Graduate Diploma of Business Administration

Learn strategies to guide business development and dynamic leadership skills

Excelsia College > Study > School of Business > Graduate Diploma of Business Administration

Graduate Diploma of Business Administration | School of Business | Excelsia

Graduate Diploma of Business Administration

Duration: 1 year full-time
Delivery: Blended
Credit points: 48 credit points
CRICOS CODE: 096446J
Available to: Domestic (FEE-HELP)/International
IELTS: Overall IELTS result of 6.5 with no band less than 6.0 (or equivalent English Language proficiency test result)
AQF: Level 8
Tuition fee: International students: $8,120 semester/$16,240 total

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The focus of the Excelsia College Graduate Diploma of Business Administration (GDBA) is leadership of organisations with an ethical and social responsibility orientation. The program is designed to develop in students’ leadership skills as well as knowledge of ethical and socially responsible practices within organisations. The purpose of the GDBA is to promote and enhance the mission of Excelsia College through the application of scholarship consistent with a Christian worldview in producing graduates prepared to lead in a range of professions and organisational settings.

 

Where appropriate the course is supplemented by biblical, ethical, philosophical, and social scientific materials and perspectives. These materials and perspectives are intended to enhance, not detract from, contemporary understandings of business contexts, practices, and environments. Where such materials and perspectives are deployed in the course, linkages to relevant business understandings are made explicit. Such linkages include, but are not limited to:

• the applicability of values-based leadership from a general-management and organisation-specific perspective;

• the role of biblical and moral insights with respect to the capacity to think and act strategically and ethically under conditions of rapid change and uncertainty;

• a focus on personal integrity and the holistic well-being of people when analysing and integrating business policies, practices and procedures;

• social and sustainable enterprise in the context of finance, human resources, information systems, international business, and general leadership and management, and

• the capacity to communicate ethically and effectively, to work productively in teams, to use information technology thoughtfully, and to candidly appraise personal abilities, strengths, and weaknesses.

 

Philosophically, the GDBA is ‘outward looking,’ with a clear orientation towards managers as global citizens, decision makers and leaders, from initiating organisational research all the way through the value chain to marketing and after-sales service.

The program takes a human-centric approach to management education that incorporate human values of empathy as well as the development of critical analytical thinking and design thinking. The goal from this orientation to management education to is make the Excelsia College GDBA graduate a better business leader connected to the real world and communities in which businesses operate.

Completion of the 8 units in the GDBA provides a pathway for admission into the MBA

Leadership Theory

Learn to analyse and explain historical trends in leadership as well as distinguish between leadership and management functions. Students will apply and synthesise leadership theories and practices to case studies.

Organisational Behaviour and Leadership

Study how people’s behaviours and motivations as individuals and teams determine the character, dynamics and effectiveness of an organisation. Learn how to analyse and integrate values-based frameworks in addressing leadership and organisational behavioural challenges.

Applied Management Theory

Learn to analyse the business environment and determine effective management practices. Students will evaluate the relationship between leadership and management and maintain an awareness of the ethical challenges involved in each.

Professional Ethics

Analyse significant contemporary ethical issues and challenges in business from a Christian perspective. Students will also learn leadership strategies to deal with ethical dilemmas and examine decision-making frameworks at the personal and organisational levels.

Stewardship and Governance

Understand and apply stewardship principles to influence organisations for sustainable performance through contributions to human, environmental and societal wellbeing. Integrate socially responsible practices and corporate governance in businesses through the lens of stewardship.  

Organisational Learning and Change

Learn how to effectively identify and critique different approaches to change. Students will also begin to integrate the concepts and principles of organisational change and organisational learning in designing and implementing plans for development and transformation.

Business Strategy and Policy

Learn to critically appraise business networks, partnerships and alliances, and the policies associated with managing these relationships, while exhibiting awareness of the ethical challenges involved in formulating business strategy.

