Graduate Certificate in Christian Leadership

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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: $7,860 (Domestic only)

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This 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

TOEFL iBT (Internet-based): 79 with no score less than 20

PTE Academic: 58 with no score less than 51

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Professional Development | Excelsia College
Professional Development

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Professional Courses | Music

Our Professional Development courses in music leverage the resources of creative and performing arts school and are delivered by instructors that are eager to share their real-world professional practices. Our tuition is designed to give students skills that will instantly translate into positive results in the real world.
They are delivered online mainly. Minimum English language required.

Small Ensemble | MUBC217

Course fee: $1,135 | Course length: 13 weeks | Intake: Feb, Jul | Face-to-face delivery on campus

Small Ensemble II MUBC218

Course fee: $1,135 | Course length: 13 weeks | Intake: Feb, Jul | Face-to-face delivery on campus

Small Ensemble III MUBC319

Course fee: $1,135 | Course length: 13 weeks | Intake: Feb, Jul | Face-to-face delivery on campus

Small Ensemble IV MUBC320

Course fee: $1,135 | Course length: 13 weeks | Intake: Feb, Jul | Face-to-face delivery on campus

Overview for Small Ensemble Units

Course Overview

The series of small ensemble units is designed to maximise skill outcomes in all aspects of small ensemble performance skills in a choice of classical, vocal, jazz, rock, world music, contemporary and worship ensembles.

The units consist of weekly two-hour tutorials with an ensemble tutor to inform and develop ensemble skills, including intonation, balance, sympathetic expression, ensemble co-ordination and performance etiquette. Ensembles are performed at the end of the course in an evening performance held at the college or at a venue in Sydney.

Key Learning Outcomes

Select, rehearse, arrange and perform repertoire in small groups.

Teaching Method

Practical immersive workshops.

Professional Courses | Ethical Leadership

Christian Leadership INT501

Course fee: $1,875 | Course length: 12 weeks | Intake: Feb, Jul | Online delivery
Course Overview

This course develops the individual’s leadership skills grounded in Christian values with particular attention to the distinctive features of Christian leadership, such as servant-hearted motivation and pastoral concern in team and client relations. Building on the Biblical foundations of dignity, respect, equality and strengthening the group, this course equips the participant to implement their personal faith and values in work practice, in volunteer roles, and in leadership positions in Christian organisations.  It will help the leader or executive align their leadership style and goals with their Christian values.

This course will develop the skills necessary for emerging and rising leaders in Christian schools, lay ministry leadership, and for theologically-trained staff who want to build their interpersonal and organisational leadership tools; and for leaders in Christian and ethical not-for-profit sector businesses who would like to bring their Christian identity to bear in the workplace and project management.

There are numerous generalised business leadership and educational leadership qualifications available but little that caters specifically to the Christian whose values define their interaction with people in a distinctive and important core way. This course explores the reconciliation of servant-hearted leadership and Biblical attitudes in our ambitious career-oriented world; ways to deliver instructions, advice and news to staff or clients in a respectful positive manner; tools to galvanise and unify your work team; and how to lead humbly and productively.

The course examines practical methods to model Christian values and ethics in positions of leadership — e.g. equity, fairness, dignity and value of individuals, and unity of thinking. We look at Biblical foundations for relationships, including relationships that involve power differentials; resilience (coping, forgiving, renewal and growth through change); ethical practice and justice; celebrating successes and gratitude; ethical design strategies for projects or business and holistic decision-making tools; wise stewardship of resources including finance, material resources, and especially people-management; and resisting idolatrous external pressures and common trappings.

Key Learning Outcomes

Demonstrate communication skills that transfer complex knowledge or sensitive issues via written or verbal modalities at a high professional level.

Display skills to analyse and synthesise knowledge from the primary source material and literature in order to provide practical solutions to complex problems in the context of ethical, contemporary social and future work decisions.

Demonstrate knowledge and its expert application including independent discernment in a range of specialised contexts; exemplifying an understanding of the human relationship to God, and Christian framework for conduct, attitudes towards others, and human worth.

Acquisition of tools for ethical and value-driven decision-making, and project design.

Teaching Method

Learning occurs through prescribed reading, class interaction and activities, scenario-based analysis and projects including written work and research. This unit may include online presentation and interactive learning strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the Integrative Studies program.

Professional Courses | Education

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Our Professional Development courses in education leverage the resources of Education school and are delivered by instructors that are eager to share their real-world professional practices. Our tuition is designed to give students skills that will instantly translate into positive results in the real world.
They are delivered online mainly. Minimum English language required.

