Graduate Certificate in Tertiary Education (Governance)

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.

Course structure

The Graduate Certificate in Tertiary Education (Governance) is completed in 50 points of study. Students complete three core subjects and one elective.

Entry requirements

1. 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;

AND

• have current employment in the tertiary education sector; and
• employer support to participate.

Meeting these entry requirements does not guarantee selection.

1. In ranking applications, the Selection Committee will consider:

• Prior academic performance; and
• Professional experience.

1. 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.

1. 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

Graduates of this course will have advanced theoretical and technical knowledge of current research, debates, policies and practices in tertiary education policy, management and governance from a multidisciplinary and global perspective, and should be able to:

• Critically analyse and evaluate and transform tertiary education management theories, debates, policies and practice through evidence based research
• Evaluate and analyse the political and historical contexts informing tertiary education management policies and practices
• Analyse, generate and apply established leadership, management and governance theories to tertiary education management policy and practice
• Interpret and communicate contemporary tertiary education research ideas and findings to the wider educational community
• Critique and apply multidisciplinary leadership, management and governance theories and evidence based research to inform tertiary education policy
• Critique and apply multidisciplinary leadership and management theories and evidence based research to improve tertiary education leadership and management professional practice
• Apply well developed professional judgement of current research, debates, policies and practices in tertiary education management, leadership, policy and governance from a multidisciplinary and global perspective
• Interpret and transmit solutions and findings to the wider tertiary educational community through critical analysis of contemporary educational research ideas