About this course
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
Melbourne Graduate School of Education
Currently enrolled students:
- Further information: https://online.unimelb.edu.au/education/tertiary-education-management
- Email: email@example.com
Dr Heather Davis
|Award title||Graduate Certificate in Tertiary Education (Governance)|
|Year & campus||2017 — Parkville|
|Fees information||Subject EFTSL, level, discipline and census date|
|Study level & type||Graduate Coursework|
|Credit points||50 credit points|
|Duration||6 months full-time or 12 months part-time|
This program is designed for middle to senior level administrators, policy makers and scholars seeking to extend their knowledge and skills regarding tertiary education sector governance.
The foundation subject offers expert perspectives on the broader Tertiary Education systems, policy settings, institutional strategies and tertiary sector work cultures in national and international contexts, to situate governance in these broader contexts. The specialist subjects focus on key issues in governance for the tertiary education sector. All subjects draw upon the best and latest research and resources in the field.
The program aims to provide concepts, insights and practical skills for leading and managing governance environments within tertiary institutions. It offers exposure to high profile tertiary sector leaders and expert scholars and access to a network of peers facing similar challenges in governance and policy.
- In order to be considered for entry, applicants must have completed either:
- a four year undergraduate degree in a cognate area, or equivalent; or
- a three year undergraduate degree and at least 50 credit points, or equivalent, of graduate study in a cognate area; or
- a three year undergraduate degree in a cognate area and at least two years of documented, relevant professional experience in tertiary education management, or equivalent;
- have current employment in the tertiary education sector; and
- employer support to participate.
Meeting these entry requirements does not guarantee selection.
- In ranking applications, the Selection Committee will consider:
- Prior academic performance; and
- Professional experience.
- The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
- Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Inherent requirements (core participation requirements)
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Disability Liaison.
Intended learning outcomes
By the end of this program successful participants should have acquired insights and perspectives on contexts, trends and challenges in tertiary education governance; and a repertoire of skills and strategies for leading and managing in tertiary education contexts.
The course would enhance the following skills;
- Communication with people who work in different cultures and contexts
- Problem investigation of policy and strategy, and generate options to resolve them
- Risk and benefit assessment of different solutions to manage problems
- Solution implementation
- Well-informed decision making that considers specific contexts.
Graduates will have well-informed perspectives on the issues and challenges for tertiary education systems and institutions in a diverse and rapidly evolving sector and connect these to governance, management and policy settings. They will be able to apply the knowledge and skills acquired in this program to engage more confidently and effectively in the tasks of leading people, influencing policy and planning governance strategy.
There are two compulsory subjects:
- MGMT90113 Tertiary Education Policy and Management (25 credit points)
- MGMT90169 Institutional Governance in Tertiary Education (12.5 credit points)
Candidates will also complete 12.5 points of electives from the list below.
- MGMT90220 Risk Management in Tertiary Education
- MGMT90221 Sustainable TE Leadership and Governance
|Code||Name||Study period||Credit Points|
|MGMT90113||Tertiary Education Policy and Management||
|MGMT90169||Institutional Governance in Tert Ed||
Choose one of the following subjects;
|Code||Name||Study period||Credit Points|
|MGMT90220||Risk Management in Tertiary Education||
|MGMT90221||Sustainable TE Leadership and Governance||
Graduates may progress to a range of other graduate coursework programs including the Master of Tertiary Education (Management).
Last updated: 6 December 2019