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New Course Development Policy

PURPOSE
This policy sets out the rules that guide the structure and design of courses offered at Global Leadership Institute (GLI).
 
PRINCIPLES        
The design and structure of courses align to the GLI Strategic Plan, as well as the vision, mission and values of GLI, and will:
 
conform to the Australian Qualifications Framework (AQF), the Higher Education Standards (Threshold Standards), relevant accrediting bodies, and other relevant national or international protocols;
contribute to the development and assessment of the GLI Graduate Attributes;
have a defined set of course learning outcomes that support the Graduate Attributes;
constructively align learning activities and assessment tasks to ensure the attainment of those learning outcomes;
build on clearly stated prerequisite knowledge and/or assumed background;
ensure quality assurance in the development of all new courses, including courses being delivered with a third-party provider or delivered in a different mode such as in the lecture room on campus or online delivery;
ensure student-centred approaches to learning and teaching that aim to accommodate students from a wide range of backgrounds, with a wide range of interests for a variety of professional futures.
 
Micro-credentials
A micro-credential is a certification of assessed learning or competency, with a minimum volume of learning of one hour and less than an AQF award qualification, that is additional, alternate, complementary to or a component part of an AQF award qualification (adopted from National Micro-credentials Framework, 2021). Micro-credential students have access to GLI’s library and information resources. GLI micro-credential modules:
are approved by Learning, Teaching, and Curriculum Committee;
delivered by discipline experts or experienced practitioners online, on campus, or in blended mode;
assessed against clearly stated learning outcomes;
do not lead to an accredited AQF qualification but may count as partial credit in some cases;
are assigned a credit point value and corresponding volume of learning in hours;
may be ‘stacked’ to contribute to an AQF award using the unit of exchange;
subject of GLI’s quality assurance system;
verified via metadata on digital certification such as a badge or other means;
incur micro-credential fees.
 
RESPONSIBLE FOR IMPLEMENTATION
Chair, Academic Board

 

Scope

All courses

Key Stakeholder

All staff and students

Proceedure

Academic Board oversees the development of a new course. To do this the following steps are generally undertaken:
 
1. PROPOSAL FOR COURSE DEVELOPMENT
A proposal for a new course (including nested courses) is first tabled to Academic Board for approval. This proposal should include proposed course title(s), commencement date, delivery modes, rationale, business plan and market research. The proposal should include:
 
how the proposed course aligns with the GLI Strategic Plan;
market analysis;
rationale;
synopsis;
duration, design and pathways;
internal and external stakeholder feedback.
 
2. APPROVAL TO PROCEED
If the proposal is accepted by Academic Board, then it recommended to Governing Board to develop. It will then either be approved or not approved by Governing Board.
 
3. COURSE ADVISORY COMMITTEE APPOINTED
A Course Advisory Committee (CAC) is appointed which includes relevant academic staff and external members from relevant fields. The purpose of this committee is to design the course according to these policy guidelines.
 
4. DRAFT DESIGN
The purpose of CAC is to design the courses in accordance with the graduate attributes of the Institute, the needs of the stakeholders and government requirements. It takes into consideration feedback from market research, stakeholders, threshold learning outcomes for the field of education, AQF levels mapped to the curriculum and TEQSA application requirements.
 
CAC is responsible to oversee the development of all elements of course design as well as all components of the application form. This includes delegation of the development of components, such as the development of unit outlines, to academic staff outside the committee. CAC ensures constructive alignment of the courses and unit learning outcomes with the unit assessment loads.
 
This process ensures student assessment tasks appropriately measure the achievement of both unit and course outcomes, which are also mapped against the GLI Graduate Attibutes and AQF. External input is also received from industry representatives through the external peer reviews of unit outlines.
 
5. EXTERNAL REVIEW OF DRAFT APPLICATION
The Chair of CAC commissions at least one external expert to review the full application, including all the unit outlines. The external reviewer(s) have extensive academic and professional expertise in the field of education of the course. The role of the external reviewer(s) is to provide external scrutiny of the proposed courses, ensure consistency of standards with other Higher Education Institutes offering a comparable course, ensure it meets industry needs, and advise CAC of improvements for the application.
 
6. COMMENDATION BY COURSE ADVISORY COMMITTEE
CAC considers feedback from the external reviewers and responds to action items during its final review of the application. Once reviewed and edited, CAC tables the draft application to Academic Board.
 
7. APPROVAL BY ACADEMIC BOARD
The final stage is review of the completed application by Academic Board under delegation and approval from Governing Board. Academic Board provides a rigorous review of the draft application before approving the final application for submission to TEQSA.
 
8. SUBMISSION OF APPLICATION TO ACCREDITING BODIES
The completed and approved application is submitted to TEQSA and other professional accreditation bodies (as relevant). No advertising or promotion of the courses is undertaken until official approval, or official sanction to do so, has been granted by TEQSA.
 
MICRO-CREDENTIALS
To obtain approval for a new micro-credential, a proposal is made to Learning, Teaching, and Curriculum Committee by the relevant Program Director. The proposal must include:
A name for the micro-credential
business case, including budget;
volume of learning and credit point value;
assessments mapped to learning outcomes;
If Learning, Teaching, and Curriculum Committee is satisfied that the micro-credential is consistent with LI’s policies, the micro-credential will be academically endorsed.
Once academically endorsed, the proposal will be forwarded to the Academic Dean for approval to develop. Once approved by the Academic Dean, the micro-credential may be developed using LI’s designated platform and development guidelines.

