Studies in Continuing Education

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.)
ArticleCitations
Managers’ sociocognitive conflicts in collaborative learning22
Becoming doctoral researchers: the role of dialogic activities in fostering community belonging15
A systematic literature review on technology in online doctoral education13
‘I’ve never experienced learning like this before’: examining a Chinese doctoral student’s expansive learning from the activity theory perspective12
The why of where: Vietnamese doctoral students’ choice of PhD destinations12
Logic of internship learning in hybrid engineering workplace settings: a sociomaterial assemble of digital tools, humans and activities12
Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now11
Learning, instruction and assessment in the workplace: applying and augmenting Communities of Practice theory11
Adult tertiary education and migrants’ coping strategies in the German labour market8
Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework7
Sustainability of learning at work: experiences of police, hospital, and ICT personnel7
Exploring the value of community-based learning in a professional doctorate: A practice theory perspective6
Feeling like an academic writer: an exploration of doctoral students’ struggle for recognition6
Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa5
Professional learning promoting agency in challenging practice contexts5
Obstacles, facilitators, and needs in doctoral writing: A systematic review5
Utilising strategies for active participation in international conferences: a study on doctoral students’ professional development5
A work-integrated educational intervention in health and social care – professionals’ experiences of joint education5
The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes5
Teachers’ problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally5
Understanding continuing professional development of vocational teachers5
Skilling up a workforce in neoliberal times: a case study of professional learning in Neighbourhood Houses in Australia4
Cumulative advantage and learning in mid-life4
Where is the ‘WIL’ in Work-integrated Learning Research?4
Teacher practice under the structural challenges of academic second chance education4
Affective practice architectures of professional learning in international schools4
Emotional management in professional education: a practice architecture analysis of emotionally challenging simulations4
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