Melina Aarnikoivu
Biographic Data
| ID | 6664049 |
|---|---|
| NAME | Melina Aarnikoivu |
| GIVEN NAMES | Melina |
| FAMILY NAME | Aarnikoivu |
| SIGNATURE | AARNIKOIVU M |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-4626-5840 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A ‘student’, ‘candidate’, ‘researcher’, or a ‘scholar’? A critical discussion of the terminology used for those doing a PhD
Currently, there are multiple terms circulating when referring to those doing a PhD. The most common term is doctoral/PhD student, although other terms, such as doctoral/PhD candidate, researcher and scholar are also found. However, there seems to be no consensus on which term to use and when. By using collaborative autoethnography, we explore how different terms used for doctoral learners are framed. Furthermore, we show why it is important to c…
Thinking otherwise about internationalisation: Mad Libbing a biased field
Theorisation of higher education internationalisation is biased both as a Western activity and as Euro-/Anglocentric and Anglophone research. In this article, we first argue that it is necessary to ‘think otherwise’ about internationalisation. We then present theorisations of how this could be achieved. As our analysis, we conduct a Mad Libs exercise of two internationalisation documents in which we replace the word ‘international’ and its deriva…
The role and power of individuals in building a caring European post-pandemic higher education
In this article, we explore the European post-pandemic higher education. Drawing from our research and experiences in Finnish and Irish higher education systems, we discuss how the post-pandemic higher education might, ideally, look. We base our work on the concepts of care and power-as-empowerment and influence . First, we envision an ideal post-pandemic university, inspired by previous literature. We then problematise the role of individual aca…
From being silenced to having a voice: When mentoring makes all the difference
The spatiotemporal dimension of doctoral education: A way forward
For an individual doctoral student, doctoral education happens in multiple spaces across a considerable amount of time. However, the existing literature and conceptualisations of doctoral education do not adequately address the spatiotemporal dimension related to it. By using the concept of scales, this article examines how the social action of doing doctoral studies is affected by space and time. As a mode of inquiry, I use nexus analysis, which…
Multidisciplinary peer-mentoring groups facilitating change: A critical educational praxis perspective
This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of critical education praxis (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants – doctoral students and more established scholars – of a multi…
Explaining the Difference between Policy-Based Evidence and Evidence-Based Policy: A Nexus Analysis Approach to Mobilities and Migration
In this policy analysis, we explain the difference between policy-based evidence (PBE) and evidence-based policy (EBP). We argue that better, evidence-based understanding, explanations, and questions can be sought by problematizing the challenging forms of twenty-first century migration and mobilities. We emphasize that this can be done by not confusing PBE with EBP, especially when each is needed as a basis for specific types of action. By focus…
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Explaining the Difference between Policy-Based Evidence and Evidence-Based Policy: A Nexus Analysis Approach to Mobilities and Migration
In this policy analysis, we explain the difference between policy-based evidence (PBE) and evidence-based policy (EBP). We argue that better, evidence-based understanding, explanations, and questions can be sought by problematizing the challenging forms of twenty-first century migration and mobilities. We emphasize that this can be done by not confusing PBE with EBP, especially when each is needed as a basis for specific types of action. By focus…
Multidisciplinary peer-mentoring groups facilitating change: A critical educational praxis perspective
This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of critical education praxis (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants – doctoral students and more established scholars – of a multi…
The spatiotemporal dimension of doctoral education: A way forward
For an individual doctoral student, doctoral education happens in multiple spaces across a considerable amount of time. However, the existing literature and conceptualisations of doctoral education do not adequately address the spatiotemporal dimension related to it. By using the concept of scales, this article examines how the social action of doing doctoral studies is affected by space and time. As a mode of inquiry, I use nexus analysis, which…
From being silenced to having a voice: When mentoring makes all the difference
Thinking otherwise about internationalisation: Mad Libbing a biased field
Theorisation of higher education internationalisation is biased both as a Western activity and as Euro-/Anglocentric and Anglophone research. In this article, we first argue that it is necessary to ‘think otherwise’ about internationalisation. We then present theorisations of how this could be achieved. As our analysis, we conduct a Mad Libs exercise of two internationalisation documents in which we replace the word ‘international’ and its deriva…
The role and power of individuals in building a caring European post-pandemic higher education
In this article, we explore the European post-pandemic higher education. Drawing from our research and experiences in Finnish and Irish higher education systems, we discuss how the post-pandemic higher education might, ideally, look. We base our work on the concepts of care and power-as-empowerment and influence . First, we envision an ideal post-pandemic university, inspired by previous literature. We then problematise the role of individual aca…
A ‘student’, ‘candidate’, ‘researcher’, or a ‘scholar’? A critical discussion of the terminology used for those doing a PhD
Currently, there are multiple terms circulating when referring to those doing a PhD. The most common term is doctoral/PhD student, although other terms, such as doctoral/PhD candidate, researcher and scholar are also found. However, there seems to be no consensus on which term to use and when. By using collaborative autoethnography, we explore how different terms used for doctoral learners are framed. Furthermore, we show why it is important to c…
Sociology (5 works) · Higher education (4 works) · Pedagogy (4 works) · Political science (4 works) · Computer Science (3 works) · Doctoral Education Challenges and Solutions (3 works) · Psychology (3 works) · Economics (2 works) · Higher Education Governance and Development (2 works) · Mathematics education (2 works)