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Cross Credit and Recognition of Prior Learning Policy

PURPOSE
This policy sets out the principles guiding Global Leadership Institute (GLI) granting of credit and recognition of prior or concurrent learning that contributes towards satisfying the requirements for an award of the Institute.

SCOPE
All courses

DEFINITIONS
Advanced Standing: recognition of achieving a portion of the required knowledge, skills, and understanding of units in a course, expressed as an equivalent unit or number of credit points toward that course. Advanced standing credits are determined based equivalence of unit content and learning outcomes.

Cross Credit:

  • specified credit is granted towards particular or specific components of a course;
  • unspecified credit is granted towards elective components of a course;
  • block credits are granted towards whole stages or components of a course, such as a trimester or a year of full-time study in that course, rather than specific units. This may be applied to formal articulation agreements at the Institute has with other educational providers.

Credit Point: value of each unit of study that contributes towards the completion requirements for a course.

Credit for concurrent formal learning: granted for relevant concurrent learning (approved in advance by the President or Academic Dean) which, on successful completion, will be credited towards an award of the Institute.

Professional Practice Credential: can be a micro-credential that warrants learning acquired through professional practice.

Formal learning: takes place through a structured program that leads to the full or partial achievement of an officially accredited qualification.

Learning: can include formal learning, learning through work or life experience and learning that takes place through a structured program but odes do not lead to an officially accredited qualification.

Masters admission credit: specified credit pre-approved by Academic Board provide to allow students entering specified master’s courses with qualifications which exceed the minimum entry requirements to shorten the duration of their course or credit on the basis of RPL may be granted in addition to master’s Admission credit.

Micro-credential: award that warrants achievement of clearly articulated learning outcomes that is not sufficient alone to lead to the award of an Australian Higher Education Qualification (AQF) or international qualification with equivalent learning outcomes.

Precedent: reference point for future credit decisions agreed by the Institute in consultation with Academic Board based on evidence that students are not disadvantaged in achieving course learning outcomes.

Preclusion: relates to the substitution of a core unit in a course by another approved unit where the student has already completed the requirements for the exempted unit elsewhere.

Recognition of Prior Learning: process used to assess an individual’s relevant prior learning (including formal, informal, and non-formal learning) to determine the credit that may be granted.

PRINCIPLES
GLI adheres to the following principles:

  • credit towards courses based on Recognition of Prior Learning (RPL) are consistent with the Higher Education Standards Framework and maintain the integrity of the course and qualification.
  • judgements about a student’s best starting point are based on their past achievements or requirements for units within a course so that the student is not advantaged in achieving expected course learning outcomes;
  • credit based or RPL may be granted towards a component of a course where a student can demonstrate that they have achieved learning outcomes equivalent to the learning outcomes of that component;
  • credit based on RPL may be granted for micro-credentials awarded by the Institute or other accredited institutions where the micro-credentials evidence achievement of clearly articulated learning outcomes and standards and the identity of the person receiving the micro-credential is verified. Any two Professional Practice Credentials achieved at a specified AQF level will attract one unit or 10 credit points of unspecified credit at the same AQF level, where the course rules allow, up to a maximum of two units or 20 credit points;
  • unspecified credit on the basis of RPL cannot be granted towards compulsory components of a course;
  • Masters admission credit will be granted to students entering specified master’s courses with qualification which exceed the minimum entry requirements. The credit available will be aligned with the entry requirements for 80 credit points for Graduate Diploma courses and 160 credit points for Masters courses. Masters admission credit will be granted automatically at the point of course offer and will not require a separate application for credit;

Credit granted towards a course based on RPL must meet the following requirements:

  • Formal learning must be from completed, passed courses at an Australian university or an institution of equivalent institutional status and accreditation level as listed in the Australian Department of Education’s Country Education Profiles or similar registers; or
  • Informal or non-formal learning must mapped against the learning outcomes of a program, course or AQF Level;
  • Students must complete a minimum of one-third of their studies in their current course, or five units (50 credit points), whichever is the greater at the Institute. For Graduate Diploma, a minimum of 30 Institute credit points must be completed. For Graduate Certificate, a minimum of 20 Institute credit points must be completed. For courses that integrate Professional Practice credentials, students must complete specified preparatory and capstone units as approved by the Academic Board.
  • For students receiving master’s admission credit, the maximum credit available will be up to 50 credit points and based on the shortened duration after the application of master’s admission credit.
  • Credit based on RPL is granted:
      • Conditionally on a student meeting additional requirement;
      • Where credit has been granted towards an institute course and the award has been received;
      • For formal learning assessed as a ‘fail’, ‘pass conceded ‘or equivalent grade;
      • For a unit, a student has already attempted and received a finalised grade;
      • For formal learning undertaken while the student is excluded from a course at the Institute, except where such formal learning is undertaken with the prior approval of the Dean or nominee;
      • For prior learning acquired more than 10 years before the RPL credit. However, with the approval of the Academic Board, the Institute may impose a shorter time limit for some courses to ensure currency of knowledge and skills appropriate to the discipline. The shorter time limit must be clearly communicated to current and prospective students via public web pages.
  • Where a preclusion is approved and credit is not awarded, a student will be required to replace the precluded unit(s) with an equivalent number of credit points (units) from specified elective units.
  • In exceptional circumstances, the Chair of Academic Board may approve exceptions to the requirements of this policy.

RESPONSIBILITIES
Academic Board is responsible for setting the requirements for credit based on RPL. The President, Academic Dean and Program Director are responsible for centrally managing the RPL process and maintaining and applying precedents to approve credit towards courses based on RPL in accordance with this policy.

The President and Academic Dean are also responsible for:

  • making reciprocal credit based on RPL arrangements with other institutions to establish credit to be granted for courses offered by the Institute.
  • approving credit towards courses based on RPL in accordance with the principles specified in this policy and the processes specified in this policy and procedure.
  • maintaining records of reciprocal credit based on RPL arrangements.

Scope

All courses

Key Stakeholder

All staff and students

Proceedure

Following are the procedures for advanced standing, cross credit or RPL:

  • Applicants who wish to apply for advanced standing, cross credit or RPL must indicate this on the GLI application form and provide certified evidence of completed qualifications along with other relevant documentation (e.g. unit outlines).
  • Applicants must substantiate completion of studies or work experience cognate to the unit(s) for which exemption is sought.
  • Decisions on the applications of advanced standing, credit transfer, and RPL are made by the Program Director or delegated representative. All decisions should be informed by careful professional judgment that is transparent and fair.
  • Credit is assessed based on at least 80% equivalence of content and learning outcomes between the previous learning and a GLI unit.
  • All applications must be submitted during the application process, and not postmatriculation.
  • Applicants must demonstrate completion of studies cognate to the unit(s) for which exemption is sought.
  • Where studies were taken at an international institution, AEI NOOSR Country Education Profiles checks are performed to correlate the course against the AQF.
  • The applicant will be advised within 20 working days in writing of the results of their application for advanced standing, credit transfer, or RPL. The result will be formally recorded on the student’s file.
  • If the duration of the course has been changed for an accepted international student because of the application decision, such as granting RPL, it must be reported in accordance with section 19 of the ESOS Act, and in accordance with Standard 2 of the National Code 2018 as follows:
    • inform the student of the reduced course duration following granting of RPL and ensure the confirmation of enrolment (CoE) is issued only for the reduced duration of the course;
    • report any change in course duration in PRISMS if RPL or course credit is granted after the overseas student’s visa is granted.

Once a decision has been determined by the Program Director or delegated representative, the Registrar will record the result on the GLI Credit Register as a precedent for future applications.

The Student Grievance and Appeals Policy should be followed if the unsuccessful application is to be disputed.

Fact Box

Owner : Registrar

Approval Body : Academic Board

Endorsement Body : Academic Board

Category : Academic

Approval Date :

Review Date :

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Associate Professor Jason Hartley

Jason Hartley is lecturer in criminology at Griffith University in Brisbane, Australia. He is a former police officer with 23 years of experience, and has trained personnel for deployment in Timor Leste, the Solomon Islands, Iraq and Afghanistan. Jason specializes in, and has published on engagement with Muslim communities, Indigenous Polynesian approaches to rehabilitation and reducing recidivism, and Asian Organised Crime. Jason also completed a community internship in Hebron on the West Bank.

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Simone Fulcher

Simone Fulcher is the Campus Manager at Global Leadership Institute responsible for managing the day-to-day operations for the campus. Simone has previously worked in the education sector for over 5 years where she has enjoyed helping young minds realise their potential. Simone also has a history of volunteer work assisting various communities in improving their quality of life in places such as New South Wales, Guam, and Palau. Simone still enjoys volunteering, currently organising events for young adults in Southeast Queensland and helping them form connections their fields of interest.