Corporate Social Responsibility and Sustainability

Explore the economic, cultural and environmental impacts of globalisation. Students learn to evaluate models of corporate social responsibility and sustainable development in terms of agendas, effectiveness and long-term viability, while maintaining awareness of ethical aspects in regards to exploitation in marketing, branding and political purposes.

Entry requirements

Applicants must hold a bachelor’s degree or equivalent from an Australian Higher Education Institution or approved international university 

OR 

Applicants must hold a Graduate Certificate of Business Administration or a Diploma in a business or management related field from an Australian Higher Education Institution or approved international university 

OR 

Applicants without a formal qualification may apply for entry into the Graduate Diploma of Business Administration based on a minimum of 5 years documented managerial work experience or completion of a professional qualification plus managerial work experience. These applicants will be assessed by the Excelsia College Admissions Committee in consultation with the Head of School on a case-by-case basis

Applicants who did not complete their bachelor degree in English at an approved institution in Australia, Canada, New Zealand, the Republic of Ireland, the United Kingdom or the United States of America will be required to demonstrate English Language proficiency. Such applicants must have an overall IELTS result of 6.5 with no band less than 6.0, or equivalent English Language proficiency test result.

Please refer to the credit and RPL policies and procedures in the Admissions Framework.

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Graduate Diploma of Disability

Duration: 1 years full-time/2 years part-time
Delivery: Online or on-campus
Credit points: 48
Intake: July and February
IELTS: 6.5 with no band less than 6.0
Available to: Domestic
AQF: Level 8
Tuition Fee: $20,000 FEE-HELP available for domestic students

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The Graduate Diploma of Disability was developed in line with the National Disability Insurance Scheme (NDIS) practice standards and quality indicators and is grounded in the international human rights framework of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and its expression in Australia’s National Disability Strategy. The course will emphasise and recognise the distinctively caring and pastoral nature of disability and care by utilising a Christian framework that is also inclusive and respectful of other faiths.

This course offers a unique integration of inclusive practice approaches, ethics, person-centred support and case management, with a focus on deepening knowledge and applying inclusive methodologies to policy, program and practice. The course develops the capabilities and knowledge needed for leadership to deliver quality and innovation in the disability sector and beyond to the broader health and human services context in which specialised disability knowledge is mobilised for inclusive disability studies.

Scaffolded within these units is the Christian world view which emphasises and recognises the distinctively caring and pastoral nature of disability care and support. This course has been designed to provide a comprehensive learning experience and flexibility to study online whilst continuing to work.

The Graduate Diploma of Disability builds on the Graduate Certificate in Disability Studies. Students will become equipped with the academic knowledge needed to work in the disability, health and human service-related sectors. 

According to Australian Government Job Outlook, key employment areas for disability workers include healthcare and social justice, public administration and safety and education and training. Graduates could end up working in supervisory and management positions within the disability sector.

Labour Market insights predicts a very strong growth in future job opportunities for disability workers, increasing to 28% or 74,900 jobs by 2026.

This foundational unit establishes the theoretical underpinnings for an understanding of the contemporary position of people with disability in society and how these frame approaches to policy, service delivery and professional practice. In considering the influence of human rights and the driving framework of inclusion we examine the ways that lived experience of disability maps to contemporary systems of classification of disability and impairment. Building on this understanding, the unit develops knowledge of the current disability policy framework in Australia and explores the nature of specialist disability and mainstream service systems designed to support the inclusion of people with a disability in all aspects of life. The roles and responsibilities of the contemporary disability workforce are explored in order to develop comprehensive foundations for best practice person-centred approaches. This unit will deliver a sound appreciation of the critical challenges and opportunities in creating an inclusive contemporary Australian disability landscape.

