AIFE offers Graduate Certificate courses and various collaboration opportunities designed to enhance your staff’s skills and accomplishments. Our courses are accredited by the Government’s Tertiary Education Quality and Standards Agency (TEQSA), the regulatory body for courses offered by Australian universities. Our teaching faculty consists of industry leaders, offering students the unique chance to learn directly from top professionals who can support their growth and development.
The Graduate Certificate of Global Higher Education is aimed at academics and teaching professionals seeking to enhance their skills in designing and delivering higher education courses. This qualification enables graduates to create and apply student-centered, research-driven, and evidence-based teaching practices within their own disciplines and institutions. It has been developed by internationally respected academics with extensive experience in leading and advising on course development across the globe.
A graduate certificate is a short course of study designed for people who are already working in a field, and who want to develop deeper knowledge and advanced skills through specialised university level training. A graduate certificate is a postgraduate coursework qualification that typically requires half a year (or 1 semester) of full-time enrolment or equivalent to complete. The Graduate Certificate of Global Higher Education is offered by the Australia Institute for Future Education (AIFE), which is accredited by the Australian Tertiary Education Quality and Standards Agency (TEQSA). TEQSA accreditation is required by all higher education providers in Australia, including universities. The graduate certificate is offered online, with a recommended schedule of one unit in each of four semesters over a two-year period, although it can also be done more intensively. This schedule aims to help busy academic and professional staff to expand their perspective and develop skills for teaching in higher education within the demands of their normal employment.
Language of Instruction
The Graduate Certificate is taught in English. To enrol, you must have achieved an IELTS score of 6.0 (or equivalent).
Four units in total must be completed. We recommend completing Unit 1 first. The other units can be taken in any order, although students may find that completing Unit 4 as their last unit will help them to bring together learning from other units into a scholarly teaching perspective. Each unit is delivered over a 12-week period. Each session generally consists of pre-class work that might contain an introductory lecture, reading and activities, followed by a two-hour interactive session and post-class activities.
1. Learning and Teaching in Higher Education
In this unit we explore what it means to teach successfully in higher education. We consider major learning theories that underpin the scholarly approach to contemporary best practice. Students engage in critical reflection to apply this knowledge to develop a better understanding of learning and teaching in their own context.
2. Designing Assessment for Learning in Higher Education
In this unit we examine the central role of assessment in student learning and quality assurance. Students explore literature related to best practice in global contemporary higher education contexts. Through informed reflection, students review the assessment tasks used in their teaching and plan improvements to ensure students can attain the quality of learning required and enhance student learning outcomes.
3. Teaching for Engaged Learning in Higher Education
In this unit we explore how learning is delivered to different student cohorts in a range of learning settings, because teachers need to employ more and varied ways to engage students. In this unit, students will start with understanding what is involved in building student engagement and progress to explore contemporary evidence-based practices that align with long-standing ideas of engaged learning. Application of the knowledge gained will allow participants to plan enhanced strategies in their own teaching.
4. Scholarly Approaches to Learning and Teaching in Higher Education
In this unit, we examine what it means to have a scholarly approach to teaching practice before introducing students to the Scholarship of Teaching and Learning (SoTL). SoTL’s relationships with scholarly teaching and reflective practice are explored within the context of students’ own teaching. Students identify areas of potential inquiry within their practice and follow a scholarly path to plan for an intervention and evaluation. We discuss the
dissemination of SoTL outcomes, locally, nationally and internationally and consider potential international collaborations.
Graduates who complete the Graduate Certificate of Global Education will have the following competencies.
