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 2021-05-01 to 2025-05-01.)

Article	Citations
Risk for professional learning when the academic community is forced online?	41
A systematic literature review on technology in online doctoral education	17
Managers’ sociocognitive conflicts in collaborative learning	15
Logic of internship learning in hybrid engineering workplace settings: a sociomaterial assemble of digital tools, humans and activities	13
The why of where: Vietnamese doctoral students’ choice of PhD destinations	11
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	10
Adult tertiary education and migrants’ coping strategies in the German labour market	10
Exploring the value of community-based learning in a professional doctorate: A practice theory perspective	9
Sustainability of learning at work: experiences of police, hospital, and ICT personnel	8
Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework	8
Feeling like an academic writer: an exploration of doctoral students’ struggle for recognition	7
Teachers’ problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally	7
A work-integrated educational intervention in health and social care – professionals’ experiences of joint education	7
Professional learning promoting agency in challenging practice contexts	6
Skilling up a workforce in neoliberal times: a case study of professional learning in Neighbourhood Houses in Australia	6
Understanding continuing professional development of vocational teachers	6
Obstacles, facilitators, and needs in doctoral writing: A systematic review	6
The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes	6
Where is the ‘WIL’ in Work-integrated Learning Research?	5
Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa	5
Utilising strategies for active participation in international conferences: a study on doctoral students’ professional development	5
The same starting line? The effect of a master’s degree on PhD students’ career trajectories	4
Affective practice architectures of professional learning in international schools	4
Exploring a practice theoretical tool-kit approach for studying professional and organisational learning processes: a pragmatist interpretation	4

Cumulative advantage and learning in mid-life	4
Academic, interrupted: exploring learning, labour and identity at the outbreak of the COVID-19 pandemic	4
Coming to practice differently in the workplace: a practice architectures exploration of workplace learning in times of change	3
‘I keep my brain on my iPhone’ – being and becoming an emergency physician in a technological age	3
The potential of social networking sites for continuing professional learning: investigating the experiences of teachers with limited resources	3
Joking aside: negotiating power structures in doctoral supervision	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
A practice theory perspective on learning: beyond a ‘standard’ view	3
Teacher practice under the structural challenges of academic second chance education	3
Configuring enterprises as spaces for learning: possibilities, risks and limits	3
Constructing workplace subjectivity: exploring workplace learning of immigrant settlement workers in Canada	2
PhD holders at the boundaries and knowledge brokering	2
Predoctoral publications and academic career: a systematic review and future directions	2
Learning sustainability through enterprise work in ecovillages	2
‘How’ and ‘why’ cannot be separated: empirical insights into the company-based part of apprenticeship training in Austria	2
The role of situated talk in developing doctoral students’ researcher identities	2
Part-time master’s students’ attitudes towards study and work	2
Political economy model of program planning: adult education for marginalised adults, civil society and democracy	2
A path to a deliberate leadership development system: uncovering social representations to facilitate work-integrated learning	2
The school is not a learning environment: how language matters for the practical study of educational practices	1
Drivers of change for researcher development in Tanzania	1
Creating spaces of learning in academia: fostering niches for professional learning practice	1
Teaching ‘a course without content’: relational agentic orientations to reorganisation of higher education	1
Exploring doctoral students’ emotions in feedback on academic writing: a critical incident perspective	1
Riding the emotional rollercoaster? Emotions in online doctoral studies	1
Learning in the workplace: newcomers’ information seeking behaviour and implications for education	1
Constituting integration in work-integrated education and learning	1
Work, learning and social change	1
Making joint action an object of attention – workshops as tools for adapting telemonitoring services	1
First-line managers’ experience of their role and gender in elderly care	1
Leadership in the built spaces of innovative learning environments: leading change in people and practices in the perfectly self-managing society	1
Stakeholders’ learning and transformative action when developing a collaboration platform to provide welfare services	1
Novice supervisees’ anxiety in counselling supervision: a phenomenological study	1
The experience of mothers as university students and pre-service teachers during Covid-19: recommendations for ongoing support	1