OOIR: Observatory of International Research

Papers

(The H4-Index of Studies in Higher Education is 35. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Marketisation meets welfare state ideology: tensions for Finnish higher education marketing and international student recruitment	257
When the only thing familiar is the moon – initial transitions of Indian, Pakistani and Nigerian students into UK HE	164
Can a minimalistic tip sheet with a motivational focus foster high-quality, motivating peer-feedback? Results of two field experiments	144
Exemplarity as deliberative curriculum: finding out what to study, why, and how	138
Setting the ‘normal study time’: temporal acceleration and standardisation in 1960s Swedish higher education	116
Prepared but not empowered: exploring the role of pre-doctoral research experience in a doctoral journey	95
Cognitive and non-cognitive predictors of academic success in higher education: a large-scale longitudinal study	81
Are we answering the question that has been set? Exploring the gap between research and practice around examinations in higher education	80
When negative feedback harms: a systematic review of the unintended consequences of negative feedback on psychological, attitudinal, and behavioral responses	79
Academic freedom and the decolonisation of knowledge: curriculum transformation in South Africa from a UNESCO perspective	78
Procedural fairness during university education and students’ trust in science and scientists	77
‘I am because we are’: unfolding role identity and tensions of South African middle leaders in engineering as change agents	76
Using Activity Theory to understand the interactions of a university interdisciplinary team of scientists and science educators	72
Academic identity at the intersection of global scientific communities and national science policies: societal impact in the UK and Netherlands	72
Entrepreneurial decision making in academic spinoffs: a bibliometric map and research agenda	72
Early dropout predictors in social sciences and management degree students	64
The influence of AI text generators on critical thinking skills in UK business schools	59
(Un)divided work devotion? Navigating the ideal worker norm in academia	53
Personal values matter: international students’ university selection	51
Do employability programmes in higher education improve skills and labour market outcomes? A systematic review of academic literature	51
Behind the scenes of doctoral success: a mixed methods approach to exploring PhD supervision courses in Swedish higher education institutions	49
From shame to strength: emotional and meaning-making processes among academically suspended Chinese international students	49
PhD graduates’ appraisals of work demands: challenging, hindering, and not very threatening	48
Rethinking teacher quality in Swedish higher education: insights from social sciences student perspectives and Q methodology	48
Does institutional performance matter under competition-based funding for higher education in East Asia? A comparative study in Korea and Taiwan	46

Can coaching bridge the gap for incoming Latinx graduate students?	43
Expansion of doctoral training and doctorate recipients’ labour market outcomes: evidence from German register data	42
Advancing women’s representation in top academic positions – what works?	41
Theorizing clock time-as-affect in the decolonization of higher education	36
‘Doing something with society’: the emergent professional identity of sociology graduates	36
(Dis)Engaging with entrepreneurial training: perspectives and experiences of women STEM faculty	36
Understanding the experiences of neurodivergent research students: a mixed methods systematic review	36
With credentialing as well as academic quests: students’ bounded agency in pursuit and navigation of professional doctoral studies	36
Examining the influence of human and psychological capital variables on post-secondary students’ academic stress	36
Transdisciplinarity from the grassroots: exploring student-led dialogues for sustainability	35
‘If GAI has finished her job, why would I need her?’: a mixed-methods study on students’ perceptions of GAI-using teachers	35