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Student Learning Support Policy

PURPOSE

This policy outlines how Global Leadership Institute (GLI) provides a supportive learning and teaching environment that is responsive to individual student needs with a strong emphasis regarding student engagement and online learning.

 

PRINCIPLES

· GLI will provide staff and students with information regarding the various facilities and resources that are available to provide learning support including English language support, a pre-pathway program and academic support during their course.

· GLI will foster an environment where students feel that they are supported to help achieve their learning outcomes particularly with an on-line learning capacity.

· GLI acknowledges that some students need a supportive teaching and learning environment that is responsive to individual student needs particularly with an online learning program.

· GLI acknowledges at risk students who may not be able to achieve the academic results of which they are capable and would need academic support to realise that potential including pre- and professional pathway programs.

· GLI will use the Student Handbook to inform students of the available support services offered during their course.

 

ROLES AND RESPONSIBILITIES

· Staff educator and delegated supervisors advise Program Directors of students who require learning support.

· Student Support Officers are responsible to ensure that the Academic Dean and Program Directors are notified about the progress of students identified with needing learning support.

· The Registrar is responsible to ensure that the policy is implemented across all departments of the Institute.

 

Scope

All staff and students

Key Stakeholder

All staff and students

Proceedure

STUDENT ONBOARDING AND ORIENTATION

All students are required to attend the online Orientation (Student Handbook) prior to commencement of classes. Some students may attend a pre- and/or pathway program. The Program Director and Registrar are responsible for the delivery of Orientation or pathway programs to all students. The online Orientation and pathway program may encompass a range of educational, course planning, navigation to policies and procedures, access to learning management system, independent living, e learning and social information sessions. These include:

 

Online Orientation

· registration and student identification cards;

· website navigation;

· studying online requirements including assessment;

· access to e-library resources;

· Learning Management System including IT capacity;

· course requirements;

· individual course advice and enrolment check;

· academic expectations including academic integrity;

· Student Support Services information.

 

Entry and Pathway Programs

· registration, ID and campus tour;

· living and studying in Australia;

· Library orientation;

· Learning Management System and IT systems introduction;

· course planning;

· individual course advice and enrolment check;

· academic expectations including academic integrity;

· Student Support Services information .

 

Orientation sessions and pathway programs are supported through appropriate resources posted on the website and the Student Learning Management System (Moodle). The Student Support Officer or delegated member of staff is responsible for checking student involvement at Orientation and pre-pathway programs and following up with students who do not participate. The Orientation and follow up procedures are designed to ensure that all students are appropriately inducted into their programs and courses, both on-line and in house.

 

IDENTIFICATION OF INDIVIDUAL STUDENT NEEDS

Close oversight of students is maintained by lecturers and Student Support staff. Participation in classes and online activities and assignment submissions are monitored. Students who fail to participate regularly and/or who fail to submit one or more assessments are contacted by the Program Director. The Program Director may identify these students as having learning support needs. The Program Director will consult with each student identified as having learning support needs. Learning support needs of students may arise from issues associated with:

 

· English language;

· literacy;

· numeracy;

· study techniques including on-line learning skills;

· time management;

· organisational skills;

· working with others;

· IT

· course requirements;

· workplace commitments.

 

Learner support needs may be identified:

 

· by poor participation or poor assessment outcomes;

· during initial discussions with academic staff during commencement;

· by self-referral by a student;

· when a lecturer/tutor has identified that a learner is experiencing difficulty (this may be by observation with on-line learning, classroom or upon analysis of assessment items submitted early in the term);

· by poor progress through the course;

· when a learner seeks assistance from the Student Support Officer, Program Director or some other member of staff;

· after a student subject evaluation survey;

· during an interview with a student;

· as part of an intervention strategy agreed between the learner and the Program Director.

 

ONGOING STUDENT LEARNING SUPPORT

Programs commence during Orientation to assist students with the transition to a postgraduate tertiary level study regime. The programs include workshops, individual interviews with students and informal support provided by lecturers/tutors. The support programs utilise a wide range of resources available on Moodle system, library resources and on-line services. Individual assistance is available from specialist support staff.

