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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

"Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country
Joanne Hardman, Richard Watermeyer, Kalpana Shankar, et al.
South African Journal of Higher Education (2022)
Open Access | Times Cited: 22

Showing 22 citing articles:

Sustainable software engineering: Reflections on advances in research and practice
Colin C. Venters, Rafael Capilla, Elisa Yumi Nakagawa, et al.
Information and Software Technology (2023) Vol. 164, pp. 107316-107316
Open Access | Times Cited: 22
Responsible leadership in higher education in developing countries
Md Shamirul Islam, Yuka Fujimoto, Amlan Haque, et al.
Higher Education (2024)
Closed Access | Times Cited: 3
Lessons learnt during COVID-19: making sense of Australian and Swedish university lecturers’ experience
Kristina Turner, Siobhán O’Brien, Helena Wallström, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 7
A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
Menna Brown, Alice E. Hoon, Maisie Edwards, et al.
PLoS ONE (2023) Vol. 18, Iss. 5, pp. e0283742-e0283742
Open Access | Times Cited: 7
Insights into leadership practices in South African Higher Education
Beverly G. Venter, Marieta du Plessis, Marius W. Stander
SA Journal of Industrial Psychology (2024) Vol. 50
Open Access | Times Cited: 1
A Bayesian active learning approach to comparative judgement within education assessment
A. Gray, Alma Rahat, Tom Crick, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100245-100245
Open Access | Times Cited: 1
Resilience in higher education during the COVID-19 pandemic: A scoping literature review with implications for evidence-informed policymaking
Oksana Celbis, Mindel van de Laar, Louis Volante
International Journal of Educational Research Open (2024) Vol. 8, pp. 100392-100392
Closed Access | Times Cited: 1
Defining and Advancing a Systems Approach to Achieving Educator Wellbeing: An Integrative Review of Wellbeing in Higher Education
Melinda Laundon, Deanna Grant‐Smith
Student Success (2023) Vol. 14, Iss. 3, pp. 104-119
Open Access | Times Cited: 4
Women academics and the changing psychological contract during COVID-19 lockdown
Linda Ronnie, Marieta du Plessis, Cyrill Walters
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 5
COVID-19 and Psychological Distress in Africa
Yamikani Ndasauka
Routledge eBooks (2023)
Open Access | Times Cited: 2
The effects of technostress on academic commitment among first-year undergraduate students at an institution of higher education in South Africa
John Mangundu
(2023), pp. 106-117
Open Access | Times Cited: 2
A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
menna brown, Alice E. Hoon, Maisie E Edwards, et al.
(2022)
Open Access | Times Cited: 4
University students' and lecturers' perceived stress and satisfaction with life during the COVID‐19 pandemic: The role of personality traits and self‐efficacy
David Lacko, Jiří Čeněk, Martina Hřebíčková
Social and Personality Psychology Compass (2024) Vol. 18, Iss. 5
Open Access
Creating Mentally Healthy Universities: Lessons from Staff Experiences of Transition through the COVID-19 Pandemic
Michelle Jayman, Siobhán Lynam
Social Sciences (2024) Vol. 13, Iss. 7, pp. 343-343
Open Access
Metaphor drawing as decolonial research and feminist care among Black women academics in selected South African higher education institutions in times of crises
Relebohile Moletsane, Ronelle Carolissen, Saajidha Sader, et al.
Agenda (2023) Vol. 37, Iss. 2, pp. 11-25
Open Access | Times Cited: 1
A systematic review of the implications for teaching, learning and assessment at South African universities after the Covid-19 pandemic
Sfiso C. Mahlaba, Gordon Keabetswe Sekano
Perspectives in Education (2023) Vol. 41, Iss. 4
Open Access | Times Cited: 1
Prelims

Emerald Publishing Limited eBooks (2022), pp. i-xxvi
Open Access | Times Cited: 2
Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa
Siyabonga Theophillus Pika, Sarasvathie Reddy
(2022)
Open Access | Times Cited: 1
Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa
Siyabonga Theophillus Pika, Sarasvathie Reddy
Education Sciences (2022) Vol. 12, Iss. 11, pp. 830-830
Open Access | Times Cited: 1
A critique of "understanding the unintended consequences of online teaching"
Suzanne Kieviet
South African Journal of Higher Education (2023) Vol. 37, Iss. 3
Open Access
Academic Staff Coping Responses to COVID-19 Disruptions in Universities
Peter J. O. Aloka, Mary Ooko
Routledge eBooks (2023), pp. 55-71
Open Access
Managing Faculty and Student’s Perception of Emergency Covid-19 Pandemic Learning in Nigeria
Felicia Mormah
International Journal of Higher Education Pedagogies (2022) Vol. 3, Iss. 3, pp. 40-47
Open Access
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