This unit introduces the contemporary landscape of person-centred support and develops understanding of systems, services and practices of contemporary disability support. It explores the genesis and development of person-centredness as an approach to policy and practice in disability and examines how this maps to the nature and structure of the Australian disability service system. Knowledge will be developed about the range of service types, the disability workforce and the diversity of service users and their support needs and applied to real world settings. Characteristics of the range of models of support, assistive technologies and support relationships (both formal and informal), are explored in order to develop a deep understanding of the issues that people with disability and those who support them experience in the support encounter. Key frameworks underpinning disability support in the context of the National Disability Insurance Scheme and beyond, including safeguarding, service quality and practice standards will be explored to promote understanding of best practice in person-centred support to enable  people with disability to exercise choice and control in their lives and promote their independence.

This unit introduces students to the key ethical challenges in promoting and supporting the rights and choices of people with disability. Spanning issues of social justice, human and legal rights, risks and safeguards, the ethical responsibilities of professionals working with people with disability to support their rights and choices is explored as an integral part of disability practice. In engaging with ethical issues of practice and in and about the lives of people with disability, students will develop knowledge and skills to recognise and articulate their own lifelong learning needs in relation to disability and develop capabilities and strategies to maintain professional, technical and research-based knowledge to ensure their professional practice aligns with contemporary developments and innovation in the field of disability.

Person-centred planning is central to the achievement of choice and control by people with disability in the services and supports they require to live a good life. This unit explores the theory and practice of inclusive and participatory individualised planning. Beginning with the theoretical orientations that inform quality of life and the underpinning principles of individualised planning, students will acquire knowledge and skills crucial to working with people with disability in the development, preparation and implementation of effective individualised support plans. Consideration will be given to contemporary funding models and the variety of contexts and types of plans, including person-centred and family-centred planning approaches. The unit explores key knowledge, skills and elements of the planning process including identifying and working with key stakeholders in the planning process. Particular focus is given to accessible modes and methods of engagement with people with disability and their informal supports, including effective communication, both verbal and non-verbal, for those with complex communication needs, strategies for advocacy and self-advocacy, and support for decision-making in relation to designing supports that are responsive to need and to a person’s goals and aspirations.

In this unit students will develop skills in applying the theory and principles of program design, implementation and evaluation to the range of disability programs and services. Integrating the values of inclusion and participation with theoretically and evidence-informed program content and processes is central to best practice in the provision of quality disability programs and services. Drawing on knowledge from a range of disciplines, this unit will prepare students for leadership roles in policy and service development in disability and in the inclusion of considerations for people with disability in other fields such as health, education and social services. The unit will explore the principles and benefits of co-design and co-production in disability program design and evaluation that are central to contemporary inclusive service provision. Skills and techniques necessary for rigorous program evaluation are explored, with specific attention to question formulation, identification of key measures, data collection, and analysis and interpretation. Benefits, responsibilities and innovative approaches to program evaluation knowledge exchange across the disability sector more generally are highlighted.

This unit explores the ways disability and inclusion are understood and responded to beyond the specialist disability service system, examining the impact of barriers to social and economic participation in the broader service and community context.  Foundational concepts of inclusion, participation, citizenship, and access and accessibility are examined in the context of meeting human rights obligations and societal expectations that people with disability are able to make choices and have opportunities to take part in the political and policy process, education, employment, recreation and culture on the same basis as others. Similarly, mainstream human, social and other services have obligations to make their services accessible and responsive to the needs of people with disability. Students will explore the multiple interpretations of community participation and consider different models for working to support inclusion through universal design, disability adjustments and accommodations and systems change.

This unit develops knowledge and skills required of practitioners to select, implement and evaluate approaches to case management across human services with a focus on disability and aged care. Students will develop advanced knowledge of the definitions, theories, characteristics and processes of case management in human services focusing on the NDIS and the aged care sector. Approaches to critiquing the influences on services and practice models and critical issues and ethical dilemmas in case management will be canvassed. Collaborative skills and key research literacies will be explored to enable students to develop their expertise to implement knowledge into their professional practice.

This unit explores issues in theory, policy and practice in working with diversity and complexity in client populations. Utilising the theoretical orientation of intersectionality, students will develop a critical appreciation of the multiple and intersecting domains of difference and the ways that these can compound to heighten risks for marginalisation and social disadvantage. Understandings of key principles in working with the variety of diverse and complex issues associated with gender, race, ethnicity, and disability/impairment are developed and best practice approaches explored.

