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Purpose -This article's purpose is to report the findings and implications of a study that explored factors promoting and hindering international doctoral students' academic engagement. Design/methodology/approach -An empirical study sought data through a questionnaire from international students registered for doctoral study at the University of Helsinki. Open-ended and Likert-scale survey data were qualitatively and quantitatively analysed. Findings -The students commented most frequently (41 per cent) on the scholarly community as a factor in promoting their studies. Departmental issues had the largest proportion of hindering factors overall (34 per cent). Promoting factors related to the supervision they received and private domain factors were positively related to students' satisfaction with their studies. Considering dropping out was significantly associated with hindering factors related to their supervision and to departmental issues. Also, peers and colleagues were not significantly associated with students' satisfaction with their studies or with their contemplating dropping out. Practical implications -The article addresses key issues that will be of interest and benefit to universities who wish to retain and attract overseas research students. In particular, it discusses the importance of wider scholarly communities in providing international doctoral students with a favourable study experience which may be enhanced by performing departmental tasks as an important part of enculturation within supportive scholarly communities. Originality/value -This paper offers a novel way of understanding early career researcher development, as illustrated by doctoral students' academic experiences. It also taps into the underexamined area of international doctoral students' study experiences.

Branched tris-DNA, in which two oligonucleotides of the same sequence and one other oligonucleotide of a different sequence are connected with a rigid central linker, was prepared chemically by using a DNA synthesizer. Two branched tris-DNA molecules with complementary DNA sequences form dimer and tetramer as well as linear and spherical oligomer complexes. The complex formation was studied by UV/thermal denaturation, enzyme digestion, gel electrophoresis, and AFM imaging.

This article is based on a study which investigated whether Chinese international students at a university in Finland are more likely to rely on a Surface approach to learning and dismiss a Deep approach than are other international students in the same university educational context. In responding to a survey, students' scores with respect to the Deep approach and Organized Studying did not significantly differ between the groups. However, the Chinese students appeared slightly to exhibit the Surface approach to a greater extent, although this result was tentative when the students' extreme response styles were taken into account.

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