What is a Master of Public Health (Advanced)?The Master of Public Health (Advanced) builds upon existing knowledge and skills to better equip health professionals in addressing public health issues. The course places an emphasis on the social determinants of health and prepares you to address inequalities for the most vulnerable populations in Australia and across the globe.
- Apply local and global health awareness to public health challenges.
- Design and apply intervention strategies to detect, prevent and control diseases.
- Apply knowledge and skills of systematic research to public health practice.
This course accredited by the Council of Academic Public Health Institutions Australasia.
On graduation, you are eligible to register with the Public Health Association of Australia.
This is an AQF Level 9 course delivered by Torrens University Australia Ltd.
*For more details on international student study options.
Public Health professionals work in a range of roles in government, private, not-for-profit organisations, and the university sector. The potential career paths are diverse and can be found in a range of employment settings.
Potential career paths
Health Promotion Officer
Average salary: $77,000 - $100,000
Health Services Worker
Average salary: $65,000 - $109,000
Community Development Officer
Average salary: $78,000 - $94,000
Research and Development Officer
Average salary: $82,000 - $111,000
Subjects and units
Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.
Social, Behavioural and Cultural Factors in Public Health | PUBH6000Students in this course explore the field and practice of public health. They learn to identify and analyse major social, behavioural, and cultural factors that affect population health outcomes, including social determinants of health (e.g. gender, socio-economic status and social capital), community capacity, resilience, age, race/ethnicity, the environment, and behavioural risks. Students consider medical, social and behavioural approaches to health promotion and public health interventions. Students also examine current and emerging theoretical and conceptual frameworks from the social behavioural and medical sciences. They apply these frameworks and other theories presented in the course to intervention strategies or program initiatives that address current public health priorities.
Global and Environmental Health Issues | PUBH6002This subject provides an overview of global and environmental factors that affect the health and safety of communities from the global to the local scale. It considers the ways in which globalisation has affected the social, economic and political determinants of health, including trends in communicable and non-communicable diseases at a global level, and the relationships between foreign policy, trade, security and development. The relationship between issues such as global health and foreign policy, trade, security and development are explored along with global health governance and financing mechanisms. Students also examine causal links between chemical, physical, and biological hazards in the environment and their impact on health, and the genetic, physiologic, and psychosocial factors that influence environmentally compromised health outcomes. This is applied to current solutions and considers new ways to address environmental threats, such as waste, water, air, vectors and global warming. Work health safety and environmental influences in the workplace and home are also explored.
Health Systems and Economics | PUBH6003This subject explores the organisation of health systems, the financial and other resourcing requirements for planning and delivering effective public health programs, strategies and interventions, and the development and application of effective policies across a range of sectors that affect the health of populations. It introduces the discipline of economics as it applies to public health. Topics covered include health systems thinking and frameworks, the role of government in prevention and health promotion, models and debates regarding public health funding and investment, demand for public health programs, implications for equity, delivery, governance of public health programs and services, and economic analyses applied to public health systems and activities. Students consider current issues such as estimating expenditure on public health, “best buys” in public health, and the role of economic tools such as price subsidisation and commodity taxation in public health.
Epidemiology | PUBH6005Epidemiology is the study of patterns of health, ill-health, and factors that affect health in populations. It focuses on the incidence, prevalence, distribution, impact and determinants of disease, injury and disability. Traditionally, epidemiology focused largely on infectious diseases, often using epidemiological methods to determine the causes and sources of outbreaks of diseases. It has, however, increasingly broadened to include all health and disease states and both risk factors and protective factors. Epidemiological methods are also used to assess the health status and trends of populations to determine priorities, and to implement and evaluate programs designed to improve health. Students in this course examine concepts including incidence, prevalence and causation. They also learn about the role of epidemiology in prevention and screening, as well as its role in disease surveillance and response. Students identify key sources of data and learn how to use basic epidemiological measures and draw appropriate inferences. Through this subject, students gain a deeper understanding of the strengths, limitations and appropriate uses of various research designs and methodologies in health research. They will learn to assess levels of evidence to make recommendations for evidence based policy. Students will develop an appreciation of the role and potential of epidemiology in public health research, policy and advocacy.
Health Promotion and Community Health | PUBH6206Building upon your knowledge of public health principles, the next focus will be on health promotion principles and the theories and concepts of community health. You will now learn how to apply health promotion principles, theoretical frameworks and strategies into health promotion intervention for diverse communities. A practical assessment of the health status of various communities will illustrate the value of health promotion interventions that integrates community capacity building and community empowerment. The concept of health emergency preparedness and response will also be explored in relation to health emergency planning in crisis situations. To conclude your journey into the public health industry, you will have opportunities to connect with the industry via workshops, case studies and detailed lectures.
