Graduate Certificate in Tertiary Education Management (GC-TEM)

Graduate CertificateYear: 2017 Delivered: Online

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Overview

Award titleGraduate Certificate in Tertiary Education Management
Year & campus2017
Fees informationSubject EFTSL, level, discipline and census date
Study level & typeGraduate Coursework
AQF level 8
Credit points50 credit points
Duration12 months part-time

This is a one-year, part-time program designed for middle to senior level educators, administrators and scholars seeking to extend their knowledge and skills in tertiary sector leadership and management.

It offers expert perspectives on Higher Education and Vocational Education and Training systems, policy settings, institutional strategies and tertiary sector work cultures in a national and international context, drawn from the best and latest research and resources for tertiary sector leadership. It aims to provide concepts, insights and practical skills for leading and managing successfully in tertiary sector institutions; exposure to high profile tertiary sector leaders and expert scholars, nationally and internationally, and access to a network of tertiary sector peers facing similar management challenges.

Participants can expect an on-line, syndicate group and action learning modes of study, with a strong cohort experience in groups of 20 participants; integrated learning via theory, case studies, simulation exercises and work-based projects; and scope to choose projects aligned with personal development and career aspirations, with other institutions in Australia or overseas.

Links to further information

http://www.lhmartininstitute.edu.au/postgraduate-award-programs/86-graduate-certificate-in-tertiary-education-management

Entry requirements

1. In order to be considered for entry, applicants must have completed:
• an undergraduate degree or equivalent; and
• at least two years of documented relevant work experience in the tertiary education sector.
Applicants must also be currently employed in the tertiary education sector.
Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:
• prior academic performance; and
• the professional experience

3. 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.

4. Applicants are required to satisfy the university’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 6.5 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

  • The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
  • 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.
  • 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 their disability may impact on meeting the requirements of this course are encouraged to discuss this matter with the Student Equity and Disability Support Team: http://www.services.unimelb.edu.au/disability/

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;
  • A repertoire of skills and strategies for leading and managing in tertiary education contexts.

Graduate attributes

The Melbourne Experience enables our graduates to become:

  • Academically excellent:
    • have a strong sense of intellectual integrity and the ethics of scholarship
    • have in-depth knowledge of their specialist discipline(s)
    • reach a high level of achievement in writing, generic research activities, problem-solving and communication
    • be critical and creative thinkers, with an aptitude for continued self-directed learning
    • be adept at learning in a range of ways, including through information and communication technologies
  • Knowledgeable across disciplines:
    • examine critically, synthesise and evaluate knowledge across a broad range of disciplines
    • expand their analytical and cognitive skills through learning experiences in diverse subjects
    • have the capacity to participate fully in collaborative learning and to confront unfamiliar problems
    • have a set of flexible and transferable skills for different types of employment
  • Leaders in communities:
    • initiate and implement constructive change in their communities, including professions and workplaces
    • have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations
    • mentor future generations of learners
    • engage in meaningful public discourse, with a profound awareness of community needs
  • Attuned to cultural diversity:
    • value different cultures
    • be well-informed citizens able to contribute to their communities wherever they choose to live and work
    • have an understanding of the social and cultural diversity in our community
    • respect indigenous knowledge, cultures and values
  • Active global citizens:
    • accept social and civic responsibilities
    • be advocates for improving the sustainability of the environment

have a broad global understanding, with a high regard for human rights, equity and ethics

Course structure

There is one core subject:

  • MGMT90113 Tertiary Education Policy and Management (25 points) at the start of the program

Candidates will also complete 25 points of electives from the lists below.

Subject options

Core subject

Code Name Study period Credit Points
MGMT90113 Tertiary Education Policy and Management
Semester 1 (Online)
 25

Elective subjects

These subjects are taught online. Please choose two of the following subjects:

Code Name Study period Credit Points
EDUC90602 Maintaining Quality within Institutions
Term 4 (Online)
 12.5
EDUC90605 Operating an External Quality Agency Not available in 2017 12.5
MGMT90166 Leading and Managing Research Not available in 2017 12.5
MGMT90167 Managing Tert Ed Teaching and Learning Not available in 2017 12.5
MGMT90168 Managing International Tert Ed
May (Online)
 12.5
MGMT90169 Institutional Governance in Tert Ed
Term 3 (Online)
 12.5
MGMT90170 Institutional Research in Tert Ed Not available in 2017 12.5
MGMT90183 Research Evaluation
February (Online)
 12.5
MGMT90184 Science, Technology & Innovation Policy Not available in 2017 12.5
MGMT90117 External Quality Assurance
Term 3 (Online)
 12.5
MGMT90220 Risk Management in Tertiary Education
May (Online)
 12.5
MGMT90221 Sustainable TE Leadership and Governance
Term 4 (Online)
 12.5
EDUC90517 Project on Teaching and Learning
February (On Campus - Parkville)
July (On Campus - Parkville)
 12.5
EDUC90848 Applied Research Methodology
Term 1 (Online)
Term 3 (Online)
 12.5

Further study

Graduates may progress to a range of other graduate coursework programs.

Last updated: 21 February 2025