Leading Professional Learning Communities EDM502

Course fee: $1,965 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Schools are hubs of learning where all participants continue to grow and learn. This unit explores the construct of a Professional Learning Community (PLC) and Lave & Wenger’s classic theory of communities. The characteristics of a PLC are defined and students reflect on the roles of member citizens in engaging, imagining and supporting. PLCs are seen as an evolving, context-specific process rather than a model for mass application. Students have opportunity to reflect on professional learning communities within their own work or school and apply theories to their current practice.

Key Learning Outcomes

Identify and apply Biblical principles of leadership to the educational arena of the 21st century.

Apply current research as it relates to the roles of committee members and the effectiveness of the team and identify; and describe behaviour traits and communication styles of team/committee members.

Analyse and describe how the factors of the stages of team development, roles and relationships of team members and models of decision making impact the establishment of and effectiveness of a Professional Learning Community and the development of student leadership.

Use principles of communication and conflict resolution to build consensus.

Analyse and describe theories of reciprocal accountability and professional development in a Professional Learning Community.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Education.

Curriculum Leadership for Rigour and Relevance EDM503

Course fee: $1,965 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Our nation has an Australian Curriculum and the core principles of our curriculum are based on the Melbourne Declaration on Educational Goals for Young Australians (2008). These documents commit Australians to a world class curriculum that promotes excellence and equity where all learning citizens are active, confident and successful.

Key Learning Outcomes

Identify 21st century knowledge and skills as these represent the global perspective, designing or adapting K-12 curriculum frameworks to ensure that students can demonstrate 21st century knowledge and skills as readiness for both college and the workplace.

Address rigour and relevance in their curriculum and pedagogical knowledge to create learning opportunities.

Extend awareness of ways in which P-12 curriculum can become more rigorous and relevant by adapting for higher order thinking skills and assisting others in this as a Teacher Leader.

Explore the ways in which educators can extend Jesus’ teachings into 21st century learning environments.

Review and refine personal or professional mission or philosophy statements based on information from the curriculum course.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Education.

Leading Classroom Pedagogies: Instruction & Inquiry for Engagement EDM505

Course fee: $1,965 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Pedagogy is a popular and misunderstood term in education. In this unit educators are given the opportunity to evaluate pedagogical practices and their own personal pedagogies in the context of the Australian curriculum and its mandated pedagogical requirements. Direct instruction, the flipped classroom and inquiry learning theories and practices are defined and described. Students connect digital technology as a form of social media, research and a multimedia teaching tool for 21st Century learning with pedagogy.

Key Learning Outcomes

Recognise the skills necessary to collaborate as a team member.

Define pedagogy, gain understanding of a range of pedagogical approaches and evaluate them in an Australian context.

Identify the guiding principles of direct instruction, enquiry and engagement in teaching and learning, including evidence based research into student engagement.

Evaluate, as a Teacher Leader, how professional learning is enhanced and can occur in a variety of ways using social media.

Support Professional Learning Community performance by planning resources that improve achievement as a Teacher Leader.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Education.

Leading Data-Based Change Management EDM506

Course fee: $1,965 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Research and data are dynamic tools for improving schools and student outcomes. The utilisation of student achievement data and systematic research in educational contexts is standard practice in schools for improving student outcomes and systems of operation. In this unit, data-based decision-making and research-based practice are critiqued and examined using theory to clarify what it means to use data or to make research-informed choices.

Key Learning Outcomes

Identify, explain and communicate the value and danger of data in a range of contexts including individual context, school, national and global contexts in an era of accountability and transparency.

Critically reflect on a positivist research-based understanding of data in the curriculum and its use for students in Assessment for Learning.

Evidence the development of skills in using data for individual and whole school reporting and assessing student knowledge in literacy and numeracy.

Demonstrate understanding of the role of positivist action research in data collection and use in schools and classrooms.

Demonstrate that they can understand the differences in sociological advantage in their approaches to the use of data, and that they can communicate their own data philosophy towards personalised learning and communities of practice from a faith-based perspective.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Education.

Effective Leadership and Management EDM507

Course fee: $1,965 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Leadership and management are defined as distinct and interrelating concepts. This unit explores the history and theory of leadership, from factory models such as Ford and Taylor through leadership styles, gender, power, emotions, metaphors of leadership and complexity leadership theory, spiritual leadership and sustainable leadership practices. Students are invited to explore the key characteristics of Christian leadership. Management principles and metaphors are also explored, and students have the opportunity to develop their own metaphors and modes of leadership and management based on professional experience and worldview perspective. Leadership and management are further connected to vision and mission statements and ethos.

Key Learning Outcomes

Identify, explain and communicate philosophical questions, domains and issues including faith-based issues as they relate to school leadership.

Evaluate and assess organisational culture and the impact of diversity while incorporating leadership and organisational theory as applied to building leadership.