Biostatistics |STAT6200Analysing data is one of the central activities in the public health industry. Learn how to investigate basic statistics and concepts used in public health research and practice to interpret results in journals and government reports. A practice-based approach to statistical analysis – using specialised software – will enable you to apply basic analyses to public health data.
Health Policy and Advocacy | PUBH6001Policy agenda-setting, implementation and evaluation are crucial to the improvement of the health of populations. Policymaking is not a straightforward process. Political ideologies and values, as well as power, coalition building and the media, play key roles in what becomes public policy. In this subject, students will learn about policy agenda-setting, development, implementation and evaluation as well as critical perspectives of policymaking. The subject introduces theories of policy making and applies knowledge of the policy process to public health problems. Students will analyse and critique issues in contemporary Australian health policy and the various stakeholders and partnerships formed in the policy process. They will examine the role of evidence and advocacy in policy agenda setting. Students will also learn about a range of advocacy strategies including media advocacy and community empowerment strategies for the development and implementation of policy.
Program Design, Implementation and Evaluation | PUBH6007This subject focuses on the competencies required of the public health professional in planning for the design, development, implementation, and evaluation of community health promotion and disease prevention initiatives. Attention is given to needs assessment, the role of program theory in the planning and implementation of programs and how to write a program and evaluation plan. Implementation of programs including stakeholder engagement and program management processes is also explored. Students learn about evaluation of programs, including process, impact and outcome evaluation, along with the principles and resources required to make evaluation successful. Reporting and dissemination of evaluation findings are also discussed.
Digital Health and Informatics | DHI401Digital health (or e-health) competency is an essential part of employability in the health and well-being sector in the current world, and one that is mandatory for Australian health professionals. Develop your knowledge in this area by exploring the current and emerging information communication technologies (ICTs) in use within the Australian health sector, including national e-health records, tele-health, tele-medicine, m-health, mobile apps, wearable technologies, internet of things (IoT), AI and others. The strategic use of technologies and methods to protect the privacy and security of citizens (for example, permission blockchain), along with respective legal frameworks (policies and law), will also be examined. Learn how to identify basic applications of “health informatics” in the public health context, focusing on health surveillance methods in prevalence (for example, disease surveillance, mapping, contact tracing). The relevance of specific data sets and how these are synthesised using ICT tools and techniques will also be considered. Current methods will be evaluated, with an applied focus on how social media and technology tools (for example, GIS) are being used in public health surveillance. Lastly, you will consider how digital technology applies to your chosen profession (doctor, nurse, paramedic, allied health). You will also reflect on how technology augments public and population health skills and how health care ethics need to be coordinated across different health care professions.
Design Thinking | DTH501Design Thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, considering those who have a stake in these problems/issues and then designing a range of possible solutions that are tested and refined in practice. In this subject, students will explore the concepts and processes of Design Thinking, including the origins of Design Thinking and Integrative Thinking, and outline their use across a specific discipline and context. Following these general processes, students will then use Design Thinking to identify and justify an issue within their own professional context. Through this Design Thinking process, students will engage in reflection and analysis of their own professional skills, knowledge and judgement, and ultimately arrive at an advanced understanding of their role as both an innovator and leader.
Self Care & Developing Resilience | SDR404Resilience, a quality that allows individuals to recover from times of difficulty and crisis and can be developed through understanding and practice. The subject covers the principles of social, emotional, physical and psychological wellbeing as they relate to health behaviours. Students will analyse the role of capacity building and the promotion of wellbeing through strategies to enhance personal and professional self-care. The impact of vicarious trauma and the effects of burnout for professionals will be explored.
Students will be required to critically self-reflect applying theories and practice skills to personal lived experience and history and use this knowledge to develop a cohesive self-care plan suitable to future industry practice.
Advanced Therapeutic Communication | ATC401Communication skills are fundamental to therapeutic relationships. This subject explores the nature of interpersonal communication including different communication channels and barriers to effective communication. The role of self-perception and culture in interpersonal communication, listening and reflection play in effective communication will be critically appraised. Students will examine how different types of relationships both personal and professional can be enhanced through more effective communication. This subject concludes with a discussion of power in interpersonal relationships, and how and when confidentially and the therapeutic responsibility to exercise ‘duty of care’ might conflict Students will demonstrate micro-skills, attending and communication process skills, verbal and non-verbal communication, nuanced listening and reflecting skills, and the use and abuse of questions.
