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New Course Development Policy

PURPOSE
The purpose of this policy is to outline the development and review processes for Global Leadership Institute (GLI) courses.

SCOPE
All courses

PRINCIPLES
GLI ensures that new courses (including nested courses):

  • align to the GLI Strategic Plan, as well as the vision, mission and values of GLI;
  • conform to the Australian Qualifications Framework (AQF), Higher Education Standards (Threshold Standards), relevant accrediting bodies, and other relevant national or international protocols;
  • contribute to the development and assessment of GLI’s Graduate Attributes;
  • demonstrate equity of experience for diverse students across all delivery sites and modes;
  • constructively align course learning outcomes, unit learning outcomes, and unit assessment tasks;
  • build on clearly stated prerequisite knowledge and/or assumed background;
  • adhere to GLI’s quality assurance processes, including courses delivered by a third party.

Course Advisory Committee is an ad-hoc subcommittee of Academic Board that is convened to develop or review courses. The Chair is appointed by Academic Board. In addition to relevant GLI academic staff, membership of Course Advisory Committee includes at least one external academic expert and one industry expert in the field. Course Advisory Committee may appoint ad hoc specialist subcommittees or advisory groups to assist in its role.

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 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 Academic Board;
  • 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.

PROCEDURES

COURSE DEVELOPMENT PROCEDURE

  1. Proposal recommended by Executive Management Team The new course development proposal is tabled to Executive Management Team for recommendation. The proposal includes:
    • course title
    • broad, narrow, and detail fields of education
    • commencement date
    • CRICOS registration
    • delivery sites and modes
    • synopsis and market analysis
    • course rationale
    • admission criteria
    • budget for design, development, pre-delivery implementation, and delivery
    • course learning outcomes
    • course structure
  2. Proposal recommended by Academic Board
    The proposal is tabled to Academic Board for recommendation.
  3. Budget recommended by Finance and Budget Committee
    If it is recommended by both Academic Board and Executive Management Team, the proposed budget is tabled to Finance and Budget Committee.
  4. Approved to develop by Governing Board
    If it is recommended by both Academic Board and Executive Management Team, the proposal is tabled to Governing Board for approval to develop.
  5. Course Advisory Committee appointed
    If approved by Governing Board, a Course Advisory Committee is appointed to oversee the development of the course, including benchmarking and external peer review of unit outlines.
  6. External Expert Reviewers commissioned
    Course Advisory Committee commissions two External Expert Reviewers in Australia who are recognised in the field to ensure rigorous and appropriate content and processes. The External Expert Reviewers submit reports to Course Advisory Committee for review.
  7. Final draft commended by Course Advisory Committee
    Course Advisory Committee responds to the External Expert Review Reports and the final draft is tabled at Academic Board for approval.
  8. Approved to submit by Academic Board
    Academic Board reviews the course review or course reaccreditation application. Once satisfied, Academic Board tasks Development Committee to submit the application to the relevant accrediting bodies if required.
  9. Submitted to accrediting bodies
    The final application for course accreditation is submitted to Tertiary Education Quality and Standards Agency (TEQSA) and professional accrediting agencies if required. No advertising or promotion of a new course is permitted until accreditation approval has been granted by TEQSA and relevant professional accrediting agencies if required.
  10. Stakeholders informed
    Program Directors put in place mechanisms and processes (including websites), to ensure all stakeholders, including students, are informed of the new course.

MICRO-CREDENTIALS

To obtain approval for a new micro-credential, a proposal is made to Academic Board by the relevant Program Director. The proposal must include:

  • name for the micro-credential
  • business case, including budget;
  • volume of learning and credit point value;
  • assessments mapped to learning outcomes;

If Academic Board is satisfied that the micro-credential is consistent with GLI’s policies, the micro-credential will be endorsed.

Once 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 GLI’s designated platform and development guidelines.

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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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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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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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Ps Duane Van Vuuren

Ps Duane Van Vuuren has served as Brisbane Campus Director, Postgraduate Leadership Studies Director, Unit Coordinator, and Lecturer at Alphacrucis University College. He also served as Executive Pastor at several churches across Australia.