Cultivate commitment to and ownership of the school’s instructional vision, mission, values, and organisational goals, and develop ways to ensure all key decisions are aligned to the vision, and aimed towards improving teacher effectiveness and student achievement.

Establish programs and leadership practices to support teachers by providing prompt, high-quality feedback aimed at improving student outcomes within the context of continual school improvement as a Teacher Leader.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Education.

Creativity and Innovation for Leadership EDM508

Course fee: $1,965 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Creativity and Innovation are core skills for 21st century entrepreneurial leaders as they create opportunities to shape school cultures, strategic planning and curriculum innovation. Lateral thinking can shape pedagogical approaches, leadership and management practices and learning cultures in active ways. Creativity and a distinctive style can redefine situations, decision making, learning and curriculum choice and school cultures. Leadership in creativity and innovation is defined through enabling. In this unit, models of creativity and innovation and their theories and theorists are explored, and the opportunity to reflect on the nature of creativity and Christianity is offered. The role of deep reflection to enable creativity and innovation is applied.

Key Learning Outcomes

Learning occurs through prescribed reading, class discussions and activities, case study analysis, project work and peer review. This unit includes online presentation using a range of content-based and interactive learning materials, objects and strategies (e.g. study guides, quizzes, websites, podcasts, discussions and online forums).

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Business.

Understand and describe the core principles of Creativity and Innovation as applied to Christian Education.

Demonstrate understanding of theories and models that impact the practice of Creativity and Innovation as a Teacher Leader.

Articulate the nature and role of Creativity and Innovation in the context of a changing educational milieu (noting spiritual, social, cultural, economic factors).

Demonstrate the application of Creative and Innovative Teacher Leadership skills with respect to a range of contemporary educational problems and scenarios.

Create a Creativity and Innovation framework to use with others in their role as a Teacher Leader.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Education.

Teaching Students with Diverse Abilities EDSF504

Course fee: $1,755 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

This course provides a basic understanding of the current philosophies and practices relevant to including and serving prior to school and school students with diverse abilities within the regular classroom.

This unit will equip Initial Teacher Education students with the skills, understandings, and attitudinal base to encourage effective learning for all children – irrespective of their ability or needs. The unit emphasises the provision of opportunities to develop strategies that have high utility in classrooms, thus enabling all students to access the curriculum. National and State policies and practices supporting inclusion will be examined, as will the nature and place of support services within the class, school, prior to school settings and community.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Education.

Assessment and Reporting EDSF508

Course fee: $1,755 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

This course examines the nature, purposes, scope and strategies of assessment and reporting. Modes of assessing and reporting are presented and evaluated with respect to their coherence with a student-centred philosophy of teaching and learning.

Issues relating to validity, reliability and equity are explored, including the increasing use of ICT, the role of judgement in relation to standards, and using assessment to support indigenous education. Teacher education students will explore the use of standardised and other testing modes undertaken by the NSW Board of Studies, Teaching and Educational Standards (BOSTES) the International Baccalaureate Organisation (IBO), the Australian Curriculum and Reporting Authority (ACARA), and the Program of International Student Assessment (PISA).

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Education.

Professional Courses | Business

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Our Professional Development courses in business leverage the resources of business school and are delivered by instructors that are eager to share their real-world professional practices. Our tuition is designed to give students skills that will instantly translate into positive results in the real world.
These courses are primarily delivered online. Minimum English language required. Applicants for whom English is not their first language must provide certified documentary evidence that their secondary schooling, or tertiary studies of at least one year, were conducted in the English language; or evidence of English language proficiency equivalent to IELTS overall score of 6.0 with no band less than 6.0. 

Organisational Behaviour & Leadership BUS501

Course fee: $1,875 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Organisational behaviour is the study of how people as individuals and in aggregate determine the character, dynamic and effectiveness of an organisation. This unit is designed to provide students with an in-depth introduction to the broad range of theory, research, and practice in organisational behaviour. The unit aims not only to provide a better understanding of how individuals, teams, and organisations function, but to elucidate the role of leaders in organisations, the role that individual personality and motivation play in organisational structure, and how group and team dynamics shape organisational goal outcomes and individual performance.

The unit begins with a discussion of research-based models of organisational behaviour, in particular, the organisational citizenship behaviour model proffered by Robbins and Judge, and then considers various aspects of organisational culture, structure and communication, and their impact on individual and collective goals, productivity, and achievement and ability to respond appropriately and effectively to planned and unplanned change.

Key Learning Outcomes

Demonstrate a critical understanding of organisational behaviour.

Demonstrate an ability to synthesise and apply knowledge and understanding of contemporary theories and research on organisational behaviour to the analysis of case study and research data.

Demonstrate an ability to research in depth an element of organisational behaviour, and present a coherent argument in essay form.

Integrate biblical frameworks into a contemporary understanding of leadership and organisational behaviour.

