Sorbonne University to host the first European Doctoral Day

A French initiative and organised by the French Ministry of Higher Education, Research and Space, the European Doctoral Day will be held for the first time on 13 May 2026. Bertrand Granado, Director of the Doctoral College at Sorbonne University, shares his perspective on the event, which seeks to increase awareness of doctoral studies and highlight their value to both the general public and the socio-economic world.

What is the programme for this European Doctoral Day at Sorbonne University?

Bertrand Granado: This event is organised in collaboration with several organisations, including the National Association for Research and Technology (ANRT), the Association for Executive Recruitment (APEC), the National Network of Doctoral Colleges (RNCD), as well as the Association nationale des docteurs (ANDès) and Adoc Talent Management, a consultancy company specialising in the recruitment of PhD holders, the Biotechno network and Eurodoc. Together, the Doctoral College has worked to shape the programme around a central theme: promoting doctoral studies beyond the academic sphere.

The first part of the day focuses on businesses, particularly human resources (HR) departments, where misunderstandings persist: although technical teams often recognise the value of PhD holders, they are sometimes poorly defined within HR frameworks. This highlights the need for educational initiatives to explain what PhD holders can bring to organisations. With this in mind, a ‘PhD trial’ will be organised, during which we will challenge common misconceptions about this qualification in order to better debunk them.

The second part of the day is aimed at the general public. Designed to be accessible, featuring testimonials from PhD ambassadors and talks inspired by “Ma thèse en 180 secondes” (the French equivalent of The Three Minute Thesis competition).

Tell us about the theme of the day: “The PhD in the face of the major challenges of our time”.

B.G.: The evolution of the PhD is part of a trend that began in the 1980s, based on the idea that this qualification is not intended solely to produce academic staff, but also to produce graduates capable of contributing their skills to society as a whole.

This trend is already quite evident in certain fields, particularly in engineering and digital disciplines. Artificial intelligence, for example: major corporations are now massively recruiting PhDs for their ability to envision the future, formulate and test hypotheses.

But this is by no means limited to the technology sectors. PhD holders also contribute significantly to organisations in advisory roles, business analysis and public decision-making. Their strength lies in their ability to frame a problem, analyse a situation in depth, work within a context of uncertainty, and produce evidence-based answers. In a world undergoing major changes (climatic, health-related, technological, geopolitical), this skill set has become vital.

The PhD has also been gradually redefined at European level, notably through the Salzburg Principles, in 2005, which helped to ensure recognition of PhD students as researchers in training, with supervision, rights, salary and genuine professional experience. 
France trains a large number of highly qualified specialists every year (an estimated 70,000 PhD students and 14,000 new PhD graduates). The main objective is to ensure that more of these individuals can specialise in finding solutions to today’s major challenges.

How do you prepare PhD students for the new challenges they face, and what are the key skills they are being taught today?

B.G.: 80% of PhD training is based on research work. However, it is also accompanied by cross-disciplinary academic training to develop other skills. A key challenge is communication: PhD students work on highly specialised topics and must learn to summarise them and make them accessible to larger audiences. Initiatives such as “My Thesis in 180 Seconds” help bridge the gap between the academic world and society.

Doctoral studies also involve a strong creative element: students learn to explore new ideas and devise innovative solutions, within a rigorous scientific framework to test them.

Another essential skill is the ability to work in the face of uncertainty. Research involves formulating hypotheses that do not always hold true, and one must know how to analyse, understand and then adapt. This ability to persist in spite of uncertainty is invaluable today in a world marked by rapid change and complex situations.

Integrity is also a fundamental pillar. PhD students are trained in scientific ethics and take an oath upon completion of their thesis. In a context where tools are evolving rapidly, particularly with the rise of AI, it is essential to have the ability to scrutinise practices and ensure the reliability of results.
Finally, a doctorate develops the ability to build and maintain a network by engaging with other researchers. Upon completion of their thesis, doctoral students have a solid network, which they know how to utilise, particularly at an international level.

In 2019, these skills were formally recognised in the French National Register of Professional Qualifications. The aim is to help companies understand that they are not simply hiring a recent graduate, but a research professional capable of analysing, communicating, thriving in complex environments, leading projects and managing a team.

How can we strengthen the links between doctoral studies and the socio-economic world?

B.G.: There are several initiatives in place, starting with the Cifre agreements, which enable a company to host a PhD student with state funding. This arrangement works particularly well in engineering disciplines. Even though initiatives do exist, including within local authorities and associations, it remains under-utilised in other fields, notably in sciences and humanities. In the same way, the Cofra agreements (training through research in public administrations) enable public institutions to host PhD students. The aim is similar: to place research at the very heart of organisations, whether they are private or public.

We conducted a ten-year survey in collaboration with Adoc Talent Management, which highlights the diversity of career paths taken by PhD graduates. Around 50% of them work in the private sector, a sign that they are truly part of the socio-economic world. Of the remaining 50% in the public sector, only half pursue a career as a researcher or lecturer. The others hold a variety of roles, notably in administration, research support or secondary education. These results serve as a reminder that a PhD does not lead solely to an academic career: it trains students not only in the production of knowledge, but also in skills that can be applied in a variety of professional settings.

Is there a European vision for doctoral studies?

B.G.: Research is a collective endeavour, built on cooperation, open data and the exchange of viewpoints. At a European level, networking is essential for bringing together a wider range of expertise and perspectives. However, it does not rely on a single model: doctoral systems remain very different from country to country, ranging from national frameworks, as in France, to institution-specific arrangements in other countries.

In this context, certain initiatives play a strategic role, notably joint supervision arrangements, which facilitate international career paths and strengthen collaborations. At Sorbonne University, these are being actively developed, particularly through the 4EU+ European University Alliance. Other measures, such as the Marie Skłodowska-Curie fellowships, also help to shape this drive by encouraging mobility opportunities and exchanges within Europe.

As director of the doctoral college, what are your priorities?

B. G.: We have many priorities, but one of the most important is recognising interdisciplinarity. Today’s major research challenges require a cross-disciplinary approach, and it is essential to give greater recognition to work carried out at the crossroads of disciplines. We have introduced a certification scheme to support these approaches, particularly within the framework of the Sorbonne University Alliance’s Institutes and Initiatives. The aim is also to develop assessment practices so that these career paths are fully recognised, as the research of tomorrow will inevitably be more cross-disciplinary.

Promoting PhD graduates’ skills is also a priority, particularly outside the academic world. We support our PhD students in their transition into the workforce, through workshops and meetings with employers. The goal is to achieve two things: ensure that recruiters recognise these skills, and encourage the PhD graduates themselves to promote them.

Finally, we wish to strengthen the international dimension of the doctorate. 10% of theses are currently completed under joint supervision. The aim is to increase this, particularly at a European level. At the same time, we are working to develop short term mobility programmes, lasting from a few weeks to a few months, to enable PhD students to strengthen their collaborations and expand their networks without necessarily committing to long-term mobility.