- About this Journal
- Abstracting and Indexing
- Aims and Scope
- Article Processing Charges
- Articles in Press
- Author Guidelines
- Bibliographic Information
- Citations to this Journal
- Contact Information
- Editorial Board
- Editorial Workflow
- Free eTOC Alerts
- Publication Ethics
- Reviewers Acknowledgment
- Submit a Manuscript
- Subscription Information
- Table of Contents
Education Research International
Volume 2012 (2012), Article ID 961505, 12 pages
The Supervisory Relationship as an Arena for Ethical Problem Solving
Centre for Research and Development in Higher Education, University of Helsinki, 00014 Helsinki, Finland
Received 22 February 2012; Accepted 5 June 2012
Academic Editor: Elizabeth Campbell
Copyright © 2012 Erika Löfström and Kirsi Pyhältö. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- K. Pyhältö, J. Stubb, and J. Tuomainen, “International Evaluation of Research and Doctoral Education at the University of Helsinki—to the Top and Out to Society. Summary Report on Doctoral Students’ and Principal Investigators’ Doctoral Training Experiences,” 2012, http://wiki.helsinki.fi/display/evaluation2011/Survey+on+doctoral+training.
- G. Ives and G. Rowley, “Supervisor selection or allocation and continuity of supervision: Ph.D. students' progress and outcomes,” Studies in Higher Education, vol. 30, no. 5, pp. 535–555, 2005.
- K. Pyhältö, A. Toom, J. Stubb, and K. Lonka, “Challenges of becoming a scholar: a study of experienced problems and well-being of doctoral students,” ISRN Education. In press.
- O. Dysthe, A. Samara, and K. Westrheim, “Multivoiced supervision of Master's students: a case study of alternative supervision practices in higher education,” Studies in Higher Education, vol. 31, no. 3, pp. 299–318, 2006.
- T. Becher, Academic Ttribes and Territories: Intellectual Enquiry and the Culture of Discipline, Open University Press, Stony Stratford, UK, 1989.
- K. S. Kitchener, “Ethical principles and ethical decisions in student affairs,” in New Directions for Student Services: Applied Ethics in Student Services, H. J. Canon and R. D. Brown, Eds., pp. 17–29, Jossey-Bass, San Francisco, Calif, USA, 1985.
- Academy of Finland, “Ethical Guidelines,” 2007, http://www.aka.fi/en-GB/A/Decisions–Impacts/Use-of-funding/.
- European Commission, “Ethics for Researchers,” Brussels, Belgium, 2007, ftp://ftp.cordis.europa.eu/pub/fp7/docs/ethics-for-researchers.pdf.
- American Psychological Association, “Responsible Conduct of Research,” 2012, http://www.apa.org/research/responsible/index.aspx.
- L. Johnson, A. Lee, and B. Green, “The PhD and the autonomous self: gender, rationality and postgraduate pedagogy,” Studies in Higher Education, vol. 25, no. 2, pp. 135–147, 2000.
- J. Stubb, K. Pyhältö, and K. Lonka, “Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-being,” Studies in Continuing Education, vol. 33, no. 1, pp. 33–50, 2011.
- K. Pyhältö, J. Tuomainen, and J. Stubb, “Exploring the anatomy of fit between doctoral student’s and supervisor’s perceptions about the resources and challenges in the doctoral journey,” Submitted to Studies in Higher Education.
- M. Appel and L. Dahlgren, “Swedish doctoral students’ experiences on their journey towards a PhD: obstacles and opportunities inside and outside the academic building,” Scandinavian Journal of Educational Research, vol. 47, pp. 89–110, 2003.
- M. Brauer, J. C. Abric, E. Drozda-Senkowska et al., “Doctoral training in the French-speaking countries of Europe: objectives and suggestions for improvement,” European Psychologist, vol. 8, no. 1, pp. 9–17, 2003.
- International Postgraduate Student Mirror. Catalonia, Finland, Ireland and Sweden, Högskoleverket, Swedish National Agency for Higher Education, 2006.
- J. A. Toews, J. M. Lockyer, D. J. G. Dobson, and A. K. Brownell, “Stress among residents, medical students, and graduate science (MSc/PhD) students,” Academic Medicine, vol. 68, no. 10, pp. S46–S48, 1993.
- S. K. Gardner, “Fitting the mold of graduate school: a qualitative study of socialization in doctoral education,” Innovative Higher Education, vol. 33, no. 2, pp. 125–138, 2008.
- C. M. Golde, “Should i stay or should i go? Student descriptions of the doctoral attrition process,” Review of Higher Education, vol. 23, no. 2, pp. 199–227, 2000.
- L. McAlpine and J. Norton, “Reframing our approach to doctoral programs: an integrative framework for action and research,” Higher Education Research & Development, vol. 25, pp. 3–17, 2006.
- C. R. Bair and J. G. Haworth, “Doctoral student attrition and persistence: a meta-analysis of research,” in Proceedings of the Annual Meeting of the Association for the Study of Higher Education (ASHE '99), San Antonio, Tex, USA, 1999.