| Domain | Graduate Certificate of Global Higher Education – Course Learning Outcomes |
|---|---|
| Discipline-specific knowledge | Acquire and apply advanced and specialised knowledge of the theories and practices of contemporary curriculum design, pedagogy, assessment and feedback for enhancing learning and teaching in their own practice and discipline. |
| Critical analysis | Critically evaluate, analyse and synthesise complex ideas and make informed judgements to make improvements in learning and teaching in their own practice. |
| Critical inquiry | Apply an inquiry-based approach and critical reflection on academic practice in higher education learning and teaching. |
| Communication and collaboration | Communicate effectively with colleagues and students utilising a range of media to convey and demonstrate complex knowledge and ideas. Work constructively with colleagues to evaluate and support each other’s development. |
| Responsibility and accountability | Demonstrate accountability and responsibility for the quality of their work by engaging in evaluative practices of their own students’ work. |
| Ethical and professional judgement | Apply ethical and professional standards to engage with complex challenges in learning and teaching, responding proactively to issues of student inclusivity, diverse socioeconomic, cultural and belief systems. |
Admission
All applicants seeking admission into any AIFE course will be treated fairly and equitably. Applicants must be 18 years of age, or over, in the year of commencing the course. Students will be admitted based on meeting published entry requirements. AIFE will consider applications which indicate an educationally disadvantaged background on provision of evidence.
Students admitted to one of AIFE’s courses will be provided with learning and personal support to assist their progression through to course completion and, thereby, ensure equivalency of outcomes regardless of their place of study. Before applying for entry into an AIFE course, all applicants should check the following entry requirements. All applications for entry must be accompanied by:
The minimum acceptable score of English language proficiency is:
| Type of English language test or qualification | Minimum Score |
|---|---|
| International English Language Testing System (IELTS) | Overall 6.0 with no band less than 5.5 |
| TOEFL internet-based test | 72 |
| Cambridge English Advanced (Certificate in Advance English) | 169 |
| Pearson Test of English Academic (PTE Academic) | 51.6 |
| Duolingo test result | Overall IELTS 6.0 with no band less than 5.5 (or equivalent) |
| Certificate IV in TESOL (Teaching English to Speakers of Other Languages) | Valid certificate |
| AEMG English for Academic Purposes Direct Entry Program | Overall 70% with no exam sub-score below 65% |
Copies can be certified by an officer of the Australian embassy or by a person:
To assist in a smooth admission process, applications should be complete, and applicants should provide all documents when requested by AIFE.
Entry Requirements
For admission into an AIFE Graduate Certificate course, applicants must hold a Masters qualification, or equivalent, in any field. AIFE recognises the disadvantage experienced by minority groups and those living with a disability and will accept applications from these groups upon provision of suitable evidence, such as awards, certificates or other educational achievements.
Applicants who are offered a place on an AIFE course will receive an offer letter and written agreement, which must be signed and returned to AIFE in accordance with the instructions in the offer letter.
Applicants who do not meet the entry requirements will be advised of the unsuccessful outcome and of their right to appeal the decision under the AIFE Student Appeals Policy and Procedure. AIFE reserves the right to reverse its decision and revoke the offer letter and written agreement if the information relied upon admitting an applicant is found to be fraudulent, false or misleading.
The Graduate Certificate in Research Practice for Scientists and Engineers is designed to enhance the professional research capabilities of academics. Its focus is on fostering awareness of key research challenges from an international cultivating advanced research skills. The program is led by world-leading researches with extensive global experience and diverse perspectives on research. All instructors possess substantial mentoring expertise and are well-equipped to support learners at all career levels in developing their research skills through this graduate certificate.
A graduate certificate is a short course of study designed for people who are already working in a field, and who want to develop deeper knowledge and advanced skills through specialised university level training. A graduate certificate is a postgraduate coursework qualification that typically requires half a year (or 1 semester) of full-time enrolment or equivalent to complete. The Graduate Certificate of Global Higher Education is offered by the Australia Institute for Future Education (AIFE), which is accredited by the Australian Tertiary Education Quality and Standards Agency (TEQSA). TEQSA accreditation is required by all higher education providers in Australia, including universities. The graduate certificate is offered online, with a recommended schedule of one unit in each of four semesters over a two-year period, although it can also be done more intensively. This schedule aims to help busy academic and professional staff to expand their perspective and develop skills for teaching in higher education within the demands of their normal employment.
Language of Instruction
The Graduate Certificate is taught in English. To enrol, you must have achieved an IELTS score of 6.0 (or equivalent).
Four units in total must be completed. Unit 1 should be completed first. The other units can be taken in any order. Each unit is delivered over 12-week period. Each class session generally consists of two hours of lecture with a one-hour tutorial to help reinforce concepts learned (i.e. 3 hours in a single session each week). Tutorials will be led by the instructors with assistance from AIFE staff.
