William G. Spady

5.6k total citations · 3 hit papers
54 papers, 3.5k citations indexed

About

William G. Spady is a scholar working on Education, Media Technology and Social Psychology. According to data from OpenAlex, William G. Spady has authored 54 papers receiving a total of 3.5k indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 7 papers in Media Technology and 4 papers in Social Psychology. Recurrent topics in William G. Spady's work include Higher Education Learning Practices (10 papers), Engineering Education and Curriculum Development (7 papers) and Education Systems and Policy (6 papers). William G. Spady is often cited by papers focused on Higher Education Learning Practices (10 papers), Engineering Education and Curriculum Development (7 papers) and Education Systems and Policy (6 papers). William G. Spady collaborates with scholars based in United States, China and Saudi Arabia. William G. Spady's co-authors include Otis Dudley Duncan, David L. Featherman, Beverly Duncan, Douglas E. Mitchell, Phillip C. Schlechty, Wajid Hussain, Lindsey Conner, Muhammad Tayyab Naqash, Sohaib Z. Khan and Bilal A. Khawaja and has published in prestigious journals such as SHILAP Revista de lepidopterología, Contemporary Sociology A Journal of Reviews and American Journal of Sociology.

In The Last Decade

William G. Spady

52 papers receiving 2.6k citations

Hit Papers

Dropouts from higher education: An interdisciplinary revi... 1970 2026 1988 2007 1970 1975 1971 250 500 750

Peers

William G. Spady
Comparison fields: 5 of 129
  • Education 2.3k
  • Sociology and Political Science 685
  • Social Psychology 406
  • Safety Research 282
  • Political Science and International Relations 269
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Citations per field, relative to William G. Spady
William G. Spady · 1×
Citations per year, relative to William G. Spady
William G. Spady · 1×

Countries citing papers authored by William G. Spady

Since Specialization
Citations

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

Fields of papers citing papers by William G. Spady

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by William G. Spady. 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 William G. Spady. The network helps show where William G. Spady may publish in the future.

Co-authorship network of co-authors of William G. Spady

This figure shows the co-authorship network connecting the top 25 collaborators of William G. Spady. A scholar is included among the top collaborators of William G. Spady 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 William G. Spady. William G. Spady 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
# Work Indexed citations
1 14
2 0
3
Using the SAQA Critical Outcomes to empower learners and transform education : conversation piece
1
4
Keys to Professionalism.
3
5
Why Change Doesn't Happen and How To Make Sure It Does.
26
6 5
7
Total Leaders: Applying the Best Future-Focused Change Strategies to Education
28
8
Outcome-based education : critical issues and answers
400
9
An Appeal to Objective Dialogue: A Response to Schlafly and LaHaye.
6
10
Choosing Outcomes of Significance.
68
11
Light, Not Heat, on OBE.
10
12
Beyond traditional outcome-based education
125
13
Organizing for Results: The Basis of Authentic Restructuring and Reform.
141
14 2
15
Achieving Excellence through Outcome-Based Instructional Delivery.
17
16
The Concept and Implications of Competency-Based Education.
14
17 22
18 2
19
The Authority System of the School and Student Unrest: A Theoretical Explanation
8
20
Dropouts from higher education: An interdisciplinary review and synthesis breakdown →
778

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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