- B. Kurtz-Costes, L. A. Helmke, and B. Ülküsteiner, “Gender and doctoral studies: the perceptions of Ph.D. students in an American university,” Gender and Education, vol. 18, no. 2, pp. 137–155, 2006.
- T. Wright, “Postgraduate research students: people in context?” British Journal of Guidance and Counselling, vol. 31, no. 2, pp. 209–227, 2003.
- E. R. Welfel, Ethics in Counceling and Psychotherapy: Standards, Research, and Emerging Issues, Brooks/Cole, Pacific Grove, calif, USA, 1998.
- S. Vehviläinen and E. Löfström, “The university teacher in the supervision system: an interpretation of challenges and development needs,” in Proceedings of the 11th Symposium of the Consortium of Higher Education Researchers in Finland, University of Jyväskylä, August 2011.
- L. McAlpine, M. Jazvac-Martek, and N. Hopwood, “Doctoral student experience in education: activities and difficulties influencing identity development,” International Journal of Researcher Development, vol. 1, pp. 97–109, 2009.
- T. Becher, “The significance of disciplinary differences,” Studies in Higher Education, vol. 19, pp. 151–161, 1994.
- T. Becher and P. R. Trowler, Academic Tribes and Territories, Open University Press, Buckingham, 2001.
- K. Pyhältö, J. Stubb, and K. Lonka, “Developing scholarly communities as learning environments for doctoral students,” International Journal for Academic Development, vol. 14, no. 3, pp. 221–232, 2009.
- E. Wenger, Communities of Practice. Learning, Meaning, and Identity, Cambridge University Press, Cambridge, UK, 1998.
- A. Collins, J. Brown, and S. Newman, “Cognitive apprenticeship: teaching the crafts of reading, writing and mathematics,” in Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, L. B. Resnick, Ed., pp. 453–513, Routledge, 1989.
- K. Holley, “Doctoral student socialization in interdisciplinary fields,” in On Becoming a Scholar. Socialization and Development in Doctoral Education, S. K. Gardner and P. Mendoza, Eds., pp. 97–112, Stylus Publishing, LLC, Va, USA, 2010.
- K. S. Kitchener, “Psychologist as teacher and mentor: affirming ethical values throughout the curriculum,” Professional Psychology: Research and Practice, vol. 23, no. 3, pp. 190–195, 1992.
- L. E. Schulte, “Graduate education faculty and student perceptions of the ethical climate and its importance in the retention of students,” College Student Retention, vol. 3, pp. 119–136, 2001.
- M. S. Anderson, K. Seashore Louis, and J. Earle, “Disciplinary and departmental effects on observations of faculty and graduate student misconduct,” Journal of Higher Education, vol. 65, pp. 331–350, 1994.
- L. E. Schulte, F. Thompson, K. Hayes, J. Noble, and E. Jacobs, “Undergraduate faculty and student perceptions of the ethical climate and its importance in retention,” College Student Journal, vol. 34, pp. 565–576, 2001.
- P. C. Kelley, B. R. Agle, and J. Demott, “Mapping our progress: identifying, categorizing and comparing universities' ethics infrastructures,” Journal of Academic Ethics, vol. 3, no. 2–4, pp. 205–229, 2005.
- K. Pyhältö and J. Stubb, “Doctoral students’ sense of relational agency in their scholarly communities,” Submitted to International Journal of Academic Development.
- S. Saari and A. Moilanen, “International Evaluation of Research and Doctoral Training at the University of Helsinki 2005–2010,” University of Helsinki, Administrative Publications 81, 2012, http://www.helsinki.fi/julkaisut/aineisto/hallinnon_julkaisuja_81_2012.pdf.
- J. Sainio, “Entering the job market as an expert—employment and views about doctoral training among graduates from doctoral programmes in 2006 and 2007,” Career and recruitment services of Finnish universities & Ministry of Education, 2010, http://www.aarresaari.net/pdf/Asiantuntijana_tyomarkkinoille_netti.pdf.
- R. P. Weber, Basic Content Analysis, Sage, Newbury Park, Calif, USA, 1985.
- C. Marshall and G. B. Rossman, Designing Qualitative Research, Sage, London, UK, 1995.
- G. S. Åkerlind, “Academic growth and development—how do university academics experience it?” Higher Education, vol. 50, no. 1, pp. 1–32, 2005.
- R. K. Goodyear, C. A. Crego, and M. W. Johnston, “Ethical issues in the supervision of student research: a study of critical incidents,” Professional Psychology: Research and Practice, vol. 23, no. 3, pp. 203–210, 1992.
- J. Walker, “Measuring plagiarism: researching what students do, not what they say they do,” Studies in Higher Education, vol. 35, no. 1, pp. 41–59, 2010.
- B. G. Tabachnick, P. Keith-Spiegel, and K. S. Pope, “Ethics of teaching: beliefs and behaviors of psychologists as educators,” American Psychologist, vol. 46, no. 5, pp. 506–515, 1991.
- S. K. Gardner, ““I heard it through the grapevine”: doctoral student socialization in chemistry and history,” Higher Education, vol. 54, no. 5, pp. 723–740, 2007.