Course Overview
In this course you will explore mechanisms to enhance wellbeing, strengths and resilience within a workplace context, and critically evaluate the application of tools used to initiate, motivate and sustain wellbeing at work. The course includes a focus on the identification and management of psychosocial hazards, and practical applications of principles from disciplines such as psychology, occupational health and safety, and health promotion to the maintenance of wellbeing in the workplace.
You will have the opportunity to gain crucial lifelong learning and transferable skills, such as critical thinking, and problem solving. You will be able to apply these skills to a range of employment contexts and life situations to complement your profession and disciplinary base.
Career Information
It is expected that graduates of workplace wellbeing from CQUniversity will have access to a range of career options.
Graduates will be equipped to develop positive workplace interventions aimed at promoting, maintaining and improving the mental health and wellbeing of the organisations in which they apply these techniques including:
- Occupational Health and Safety
- Human Resource Management
- Business Management
- Clinical Settings
- Teaching and Education
- Health Care Settings
- Leadership roles
| Duration | 0.5 years full-time or 1 years part-time |
|---|---|
| Credit Points that Must be Earned | 24 |
| Number of Units Required | CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24). |
| Expected Hours of Study | One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term. |
| Course Type | Postgraduate Award |
| Qualification (post nominal) | GradCertWorkWellbeing |
| AQF Level | Level 8: Graduate Certificate |
| Course Fees |
Indicative Year - 2026
Indicative Year - 2025
|
Admission Codes
|
Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
Not Applicable |
|---|---|
|
International Students CRICOS Codes |
Not Applicable |
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
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Domestic Availability
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Term 2 - 2027
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Term 1 - 2027
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Term 2 - 2026
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Term 1 - 2026
-
Term 2 - 2025
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Term 1 - 2025
International Availability
-
Term 2 - 2027
-
Term 1 - 2027
-
Term 2 - 2026
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Term 1 - 2026
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Term 2 - 2025
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Term 1 - 2025
To be eligible for entry into this course, applicants must hold: ·
· A completed Australian Qualifications Framework (AQF) equivalent Bachelor degree, or higher equivalent qualification; or
· A completed AQF Diploma with three years relevant employment experience*, or
· Five years relevant employment experience*
* Relevant employment experience can include employment within occupational health and safety, business management, human resource management, health care, teaching and education, coaching, social work, counselling, community services. Applicants with prior leadership experience will be looked upon favourably.
Employment experience must be shown in a letter of employment which is presented on a company letterhead as well as signed and dated by a delegated authority. The letter must contain your full name, position title, duties performed and length of service.
English Language Proficiency Requirements
If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland, South Africa or United States of America, you are required to meet the English Language Proficiency requirements set by the University.
Applicants are required to provide documentation confirming completion of:
- A secondary qualification (Year 11 and 12, or equivalent), or
- An Australian Qualifications Framework (AQF) Certificate IV qualification, or
- An AQF Diploma level qualification, or
- Bachelor level qualification study for a period of at least 2 years fulltime with a minimum overall GPA 4.0
completed within Australia, Canada, New Zealand, United Kingdom, South Africa, Ireland, or United States of America, which will meet the English proficiency.
If you do not satisfy any of the above, you will need to undertake an English language proficiency test and achieve the following scores:
- An International English Language Testing System (IELTS Academic) overall band score of at least 6.0 with a minimum 5.5 in each subset; or
- Test of English as a Foreign Language (TOEFL) iBT - Requires 75 or better overall and no score less than 17; or
- Pearson Test of English Academic (PTE Academic) - Requires an overall score of 54 with no sub-score less than 46; or
- An Occupational English Test with Grades A or B only in each of the four components.
English test results remain valid for no more than two years between final examination date and the date of commencement of study, and must appear on a single result certificate.
Each student will be assessed individually.
N/A
Awards and Accreditation
| Interim Awards | CM67 - Professional Certificate in Workplace Wellbeing Management CM70 - Professional Certificate in Workplace Resilience |
|---|---|
| Exit Awards | CM67 - Professional Certificate in Workplace Wellbeing Management CM70 - Professional Certificate in Workplace Resilience |
| Accreditation |
|
Residential School Requirements
No Residential School for this course.
Practicum/Work Placement
| Not applicable |
Previous and Current Enrolments
| Year | Number of Students |
|---|---|
| 2025 | 10 |
Please note that in some instances there may be similarities between course, entry and inherent requirements.
If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.
Examples include:
- Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Conduct Policy and Procedure and Assessment Policy and Procedure (Higher Education Coursework).
