The individual training pathway
Objectives
In addition to research-based training in the laboratory, doctoral training (see (Opens a new window) Article L 612-7 of the Education Code) also includes group training sessions and work-based learning activities aimed mainly at:
- strengthening doctoral candidates' scientific culture,
- preparing them for their professional future in both the public sector and the private sector,
- fostering their international openness.
Other, more specific objectives are also set out in national regulations, starting with the (Opens a new window) Order of 25 May 2016 on the doctorate):
- Since 2016, every doctoral candidate must be trained in research ethics and scientific integrity,
- Every doctoral candidate must also be made aware of, or trained in, the issues surrounding open science and the dissemination of research findings within society in order to strengthen relations between scientists and citizens,
- Doctoral candidates and everyone supervising or involved in their work receive specific training or support aimed at preventing all forms of discrimination and violence,
- Lastly, doctoral candidates must be able to benefit from support arrangements for continuing their professional path after obtaining their doctorate, in both the public and private sectors.
Training in teaching practice is provided where it contributes to the doctoral candidate's activity or professional project (see (Opens a new window) Article 15 of the Order of 25 May 2016 on the doctorate).
Furthermore, the (Opens a new window) Research Programming Law of 24 December 2020 (Article 48) states that “in order to support the emergence of a new generation of researchers who are aware of the issues surrounding the United Nations Sustainable Development Goals, doctoral schools will be encouraged to incorporate a specific Sustainable Development Goals training module.”
Lastly, the (Opens a new window) Order of 22 February 2019 defines the competencies expected of doctoral graduates. Supplementary training, practical experience and other activities undertaken by doctoral candidates contribute to their doctoral training as soon as they help develop these competencies.
Adaptable and evolving individual training pathways
The training agreement drawn up when registering for the doctorate sets out the individual training pathway, in connection with the doctoral candidate's professional and personal project (see (Opens a new window) Article 12 of the Order of 25 May 2016 on the doctorate).
The starting point, academic background, research experience and professional experience are not the same for everyone.
Nor are the arrangements for preparing a PhD uniform: for most candidates, the main activity is pursuing their PhD, but others prepare their thesis through continuing education alongside another professional activity. The latter will have different expectations regarding preparation for their professional future after the defense.
Lastly, doctoral candidates' scientific and methodological training needs depend on their thesis topics.
For all these reasons, training plans must be designed on a bespoke basis and adapted to each individual situation.
As the research work progresses, training needs evolve, and training plans must therefore be capable of being updated every year, according to these needs, the training opportunities available, and what has already been acquired.
The skills portfolio
The skills portfolio (Opens a new window) provided for in the Order of 25 May 2016 allows doctoral candidates to take stock of their skills and list the various activities, experiences, training courses and practical situations through which they have developed their skills.
This portfolio is completed on an ongoing basis by each doctoral candidate. It is recommended that it be submitted annually to the individual monitoring committee.
To make this easier, the doctoral training catalogues offered by most doctoral colleges and doctoral schools may specify which skill(s) the training courses on offer can help develop.
Training courses or activities “outside the catalogue” may also be approved as doctoral training by doctoral schools and doctoral colleges, where they contribute to developing skills listed in the competency framework for doctorate holders.
Categories and examples of training courses and developmental activities
Individual training pathways generally include cross-disciplinary training, discipline-specific training and developmental activities.
Training can take various forms (courses, workshops, practical activities, etc.) and can be held in person, remotely or in a hybrid format.
It can be approved by doctoral schools as part of the individual training plan, provided that it contributes, in one way or another, to acquiring one or more of the skills expected of doctorate holders (see the page on the competency framework for doctorate holders)
Examples of cross-disciplinary training
- Training aimed at preparing for one's professional future,
- Training to foster their international outlook (advanced language courses, conversation workshops, etc.),
- Training on the issues surrounding open science and the dissemination of research findings within society in order to strengthen relations between scientists and citizens,
- Training in research ethics and scientific integrity,
- Training in the prevention of all forms of discrimination and violence,
- Training on the issues of sustainable development,
Examples of discipline-specific training
- Training of direct use for carrying out the research work (for example: learning a methodology, mastering an experimental set-up, etc.),
- Training aimed at strengthening doctoral candidates' scientific culture (journal club, seminar series, thematic schools, etc.),
- Training of direct use for writing the thesis or for the written or oral presentation of research work (work presentation days, scientific writing workshops, public speaking, etc.),
- Meetings with alumni and other representatives from relevant employment sectors, mentoring sessions led by professionals from these sectors,
- Discipline-specific training aimed at fostering international outlook (exchanges with the international scientific community in the field, debate/conversation workshops, etc.),
Examples of developmental activities
In addition to research-based training on their thesis topic, doctoral schools and doctoral colleges may include developmental activities in the individual training pathway, such as:
- Involvement in a student association (see Decree No. 2017-962 of 10 May 2017)
- A position of responsibility within the professional community (e.g. elected member of a laboratory council, a doctoral school, a faculty body or the institution, etc.)
- A teaching assignment (teaching hours completed and training in teaching practice)
- Participation in a mentoring programme
- Science outreach activities (taking part in Sciences en fête, MT180, etc.)
- Expert advisory or consultancy activities
- Research valorisation activities
- Participation in evaluation committees, panels and juries
- Co-supervision of students or trainees in the laboratory
- Participation in organising committees for colloquia, scientific conferences and seminars, etc.