1. University of Oulu graduate school
The name of game
-Key players, their roles and goals
University of Oulu Graduate School/ Introduction to doctoral training / Annu Perttunen

2.
Discussion 3 minutes
What do you expect from your research environment and from your graduate school?
The quality, expertise and real world experience of our academics is what makes Alliance MBS stand apart from other business schools. Whatever your chosen area of study we hope to find you supervisors who share your passion and have the disciplinary and methodological expertise to guide you through your studies successfully.
Your supervisors will be your guide from the very start. Our academics pride themselves on developing supportive professional relationships with doctoral researchers which bring benefits to everyone: your experience can inform your supervisors' research, whilst their expertise helps shape yours.
You will work regularly with your supervisor from day one, developing essential research skills and approaches, planning and disseminating your work.
As an Alliance MBS doctoral researcher you will be part of a stimulating and diverse student community. Our doctoral students come from over 30 different countries, with very varied backgrounds (from public sector policy makers and leaders in financial markets through to entrepreneurs). Many students develop amazing support networks amongst their fellow students, which they maintain throughout and beyond their studies.
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

3. What can you expect? After the completion of your doctoral training,
What can you expect?
After the completion of your doctoral training,
you can expect to have acquired
the fundamental Tools-of-the-Trade
necessary to build and develop your own successful career.
Let’s say you have a few pieces of wood and a bunch of nails. Without any tools, there’s not much you can do with those raw materials. But if I gave you a hammer and a saw, suddenly there are a few things you could build, such as basic shelves or a small step stool. And what if I gave you even more tools? A screwdriver. A router. An electric sander. The more tools you acquired, the more things you could build from those raw materials, right? The answer is yes, with one major caveat as long as you know how to use them.
When it comes to choosing which tools you’re going to utilize in your personal marketing campaign, they naturally divide themselves into two categories: The Essentials and The Enhancers.
The essential elements of any powerful personal marketing campaign are the same no matter what your market is like or who you are. What will vary is how you’re going to use them based on what you’re trying to accomplish and the market in which you work.
Taking Inventory: Five Questions So what’s in your tool box? Are your tools matching and organized or an disheveled hodgepodge of items you’ve collected over the years? How do you use the tools you have? What tools are you missing? How can we help you?
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

4. What are those tools-of-the-trade ?
Ability to…
do original research (that’s the easy bit)
get others excited about your research
create, develop and run your own original research project
obtain funds for your own research programme
survive in an highly competitive and collaborative environment
make a difference and leave your mark on the world
respect and acknowledge the achievements of others
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

5. The job of a mature researcher in a nutshell
The job of a mature researcher in a nutshell
Research – project planning and execution, and the analysis and interpretation of the results
Networking – local, national and international
Communication – written and oral publication of the research results
Promoting the exploitation of the results - in academic, non-academic and general public sectors
Management – materials, infrastructure and human resources
Funding and reports
Teaching and supervision
Own career development – planning and execution
Networking: In addition to providing opportunities to find mentors, networks, both formal and informal, serve other important functions. Networks provide opportunities for learning about organizational culture, expectations, and opportunities for advancement. Networks also provide opportunities for transfer of tacit knowledge regarding organizational procedures, best practices, and/or potential problems. Research also suggests that employees with more elaborate social networks are more productive and more satisfied with their work. Although empirical
research on the operation of social networks in the academy is scant, the available scholarship suggests that social networks do play a critical role in academic careers. In fact, the significance of networks in the academic work-place is enhanced by the fact that universities tend to
function more like networks than hierarchies”
Promoting: aims at stimulating and supporting the knowledge transfer process between academia and industry (he application of quality management practices in research organisations; - the importance of the proof-of-concept stage as a knowledge marketing tool; - IP protection as an exploitation strategy for research organisations; - evaluating the application potential of knowledge. )
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

6. Seven doctoral training principles (European Comission: Nov. 2011)
Seven doctoral training principles (European Comission: Nov. 2011)
1. Research Excellence
The new academic generation should be trained to become creative, critical and autonomous intellectual risk-takers, pushing the boundaries of frontier research.
2. Attractive Institutional Environment
Good working conditions empowering doctoral candidates to become independent researchers. These should include career development opportunities, in line with the European Charter for Researchers and the Code of Conduct for the Recruitment of Researchers (endorsed by all Finnish Universities, incl. OU in October 2012).
3. Interdisciplinary Research Options
Open research environment and culture to ensure that any appropriate opportunities for cross-fertilisation between disciplines can foster the necessary breadth and interdisciplinary approach.
In the framework of the European Research Area, the European Commission has developed a set of seven principles for innovative doctoral training. The seven EU principles were based on the ten Salzburg principles (enriched in 2010 by a series of Salzburg II Recommendations on ways to implement the principles), good practice in Member States and the Marie Curie experience. They have been endorsed by the EU Council of Ministers in their conclusions on the modernisation of higher education on 28/29 November These seven principles are presented below.
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

7. Seven doctoral training principles (European Comission: Nov. 2011)
4. Exposure to industry and other relevant employment sectors
In the widest sense.
5. International networking
Collaborative research, co-tutelle, dual and joint degrees. Mobility should be encouraged.
6. Transferable skills training
Skills demanded by the knowledge-based economy. Business should be more involved in curricula development and doctoral training so that skills better match industry needs.
7. Quality Assurance
Enhance the quality of the research environment, promote transparent and accountable procedures for admission, supervision, awarding the doctorate degree, career development, … .
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

