Doctoral Degree Programme in Educational Sciences and Psychology

The faculty has one doctoral degree programme of education and psychology. In the doctoral programme, one can do a PhD on general educational science, psychology, educational psychology, sociology, early childhood, learning sciences, gender studies, school research, special education, music education or environmental education. The doctoral programme prepares researchers to understand the phenomena and their significance in society and in large changes.

Graduates from the programme are scientific experts in education, psychology, teaching and learning, and they take part in developing society towards social justice, ecological sustainability, and intelligence. The graduates can critically analyse knowledge and information, and produce new, high-quality and trustworthy knowledge about the phenomena in the field, and lead development in the educational field.

The goal of the doctoral training is research-based expertise that serves society. Gaining a doctorate requires planning, commitment, self-directedness and the right supervisor for the topic. To gain a doctorate one must finish doctoral studies, write a PhD thesis and defend it publicly. The goal is to complete the studies in four years.

• Instructions for applying: https://www.oulu.fi/en/research/graduate-school/admissions
• When a researcher at least at docent level and employed by the faculty has accepted the research plan and agreed to become the main supervisor, the applicant may leave their application for consideration with UniOgs.
• It is recommended to contact the potential principal supervisor already months before applying. The supervisory relationship is central to the PhD process. You will find potential supervisors below on this page. When considering a potential supervisor, it is recommended to get to know their publications and research.
• It is recommended to contact the desired supervisor with a preliminary research plan. With a good preliminary plan (see here) the applicant can show motivation and ability for PhD studies. The prospective supervisors assess these when considering applications.
• Writing a good preliminary research plan commonly takes months. The applicant should familiarize themselves with recent research on their topic and showcase the need for the research.
• All applicants must possess sufficient language skills in order to follow the doctoral studies. The teaching languages at the University of Oulu are Finnish and English. All applicants who have not completed a secondary or higher education degree in the Finnish language must demonstrate that they possess sufficient English and/or Finnish language skills. More information here: https://www.oulu.fi/en/research/graduate-school/admissions
• If the earlier degree is from a field other than the main subject of the PhD, the supervisor may, together with the doctoral degree programme director, demand additional studies to be completed before the application is accepted. These studies are not a part of the PhD.

Preliminary stage research plan

(does not guarantee finding a supervisor)

When supervisors have (unfunded) openings in their research groups, they will accept PhD researchers based on their topic’s suitability to the research group and their potential. Both are usually presented in the form of a preliminary research plan/proposal. Writing the proposal typically takes months and requires extensive reading on the topic. Some supervisors ask for an extended literature review instead of a proposal.

Supervisors are encouraged to assess the plan carefully. High quality supervision is a notable investment on the faculty’s part, and should lead to timely graduation (aim: 4 years) and high quality research. If the supervisors are convinced by the research plan, they will consider moving forward with the applicant, to the stages of applying for the study right. Below, a common structure for a research plan (Academy of Finland). The language can be Finnish or English. Find instructions here: https://www.oulu.fi/en/research/graduate-school/admissions#accordion-control-research-plan

Seeking for funding is a central part of doctoral studies.

• Be active: Get familiar with the main funders in your study area. You can find different funders here (Funding database for science and arts): https://research.fi/en/. Ask around, if anyone is looking for project staff for their future applications.
• Train yourself: Ask to see successful applications. Seek advice and participate in courses for applying funding.
• Follow instructions: You need to meticulously follow the structure of the research plan given by the funder. Your plan is the “marketing pitch” for the funder.
• Ask for a reference even if the funder says they are not obligatory.
• Tip: The abstract or a short version of the study is the most important part. The reviewer reads it first.
• Make a yearly plan for applying. Example of funding calendar for educational sciences

• Other sources:
  
  - The University of Oulu Scholarship Foundation: https://oulunyliopistontukisaatio.fi/en/
  
  - Otto Malm Foundation: https://en.ottomalm.fi/
  
  - The Ella and Georg Ehnrooth Foundation: https://www.ellageorg.fi/en
  
  - Waldemar von Frenckells stiftelse: http://www.foundationweb.net/frenckell/
  
  - Mannerheimin Lastensuojeluliiton tutkimussäätiö (pages in Finnish): https://www.mlltutkimussaatio.fi/

The main supervisors are listed according to their main topics. You will find more detailed information from their own web-pages.

