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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Variation in education doctoral students’ conceptions of university teaching
Mike Mimirinis, Kristina Ahlberg
British Educational Research Journal (2020) Vol. 47, Iss. 3, pp. 557-578
Open Access | Times Cited: 17

Showing 17 citing articles:

Phenomenographic Approaches in Research About Nursing
Martha M. Whitfield, Mike Mimirinis, Danielle Macdonald, et al.
Global Qualitative Nursing Research (2023) Vol. 10
Open Access | Times Cited: 18
Variation in Black students’ conceptions of academic support
Mike Mimirinis, Annita Ventouris, Andrew Wright
British Educational Research Journal (2023) Vol. 50, Iss. 1, pp. 241-259
Open Access | Times Cited: 16
The other side of PhD education: A systematic review of research on PhD students' development as university teachers
Jiapei Xia, Shuting Sun, Xuesong Gao
Review of Education (2025) Vol. 13, Iss. 1
Closed Access
Nurse Practitioner Conceptions of Capability Providing Medication and Safe Supply for Opioid Use Disorder in Primary Care: A Phenomenographic Study
Martha M. Whitfield, Mike Mimirinis, Danielle Macdonald, et al.
Journal of Advanced Nursing (2025)
Open Access
Actitudes del profesorado universitario que predicen el desarrollo de una buena práctica educativa: una revisión sistemática
Cristina Borja-Tomás, María Asunción Jiménez, Marta García Jiménez
European Public & Social Innovation Review (2025) Vol. 10, pp. 1-22
Open Access
Materials and Places for Learning: Experiences of Doctoral Students in and around University Spaces
Lucila Carvalho, Cristina Garduño Freeman
Postdigital Science and Education (2022) Vol. 5, Iss. 3, pp. 730-753
Open Access | Times Cited: 15
Students’ ways of experiencing writing a bachelor’s thesis: a phenomenographic interview study
Ani Henttonen, Kristina Ahlberg, Max Scheja, et al.
Higher Education Research & Development (2023) Vol. 42, Iss. 7, pp. 1640-1653
Open Access | Times Cited: 5
Meaning and structure in Black students’ ways of experiencing academic achievement
Mike Mimirinis, Andrew Wright
Journal of Human Behavior in the Social Environment (2024), pp. 1-16
Closed Access | Times Cited: 1
What do undergraduate students understand by excellent teaching?
Mike Mimirinis
Higher Education Research & Development (2020) Vol. 41, Iss. 2, pp. 466-480
Open Access | Times Cited: 12
Teaching and quality of teaching: Conceptions of higher education professors in Sao Tome and Principe
Luísa Grácio, Helga Aguiar, Heldemerina Pires, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 4
PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning
Triinu Soomere, Mari Karm
The International Journal for Academic Development (2021) Vol. 26, Iss. 3, pp. 252-265
Closed Access | Times Cited: 7
PhD Students’ Transformative Change in Teaching: A Comparative Case Study
Triinu Soomere, Mari Karm, Torgny Roxå
Journal of Transformative Education (2024) Vol. 22, Iss. 3, pp. 324-344
Open Access
Scaffolding geospatial epistemic discomfort: a pedagogical framework for cross-disciplinary landscape research
Vincenza Ferrara, María Flor Álvarez Taboada, G.L.M. Burgers, et al.
Journal of Geography in Higher Education (2024), pp. 1-11
Open Access
The expectancy and value of international education among Vietnamese doctoral students in Malaysia
Chi Hong Nguyen
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
A phenomenographic outcome space for ways of experiencing lecturing
Scott Daniel
Higher Education Research & Development (2021) Vol. 41, Iss. 3, pp. 681-698
Open Access | Times Cited: 4
How do undergraduate students’ conceptions of teaching affect their intentions for presentation?
Wenxiao Zhang, Yanqing Li, Jing Wang
Educational Psychology (2023) Vol. 43, Iss. 4, pp. 363-383
Closed Access
Shorter Publications
Jacqui Ewart
(2023), pp. 87-106
Closed Access
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