assessing Generic Skills. Research Bank (Australian Catholic University). 1. 321–330. 5 indexed citations

13.

Thomas, Theda, et al.. (2007). Embedding Critical Thinking in IS Curricula. Journal of Information Technology Education Research. 6. 327–346. 14 indexed citations

14.

Thomas, Theda, et al.. (2006). Gender Differences in Students’ Perceptions of Information Technology as a Career. Journal of Information Technology Education Research. 5. 165–178. 46 indexed citations

15.

Thomas, Theda, et al.. (2006). What Were You Thinking? Empowering Tomorrow’s Professionals Today. International Journal of Pedagogies and Learning. 2(1). 35–47. 3 indexed citations

16.

Thomas, Theda, et al.. (2006). Gender Differences in Students’ Perceptions of Information Technology as a Career. Informing Science and IT Education Conference. 1 indexed citations

17.

Thomas, Theda, et al.. (2004). Critical Thinking and Reasoning for Information Systems Students. Informing Science and IT Education Conference. 1 indexed citations

18.

Thomas, Theda, et al.. (2004). Critical Thinking and Reasoning for Information Systems Students. Issues in Informing Science and Information Technology. 1. 115–131. 1 indexed citations

19.

Thomas, Theda. (2003). Cooperative learning and object-orientated development methods. 115–117. 3 indexed citations

20.

Thomas, Theda & Carina de Villiers. (2000). Handling diversity in group work in the information systems class. South African Computer Journal. 2000(26). 231–236. 2 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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