SOAR Centre Journal Article

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A peer-to-peer support model for
developing graduate students’ career
and employability skills
Narelle Jones
a
, Silvia Torezani
a
& Joseph Luca
a
a
Graduate Research School, Edith Cowan University, Perth,
Australia
Available online: 24 Apr 2012
To cite this article: Narelle Jones, Silvia Torezani & Joseph Luca (2012): A peer-to-peer support
model for developing graduate students’ career and employability skills, Intercultural Education,
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A peer-to-peer support model for developing graduate students’
career and employability skills
Narelle Jones*, Silvia Torezani and Joseph Luca
Graduate Research School, Edith Cowan University, Perth, Australia
Career opportunities for Australian research graduates have expanded in recent
years into areas outside academia. However, the employment market is highly
competitive, and Australian universities have recognised the need to produce
graduates with transferable skills across all sectors, not just academia. The need
to provide an infrastructure to support the career and skill development of
research students has become essential, with funding from the Australian gov-
ernment hinging on institutions providing explicit graduate outcomes. This paper
presents a research student peer-to-peer support programme as a model that con-
tributes to the development of graduate career planning and employability skills.
Keywords: peer-to-peer; career development; employability skills
Background
Australian universities are under increased pressure to produce research graduates
with employability skills that meet the changing needs of a knowledge-based econ-
omy in a globally competitive market (Bridgstock 2009, 31). Australia must meet
the demands of an economy reliant on knowledge for its growth, innovation and
development. It cannot depend solely on its successful trade links and natural
resources. Graduate research students must be equipped with the skills to ‘create,
disseminate and use new knowledge’, to remain competitive in a knowledge econ-
omy (Edwards 2010, 200). As a consequence, universities in Australia are shifting
their focus from preparing research graduates who work only in academia to
researchers whose skills transfer across all sectors of employment. In a recent report
on the global challenges in research for Australian universities, produced by the
Group of Eight (a coalition of Australia’s eight leading universities), it is estimated
that ‘50 per cent of PhD graduates from research intensive universities go on to
careers outside of the research sector’ (Universities Australia 2008, 36). Employ-
ment of research graduates in the private sector has grown, therefore, prompting
universities to rethink the ways in which career support for research students is
provided.
The Support, Opportunities, Advice and Resources (SOAR) Centre was created
to address these challenges to produce quality graduates with transferable skills. It
has adopted a peer-to-peer approach to provide research students with the resources
and support to improve their employability skills outside academia, including
project management, working with communication technology and developing
*Corresponding author. Email: n.jones@ecu.edu.au
Intercultural Education
Vol. 23, No. 1, February 2012, 51–62
ISSN 1467-5986 print/ISSN 1469-8439 online
Ó 2012 Taylor & Francis
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career planning skills. In the following paragraphs, we provide further details on
the key considerations for developing the centre in response to the Federal Govern-
ment funding conditions.
For universities, there are two key considerations in relation to producing
research graduates who are ready to work in both the private and academic sectors.
The first consideration is that funding from the Federal Government is highly
dependent on institutions having explicit graduate outcomes, and providing gradu-
ates with cross-sector transferable skills that meet the changing needs of the knowl-
edge-based economy. The second consideration is that there is an ageing workforce
in the academic sector. While transferable skills are necessary, so is maintaining a
quality academic workforce. As a consequence, universities face a balancing act, in
promoting academia as an attractive career option, yet, encouraging the building of
skills that also meet private sector needs (Universities Australia 2008, 36).
Since the late 1990s, the Federal Government has funded research training places
under the Research Training Scheme. The scheme was introduced to give universities
the ability to offer more research places, so more students have the opportunity to
engage in innovative research which will ultimately benefit the broader economy.
The funding, however, has been limited when compared to the increase in enrolments
and as a result, universities cannot guarantee the ‘overall quality of graduate out-
comes’ (Innovative Research Universities Australia 2008, 16).