8.
Supervision
Each student has the fundamental right to receive adequate expert supervision of his/her doctoral training.
he supervisor–doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information about doctoral students’ perceptions of their relationship with their supervisor can be useful for providing detailed feedback to supervisors aiming at improving the quality of their supervision. These faculty members not only guide and support the PhD candidate, but also play an important role in the assessment of the quality of the final manuscript submitted.
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

9. Supervision
Employers and/or funders should ensure that a person is clearly identified to whom early-stage researchers can refer for the performance of their professional duties, and should inform the researchers accordingly.
Such arrangements should clearly define that the proposed supervisors
Are sufficiently expert in supervising research,
Have sufficient time, knowledge, experience and expertise
Have the commitment to be able to offer the research trainee appropriate support and provide for the necessary progress and review procedures, as well as the necessary feedback mechanisms.
(The European Charter for Researchers & The Code of Conduct for the Recruitment of Researchers)
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

10. Supervision vs. autonomy
Remember, your supervisor's role is not to dictate in detail, but rather to advise, guide and oversee your research and training.
You will rapidly become self-sufficient in everyday work, but you will need to consult your supervisor about major matters:
the background, methods, and experimental set up of the project,
the clarification and critical examination of results,
the context of the project, and it results, with respect to wider concerns,
the best choice of studies adapted to your own professional goals
and, eventually, the preparation of the thesis.
We are all different and there is no general recipe for establishing a good supervisor- student relationship.
Discuss with your supervisor about the type of guidance and criticism that you find of most assistance.
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

11. Supervision Your supervisor also has his/her own bridges to cross
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

12. Follow-up group It’s all about quality control
Follow-up group It’s all about quality control
Follows the progress of the research and studies in relation to the doctoral training plan;
Supports and encourages the progress of the training and career plans;
Gives constructive feedback on the research and studies;
Follows that the training environment and supervision are sufficient in the context of the announced plans;
Evaluates the Doctoral Training Plan and progress reports of the student;
Takes a stand on the proposed pre-examiners and opponent(s) of the doctoral thesis.
The  purpose  of  Thesis  Committee  work  is  to  improve  the  quality  of  research research  training The  Thesis  Committee  meetings  are  arranged  annually  and  aim  to:  
• ensure  that  the  project  is  scientifically  valid  and  suitable  for  a  PhD  project  
•ensure   that   the   student’s   coursework   supports   the   PhD   project   and   provides   the expected  skills  
•evaluate   the   progress   and   future   plans   of   the   PhD   project   including   overseeing   the timely  graduation  of  the  student
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

13. Follow-up group composition
The follow-up group
Will have a chairperson who is at least docent-level (with a doctoral degree).
Will have at least one other doctor-level members.
Will have at least one member from the University of Oulu.
May have a third member (highly recommended):
Preferably doctor-level, but …
May be a master-level expert from outside the university with a strong knowledge of the field in a non-academic context (industry, government …).
Members may not
Be directly connected to the research, or to the doctoral student;
Have joint publications with the student;
Have an active role in the same research or research group as the doctoral student;
Be close relatives, or family members.
Be a supervisor of the student. However, when expressly invited by the doctoral student, supervisors may attend a meeting.
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

14.
Discussion 3 minutes
What do UniOGS and your research environment expect from you?
The quality, expertise and real world experience of our academics is what makes Alliance MBS stand apart from other business schools. Whatever your chosen area of study we hope to find you supervisors who share your passion and have the disciplinary and methodological expertise to guide you through your studies successfully.
Your supervisors will be your guide from the very start. Our academics pride themselves on developing supportive professional relationships with doctoral researchers which bring benefits to everyone: your experience can inform your supervisors' research, whilst their expertise helps shape yours.
You will work regularly with your supervisor from day one, developing essential research skills and approaches, planning and disseminating your work.
As an Alliance MBS doctoral researcher you will be part of a stimulating and diverse student community. Our doctoral students come from over 30 different countries, with very varied backgrounds (from public sector policy makers and leaders in financial markets through to entrepreneurs). Many students develop amazing support networks amongst their fellow students, which they maintain throughout and beyond their studies.
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

15. Recognition of the profession
Recognition of the profession
All researchers engaged in a research career should be recognised as professionals and be treated accordingly.
This should commence at the beginning of their careers, namely at postgraduate level, and should include all levels, regardless of their classification at national level (e.g. employee, postgraduate student, doctoral candidate, postdoctoral fellow, civil servants).
Early-Stage Researchers
Researchers in the first four years (full-time equivalent) of their research activity, including the period of research training
Researchers in their training phase should establish a structured and regular relationship with their supervisor(s) and faculty/departmental representative(s) so as to take full advantage of their relationship with them.
This includes:
keeping records of all work progress and research findings,
obtaining feedback by means of reports and seminars,
applying such feedback and
working in accordance with agreed schedules, milestones, deliverables and/or research outputs.
(The European Charter for Researchers & The Code of Conduct for the Recruitment of Researchers)
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

16. Expectations of the graduate school and the research environment
Commitment and motivation
Compliance with degree requirements and procedures
Serious work ethics
Respect of the work environment and colleagues
Development and execution of a coherent training plan (research, studies & career)
Regular reporting and meetings with your supervisor and doctoral training follow-up group
Timely publication of the results
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

17. Most of all…
We expect you to make us proud of your achievements, both during your training, and afterwards,
when you have developed your own career.
Your future success is our reward
We are here to help you succeed
University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen

18. University of Oulu Graduate School/ Introduction to doctoral training /
Annu Perttunen