Life Stages and Development | LSD403The subject introduces the field of developmental psychology and explores why people behave in certain ways, what drives or motivates human behaviour, and links between developmental experience and trauma. Students will examine the key life stages of birth, early and later childhood, adolescence, young adulthood, mid‐life, aging and death in their social and cultural contexts. The subject provides an opportunity for students to explore how theories of attachment, cognitive and social development explain human development across the lifespan with particular reference to the effects of trauma. The influences of biology, gender, culture, ethnicity and socio‐political contexts in these development periods will also be investigated.
Mental Health | MEH505In this subject, students will develop the knowledge and understanding of how to work effectively with people with a mental illness. Students will gain an understanding of common types of mental illness and the social and psychological determinants of mental health. Reduction of lethal risk and domestic abuse are key components of this subject. Common personality disorders will be outlined and explored.
Qualitative Research Methods for Public Health | PUBH6013In this course, students develop core knowledge and skills for designing qualitative research in public health, including collecting, analysing, interpreting and presenting qualitative data. Topics include exploration of the nature of qualitative inquiry; broad theoretical approaches in qualitative research, research methods (ethnography, observation, case studies, focus groups, interviews, participatory action research); research design issues (sampling, ethical considerations, quality and rigour); and ethical issues in public health qualitative research. Students will also learn about the use of software to code data.
Capstone Part A: Applied Research Project in Public Health | PUBH6008The capstone experience is an opportunity for students to demonstrate their mastery of theory, concepts and practices presented throughout the Master of Public Health program. In this course, students prepare for the development of an applied research project in one of three key areas:
- Small qualitative or quantitative applied research project
- Literature review, consultation and policy recommendations project
- Action research project based on development of current practice
This preparation will depend on the type of project undertaken, and may entail development of knowledge of a particular research method (e.g. action research), theory/frameworks and/or the commencement of a literature review. Students will engage in peer discussions throughout the course in order to develop their projects.
Prerequisites: All core MPH subjects including STAT6000 Statistics for Public Health, if students intend to do a quantitative research project. In addition, the elective PUBH6013 Qualitative Research Methods for Public Health, if students intend to do a qualitative research project.
Capstone Part B: Applied Research Project in Public Health | PUBH6012The capstone experience is an opportunity for students to demonstrate their mastery of principles, content and content presented throughout the Master of Public Health program. In this course, students conduct an applied research project in one of three key areas: • Small qualitative or quantitative applied research project • Literature review, consultation and policy recommendations project • Action research project based on development of current practice Students will engage in peer discussions throughout the course in order to develop their projects. This course will result in a substantive research report informed by current literature. Prerequisites: All core MPH courses. PUBH Capstone A must be taken prior to PUBH6012 Capstone B.
Positive Aging | POA612This subject provides students with an overview of positive aging with a focus on aging well and in optimal emotional and physical health. In this subject transition to older age is understood as a developmental stage impacted by social and emotional determinants. Students will demonstrate a critical understanding of emotional issue relating to aging and of counselling approaches applicable to positive aging. Techniques for working with older people including digital technologies, phone and telehealth, robot companionship and simulated presence therapy will be critically explored.
Grief and Loss | GAL613This subject prepares the student for working with clients through the processes of loss, grief, and change. The effects of grief in terms of human suffering and the associated costs for providing support are critical issues that need to be addressed in counsellor training. This subject provides a holistic approach to grief and loss counselling. Students learn the various experiences and stages associated with the process of grieving. Students learn the required skills to work compassionately with people who suffer psychological fall-outs and face existential questions following multiple losses such as those associated with relationship loss, declining physical and mental health, loss of role function and identity, migration and cultural status and death and dying including bereavement counselling and end of life plans. Students learn the distinction between grief and complicated grief whilst recognizing and respecting the uniqueness of each client's experience.
Social and Emotional Well-being in Australian Indigenous Populations | SEW615Connection to land, culture, spirituality, family and community are important elements of social and emotional wellbeing for Aboriginal and Torres Strait Island peoples. In this subject students will critically analyse the social determinants of mental health and problems such as grief and loss, trauma, self-harm and suicidal ideation. Ethics and best practice in mental health provision will also be addressed. The link between identity, country, and mental health will be critically appraised. Students will engage in self-reflexive analysis of the impact of personal colonial history, bias, and beliefs impact self and practice with clients.
