OOIR: Observatory of International Research

Papers

(The median citation count of Studies in Continuing Education is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-09-01 to 2025-09-01.)

Article	Citations
Managers’ sociocognitive conflicts in collaborative learning	22
Becoming doctoral researchers: the role of dialogic activities in fostering community belonging	15
A systematic literature review on technology in online doctoral education	13
The why of where: Vietnamese doctoral students’ choice of PhD destinations	12
Logic of internship learning in hybrid engineering workplace settings: a sociomaterial assemble of digital tools, humans and activities	12
‘I’ve never experienced learning like this before’: examining a Chinese doctoral student’s expansive learning from the activity theory perspective	12
Learning, instruction and assessment in the workplace: applying and augmenting Communities of Practice theory	11
Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now	11
Adult tertiary education and migrants’ coping strategies in the German labour market	8
Sustainability of learning at work: experiences of police, hospital, and ICT personnel	7
Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework	7
Feeling like an academic writer: an exploration of doctoral students’ struggle for recognition	6
Exploring the value of community-based learning in a professional doctorate: A practice theory perspective	6
Teachers’ problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally	5
Understanding continuing professional development of vocational teachers	5
Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa	5
Professional learning promoting agency in challenging practice contexts	5
Obstacles, facilitators, and needs in doctoral writing: A systematic review	5
Utilising strategies for active participation in international conferences: a study on doctoral students’ professional development	5
A work-integrated educational intervention in health and social care – professionals’ experiences of joint education	5
The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes	5
Affective practice architectures of professional learning in international schools	4
Emotional management in professional education: a practice architecture analysis of emotionally challenging simulations	4
Skilling up a workforce in neoliberal times: a case study of professional learning in Neighbourhood Houses in Australia	4
Cumulative advantage and learning in mid-life	4

Where is the ‘WIL’ in Work-integrated Learning Research?	4
Teacher practice under the structural challenges of academic second chance education	4
‘I keep my brain on my iPhone’ – being and becoming an emergency physician in a technological age	3
The same starting line? The effect of a master’s degree on PhD students’ career trajectories	3
Coming to practice differently in the workplace: a practice architectures exploration of workplace learning in times of change	3
Part-time master’s students’ attitudes towards study and work	3
Taking a step back to move forward: understanding communication skills and their characteristics in the workplace	3
How built spaces influence practices of educators’ work: an examination through a practice lens	3
Exploring a practice theoretical tool-kit approach for studying professional and organisational learning processes: a pragmatist interpretation	3
Joking aside: negotiating power structures in doctoral supervision	3
Constituting integration in work-integrated education and learning	2
Constructing workplace subjectivity: exploring workplace learning of immigrant settlement workers in Canada	2
Political economy model of program planning: adult education for marginalised adults, civil society and democracy	2
The role of situated talk in developing doctoral students’ researcher identities	2
PhD holders at the boundaries and knowledge brokering	2
Learning sustainability through enterprise work in ecovillages	2
A path to a deliberate leadership development system: uncovering social representations to facilitate work-integrated learning	2
Predoctoral publications and academic career: a systematic review and future directions	2
‘How’ and ‘why’ cannot be separated: empirical insights into the company-based part of apprenticeship training in Austria	2
Work-integrated learning students’ experience of a change laboratory: developing student agency	2
Novice supervisees’ anxiety in counselling supervision: a phenomenological study	1
Exploring the impact of AI on research practices: a postdigital ethnographic study of doctoral students’ engagement with ChatGPT	1
First-line managers’ experience of their role and gender in elderly care	1
Learning in the workplace: newcomers’ information seeking behaviour and implications for education	1
Work, learning and social change	1
Drivers of change for researcher development in Tanzania	1
Riding the emotional rollercoaster? Emotions in online doctoral studies	1
Why the expected change did not happen: frictions between different logics of action when implementing recognition of prior learning for low-qualified workers	1
Exploring doctoral students’ emotions in feedback on academic writing: a critical incident perspective	1
Teaching ‘a course without content’: relational agentic orientations to reorganisation of higher education	1
Stakeholders’ learning and transformative action when developing a collaboration platform to provide welfare services	1
The school is not a learning environment: how language matters for the practical study of educational practices	1
The experience of mothers as university students and pre-service teachers during Covid-19: recommendations for ongoing support	1