While the number of research enrolments has been rising, the number of aca-
demic positions available has not kept pace. Researchers are increasingly beginning
to choose careers outside academia and seek employment overseas or in higher paid
positions in the government or private sectors (Universities Australia 2008, 36).
However, while available academic positions are currently scarce, there is an ageing
workforce that must be replaced. Therefore, universities in Australia are challenged
to promote university careers as a viable option.
With the wider recognition of employability skills such as teamwork, problem
solving and self-management, Australian universities have incorporated these capa-
bilities into their broader agenda and graduate outcomes. To meet global economic
demands and maximise employment opportunities, research graduates need to
develop both their career management and employability skills (Kumar 2007, 1). In
his discussion about graduate employability skills, Yorke defines them as:
[A] set of achievements – skills, understandings and personal attributes – that make
graduates more likely to gain employment and be successful in their chosen occupa-
tions, which benefits themselves, the workforce, the community and the economy.
(Yorke 2004, cited in Metcalfe and Gray 2005, 11)
The SOAR Centre was founded on the premise that research students gain valuable
skills during their research journey but need to be encouraged to recognise them to
realise their potential, not just as researchers, but as valued contributors to the glo-
bal economy, as noted by Metcalfe and Gray (2005, 11). Career support at the uni-
versity level is therefore essential, as already noted in Zeballos’ article in this
volume. Bridgstock (2009, 35) recognises that universities struggle with what type
of career advice and support to provide because of the dynamic evolution of the
employment market. As a result, the individual needs of research students in the
management of their careers may not be addressed and the level of career support
offered at universities may be dependent on some incorrect assumptions.
52 N. Jones et al.

Demystifying key assumptions about researchers’ graduate skills
Three key assumptions, made mainly by educational institutions, prospective
employers and research students in relation to employment potential formed the
main drivers for the creation of the SOAR Centre. These assumptions are:
• all research graduates seek employment in academia;
• by doing a PhD, students know their career aspirations and
• by doing a PhD, students set themselves apart in the employment market.
When embarking on a research qualification, candidates do not necessarily
understand the employment market and their career direction (Metcalfe and Gray
2005, 6). As a result, it is essential to provide research students with the support
and resources to plan the numerous career pathways available (Devenish et al.
2009, 68). With more opportunities now available outside academia (Innovative
Research Universities Australia 2008, 5), research students are competing against
applicants with private industry experience. To set themselves apart, they have to
market their skills more effectively. As Hinchcliffe, Bromley and Hutchinson (2007,
22) stated, ‘[w]e must make sure that the post graduate researchers are holistically
developed […]. It is really important for them not to become so focused on their
work that they cannot communicate it’.
Following, we present the history of establishment and development of the
SOAR Centre concept by the Graduate Research School (GRS) at Edith Cowan
University (ECU).
The SOAR Centre: concept and development
The SOAR Centre is a peer-to-peer support service, run by and for ECU research
students. It aims at inspiring research students to consider their career paths during
their candidature. In the first part of this section, we discuss the original model, as
outlined in Figure 1. We follow with details of the centre’s organisational structure
and ambassadors and clients’ profile. Then we continue by narrating the process of
development that the centre has undergone to date.
The model was primarily concerned with the assessment of existing graduate
attributes, and the fostering of new skills for a competitive marketplace. The guid-
ing premise was that research students should be encouraged to recognise their
employability by setting career goals early in their candidature, building action
plans, and documenting professional and academic experiences in a portfolio of
achievements. Providing students with standardised and general advice on how to
build a portfolio of achievements, for instance, appeared to be insufficient in help-
ing students plan a career and achieve outcomes.
As indicated in Figure 1, a collaborative approach was considered so other ser-
vices at the university could contribute to the process. For instance, the SOAR Cen-
tre works closely with Career Services at the university, who became involved in
advising students on skills and career development by adopting the same career
guidance system as exists in the SOAR Centre. The centre also serves as a point of
reference for information and training, and the students employed as SOAR ambas-
sadors serve as advocates and nurturers of their peers’ career and skill development.