Fact Box

Owner : Registrar

Approval Body : Academic Board

Endorsement Body : Academic Board

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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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New Course Development Policy

PURPOSE
This policy sets out the rules that guide the structure and design of courses offered at Global Leadership Institute (GLI).
 
PRINCIPLES        
The design and structure of courses align to the GLI Strategic Plan, as well as the vision, mission and values of GLI, and will:
 
conform to the Australian Qualifications Framework (AQF), the Higher Education Standards (Threshold Standards), relevant accrediting bodies, and other relevant national or international protocols;
contribute to the development and assessment of the GLI Graduate Attributes;
have a defined set of course learning outcomes that support the Graduate Attributes;
constructively align learning activities and assessment tasks to ensure the attainment of those learning outcomes;
build on clearly stated prerequisite knowledge and/or assumed background;
ensure quality assurance in the development of all new courses, including courses being delivered with a third-party provider or delivered in a different mode such as in the lecture room on campus or online delivery;
ensure student-centred approaches to learning and teaching that aim to accommodate students from a wide range of backgrounds, with a wide range of interests for a variety of professional futures.
 
Micro-credentials
A micro-credential is a certification of assessed learning or competency, with a minimum volume of learning of one hour and less than an AQF award qualification, that is additional, alternate, complementary to or a component part of an AQF award qualification (adopted from National Micro-credentials Framework, 2021). Micro-credential students have access to GLI’s library and information resources. GLI micro-credential modules:
are approved by Learning, Teaching, and Curriculum Committee;
delivered by discipline experts or experienced practitioners online, on campus, or in blended mode;
assessed against clearly stated learning outcomes;
do not lead to an accredited AQF qualification but may count as partial credit in some cases;
are assigned a credit point value and corresponding volume of learning in hours;
may be ‘stacked’ to contribute to an AQF award using the unit of exchange;
subject of GLI’s quality assurance system;
verified via metadata on digital certification such as a badge or other means;
incur micro-credential fees.
 
RESPONSIBLE FOR IMPLEMENTATION
Chair, Academic Board

 

Scope

All courses

Key Stakeholder

All staff and students

Proceedure

Academic Board oversees the development of a new course. To do this the following steps are generally undertaken:
 
1. PROPOSAL FOR COURSE DEVELOPMENT
A proposal for a new course (including nested courses) is first tabled to Academic Board for approval. This proposal should include proposed course title(s), commencement date, delivery modes, rationale, business plan and market research. The proposal should include:
 
how the proposed course aligns with the GLI Strategic Plan;
market analysis;
rationale;
synopsis;
duration, design and pathways;
internal and external stakeholder feedback.
 
2. APPROVAL TO PROCEED
If the proposal is accepted by Academic Board, then it recommended to Governing Board to develop. It will then either be approved or not approved by Governing Board.
 
3. COURSE ADVISORY COMMITTEE APPOINTED
A Course Advisory Committee (CAC) is appointed which includes relevant academic staff and external members from relevant fields. The purpose of this committee is to design the course according to these policy guidelines.
 
4. DRAFT DESIGN
The purpose of CAC is to design the courses in accordance with the graduate attributes of the Institute, the needs of the stakeholders and government requirements. It takes into consideration feedback from market research, stakeholders, threshold learning outcomes for the field of education, AQF levels mapped to the curriculum and TEQSA application requirements.
 
CAC is responsible to oversee the development of all elements of course design as well as all components of the application form. This includes delegation of the development of components, such as the development of unit outlines, to academic staff outside the committee. CAC ensures constructive alignment of the courses and unit learning outcomes with the unit assessment loads.
 
This process ensures student assessment tasks appropriately measure the achievement of both unit and course outcomes, which are also mapped against the GLI Graduate Attibutes and AQF. External input is also received from industry representatives through the external peer reviews of unit outlines.
 
5. EXTERNAL REVIEW OF DRAFT APPLICATION
The Chair of CAC commissions at least one external expert to review the full application, including all the unit outlines. The external reviewer(s) have extensive academic and professional expertise in the field of education of the course. The role of the external reviewer(s) is to provide external scrutiny of the proposed courses, ensure consistency of standards with other Higher Education Institutes offering a comparable course, ensure it meets industry needs, and advise CAC of improvements for the application.
 
6. COMMENDATION BY COURSE ADVISORY COMMITTEE
CAC considers feedback from the external reviewers and responds to action items during its final review of the application. Once reviewed and edited, CAC tables the draft application to Academic Board.
 
7. APPROVAL BY ACADEMIC BOARD
The final stage is review of the completed application by Academic Board under delegation and approval from Governing Board. Academic Board provides a rigorous review of the draft application before approving the final application for submission to TEQSA.
 
8. SUBMISSION OF APPLICATION TO ACCREDITING BODIES
The completed and approved application is submitted to TEQSA and other professional accreditation bodies (as relevant). No advertising or promotion of the courses is undertaken until official approval, or official sanction to do so, has been granted by TEQSA.
 
MICRO-CREDENTIALS
To obtain approval for a new micro-credential, a proposal is made to Learning, Teaching, and Curriculum Committee by the relevant Program Director. The proposal must include:
A name for the micro-credential
business case, including budget;
volume of learning and credit point value;
assessments mapped to learning outcomes;
If Learning, Teaching, and Curriculum Committee is satisfied that the micro-credential is consistent with LI’s policies, the micro-credential will be academically endorsed.
Once academically endorsed, the proposal will be forwarded to the Academic Dean for approval to develop. Once approved by the Academic Dean, the micro-credential may be developed using LI’s designated platform and development guidelines.
Close

Amazing Opportunities

for everyone

Apply Now