Are You and Your Organisation Prepared for Current and Future Challenges?
Our Bachelor and Masters in Leadership and Management have been specifically designed to prepare emerging and current leaders to effectively guide and lead individuals, teams, departments and organisations through current and predicted future challenges.
These degree programmes have been developed by industry experts with decades of global, cross-industry leadership and managerial experience to help you to stand out, step up and become the leader you deserve to be.
The Bachelor and Masters in Leadership and Management are internationally recognised degree programs accredited by the United Kingdom (UK) National Open Colleges Network (NOCN) and One Awards.
University of Applied Research & Development (UARD) has partnered with 7020TEN, an Australian-founded, international capability and culture business partner to deliver our Bachelor and Masters in Leadership and Management.
“High-performing leaders & managers are individuals with clearly demonstrable, highly specialized knowledge and skills. Individuals in these roles generate and evaluate complex ideas. They contribute significantly to the strategic direction of their organization and have full responsibility and accountability for the personal performance and that of the divisions or departments, or the organization as a whole,” Associate Professor Danny Simms.
Included Courses
| Leading Innovative Thinking and Practice |
| Generating innovative thinking and creativity Leading innovative practices Generating and supporting a culture of innovation |
| Managing Financial Resources |
| Forecasting future financial resource needs Analysing current asset performance and capacity Setting business targets and compliance mechanisms |
| Organizational Culture |
| Applying leadership theories and methodologies Championing professional leadership behaviour and values Building organizational capacity and capability |
| Driving Organizational Digital Literacy |
| Identifying digital technologies to advance business models Implementing digital technologies to advance business models Reviewing success of digital technologies against planned business outcomes |
| Establishing Career Development Pathways |
| Career development standards Planning and directing the implementation of career development services Reviewing career development services against strategies and plans |
| Developing Organizationally Beneficial Collaborative Partnerships and Relationships |
| Communicating to influence relevant individuals and stakeholders Establishing positive collaborative relationships Establishing partnership programs |
| Strategic Workforce Planning |
| Research Current Recruitment Practices Monitor and Evaluate Workplace Trends Develop Workplace Diversity Objectives |
| Leading personal and strategic transformation practices |
| Leading learning strategy formation Designing, developing and implementing personal and organisational strategic transformation Reviewing and improving personal and organizational strategic transformation |
| Research Practices |
| Qualitative & quantitative methods of research Designing a research proposal; critical analysis & scope of problems Analysis of data, grounded theory and presenting solutions to complex problems |
| Final Project |
| This final project requires candidates to apply the principles of the subjects studied in the Master degree program to demonstrate the application of theory in a workplace environment through the full cycle of planning to implementation and continuous improvement |
Pathway to the Masters in Leadership & Management: the Bachelor in Leadership and Management
in the Level 4 to 6 pathway
Diploma Programme in Leadership
(level 4, year 1)
The course content reflects the role of a professional working in a senior position as part of a team. These individuals assume responsibility for their own performance, and as emerging leaders provide basic leadership, guidance and support to others within their team and assist their team leaders to carry out instructions.
Advanced Diploma Programme in Leadership and Management
(level 5, year 2)
This course reflects the role of a professional working as a Team Leader. These experienced individuals demonstrate broad leadership and management knowledge, skills and behaviors across a range of different contexts. They display critical thinking, initiative and problem-solving in planning, organizing, implementing and monitoring their own performance and the performance of others.
Bachelor Programme in Leadership and Management
(level 6, year 3)
The final year course reflects the role of an individual working within a managerial role in . These persons apply specialized knowledge and skills, together with experience in leadership and management to lead and manage large teams or branches within the sector. They use high-level and very well developed cognitive and communication skills to identify, analyze and synthesize information from a variety of sources and transfer their knowledge to others, and creative or conceptual skills to express ideas and perspectives or respond to complex problems.
Traditional training processes involve classroom theory sessions with written tests at the end. This is different.
What happens if someone fails? Has the week been wasted? Where is the return on investment for the individual and the organization?
The instructional design team has developed a means whereby classroom theory sessions are significantly enhanced to rapidly accelerate:
- Learning
- Achievement of competence
- Growth in confidence
The goal is to improve the overall success rates where theory becomes mastery – rapidly. Participants maximise their skills and learning by utilising a Rapid Learning Process (RLP) – pioneered by members of the LMQF instructional design team.
Exclusively delivered by 7020TEN
Accelerated Entry for Industry Professionals
An Accelerated program is available for existing professionals with significant professional history that wish to apply for Recognition of Prior Learning (RPL) and fast-track their achievement of qualification. Up to 75% of the total point value for each programme may be gained through RPL and current competency procedures.
Participants of any of the programs undertake individual profiling prior to starting a program to establish:
• English Language levels
• Language, Literacy and Numeracy (LLN)
• Preferred Learning Styles
• Technical and Psychometric Competence
The pre-program profiling provides the training staff with an initial competence point of reference, and allows for the identification of any remedial learning required prior to or during a program to ensure maximum learning opportunities and to accelerate the achievement of qualification.
This is a competency-based suite of programs, whereby classroom theory-based sessions are balanced with practical training being undertaken through ‘action-learning’ – realistic and practical training activities undertaken virtually.
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