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Professor Grant Pitman

Professor Grant Pitman is the president of the Global Leadership Institute. He has held senior leadership roles in government such as Chief Superintendent of Police and Director of Strategic Planning ICT in the Queensland Police Service;

  • Varied list of contributions to law enforcement, including disaster management, auditing and finance, organizational reform, education and human resources, and policy development
  • National, state, and regional levels of professional service, including the Ipswich Economic Forum, the Brisbane Airport Emergency Planning Committee, the National Emergency Communications Working Group, the National Police Drug and Alcohol Task Force, and the Police Education Advisory Council.

He has a Ph.D. and Master of Administration from Griffith University. He is a well-versed researcher and has published numerous articles and journals.

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Professor Kevin Tickle

Professor Kevin Tickle has extensive experience in Executive Management roles in the tertiary education sector, both public and private, over the last two decades and has been a consultant to Higher Education providers in Australia and overseas. His primary areas of interest are Leadership, Management, Information Technology, Mathematics and Statistics with expertise in the areas of probability modelling; decision support, and data analytics. He is currently a Fellow of the Australian Institute of Management, a member of the Institution of Engineers, Australia, the Australian Computer Society and an Emeritus Professor at CQUniversity.

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Mr Des Lacy OAM

Des serves as Secretary/Treasurer of the Asia Pacific Chapter of FBI National Academy Associates, after completing 40 years in the Queensland Police Service. During his distinguished career, Des was District Officer (A/Chief Superintendent) in Charge of the Gold Coast Police District, Police Commander for the Gold Coast Indy, Super V8s, Gold Coast Marathon, and Schoolies, as well as National Rugby League and Australian Foot League events in Brisbane and the Gold Coast. Des oversaw development and implementation of the Integrated Justice Information Systems, Integrated Traffic Policing Program, and Integrated Tasking and Analysis System. He served as Director of the Strategic Services Branch and Information and Communications Technology Command, as well as Chair of the District Disaster Management Group and Security Operations Coordinator for the 2018 Commonwealth Games. 

Des has been a member of Rotary International for 30 years, representing Rotary International in the United States and the Middle East. For his work in the Gold Coast Community Des was awarded Citizen of the Year at the 2013 Gold Coast Australia Day celebrations. Des also was one of the founding Directors for the Oxenford and Coomera Community Youth Centre that provides much needed social services to the Northern Gold Coast Community. For the past 15 years, he has also been the Chair of this not-for-profit establishment. It. For his work promoting International Law Enforcement Des was awarded the Order of Australia Medal in 2017.

Qualifications

Graduate Diploma of Management

Graduate Certificate Business Management 

Bachelor of Business

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Katherine Weissel

Katherine is a security and risk specialist with 25 years’ experience in an Australian Police Force, leading teams and responding to emergency events, complex investigations, and counterterrorism.  She has led and managed several major crime, counterterrorism and public safety operations and investigations, and coordinated teams within police operations centres and major incident rooms.  She has delivered training across multiple Australian jurisdictions in emergency response, counterterrorism, and investigations; and specialised in cyber operations in the counterterrorism environment for a number of years.  She has also been deployed to international jurisdictions supporting complex war crimes investigations and prosecutions.  Since moving into the private sector, Katherine has provided consulting and training services in the areas of security and risk, organisational governance & investigations, and cybersecurity.  Katherine is a sessional tutor in tertiary education in criminal justice studies specialising in counterterrorism, global law, crime and justice, and cybercrime.  She has presented to state and national security, cybersecurity and governmental conferences on contemporary physical & cyber threats and risk management.  Katherine has also been involved in research teams examining government responses to terrorism and extremism, and cybersecurity policy.

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Dr Shantanu Banerjee

Dr Shantanu Banerjee is senior lecturer at Leaders Institute. With extensive experience in management, leadership, and administration across a range of contexts in India and Australia, Dr Banerjee is also currently an Industry Fellow at the University of Queensland Business School. His research focuses on socio-cultural-political contexts, particularly in the field of agribusiness and international business. His research has highlighted variations in the theme of international competitiveness by emphasising non-economic and non-market variables and on how multinational enterprises subsidiaries can pursue legitimacy pursuing non-market strategies. 

