| COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration R Watermeyer, T Crick, C Knight, J Goodall Higher education 81, 623-641, 2021 | 1146 | 2021 |
| Artifice or integrity in the marketization of research impact? Investigating the moral economy of (pathways to) impact statements within research funding proposals in the UK … J Chubb, R Watermeyer Studies in higher education 42 (12), 2360-2372, 2017 | 245 | 2017 |
| Impact in the REF: Issues and obstacles R Watermeyer Studies in Higher Education 41 (2), 199-214, 2016 | 218 | 2016 |
| Issues in the articulation of ‘impact’: the responses of UK academics to ‘impact’as a new measure of research assessment R Watermeyer Studies in Higher Education 39 (2), 359-377, 2014 | 183 | 2014 |
| The impact of COVID-19 and “Emergency Remote Teaching” on the UK computer science education community T Crick, C Knight, R Watermeyer, J Goodall United Kingdom & Ireland Computing Education Research conference., 31-37, 2020 | 181 | 2020 |
| ‘Pandemia’: A reckoning of UK universities’ corporate response to COVID-19 and its academic fallout R Watermeyer, K Shankar, T Crick, C Knight, F McGaughey, J Hardman, ... British Journal of Sociology of Education 42 (5-6), 651-666, 2021 | 153 | 2021 |
| Lost in the ‘third space’: the impact of public engagement in higher education on academic identity, research practice and career progression R Watermeyer European Journal of Higher Education 5 (3), 331-347, 2015 | 146 | 2015 |
| ‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector F McGaughey, R Watermeyer, K Shankar, VR Suri, C Knight, T Crick, ... Higher education research & development 41 (7), 2231-2246, 2022 | 130 | 2022 |
| Fear and loathing in the academy? The role of emotion in response to an impact agenda in the UK and Australia J Chubb, R Watermeyer, P Wakeling Academic Life in the Measured University, 103-116, 2020 | 112 | 2020 |
| The impact agenda: Controversies, consequences and challenges KE Smith, J Bandola-Gill, N Meer, E Stewart, R Watermeyer The Impact Agenda, 2020 | 109 | 2020 |
| Competitive accountability in academic life: The struggle for social impact and public legitimacy R Watermeyer Edward Elgar Publishing, 2019 | 107 | 2019 |
| Evaluating ‘impact’in the UK’s Research Excellence Framework (REF): liminality, looseness and new modalities of scholarly distinction R Watermeyer, J Chubb Studies in Higher Education 44 (9), 1554-1566, 2019 | 106 | 2019 |
| ‘Excellence’and exclusion: The individual costs of institutional competitiveness R Watermeyer, M Olssen Minerva 54, 201-218, 2016 | 103 | 2016 |
| From engagement to impact? Articulating the public value of academic research R Watermeyer Tertiary Education and Management 18, 115-130, 2012 | 97 | 2012 |
| Competing institutional logics in universities in the United Kingdom: schism in the church of reason R Shields, R Watermeyer Studies in Higher Education 45 (1), 3-17, 2020 | 88 | 2020 |
| Selling ‘impact’: peer reviewer projections of what is needed and what counts in REF impact case studies. A retrospective analysis R Watermeyer, A Hedgecoe Journal of education policy 31 (5), 651-665, 2016 | 86 | 2016 |
| Digital disruption in the time of COVID-19: Learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities R Watermeyer, T Crick, C Knight International Journal for Academic Development 27 (2), 148-162, 2022 | 68 | 2022 |
| When masses meet markets: credentialism and commodification in twenty-first century Higher Education M Tomlinson, R Watermeyer Discourse: Studies in the Cultural Politics of Education 43 (2), 173-187, 2022 | 67 | 2022 |
| Challenges for university engagement in the UK: Towards a public academe? R Watermeyer Higher Education Quarterly 65 (4), 386-410, 2011 | 64 | 2011 |
| Generative AI and the Automating of Academia R Watermeyer, L Phipps, D Lanclos, C Knight Postdigital Science and Education 6 (2), 446-466, 2024 | 57 | 2024 |
