Max Scheja

1.2k total citations
49 papers, 724 citations indexed

About

Max Scheja is a scholar working on Education, General Health Professions and Public Health, Environmental and Occupational Health. According to data from OpenAlex, Max Scheja has authored 49 papers receiving a total of 724 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 15 papers in General Health Professions and 15 papers in Public Health, Environmental and Occupational Health. Recurrent topics in Max Scheja's work include Innovations in Medical Education (14 papers), Interprofessional Education and Collaboration (12 papers) and Nursing education and management (10 papers). Max Scheja is often cited by papers focused on Innovations in Medical Education (14 papers), Interprofessional Education and Collaboration (12 papers) and Nursing education and management (10 papers). Max Scheja collaborates with scholars based in Sweden, Finland and Canada. Max Scheja's co-authors include Håkan Hult, Elisabet Welin Henriksson, Katri Manninen, Charlotte Silén, Kerstin Pettersson, Noël Entwistle, Velda McCune, Maria Weurlander, Annika Wernerson and Magnus Söderberg and has published in prestigious journals such as SHILAP Revista de lepidopterología, Medical Teacher and Studies in Higher Education.

In The Last Decade

Max Scheja

45 papers receiving 667 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Max Scheja Sweden 15 360 214 184 104 74 49 724
Jane Koch Australia 14 335 0.9× 259 1.2× 225 1.2× 78 0.8× 84 1.1× 20 786
Shoaleh Bigdeli Iran 13 135 0.4× 164 0.8× 102 0.6× 78 0.8× 22 0.3× 63 453
Sevgi Turan Türkiye 12 266 0.7× 232 1.1× 133 0.7× 143 1.4× 12 0.2× 52 603
Margaret M. Plack United States 16 398 1.1× 506 2.4× 256 1.4× 48 0.5× 22 0.3× 47 963
Maureen McLaughlin United States 17 342 0.9× 141 0.7× 282 1.5× 124 1.2× 34 0.5× 43 971
Johanna Schönrock-Adema Netherlands 15 394 1.1× 508 2.4× 222 1.2× 217 2.1× 16 0.2× 45 1.1k
Maria Weurlander Sweden 14 359 1.0× 143 0.7× 76 0.4× 80 0.8× 10 0.1× 36 629
Martin Gartmeier Germany 11 230 0.6× 153 0.7× 82 0.4× 70 0.7× 11 0.1× 53 559
Rick D. Axelson United States 10 275 0.8× 243 1.1× 97 0.5× 79 0.8× 9 0.1× 20 637
Yvonne Botma South Africa 15 153 0.4× 214 1.0× 218 1.2× 30 0.3× 147 2.0× 81 597

Countries citing papers authored by Max Scheja

Since Specialization
Citations

This map shows the geographic impact of Max Scheja'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 Max Scheja with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Max Scheja more than expected).

Fields of papers citing papers by Max Scheja

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Max Scheja. 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 Max Scheja. The network helps show where Max Scheja may publish in the future.

Co-authorship network of co-authors of Max Scheja

This figure shows the co-authorship network connecting the top 25 collaborators of Max Scheja. A scholar is included among the top collaborators of Max Scheja 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 Max Scheja. Max Scheja is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Scheja, Max, et al.. (2025). Useful Learning From Bachelor's Thesis to Professional Nursing Practice: A Qualitative Interview Study. SAGE Open Nursing. 11. 2125970295–2125970295.
2.
3.
Scheja, Max, et al.. (2023). Students’ ways of experiencing writing a bachelor’s thesis: a phenomenographic interview study. Higher Education Research & Development. 42(7). 1640–1653. 4 indexed citations
4.
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Scheja, Max & Klara Bolander Laksov. (2023). Vad är och kan högskolepedagogisk forskning vara? Respons på Sverre Wides diskussionsinlägg. SHILAP Revista de lepidopterología. 13(1). 35–39.
6.
Westerbotn, Margareta, et al.. (2023). Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective. Nordic journal of nursing research. 43(2). 5 indexed citations
7.
Rudberg, Susanne, et al.. (2022). Views on education and upcoming profession among newly admitted students at a Swedish baccalaureate nursing program: A descriptive mixed method study. Nurse Education in Practice. 63. 103393–103393. 4 indexed citations
8.
Rudberg, Susanne, et al.. (2022). Undergraduate nursing students’ experiences of becoming a professional nurse: a longitudinal study. BMC Nursing. 21(1). 219–219. 24 indexed citations
9.
Fossum, Bjöörn, et al.. (2021). Nursing students’ expectations of the process of writing a bachelor’s thesis in Sweden: A qualitative study. Nurse Education in Practice. 54. 103095–103095. 14 indexed citations
10.
Wilder, Jenny, et al.. (2019). Managing children with challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis. International Journal of Disability Development and Education. 67(4). 376–392. 14 indexed citations
11.
Kalén, Susanne, et al.. (2018). Treat me nice! –a cross-sectional study examining support during the first year in the emergency medical services. Scandinavian Journal of Trauma Resuscitation and Emergency Medicine. 26(1). 92–92. 4 indexed citations
12.
Lindström, Veronica, et al.. (2017). Striving for balance - A qualitative study to explore the experiences of nurses new to the ambulance service in Sweden. Nurse Education in Practice. 27. 63–70. 19 indexed citations
13.
Scheja, Max, et al.. (2015). Exploring teams of learners becoming “WE” in the Intensive Care Unit – a focused ethnographic study. BMC Medical Education. 15(1). 131–131. 12 indexed citations
14.
Manninen, Katri, Elisabet Welin Henriksson, Max Scheja, & Charlotte Silén. (2014). Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study. BMC Medical Education. 14(1). 131–131. 23 indexed citations
15.
Halldén, Ola, et al.. (2013). The contextuality of knowledge : an intentional approach to meaning making and conceptual change. Dialnet (Universidad de la Rioja). 509–532. 14 indexed citations
16.
Lewitt, Moira, Ewa Ehrenborg, Max Scheja, & Annelie Brauner. (2009). Stereotyping at the undergraduate level revealed during interprofessional learning between future doctors and biomedical scientists. Journal of Interprofessional Care. 24(1). 53–62. 19 indexed citations
17.
Scheja, Max & Kerstin Pettersson. (2009). Transformation and contextualisation: conceptualising students’ conceptual understandings of threshold concepts in calculus. Higher Education. 59(2). 221–241. 25 indexed citations
18.
Dahlgren, Lars Owe, et al.. (2009). The anatomy of learning anatomy. Advances in Health Sciences Education. 15(2). 153–165. 54 indexed citations
19.
Lindblom, Per Henrik, et al.. (2007). Learning orthopaedics: Assessing medical students' experiences of interprofessional training in an orthopaedic clinical education ward. Journal of Interprofessional Care. 21(4). 413–423. 38 indexed citations
20.
Scheja, Max. (2006). Delayed Understanding and Staying in Phase: Students’ Perceptions of their Study Situation. Higher Education. 52(3). 421–445. 31 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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