Graduate Certificate in Quality Assurance

Course GC-QA (2013)

Note: This is an archived Handbook entry from 2013.

Year and Campus: 2013 - Parkville
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Level: Graduate/Postgraduate
Duration & Credit Points: 50 credit points taken over 12 months part time.


Dr Heather Davis

Phone: 9035 8648



LH Martin Institute
Level 1, 715 Swanston Street
T: +61 3 8344 0756

Course Overview:

This is a one-year, part-time program designed for educators, administrators and quality assurance practitioners seeking to extend their knowledge and skills in tertiary sector quality assurance. It offers expert perspectives on QA issues, policies, national systems and institutional approaches in both national and international tertiary education contexts, drawn from the best and latest research and resources. It aims to provide concepts, insights and practical skills for designing, analysing and operating QA systems; and access to an international network of practitioners facing similar challenges.

Participants can expect a structured suite of readings, study tasks, moderated on-line discussion groups and regular lecturer feedback with a strong cohort experience in groups of 10-15 participants.


By the end of this program successful participants will have acquired insights and perspectives on QA systems, approaches and challenges in tertiary education contexts.

Course Structure & Available Subjects:

This one-year, part-time program consists of two core units and one of two elective units, to attain 50 credit points.

  • The first core unit, Tertiary Education Policy and Management is 25 credit points, and the second core unit, External Quality Assurance is 12.5 credit points.
  • Participants choose one of the two electives for the remaining 12.5 credit points, either Operating An External Quality Agency or Maintaining Quality Within Institutions.

In each unit participants study online materials introducing each topic and participate in regular moderated online discussions where they contribute written commentary on the topic, and receive lecturer feedback.

Subject Options:

Compulsory subjects

Study Period Commencement:
Credit Points:
Not offered in 2013

Elective subjects

Study Period Commencement:
Credit Points:
Entry Requirements:

An undergraduate degree or equivalent, and two years of relevant work experience.

Participants are also expected to have current employment in a tertiary sector institution or other relevant organisation.

Core Participation Requirements:

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

  1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
  2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
  3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

Graduate Attributes:

Successful students will have acquired:

  • Well-informed perspectives on the issues and challenges for tertiary education systems and institutions, with a particular emphasis on the role of QA in a dynamic sector
  • An ability to apply the knowledge and skills gained in this program to engage more confidently and effectively in the tasks of leading people, influencing policy, and implementing QA policies and processes at both the system and the institutional level.
Links to further information:

Download PDF version.