Graduate Certificate in Leading Learning, Innovation and Change Across Boundaries
GraduateApplications Open: 1 October 2022
Applications Close: 15 April 2023
Next Available Intake: July 2023
Programme Overview
The focus of the SUSS-IAL Graduate Certificate in Leading Learning, Innovation and Change Across Boundaries (GCLBX) on leading learning innovation and cross-boundary change is based on the dynamic and rapidly evolving external environment where constant and disruptive shifts and the changing nature of work demand an equally rapid and in-depth up-skilling. Graduates will be able to understand and problematise cross-boundary change, lead in cross-boundary situations and design change across boundaries, with an appropriate range of means and tools.
Programme Highlights
The unique focus of this Graduate Certificate is on cross-boundary change and innovation is further enabled through the building of capacity via current and future-oriented practice considerations. The diverse target audience, comprising TAE leaders, organisational changemakers, Institute of Higher Learning (IHL) staffs and more, coupled with industry mentors, ensures a vibrant network for a dynamic learning experience.
This Graduate Certificate is stackable towards the Master in Boundary Crossing Learning and Leadership (MBX) programme, and is also the foundational Graduate Certificate necessary to take on the Graduate Certificate in Implementing and Evaluating Learning, Innovation and Change (forthcoming in Jan 2023).
Find out more about the MBX here.
Who Should Apply
This programme is relevant to learners who are interested to understand how to kickstart and/or sustain workplace learning at their respective enterprises. They may include enterprise employees that play a pivotal role in strengthening employee capability and performance, notably those in human resources and learning & development, as well as adult educators.
Learning Outcomes
The learning outcomes across the three modules within this programme are as follows:
Analyse what it means to be involved in cross boundary work
Deconstruct commonly held assumptions about learning and innovation
Justify, appraise and assess own stance on leadership, learning and innovation in cross boundary work
Formulate learning and innovation activities in cross boundary work
Predict issues and potential problems within learning and innovation ecosystems
Design a learning and innovation ecosystem and change intervention
Examine the influence of social relations across boundaries and their impact on leadership
Evaluate tools and processes for developing relational agency across boundaries
Evaluate own and peers’ change intervention proposals
Programme Schedule
The programme is offered in both the January and July semesters. The next presentation of this programme will be in the January 2023 semester. The course dates for the July 2023 semester and January 2023 semester are as follows:
| July 2023 Semester | |||
|---|---|---|---|
| Code | Title | Dates | |
| BXL601 | Problematising Learning, Innovation and Change Across Boundaries | 19 Aug (8.30am - 5.30pm) 26 Aug (8.30am - 5,30pm) 09 Sep (8.30am - 5.30pm) | |
BXL602 | Leading Innovation and Change Across Boundaries | 16 Sep (8.30am - 5.30pm) 23 Sep (8.30am - 5.30pm) 07 Oct (8.30am - 5.30pm) | |
BXL603 | Designing Change Across Boundaries | 14 Oct (8.30am - 5.30pm) 21 Oct (8.30am - 5.30pm) 04 Nov (8.30am - 5.30pm) | |
Programme Structure
The programme will be conducted within a semester (4 months). The exact dates will be confirmed and uploaded in due course.
Find out more on the admission eligibility criteria.
The Graduate Certificate consists of 3 modules.
BXL601: Problematising Learning, Innovation & Change Across Boundaries
Cross boundary work seeks to address complex problems working across the boundaries of a profession and an organisation. Such work is rich in learning and opportunities for driving innovation. This kind of work fosters professionals’ need to be able to label their own expertise; recognise, draw on and contribute to expertise beyond their own profession, demonstrating a strong sense of their own professional identity whose actions can make a difference in the world. In this course, learners will take a hard look at common and personally held assumptions about innovation and change and what it means for learning.
They will be introduced to socio-cultural perspectives such as relational agency, cultural historical activity theory and socio-material theoretical stances that pose deeper, wider questions about learning, innovation and change. Theoretical framing of an ecosystem approach will be employed to interpret the complex relations and interactions in the ecosystems they are a part of. Through using inquiry processes they will become knowledgeable about the strategic role and the workings of selected ecosystems relevant to their organisation, and examine instances of learning in cross boundary work that builds expertise and/or limits transformation of practice.
BXL602: Leading Innovation and Change across Boundaries
Leadership is a contextualised practice, and is exercised by different members of cross boundary groups, and at different levels. As a social influencing process, leadership is an important aspect of cross boundary work, influencing how relations are shaped. Understanding how boundaries are expressed is important in developing leadership capabilities in order to encourage the building of knowledge, expertise, resources and agency across boundaries.
Awareness of your leadership stance is required to develop relational agency, shared intent and language, manage convergence or enrichment of points of view, differing ideological and practice stances and their different ways of and tools for working towards a common purpose. In this course students will develop a reflective stance on their leadership capabilities, in relation to supporting expansive learning, critically examine leadership in action through case studies (provided and students’ own), and in the process, deepen their inquiry capabilities for innovation and change.
BXL 603: Designing Change Across Boundaries
In this course, learners will design a cross boundary change intervention. They will dive deep into the issue or problem they wish to focus on and design a change intervention based on an analysis of empirical data that they collect. This process requires the application of learners’ leadership capabilities to build trust and knowledge flow.
Learners will analyse the data, working with their selected conceptual frameworks, and interpret the data in relation to trends relevant to their cross boundary issue. They will use this analysis as the basis for designing their change intervention. An evaluation plan will be an integral part of their proposal. Through the use of the dialogical inquiry process they will give and receive constant feedback from their peers, lecturer, mentor and other relevant stakeholders.
Entry Requirements
Prerequisites
An undergraduate degree or equivalent qualification from a recognised university
Have at least 2 years of working experience
Skills
Effective verbal and written communication skills that meets the English Language Proficiency Requirements (ELPR)* if your undergraduate degree is not awarded by an English-medium university, or your undergraduate degree is awarded by an English-medium university but the language of instruction was not English
* at least an IELTS (Academic) score of 6.5, or a TOEFL score of 580 (paper-based) or 85 (internet-based), or a PTE Academic score of 58, or C1 Advanced score of 180 [score must be obtained within the last 2 years at point of application].
Refer here for SUSS's Graduate Studies Admissions Requirements.
Fees and Funding
Prices displayed are inclusive of GST. IAL reserves the right to adjust the programme fees below without prior notice.
(for Singapore Citizens and Permanent Residents)
(for Singapore Citizens aged 40 years old and above)
*With effect from 1 January 2023, applicants will be subjected to the 8% GST rate. ^SkillsFuture Funding and SkillsFuture Mid-Career Enhanced Subsidy (MCES) For each module, you must achieve at least 75% attendance, and pass assessments. For companies with a contract with IAL, full payment of the course fees shall be made to IAL within the 30 days credit term from the date of invoice. For more information on MCES, click here.