How to Get the PhD? Methods and Prof. Riitta Keiski ......Practical Hints (2010-2011) Researcher...

How to Get the PhD? Methods and

Practical Hints (2010-2011)

Researcher Education

Prof. Riitta Keiski, October 5th, 2010

[email protected]

http://www.oulu.fi/pyolam/ 1


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HOW TO GET A PhD: METHODS AND PRACTICAL HINTS (2010-

2011), University of Oulu, October 5th, 2010

Good Practices in Researcher Education

Prof. Riitta KeiskiDepartment of Process and Environmental Engineering

POB 4300, FI-90014 University of Oulu

+358 40 726 3018, [email protected],http://www.oulu.fi/polam/

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Contents

- Quality and systematics in doctoral

education – Questions

- How to advise PhD students?

- Goals of the Finnish GS system

- Skills required from a PhD candidate

- Development of doctoral education

- The purpose and goals of JOPOKKI -

Discussion forum for

researcher education

- Background information for the design

of doctoral education in PYO

- The rules/practices in doctoral

education in PYO

- Summary: Doctoral studies – why?

- Relevant literature Problems during doctoral studies

Barriers to progress

Researcher and supervisor relationship

Best practices






[email protected]


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• How to select and invite post-graduate students?

• What is the procedure how a post-graduate student is entering into the scientific society/research team?

• How to take into account different back-grounds and motivations of post-graduate students?

• How should the joint supervising/advising be designed?

• What is the procedure to agree upon the advisement (Advisor, Supervisor, Advisors’ team; written agreements)?

• Are the follow-up teams necessary?

• Research methods, research ethics, research philosophy

• How to maintain and improve the quality of PhD theses?

• How to gain PhD in industrial and academic projects, in doctoral schools (graduate schools), when working as an assistant or outside the University?

• Collaboration with national and international companies and research institutes, foreign universities

• Applying financing should not be the main matter worring the research advisors, research teams and the scientific society!

Quality and Systematics in Doctoral

Education – Questions (1/2)


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Quality and Systematics in Doctoral

Education – Questions (2/2)

• Post-graduate studies – Role of personal study plans (HOPS)

• How should the joint courses be designed (national and internationalgraduate school courses)?

• Contents of the post-graduate studies (60 ECTS) – skills required whenworking as a researcher, expert, manager, teacher… in Finland andabroad

• What are the transferable skills that each doctor shouldhave?”Obstacles” and ”high-lights” in post-graduate education

• What kind of practical skills should the new PhD candidates have?

• What is the role of internationalization in doctoral education?

• Internationalization, e.g. studies and research done abroad, foreignadvisors, research visits, conferences, research schools

• Writing a scientific article/report, Making good applications andpresentations

• Advisors education – how to become a good advisor?






[email protected]


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The goals of the Finnish Graduate School system –

doctoral education - were set in 1995…

New practices are designed for the time being...

• To increase the quality and scientific level of researcher/doctoral

education

• To lower the age when doctoral defences take place and to

reduce the number of years needed to gain the PhD degree

• To make the researcher career more professional

• To make the post-graduate studies and thesis work more

systematic

• To enhance the collaboration between universities and research

institutes

• To clarify the responsibilities in researcher/doctoral education

• To enhance international collaboration in teaching and research


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Skills required from a PhD candidate (1/2)

• Wide and clear view on science and the nature of research and

research principles

• Deep knowledge on his/her own discipline and research area

• Good skills to enter to the researcher career

• Skills for independent work alone and in research teams

• Knowledge on good scientific practice and research ethics and

willingness to act according to the rules and willingness to justify

one’s own and others actions according to the principles of best

practices

• Ability to collaborate, Motivation and innovativeness

• Understanding of the third responsibility of the university work to

serve the society in the context of his/her own research work

• Understanding cultural, economic and societal influences of research

• Knowledge on IPR






[email protected]


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Skills required from a PhD candidate (2/2)

• Ability to work as a specialist

• Ability to problem solving and to use systematic methods, skills

on advanced knowledge gathering and social skills

• Ability to work in different research environments and foreign

cultures

• Good ability to communicate and present research results

• Ability to act and do collaboration in multidisciplinary research

societies

• Ability of master wide issues and research questions

• In some cases a special knowledge on leadership and business

management, entrepreneurship, multiculturality

• Pedagogical skills


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Development of doctoral education (1/2)Tohtorikoulutuksen kehittäminen, OPM:n työryhmämuistioita ja selvityksiä

2006:3, 952-485-078-8 (PDF)

The report puts forward 52 recommendations for further development, including:

• The doctorate must provide solid knowledge and skills not only for career in research but for the wider employment market. Doctoral students will be supported in career planning from the outset.

