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.
This map shows the geographic impact of Tim Bell'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 Tim Bell with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tim Bell more than expected).
This network shows the impact of papers produced by Tim Bell. 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 Tim Bell. The network helps show where Tim Bell may publish in the future.
Co-authorship network of co-authors of Tim Bell
This figure shows the co-authorship network connecting the top 25 collaborators of Tim Bell.
A scholar is included among the top collaborators of Tim Bell 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 Tim Bell. Tim Bell is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Bell, Tim, et al.. (2018). The Big Ideas in Computer Science for K-12 Curricula. Bulletin of the European Association for Theoretical Computer Science. 1(124).8 indexed citations
6.
Bell, Tim. (2016). Demystifying coding for schools—what are we actually trying to teach?. Bulletin of the European Association for Theoretical Computer Science. 3(120).1 indexed citations
7.
Bell, Tim, et al.. (2012). Unplugging Education: Removing barriers to engaging with new disciplines. CDU eSpace Institutional Repository (Charles Darwin University).1 indexed citations
Bell, Tim, et al.. (2010). Teaching computer science concepts in Scratch and Alice. Journal of computing sciences in colleges. 26(2). 173–180.7 indexed citations
10.
Bell, Tim, et al.. (2009). Computer science unplugged: school students doing real computing without computers. Swinburne Research Bank (Swinburne University of Technology). 13(1). 20–29.263 indexed citations
11.
Bell, Tim, et al.. (2009). Using Virtual Worlds to Engage Typical and Special Needs Students in Kinesthetic Computer Science Activities: A Computer Science Unplugged Case Study. EdMedia: World Conference on Educational Media and Technology. 2009(1). 183–188.1 indexed citations
12.
Bell, Tim, et al.. (2008). Making Computer Science Activities Accessible for the Languages and Cultures of Japan, Korea, China and Sweden.4 indexed citations
13.
Bainbridge, David & Tim Bell. (2006). Identifying music documents in a collection of images. University of Canterbury Research Repository (University of Canterbury). 47–52.5 indexed citations
14.
Bell, Tim, et al.. (2005). PAGE TURNING AND IMAGE SIZE IN A DIGITAL MUSIC STAND. Research Commons (University of Waikato). 2005.3 indexed citations
15.
Bell, Tim. (2003). Data compression. 492–496.1 indexed citations
16.
Bell, Tim, Andy Cockburn, Bruce McKenzie, & John J. Vargo. (2001). Flexible Delivery Damaging to Learning? Lessons from the Canterbury Digital Lectures Project.. University of Canterbury Research Repository (University of Canterbury). 2001(1). 117–122.23 indexed citations
17.
Witten, Ian H., Alistair Moffat, & Tim Bell. (1999). Managing gigabytes (2nd ed.): compressing and indexing documents and images. Morgan Kaufmann Publishers Inc. eBooks.494 indexed citations
18.
Bell, Tim, Alistair Moffat, & Ian H. Witten. (1994). COMPRESSING THE DIGITAL LIBRARY. PRISM (University of Calgary).3 indexed citations
19.
Bell, Tim & Ian H. Witten. (1988). MODELING NATURAL LANGUAGE. PRISM (University of Calgary).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.