Educational Prerequisites 

Applicants may be admitted to the Graduate Certificate in Disability or the Graduate Diploma of Disability, if they
have previously successfully completed a relevant:

• bachelor degree or

• bachelor honours degree

‘Relevant’ means a degree that includes subjects such as psychology, social work and education and health sciences where you studied human services and behaviour. ‘Non-relevant’ means degrees that are not related to welfare, human services and behaviour. Applicants with non-relevant degrees will be considered on the basis of their work and life experience.

 

Applicants with Work and Life Experience

Applicants without undergraduate qualifications can apply for admission via the work and life experience pathway which may consider other forms of study completed in the higher education and vocational sectors, volunteer activities, contribution to church life, professional development relevant to human welfare and disability. 

For more information refer to the Student Selection and Admissions Policy and Procedure.

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Excelsia College > Study > Education > Graduate Certificate in Christian Leadership

Graduate Certificate in Christian Leadership

Duration: 1 semester full-time/up to 2 years part-time
Intake: February and July
Delivery: Online and face-to-face
Credit Points: 24
Available to: Domestic students only
IELTS: 6.5 with no band less than 6.0
AQF: Level 8
Tuition Fee: $8,000 (Domestic only)

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The Graduate Certificate in Christian Leadership course seeks to develop a depth of understanding of business, theology, and professional leadership through the lens of a Christian world view. Students are encouraged to engage with each other and share their own workplace and life experiences. In this way communities of practice can be formed, further deepen the learning experience and build long-lasting support networks.

Graduate Certificate in Christian Leadership

The Graduate Certificate in Christian Leadership will give students a more in-depth applied knowledge to substantiate a leadership role. Graduates from this course can expect to be well-positioned to lead their professional learning communities and bring about positive change in their organisations and/or their own classrooms.

Course program

Christian leadership recognises that spiritual, emotional and professional development are closely interlinked, and that wellbeing and development of mature identity relies on the integration of character, values, and ethics, as well as application of one’s world view and cultural inheritance in the social and cultural context in which one lives and works.

Explore the key characteristics of Christian leadership and management principles. Develop your own metaphors and modes of leadership and management based on professional experience and world view perspective.

Explore matters relating to:

(i) human development across the lifespan

(ii) the interface between individual development and the broader historical, sociocultural context

(iii) socially and culturally sensitive counselling practice

(iv) how the spiritual domain of human experience affects development for those adhering to a faith world view.

Explore the concept of world view and the ways in which world views influence every facet of education. Students will consider the biblical world view and examine its impact on teaching.

In this unit students have the opportunity to learn about the overarching narrative which binds together the Old and New Testaments, and to reflect deeply on its personal implications for them as a teacher-leader, their world view, and their philosophy of education. The unit provides the analytic tools to develop a biblical theology, and to consider the ways that such analysis might influence practical appropriation of the text. It further provides students with the teaching skills to translate the Bible for others and reflect on its significance to Christian education and Christian educators in every sector.

Successful completion of bachelor degree or 3 years relevant work experience in the industry (education, business, leadership, Christian ministries, etc).

English language proficiency

Minimum English language of IELTS: 6.5 (no band less than 6.0) or equivalent.

IELTS: 6.5 with no band less than 6.0

PTE Academic: 58 with no score less than 51

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Graduate Diploma of Music

Duration: 1 years full-time/2 years part-time
Credit points: 48
Delivery: On Campus
Available to: Domestic (FEE-HELP)
English: IELTS 6.5 with no band less than 6.0
AQF: Level 8

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The Graduate Diploma of Music will equip students to impact their professional environment with high creative, technical and academic standards, as well as diverse approaches to music performance, composition and conducting. The course is offered with three strands of specialisation: performance, contemporary composition, and arts management.