• Measures to improve the efficiency of doctoral education will be carried on with a view to ensuring that the PhD programmes are primarily completed in four (4) years.

• The contracts of employment will not be divided into periods unless this is clearly in the doctoral student's interest. Foundations and funds will grant scholarships for longer periods than at present.

• The diversity of graduate schools will be maintained, with due attention to ensuring that each graduate school has a feasible size and structure.

• National cooperation between graduate schools will be intensified.• Graduate schools must also support the profilization of universities.






[email protected]


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Development of doctoral education (2/2)Tohtorikoulutuksen kehittäminen, OPM:n työryhmämuistioita ja selvityksiä 2006:3,

952-485-078-8 (PDF)

• The number of doctoral student posts (funded by the Ministry of

Education) in graduate schools will be gradually increased to 2000 by

2012. The number of coordinators (funded by the Ministry of Education)

will also be increased.

• The universities will cooperate with research institutes, business and

industry in doctoral education by means of joint graduate schools, joint

training, research collaboration and joint measures to promote the

mobility of doctoral students.

• The universities and their graduate schools will cooperate with

universities, research institutes and doctoral programmes in other

countries by means of joint training, research collaboration and joint

measures to promote the mobility of doctoral students.

• The proportion of foreign students in graduate schools will be raised to

20 % on average by 2012.


Research-

Based Teacher

Education

Biosciences

and Health

Focus Areas at UOulu - Research and innovation from the human being to technology at UOulu

Doctoral Programmes and Researcher Education in the future

Business

Studies and

Economics

Environment,

Natural Reseources

and Materials

Information

TechnologyCultural Identity

and Interaction

Minerals

and MiningSteel Research

Focus areas at UOulu

Development areas

At UOulu

Prof. , Rector (in research) T. Pihlajaniemi, 06.2010





[email protected]


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The Purpose and Goals of JOPOKKI –Discussion Forum for Researcher Education in the Department of process and Environmental Engineering

The purpose of JOPOKKI is to provide a forum to promote and contribute to the systematization of post-graduate studies and doctoral dissertation work, as a joint effort between doctoral students ands their advisors.

JOPOKKI will also work to prepare issues regarding post-graduate studies for the department council.

The goal of JOPOKKI is to create and further develop the framework and a working format for a high-quality and systematic doctoral education.

JOPOKKI is a working group for promoting post-graduate studies.


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The Line-up of Jopokki

JOPOKKI comprises of two members from each laboratory.

The first is a post-graduate student representative, who also acts as a contact person towards the post-graduate students of the laboratory.

The second member is a post-graduate research advisor(a doctor or a professor).

This line-up will allow JOPOKKI to incorporate in its development and co-ordination effort the points of view of both the

students and their advisors.

The members can be reached via the E-mail address: jopokki(at)lists.oulu.fi






[email protected]


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The Tasks of Jopokki

• To function as a working group to develop and put forward issues

regarding post-graduate studies to the department council.

• To develop the framework for the research quality system to support

post-graduate studies.

• To clarify the rules and requirements of doctoral dissertation work for

the post-graduate students and their advisors.

• To co-ordinate and develop post-graduate studies.

• To function as a bridge toward the research innovation effort and toward

the graduate schools.

• To design the best practices facilitating post-graduate studies and to

provide a communication forum for post-graduate students of the

department.

• To mediate information regarding joint projects and international

activities such as researcher exchanges and partner universities


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Members of JOPOKKIEvery laboratory delegates two contact persons who will then act as a link

toward the post-graduate students of their laboratory.