1. Essential Research Skills for Successful Academics
Working as an academic is demanding. Universities want academics to be world-class researchers as well as excellent teachers and good citizens who serve the administrative needs of their department. It is difficult to be an excellent researcher, especially when you are obliged to spend much of your time on these other tasks. Many academics have not deliberately considered how to develop the high-level skills needed to be a successful researcher and to manage competing pressures on their time, including developing the necessary communication skills. The aim of this unit is to discuss strategies for becoming a more effective academic by developing skills in planning, conducting, managing, and presenting research, with emphasis on communication as a key academic skill.
2. Writing Impactful Publications
Publishing is fundamental to academic life. Good papers are essential for advancement of a field of knowledge. A researcher’s reputation also hinges primarily on the quality and impact of their publications, which have a major impact on promotion prospects. So, what are the elements of writing a good paper? What habits do I need to develop to consistently write impactful papers? How do I evaluate what tier of journal is most appropriate for my paper? How can I write papers for the highest impact journals? How does the peer review system work, and how do I operate most effectively in it? These questions are addressed and strategies for writing impactful papers are discussed in this unit.
3. Writing Quality Research Proposals
Obtaining research funding is an essential element of doing many types of research. Without funding, students and post-docs cannot be hired, research expenses cannot be paid for, or travel to conferences to publicize research results cannot be covered. What are the key elements of successful research proposals? What practices must be considered to achieve serial success in winning research funding? What kind of researcher must I become to be successful? When I have secured funding, how do I hire, plan, supervise, and lead a team that delivers results? The wide-ranging skills needed to build a research career and secure, manage, and deliver on research funding are discussed in this unit. Students will get practical experience of conceiving, planning, writing, and assessing proposals in this unit, which is intended to sharpen critical thinking in relation to producing high-quality research proposals.
4. Statistical Data Analysis
Statistical data analysis is the most powerful tool we have for separating scientific facts from fiction and, as such, is fundamental to successful and impactful research. Thus, it is essential for researchers to have an appreciation of the statistical and computational techniques used in data analysis and characterisation. A focus will be placed on conceptual understanding of how specific data analysis techniques work and the situations in which they can and cannot
be applied. Delivery will be based on practical examples, providing the opportunity for hands-on learning through processing of real data sets with MATLAB. The experience gained in this unit will help researchers to approach and present their own data analysis problems in a rigorous and principled fashion.
Graduates who complete the Graduate Certificate of Research Practice for Scientists and Engineers will have the following competencies.
| Domain | Graduate Certificate of Research Practice of Scientists and Engineers – Course Learning Outcomes |
|---|---|
| Discipline-specific knowledge | Acquire and apply advanced knowledge of the international research system, with highly developed skills, to enhance their research practice to help make original contributions to their disciplines. |
| Critical analysis | Evaluate critically, analyse and synthesise complex ideas and make informed judgements to improve their research practice. |
| Critical inquiry | Reflect critically on their own research practice to seek to improve their effectiveness on the international research stage. |
| Communication and collaboration | Communicate effectively with members of their research teams in conducting research and to communicate research outcomes to external colleagues through diverse means. |
| Responsibility and accountability | Demonstrate accountability and responsibility for the quality of their work and engage in ongoing and evaluate practices of their own work and that of research team members. |
| Ethical and professional judgement | Apply ethical and professional standards to engage with complex challenges in research, responding proactively to issues of academic integrity and inclusivity, support socioeconomic, and cultural and belief system diversity. |
Admission
All applicants seeking admission into any AIFE course will be treated fairly and equitably. Applicants must be 18 years of age, or over, in the year of commencing the course. Students will be admitted based on meeting published entry requirements. AIFE will consider applications which indicate an educationally disadvantaged background on provision of evidence.
