Ursula Lucas

1.4k total citations
21 papers, 910 citations indexed

About

Ursula Lucas is a scholar working on Education, Accounting and Human Factors and Ergonomics. According to data from OpenAlex, Ursula Lucas has authored 21 papers receiving a total of 910 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 12 papers in Accounting and 2 papers in Human Factors and Ergonomics. Recurrent topics in Ursula Lucas's work include Evaluation of Teaching Practices (14 papers), Reflective Practices in Education (12 papers) and Accounting Education and Careers (12 papers). Ursula Lucas is often cited by papers focused on Evaluation of Teaching Practices (14 papers), Reflective Practices in Education (12 papers) and Accounting Education and Careers (12 papers). Ursula Lucas collaborates with scholars based in United Kingdom and Australia. Ursula Lucas's co-authors include Peter Ashworth, Rosina Mladenovic and Jan H. F. Meyer and has published in prestigious journals such as Studies in Higher Education, Higher Education and The British Accounting Review.

In The Last Decade

Ursula Lucas

20 papers receiving 785 citations

Peers

Ursula Lucas

EDUCA

ACCOU

MTI

DEP

MIS

Rosina Mladenovic Australia

Lesley Willcoxson Australia

Patricia McCourt Larres United Kingdom

John C. Ory United States

Peter Seldin United States

Beverley Oliver Australia

Jade McKay Australia

Carol‐joy Patrick Australia

Barbara J. Millis United States

Lawrence M. Aleamoni United States

Rosina Mladenovic Australia

Ursula Lucas

812 ×1.2

EDUCA

414 ×1.3

ACCOU

162 ×1.2

MTI

110 ×1.5

DEP

49 ×0.9

MIS

Citations per year, relative to Ursula Lucas Ursula Lucas (= 1×) peers Rosina Mladenovic

Countries citing papers authored by Ursula Lucas

Since Specialization

Citations

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

Fields of papers citing papers by Ursula Lucas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ursula Lucas

This figure shows the co-authorship network connecting the top 25 collaborators of Ursula Lucas. A scholar is included among the top collaborators of Ursula Lucas 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 Ursula Lucas. Ursula Lucas 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

Lucas, Ursula, et al.. (2014). Developing the reflective practitioner: placement and the ways of knowing of business and accounting undergraduates. Teaching in Higher Education. 19(7). 787–798. 7 indexed citations

Lucas, Ursula, et al.. (2011). Developing a capacity to engage in critical reflection: students' ‘ways of knowing’ within an undergraduate business and accounting programme. Studies in Higher Education. 38(1). 104–123. 34 indexed citations

Lucas, Ursula. (2011). Towards A ‘Scholarship of Teaching and Learning’: The Individual and the Communal Journey. Accounting Education. 20(3). 239–243. 8 indexed citations

Lucas, Ursula & Rosina Mladenovic. (2009). The identification of variation in students’ understandings of disciplinary concepts: the application of the SOLO taxonomy within introductory accounting. Higher Education. 58(2). 257–283. 22 indexed citations

Lucas, Ursula, et al.. (2007). Developing a reflective capacity within undergraduate education: the role of work-based placement learning. UWE Research Repository (UWE Bristol). 17 indexed citations

Lucas, Ursula & Rosina Mladenovic. (2007). The potential of threshold concepts: an emerging framework for educational research and practice. London Review of Education. 5(3). 55 indexed citations

Lucas, Ursula. (2006). Being “pulled up short”: Creating moments of surprise and possibility in accounting education. Critical Perspectives on Accounting. 19(3). 383–403. 22 indexed citations

Lucas, Ursula & Rosina Mladenovic. (2004). Approaches to learning in accounting education: Editorial. UWE Research Repository (UWE Bristol). 2 indexed citations

Lucas, Ursula & Rosina Mladenovic. (2004). Approaches to learning in accounting education. Accounting Education. 13(4). 399–407. 32 indexed citations

10.

Lucas, Ursula & Jan H. F. Meyer. (2004). Supporting student awareness: understanding student preconceptions of their subject matter within introductory courses. Innovations in Education and Teaching International. 41(4). 459–471. 24 indexed citations

11.

Lucas, Ursula, et al.. (2004). ‘Who writes this stuff?’: students' perceptions of their skills development. Teaching in Higher Education. 9(1). 55–68. 20 indexed citations

12.

Lucas, Ursula & Jan H. F. Meyer. (2004). ‘Towards a mapping of the student world’: the identification of variation in students' conceptions of, and motivations to learn, introductory accounting. The British Accounting Review. 37(2). 177–204. 70 indexed citations

13.

Lucas, Ursula. (2001). Deep and surface approaches to learning within introductory accounting: a phenomenographic study. Accounting Education. 10(2). 161–184. 115 indexed citations

14.

Lucas, Ursula. (2000). WORLDS APART: STUDENTS' EXPERIENCES OF LEARNING INTRODUCTORY ACCOUNTING. Critical Perspectives on Accounting. 11(4). 479–504. 68 indexed citations

15.

Ashworth, Peter & Ursula Lucas. (2000). Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education. 25(3). 295–308. 239 indexed citations

16.

Lucas, Ursula. (1999). A Counting in Greenland. Critical Perspectives on Accounting. 10(3). 376–376. 1 indexed citations

17.

Ashworth, Peter & Ursula Lucas. (1998). What is the ‘World’ of Phenomenography?. Scandinavian Journal of Educational Research. 42(4). 415–431. 122 indexed citations

18.

Lucas, Ursula, et al.. (1996). The use of objective testing in first-year undergraduate accounting courses. Accounting Education. 5(2). 121–130. 4 indexed citations

19.

Lucas, Ursula. (1996). Student approaches to learning – a literature guide. Accounting Education. 5(1). 87–98. 19 indexed citations

20.

Lucas, Ursula. (1992). Book Reviews. Accounting Education. 1(3). 276–276.

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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