Doctoral Programme of Education and Society, 240 cr

GOALS OF POSTGRADUATE EDUCATION

1. Learning outcomes

In line with the Government Decree on University Degrees (794/2004), the purpose of postgraduate education is for doctoral researchers to become well-versed in their own field of research: its development, basic problems, research methods and societal significance. In addition, they must acquire competences in the field of research, enabling independent and critical engagement with scientific methods and the creation of new knowledge.

The Doctor of Philosophy (Education) and Doctor of Philosophy degrees are designed to provide doctoral researchers with an in-depth understanding of the interdisciplinary field of education, focusing on research development, core challenges, research methodologies, and societal impact. This doctoral programme equips researchers with the skills and knowledge necessary to contribute as an independent expert within their specialisation area, actively engaging in national and international research communities. Through their studies, the researchers will learn to critically interpret and contribute to scientific advancements, generate and communicate research findings, and contribute to both academic and societal discourse.

1.1 Goals

The curriculum emphasises practical and academic competences required for independent research, with the following goals:

1. Competence and expertise development: Researchers are guided to achieve the essential skills and knowledge necessary for conducting high-quality, independent research. This includes fostering critical thinking, engaging with scientific methodologies, and skills development in areas such as artificial intelligence and interdisciplinary collaboration, in line with evolving research requirements.

2. Ethics, social responsibility and data protection: The curriculum integrates research ethics, responsible conduct, societal impact, and data protection requirements. Doctoral researchers gain a strong foundation in ethical research practices, the broader responsibilities of their work, and the critical importance of safeguarding sensitive data.

3. Alignment with national and international standards: The programme adheres to national and international guidelines by establishing structured yet adaptable pathways for developing research expertise, academic presentations, the public dissemination of findings, and engagement with open science practices. These standards support the doctoral researchers to contribute to a more transparent and collaborative global research environment.

4. Flexible, personalised learning paths: Recognising the diversity of research fields and individual career goals, the curriculum allows flexibility. Doctoral researchers are encouraged to tailor their learning paths with competencies tracked and assessed with a personalised portfolio, which supports professional growth and identity development. 

1.2 Guiding principles

The curriculum’s guiding principles are:

1. Connection with the faculty’s research focus areas: Studies are linked to the Faculty of Education and Culture’s key research themes.

2. Community building and support: A collaborative environment is fostered among the doctoral researchers, supervisors, and faculty to encourage reciprocal support, knowledge sharing, and a sense of community.

3. Comprehensive supervision and support: A structured yet supportive supervision system, including high-quality guidance and regular follow-up, ensures that the researchers have access to the necessary academic and practical resources.

4. Clear and predictable pathway through the studies: The curriculum is structured to facilitate timely degree completion within four years of full-time study, with progress regularly monitored against established learning outcomes. 

These goals and guiding principles ensure that doctoral researchers are prepared to meet the evolving demands of working life while maintaining a high standard of academic integrity and contributing meaningfully to educational research and societal development. In addition, the doctoral programme is closely aligned with the values of Tampere University. It fosters courage by empowering doctoral researchers to tackle pressing educational and societal challenges with innovative solutions. Critical thinking is central to our approach, encouraging the questioning of established ideas and promoting creative, open dialogue. We deeply value diversity, appreciating the unique backgrounds and perspectives each researcher brings, which enhances collaboration and equality. Our commitment to erudition (Bildung) is reflected in the pursuit of academic and artistic excellence, underscored by mutual respect. Adopting a learner-centred approach, we focus on each researcher’s development, inspiring curiosity and a lifelong passion for learning.Openness guides our transparent communications and decision-making, as we engage with society to highlight our scientific achievements and maximise impact. Finally, we uphold responsibility in all aspects of the doctoral programme — research, education, community engagement, and societal impact — aspiring to lead sustainable development. 

Structure of the studies of PhD (Education) and PhD degrees

The doctoral and Licentiate degrees consist of studies supporting research work (40 credits) and the dissertation (200 credits).

The studies supporting research work include general academic competences for researchers (at least 10 credits) and discipline- and field-specific studies (at least 20 credits).

The specific courses or other activities within the modules are negotiated between the doctoral researcher and the supervisors and recorded in the Personal Study and Supervision Plan (PSSP). Each doctoral researcher has the responsibility to request a meeting with the supervisors to update, revise and resubmit the PSSP once a year by the given deadline of 28 February. The courses can be selected from the offerings of the Doctoral Programme of Education and Society, the Tampere University Doctoral School or other appropriate academic contexts. 

1. General Academic Competences (DPEDU-J11, minimum of 10 credits)

• Skills for decision-making and conducting research in accordance with the ethical principles of high-quality research

• Skills for developing an advanced understanding of scientific principles and the foundations of research

• Communication skills

• Pedagogical competences

Mandatory courses:

Philosophy of Science (3 credits) and Research Ethics (3 credits). (See the course offerings of the Doctoral School.)

2. Discipline- and Field-Specific Studies (DPEDU-J21, minimum of 20 credits)

• Skills related to the research field

• Skills related to the academic discipline

Mandatory courses: Focal Areas and Approaches in Educational Research (DPEDU.310, 5 credits) and Research Seminar (DPEDU.100, 5 credits). (Offered by the Doctoral Programme of Education and Society.)

3. Dissertation (DPEDU.991, 200 credits) 

• Writing the dissertation and defending it in public.