The research centres, schools and faculties may contribute by offering casual
employment to research students at the university. A system of advertising
Intercultural Education 53

employment has been established within the SOAR Centre to ensure that research
students are provided with as many opportunities as possible to practise and further
their skill sets.
Organisational structure
The SOAR Centre sits within GRS and is managed by one of the authors in this
paper, Narelle Jones, in her capacity as project officer. The manager’s primary role
is to ensure that the SOAR ambassadors are provided with the resources, support
and training required to perform the role.
Having adequate managerial support that encourages communication among the
SOAR ambassadors creates a professional service environment for both the ambas-
sadors and the centre’s clients. Upon commencement, ambassadors attend a three-
hour induction programme which outlines the basic customer service requirements
of the position, including how and when to respond to enquiries. To ensure a col-
laborative approach, other key university stakeholders are involved in the induction.
For instance, ECU Counselling Services staff are invited to discuss the importance
of interpersonal boundaries when sensitive issues are raised. Other areas at ECU
who participate in the induction are Student Services and Career Services. The for-
mer handles all aspects of student administration, including the specific needs of
international students, particularly visa requirements. The latter looks after students’
career planning and development for the whole university.
The academic calendar at most Australian universities, including ECU, is organ-
ised into two semesters a year, each consisting of 13 weeks of teaching time. Stu-
dents tend to follow the semester calendar flow in their pattern of enquiries.
Therefore, GRS employs 10 research students (five on each of the two metropolitan
campuses) as SOAR ambassadors every semester, for 15 weeks. The last two weeks
are aimed at covering the gap of inter-semester weeks.
Figure 1. SOAR ambassador development.
54 N. Jones et al.

The students work one fixed day a week for 6 h in duration. This model of
semester-based, single-day employment aims to give as many research students as
possible the opportunity to work at the centre. During the first 15 weeks, ambassa-
dors establish themselves in the role and gain some confidence in training their
peers on a one-to-one basis. A second semester term is offered to ambassadors for
further development and skill consolidation as well as rapport-building with their
peer clientele. There have been 24 SOAR ambassadors employed to date. Both
Ambassador and client evaluation surveys show that through using the centre’s ser-
vices, they now feel more connected to the centre and to their research community.
SOAR ambassador profiles
To be selected as a SOAR ambassador, research students have to apply. Shortlisted
applicants are interviewed for the position. On average, each semester we receive at
least twice as many applicants compared to positions available, which makes the
selection process competitive. Selection is largely based on the research students’
skill sets that they can offer to their peers.
In the interest of serving students from a broad range of disciplines, including
biology, nanotechnology, nursing, education and performing arts, consideration to
the selection of candidates is given to those whose skills will respond to the variety
of client needs. Preference is given to those in the final stages of their research as
they have the necessary experience and skills to impart knowledge to their peers as
well as a more impending need to set professional goals.
Figure 2 shows the different fields of study of the 24 SOAR ambassadors
employed to date, from September 2009 to July 2011. Notably, those in the infor-
mation technology-related fields have the highest rate of employment in the SOAR
Centre. Although there is a need for computer-related knowledge and technical
skills, soft skills such as academic writing are also essential in creating a balanced
skill base. Therefore, those ambassadors from the education and arts areas are
highly valued by the centre’s clients, indicated by repeat appointments for academic
writing and practice-led research enquiries.
More recently there has been a slight increase in the number of international
research students attracted to the position of SOAR ambassador. In the last semester
Figure 2. SOAR ambassador’s field of study.

(March–July 2011), 90% of applicants were international research students, and this
is reflected in the current cohort of ambassadors, shown in Figure 3.
Employing a high number of international students allows the centre’s services
to cater for the needs of students from different cultural and linguistic backgrounds.
The SOAR Centre has evolved into a service that not only provides employment
and training for skill and career development, but also offers support for the devel-
opment of a rich research culture and the expansion of personal and professional
networks among peers.