The Student Support Officer or Academic staff will provide academic advice to students, such as time management, exam preparation, essay and report writing, referencing, avoiding plagiarism, library research, and stress management. The Student Support Officer will also provide individual counselling with students by referral from staff or self-referral by students as required. Appointments can be made in person, by email or at the campus reception desk. Times available for appointments are advertised and sent in electronic form to each student.

 

DOCUMENTATION OF STUDENTS SEEKING SUPPORT

Records are maintained when students are referred for additional academic or English language support. The Program Director also keep records of students seeking assistance. Summary data form part of the educational metrics reported to the Learning, Teaching and Curriculum Committee (LTCC).

 

ACADEMIC STAFF CONSULTATION

· In-class consultation: Individual student consultations with the subject lecturer, tutor or other appropriate academic are an integral part of the learning experience for each subject. The normal weekly teaching pattern provides face to face lectures and a structured tutorial. Further diagnostic tutorials are scheduled to allow students the opportunity to clarify points of confusion, discuss aspects of the subject in more detail and obtain feedback on their assignments, both in draft form and on completed work.

· Electronic consultation: Each unit is enhanced by an individual web-based support site through Moodle. Moodle provides students with access to unit resources. To enhance student engagement, it includes a ‘forum’ and group email facilities that allow for the posing of questions by students and lecturers and response by both students and lecturers. Such community-based facilities are moderated and controlled by the unit coordinator. All students enrolled in a unit have access to the unit web page.

 

ENGLISH LANGUAGE AND ACADEMIC ASSISTANCE

English language and academic advice workshops and resources include such topics as essay writing, report writing, APA referencing, avoiding plagiarism, using Turnitin, making oral presentations, and examination tips.

 

LIBRARY SERVICES

Library information sessions are held during Orientation sessions. Additional workshops (e.g. via video conferencing) are scheduled throughout the year to assist students to most effectively utilise the range of library resources, including the available electronic databases. These workshops are designed to improve the information literacy skills of students. Library staff are available throughout library opening hours to give individual assistance and advice to students.

 

Information technology staff are available to help students with the technology available to them and with connectivity issues related to their course.

Fact Box

Owner : Chair, Learning, Teaching and Curriculum

Approval Body : Academic Board

Endorsement Body : Learning, Teaching and Curriculum Committee

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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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Student Learning Support Policy

PURPOSE

This policy outlines how Global Leadership Institute (GLI) provides a supportive learning and teaching environment that is responsive to individual student needs with a strong emphasis regarding student engagement and online learning.

 

PRINCIPLES

· GLI will provide staff and students with information regarding the various facilities and resources that are available to provide learning support including English language support, a pre-pathway program and academic support during their course.

· GLI will foster an environment where students feel that they are supported to help achieve their learning outcomes particularly with an on-line learning capacity.

· GLI acknowledges that some students need a supportive teaching and learning environment that is responsive to individual student needs particularly with an online learning program.

· GLI acknowledges at risk students who may not be able to achieve the academic results of which they are capable and would need academic support to realise that potential including pre- and professional pathway programs.

· GLI will use the Student Handbook to inform students of the available support services offered during their course.

 

ROLES AND RESPONSIBILITIES

· Staff educator and delegated supervisors advise Program Directors of students who require learning support.

· Student Support Officers are responsible to ensure that the Academic Dean and Program Directors are notified about the progress of students identified with needing learning support.

· The Registrar is responsible to ensure that the policy is implemented across all departments of the Institute.

 

Scope

All staff and students

Key Stakeholder

All staff and students

Proceedure

STUDENT ONBOARDING AND ORIENTATION

All students are required to attend the online Orientation (Student Handbook) prior to commencement of classes. Some students may attend a pre- and/or pathway program. The Program Director and Registrar are responsible for the delivery of Orientation or pathway programs to all students. The online Orientation and pathway program may encompass a range of educational, course planning, navigation to policies and procedures, access to learning management system, independent living, e learning and social information sessions. These include:

 

Online Orientation

· registration and student identification cards;

· website navigation;

· studying online requirements including assessment;

· access to e-library resources;

· Learning Management System including IT capacity;

· course requirements;

· individual course advice and enrolment check;

· academic expectations including academic integrity;

· Student Support Services information.

