Students’ experiences of support during doctoral studies in industrial engineering and management
dc.contributor | Aalto-yliopisto | fi |
dc.contributor | Aalto University | en |
dc.contributor.advisor | Martinsuo, Miia, Prof., Tampere University of Technology, Finland | |
dc.contributor.author | Lahenius, Katja | |
dc.contributor.department | Tuotantotalouden laitos | fi |
dc.contributor.department | Department of Industrial Engineering and Management | en |
dc.contributor.school | Perustieteiden korkeakoulu | fi |
dc.contributor.school | School of Science | en |
dc.contributor.supervisor | Järvenpää, Eila, Prof., Aalto University, Finland | |
dc.date.accessioned | 2013-04-10T09:00:08Z | |
dc.date.available | 2013-04-10T09:00:08Z | |
dc.date.defence | 2013-04-12 | |
dc.date.issued | 2013 | |
dc.description.abstract | This dissertation investigates doctoral students’ experiences of the practices in supervision and in doctoral education promoting doctoral studies in industrial engineering and management. Previous research has noted that doctoral students need scientific, financial, and mental support, and identified several sources of support for doctoral students: family and friends, peer students, their supervisor, an additional supervisor, course work, study planning, and the learning environment. While investigating doctoral students’ experiences of support during their doctoral studies, this study focused on support from supervisors, support from study planning and support from peer students. The overall intent of this study was to gain an understanding of doctoral education from the doctoral students’ perspective, relying as much as possible on doctoral students’ views of doctoral education. The main research questions of the study are: 1. What kind of practices in supervision and in doctoral studies promote doctoral studies according to student evaluation?, and 2. How do different doctoral student groups differ in their support needs?. The study was conducted within one technical university department in Finland during 2008-2009.This single case study explored a bounded system through detailed data collection, using a mixed-methods approach as the research design. The overall findings of this study show that all doctoral students need support and guidance during their studies, especially in the early stages of their studies. The results suggest that that besides the single supervisor, doctoral students have other sources of support during their studies that have not been widely discussed in previous studies, such as study planning and peer students and an additional supervisor. Further, this study highlights the different support experiences and needs of different student groups. Part-time students’ poor resources and experience that they received less support from academia mean that their studies are conducted under totally different conditions when compared to the support and resources enjoyed by full-time students. This study also highlights the students’ role as active learners, acting as self-regulated learners acknowledging their own responsibility for making learning meaningful and monitoring it. | en |
dc.description.abstract | Tämän väitöskirjan tavoitteena on tutkia tuotantotalouden tohtorikoulutuksen erityiskysymyksiä ja ohjauskäytänteitä erityisesti jatko-opiskelijoiden kokemusten näkökulmasta. Aiempi tutkimus on huomioinut, että jatko-opiskelijat tarvitsevat tieteellistä, taloudellista ja henkistä tukea jatko-opintojensa aikana. Lisäksi on todettu useita tuen lähteitä: perhe ja ystävät, vertaisopiskelijat, ohjaajat ja valvojat, kurssityöskentely, opintosuunnittelu ja oppimisympäristö. Tämä tutkimus kohdistuu opiskelijoiden kokemuksiin ohjaajalta, opintosuunnittelusta ja vertaisopiskelijoilta saatuun tukeen. Väitöskirjan tavoitteena on lisätä ymmärrystä jatkokoulutuksesta opiskelijoiden näkökulmasta. Tutkimuksen pääkysymykset ovat: 1. Millaiset ohjausmallit ja käytänteet edistävät jatko-opinnoissa