Dr Banerjee has presented his research work at esteemed international conferences such as ANZIBA and EIA and has published in scholarly journals including International Business Review and Management International Review. He graduated from the Institute of Foreign Trade, New Delhi (India) and the University of Queensland Business School. He has been an academic staff member at the University of Queensland and Queensland University of Technology, lecturing in undergraduate and postgraduate programs. Dr Banerjee has over 15 years of extensive and varied experience as an International Business Manager dealing and negotiating with overseas clients based in the United States of America, China, Japan, Canada, Switzerland, and Germany. He is currently employed with a Federal agency of the Australian Treasury. 

Qualifications

Doctor of Philosophy, University of Queensland, 2012

Master of Research, Queensland University of Technology, 2005

Master of Business, Queensland University of Technology, 2003

Postgraduate Diploma in International Trade, Indian Institute of Foreign Trade, 1986

Bachelor of Mechanical Engineering

Indian Institute of Foreign Trade, 1985

 

Communities of Practice

  • Editorial Board, Academy of International Business
  • Editorial Board, European Academy of Management
  • Editorial Board, Leadership & Management Studies in Sub-Sahara Africa Conference
  • Editorial Board, International Journal of Entrepreneurship and Small Business
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Associate Professor Ben Arachi

BIOGRAPHY

Associate Professor Ben Arachi has four decades (1977-2023) of experience in higher education leadership and teaching. During his 15 years as Unit Coordinator at Central Queensland University, he received two Excellence in Teaching Awards and was nominated for the Vice-Chancellor’s Award for Outstanding Contributions to Learning and Teaching and the Australian Awards for University Teaching. His online learning study was published in Economics for Today (Cengage 2022).

Previously, Associate Professor Arachi  served as Vice Principal, Head of the Department of Extension and Research, and Editor-in-Chief of the academic journal at Arul Anandar College, India (1992-1997). He was then Research Coordinator and Course Coordinator (1999-2008), as well as Chair of the Division of Economics (2000-2005) at HELP University, Malaysia. This included senior involvement in the application to become a University College and then a full University.

Associate Professor Arachi also has over 20 years of experience as a higher degree research supervisor, moderator, and examiner for doctoral degrees. In his five years as a Coordinator of All India Christian Higher Education, he organised numerous state-level seminars and workshops for academics in higher education in India. He has published four monographs, many research papers and articles while editing the Research AAC Journal of Economics. He has reviewed many higher education textbooks.

QUALIFICATIONS

  • Doctor of Philosophy, Madursi Kamaraj University, India, 1989

  • Master of Arts, University of Madras, 1975 (Gold Medalist)

  • Bachelor of Arts, Madursi Kamaraj University, India, 1973 (University Rank and Merit Scholarship)

  • Diploma in Applied Economics, Madursi Kamaraj University, India, 1980

ACADEMIC LEADERSHIP

  • Member, Academic Board, 2023-current

  • Chair, Examiners Committe, 2023-current

  • Member, Course Advisory Committee, 2022-current

AWARDS

  • Central Queensland University Student Voice Commendation. The 2021 program includes unit evaluation data from term 3, 2020 and terms 1 and 2, 2021.

  • Central Queensland University  Student Voice Commendation. The 2020 program includes unit evaluation data from term 3, 2019 and terms 1 and 2, 2020.

  • Central Queensland University Central Queensland University Platinum certificate Top rated Unit in Term 2, 2019

  • Central Queensland University Gold certificate Highly rated Unit in Term 2,2019 (ACCT20070)

  • Gold certificate Highly rated Unit in Term 2,2019 from CQU(ECON11026)

  • Charles Sturt University Excellence in Teaching Award (ECO511)

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Dr Bandula Nambukara-Gamage

Dr Bandula Nambukara-Gamage is a Senior Lecturer of Accounting and Finance at James Cook University, Brisbane campus. He currently teaches Bachelor of Commerce, Bachelor of Accounting, Master of Professional Accounting, and Master of Business Administration students based on the Brisbane campus. Dr Nambukara-Gamage has previously lectured at Central Queensland University, Federation University, and Charles Darwin University.

QUALIFICATIONS

Doctor of Philosophy, University of New England, 2013

Master of Commerce

Licentiate Certificate (recognised by the Institute of Chartered Accountants of Australia)

Bachelor of Business Administration (Honours)

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Professor Rod St Hill

Professor Rodney St Hill is the former President of Leaders Institute (2018-2020) and serves as Senior Pastor (2016-current) at IgniteLife Church Gold Coast, where he heads IgniteLife Business, an outreach to Christians in business. He is a leader in the global Business As Mission movement. He also consults on governance and executive management in higher education and business, with a particular special interest in Christian education institutions and businesses.

