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Graduate Certificate in Leading Learning, Innovation and Change Across Boundaries

Understand and problematise cross-boundary change, lead in cross-boundary situations and design change across boundaries, with an appropriate range of means and tools.

Graduate Certificate in Leading Learning, Innovation and Change Across Boundaries


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.

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.

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Admission Requirements


  • An undergraduate degree or equivalent qualification from a recognised university

  • Have at least 2 years of working experience


  • 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.

This programme is currently unable to take in international students, i.e., you must be a Singapore citizen, permanent resident or a resident in Singapore (e.g., Employment Pass holder) in order to apply for admission

Programme Structure

The programme will be conducted within a semester (4 months) and 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

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.
A minimum CGPA of 2.5 (out of 5.0) shall be required to successfully complete the GC.

The minimum candidature is 6 months and the maximum is 24 months.

  1. What happens if I do not complete the graduate programmes (e.g. Graduate Certificate, Graduate Diploma, Master) within the candidature period? Can I apply to take the remaining courses via CET pathway?

    Students who have not completed their graduate programmes within the stipulated candidature period will not be eligible for the award of the qualification for such graduate programmes. Such students however may apply to take, via the CET pathway, the remaining courses which they did not complete under their graduate programmes as part of their personal learning and development . Such application will be subjected to the CET admission requirement. However, as such students have exceeded the candidature period for their graduate programmes, they will not be awarded the qualification for such graduate programmes even after taking and completing the remaining courses via the CET pathway (“Condition”).


  2. Instead of signing up for a Graduate Certificate programme, can I just register for one course?
    Applicants may continue to sign up for modular courses as CET by submitting an application via the CET application portal. Upon successful completion of and attainment of the minimum Cumulative Grade Point Average (CGPA) of 2.50 for the required modular courses, eligible CET students may apply for the graduate certificates
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