Qualifications
Doctor of Philosophy in Leaders – candidate
Master of Arts
Master of Leadership
Graduate Certificate of Leadership

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Geoff Sheldon

Associate Professor Geoff Sheldon

Associate Professor Geoff Sheldon is a part-time Doctoral and Masters theses examiner for University of Southern Queensland and has been a visiting professor and guest lecturer at Bond University. He is the holder of a Doctorate of Policing and Security and a Master of Leadership, together with five other post and under-graduate qualifications. His distinguished Queensland policing career saw him serve across the entire state for just over 42 years (1982-2023), most recently in the Gold Coast and Cairns Districts at the level of Superintendent. He serves on multiple boards and charity committees.

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New Course Development Policy

PURPOSE
The purpose of this policy is to outline the development and review processes for Global Leadership Institute (GLI) courses.

SCOPE
All courses

PRINCIPLES
GLI ensures that new courses (including nested courses):

  • align to the GLI Strategic Plan, as well as the vision, mission and values of GLI;
  • conform to the Australian Qualifications Framework (AQF), Higher Education Standards (Threshold Standards), relevant accrediting bodies, and other relevant national or international protocols;
  • contribute to the development and assessment of GLI’s Graduate Attributes;
  • demonstrate equity of experience for diverse students across all delivery sites and modes;
  • constructively align course learning outcomes, unit learning outcomes, and unit assessment tasks;
  • build on clearly stated prerequisite knowledge and/or assumed background;
  • adhere to GLI’s quality assurance processes, including courses delivered by a third party.

Course Advisory Committee is an ad-hoc subcommittee of Academic Board that is convened to develop or review courses. The Chair is appointed by Academic Board. In addition to relevant GLI academic staff, membership of Course Advisory Committee includes at least one external academic expert and one industry expert in the field. Course Advisory Committee may appoint ad hoc specialist subcommittees or advisory groups to assist in its role.

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 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 Academic Board;
  • 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.

PROCEDURES

COURSE DEVELOPMENT PROCEDURE

  1. Proposal recommended by Executive Management Team The new course development proposal is tabled to Executive Management Team for recommendation. The proposal includes:
    • course title
    • broad, narrow, and detail fields of education
    • commencement date
    • CRICOS registration
    • delivery sites and modes
    • synopsis and market analysis
    • course rationale
    • admission criteria
    • budget for design, development, pre-delivery implementation, and delivery
    • course learning outcomes
    • course structure
  2. Proposal recommended by Academic Board
    The proposal is tabled to Academic Board for recommendation.
  3. Budget recommended by Finance and Budget Committee
    If it is recommended by both Academic Board and Executive Management Team, the proposed budget is tabled to Finance and Budget Committee.
  4. Approved to develop by Governing Board
    If it is recommended by both Academic Board and Executive Management Team, the proposal is tabled to Governing Board for approval to develop.
  5. Course Advisory Committee appointed
    If approved by Governing Board, a Course Advisory Committee is appointed to oversee the development of the course, including benchmarking and external peer review of unit outlines.
  6. External Expert Reviewers commissioned
    Course Advisory Committee commissions two External Expert Reviewers in Australia who are recognised in the field to ensure rigorous and appropriate content and processes. The External Expert Reviewers submit reports to Course Advisory Committee for review.
  7. Final draft commended by Course Advisory Committee
    Course Advisory Committee responds to the External Expert Review Reports and the final draft is tabled at Academic Board for approval.
  8. Approved to submit by Academic Board
    Academic Board reviews the course review or course reaccreditation application. Once satisfied, Academic Board tasks Development Committee to submit the application to the relevant accrediting bodies if required.
  9. Submitted to accrediting bodies
    The final application for course accreditation is submitted to Tertiary Education Quality and Standards Agency (TEQSA) and professional accrediting agencies if required. No advertising or promotion of a new course is permitted until accreditation approval has been granted by TEQSA and relevant professional accrediting agencies if required.
  10. Stakeholders informed
    Program Directors put in place mechanisms and processes (including websites), to ensure all stakeholders, including students, are informed of the new course.

MICRO-CREDENTIALS

To obtain approval for a new micro-credential, a proposal is made to Academic Board by the relevant Program Director. The proposal must include:

  • name for the micro-credential
  • business case, including budget;
  • volume of learning and credit point value;
  • assessments mapped to learning outcomes;

If Academic Board is satisfied that the micro-credential is consistent with GLI’s policies, the micro-credential will be endorsed.

Once 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 GLI’s designated platform and development guidelines.