Three Strands

Classical
Music Strand Classical | Excelsia College

This strand provides musicians with the high-level training in performance, musicianship, ensemble work, musicality and breadth of musical knowledge required for a life in classical music. Students are exposed to a wide range of music across history as well as one-on-one tuition on their instrument with exceptional tutors. Students can continue their journey into the world of classical music.

Contemporary
Music Strand Contemporary | Excelsia College

This strand prepares musicians for a career in the ever-changing world of contemporary music. Artistic, technical, practical and musicianship skills are honed to create a well-rounded musician prepared for the diverse work lives led by industry professionals. Whether students want to pursue their dream as a singer/songwriter or start their own band, this strand will help to take them there.

Jazz

This strand offers multiple experiences in improvisation, ensemble work, arrangement, and performance designed to prepare students for the highly skilled world of jazz musicianship. Students are encouraged to partake in multiple performance opportunities and workshops to help them think on their feet and engage with the dynamics of the jazz ethos.

What do our students say?

‘Studying the Bachelor of Music at Excelsia College has taught me many things about myself as a person, artist and student. The classes allow me to expand my musical knowledge and to gain more experience and wisdom from the excellent tutors that help encourage and push me to the best of my abilities. Studying music here has helped boost my confidence as a performer in the most humbling way, and also allows my faith as a Christian to not be compromised but encouraged to use it, to engage with my art.’

Janelle Magtibay

Bachelor of Music alumnus

Janelle Magtibay | Music | Excelsia College

Full time = 2 units of study, Part-time = One unit of study per semester

Music Master Diploma Composition | Excelsia College
Year 1 
Semester 1
Composition I – Acoustic/Live
Elective 1
Semester 2
Composition II – Digital
Elective 2
Year 2 (Master of Music Only)
Semester 1
Elective 3
Research Methods
Semester 2
Composition III – Project
Research Project
Electives:

MUMC524 Music and Media
MUMC525 Music and Moving Image
MUMC526 Screen Music Analysis
MUMC551 Music Pedagogy
MUMC527 Music Industries Overview
MUMC511 Performance I

MUMC512 Performance II

MUMC513 Performance III
MUMC529 Music in Worship

MUMC530 Cross-Cultural Performance (Small Ensemble)

For detailed descriptions of course units, please download the Music brochure.

Academic staff for music

Lotte Latukefu | Excelsia College | Creative and performing arts

Head of Creative and Performing Arts

Dr Lotte Latukefu

Sadaharu Muramastu | Lecturer and Tutor | Music | Excelsia College

Lecturer, Large Ensemble (Choral), Musical Direction
Tutor, Conductor

Dr Sadaharu Muramatsu

Entry requirements

Successful completion of an accredited undergraduate degree in music or discipline appropriate to chosen focus area.

Performance focus

Candidates must demonstrate advanced technique in their chosen instrument (including conducting) by means of an audition. This audition will be benchmarked against a cross-section of audition standards from at least three other equivalent level tertiary institutions. Applicants should be prepared to:

• present three contrasting pieces that demonstrate high level of interpretation and technique

• present a portfolio of previous performance experience which may include CD and DVD recordings.

 

Contemporary composition focus

Candidates applying to undertake the Contemporary Composition focus, or any part thereof, should be prepared to:

• present a portfolio or recordings of original compositions for diverse instrumentation demonstrating a grasp of various compositional techniques (with scores and CD or DVD, plus written notes).

• Discuss their portfolio with the admissions panel

In addition to meeting the educational, artistic and academic prerequisites above, international applicants who have not completed an educational qualification in English have to provide proof of proficiency in English through internationally recognised tests as IELTS, or through satisfactory completion of an approved course at one of the College’s partner language colleges.Overseas students applying for admission to Excelsia College courses must have reached the age of 18 years by the commencement of their studies. Excelsia College will not admit overseas students who have not yet reached 18 years of age.

Overseas students applying for admission to Excelsia College courses must have reached the age of 18 years by the commencement of their studies. Excelsia College will not admit overseas students who have not yet reached 18 years of age.