The age range of the SOAR ambassadors is consistent with the broader research
student cohort at ECU. Ambassadors’ ages range between 25, for the youngest to
date, and 60, for the eldest. This set up allows for inter-generational knowledge and
experience exchange, which is beneficial to the client base, especially in relation to
career development.
Client profiles
Currently, there are approximately 700 enrolled research students at ECU, not
including its 187 honours students (ECU 2010, 31), who also gain support from the
SOAR Centre services. Research students accessing the service include PhD, doc-
toral, masters by research and honours.1
Research students can book appointments with a SOAR ambassador via the
SOAR Centre’s website. They are also welcome to drop in unannounced. Generally
clients access the centre because they have an immediate need, such as needing
help with formatting a document, referencing or statistical analysis. Other students
access the centre because they wish to work on a long-term goal, such as seeking
advice on career paths resources or academic English writing. Visits vary depending
on the time of the year and the stage of their client’s research.
A pattern of client needs is slowly emerging based on the practice of client eval-
uations completed at the end of each student’s visit to the service. Their reasons for
visiting are varied and include seeking help with referencing, qualitative and quanti-
tative research methods, conference presentations, seeking research grants, etc.
Although, many times visits are not in relation to career paths and professional
portfolios, ambassadors are encouraged to discuss career skills with their clients.
Figure 3. SOAR ambassadors: international vs. domestic.
56 N. Jones et al.

The benefits of peer-to-peer support
A peer learning culture facilitates collaboration, building a community of learning
and the transfer of knowledge (Devenish et al. 2009, 61). They also promote the
development of professional networks and transferable skills, leading to more
employment opportunities. The SOAR Centre was established with these benefits in
mind, and on the principle that peers ‘learn with and from each other’ (Boud and
Lee 2005, 509), empowering them to take ‘ownership of the learning process’
(Packham and Miller 2000, 64).
Another benefit of the peer-to-peer approach is that it lessens the isolation
that characterises a research students’ life, which hinders motivation to continue
with their research (Hortsmanshof and Conrad 2003, 7–8). Interacting with peers
involves the exchange of ideas and knowledge, which may result in skill devel-
opment and network building, expanding career opportunities for these graduates
in the future. Networking, teamwork, communication and decision-making are
all transferable skills which can be offered to any organisation (Patton and
McMahon 1999, 186). The SOAR Centre operates on the premise that skill
learning is a life-long process and inherently linked to career planning. The
building of transferable skills helps to ‘lay the foundations not only for a suc-
cessful research degree, but also for sustained learning throughout their lifetime’
(Metcalfe and Gray 2005, 11). Having a peer-to-peer approach specifically in
regard to supporting career development can provide research students with both
specialised academic skills and professional skills, hence broadening their career
prospects.
Development of the SOAR model
To justify the continuation of a peer-to-peer service, GRS implements a formal sur-
vey process to understand student needs. The 2009 In Progress Postgraduate
Research Experience Questionnaire (IPREQ) report found that research students
considered a peer-to-peer service to be important in supporting their needs (Torezani
2010, 3). It was also recognised by some respondents that the SOAR Centre was
being under-utilised by students after its first semester of running, and that the mar-
keting of the centre needed to be improved. In a subsequent 2010 IPREQ survey,
Figure 4. Client visits to the SOAR Centre.

the SOAR Centre was praised for facilitating the building of a ‘network of peers’.
The report also outlined that career development is a skill in need of further
improvement (Torezani 2011, 5).
Client numbers
Figure 4 represents the number of research students accessing the SOAR Centre
since its inception in September 2009. The increase in numbers is testament to
ECU’s research students embracing the model, and also indicates the need for a
peer-to-peer service that supports self-direction.
Challenges and achievements
Establishing an efﬁcient and productive infrastructure in the SOAR Centre, honing
the roles of SOAR ambassadors and marketing a unique programme amidst multiple
existing services have presented GRS with both trials and opportunities. Despite the
many obstacles, our achievements, as responses to the challenges encountered, have
bolstered the premise that a peer-to-peer support service is invaluable to the
research student population (Figure 5).