 

Entry and Pathway Programs

· registration, ID and campus tour;

· living and studying in Australia;

· Library orientation;

· Learning Management System and IT systems introduction;

· course planning;

· individual course advice and enrolment check;

· academic expectations including academic integrity;

· Student Support Services information .

 

Orientation sessions and pathway programs are supported through appropriate resources posted on the website and the Student Learning Management System (Moodle). The Student Support Officer or delegated member of staff is responsible for checking student involvement at Orientation and pre-pathway programs and following up with students who do not participate. The Orientation and follow up procedures are designed to ensure that all students are appropriately inducted into their programs and courses, both on-line and in house.

 

IDENTIFICATION OF INDIVIDUAL STUDENT NEEDS

Close oversight of students is maintained by lecturers and Student Support staff. Participation in classes and online activities and assignment submissions are monitored. Students who fail to participate regularly and/or who fail to submit one or more assessments are contacted by the Program Director. The Program Director may identify these students as having learning support needs. The Program Director will consult with each student identified as having learning support needs. Learning support needs of students may arise from issues associated with:

 

· English language;

· literacy;

· numeracy;

· study techniques including on-line learning skills;

· time management;

· organisational skills;

· working with others;

· IT

· course requirements;

· workplace commitments.

 

Learner support needs may be identified:

 

· by poor participation or poor assessment outcomes;

· during initial discussions with academic staff during commencement;

· by self-referral by a student;

· when a lecturer/tutor has identified that a learner is experiencing difficulty (this may be by observation with on-line learning, classroom or upon analysis of assessment items submitted early in the term);

· by poor progress through the course;

· when a learner seeks assistance from the Student Support Officer, Program Director or some other member of staff;

· after a student subject evaluation survey;

· during an interview with a student;

· as part of an intervention strategy agreed between the learner and the Program Director.

 

ONGOING STUDENT LEARNING SUPPORT

Programs commence during Orientation to assist students with the transition to a postgraduate tertiary level study regime. The programs include workshops, individual interviews with students and informal support provided by lecturers/tutors. The support programs utilise a wide range of resources available on Moodle system, library resources and on-line services. Individual assistance is available from specialist support staff.

The Student Support Officer or Academic staff will provide academic advice to students, such as time management, exam preparation, essay and report writing, referencing, avoiding plagiarism, library research, and stress management. The Student Support Officer will also provide individual counselling with students by referral from staff or self-referral by students as required. Appointments can be made in person, by email or at the campus reception desk. Times available for appointments are advertised and sent in electronic form to each student.

 

DOCUMENTATION OF STUDENTS SEEKING SUPPORT

Records are maintained when students are referred for additional academic or English language support. The Program Director also keep records of students seeking assistance. Summary data form part of the educational metrics reported to the Learning, Teaching and Curriculum Committee (LTCC).

 

ACADEMIC STAFF CONSULTATION

· In-class consultation: Individual student consultations with the subject lecturer, tutor or other appropriate academic are an integral part of the learning experience for each subject. The normal weekly teaching pattern provides face to face lectures and a structured tutorial. Further diagnostic tutorials are scheduled to allow students the opportunity to clarify points of confusion, discuss aspects of the subject in more detail and obtain feedback on their assignments, both in draft form and on completed work.

· Electronic consultation: Each unit is enhanced by an individual web-based support site through Moodle. Moodle provides students with access to unit resources. To enhance student engagement, it includes a ‘forum’ and group email facilities that allow for the posing of questions by students and lecturers and response by both students and lecturers. Such community-based facilities are moderated and controlled by the unit coordinator. All students enrolled in a unit have access to the unit web page.

 

ENGLISH LANGUAGE AND ACADEMIC ASSISTANCE

English language and academic advice workshops and resources include such topics as essay writing, report writing, APA referencing, avoiding plagiarism, using Turnitin, making oral presentations, and examination tips.

 

LIBRARY SERVICES

Library information sessions are held during Orientation sessions. Additional workshops (e.g. via video conferencing) are scheduled throughout the year to assist students to most effectively utilise the range of library resources, including the available electronic databases. These workshops are designed to improve the information literacy skills of students. Library staff are available throughout library opening hours to give individual assistance and advice to students.

 

Information technology staff are available to help students with the technology available to them and with connectivity issues related to their course.

Close

Amazing Opportunities

for everyone

Apply Now