Almlöf, C., Corner, S., Haser, C., Lohtina, I., & Pyhältö, K. (2024 Accepted/In press). The Doctoral Supervision in Transition: How Co-supervision is Presented in Institutional Guidance on Doctoral Supervision Across Three European Countries. In Transitions in Researcher Education and Careers. European Association for Research on Learning and Instruction EARLI.
Pyhältö, K., Tikkanen, L., Van Lill, M., & Frick, B. L. (2024). Does professional support from colleagues influence supervisory competencies and experienced burnout among doctoral supervisors? Africa Education Review.
Tikkanen, L., Anttila, H., & Pyhältö, K. (2024). How Does Supervision Influence a Doctoral Supervisor’s Occupational Wellbeing? European Journal of Higher Education.
Tikkanen, L., Ketonen, E. E., Toom, A., & Pyhältö, K. (2024 Accepted/In press). PhD candidates’ and supervisors’ wellbeing and experiences of supervision. Higher Education.
Anttila, H., Sullanmaa, J., Tikkanen, L., & Pyhältö, K. (2024 Accepted/In press). PhD candidates’ engagement in researcher networks and the key learning experiences embedded in them. Educação, sociedade & culturas.
Rönkkönen, S., Virtanen, V., Garcia-Morante, M., McAlpine, L., Castelló, M., & Pyhältö, K. (2024). STEM PhD holders working outside academia: The role of social support in career transition. European Journal of Higher Education.
Pyhältö, K., Tikkanen, L., Van Lill, M., & Frick, B. L. (2024). Does professional support from colleagues influence supervisory competencies and experienced burnout among doctoral supervisors? Africa Education Review, 20(1-2), 92-112.
Tikkanen, L., Anttila, H., & Pyhältö, K. (2024). How does supervision influence a doctoral supervisor’s occupational wellbeing? European Journal of Higher Education, 1–19.
Pyhältö, K., Peltonen, J., Anttila, H., Frick, L. L., & de Jager, P. (2023). Engaged and/or burnt out? Finnish and South African doctoral students’ experiences. Studies in Graduate and Postdoctoral Education, 14(1), 1–18.
Pyhältö, K., Tikkanen, L., & Anttila, H. (2023). The more the merrier? PhD supervisors’ perspectives in engaging in co-supervision. Innovations in Education and Teaching International.
Löfström, E., Tikkanen, L., Anttila, H. & Pyhältö, K. (2023). Supervisors’ experiences of doctoral supervision in times of change. Studies in Graduate and Postgraduate Education, 15(1), 34-48.
Rönkkönen, S., Tikkanen, L., Virtanen, V., & Pyhältö, K. (2023). The impact of supervisor and research community support on PhD candidates’ research engagement. European Journal of Higher Education, 14(4), 536-553.
Corner, S., Tikkanen, L., Anttila, H., & Pyhältö, K. (2023). Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates. Studies in Graduate and Postgraduate Education, 15(4).
Löfström, E., Peltonen, J., Frick, L., Niglas, K., & Pyhältö, K. (2023). Profiles of doctoral students’ experience of ethics in supervision: an inter-country comparison. Higher Education, 86(3), 617–636.
Anttila, H., Pyhältö, K., & Tikkanen, L. (2023). Doctoral supervisors’ and supervisees’ perceptions on supervisory support and frequency of supervision - Do they match? Innovations in Education and Teaching International, 1–15.
Pyhältö, K., Tikkanen, L., & Anttila, H. (2023). The influence of the COVID-19 pandemic on PhD Candidates’ study progress and study wellbeing. Higher Education Research and Development, 42(2), 413-426.
Pyhältö, K., Peltonen, J., Anttila, H., Frick, L. & de Jager, P. (2022). Engaged and/or burnt out? Finnish and South African doctoral students’ experiences. Studies in Graduate and Postgraduate Education.
Frick, B. L., & Pyhältö, K. (2022). Experiences of the doctoral journey: A cross-national perspective. Innovations in Education and Teaching International (Print), 59(1), 70-81.
Pyhältö, K., Tikkanen, L., & Anttila, H. (2022). Is there a fit between PhD candidates’ and their supervisors' perceptions on the impact of COVID-19 on doctoral education? Studies in Graduate and Postgraduate Education, 14(2).
