About the Course
The Graduate Certificate of Global Higher Education is intended for academics and teaching professionals to help improve their professional skills in designing and teaching courses in higher education.
It qualifies graduates to design and implement student-focused, research-informed, evidence-based practice in their own disciplines and institutions. It has been developed by internationally respected academics with experience of leading and advising on course development around the world.
What is a Graduate Certificate?
A graduate certificate is a short course of study designed for people who are already working in a field, and who want to develop deeper knowledge and advanced skills through specialised university level training. A graduate certificate is a postgraduate coursework qualification that typically requires half a year (or 1 semester) of full-time enrolment or equivalent to complete.
The Graduate Certificate of Global Higher Education is offered by the Australia Institute for Future Education (AIFE), which is accredited by the Australian Tertiary Education Quality and Standards Agency (TEQSA). TEQSA accreditation is required by all higher education providers in Australia, including universities.
The graduate certificate is offered online, with a recommended schedule of one unit in each of four semesters over a two-year period, although it can also be done more intensively. This schedule aims to help busy academic and professional staff to expand their perspective and develop skills for teaching in higher education within the demands of their normal employment.
Language of Instruction
The Graduate Certificate is taught in English. To enrol, you must have achieved an IELTS score of 6.0 (or equivalent).
The Four Course Units
Four units in total must be completed. We recommend completion of Unit 1 first. The other units can be taken in any order, although students may find that completing Unit 4 as their last unit will help them to bring together learning from other units into a scholarly teaching perspective.
Each unit is delivered over 12-week periods. Each session generally consists of pre-class work that might contain an introductory lecture, reading and activities, followed by a two-hour interactive session and post-class activities.
Learning and Teaching in Higher Education
In this unit, we explore what it means to teach successfully in higher education. We consider major learning theories that underpin the scholarly approach to contemporary best practice.
Students engage in critical reflection to apply this knowledge to develop a better understanding of learning and teaching in their own context.
Designing Assessment for Learning in Higher Education
In this unit, we examine the central role of assessment in student learning and quality assurance. Students explore literature related to best practice in global contemporary higher education contexts.
Through informed reflection, students review the assessment tasks used in their teaching and plan improvements to ensure students can attain the quality of learning required and enhance student learning outcomes.
Teaching for Engaged Learning in Higher Education
In this unit, we explore how learning is delivered to different student cohorts in a range of learning settings, because teachers need to employ more and varied ways to engage students.
In this unit, students will start with understanding what is involved in building student engagement and progress to explore contemporary evidence-based practices that align with long-standing ideas of engaged learning. Application of the knowledge gained will allow participants to plan enhanced strategies in their own teaching.
Scholarly Approaches to Learning and Teaching in Higher Education
In this unit, we examine what it means to have a scholarly approach to teaching practice before introducing students to the Scholarship of Teaching and Learning (SoTL).
SoTL’s relationships to scholarly teaching and reflective practice are explored within the context of students’ own teaching. Students identify areas of potential inquiry within their practice and follow a scholarly path to plan for an intervention and evaluation. We discuss the dissemination of SoTL outcomes, locally, nationally and internationally and consider potential international collaborations.
Teachers
Dr. Lee Partridge
Dr
Deborah Churchman
Associate Professor
Gavin Sanderson
Associate Professor
Dates & Timetables
First semester teaching to start on the week commencing June 3, 2026.
Fees
The fee for AIFE Graduate Certificate courses is AU$8,000, which is applied at AU$2,000 per Unit.
Admission
All applicants seeking admission into any AIFE course will be treated fairly and equitably. Applicants must be 18 years of age, or over, in the year of commencing the course. Students will be admitted based on meeting published entry requirements. AIFE will consider applications which indicate an educationally disadvantaged background on provision of evidence.
Students admitted to one of AIFE’s courses will be provided with learning and personal support to assist their progression through to course completion and, thereby, ensure equivalency of outcomes regardless of their place of study. Before applying for entry into an AIFE course, all applicants should check the following entry requirements.
Copies can be certified by an officer of the Australian embassy or by a person:
- not related to the applicant by birth or marriage, and
- in the following occupations: legal and medical practitioners, nurses, pharmacists and teachers employed on a permanent full‑time or part‑time basis at a school or tertiary education institution.
To assist in a smooth admission process, applications should be complete and applicants should provide all documents when requested by AIFE.
All applications for entry must be accompanied by:
Application Form
A completed application form signed by the applicant.
Certified Copies
- proof of identity (a birth certificate or passport are suitable forms of proof of identity; the proof of identity must be translated into English by a certified translator in the applicant’s country);
- original transcripts, record of results and, if relevant, employer’s references or personal character references, which must be translated into English by a certified translator in the applicant’s country; and
- English language proficiency test result (must be current; i.e., within 2 years).
English Language Test or Qualification
The minimum acceptable score of English language proficiency is:
- International English Language Testing System (IELTS)
Minimum score: Overall 6.0 with no band less than 5.5
- TOEFL internet based test
Minimum score: 72
- Cambridge English Advanced (Certificate in Advance English)
Minimum score: 169
- Pearson Test of English Academic (PTE Academic)
Minimum score: 51.6
- Duolingo test result
Minimum score: Overall IELTS 6.0 with no band less than 5.5 (or equivalent)
- Certificate IV in TESOL (Teaching English to Speakers of Other Languages)
Valid certificate
- AEMG English for Academic Purposes Direct Entry Program
Minimum score: Overall 70% with no exam sub-score below 65%
Entry Requirements & Alternative Pathways
For admission into an AIFE Graduate Certificate course, applicants must hold a Masters qualification, or equivalent, in any field. AIFE recognises the disadvantage experienced by minority groups and those living with a disability and will accept applications from these groups upon provision of suitable evidence, such as awards, certificates or other educational achievements.
Outcome of Application
Applicants who are offered a place at an AIFE course will receive an offer letter and written agreement, which must be signed and returned to AIFE in accordance with the instructions in the offer letter.
Applicants who do not meet the entry requirements will be advised of the unsuccessful outcome and of their right to appeal the decision under the AIFE Student Appeals Policy and Procedure. AIFE reserves the right to reverse its decision and revoke the offer letter and written agreement if the information relied upon to admit an applicant is found to be fraudulent, false or misleading.