Infrastructure
The SOAR Centre operates across two main campuses, which are approximately
30 min apart by car. The Joondalup campus is 25 km north of the city of Perth and
the Mount Lawley campus is 6 km from the Perth central business district. There is
also a regional campus in Bunbury, 200 km south of the city of Perth, with a rela-
tively small cohort of approximately 12 research students. Due to their isolation,
they depend on the city ambassadors for support with the use of technology such as
video conferencing. The tool is also used to facilitate communication between the
ambassadors.
Initially, the SOAR Centre service was conducted in two small ofﬁce spaces,
with a desk, computer and stationary. Both centres now run in an open plan space
in easily accessible locations on campus, which is more conducive to a training
Figure 5. SOAR Centre service model.
58 N. Jones et al.

environment. To provide a welcoming space, GRS invested in lounges so the peer
interaction is not restricted to computer-based only training.
Although this relatively informal setting has successfully encouraged an open
and honest peer-to-peer communication, the openness of the space has presented
the SOAR ambassadors and GRS with a concern for client confidentiality, thus, the
need for a more enclosed and private space where peers can talk freely.
Marketing
Representing the SOAR Centre as a service that is in touch with the research commu-
nity as well as the dynamic job market has been a challenge. Initially, marketing ini-
tiatives focused on the uniqueness of the peer-to-peer approach, but inadvertently
suggested that SOAR ambassadors were expert advisers. This method of promotion
risked alienating some expert services at the university, such as Career Services, and
created false expectations on the level of career advice that clientele would receive.
To bridge the gap between student and various stakeholders’ needs, the SOAR
Centre adopted an integrated approach with key services at the university. This
adaptability necessitated a change to the marketing strategies by promoting the cen-
tre as a referral service with an emphasis on the value of the peer-to-peer exchange.
Interestingly, no emphasis was placed on the offer of expert advice but instead was
focused on the building of peer-to-peer support networks, and client numbers began
to increase. This suggests that the integrated approach is more effective and that the
peer-to-peer learning environment is highly valued among research students.
The success of the centre can also be attributed to new marketing initiatives.
Visual branding of the centre includes an eagle soaring as its symbol, and bright
colours. A SOAR calendar was also produced to incorporate the branding, and has
proven effective in boosting clientele. A promotional flyer featuring the services
offered has also been developed, and the SOAR website featuring SOAR ambassa-
dor profiles and skills has been effective in increasing client bookings
Contractual considerations
The SOAR ambassadors’ employment contract had to acknowledge the constraints
of previous contracts that as research students they may have entered into, particu-
larly scholarships and visas. Where most scholarships place restrictions on paid
work, the SOAR position is only 6 hours a week. As such, the position is viewed
by many research students as ‘scholarship-friendly’.
The key challenge for management is to ensure the SOAR ambassador’s studies
outside of the role are not negatively impacted. The training schedule for this role,
while not intensive, is significant particularly when considering research workloads
and scholarship work constraints. It is therefore pared down to essential services
and skill-building training sessions. To illustrate, all ambassadors must attend career
guidance software training to facilitate their career development, but have the option
of attending training, which does not directly impact on the role, such as video-
making software.
Managing duties and expectations
An initial challenge in setting up the SOAR Centre was to finalise an online sched-
uling or booking system. We investigated an online scheduling system that would

allow clients to book appointments via the web. Due to internal institutional regula-
tions on using an outside web source tool, we instead set up a booking form on the
SOAR Centre website. When the client submits the form, it is directed to a SOAR
Centre email, from which the ambassadors schedule their appointments.
The ambassadors are provided with duties that aim to further their involvement
in the research community. They are required to post relevant research information
on the GRS’s Google group, where subscribers include research students and staff
involved in advising research students. Other community involvement includes
assisting clients in their search for research funding and employment in academia or
in industry.
