- Overview
- Learning outcomes
- Program delivery and structure
GC129 - Graduate Certificate in Business Administration (Executive)
Plan: GC129 - Graduate Certificate in Business Administration (Executive)
Campus: RMIT University Vietnam
Program delivery and structure
Approach to learning and assessmentWork integrated learningProgram structureProgram transition planApproach to learning and assessment
The Graduate Certificate in Business Administration (Executive) is a flexible program of study that is suited to students working in senior management positions. Courses are mostly offered in the evening and occasionally on weekends. Your learning is supported by online resources and tools available through Blackboard. Graduate Certificate in Business Administration (Executive) course facilitators will utilise a range of teaching and learning methods. Tasks, assessments and examples are often directly related to workplace. A statement of learning outcomes is included in each course information document. Through a facilitated learning framework, a combination of issue-based seminars, case study analysis, student-based topic research and facilitator led class discussions you will better understand the nature of the business constructs as they impact on your business decisions and organisational processes and performance.
The principles of facilitated learning are important in the delivery of the content of the Graduate Certificate in Business Administration (Executive). This facilitated learning approach follows the principles developed in the seminal work of Revans (The Origins and Growth of Action Learning, Bikley: Chartwewll-Bratt, 1982). As a teaching and learning strategy, facilitated learning derives from the experience of both you and the facilitator. In the Graduate Certificate in Business Administration (Executive), face-to-face encounters as well as an on-line learning space are utilized. The Facilitated Learning Model (FLM) can be explained as the intersection of the experience of the facilitator, the experience of students and the teaching and learning resources.
Work experience is an essential component for the successful implementation of the FLM, in which the various concepts that underpin a course are anchored to the concrete experience of both the facilitator and the students. In this scenario, there is a double-loop learning strategy also at work, where the facilitator and you constantly strive to learn from each other as they navigate course content. Underpinning this navigation of the content is the real work experience of both you and the facilitator. The identification of workplace and management issues and problems as well as proposing solutions and appropriate interventions and implementation strategies are all significant components of the approach to the FLM. As such, the FLM is also anchored in the principles of management development.
Various collaborative methods are also a widely used feature of the FLM. These delivery strategies include traditional syndicates, research learning circles, communities of practice and the collaborative learning networks.
Assessment
The Graduate Certificate in Business Administration (Executive)’s assessment philosophy is based on utilising a range of appropriate measures that interconnect with the programs learning outcomes. Assessment tasks include; business reports, academic essays, in-class and online presentations, group reports, examinations and computer simulations.
A critical feature of all assessment tasks is the requirement to link rigorous academic literature with your own organisational experience. In this way your reflective practice is encouraged to apply new knowledge and insights towards effective and professional business development.
A critical feature of all assessment tasks is the requirement to link rigorous academic literature with your own organisational experience. In this way your reflective practice is encouraged to apply new knowledge and insights towards effective and professional business development. Assessment is designed to provide you with opportunities to demonstrate the extent to which you have achieved the desired learning outcomes in a given area. Methods of assessment will also vary with the learning outcomes of the relevant course but may include case studies, research projects and reports.
If you have a long term medical condition, disability and/or other form of disadvantage it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Resource Centre if you would like to find out more: https://online.rmit.edu.vn/disability-services-student
Academic integrity
The originality verification software Turnitin see http://www.turnitin.com, may be used on assessments in your program.
Specifically, support resources for yourself as a student to ensure that your submitted assessment accurately represents your work are provided at: http://www.rmit.edu.au/academicintegrity/students
Top of pageWork integrated learning
As a student enrolled in this RMIT University program you will be provided with an education that strongly links formal learning with professional or vocational practice. You will be provided with practical application of theoretical concepts through activities such as case studies, projects and assignments in the courses.
Top of pageProgram Structure
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| Complete the following One (1) Commencement Course: | ||||||||||||||||
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| Complete the following Three (3) Courses: | ||||||||||||||||
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Program transition plan
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