Apply knowledge in a critical evaluation of the organisation in light of a specific element of organisational behaviour, within an overview of organisational behaviour theory.

Teaching Method

Learning occurs through prescribed reading, class discussions and activities, case study analysis, project work and peer review. This course may include online presentation using a range of content-based and interactive learning materials, objects and strategies (e.g. study guides, quizzes, websites, podcasts, discussions and online forums).  

Formal assessment is a mandatory part of this course. In order to successfully complete the course, students must pass all assessments and ensure they adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the School of Business.

Professional Ethics BUS508

Course fee: $1,135 | Course length: 13 weeks | Intake: Feb, Jul | Face-to-face delivery on campus
Course Overview

In some ways, the term ‘business ethics’ is an inadequate concept for an interdisciplinary field covering a vast range of normative issues in commerce, governance, leadership and management. The term lends itself most directly to a core set of questions about how individuals in the business world ought to behave, or what principles they might appeal to in order to negotiate moral dilemmas in some aspect of commercial or organisational life. But if we consider the array of ethical issues addressed by people engaged in all forms of commercial activity, be they professionals or tradespeople, merchants or board directors, they almost invariably reduce to matters of individual motives, behaviour and forms of decision-making contextualised by layers of expectations and practices involving organisational, cultural and/or legal norms. Traditionally, the term ‘professional ethics’ was restricted to members of specific ‘professions’, so called largely because of defined codes of conduct considered definitive of the practices which defined them. More recently, the term has acquired a broader meaning, referring to a high level of general ethical awareness and practice that is not confined to any code of conduct. In this unit, business ethics will be discussed in terms of a ‘higher’ standard of professionalism, according to which the Socratic and Christian emphasis on self-management determines the way in which one manages and deals with others.

The perspective of this unit is that ethics is neither optional nor purely personal in a business context, since it lies at the heart of all decision making. Interestingly, in the world of commerce, we tend not to talk of ‘business morality’, but, rather, of ‘business ethics’. This is because, like all other forms of human activity, our commercial transactions have numerous codes of behaviour, numerous moral codes. Indeed, when attached to socially enforced sanctions and limitations, these moral codes become legal codes. As will be discussed throughout this unit, the issue, on most occasions, is not the presence or absence of such codes, but, critically, the awareness of the significance of such codes, their intention, and, especially, a willingness to abide by them. In other words, business ethics is about our understanding of, and commitment to, our values in commercial contexts.

Where appropriate this unit 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, linkages to relevant business understandings will be made explicit.

Key Learning Outcomes

Analyse and critique key theories of ethics as they apply to a business environment.

Identify, describe and analyse ethical issues and recommend solutions within realworld business and complex professional constraints.

Demonstrate an understanding of ethical dilemmas in a pluralist society, and how ethical solutions from a Christian worldview are distinct in a business environment.

Develop and justify ethical solutions from a Christian worldview to real world business ethical dilemmas, thereby demonstrating an ability to integrate biblical principles in real world ethical business solutions.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Business.

Organisational Learning & Chance BUS510

Course fee: $1,875 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Business activity is inextricably linked to the contexts in which it operates – political, legal, social, cultural, technological, and environmental– and, implicitly, the long-term viability or sustainability of those contexts. Recognition of this linkage, and acknowledgement of a vested interest in the sustainability of the contexts in which businesses operate, is the cornerstone of what has come to be known as Corporate Social Responsibility (CSR), or simply Corporate Responsibility. Broadly, CSR is the moral and practical obligation of market participants– producers, as well as suppliers, investors, consumers and mediators– to consider the effect of their actions on collective or system-level outcomes and to regulate their behaviour to promote systemic sustainability. Sustainability is broadly defined as strategy that promotes the satisfaction of needs in the present, without compromising the ability of future generations to meet their own needs. This unit discusses the debates, policies and strategies concerning CSR in terms of sustainable development, and the role of large and small-to-medium enterprises, consumers and other stakeholders in promoting sustainable business practices. Particular attention is given to the relationship between globalisation and environmental sustainability, and the emergence of social reporting, accounting and investment initiatives as part of a focused CSR agenda aimed at achieving realistic and significant long-term sustainability outcomes.

Where appropriate this unit 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, linkages to relevant business understandings will be made explicit.

Key Learning Outcomes

Critically analyse and critique the major theories of organisational learning.

Critically analyse and explain the dynamics of strategic organisational change.

Critically review and evaluate the reasons for different approaches to change and apply this understanding to volatile or novel organisational contexts.

Critically analyse and critique common perspectives on the role of, and relationship between, individuals, teams and leaders in the change process.

Integrate biblical frameworks into a contemporary understanding of organisational learning and change.

