An academy realises that it takes more than a project and a supervisor to become a good scientist. The academies enable early-career researchers to acquire and hone important skills that are not necessarily taught at universities or in scientific meetings. They create networking across disciplines and opportunities for collaborations and future positions. And they allow researchers to strengthen their CVs by offering grants directly to early-career researchers. – Morten Dall, Platform Manager, Novo Nordisk Foundation Center for Basic Metabolic Research, University of Copenhagen.

The academy model is about more than training; it’s about nurturing the scientific leaders of tomorrow. – Professor Nils Færgeman, Department of Molecular Biology and Biochemistry, University of Southern Denmark and Chair of the DDEA Committee for Education

In a recent commentary published in Nature Reviews Endocrinology, Prof. Færgeman and coauthors present the academy model as a transformative platform in Denmark. They argue in favor of a holistic approach to researcher education that not only provides technical and research training, but also fosters intellectual creativity and flexibility and enables local and global networking that transcends boundaries.

Empowering early-career researchers and building research communities

Most will agree that early-career researchers, namely PhD students and postdoctoral researchers, are key in driving research excellence and innovation. Academies support these researchers by empowering them in their scientific and professional growth as well as building resilient and multidisciplinary research communities. 

Prof. Færgeman details the role of academies: Having been involved in a Danish academy for nearly two decades, I’ve had a front row seat to how academy-based frameworks can truly transform research careers. Over the years, I’ve seen countless early-career researchers grow, pivot, and flourish thanks to these initiatives. 

And, why the authors wrote the commentary: We felt it was time to articulate the value of these models more broadly, especially now, when the demands on scientists are more complex than ever. 

Within the research community, the value of the academy model is felt directly. Morten Dall, a former Academy grant recipient and scientist engaged in DDEA activities, reflects on how this value manifested for him: In my experience, a lot of early-career researchers fail to see that their skills are more than their field. We tend to think of ourselves as specialists in narrow scientific topics. But my work and interactions with the academy helped me realise that I have a wide range of skills that go beyond science – organisational skills, project management skills, science communication, and creative skills as well. It really helps open the world for you, and realise that being a scientist is about much more than just science.

Bridging gaps

The authors present academies as platforms that help bridge the gap between traditional PhD programmes and professional development for career-readiness. Prof. Færgeman explains: While universities excel at teaching depth, academies step in to build breadth, equipping researchers with skills in communication, leadership, collaboration, and strategic thinking. This combination prepares early-career researchers not just to do science, but to shape the future of science.

Morten Dall agrees: This commentary accurately identifies why the academies have been so successful in benefiting early-career researchers. The point about needing to create training opportunities for postdocs really resonated with me, because the academies provide so much guidance and training for this group. Postdocs have no formal organisation at the university to support them, unlike PhD students who have PhD schools and programmes. The academies create a space where you can learn and network with others who are in the same position as you, and that is really unique. 

In the commentary, the authors argue that academies offer the sustained support, flexibility, networks, and a community that are often missing in traditional structures. Academies are agile in responding to new research trends and quickly integrating cross-disciplinary content. Importantly, academies are inclusive, placing a focus on all early-career researchers in a given research area – across disciplines, sectors, and national borders. 

But, what really makes the academy model truly effective? Prof. Færgeman explains: What makes an academy effective, though, is the balance; while each academy is rooted in a specific scientific field, like endocrinology, metabolism, cardiovascular biology, or neuroscience, it actively promotes interdisciplinarity, community building, and broad networks. This dual focus gives each academy coherence and identity while opening doors across disciplines. If the scientific scope becomes too broad, you lose the critical mass and shared purpose that make the model thrive. 

Co-author and Education and Networking Manager at DDEA Gretchen Repasky expands on the importance of bridging from a different angle: In my view, the successful formula of an academy is the holistic view that places early-career researchers as essential components of the research community. Scientific training and knowledge-sharing, professional development, and networking are not viewed as isolated components, but instead taken together and allowed to cross-fertilise one another. 

Interdisciplinary collaboration and international networking

The authors emphasize interdisciplinary and intersectoral collaboration as well as international networking for early-career researchers. Prof. Færgeman explains why: Science is no longer confined to single disciplines or national borders. The challenges we face, whether in health, data, or the environment, demand diverse perspectives and global cooperation. Through international summer schools, thematic workshops, and partnerships, academies provide young researchers with the tools and networks to thrive in this environment. 

Considering interdisciplinary collaboration, academies have demonstrated that they are well-positioned for bridging academia, industry, hospitals, government agencies, public advocacy and more. To Gretchen Repasky the reason is as simple as: Science is global. No one sector or country can or should have all of the expertise and answers. It would be a misuse of resources. Sharing resources and experiencing diverse approaches are keys to finding successful, novel solutions that can be applied locally.

A call to action for many

What should readers—such as funders, institutions, policymakers, or research leaders—take away from the commentary?

According to Prof. Færgeman, academies aren’t just add-ons; they’re essential. If we want to prepare researchers to innovate and lead, we need structures that support them holistically. That takes sustained investment, cross-sector collaboration, and a mindset shift in how we train scientists. We’ve seen the impact up close, and the model works. 

Echoing Prof. Færgeman’s position, Gretchen Repasky urges readers to look at early-career training in a holistic manner and “ensure that it is always placed within the context of the whole research community, not aside from it, thus making the research community renewable, sustainable and resilient.” 

And, for those readers that are early-career researchers, in particular: The academies are dedicated to creating something that is good for you, and it really shows – grants, courses and events are not created and offered as an afterthought, but are the result of detailed planning, analysis and with the involvement of the target audience – Morten Dall

As we face serious global challenges, we require talented, creative, and brave minds that will be able to work together across disciplines, sectors, and borders to address foundational and complex scientific questions. As the authors point out, to succeed, scientists need not only technical knowledge, but also intellectual flexibility and community connections. And, such an investment is not merely an investment in individuals, but also an investment in the future of science for society.