Two members by laboratories:

Bioprocess engineering

Chemical process engineering

Control engineering

Fibre and particle technology

Industrial environmental engineering

Mass and heat transfer process

Process metallurgy

Systems engineering

Water- and environmental engineering Totally 18 members (3 Chairs)






[email protected]


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Topics – 2007-2010

Jopokki seminars

• Jopokki has organized seminars for post-graduate students and advisors on February 5th, 2007, August 21st-22nd 2008 and May 12th-13th

2009

Survey of post-graduate studies

• Jopokki conducted surveys (2003, 2006) on the department to map the problems of post-graduate students and the barriers to progress of doctoral studies. The results were presented on the Jopokki seminars.

Post-graduate studies

• A large percentage of post-graduate students did not have earlier a formal study plan, and they took courses in an ad-hoc order.

• The "Post-graduate courses" page exists now and helps the post-graduate students to plan their studies (HOPS).

• The number of post-graduate courses has increased: annually 4 to 5 intensive courses.


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Topics – 2007-2010

Courses for post-graduate studies

• Generally, the faculty accepts the list of post-graduate studies before graduation.

• However, ideally, the student and the advisor should decide on the courses to be taken at the beginning of the post-graduate study period.

• To help choose courses: "Post-graduate courses" page, "Structure of studies", "Supplementary studies", "Scientific general studies" and "Book-exams“ pages.

• In addition, the guidelines for evaluating post-graduate studies have also been laid down by the department.

Steering committees

• The need to create follow-up groups for post-graduate studies had also been discussed, and examples on other faculties presented.

• The process of mapping existing steering committees and listing possible candidates (docents and doctors) for steering committee members has been initiated by Jopokki.


http://pyo.oulu.fi/index.php?862



http://pyo.oulu.fi/file.php?1545








[email protected]


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Topics – 2007-2010

Internationalization

• Jopokki has decided to promote international movement of researchers.

• Post-graduate researchers could benefit from experiences to be gained through exchange periods in foreign universities.

• Existing exchange possibilities are not sufficiently utilized, and there is a number of scholarships for international mobility as well. Further information on the International mobility page.

Jopokki discusses

• Development of doctoral education. Report of the Ministry of Education, Committee on the development of researcher training.

• Development of research career. Report of the Ministry of Education, Committee on the development of researcher training.


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Background information for the design of doctoral

education in the Department of Process and

Environmental Engineering (PYO)

• Questionaries in 2003, 2006, 2008* and 2009* to post-graduate

students in the Department of Process and Environmental

Engineering

• Proposals given in the report: Development of doctoral

education, Ministry of Education (Tohtorikoulutuksen

kehittäminen, OPM:n työryhmämuistioita ja selvityksiä 2006:3).

Self-evaluation:

strengths, weaknesses, opportunities, threats

* Done during the annual seminar







[email protected]


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Department of Process and Environmental Engineering decided upon the following rules in doctoral education (in March 2007)

Selection and invitation of post-graduate students• Clear and detailed written instructions for post-graduate studies and PhD

thesis work. Instructions will be evaluated each year (A guide-book for the post-graduate students).

– Selection and criteria for selection of post-graduate students (also for those coming from other disciplines and for foreign post-graduate students)

– Mapping the knowledge and motivation of post-graduate students (basic skills and knowhow, additional studies, goals)

– Activation of the student-advisor relationship - agreements

• Study plans that concentrate on research plans, HOPS (research plan, mobility, study plan; agreed and followed-up in collaboration with

the PhD thesis advisors).


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Post-graduate student-Advisor relationship

• Discussions between the post-graduate student and the Advisor(s) how to start post-graduate studies, agreements, responsibilities and duties

– Advisor/Supervisor: successful guidance; career opportunities; collaboration in research funding.

– Advisor and PhD student: principles in collaboration; responsibilities and duties; goals in post-graduate studies and in PhD thesis work; timetable; every-day practices in collaboration and other matters related to enhance progress in doctoral education.

– Advisor and PhD student discuss and evaluate regularily the progress in research and researcher education (discussions, progress reports, plans).






[email protected]


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Department of Process and Environmental

Engineering decided upon the following rules in

doctoral education (in March 2007)

• Two advisors/supervisors (Professors, Doctors, Docents); one

of them being the supervisor. The other advisors can come from

other disciplines, he/she can also be a foreign specialist.