Integrate the concepts of organisational learning, strategic and innovative change management with leadership theory and practice.

Teaching Method

Learning occurs through prescribed reading, class discussions and activities, case study analysis, project work and peer review. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies (e.g. study guides, quizzes, websites, podcasts, discussions and online forums).

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Business.

Corporate Social Responsibility & Sustainability BUS513

Course fee: $1,875 | Course length: 12 weeks | Intake: Feb, Jul, Sep | Online delivery
Course Overview

Theories of organisational learning address the processes which lead to (or prevent) changes in organisational knowledge, as well as the effects of learning and knowledge on behaviours and organisational outcomes. Organisations are shaped by complex learning processes which combine current experiences with lessons learned in the past. From an organisational change perspective, organisational learning is an organisation-wide continuous set of processes that enhances the collective ability to perceive, comprehend, and respond to internal and external events. The strategic link between organisational learning theory and organisational change is that, to be competitive in a changing environment, organisations must adapt to survive and prosper, and that adaptive change is a consequence of organisational learning.

In terms of organisational leadership, organisational learning is about the astuteness of the organisation’s leadership, and the honesty, capability and curiosity of its members in uncovering problems or areas of improvement that may engender competitive advantage, assessing the risks and trade-offs of possible action, and making and implementing decisions to bring about positive change.

The focus of this unit is primarily on organisational change – incremental and modular change (organisation development) and fundamental organisation-wide strategic change (transformation) – and change agency, in particular, change leadership. The unit examines the theory and practice of organisational change and organisational learning and considers how these theories and practices converge to advocate, design and implement development and transformation. Peter Senge’s ‘Learning Organization’ model will be discussed at length, as a central theory integrating organisational learning, change and leadership.

Where appropriate this unit 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, linkages to relevant business understandings will be made explicit.

Key Learning Outcomes

Analyse and assess the responsibilities of businesses to their stakeholders and the societies in which they operate and which represent part of their supply chains.

Demonstrate an advanced, critical appreciation of the concept of globalisation and its economic, cultural, and environmental impacts.

Evaluate and explain the relevance and efficacy of corporate responsibility reporting and corporate responsibility strategies and practices in promoting and enacting sustainability.

Critically evaluate the major theories and models of corporate social responsibility and sustainable development in terms of their agendas, effectiveness and long-term viability.

Critically analyse and evaluate organisational corporate social responsibility commitments from a corporate governance perspective and socially responsible investment strategies and policies.

Demonstrate awareness of the ethical aspects of corporate social responsibility and sustainability, in particular their exploitation for marketing, branding and political purposes.

Apply and integrate the learnings from the MBA Program into a well-reasoned, ethically aware, practicable and relevant project outline to investigate and/or analyse some aspect of an organisation’s product, service, process or program.

Teaching Method

Learning occurs through prescribed reading and research, class discussions and activities, case study analysis, project work, written work and research. This unit may include online presentation using a range of content-based and interactive learning materials, objects and strategies. The unit is supported at every offering by access to an online lecturer and to the resources and student support services of the College.

Formal assessment is a mandatory part of this course. In order to successfully complete the course, you must pass all assessments and ensure you adhere to the relevant due dates. Details of the specific assessment requirements can be found by contacting the school of Business.

Graduate Diploma of Counselling

Duration: 1 year full-time/2 years part-time (domestic only)
Delivery: On campus
Credit points: 48 (8 units)
CRICOS CODE: 056056K
Domestic (FEE-HELP)/International
IELTS: 6.5 with no band less than 6.0
Course accreditation: ACA
AQF: Level 8
Tuition Fee: International students: $10,610 semester/$21,220 total tuition fee

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The Graduate Diploma of Counselling is a program accredited by the Australian Counselling Association (ACA) ideal for anyone in a helping, allied health, educational, ministry, and/or community support and welfare profession who desires to integrate counselling skills and mental health knowledge into their current vocation. The course also prepares graduates to be entry-level counsellors, able to obtain professional association membership and employment within the counselling sector. Students are exposed to contemporary theory, research, and clinical practice, equipping them to confidently provide quality relational care and support to those encountering life difficulties in an empathetic, ethical and therapeutic manner.

Counselling is in increasingly high demand in workplaces, schools and community centres, where counsellors are employed in providing mental health knowledge and support to individuals and groups across a diverse array of issues. Counsellors will often choose to specialise in working with a particular segment of the population, and they may even specialise in their therapeutic approach. Some counsellors will seek employment while others will prefer to work in their own private practice. The Counselling training at Excelsia provides you with all of the knowledge, skills and experience to enter into any of these diverse areas.

 

As the Graduate Diploma is nested within the Master of Counselling, there are options to advance to the Masters level, subject to satisfactory academic progression. The Graduate Diploma of Counselling also provides an optional exit award from the Master of Counselling Program.