Previously, Professor St Hill was a long-term senior leader and Vice President Academic of Christian Heritage College, Brisbane. With the input of his colleagues and many others in his network, he developed business curriculum that embeds the ‘5 P missional business’ model – a model of production, people, planet, and profit. He was also Dean of Students, among other roles, at University of Southern Queensland (1993-2009).

QUALIFICATIONS

Doctor of Philosophy, University of Cantebury, 1989

Bachelor of Commerce (Hons 1), University of Newcastle, 1979

EXTERNAL EXPERT REVIEWER

External Member, various course assessment panels in business, management and leadership at Alphacrucis College, Australian College of Divinity, and Avondale University College, 2014 to 2020

Member: Australian Institute of Company Directors

COMMUNITIES OF PRACTICE

Member: Economic Society of Australia

External Expert, Tertiary Education Quality and Standards Agency (TEQSA), 2019-current

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Cross Credit and Recognition of Prior Learning Policy

PURPOSE
This policy sets out the principles guiding Global Leadership Institute (GLI) granting of credit and recognition of prior or concurrent learning that contributes towards satisfying the requirements for an award of the Institute.

SCOPE
All courses

DEFINITIONS
Advanced Standing: recognition of achieving a portion of the required knowledge, skills, and understanding of units in a course, expressed as an equivalent unit or number of credit points toward that course. Advanced standing credits are determined based equivalence of unit content and learning outcomes.

Cross Credit:

  • specified credit is granted towards particular or specific components of a course;
  • unspecified credit is granted towards elective components of a course;
  • block credits are granted towards whole stages or components of a course, such as a trimester or a year of full-time study in that course, rather than specific units. This may be applied to formal articulation agreements at the Institute has with other educational providers.

Credit Point: value of each unit of study that contributes towards the completion requirements for a course.

Credit for concurrent formal learning: granted for relevant concurrent learning (approved in advance by the President or Academic Dean) which, on successful completion, will be credited towards an award of the Institute.

Professional Practice Credential: can be a micro-credential that warrants learning acquired through professional practice.

Formal learning: takes place through a structured program that leads to the full or partial achievement of an officially accredited qualification.

Learning: can include formal learning, learning through work or life experience and learning that takes place through a structured program but odes do not lead to an officially accredited qualification.

Masters admission credit: specified credit pre-approved by Academic Board provide to allow students entering specified master’s courses with qualifications which exceed the minimum entry requirements to shorten the duration of their course or credit on the basis of RPL may be granted in addition to master’s Admission credit.

Micro-credential: award that warrants achievement of clearly articulated learning outcomes that is not sufficient alone to lead to the award of an Australian Higher Education Qualification (AQF) or international qualification with equivalent learning outcomes.

Precedent: reference point for future credit decisions agreed by the Institute in consultation with Academic Board based on evidence that students are not disadvantaged in achieving course learning outcomes.

Preclusion: relates to the substitution of a core unit in a course by another approved unit where the student has already completed the requirements for the exempted unit elsewhere.

Recognition of Prior Learning: process used to assess an individual’s relevant prior learning (including formal, informal, and non-formal learning) to determine the credit that may be granted.

PRINCIPLES
GLI adheres to the following principles:

  • credit towards courses based on Recognition of Prior Learning (RPL) are consistent with the Higher Education Standards Framework and maintain the integrity of the course and qualification.
  • judgements about a student’s best starting point are based on their past achievements or requirements for units within a course so that the student is not advantaged in achieving expected course learning outcomes;
  • credit based or RPL may be granted towards a component of a course where a student can demonstrate that they have achieved learning outcomes equivalent to the learning outcomes of that component;
  • credit based on RPL may be granted for micro-credentials awarded by the Institute or other accredited institutions where the micro-credentials evidence achievement of clearly articulated learning outcomes and standards and the identity of the person receiving the micro-credential is verified. Any two Professional Practice Credentials achieved at a specified AQF level will attract one unit or 10 credit points of unspecified credit at the same AQF level, where the course rules allow, up to a maximum of two units or 20 credit points;
  • unspecified credit on the basis of RPL cannot be granted towards compulsory components of a course;
  • Masters admission credit will be granted to students entering specified master’s courses with qualification which exceed the minimum entry requirements. The credit available will be aligned with the entry requirements for 80 credit points for Graduate Diploma courses and 160 credit points for Masters courses. Masters admission credit will be granted automatically at the point of course offer and will not require a separate application for credit;