etenemistä opiskelija-arviointien mukaan?, ja 2. Miten eri opiskelijaryhmät eroavat tuentarpeissaan? Yksityiskohtaiset vastaukset löytyvät artikkeleista. Tutkimus suoritettiin teknillisen yliopiston tuotantotalouden laitoksella vuosina 2008-2009. Tutkimusaineiston hankinnassa käytettiin niin laadullisia kuin määrällisiäkin tutkimusmenetelmiä. Tutkimustulosten mukaan jatko-opiskelijat tarvitsevat tukea ja ohjausta, etenkin opintojensa alkutaipaleella. Tutkimustulosten mukaan eri jatko-opiskelijaryhmien kokemukset tuesta erosivat toisistaan. Tutkimustulokset paljastivat, että päätoimiset opiskelijat, jotka olivat edenneet hyvin opinnoissaan, omasivat paremmat mahdollisuudet etsiä ja saada ohjaajalta tukea kuin osa-aikaiset opiskelijat, ja siksi kokivat saavansa enemmän tukea ohjaajaltaan kuin osa-aikaiset opiskelijat. Lisäksi tutkimustulosten mukaan opiskelijoiden tulisi ottaa vastuu omista opinnoistaan sekä varata riittävästi aikaresursseja suorittaakseen tutkintonsa. | fi |
dc.format.extent | 73 + app. 74 | |
dc.format.mimetype | application/pdf | |
dc.identifier.isbn | 978-952-60-4949-6 (electronic) | |
dc.identifier.isbn | 978-952-60-4948-9 (printed) | |
dc.identifier.issn | 1799-4942 (electronic) | |
dc.identifier.issn | 1799-4934 (printed) | |
dc.identifier.issn | 1799-4934 (ISSN-L) | |
dc.identifier.uri | https://aaltodoc.aalto.fi/handle/123456789/8979 | |
dc.identifier.urn | URN:ISBN:978-952-60-4949-6 | |
dc.language.iso | en | en |
dc.opn | Austin, Ann E., Prof., Michigan State University, USA | |
dc.publisher | Aalto University | en |
dc.publisher | Aalto-yliopisto | fi |
dc.relation.haspart | [Publication 1]: Lahenius, K. & Martinsuo, M. (2010) Personal study planning in doctoral education, European Journal of Engineering Education, 35(6), pp. 607-618. | |
dc.relation.haspart | [Publication 2]: Lahenius, K. & Martinsuo, M. (2009) Students’ experiences of supervising in doctoral education in industrial engineering and management. The IEEE International Conference on Industrial Engineering and Engineering Management, IEEM 2009, Hong Kong, China, 8-11.12.2009. pp. 2003-2008. IEEM 2009 proceedings. | |
dc.relation.haspart | [Publication 3]: Lahenius, K. & Ikävalko, H. (2012) Joint supervision practices in doctoral education – a student experience, Journal of Further and Higher Education, iFirst Article, pp. 1-20. | |
dc.relation.haspart | [Publication 4]: Lahenius, K. (2012): Communities of practice supporting doctoral studies, International Journal of Management Education, 10(1), pp. 29-38. | |
dc.relation.haspart | [Publication 5]: Lahenius, K. & Martinsuo, M. (2011): Different types of doctoral study processes. Scandinavian Journal of Educational Research, 55(6), pp. 609-623. | |
dc.relation.ispartofseries | Aalto University publication series DOCTORAL DISSERTATIONS | en |
dc.relation.ispartofseries | 6/2013 | |
dc.rev | Aittola, Helena, Senior researcher, University of Jyväskylä, Finland | |
dc.rev | Hannula, Mika, Prof., Tampere University of Technology, Finland | |
dc.subject.keyword | doctoral education | en |
dc.subject.keyword | mixed methods research | en |
dc.subject.keyword | students’ experiences | en |
dc.subject.keyword | doctoral students support | en |
dc.subject.keyword | jatkokoulutus | fi |
dc.subject.keyword | opiskelijoiden kokemukset | fi |
dc.subject.keyword | jatko-opiskelijoiden ohjaus | fi |
dc.subject.keyword | tohtorikoulutus | fi |
dc.subject.other | Education | en |
dc.title | Students’ experiences of support during doctoral studies in industrial engineering and management | en |
dc.title | Opiskelijoiden kokemukset tuesta jatko-opintojen aikana tuotantotaloudessa | fi |
dc.type | G5 Artikkeliväitöskirja | fi |
dc.type.dcmitype | text | en |
dc.type.ontasot | Doctoral dissertation (article-based) | en |
dc.type.ontasot | Väitöskirja (artikkeli) | fi |
local.aalto.digiauth | ask | |
local.aalto.digifolder | Aalto_68084 |
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