Counselling Theories and Models

Counselling theories and models provide frameworks for conceptualising and interpreting clients’ histories, issues and experiences, and are used to guide approaches for different groups and inform approaches to working with clients. Students will examine both historical and contemporary theoretical frameworks, exploring the implications of different theoretical emphases on client care. They learn how to apply theory when working with specific clients with various life challenges, and to formulate case conceptualisations which underpin client care and client outcomes.

Approaches to Mental Health

Employing a biopsychosocial-spiritual framework and associated approaches, students learn about the aetiology, diagnostic presentation, assessment and evidence-based interventions for a range of mental health issues. They reflect on personal assumptions relating to mental illness, including the relationship between spirituality and mental illness, also considering how stress and vulnerability predispose some individuals to mental health episodes. Finally, they explore the role of social and family contexts in the onset of mental health disorders and their management.

Development and Diversity

Employing biopsychosocial and sociocultural lenses, students examine how humans grow and change across the lifespan, considering the contribution of developmental and sociocultural factors to normative outcomes. They examine major theories of human development, including the interface between the individual and their broader historical, sociocultural context. They consider how the spiritual domain affects development for those with a faith world view, and how different experiences of society and culture, including factors such as racism, bias and discrimination, oppression, power and privilege, and prejudice can adversely affect individual development and present as clinical issues. Finally, students develop an awareness of the importance of socially and culturally sensitive counselling practice. 

Introduction to Counselling Skills

As a foundational unit, the aim of the Introduction to Counselling Skills unit is to develop foundational levels of counselling competence, supported by key skills required for effective clinical practice. For example, students will be introduced to core counselling concepts such as transference and counter-transference, which while originating in the psychodynamic psychotherapeutic domain, are now part of broader counselling discourse. In addition to acquiring the core counselling skills, students will learn how the core skills find expression in a range of counselling modalities.

Relational Dynamics

Relational dynamics are at the heart of human engagement and communication; counsellors and clients are influenced and affected by significant relationships in their lives. Students learn about the importance of processing the adverse effects of relational experiences. This is informed by intrapersonal, interpersonal and relational theory, with an emphasis on interpersonal neurobiology, attachment and systemic theories. Students critically reflect on their personal relationship experiences, become conversant with their own affective regulation, reflective functioning and relational capacity, and develop an understanding of how and when their own, and their clients’ relational histories and current experiences may affect therapeutic outcomes.

Ethical Issues and Practice

In this unit students learn how to ethically and responsibly manage this position, becoming conversant with all relevant regulatory codes and Australian legislative requirements that govern the health sector. They explore ethical principles in professional decision-making processes, reflect on the benefits of professional association membership, and are encouraged to be aware of, and thoughtful about, how their personal moral stance and ethical framework informs and influences their professional practice.

Group Process: Theory and Practice

This unit is designed to introduce counsellors to the therapeutic setting and experience of group work. Students are introduced to the theories of group work. The unit also aims to provide students with fundamental clinical skills used in group work, along with an understanding of how to design, implement, facilitate and assess a group program.  

Throughout the unit students will have the opportunity to integrate their experiences of belonging to a group and facilitation of a group through obtaining relevant knowledge. 

Across the units, students will be encouraged to develop their own unique facilitation style and cultivate the relevant group work skills in a safe, nurturing and non-judgemental context.

Research Methods

Counselling practice is underpinned by a professional body of knowledge, predominantly drawn from counselling and healthcare research. This unit aims to equip students to become knowledgeable consumers of this body of research, and to become aware of key interpretative issues relevant to research more generally. In order to equip students in this way, this unit introduces students to a range of philosophical, theoretical and practical skills and understanding necessary to design, conduct and evaluate research in counselling and related fields. Further, to be able to critically evaluate the relevance of specific contemporary research findings for professional practice, counsellors need to be conversant with how knowledge is produced and is deemed to be acceptable by a professional community. Thus, acquiring an understanding of the core elements of the research process and research ethics enables counsellors to thoughtfully discern whether and how specific findings may inform their clinical decision-making and client care.

Academic staff for counselling

Entry requirements

Applicants may be admitted to the Graduate Diploma of Counselling 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 where you studied human motivation and behaviour. ‘Non-relevant’ means degrees that are science based (not including psychology), where you have not studied human motivation and behaviour.

Applicants with non-relevant degrees will be considered on the basis of their 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 counselling.

For more information please visit the Future Students information page.

All applicants will need to meet the following requirements:

Interview: Successfully complete an admission interview (including a Readiness for Counselling and Psychotherapy Training Questionnaire).