Credit granted towards a course based on RPL must meet the following requirements:

  • Formal learning must be from completed, passed courses at an Australian university or an institution of equivalent institutional status and accreditation level as listed in the Australian Department of Education’s Country Education Profiles or similar registers; or
  • Informal or non-formal learning must mapped against the learning outcomes of a program, course or AQF Level;
  • Students must complete a minimum of one-third of their studies in their current course, or five units (50 credit points), whichever is the greater at the Institute. For Graduate Diploma, a minimum of 30 Institute credit points must be completed. For Graduate Certificate, a minimum of 20 Institute credit points must be completed. For courses that integrate Professional Practice credentials, students must complete specified preparatory and capstone units as approved by the Academic Board.
  • For students receiving master’s admission credit, the maximum credit available will be up to 50 credit points and based on the shortened duration after the application of master’s admission credit.
  • Credit based on RPL is granted:
      • Conditionally on a student meeting additional requirement;
      • Where credit has been granted towards an institute course and the award has been received;
      • For formal learning assessed as a ‘fail’, ‘pass conceded ‘or equivalent grade;
      • For a unit, a student has already attempted and received a finalised grade;
      • For formal learning undertaken while the student is excluded from a course at the Institute, except where such formal learning is undertaken with the prior approval of the Dean or nominee;
      • For prior learning acquired more than 10 years before the RPL credit. However, with the approval of the Academic Board, the Institute may impose a shorter time limit for some courses to ensure currency of knowledge and skills appropriate to the discipline. The shorter time limit must be clearly communicated to current and prospective students via public web pages.
  • Where a preclusion is approved and credit is not awarded, a student will be required to replace the precluded unit(s) with an equivalent number of credit points (units) from specified elective units.
  • In exceptional circumstances, the Chair of Academic Board may approve exceptions to the requirements of this policy.

RESPONSIBILITIES
Academic Board is responsible for setting the requirements for credit based on RPL. The President, Academic Dean and Program Director are responsible for centrally managing the RPL process and maintaining and applying precedents to approve credit towards courses based on RPL in accordance with this policy.

The President and Academic Dean are also responsible for:

  • making reciprocal credit based on RPL arrangements with other institutions to establish credit to be granted for courses offered by the Institute.
  • approving credit towards courses based on RPL in accordance with the principles specified in this policy and the processes specified in this policy and procedure.
  • maintaining records of reciprocal credit based on RPL arrangements.

Scope

All courses

Key Stakeholder

All staff and students

Proceedure

Following are the procedures for advanced standing, cross credit or RPL:

  • Applicants who wish to apply for advanced standing, cross credit or RPL must indicate this on the GLI application form and provide certified evidence of completed qualifications along with other relevant documentation (e.g. unit outlines).
  • Applicants must substantiate completion of studies or work experience cognate to the unit(s) for which exemption is sought.
  • Decisions on the applications of advanced standing, credit transfer, and RPL are made by the Program Director or delegated representative. All decisions should be informed by careful professional judgment that is transparent and fair.
  • Credit is assessed based on at least 80% equivalence of content and learning outcomes between the previous learning and a GLI unit.
  • All applications must be submitted during the application process, and not postmatriculation.
  • Applicants must demonstrate completion of studies cognate to the unit(s) for which exemption is sought.
  • Where studies were taken at an international institution, AEI NOOSR Country Education Profiles checks are performed to correlate the course against the AQF.
  • The applicant will be advised within 20 working days in writing of the results of their application for advanced standing, credit transfer, or RPL. The result will be formally recorded on the student’s file.
  • If the duration of the course has been changed for an accepted international student because of the application decision, such as granting RPL, it must be reported in accordance with section 19 of the ESOS Act, and in accordance with Standard 2 of the National Code 2018 as follows:
    • inform the student of the reduced course duration following granting of RPL and ensure the confirmation of enrolment (CoE) is issued only for the reduced duration of the course;
    • report any change in course duration in PRISMS if RPL or course credit is granted after the overseas student’s visa is granted.

Once a decision has been determined by the Program Director or delegated representative, the Registrar will record the result on the GLI Credit Register as a precedent for future applications.

The Student Grievance and Appeals Policy should be followed if the unsuccessful application is to be disputed.

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Amazing Opportunities

for everyone

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