Students admitted to one of AIFE’s courses will be provided with learning and personal support to assist their progression through to course completion and, thereby, ensure equivalency of outcomes regardless of their place of study. Before applying for entry into an AIFE course, all applicants should check the following entry requirements. All applications for entry must be accompanied by:
The minimum acceptable score of English language proficiency is:
| Type of English language test or qualification | Minimum Score |
|---|---|
| International English Language Testing System (IELTS) | Overall 6.0 with no band less than 5.5 |
| TOEFL internet-based test | 72 |
| Cambridge English Advanced (Certificate in Advance English) | 169 |
| Pearson Test of English Academic (PTE Academic) | 51.6 |
| Duolingo test result | Overall IELTS 6.0 with no band less than 5.5 (or equivalent) |
| Certificate IV in TESOL (Teaching English to Speakers of Other Languages) | Valid certificate |
| AEMG English for Academic Purposes Direct Entry Program | Overall 70% with no exam sub-score below 65% |
Copies can be certified by an officer of the Australian embassy or by a person:
To assist in a smooth admission process, applications should be complete, and applicants should provide all documents when requested by AIFE.
Entry Requirements
For admission into an AIFE Graduate Certificate course, applicants must hold a Masters qualification, or equivalent, in any field.
AIFE recognises the disadvantage experienced by minority groups and those living with a disability and will accept applications from these groups upon provision of suitable evidence, such as awards, certificates or other educational achievements.
Applicants who are offered a place on an AIFE course will receive a letter of offer and written agreement, which must be signed and returned to AIFE in accordance with the instructions in the letter of offer.
Applicants, who do not meet the entry requirements, will be advised of the unsuccessful outcome and of their right to appeal the decision under the AIFE Student Appeals Policy and Procedure.
AIFE reserves the right to reverse its decision and revoke the letter of offer and written agreement if the information relied upon admitting an applicant is found to be fraudulent, false or misleading.
AIFE is governed by a Board of Directors comprising individuals with experience in Australia’s higher education sector, some of whom are independent.
AIFE’s Board of Directors is accountable for the entire higher education operations and AIFE’s compliance with regulatory requirements.
An Academic Board has been established by the Board of Directors to oversee academic matters, including the quality of teaching and learning.
Students are invited to consider representing the student population as a student representative member of the Academic Board.
Details outlining the election process and expectations of a Student Representative of the Academic Board are set out in the Election of Student Representative Policy and Procedure.
Courses are conducted exclusively online. Cloudcampus is AIFE’s learning management system, which is used by AIFE to provide students with course material and resources and by students to access course materials and resources, and to connect with AIFE’s academic and administrative staff. There is a User Guide in Cloudcampus to help students navigate around the learning management system. If you have any issues logging into Cloudcampus, please contact Professor Karen Swabey (karen.swabey@aife.edu.au).
Once granted access to Cloudcampus and a password has been set, students should protect their access details from others by:
Students must not pose a risk to their own safety, or those of others by downloading, uploading, or publishing harmful content. It is expected that students protect their own, and others’, privacy.
Students must not handle any unlawful material. This includes not downloading, uploading, or publishing illegal content.
Students must not breach intellectual property rights by downloading, uploading or using illegally sourced software or content.
Reference | Information and Communications Technology Policy
Many academic resources are available in Cloudcampus, which is accessible 24/7, including:
– active links to additional resources and relevant documents; and
– learning guides and course materials.
Academic staff will be available for consultation by appointment or at specified times during the teaching period for 2 hours per week.
There will be sessions scheduled during the teaching period on:
– English language proficiency; and
– Literacy and numeracy.
Students can also use the physical or electronic library of their university employer.
If required, AIFE can schedule personal support for students, such as counselling.
Students will be informed of any charges for personal counselling services before committing to the session.
Reference | Student Support Framework
Students who wish to defer commencement of their course must submit an application prior to enrolling. The maximum deferment period is one (1) year.
After enrolling, students can:
– vary their study load;
– transfer between AIFE courses;
– request a leave of absence;
– withdraw from their candidature.
Student enrolment may be suspended or cancelled:
– if fraudulent information had been provided to gain a place in an AIFE course;
– for the following reasons and after AIFE’s appeals process has been exhausted:
academic or non-academic misconduct;
unsatisfactory academic progress;
non-payment of fees.