Corner, S., Tikkanen, L., Anttila, H. & Pyhältö, K. (2022). Personal interest, supervisory and research community support and dropout intentions among Finnish PhD candidates. Studies in Graduate and Postgraduate Education.
McAlpine, L., Skakni, I., & Pyhältö, K. (2022). PhD experience (and progress) is more than work: life-work relations and reducing exhaustion (and cynicism). Studies in Higher Education, 47(2), 352-366.
Pyhältö, K., Tikkanen, L., & Anttila, H. (2022). Relationship between doctoral supervisors' competencies, engagement in supervisory development and experienced support from research community. Innovations in Education and Teaching International, 61(3), 555-569.
Löfström, E., Peltonen, J., Frick, L., Niglas, K. & Pyhältö, K. (2022). Profiles of doctoral students’ experience of ethics in supervision: an inter-country comparison. Higher Education.
Pyhältö, K., Tikkanen, L., & Anttila, H. (2022). Summary Report on Doctoral and Supervisory Experience at University of Helsinki (University of Helsinki Administrative Publications; Nro 95). University of Helsinki.
Sakurai, Y. & Pyhältö, K. (2021). Disciplinary differences in doctoral student engagement in generic skills learning. Studies in Graduate and Postgraduate Education, 12(2), 230-246.
Anttila, H., Sullanmaa, J., & Pyhältö, K. (2021). Does it feel the same? Danish and Finnish social science and humanities doctoral students' academic emotions. Frontiers in education, 6, 758179.
Löfström, E. & Pyhältö, K. (2021). How research on ethics in doctoral supervision can inform doctoral education policy. In A. Lee, & R. Bongaardt (Eds.), The Future of Doctoral Research: Challenges and Opportunities (pp. 295-306). Routledge.
Corner, S., Pyhältö, K., Peltonen, J., & Löfström, E. (2021). Interest, burnout and drop-out intentions among Finnish and Danish humanities and social sciences PhD. students. International Journal of Doctoral Studies, 16, 593-609.
Tikkanen, L., Pyhältö, K., Bujacz, A., & Nieminen, J. (2021). Study Engagement and Burnout of the PhD Candidates in Medicine: A Person-Centered Approach. Frontiers in Psychology, 12, 727746.
Pyhältö, K. (2021). Mitä väliä tutkijayhteisöllä on? Kasvatus, 52(5), 469–470.
Pyhältö, K. (2020). Research Community Support as Core Resource for Positive Postdoc Experience. Higher Education in Russia and Beyond (HERB), 2020(2 (23)), 8-9.
Löfström, E., & Pyhältö, K. (2020). What Are Ethics in Doctoral Supervision, and How Do They Matter? Doctoral Students' Perspective. Scandinavian Journal of Educational Research, 64(4), 535-550.
McAlpine, L., Castello, M. & Pyhältö, K. (2020). What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education, 80(6), 1011-1043.
Pyhaltö, K., Peltonen, J., Castello, M. & McAlpine, L. (2020). What sustains doctoral students' interest? Comparison of Finnish, UK and Spanish doctoral students' perceptions. Compare, 50(5), 726-741.
Lonka, K., Ketonen, E., Vekkaila, J., Lara, M. C., & Pyhältö, K. (2019). Doctoral students' writing profiles and their relations to well-being and perceptions of the academic environment. Higher Education, 77(4), 587-602.
Vekkaila, J., Virtanen, V., Kukkola, J., Frick, L., & Pyhältö, K. (2019). How do doctoral students in STEM fields engage in scientific knowledge practices? Frontline Learning Research, 7(1), 51-64.
Corner, S., Pyhältö, K., & Löfström, E. (2019). Supervisorsʼ Perceptions of Primary Resources and Challenges of the Doctoral Journey. International Journal of Teaching and Learning in Higher Education, 31(3), 365-377.
Pyhältö, K. (2019). Tiedeyhteisön merkitys tohtorikoulutettavalle. Tieteessä tapahtuu, 37(6), 62-64.
McAlpine, L., Pyhältö, K., & Castelló, M. (2018). Building a more robust conception of early career researcher experience: what might we be overlooking? Studies in Continuing Education, 40(2), 149-165.
Sala-Burbaré, A., Peltonen, J., Pyhältö, K., & Castelló, M. (2018). Doctoral candidates’ research writing perceptions: A cross-national study. International Journal of Doctoral Studies, 13, 327-345.
