Aim/Purpose: Both the quality and the quantity of doctoral supervision have been identified as central determinants of the doctoral journey. However, there is a gap in our understanding of how supervision activities are associated with lack of wellbeing, such as burnout, and also to completion of the studies among doctoral students. Background: The study explored doctoral students’ perceptions of different aspects of supervision including the primary sources, frequency, expressed satisfaction and their interrelation with experienced stress, exhaustion and cynicism. Methodology: Altogether 248 doctoral students from three Finnish universities representing social sciences, arts and humanities, and natural and life sciences responded to an adapted version of a Doctoral Experience Survey. A combination of several measures was used to investigate the students’ experiences of supervision and burnout. Contribution: The results showed that students benefit from having several and different kinds of supervision activities. Various sources contribute not only to experiences of the doctoral journey and burnout, but also to the completion of the studies. Findings: Experienced lack of satisfaction with supervision and equality within the researcher community and a low frequency of supervision were related to experiences of burnout. Experiences of burnout were connected to students’ attrition intentions. Attrition intentions were related to source of supervision, the form of thesis, and inadequate supervision frequency. Frequency was related to both experience of burnout and likelihood of attrition. Recommendations for Practitioners: A recommendation developed from this research is to assist doctoral students with sufficient support, especially equality within the scholarly community and frequency of supervision. Further, greater emphasis could be put on group supervision and other collective forms of supervision. It is important that doctoral students develop networks both nationally and internationally. Recommendation for Researchers: A recommendation emanating from this research is to put greater emphasis on further investigation of the role of other predictors in burnout in order to enhance doctoral students’ well-being. Impact on Society: A better understanding of factors that promote lower attrition rates and enhance well-being for doctoral students is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly. Future Research: Given the results of this study, qualitative interviews might be helpful in mapping out the dynamics that lead to attrition and to identify the mechanisms in the researcher community that support the doctoral students and enhance well-being in their doctoral journey.

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Who teaches academic integrity and how do they teach it?

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The aim of the study was to explore the professional identity development among student teachers in a five-year integrated teacher education programme in Estonia. Thirty-eight students in the first through fifth year of the primary school teacher education programme provided written stories about themselves as teachers today. The narratives were analysed both across different study years in the teacher education programme using inductive content analysis, and through in-depth thematic analysis of one case exemplifying the emergence of teacher identity. In the latter, Kelchtermans' professional identity model was applied. Findings indicate that the practice periods appear to be highly influential for identity development. In the students' development, phases similar to those identified in prior research emerged, with focus shifting from oneself towards teaching methods and skills and pupils' learning. Teacher educators can help students recognise these patterns and support the students in reflecting on the strategies they have applied in their learning and development and their ways of coping with challenges, and help them to identify personal working theories developed during the education process. This way the newly qualified teachers entering schools can be supported to become teachers with solid professional identities well-equipped to begin their careers in primary schools.

This paper reports the results of a study on strategic planning and implementation of information and communication technology (ICT) in teaching and describes the level of quality awareness in web-based teaching at the University of Helsinki. Questionnaire survey data obtained from deans and institutional leaders, ICT support staff, teachers and students ( n = 333) at the University indicate that strategic planning has proceeded well, and all the faculties of the University have developed virtual university strategies in order to continue existing ICT initiatives, to further increase the use of ICT in teaching and to assure student information literacy. The data indicate that all the faculties and institutions have monitored and reported the use of ICT in teaching, but quality assurance or enhancement as tools for monitoring were mentioned less frequently. The available ICT training was found satisfactory to meet the actual training needs of the teachers, but their lack of time was judged to be the main obstacle to their participation in it. The teachers identified two basic functions of ICT in teaching: (1) distribution of course material via the web, and (2) the creation of interactive and collaborative learning opportunities. The male teachers and students consistently estimated that their ICT skills were stronger when compared with the judgements made by female teachers and students. The teachers generally felt that the greatest problems arose from students' lack of time management skills and from deficiencies in the usability of the technology. The students did not perceive lack of time management as a problem. Rather, they experienced isolation, loneliness and the lack of practical ICT usability to be the main obstacles to learning. The teachers had a higher assessment of students' learning than the students did. The greatest difference between teachers and students concerned the contextual nature of learning in a virtual environment. The fact that the teachers' views were markedly more positive signals a distinct challenge for pedagogy. ICT in higher education 313 IntroductionIn order to assess the success with which its strategic objectives for the use of information and communication technology (ICT) in teaching and learning had been implemented, the University of Helsinki, a member of the League of European Research Universities, set up a research project in order to enhance quality awareness, to strengthen networking among teachers and support staff, and to identify good practices in the use of ICT. In connection with the research project, a set of surveys was carried out with different groups involved in web-based teaching, namely, institutional leaders on the level of strategic planning, teachers as the implementers of the strategies, pedagogical and technological support staff as a resource for teachers, and students, the ultimate end-users. With the data obtained from these surveys, the aim of the paper was to report the results of the assessment and to make recommendations.