Criminal history record: Provide a National Criminal History Record check at time of application obtainable from: nationalcrimecheck.com.au

Working with children check: Provide a Working with Children authorisation at time of application obtainable from: wwccheck.ccyp.nsw.gov.au/Applicants/Application 

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.

Applicant background
2019 Semester 2
Number of studentsPercentage of all students
(A) Past higher education study
(includes a bridging or enabling course)
1641%
(B) Past vocational education and training (VET) study00%
(C) Work and life experience
(Admitted on the basis of previous achievement not in the other three categories)
00%

(D) Recent secondary education:

  • Admitted solely on the basis of ATAR(regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points)
00%
  • Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
00%
  • Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation with no minimum ATAR)
00%
International students2359%
All students39

100%

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Excelsia College > Study > Education > Graduate Certificate in Educational Studies

Graduate Certificate in Educational Studies

Duration: 6 months
Delivery: Online
Credit Points: 24
CRICOS Code: 107996F
Available to: Domestic students only
IELTS: 6.5 with no band less than 6
AQF: Level 8
Financial Information: This course is supported by the Commonwealth Supported Places (CSP) program

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The Graduate Certificate in Educational Studies is nested within the Master of Teaching program (Primary or Secondary) and can be offered as a standalone, entry or exit award. Although it does not qualify you to teach, the graduate certificate in educational studies open up a range of opportunities to explore the foundations of education, become familiar with the function of schools and schooling, and the responsibilities of classroom teachers. This course also provides a broad overview of the goals of schooling, including the promotion of equity and excellence and support of young Australians to become successful learners, confident and creative individuals, as well as active and informed citizens.

 

The Graduate Certificate in Educational Studies is a great opportunity to gain an overall understanding of education, pedagogy, curriculum, assessment and diverse classrooms before immersing yourself in the practical side of a teaching qualification, should you wish to transition into the Master of Teaching program.

 

The Graduate Certificate in Educational Studies can be completed in six months, during which you will complete four Foundation units.

The Graduate Certificate in Educational Studies is a great first step for those who are considering becoming a teacher, and provides a solid foundation for moving on to a Master of Teaching (Primary or Secondary) at Excelsia College with the first 6 months already completed.

 

Students will acquire a sound understanding of significant pedagogical and cultural themes and issues in education and schooling in contemporary Australia. They also acquire a coherent understanding of global issues in society and culture that impinge on Australian educational experience and practice.

It is essential that teacher education students are familiar with the function of schools and schooling and the responsibilities of classroom teachers. This unit provides a broad overview of the goals of schooling, including the promotion of equity and excellence and support of young Australians to become successful learners, confident and creative individuals, and active and informed citizens. The unit introduces the role of the teacher as a planner of teaching and learning, as a user of Information and Communication Technologies (ICT), as a classroom manager and as a contributor to a teaching/learning community. The unit also considers some of the legal and moral responsibilities of the teacher.

Teacher education students (TES) require a sound understanding of significant cultural themes and issues in education and schooling in contemporary Australia. They also require a coherent understanding of global issues in society and culture that impinge on Australian educational experience and practice. The overarching aim of this unit is to assist TES to develop a critical awareness of the impact of intersecting cultural environments on schooling and education. Various social, historical, political, economic, philosophical and theological perspectives will be explored with particular emphasis on the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students.

Teacher education students (TES) require a sound understanding of the developmental stages through which students progress, and the implications of this developmental trajectory for teaching and learning. Using theoretical resources drawn from developmental psychology, this unit explores human physical, cognitive, social, emotional, moral and spiritual development with particular reference to middle- and late-childhood. Within the domain of educational psychology, theories of learning, behaviour, intelligence and motivation, and their implications for the classroom, are investigated critically.

This investigation encourages the development of a reflective approach to the integration of theory and teaching practice. Finally, various philosophical perspectives on unit content are provided in order to enable TES to more broadly situate and evaluate various theories of development and learning.

Teacher education students (TES) require a basic understanding of the current philosophies and practices relevant to including and serving school students with diverse abilities within the regular classroom. This unit will equip candidates with the skills, understandings, and attitudinal base to encourage effective learning for all school students – irrespective of their culture, character, ability or needs. TES will be provided with the opportunity to develop strategies that have high utility in the primary classroom, thus enabling all students to access the curriculum. National and State policies and practices supporting inclusion will be examined, as will the nature and place of support services within the class, school and community.

Entry requirements

To gain entry to this course, applicants must have completed a recognised undergraduate degree from an Australian university (or a recognised overseas university). However, for those wishing to progress into a Master of Teaching (Primary or Secondary), additional entry requirements are in place.

 

Applicants may be admitted to the Master of Teaching (Primary) upon successful completion of an accredited Bachelor degree containing at least one year of full-time equivalent studies (eight semester-long units of study) relevant to one or more Key Learning Areas (KLA) of the primary school curriculum.

