“More and more thesis advisors are asking for better training”
Currently, 1,900 students are enrolled in doctoral programs at the University of Montpellier. To supervise them, Professors female faculty members must obtain accreditation to supervise research; however, many of them wish to further their training to take on this rapidly evolving role. The doctoral college now offers them supplementary, optional modules. Gilles Subra, its director, provides details.
What has changed in the relationship between a doctoral student and their advisor?
Initially, doctoral advising was viewed as a master-apprentice relationship, involving a professor and their student. Fortunately, this view has evolved. Today, the thesis advisor is no longer merely a mentor but plays the leading role within a training team. In many cases, the advisor shares leadership and supervision responsibilities, which also helps to involve and train future thesis advisors. The internationalization of doctoral dissertations, the interdisciplinary nature of research topics, and corporate-based dissertations have all contributed to the growth of co-supervision. Today, the doctoral program is viewed as a genuine professional experience that requires appropriate training—not merely mentoring.
Is the dissertation becoming more professionalized?
Yes, whereas the dissertation used to be seen as a period dedicated to the production of scientific knowledge, today it aims to prepare doctoral students for high-level positions. This means that advisors must expand their role beyond research and publication to help doctoral students develop their skills, identify their career 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 has also required the establishment of more in-depth annual individual thesis monitoring committees, which help ensure the thesis is progressing smoothly—including from a psychological perspective—and prepare students for their transition into the workforce. The demands of this support for doctoral students mean that more and more advisors are also asking for better training.
What training do supervisors receive today?
The Habilitation to Direct Research (HDR) is a degree required for those who aspire to supervise dissertations. To obtain it, one must demonstrate mandatory supervisory experience and active research activity within a laboratory. Doctoral schools play a key role in evaluating applications for the HDR. However, current law does not require any mandatory training specifically dedicated to doctoral supervision.
To meet this need, the Doctoral College now offers supplementary training programs. What topics do these courses cover?
We organized the first session a few weeks ago; it took place over two days in total. 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 matters associated with dissertations. We also addressed the prevention of psychosocial issues and harassment, as well as ways to anticipate and detect these problems.
For those who wished to go further and benefit from more intensive training, we organized a one-and-a-half-day session in small groups, with a maximum of about fifteen participants.
Are these workshops?
Yes, that’s the format the second part of this latest session took. Participants had the opportunity to reflect on and discuss the recruitment of doctoral students, their support, resolving difficult situations, and managing work time. Overall, they gained insights into how to establish a healthy and productive relationship throughout the duration of the dissertation. For example, we addressed the issue of thesis advisors’ expectations of their doctoral students and the students’ perceptions of their advisors. This analysis helped highlight any gaps that may exist and encouraged greater mutual understanding.
Who are these training sessions intended for?
This is a voluntary, non-mandatory program, unlike at some universities where participation in such training is required. The majority of participants—about 80% of them—were either HDR candidates or individuals 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 careers.
Who delivers these training modules?
We have established a two-person team to lead the workshops. A member of the private training firm we hired worked alongside Jean-Jacques Vasseur, former director of the Balard School of Chemical Sciences atUM. This approach ensures a local perspective and in-depth knowledge of the challenges encountered in the field.
What motivates Professors female faculty members to pursue their HDR?
The HDR is a pivotal step in the career of all researchers: it is a regulatory requirement for being authorized to supervise dissertations, and this commitment provides the legitimacy needed to lead teams, submit proposals, and develop projects. For a laboratory, having a large pool of HDR holders makes it possible to host many doctoral students, which greatly contributes to the dynamism and influence of research teams. It is precisely these doctoral students who are responsible for nearly 80% of scientific publications and thus contribute significantly to the laboratory’s vitality and scientific productivity. Finally, there is a financial incentive for laboratories, as they receive support from their institutions based on the number of HDR holders on their research teams.
And in terms of your career?
The HDR offers an opportunity to take stock at a crucial point in your career. After completing your dissertation, the first few postdoctoral years often involve a wide variety of scientific topics and work environments, as well as opportunities to collaborate with different laboratories. At a certain point, it’s important to define your scientific direction and goals more clearly. The HDR is the ideal time to do this. It also assesses your ability to design original projects, lead them, and secure funding to carry them out. This skill is highly valued in academia, so it’s a valuable opportunity.
What are the results of this first training session?
To ensure the quality of our training programs, we regularly solicit feedback from participants through satisfaction surveys, and the responses have been very positive, which is encouraging. One particularly interesting aspect was how the training was grounded in real-world practice. The first morning featured the participation of vice presidents from the University and the Office of Research and Doctoral Studies. This led to very fruitful discussions that went beyond the issue of doctoral supervision.
When will the next session take place?
We haven’t set specific dates yet, but we plan 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 based on demand.