Developing an EDGE:

Supporting skills development

training for HDRs
Dr. Katherine Howard1, Charlotte Francois1 , Marium Afzal Khan1
1
Intersect Australia
 Background

‘Australia needs a doctoral training

system that produces excellent scholars
and researchers, as well as people who
contribute in many different ways, from
creating new markets to leading
through the public sector.’

Department of Education and Training (2018), page 2.

The EDGE Framework (Enhancement of Doctoral Graduate Employability)
 CaRST - Career and Research Skills Training
CaRST is structured around the four domains of the
Vitae Researcher Development Framework (RDF)
❖ Domain A: Knowledge and intellectual abilities
❖ Domain B: Personal effectiveness
❖ Domain C: Research governance and organization
❖ Domain D: Engagement, influence, and impact

https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework/vitae-researcher-development-framework-rdf-domains-hi-res.jpg
Overview of EDGE and CaRST programs
EDGE (UniSA)
❖ Opt-in, therefore not points/hours based
❖ Self identified Development Needs
Analysis (DNA) and ‘Career Conversation’
❖ Candidates design a PD program and select
from a range of EDGE activities
❖ Activity completion recorded in EdgeX
(SkillsForge)
CaRST (UoA)
❖ Mandatory for PhD and Masters of
Philosophy candidates
❖ Skills assessment to determine level of
interest and ability
❖ Develop plan to address immediate, short,
and long term goals for HDR program and
future career
❖ Relevant activities are recorded on CaRST
Online (SkillsForge)
Intersect and Researcher Skill Development programs

❖ Intersect is a not-for-profit Digital Research company established in 2008

❖ 11 current members across 4 states and territories

❖ The Digital Research Analyst works with Graduate Research Development (UniSA) and
the Graduate Research School (UoA) to tailor courses to meet the needs of each
university

❖ These courses are then offered as part of the EDGE / CaRST program
Courses and attendance: UniSA (April - September 2022)

n = 210

Popularity of courses by Attendance by Academic Unit

technology type (i.e. Faculty)
Course quality: UniSA (April - September 2022)
‘The ‘learn by doing’ element is particularly
effective.’

‘Thank you for providing and facilitating the

course, you were a clear and enjoyable
instructor.’

‘All instructors are very helpful and willing to

solve problems.’

‘I loved the very non-judgemental approach

of Katherine. None of us left feeling like
dills.’
Courses and attendance: UOA (2020)

Popularity of courses by
technology Attendance by Faculty
Courses and attendance: UOA (2021)

Popularity of courses by
technology Attendance by Faculty
Course quality: UOA (January 2020 - December 2021)
‘This is a wonderful course, very well-
explained and very useful for processing data.’

‘Marium is very good in responding and care

about answers.’

‘Charlotte was an amazing instructor, I was

already thoroughly impressed that all the
instructors were women but Charlotte was very
kind, super understanding and patient if
someone didn't understand the question and
she was very knowledgeable.’
Conclusion

❖ Career opportunities for HDR graduates are

increasingly outside of academia
❖ EDGE and CaRST programs: similar, but different
❖ Intersect: develop solutions that can be replicated
across members, but customised in need

HDRs + Intersect = EDGE

Acknowledgements and References
University of South Australia University of Adelaide
Prof. Marnie Hughes-Warrington DVC(R) Ms. Katy Dolman, Manager, CaRST
Mr. Karl Sellman Deputy Director, ISTS Dr. Charlotte Le Lan, Researcher Development
Ms. Jenni Crichton, EDGE Officer, CaRST

Ms. Megan Netting Professor Bruce Northcote, PVC Research

Operations & CSO
References Dr. Stephen Love, Director Research
Australian Council of Learned Academies (ACOLA) 2015 Translating
research for economic and social benefit: country comparisons. Infrastructure & Platforms
Department of Education and Training (2018) Design options for the Ms Marium Khan, Digital Research Analyst and
future doctorate. Office for Learning and Teaching.
(currently) Mummy
Watt, I. (2015) Report of the Review of Research Policy and Funding
Arrangements. Department of Education and Training