Castelló, M., Pyhältö, K., & McAlpine, L. (2018). European Cross-National Mixed-Method Study on Early Career Researcher Experience. In A. J. Jaeger , & A. J. Dinin (Eds.), The Postdoc Landscape: The Invisible Scholars (pp. 143-174). Academic Press.
Pyhältö, K. (2018). Function of supervisory and researcher community support in PhD and post- PhD trajectories. In E. Bizer, L. Frick, M. Fourie-Malherbe, & K. Pyhältö (Eds.), Spaces, journeys and new horizons for postgraduate supervision (pp. 205-222). (Studies into Higher Education; Nro 5). Sun Press.
Toom, A., & Pyhältö, K. (2018). Nuoret tutkijat kasvatustieteen kentillä. Kasvatus, 49(2), 162-163.
Corner, S., Pyhältö, K., Peltonen, J., & Bengtsen, S. S. E. (2018). Similar or different? Researcher Community and Supervisory Support Experiences among Danish and Finnish Social Sciences and Humanities PhD Students. Studies in Graduate and Postgraduate Education, 9(2), 274-295.
Bizer, E., Frick, L., Fourie-Malherbe, M., & Pyhältö, K. (Eds.) (2018). Spaces, journeys and new horizons for postgraduate supervision. (Studies into Higher Education; Nro 5). Sun Press.
Vekkaila, J., Virtanen, V., Taina, J., & Pyhaltö, K. (2018). The function of social support in engaging and disengaging experiences among post PhD researchers in STEM disciplines. Studies in Higher Education, 43(8), 1439-1453.
Löfström, E., & Pyhältö, K. (2018). Tutkimusetiikkaa opitaan väitöskirjaohjauksessa. InVastuullinen tiede: Tutkimusetiikka ja tiedeviestintä Suomessa. Tutkimuseettinen neuvottelukunta ja Tiedonjulkistamisen neuvottelukunta.
Peltonen, J. A., Vekkaila, J., Rautio, P., Haverinen, K., & Pyhältö, K. (2017). Doctoral Students' Social Support Profiles and Their Relationship to Burnout, Drop-out Intentions, and Time to Candidacy. International Journal of Doctoral Studies, 12, 157-173.
Pyhältö, K., McAlpine, L., Peltonen, J., & Castello, M. (2017). How does social support contribute to engaging Post-PhD experience? European Journal of Higher Education, 7(4), 373-387.
Peltonen, J., Veikkaila, J., Haverinen, K., Rautio, P. & Pyhältö, K. (2017). Interrelations between supervisory researcher community support experiences and risk factors among doctoral students. International Journal of Doctoral studies
Corner, S., Löfström, E., & Pyhältö, K. (2017). The Relationship between Doctoral students’ Perceptions of Supervision and Burnout. International Journal of Doctoral Studies, 12, 91-106.
Löfström, E., & Pyhältö, K. (2017). Ethics in the supervisory relationship: supervisors’ and doctoral students’ dilemmas in the natural and behavioural sciences. Studies in Higher Education, 42(2), 232-247.
Virtanen, V., Taina, J., & Pyhältö, K. (2017). What disengages doctoral students in the biological and environmental sciences from their doctoral studies? Studies in Continuing Education, 39(1), 71-86.
Sakurai, Y., Vekkaila, J., & Pyhältö, K. (2017). More or less engaged in doctoral studies? Domestic and international students’ satisfaction and motivation for doctoral studies in Finland. Research in Comparative and International Education, 12(2), 143-159.
Castello, M., McAlpine, L., & Pyhaltö, K. (2017). Spanish and UK post-PhD researchers: writing perceptions, well-being and productivity. Higher Education Research and Development, 36(6), 1108-1122.
Isohätälä, J., Louis, J.-N., Mikkonen, K., & Pyhältö, K. (2017). Towards a doctoral degree and future career – perceptions of doctoral students at the University of Oulu. (Acta Universitatis Ouluensis. F, Scripta Academica; Nro 12). University of Oulu.
Castello, M., McAlpine, L., & Pyhältö, K. M. (2016). Spanish and UK post-PhD researchers: Writing perceptions, well-being and productivity. Higher Education Research and Development.
