“More and more thesis supervisors are asking for better training.”
Currently, 1,900 students are enrolled in doctoral programs at the University of Montpellier. To supervise them, Professors research instructors undergo training to become qualified to direct research, yet many of them want to learn more in order to take on this rapidly changing role. The doctoral college now offers them additional, optional modules. Details with Gilles Subra, its director.
What has changed in the relationship between a doctoral student and their supervisor?
Initially, doctoral supervision was seen as a master-student relationship, with a professor and their apprentice. Fortunately, this view has evolved. Today, the thesis advisor is no longer simply a mentor but takes on the leading role within a training team. In many cases, the advisor shares the leadership and supervision, which also allows future thesis advisors to be involved and trained. The internationalization of theses, the interdisciplinary nature of research topics, and theses written in companies have contributed to the development of co-supervision. Today, a doctorate is seen as a real professional experience that requires appropriate training and not just simple mentoring.
Is there a trend toward professionalization in doctoral research?
Yes, whereas doctoral research used to be seen as a period of scientific knowledge production, today it aims to prepare doctoral students for high-level positions. This means that supervisors must expand their role beyond research and publication to help doctoral students develop their skills, identify their professional aspirations, and advise them on the best way to achieve them.
And what does the law say about thesis supervision?
These changes are partly driven by French legislation, which stipulates that additional training must be offered to doctoral students. Since 2022, the law also requires the establishment of more in-depth annual individual thesis monitoring committees to verify the smooth progress of the thesis, including from a psychological standpoint, and to prepare students for professional integration. The demands of this doctoral student support mean that more and more supervisors are also asking to be better trained.
What training do supervisors receive today?
The accreditation to supervise research (HDR) is a diploma required for those who aspire to supervise theses. To obtain it, candidates must demonstrate mandatory supervisory experience and active research activity within a laboratory. Doctoral schools play an essential role in evaluating applications for HDR. However, current legislation does not require mandatory training dedicated to doctoral supervision.
It is to meet this need that the Doctoral College now offers additional training courses. What topics do they cover?
We organized the first session a few weeks ago, which took place over two days. The first half-day, open to an unlimited number of participants, covered topics such as ethics and scientific integrity, publication strategies related to open science issues, and regulatory and administrative issues associated with theses. We also discussed the prevention of psychosocial problems and harassment, and ways to anticipate and detect these problems.
For those who wanted to go further and benefit from more intensive training, we organized a day and a half in small groups, with a maximum of fifteen participants.
Are these workshops?
Yes, that's the format we used for the second part of this last session. Participants were able to reflect and discuss the recruitment of doctoral students, their support, the resolution of difficult situations, and the management of working time. In general, they were able to acquire the keys to establishing a healthy and productive relationship throughout the duration of the thesis. For example, we addressed the issue of thesis supervisors' expectations of their doctoral students and the latter's perception of their thesis supervisors. This analysis highlighted the gaps that may exist and encouraged better mutual understanding.
Who are these courses intended for?
It is a voluntary, non-coercive approach, unlike some universities where participation in such courses is mandatory. The majority of participants, around 80%, were either HDR candidates or people considering becoming HDR candidates, but the topics covered, such as publication strategies and open science, can be relevant to all researchers at any stage of their career.
Who delivers these training modules?
We have set up a partnership to run the workshops. A member of the private training firm we hired worked in tandem with Jean-Jacques Vasseur, former director of the UM's Balard Chemical Sciences doctoral school. This approach guarantees a local perspective and in-depth knowledge of the issues encountered in the field.
What motivates Professors research professors to obtain their HDR?
The HDR is a crucial step in the career of all researchers: it is a regulatory requirement for being authorized to supervise theses, and this investment gives them full legitimacy to lead teams, submit and develop projects. For a laboratory, having a large pool of HDRs means it can take on many doctoral students, which greatly contributes to the dynamism and influence of the research teams. It is precisely these doctoral students who author nearly 80% of scientific publications, and thus contribute significantly to the vitality and scientific productivity of the laboratory. Finally, there is a financial incentive for laboratories, which receive support from institutions based on the number of HDR holders in their research team.
And in terms of your career?
The HDR offers an opportunity to take stock at a crucial point in your career. After your thesis, the first few postdoctoral years often involve a wide variety of scientific topics, working environments, and opportunities to collaborate with different laboratories. At a certain point, it is important to define your scientific direction and objectives in greater depth. The HDR is the ideal time to do this. It also assesses your ability to design original projects, lead them, and raise funds to implement them. This skill is highly valued in the academic world, so it is a valuable opportunity.
What is the outcome of this first training course?
To ensure the quality of our training courses, we regularly ask participants to complete satisfaction questionnaires, and the feedback has been very positive, which is encouraging. One particularly interesting point was how grounded this training course was in the reality of the field. The first morning saw the participation of the university's vice presidents and the director of research and doctoral studies. This led to some very fruitful discussions that went beyond the issue of doctoral supervision.
When will the next session take place?
We have not yet set specific dates, but we would like to offer at least two sessions per year. The goal is to hold as many sessions as necessary to meet the needs of our scientific community. We will adapt the formats and content according to demand.