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 2022-08-01 to 2026-08-01.)

Article	Citations
Becoming doctoral researchers: the role of dialogic activities in fostering community belonging	29
Managers’ sociocognitive conflicts in collaborative learning	19
A systematic literature review on technology in online doctoral education	19
Logic of internship learning in hybrid engineering workplace settings: a sociomaterial assemble of digital tools, humans and activities	16
‘I’ve never experienced learning like this before’: examining a Chinese doctoral student’s expansive learning from the activity theory perspective	14
Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now	12
Employer perspectives on graduates’ professional identity formation in the workplace	11
Feeling like an academic writer: an exploration of doctoral students’ struggle for recognition	11
Learning, instruction and assessment in the workplace: applying and augmenting Communities of Practice theory	11
Sustainability of learning at work: experiences of police, hospital, and ICT personnel	11
How work-integrated learning shapes students’ professional identity	10
Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework	10
Learning in and for a changing work life	9
Talking about machines: discursive sensemaking and workplace learning in the age of AI	9
The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes	8
A work-integrated educational intervention in health and social care – professionals’ experiences of joint education	8
Understanding continuing professional development of vocational teachers	7
Professional learning promoting agency in challenging practice contexts	7
Towards work-integrated learning for social justice: findings from participatory action research on placement poverty	7
Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa	6
PhD graduates deliberately choosing a career beyond academia: a typology	5
Skilling up a workforce in neoliberal times: a case study of professional learning in Neighbourhood Houses in Australia	5
Where is the ‘WIL’ in Work-integrated Learning Research?	5
Utilising strategies for active participation in international conferences: a study on doctoral students’ professional development	5
Exploring a practice theoretical tool-kit approach for studying professional and organisational learning processes: a pragmatist interpretation	4

Teacher practice under the structural challenges of academic second chance education	4
Master’s students’ attitudes towards research-informed educational practice: findings from a repeated cross-sectional study	4
The same starting line? The effect of a master’s degree on PhD students’ career trajectories	4
Cumulative advantage and learning in mid-life	4
Coming to practice differently in the workplace: a practice architectures exploration of workplace learning in times of change	4
Emotional management in professional education: a practice architecture analysis of emotionally challenging simulations	4