Virtanen, V., Taina, J., & Pyhältö, K. (2016). What disengages doctoral students in the biological and environmental sciences from their doctoral studies? Studies in Continuing Education.
Veikkaila, J., Virtanen, V., & Pyhältö, K. (2016). The function of social support in engaging and disengaging experiences among post PhD researchers in STEM disciplines. Studies in Higher Education.
Lonka, K., Pyhältö, K., & Lipponen, L. (2016). Lära genom att forska. In S. Lindblom-Ylänne, A. Nevgi, B. Lindfors, M. Londen, E. Löfström, & Å. Mickwitz (Eds.), Handbok i universitetspedagogik. Universitetspedagogiska forsknings- och utvecklingsenheten.
Vehviläinen, S., Pyhältö, K., Lindblom-Ylänne, S., Löfström, E., Nevgi, A., & Koutaniemi, M. (2016). Handledning av vetenskapliga arbetsprocesser. In S. Lindblom-Ylänne, A. Nevgi, B. Lindfors, M. Londen, E. Löfström, & Å. Mickwitz (Eds.), Handbok i universitetspedagogik. Universitetspedagogiska forsknings- och utvecklingsenheten (pp. 338-376).
Pyhältö, K., Peltonen, J., Rautio, P., Haverinen, K., Laatikainen, M., & Vekkaila, J. (2016). Summary report on doctoral experience in UniOGS graduate school at the University of Oulu. (Acta Universitatis Ouluensis. F, Scripta academica; Nro 11). University of Oulu.
Vekkaila, J., & Pyhältö, K. (2016). Doctoral Student Learning Patterns: Learning about Active Knowledge Creation or Passive Production. International Journal of Higher Education, 5(2), 222-235.
Löfström, E. & Pyhältö, K. M. (2015). Ethics in the supervisory relationship: supervisors’ and doctoral students’ dilemmas in the natural and behavioural sciences. Studies in Higher Education.
Andres, L., Bengtsen, S. S. E., Gallego Castaño, L. D. P., Crossouard, B., Keefer, J., & Pyhältö, K. (2015). Drivers and interpretations of doctoral education today: National comparisons. Frontline Learning Research, 3(3), 1-18.
Pyhältö K. M., Vekkaila, J. E. & Keskinen, J. (2015). Fit matters in the supervisory relationship: Doctoral students’ and supervisors’ perceptions about supervisory activities. Innovations in Education and Teaching International (Print), 52(1), 4-16.
Anttila, H., Lindblom-Ylänne, S., Lonka, K. & Pyhältö, K. (2015). The Added Value of a PhD in Medicine – PhD Students’ Perceptions of Acquired Competences. International Journal of Higher Education, 4(2), 172-180.
Castello, M., McAlpine, L., & Pyhältö, K. (Guest Editors) (2015). Frontline Learning Research, Vol 3, NO 3 (2015): Special issue. (Frontline Learning Research; Vuosikerta 3, Nro 3). Leuven: European Association for Research on Learning and Instruction EARLI.
Löfström, E. & Pyhältö, K. (2015). “I don’t even have time to be their friend!” Ethical dilemmas in Ph.D. supervision in the hard sciences. International Journal of Science Education, 37(16), 2721-2739.
Castello, M., McAlpine, L., & Pyhältö, K. (2015). Trends influencing researcher education and careers: What do we know, need to know and do in looking forward. Frontline Learning Research, 3(3) 1-4.
Löfström, E. & Pyhältö, K. (2014). Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences. Ethics & Behavior 24(3), 195-214.
Stubb, J., Pyhältö, K. & Lonka, K. (2014). Conceptions of research: the doctoral student experience in three domains. Studies in Higher Education, 39(2), 251-264.
Vekkaila, J., Pyhältö, K. & Lonka, K. (2014). Engaging and disengaging doctoral experiences in the behavioural sciences. International Journal for Researcher Development, 5(1), 33-55.
Lonka, K., Chow, A., Keskinen, J., Hakkarainen, K., Sandström, N. & Pyhältö, K. (2014). How to measure PhD. students’ conceptions of academic writing – and are they related to well-being? Journal of Writing Research 5(3), 245-296.
Kymäläinen, H-R., Katajavuori, N. & Pyhältö, K. M. (2014). Ohjausyhteistyö jatko-opiskelijoiden ohjaamisessa soveltavissa luonnontieteissä. Dosis 30(2), 105-116.