→ The Faculty of technology has adopted this system in 2008

• The second advisor can be appointed when ever it is found

necessary/relevant.

• When several advisors have been appointed, a written agreement

will be done (supervisor, advisors, doctoral student;

responsibilities).

• The progress in PhD thesis work and in post-graduate

studies will be evaluated by a follow-up group.


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Department of Process and Environmental

Engineering decided upon the following rules in

doctoral education (in March 2007)

Difficulties in Advisor-PhD student relationship

• Exact rules and procedures will be created for the unwanted

situation of conflit between the supervisor and the PhD student the

main goal being to continue this advisor-student relationship (good

research practices, research ethics, protection under the law).

Advisor as a Head of research and Proper education for the

Advisor’s position

• Advisors are invited to seminars, discussion and teaching formus.

• Post-graduate students will have courses on ’How to become a

good supervisor’ and ’How to advise researchers’.






[email protected]


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Collaboration in researcher education and joining the research society/team

• Joint seminars for PhD students and advisors in this thematic area: joining the research team, research ethics, equality matters,…

• Instructions/rules on the following subject matters:

– Studies at other universities, principles and practical hints (JOO-agreements).

– How participation in international and national conferences, summer/winter schools, research seminars can be included into the post-graduate studies.


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Quality of PhD theses• Written instructions for the PhD thesis and for each stage of

the thesis work: start-up, progress, finalizing; all practical instructions and exceptions from the normal procedure.

• The quality asssessment is done in each stage:– Use only scientific criteria in this evaluation.

– Before pre-evaluation process begins, the advisors are responsible to check the quality of the thesis work (not too early, not too late)

– Independent evaluators are appointed.

– The discussion between the candidate and the opponent(s) during the defence influences the acceptance and grading of the thesis.

Good scientific practice and Research ethics

• Written instructions/rules






[email protected]


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Summary: Doctoral studies – Why?

Why research is done and why are doctors educated? – Motivation a very important matter!

• Basic need to know why things are as they are and Highest academic degree

• Researcher as a profession, other expert work, management and leadership, professors, senior teachers…

What is good scientific research?

• It is systematic, it has a defined goal and it is well organized – it trains one to good and responsible life

When the education should be given so that becoming a doctor would not be a too big task?

• During the basic university studies/candidate level (research methodology and ethics; universities)

• During the doctoral studies (doctoral education, international education; universities in collaboration with research institutes and industry)

• After the PhD defence (researcher career, international education; universities in collaboration with research institutes and industry)

What after the PhD thesis work?• Academic career (20 % of the PhDs)

• Employment in industry, companies, societies – several different professions


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Literature (http://www.minedu.fi/OPM/Julkaisut/julkaisuhaku?lang=fi)

Tohtorikoulutuksen kehittäminen, Report on the development of doctoral education. OPM:n työryhmämuistioita ja selvityksiä 2006:3, 952-485-078-8 (PDF).– Development of doctoral education. Report of the Ministry of Education,

Committee on the development of researcher training.

Tutkijanuratyöryhmän loppuraportti, Report of the committee on the development of research career. OPM:n työryhmämuistioita ja selvityksiä 2006:13, 952-485-143-1 (PDF).- Development of research career. Report of the Ministry of Education, Committee on the development of researcher training.

Hiltunen, K. & Pasanen, H.-M. Tulevat tohtorit. The new doctors. Jatko-opiskelijoiden kokemukset ja arviot tohtorikoulutuksesta 2005. Opetusministeriön julkaisuja 2006:48, 952-485-246-2 (PDF).

Tohtoritarve 2020-luvulla. Ennakointia tohtorien työmarkkinoiden ja tutkinto-tarpeiden pitkän aikavälin kehityksestä . Opetus- ja kulttuuriministeriön julkaisuja 2010:13.

Prof. Riitta Keiski

Department of Process and Environmental Engineering

Tel.: +358 8 553 2348, +358 40 726 3018

E-mail: [email protected]

Wed-pages: http://www.oulu.fi/pyolam/


mailto:[email protected]

How to Get the PhD? Methods and Prof. Riitta Keiski ......Practical Hints (2010-2011) Researcher...

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