Applicants with work and life experience

Applicants must demonstrate that they have been involved in some form of high level music making for at least 3 years. This could include professional music making, community music making, worship leading.

  • Audition: Applicant should prepare to present (2) pieces demonstrating their skill on their major instrument (including voice).
  • Interview: conducted concurrently with the audition. Applicants will discuss their previous musical experience, personal motivation and aspirations.
  • Musical knowledge: In the audition students will be assessed on their current musical knowledge and this will determine whether they go into a beginner or advanced stream in theory units.
Applicants with higher education
  • Audition: Applicant should prepare to present (2) pieces demonstrating their skill on their major instrument (including voice).
  • Interview: conducted concurrently with the audition. Applicants will discuss their previous musical experience, personal motivation and aspirations.
  • Musical knowledge: In the audition students will be assessed on their current musical knowledge and this will determine whether they go into a beginner or advanced stream in theory units.
Applicants with VET or TAFE studies
  • Audition: Applicant should prepare to present (2) pieces demonstrating their skill on their major instrument (including voice).
  • Interview: conducted concurrently with the audition. Applicants will discuss their previous musical experience, personal motivation and aspirations.
  • Musical knowledge: In the audition students will be assessed on their current musical knowledge and this will determine whether they go into a beginner or advanced stream in theory units.

If the applicant is successful they will be issued an offer letter and a written agreement. Students will need to respond to the offer within 6 weeks. This is done online and a confirmation will be emailed back to the applicant. At this point, applicants are welcome to apply for Credit or Recognition of Prior Learning (RPL). If you are eligible for credit or RPL, you may be exempt from completing some units and you may be able to finish your degree in a shorter amount of time.

Please refer to the Credit and Recognition of Prior Learning Policy reference.

Download the Student Selection and Admission Policy and Procedure.

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Excelsia College > Study > School of Education > Master of Education Research

Master of Education Research

Duration: 2 year full-time/4 years part-time (domestic students only)
Delivery: On campus and online
Credit Points: 96
Available to: Domestic (FEE-HELP)/International
CRICOS Code: 107123M
IELTS: 6.5 with no band less than 6.0
AQF: Level 9
Tuition Fee: International students: $11,000 semester/$44,000 total tuition fee

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The Master of Education Research is a supervised research degree that requires candidates to propose, design and implement a significant research project in education in an area that is of interest to the candidate or negotiated with the research supervisor. The program includes a one-semester coursework stage and a three-semester thesis stage. In the coursework stage candidates undertake four compulsory research training units which equip students with the knowledge and skills to design a sound research project, conduct a literature review, use quantitative and/or qualitative methods for data collection and analysis, and prepare a research and ethics proposal.  

A Master of Education (Research) opens up a variety of doors for graduates within academia, providing them with advanced research skills, specialist knowledge and transferable skills in communication, thought leadership and critical analysis. Master of Education (Research) graduates can positively use these skills to transform the education sector and pursue further research, a Doctoral program or become an education decision-maker or leader within education.

Foundational Skills for Research in Education

This unit builds students’ understandings of the foundational principles and practices in educational research. Unlike other fields of study in which empiricism is a dominant research paradigm, research in education is characterised by its diverse approaches, methods and techniques through which educational phenomena are studied. Students in this unit critically evaluate the epistemological premises on which educational research is grounded so that they develop a thorough understanding of the wide range of possible research and methodological paths available to them when designing, developing and implementing their research project. 

Qualitative and Quantitative (Research) Methods

This unit aims to analyse the application of both qualitative and quantitative research in the human sciences, and in particular, how the nature of the problem and the questions posed lend themselves to one or both research approaches.   

This unit fosters the development of all eight Excelsia College graduate attributes and requires the rigorous development of higher-order skills in all its six objectives. 

Literature Review

In this unit students will complete a critical review of scholarly and other significant literature that relates to their thesis topic or area of study. Tuition will be provided in an intensive format or by supervision, though much of the learning approach will be self-directed and performed independently. This course will directly support the completion of a postgraduate research project, such as a thesis.  

