Heng Hou
Impact in
- Information Systems top 5%
- Blockchain Technology Applications and Security
- Management Information Systems top 10%
- FinTech, Crowdfunding, Digital Finance
Papers in
-
- Diverse Education Studies and Reforms 2
- Parental Involvement in Education 2
- Online and Blended Learning 1
-
- Dam Engineering and Safety 2
- Co-authors
- Lesley Abbott (1 shared paper)Barbara Skinner (3 shared papers)Chunhui Ma (1 shared paper)Ran Li (1 shared paper)Dexiu Hu (1 shared paper)Lin Cheng (1 shared paper)
- Journals
- Teaching and Teacher Education (1 paper)Journal of Language Identity & Education (1 paper)Language and Education (1 paper)Irish Educational Studies (2 papers)DEStech Transactions on Engineering and Technology Research (1 paper)
- Partner nations
- United KingdomChinaAustralia
In The Last Decade
Heng Hou
6 papers receiving 258 citations
Peers
Comparison fields: 5 of 60
- Information Systems 171
- Management Information Systems 53
- Computer Science Applications 17
- Human Factors and Ergonomics 6
- Computer Networks and Communications 56
Countries citing papers authored by Heng Hou
This map shows the geographic impact of Heng Hou'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 Heng Hou with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Heng Hou more than expected).
Fields of papers citing papers by Heng Hou
This network shows the impact of papers produced by Heng Hou. 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 Heng Hou. The network helps show where Heng Hou may publish in the future.
Co-authors
The 6 scholars most cited alongside Heng Hou, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2017 | 182 | |
| 2 | 2014 | 70 | |
| 3 | 2021 | 19 | |
| 4 | 2022 | 2 | |
| 5 | 2021 | 2 | |
| 6 | 2017 | 1 | |
| 7 | 2025 | 0 | |
| 8 | 2017 | 0 |
About Heng Hou
Heng Hou is a scholar working on Education, Civil and Structural Engineering, Linguistics and Language, Management Information Systems and Sociology and Political Science, having authored 8 papers that have together received 276 indexed citations. Recurring topics across this work include Diverse Education Studies and Reforms (2 papers), Multilingual Education and Policy (2 papers), Parental Involvement in Education (2 papers), Dam Engineering and Safety (2 papers), Landslides and related hazards (1 paper), Second Language Learning and Teaching (1 paper), Online and Blended Learning (1 paper) and Innovative Education and Learning Practices (1 paper). The work is most often cited by research in Information Systems (171 citations), Management Information Systems (53 citations), Computer Science Applications (17 citations), Human Factors and Ergonomics (6 citations) and Computer Networks and Communications (56 citations). Heng Hou has collaborated with scholars based in United Kingdom, China and Australia. Frequent co-authors include Lesley Abbott, Barbara Skinner, Chunhui Ma, Ran Li, Dexiu Hu and Lin Cheng. Their work appears in journals such as Teaching and Teacher Education, Journal of Language Identity & Education, Language and Education, Irish Educational Studies and DEStech Transactions on Engineering and Technology Research.
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.