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 2022-06-01 to 2026-06-01.)

Article	Citations
Becoming doctoral researchers: the role of dialogic activities in fostering community belonging	24
A systematic literature review on technology in online doctoral education	18
Managers’ sociocognitive conflicts in collaborative learning	16
Logic of internship learning in hybrid engineering workplace settings: a sociomaterial assemble of digital tools, humans and activities	15
Learning, instruction and assessment in the workplace: applying and augmenting Communities of Practice theory	11
‘I’ve never experienced learning like this before’: examining a Chinese doctoral student’s expansive learning from the activity theory perspective	11
How work-integrated learning shapes students’ professional identity	10
Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now	10
Sustainability of learning at work: experiences of police, hospital, and ICT personnel	10
Talking about machines: discursive sensemaking and workplace learning in the age of AI	10
Feeling like an academic writer: an exploration of doctoral students’ struggle for recognition	8
Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework	8
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	7
Professional learning promoting agency in challenging practice contexts	7
Understanding continuing professional development of vocational teachers	7
Learning in and for a changing work life	7
Where is the ‘WIL’ in Work-integrated Learning Research?	6
Skilling up a workforce in neoliberal times: a case study of professional learning in Neighbourhood Houses in Australia	6
PhD graduates deliberately choosing a career beyond academia: a typology	5
Utilising strategies for active participation in international conferences: a study on doctoral students’ professional development	5
Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa	5
Joking aside: negotiating power structures in doctoral supervision	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

Master’s students’ attitudes towards research-informed educational practice: findings from a repeated cross-sectional study	4
Teacher practice under the structural challenges of academic second chance education	4
The same starting line? The effect of a master’s degree on PhD students’ career trajectories	4
Emotional management in professional education: a practice architecture analysis of emotionally challenging simulations	4