Arild Raaheim

492 total citations
27 papers, 333 citations indexed

About

Arild Raaheim is a scholar working on Education, Social Psychology and General Health Professions. According to data from OpenAlex, Arild Raaheim has authored 27 papers receiving a total of 333 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 4 papers in Social Psychology and 4 papers in General Health Professions. Recurrent topics in Arild Raaheim's work include Evaluation of Teaching Practices (6 papers), Student Assessment and Feedback (5 papers) and Innovative Education and Learning Practices (4 papers). Arild Raaheim is often cited by papers focused on Evaluation of Teaching Practices (6 papers), Student Assessment and Feedback (5 papers) and Innovative Education and Learning Practices (4 papers). Arild Raaheim collaborates with scholars based in Norway, Denmark and Australia. Arild Raaheim's co-authors include Lucas M. Jeno, Anne G. Danielsen, Anders Bærheim, Silje Mæland, Gaute Velle, Vidar Gynnild, Vigdis Vandvik, Lone Holst, Gunnar Tschudi Bondevik and Anton Havnes and has published in prestigious journals such as SHILAP Revista de lepidopterología, Assessment & Evaluation in Higher Education and Educational Psychology.

In The Last Decade

Arild Raaheim

22 papers receiving 308 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Arild Raaheim Norway	8	144	99	62	59	58	27	333
David Molero López-Barajas Spain	12	185 1.3×	237 2.4×	103 1.7×	43 0.7×	79 1.4×	73	456
Siu‐Man Raymond Ting United States	10	170 1.2×	86 0.9×	34 0.5×	29 0.5×	55 0.9×	24	344
Ángel de Juanas Oliva Spain	12	191 1.3×	67 0.7×	50 0.8×	37 0.6×	55 0.9×	71	390
Evangelia Karagiannopoulou Greece	15	237 1.6×	169 1.7×	47 0.8×	35 0.6×	167 2.9×	43	512
Juliana Beatríz Stover Argentina	7	104 0.7×	153 1.5×	37 0.6×	21 0.4×	103 1.8×	28	310
Laura Abellán Roselló Spain	4	179 1.2×	95 1.0×	29 0.5×	17 0.3×	84 1.4×	19	362
Fernando Fajardo Bullón Spain	10	153 1.1×	97 1.0×	59 1.0×	20 0.3×	85 1.5×	46	307
Alyson Leah Lavigne United States	12	363 2.5×	61 0.6×	95 1.5×	47 0.8×	32 0.6×	37	615
Yuane Jia United States	9	216 1.5×	89 0.9×	35 0.6×	22 0.4×	92 1.6×	33	350
Els van Rooij Netherlands	9	319 2.2×	164 1.7×	126 2.0×	62 1.1×	123 2.1×	12	569

Countries citing papers authored by Arild Raaheim

Since Specialization

Citations

This map shows the geographic impact of Arild Raaheim's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Arild Raaheim with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Arild Raaheim more than expected).

Fields of papers citing papers by Arild Raaheim

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Arild Raaheim. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Arild Raaheim. The network helps show where Arild Raaheim may publish in the future.

Co-authorship network of co-authors of Arild Raaheim

This figure shows the co-authorship network connecting the top 25 collaborators of Arild Raaheim. A scholar is included among the top collaborators of Arild Raaheim based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Arild Raaheim. Arild Raaheim is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Boud, David, Ole Eggers Bjælde, Kenan Dikilitaş, et al.. (2025). Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework. Assessment & Evaluation in Higher Education. 1–18.

Mubuuke, Aloysius Gonzaga, et al.. (2024). Ugandan optometry students’ experiences of their clinical training: a qualitative study. BMC Research Notes. 17(1). 296–296.

Raaheim, Arild, et al.. (2024). What characterizes the use of digital technology in bachelor-level practice placements in health programs?. Nurse Education in Practice. 75. 103883–103883. 5 indexed citations

Raaheim, Arild, et al.. (2022). What Characterizes the Use of Digital Technology in Bachelor-Level Practice Placements in Health Programs?. SSRN Electronic Journal. 1 indexed citations

Bærheim, Anders, Ingunn Johanne Ness, & Arild Raaheim. (2021). Reflexivity in Interprofessional Workplace Learning. Duo Research Archive (University of Oslo). 1 indexed citations

Velle, Gaute, et al.. (2021). Learning and personal epistemologies among students in three work placement settings. Education Inquiry. 13(3). 249–268. 1 indexed citations

Jeno, Lucas M., et al.. (2021). Motivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competence. Scandinavian Journal of Educational Research. 67(2). 194–211. 35 indexed citations

Heyn, Lena Günterberg, et al.. (2019). Taksonomitabellen. Nordisk Sygeplejeforskning. 9(4). 272–284. 1 indexed citations

Raaheim, Arild & Herbjørn Nysveen. (2019). Studentaktiv læring. SHILAP Revista de lepidopterología. 42(2). 215–234. 5 indexed citations

10.

Raaheim, Arild, et al.. (2018). DIGITAL ASSESSMENT IN HIGHER VOCATIONAL EDUCATION IN NORWAY – STUDENTS AS PARTNERS. EDULEARN proceedings. 1. 5903–5909.

11.

Raaheim, Arild, et al.. (2018). Digital assessment – how does it challenge local practices and national law? A Norwegian case study. European Journal of Higher Education. 9(2). 219–231. 39 indexed citations

12.

Velle, Gaute, et al.. (2018). Biology students at work: Using blogs to investigate personal epistemologies. Cogent Education. 5(1). 1563026–1563026. 2 indexed citations

13.

Jeno, Lucas M., et al.. (2017). The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective. CBE—Life Sciences Education. 16(4). ar59–ar59. 57 indexed citations

14.

Jeno, Lucas M., et al.. (2016). bioCEED Survey 2015. 1 indexed citations

15.

Bondevik, Gunnar Tschudi, et al.. (2015). Interprofessional Workplace Learning in Primary Care: Students from Different Health Professions Work in Teams in Real-Life Settings.. International journal on teaching and learning in higher education. 27(2). 175–182. 19 indexed citations

16.

Raaheim, Arild, et al.. (2009). Learning physiotherapy in clinical practice: Student interaction in a professional context. Physiotherapy Theory and Practice. 25(4). 268–278. 40 indexed citations

17.

Raaheim, Arild. (2006). Do students profit from feedback?. SHILAP Revista de lepidopterología. 2(2). 1 indexed citations

18.

Marín, Jesús Rodríguez, et al.. (1995). Health psychology and quality of life research: Proceedings of the 8th annual conference of the european health psychology society. Dialnet (Universidad de la Rioja). 3 indexed citations

19.

Raaheim, Arild. (1987). Learning to Learn at University. Scandinavian Journal of Educational Research. 31(4). 191–197. 2 indexed citations

20.

Raaheim, Arild. (1984). Can Students be Taught to Study? An Evaluation of a Study‐Skill Programme Directed at First Year Students at the University of Bergen. Scandinavian Journal of Educational Research. 28(1). 9–15. 3 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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