Students enrolled in higher degree by research (HDR) courses come from varied backgrounds with wide ranging research skills and experience.While the number of students graduating with a PhD continues to climb, so too does the prospect that less than half will find employment in the university sector (.Industry demands graduates who possess broad based transferable skills that can be utilised across a range of positions and sectors.The recent Review of Australia’s Research Training System (RTS) for the Australian Council of Learned Academies (ACOLA) identified skills in data collection, design of research questions, information seeking and ethical conduct, as just some of the transferable skills required by graduates engaged in diverse career paths.Against the backdrop of industry graduate requirements, university research rich agendas and globalisation of higher education, this paper will report on transforming curriculum of IFN001: Advanced Information Research Skills (AIRS), a mandatory coursework unit (subject) for students entering the PhD program at Queensland University of Technology (QUT). This study adopts an evidence based approach triangulating longitudinal student feedback data (2007-2016), best practice and current literature to inform curriculum transformation. Ongoing curriculum enhancement is framed through the lens of the student by examining qualitative student feedback over time.This paper will identify consistent themes across time, and the challenges faced by AIRS curriculum designers in addressing the needs of students, and industry in developing relevant transferable skill sets.

Keywords: HDR students, evaluation, curriculum design, curriculum enhancement