Hakkarainen, K. P., Wires, S., Keskinen, J., Paavola, S., Pohjola, P., Lonka, K. & Pyhältö, K. (2014). On personal and collective dimensions of agency in doctoral training: medicine and natural science programs. Studies in Continuing Education, 36(1), 83-100.
Vekkaila (o.s. Tuomainen), J., Pyhältö, K. & Lonka, K. (2013). Experiences of Disengagement – A Study of Doctoral Students in the Behavioral Sciences. International Journal of Doctoral Studies, 8, 61-81.
Vekkaila (o.s. Tuomainen), J., Pyhältö, K. & Lonka, K. (2013). Focusing on doctoral students’ experiences of engagement in thesis work. Frontline Learning Research, 1(2), 10-32.
Pyhältö, K., Toom, A., Stubb, J. & Lonka, K. (2012). Challenges of Becoming a Scholar: A Study of Doctoral Students’ Problems and Well-Being. ISRN Education, 2012 (Article ID 934941), 1-12.
Pyhältö, K. & Keskinen, J. (2012). Doctoral Students’ Sense of Relational Agency in Their Scholarly Communities. International Journal of Higher Education, 1(2), 136-149.
Vekkaila (o.s. Tuomainen), J., Pyhältö, K., Hakkarainen, K., Keskinen, J. & Lonka, K. (2012). Doctoral students’ key learning experiences in natural science. International Journal for Researcher Development, 3(2).
Pyhältö, K., Vekkaila (o.s. Tuomainen), J. & Keskinen, J. (2012). Exploring the Fit between Doctoral Students’ and Supervisors’ Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey. International Journal of Doctoral Studies, 7, 395-414.
Sakurai, Y., Pyhältö, K. & Lindblom-Ylänne, S. (2012). Factors affecting international doctoral students’ academic engagement, satisfaction, and dropping out. International Journal for Researcher Development, 3(2), 99-117.
Stubb, J., Pyhältö, K. & Lonka, K. (2012). The Experienced Meaning of Working with a PhD Thesis. Scandinavian Journal of Educational Research, 56(4), 439-456
Virtanen, V. & Pyhältö, K. (2012). What Engages Doctoral Candidates in Biological and Environmental Science to Doctoral Studies? Psychology, 3(12A), 1231-1237.
Soini, T., & Pyhältö, K. (2012). Johdanto – Akateemisen ohjauksen kentillä. In T. Soini, & K. Pyhältö (Eds.), Akateeminen ohjaus tohtorikoulutuksessa (pp. 11-22). Tampere University Press.
Nummenmaa, A. R., & Pyhältö, K. (2012). Kun on myös tunteet. In T. Soini, & K. Pyhältö (Eds.), Akateeminen ohjaus tohtorikoulutuksessa (pp. 76-93). Tampere University Press.
Soini, T., & Pyhältö, K. (2012). Lopuksi - Ohjaus osana akateemista työtä. In T. Soini, & K. Pyhältö (Eds.), Akateeminen ohjaus tohtorikoulutuksessa (pp. 234-239). Tampere University Press.
Pyhältö, K., & Keskinen, J. (2012). Mitä väliä jatko-opiskelijan osallisuudella on? In T. Soini, & K. Pyhältö (Eds.), Akateeminen ohjaus tohtorinkoulutuksessa (pp. 58-75). Tampere University Press.
Löfström, E., & Pyhältö, K. (2012). Ohjaus eettisen ongelmanratkaisun kenttänä. In T. Soini, & K. Pyhältö (Eds.), Akateeminen ohjaus tohtorikoulutuksessa (pp. 97-113). Tampere University Press.
Löfström, E., & Pyhältö, K. (2012). The supervisory relationship as an arena for ethical problem solving. Education Research International, 2012, 1-12.
Toom, A., & Pyhältö, K. (2012). Tuleeko minusta tohtori? Tohtoriksi opettajankoulutuksessa. In T. Soini, & K. Pyhältö (Eds.), Akateeminen ohjaus tohtorikoulutuksessa (pp. 41-57). Tampere University Press.