The contracts also outline that each ambassador provide monthly feedback on
their achievements and goals. Arising from this process, the contract has evolved to
include a larger focus on the peer-to-peer support aspect of the role, especially in
relation to research skills training, career and transition support. Ambassadors attend
an interpersonal boundaries workshop conducted by the ECU Counselling Services,
as well as inter-cultural skills training. Ambassadors also have a role in the content
development and editing of online training resources that GRS provides for research
candidates.
Final reflections moving into the future
There have been many achievements since the establishment of the SOAR Centre
and they are reflected in the several iterations of ambassadors’ employment con-
tracts, new infrastructure, including video conferencing and software, and more
effective management of stakeholders’ needs and expectations. The refinement of
the model has led to wider acceptance of the centre as a valuable skills and career
development service. New projects currently underway include focused marketing
strategies, online training development, a new casual employment system and a
mentoring scheme.
A new casual employment system is being tested and is scheduled to be
launched by the start of 2012. It will provide employers inside and outside the uni-
versity with the opportunity to post jobs, view research student profiles and match
capabilities. Likewise, registered research students will receive casual positions
alerts that match their skills.
Our integrated approach of working with key support services has also ensured
that ECU’s research students receive expert advice where needed. In particular, an
alliance with ECU Career Services means that research students are provided with
appropriate career development advice.
We are beginning to see examples of some SOAR ambassador’s career develop-
ment following their tenure. Through networking opportunities and searching for
grants, one ambassador received funding to attend specialised training overseas in
their area of research with experts from around the world. By using the career guid-
ance system in the SOAR Centre and attending training, another ambassador was
able to address his feelings of uncertainty about the future after completing an
information technology research degree. This student realised that his ‘dream’ job
was to put his skills to the service of the elderly in his home country.
Our achievements have been gradual and will continue to grow as the service
evolves into new ways of providing ECU research candidates with opportunities to
build skills and networks, broadening their graduate’s career path directions.
60 N. Jones et al.

The SOAR Centre model is a valuable addition to the ECU research community
and tertiary environment because it encourages a growing number of research stu-
dents to consider their career paths prior to completion. By adopting an integrated
approach with various university stakeholders, including Career Services and the
Counselling Service, the SOAR Centre is playing an increasing role in the profes-
sional development of ECU’s research students. Although the SOAR model pro-
vides relevant casual employment to a small number of research students, its
greater goal is to engage the broader research student cohort in their own career
development. By embracing the programme, the university is not only investing in
students’ academic success, but also in their future as highly employable graduates
and contributors to the knowledge economy.
In the process of development of the SOAR Centre, it became apparent that
there the centre not only contributed to the consideration and building of career
skills. The presence of international students as SOAR ambassadors attracted inter-
national students in search for support. Transition support was noted as particularly
frequent at the beginning of each semester, where international students are more
likely to arrive. Thus, making the centre an important point of intercultural contact
and networking.
Note
1. An honours degree is a fourth year of an undergraduate level for students who have
demonstrated the ability to undertake research. Honours degrees typically include two
semesters of full-time enrolment or equivalent, with the first semester dedicated to
coursework units and the second semester dedicated to a research thesis or project.
Notes on contributors
Narelle Jones has worked in universities in both Western Australia and Victoria, primarily in
student support and management roles. In her current role as project officer in the GRS at
ECU in Perth, she manages the SOAR Centre, a peer-to-peer service, run by and for
research students.
Silvia Torezani has recently relocated to Texas, where she is currently lecturing at the
University of Texas El Paso. Between 2009 and 2011, she was the research training
coordinator for the GRS at ECU, where she conducted research on the SOAR Centre
Services and on the experiences of international students. She has a PhD in anthropology
and has worked and published in the fields of migration, refugees and cultural performance.
satorezani@utep.edu
Joe Luca is Dean of the GRS at ECU and has extensive research and work experience in the
areas of interactive media development, graduate attributes and project management. He is
committed to the development of long-term learning and career planning for graduate
students and is the founder of the SOAR Centre.
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