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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:

Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum
Ninni Wahlström, Daniel Sundberg
Journal of Education Policy (2017) Vol. 33, Iss. 1, pp. 163-183
Open Access | Times Cited: 70

Showing 1-25 of 70 citing articles:

Analysing micro-credentials in higher education: a Bernsteinian analysis
Leesa Wheelahan, Gavin Moodie
Journal of Curriculum Studies (2021) Vol. 53, Iss. 2, pp. 212-228
Open Access | Times Cited: 182
Didaktik and Curriculum in Ongoing Dialogue
Ellen Krogh, Ane Qvortrup, Stefan Ting Graf
Routledge eBooks (2021)
Open Access | Times Cited: 41
Gendering the Representative Work of the European Parliament: A Political Analysis of Women MEP's Perceptions of Gender Equality in Party Groups
Johanna Kantola, Lise Rolandsen Agustín
JCMS Journal of Common Market Studies (2019) Vol. 57, Iss. 4, pp. 768-786
Open Access | Times Cited: 45
Discursive institutionalism as a research framework: result from a systematic literature review
Marek Ćwiklicki, Anna Mirzyńska
Quality & Quantity (2025)
Closed Access
A postmortem of forest policy dynamics of Nepal
Hari Krishna Laudari, Kishor Aryal, Tek Maraseni
Land Use Policy (2019) Vol. 91, pp. 104338-104338
Closed Access | Times Cited: 42
What lessons do the first Nationally Determined Contribution (NDC) formulation process and implementation outcome provide to the enhanced/updated NDC? A reality check from Nepal
Hari Krishna Laudari, Kishor Aryal, Shreejana Bhusal, et al.
The Science of The Total Environment (2020) Vol. 759, pp. 143509-143509
Closed Access | Times Cited: 33
The unfinished business of defining competences for 21st century curricula—a systematic research review
Armend Tahirsylaj, Daniel Sundberg
Curriculum Perspectives (2020) Vol. 40, Iss. 2, pp. 131-145
Open Access | Times Cited: 30
The Politicization of the Migration–Development Nexus: Parliamentary Discourse on the European Union Trust Fund on Migration
Nathan Lauwers, Jan Orbie, Sarah Delputte
JCMS Journal of Common Market Studies (2021) Vol. 59, Iss. 1, pp. 72-90
Closed Access | Times Cited: 26
Exploring curriculum change using discursive institutionalism – a conceptual framework
Andreas Nordin, Daniel Sundberg
Journal of Curriculum Studies (2018) Vol. 50, Iss. 6, pp. 820-835
Open Access | Times Cited: 30
Translating government digitalisationpolicy in higher education institutions: the Danish case
Sanne Haase, Lillian Buus
Nordic Journal of Digital Literacy (2020) Vol. 15, Iss. 4, pp. 246-258
Open Access | Times Cited: 21
Transnational competence frameworks and national curriculum-making: the case of Sweden
Andreas Nordin, Daniel Sundberg
Comparative Education (2020) Vol. 57, Iss. 1, pp. 19-34
Open Access | Times Cited: 20
Just a Buzzword? The use of Concepts and Ideas in Educational Governance
Christine R. Stenersen, Tine S. Prøitz
Scandinavian Journal of Educational Research (2020) Vol. 66, Iss. 2, pp. 193-207
Open Access | Times Cited: 18
Living in an era of comparisons: comparative research on policy, curriculum and teaching
Ninni Wahlström, Daniel Alvunger, Wieland Wermke
Journal of Curriculum Studies (2018) Vol. 50, Iss. 5, pp. 587-594
Open Access | Times Cited: 19
Outsourcing education services in South Korea, England and Hong Kong: a discursive institutionalist analysis
Agnieszka Bates, Tae-Hee Choi, Yong Kim
Compare A Journal of Comparative and International Education (2019) Vol. 51, Iss. 2, pp. 259-277
Open Access | Times Cited: 17
A conceptual framework for understanding juridification of and in education
Maria Rosén, Emma Arneback, Andreas Bergh
Journal of Education Policy (2020) Vol. 36, Iss. 6, pp. 822-842
Open Access | Times Cited: 16
Glidninger: ’Usynlige’ forandringer inden for pædagogik og uddannelser
Lejf Moos, Merete Storgaard, Klaus Kasper Kofod, et al.
Aarhus University Library eBooks (2019)
Open Access | Times Cited: 16
The OECD and the nation-state: an interdependent but ambivalent relationship
Ninni Wahlström, Andreas Nordin
Nordic Journal of Studies in Educational Policy (2024) Vol. 10, Iss. 2, pp. 114-125
Open Access | Times Cited: 1
Teacher assistants’ values in a discursive space: emerging change and re-negotiation of teacher professionalism in Sweden
Tina Lidström
Nordic Journal of Studies in Educational Policy (2024), pp. 1-14
Open Access | Times Cited: 1
Standardisation and diversification – policy tools to govern early childhood education and care
Hanne Kvilhaugsvik, Helene Marie Kjærgård Eide, Hilde Danielsen, et al.
Scandinavian Journal of Educational Research (2024), pp. 1-15
Open Access | Times Cited: 1
Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach
Kirsten Sivesind, Ninni Wahlström
Educational governance research (2017), pp. 439-462
Closed Access | Times Cited: 11
Storytelling and Policy Transfer
Titilayo Soremi
International Review of Public Policy (2019) Vol. 1, Iss. 2, pp. 194-217
Open Access | Times Cited: 11
Tracing Implications of Transnational Policy in Curriculum Events
Ninni Wahlström
The Curriculum Journal (2020) Vol. 31, Iss. 4, pp. 587-604
Open Access | Times Cited: 10
Bildung-Centred Non-affirmative School Didactics
Michael Uljens
Educational governance research (2023), pp. 95-136
Open Access | Times Cited: 3
Signifiers of Bildung, the Curriculum and the Democratisation of Public Education
Pedro Vincent Dias Bergheim
Studies in Philosophy and Education (2023) Vol. 43, Iss. 1, pp. 91-106
Open Access | Times Cited: 3
Introducing managerialism into national educational contexts through pseudo-conflict: A discursive institutionalist analysis
Amit Avigur‐Eshel, Izhak Berkovich
International Journal of Educational Development (2019) Vol. 68, pp. 1-8
Closed Access | Times Cited: 9
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