Pyhältö, K., Nummenmaa, A. R., Soini, T., Stubb, J., & Lonka, K. (2012). Research on scholarly communities and the development of scholarly identity in Finnish doctoral education. In S. Ahola, & D. M. Hoffman (Eds.), Higher Education research in Finland: Emerging structures and contemporary issues (pp. 337-354). University of Jyväskylä.
Stubb, J., Pyhältö, K. & Lonka, K. (2011). Balancing between inspiration and exhaustion?: Ph.D. Students’ Experienced Socio-Psychological Well-Being. Studies in Continuing Education, 33(1), 33-50.
Tuomainen, J., Pyhältö, K., Hakkarainen, K., Stubb, J., & Lonka, K. (2011). The Academic Turning Points Experienced by Doctoral Students in Natural Sciences. In conference proceedings of fourth international conference entitled: “Academia as workplace: Linking past, present and future” University of Oxford, 4-6 April 2011. In Preparing for Academic practice. Academia as workplace: linking past, present and future Oxford University.
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Pyhältö, K., Stubb, J. & Lonka, K. (2009). Developing scholarly communities as learning environments for doctoral students. International Journal for Academic Development, 14(3), 221-232.
Stubb, J. K., Pyhältö, K. M., & Lonka, K. (2009). Academic climate through Ph.D students’ eye – Balancing between inspiration and exhaustion. In proceedings form the third international conference: Beyond teaching and research -inclusive understandings of Academic Practice. Oxford University.
Vehviläinen, S., Pyhältö, K., Lindblom-Ylänne, S., Löfström, E., Nevgi, A., & Kaartinen-Koutaniemi, M. (2009). Tieteellisten työprosessien ohjaus. In S. Lindblom-Ylänne, & A. Nevgi (Eds.), Yliopisto-opettajan käsikirja (pp. 334-371). Helsinki: WSOYpro.
Nummenmaa, A-R., Soini, H., Soini, T., & Pyhältö, K. M. (2009). Veisataanko yliopistoissa ohjausvirttä? Yliopistopedagogiikka.
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Pyhältö, K., Stubb, J., & Lonka, K. (2008). From Ph.D. student to professional researcher – a scholarly community as a learning environment for doctoral studies. In Second CETL conference: Preparing for Academic Practice - Disciplinary Perspectives : papers (pp. 1-15). Oxford University.
Nummenmaa, A. R., Pyhältö, K., & Soini, T. (2008). Tarvitaanko tohtorikoulutuksessa opetussuunnitelmaa? In A. R. Nummenmaa, K. Pyhältö, & T. Soini (Eds.), Hyvä tohtori!: tohtorikoulutuksen rakenteita ja prosesseja (pp. 38-48). Tampere University Press.
Soini, T., & Pyhältö, K. M. (2008). Johdanto. In A. R. Nummenmaa, K. Pyhältö, & T. Soini (Eds.), Hyvä tohtori!: tohtorikoulutuksen rakenteita ja prosesseja. Tampere University Press.
Nummenmaa, A.-R., Soini, T., & Pyhältö, K. M. (2008). Tarjoumia Tampereen yliopiston tohtorikoulutukseen: Tieteellinen asiantuntijuus ja akateeminen ohjaus -tutkimusprojektin Tampereen osaprojektin koontia. Opetuksen ja tutkimuksen kehittämisyksikkö.
Nummenmaa, A. R., & Pyhältö, K. (2008). Tohtorikoulutus systeemisenä kokonaisuutena. In A. R. Nummenmaa, K. Pyhältö, & T. Soini (Eds.), Hyvä tohtori!: tohtorikoulutuksen rakenteita ja prosesseja (pp. 22-37). Tampere University Press.
Pyhältö, K., & Soini, T. (2008). Tohtoriopiskelijasta tieteelliseksi asiantuntijaksi. In A. R. Nummenmaa, K. Pyhältö, & T. Soini (Eds.), Hyvä tohtori!: tohtorikoulutuksen rakenteita ja prosesseja (pp. 137-161). Tampere University Press.
Pyhältö, K. & Soini, T. (2006). Supertohtoreita – miten niitä tehdään?: opetussuunnitelma tohtorinkoulutuksessa. Aikuiskasvatus, 26(4), 304-315.
Nummenmaa, A. R., & Pyhältö, K. (2006). Ohjaus Bolognan prosessin kolmannessa syklissä. Peda-Forum, 13(2), 4-7.