Psychology

Mirka Hintsanen

Julia Jäkel

Discipline-based education research and teacher education

Teachers and teacher education

Minna Uitto

Sonja Lutovac



Discipline based teacher education

Hannu Heikkinen (Drama education)

Sari Harmoinen (Math, natural sciences and STEAM, subject education, transdisciplinary education)

Pirjo Suvilehto (Finnish language and literature)

Pirkko Paananen (Music education)



Early Childhood education

Signe Siklander (Collaborative learning in diverse environments, playfulness and gamification in teaching and learning, play and play environments)

Outi Ylitapio-Mäntylä

Anna-Maija Puroila (Does not take new PhD-students to supervise)

Karin Murris (posthumanism; postqualitative research; philosophy in/of education; decolonising education; global education; South African education; Philosophy with Children; Reggio Emilia; digital play)



Special Education

Marjatta Takala

Riikka Mononen

Societal and theoretical issues in education

Biodiversity education and environmental citizenship

Pauliina Rautio



Gender studies

Tuija Huuki (power, violence, diversity, safety and equality in and around education; sexuality and relationship education; arts-methods and research-activism)

Johanna Hiitola (forced migration, two-way integration, transnational family relations, gendered violence, antiracism, power-knowledge, sociology of associations, queer & trans studies)

Mervi Heikkinen (gender equality, desegregation, gendered and sexual violence and its prevention)



Sociology

Anu Alanko

Vesa Puuronen



School and society

Maija Lanas (school, social justice, childhood studies, youth studies)



Global education and sustainable development

Elina Lehtomäki

Katri Jokikokko



Educational Philosophy

Katariina Holma

Kimmo Kontio

Anniina Leiviskä

Eetu Pikkarainen

Jouni Peltonen

Learning sciences

Education psychology and learning analytics

Hanni Muukkonen

Teemu Suorsa



Learning and learning processes, Educational Technology

Sanna Järvelä

Hanna Järvenoja

Jonna Malmberg

Kati Mäkitalo



Continuous learning

Anu Kajamaa

Some common disputes in the academia are related to data rights, authorship, and research ethics in general. It is recommended that the PhD-researcher will be informed about these.

Research ethics

some sources: https://www.oulu.fi/en/research/research-integrity-and-ethics, https://tenk.fi/en

Data rights

In the beginning of the research project, it is a good idea to explicitly agree on data rights, on paper.

Questions of authorship

• Issues of authorship are one of the most typical reasons for dispute in the academia. The best way to avoid disputes is to agree on issues of authorship in the beginning of the writing process.
• Who is an author, what is required of an author, how is author order determined? Common criteria:
  
  (a) all who have made a substantive contribution to an intellectual product are listed as authors.
  
  (b) researchers take responsibility and credit, including authorship credit, only for work they have actually performed or to which they have contributed.
  
  (c) principal authorship, authorship order, and other publication credits are based on the relative scientific or professional contributions of the individuals involved, regardless of their status. The criteria for making these determinations are specified at the outset of the writing process.
  
  (d) A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis

Issues to keep an eye on: Guest Authorship, Honorary or Gift Authorship, Ghost Authorship

More Sources:

• American educational research association (AERA)
• Committee on Publication Ethics (COPE)
• Council of science editors (CSE)
• The European Association of Science Editors (EASE)
• International Committee of Medical Journal Editors (ICMJE)

PhD-thesis can be a monograph or a compilation. Below, requirements for a compilation.

Compilation thesis

consists of at least three (3) scientific, peer reviewed articles, which are accepted for publication (one can be in review) and an integrative chapter.

1. The articles:

a. The doctoral researcher must be the first author in at least two articles.

b. The articles may be published in Finnish of English.

c. The scientific journals must be recognized in scientific community. Rogue and predator journals are not accepted. Also, conference proceedings are not accepted.

d. If two articles are published or accepted for publication in peer reviewed scientific journal:

• The third may be a manuscript accepted for review (in review, submitted is not enough). In this case, the pre-examiner is asked to pay special attention on the manuscript. OR
• The third may be published in a peer reviewed edited book. If the article is published in a book, the publisher should be recognized in the national publication forum (JUFO).

2. The integrative chapter:

a. can also be referred as a summary, synthesis, compilation part or introduction, depending on the discipline.

b. presents the key contributions of the entire thesis, based on the articles.

c. describes the overall research problem, objectives, methodology, key findings and scientific contribution of the thesis.

d. serves three purposes. The pre-examiner is asked to assess whether it succeeds in this:

i. In terms of substance, it presents the research topic and/or research phenomenon in its context.

ii. In terms of the research design and methods, it provides an overarching description of how the method(s) chosen for the whole thesis research allow responding to research questions.

iii. In terms of the process, it demonstrates the learning gained by the doctoral researcher and demonstrates their skills in mastering wider entities.

This is an open-to-all seminar where new PhD researchers present their approved research plans (towards a compulsory credit for their studies, 419115J). Through these seminars, it is easy to get to know the new researchers in our faculty beyond disciplinary or unit borders. PhD Research Plan Seminar is organised once in the autumn term and twice every spring term. Presentations are welcome in Finnish or English.

More information and signing up to present: Sonja.lutovac@oulu.fi

24.4.2024, 14-16