OOIR: Observatory of International Research

Papers

(The TQCC of Studies in Continuing Education is 4. 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
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
The why of where: Vietnamese doctoral students’ choice of PhD destinations	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