- Treating personal and organisational information as private and confidential.
- Respecting diversity by demonstrating sensitivity to cultural, religious, social, and individual differences in workplace contexts.
- Demonstrating ethical awareness when interpreting wellbeing data or engaging in psychosocial risk discussions.
- Reflecting on ethical dilemmas and applying ethical decision-making frameworks in professional contexts.
Examples include:
- Managing emotional responses when discussing sensitive workplace issues such as stress, burnout, or organisational change.
- Remaining reflective, open to feedback, and self-aware of personal biases.
- Distinguishing your own emotions and experiences from those of others.
- Demonstrating resilience and self-management when engaging with complex organisational or psychosocial considerations.
Examples include:
- Complying with policies and procedures of host organisations and CQUniversity.
- Maintaining professional standards in the use of communication technologies, social media, and data management systems.
- Ensuring practice aligns with ethical and legal obligations when engaging with workplace wellbeing information and participants.
Examples include:
- Delivering presentations and facilitating discussions that communicate wellbeing concepts clearly.
- Framing and leading conversations with workplace stakeholders to gather information and provide recommendations.
- Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar, punctuation and correct referencing to the required academic standards.
- Interpreting non-verbal cues (e.g., tone, expression, organisational dynamics) and responding appropriately.
- Using workplace and learning technologies effectively (e.g., video conferencing, online learning tools).
Examples include:
- Analysing academic and industry literature to inform workplace wellbeing practice.
- Applying evidence-based frameworks to design, implement, or evaluate concepts.
- Interpreting workplace or organisational data such as survey results, risk registers, or wellbeing metrics.
- Producing contextually appropriate written outputs that meet academic and professional standards.
- Applying basic mathematics to understand metrics, interpret data summaries, and support decision-making.
Examples include:
- Engaging respectfully with individuals and teams in multidisciplinary, cross-organisational, or culturally diverse contexts.
- Establishing rapport and trust when facilitating workplace wellbeing activities or discussions.
- Maintaining confidentiality and professional boundaries in all interactions.
- Navigating complex workplace dynamics while promoting psychological safety and inclusion.
Examples include:
- Reflecting critically on topics taught during the course.
- Identifying when your practice may be negatively affected by personal experience and/or reactions, outside one's scope or expertise, and be able to reflect and learn from this experience.
- Reflecting on personal strengths and limitations in professional contexts.
- Identifying when personal wellbeing or bias may influence professional judgement and seeking appropriate support or supervision.
- Evaluating outcomes of workplace theories and personal performance to identify opportunities for growth.
Examples include:
- Maintaining the appropriate level of commitment to coursework tasks, and actively participating in activities related to the course, including group work.
- Undertaking assessments with adequate, sustained levels of physical energy and concentration.
- Remaining focused and performing consistently during tasks.
- Being aware of and managing your own workloads and personal commitments outside of university to ensure sustainable performance of course requirements.
- Being aware of and managing your own stress and/or anxieties so that sustainable performance can be ensured with in course requirements.
- 1. Critically analyse occupational health, wellbeing and resilience interventions for use in the workplace within a culturally sensitive, ethical, and inclusive framework
- 2. Demonstrate effective consultation and communication processes in ways which make appropriate use of managerial and industrial frameworks and acknowledge the psychosocial context of the workplace
- 3. Evaluate and reflect on your role as a professional in the promotion of workplace wellbeing.
| Course Learning Outcomes | |||
|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 |
| 1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area | |||
| 2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems | |||
| 3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas | |||
| 4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice | |||
| 5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts | |||
| 6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences | |||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts | |||
| 9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters | |||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||
| 14. Course content drawn from higher education units | |||
- Complete the core structure
- Complete electives
| Number of units: 4 | Total credit points: 24 |
|---|
Students must complete each of the units listed below.
| Available units | ||
|---|---|---|
| Students must complete the following compulsory units: | ||
| PSYC29004 | Managing Workplace Mental Health | |
| SAFE28002 | Psychosocial Hazard Management | |
| PSYC20042 | Building Wellbeing and Resilience: Interconnected Factors | |
Students must choose one unit from the list below:
| Available units | ||
|---|---|---|
| Students must complete 1 from the following units: | ||
| PSYC20039 | Inter-disciplinary and Cross-cultural Approaches to Wellbeing | |
| PSYC20041 | Group Facilitation Skills | |
| SAFE20017 | Human Factors in Complex Systems | |
| SAFE20018 | Fatigue Risk Management | |
| SAFE28003 | Safety in Complexity | |