 

Applicants may be admitted to the Master of Teaching (Secondary) upon successful completion of an accredited Bachelor degree with a major study in a designated area related to the first school subject (specialisation) they wish to teach.

 

English Language Proficiency

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

 

ExaminationMinimum Score
IELTS6.5 with no band less than 6.0
TOEFL iBT (Internet-based)79 with no score less than 20
PTE Academic58 with no score less than 51

What our alumni say

Excelsia Alumnus: Sophya Spann

Master of Teaching (Primary)

‘Studying online created a fantastic opportunity for me to study, work part-time and still be able to enjoy all aspects of family life. The workshops provided wonderful opportunities to meet other students, which resulted in ongoing collaboration and discussion through forums and personal communication.I chose to study at Excelsia College because I wanted a superior qualification and I could do this by incorporating my Christian beliefs and values.’

Excelsia Alumnus: Nigel Vaux

Master of Teaching (Primary)

Nigel Vaux | Excelsia College

‘After many years after working for a church and another Christian organisation, I came to the realisation I’d like to become a school chaplain. As I looked around I saw that Excelsia offered the best degree to achieve my goals and equip me for teaching primary students.’

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Excelsia College > Study > Education > Graduate Certificate in Classroom and Curriculum Innovation

Graduate Certificate in Classroom and Curriculum Innovation

Duration: 6 months
Delivery: Online
Credit Points: 24
Available to: Domestic students only
IELTS: 6.5 with no band less than 6
AQF: Level 8

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This course is designed to help teachers, along with other education stakeholders, develop a comprehensive understanding of the increasingly diverse needs of students in order to deliver more effective pedagogies. Each of the units is tailored to equip you with the knowledge and skills to critically evaluate principles, philosophies and ideologies that underpin education, particularly in the Australian context, in order to find opportunities for pedagogical and curriculum innovation.

This unique opportunity gives teachers and future education leaders a taste of specialised study that can set you on a path to improving your teaching career prospects and/or further study into Excelsia’s Master of Education. Graduates from this course can expect to be well-positioned to lead their professional learning communities and bring about positive change in their schools and their own classrooms.

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.

Understand the way in which Lave and Wenger’s classic theory of community plays out in a professional learning community in which all members engage, imagine and support in the pursuit of knowledge. With the recognition that learning cultures are context-specific and constantly changing and growing, students will reflect on ways to apply theories to current work or school environments.

Study and critique a range of pedagogical approaches for learning and best practice. Students evaluate their personal pedagogies and are encouraged to consider how their Christian faith influences their perspective. 

Examine and critique decision-making practices based on data and research in the context of a Christian definition of student outcomes. Students are taught to use care and wisdom as they interpret research and evaluate current Australian data collection practices, acknowledging both the limitations and value of data-based decision-making. Digital and multimedia pedagogies, direct instruction and enquiry learning theories are discussed in depth.

Entry Requirements

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.

ExaminationMinimum score
IELTS6.5 with no band less than 6.0
TOEFL iBT (Internet-based)79 with no score less than 20
PTE Academic58 with no score less than 51

Educational prerequisites

The entry criteria for admission to the Graduate Certificate in Classroom & Curriculum Innovation program shall normally be:

(a) A Bachelor degree (AQF Level 7) from an Australian higher education institution; or

(b) A qualification recognised as equivalent by the National Office of Overseas Skills Recognition (NOOSR); or

(c) Other qualifications and experience as may, on application by the student, be deemed equivalent to (a) by the Academic Board of the College.

Alumni interview

Graduate Certificate in Classroom and Curriculum Innovation

‘I am so glad I did the course and took some time to create new processes and projects for the classroom and curriculum innovation. The course gave me the opportunity to look forward to the future and learn how to be more strategic in planning and leading the culture of the school in learning.’

– Alison Evans

Head of Junior School |Trinity Christian School

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Introduction to Working with Addictions

A professional development unit for counsellors and other allied health professionals

Duration: 32.5 hours across 5 days
Dates: 24, 25, 27, 28, 29 January 2022
Time: 9:30am–4:30pm
Cost: $1,000
Final payment date: 17 January 2022
Final withdrawal date without financial penalty: 17 January
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Special Topics in Counselling (Somatic Therapy)

A professional development unit for counsellors and other allied health professionals

Duration: 32.5 hours across 5 days
Dates: 7, 8, 9, 10, 11 February 2022
Time: 9:30am–4:30pm
Cost: $1,000
Final payment date: 31 January 2022
Final withdrawal date without financial penalty: 31 January 2022

How to Apply

Download the flyer and application form for each unit. Fill out the fields and send to student.services@excelsia.edu.au.

If you have any questions, please contact us on 9000 9644.

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