A literature review will involve: 

• demonstration of knowledge of the research field 

• a summary of previous work in the field 

• showing gaps in the existing research 

• a synthesis and/or comparison of previous research 

• a justification for new research 

• a critical analysis of existing research and the problems being addressed  

• the identification of problems, issues and questions that need further investigation.  

Students will undertake a review of relevant literature leading to the generation of research questions. Students will develop their understanding of the main approaches to literature review – traditional or narrative, systematic, meta-analysis and meta-synthesis – in order to execute the literature review most appropriate to the research enquiry and discipline. 

The literature review will lead students to select and justify the need for research on a particular problem that arises from theory, research and/or practice.

Research and Ethics Proposal

This unit is designed to introduce conceptual, methodological, and procedural issues related to the preparation of a research project proposal. It develops a step-by-step approach involving the background to the project, framing of the research question and objectives, consideration of theoretical frameworks, justification of methodology selected for the research enquiry, the significance of ethics and ethical conduct in research, and research methodologies. It also enables the preparation of a research ethics application, which is a fundamental research skill for future research progression.   

Upon completion of this unit students will have: 

• applied ethical principles to research and an introduction to the different research paradigms in their discipline of study 

• distinguished between qualitative and quantitative methods 

• developed a research proposal based on critical analysis of current and relevant literature 

• prepared a research ethics application.

Supervised Research and Thesis Writing

This unit, undertaken in Semesters 2, 3 and 4, is the capstone unit of the degree and provides the student with the opportunity to demonstrate, with respect to a defined topic, mastery of research in the field of education. In order to demonstrate this mastery, the student will be required to undertake a substantial research project resulting in a contribution to knowledge or understanding and/or the application of knowledge in a designated area of study within the field of education. The work will include: a searching review of the literature; the use of observation, research methods and/or other systematic approach(es) to the acquisition of knowledge; the careful analysis of data; and the preparation of a well-ordered thesis demonstrating a thorough understanding of the relationship of the research to the broader frameworks of the field of study. The thesis will be of publishable quality, and peer-refereed publications arising from the research are a normal expectation. The process of completing the thesis represents the acquisition of complex knowledge, refined skills, and an extended capacity to apply both knowledge and skills in the pursuit of valued academic and professional outcomes. As such, the thesis unit prepares students for the intentional pursuit of lifelong learning and for high-level engagement in their chosen career(s).

Supervised Research and Thesis Writing
Supervised Research and Thesis Writing

Academic staff for Master of Education Research

Professor Patrick Danaher | Education | Master of Educational Leadership, Master of Education Research and Master of Education Research (STEM) Coordinator | Excelsia

Lecturer & Course Coordinator, Master of Education Research

Professor Patrick Danaher

Entry requirements

Admissions Criteria:

• 4 year undergraduate degree, or 

• 3 year undergraduate degree, combined with relevant education industry experience, and  

• Grade Point Average of a Credit or above, achieved in an under-graduate degree

AND 

In addition to the above entry requirements, applicants are required to submit an Expression of Interest (EOI) of approximately 1,000 words, to demonstrate their field of expertise, the broad areas within which they wish to position their research, and of  how  their research motivations align with and fit into Education. In particular, the purpose of the EOI is to:    

• demonstrate the extent to which the research project will result in a significant contribution to the advancement of knowledge in education;   

• showcase applicants’ mastery of subject knowledge and familiarity with current research trends;     

• show evidence of how applicants’ area of specialisation (e.g. Educational leadership, pedagogy, curriculum studies, educational policy, etc.)  and varied levels of expertise are linked to educational settings;    

• match applicants’ research area with potential supervisors in terms of disciplinary orientation and research interests.  

In addition to the criteria above, applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate English proficiency equivalent to the IELTS Academic minimum overall result of 6.5 with no band score below 6.0. Equivalent test requirements are as follows: PTE Academic = 58 (no score less than 51). 

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