Reference | Enrolment Policy and Procedure
To provide an open and mutually supportive learning environment, students are expected to conduct themselves in line with the Student Code of Conduct, such as:
– treating members of AIFE’s community with equity and respect;
– avoiding behaviour that could be perceived as harassment, intimidation, discrimination, bullying or threatening, including through the use of social networking, websites and AIFE’s website;
– making only truthful statements in regard to their student status, representation as a student and entitlements as a student.
Reference | Student Code of Conduct
Tuition fees are set by the Board of Directors, reviewed annually by the CEO and the Board of Directors, and published on the AIFE website at https://aife.edu.au/storage/2022/12/Fees-and-Refund-Policy-and-Procedure-v1.pdf.
Fees may change over the duration of the course and could impact students who do not complete the course within one teaching period.
AIFE does not charge non-tuition fees.
Students, or their employer, wishing to receive a refund for withdrawing from their course must complete the relevant forms and submit them to AIFE by the date specified in the Letter of Offer and Written Agreement.
Refunds will be paid back to the original source of payment.
Reference | Fees and Refunds Policy and Procedure
Academic integrity is centred on a commitment to honesty, trust, respect and responsibility.
A breach of academic integrity is considered academic misconduct and is not tolerated at AIFE.
Potential penalties for breach of academic integrity could result in:
– a formal written warning;
– a zero grade for an assessment or a fail grade for the unit;
– suspension or exclusion from AIFE.
Some examples of breaches of academic integrity are:
– plagiarism or collusion in assessment tasks;
– referring to unauthorised material in an exam setting;
– contract cheating, which is when an assessment task has been outsourced by the student ‘…to a third party, whether that is a commercial provider, current or former student, family member or acquaintance’ (see Good Practice Note: Addressing Contract Cheating, p.2).
Reference | Academic Integrity Policy and Procedure
Academic performance of all students will be monitored to inform decisions regarding academic progress.
Students identified as requiring support during the first half of the teaching period will be informed of the academic and personal support services that are available to assist them in making satisfactory academic progress.
Students are considered to be “at risk” if they fail:
– 50% or more of enrolled units in any teaching period; and/or
– the same unit more than once; and/or
– to make sufficient progress.
The following support may be provided to ”at risk” students:
– academic skills workshops;
– individual case management; and/or
– peer support.
Students may be considered for exclusion if they are unable to meet minimum academic standards after provision of academic support by AIFE.
Reference | Academic Progression Policy and Procedure
AIFE adopts a zero-tolerance approach to sexual harassment and sexual assault.
AIFE will support complainants, and will apply appropriate sanctions.
Sexual assault is a serious incident which should be reported to:
– Police or emergency services (24 hours): 000, or
– for staff or students not located in Australia, local emergency services.
Reference | Sexual Assault and Sexual Harassment Policy and Procedure
A Critical Incident is a traumatic event causing extreme stress, fear or injury.
Examples of critical incidents include:
– verbal or psychological aggression;
– physical assault; and
– natural disasters, such as earthquakes or floods.
Students involved in an incident occurring off-campus or offshore, are to follow the incident management procedures applying at that site and report it to AIFE’s CEO.
Reference | Critical Incident and Emergency Management Policy and Procedure
AIFE encourages resolutions of grievances at the local level where possible.
Grievances will be resolved promptly with impartiality, transparency and the privacy of those involved protected.
The process will be respectful of the views of all parties affected.
There will be no cost to the complainant for using the grievance process.
Reference | Student Grievance Policy and Procedure
Students dissatisfied with the outcome of a grievance may lodge an appeal.
Students also have the right to appeal a decision made by AIFE under other policies and procedures.
Appeals must be lodged within 20 working days of a grievance outcome or decision under the relevant policies and procedures.
Appeals will be handled fairly, consistently, transparently and effectively and will be respectful of all parties.
Appellants may be accompanied by an advocate.
The internal appeals process must be first exhausted before requesting external mediation or arbitration.
Students may use as an external appeals body:
– the Resolution Institute which is an external body specialising in dispute resolution by mediation or arbitration or
– an independent external mediator.
AIFE agrees to be bound by agreed recommendations arising from the external appeal process with any necessary actions implemented promptly.
Reference | Student Appeals Policy and Procedure