Empowerment and Advocacy | EPA618Beginning with the lived experience of mental health consumers this subject introduces empowerment as a multidimensional social process through which individuals and groups gain better understanding and control over their lives thus enabling them to change their social and political environment to improve their health-related life circumstances. Students will develop an understanding of their role as change agents and advocates for mental health consumers. This subject offers the opportunity to explore and understand advocacy organisations.
Consumer Rights and Advocacy | CRA616Beginning with the lived experience of mental health consumers this subject introduces empowerment as a multidimensional social process through which individuals and groups gain better understanding and control over their lives thus enabling them to change their social and political environment to improve their health-related life circumstances. Students will develop an understanding of their role as change agents and advocates for mental health consumers. This subject offers the opportunity to explore and understand advocacy organisations.
Management Perspectives | MGMT6012
Understanding organisational behaviour, politics, dynamics and environments and how they impact on the role and legitimacy of the management function is the core of this unit. This unit helps individuals understand the constraints they face as managers and emerging leaders and how they can develop strategies to leverage advantages and overcome constraints and barriers in their organisations. The unit also focuses on developing some of the advanced communication skills necessary in management and leadership roles, and the ability of the individual to influence others. The course introduces students to the concept of naturally occurring data and qualitative analysis.
We recommend you complete this subject towards the beginning of your MBA. The unit challenges you to think differently about your organisational experiences, to look at them through a variety of lenses, and to explore different ways by which you can influence people within the organisation and have an impact through your function as a manager. A key skill underpinning this is the ability to receive and respond to feedback, to look at data in a number of different ways to find alternative meanings and create different patterns of behaviour. The book ‘Images of Organisation’ explores the notion of the organisation through a range of metaphors; by exploring these metaphors you can gain different insights into your organisation and start to play with different interpretations and understandings of how we experience the world.
Dynamic Leadership | MGT601In this subject you will build upon your current self-understanding to develop your strategic and ethical leadership capability. You will explore your key formative experiences and self-image using the techniques of reflective research, psychometric assessment and support from a mentoring partner. Develop your emotional competency to be authentic, confident and resilient in your leadership practices. Built on a foundation of self-reflection, topics covered include scenario thinking, influencing and motivating others, developing cultural sensitivity, and becoming resilient and tolerant of ambiguity. At the conclusion of the subject you will bring together the knowledge and skills you have acquired through the preparation of a personal leadership development plan.
Management, People and Teams | MGT600This subject introduces you to how organisational behaviour, politics, dynamics and environments impact on the role and legitimacy of management. Constraints that managers and emerging leaders face in developing strategies to leverage advantages and overcome barriers in organisations and projects will be explored. You will identify, analyse and make effective decisions to resolve people-related issues, lead and manage change, facilitate employee development, performance and sustain effective teams in complex and diverse global operating environments.
Business Decision Analytics | MGT602Today's decisions have to be made quickly, individually and in groups, with what often appears to be ambiguous or too much data. How does one select, observe and distil the most pertinent data sets to make decisions that will positively impact tomorrow's firms and communities? This subject engages students in the nuances of data collection, how to filter data and how to use it most effectively in decision-making. The subject develops the student's qualitative and quantitative research skills, and digital literacy.
Principles of Project Management | PROJ6000This subject introduces you to the practice of contemporary project management and its relevance in industry. You will be introduced to fundamental concepts of project management, project definition and project delivery methods. Contemporary project management methodologies will be examined in the context of industry best practice. An overview of industry standard tools and techniques required to manage projects successfully throughout a project life cycle will be provided. This includes industry terminology and the rationale behind the commencement of a project.
Project Planning and Budgeting | PROJ6002Understanding the relationships between operational factors and projects is a core skill to be effective in the project management landscape. This subject focuses on an in-depth understanding in project planning and budgeting. The project planning emphasises developing effective management plans for scope, time, cost, resources and quality to deliver successful projects. You will critically analyse and apply appropriate tools, techniques, processes and methods to create different plans and effectively communicate them to diverse groups of stakeholders.
Project Execution and Control | PROJ6003This subject will equip you with the knowledge and skills to manage projects and communicate objectives to diverse stakeholders. You will evaluate and apply a range of different tools, techniques and methods to monitor and control local and global projects. This includes managing changes, risks and quality, measuring project progress, and developing communication strategies to ensure that tasks are executed as planned for successful project completion.
Agile Project Management | MIS608Progressing from traditional project management frameworks this subject focuses on Agile project management, Agile project management methodology, the principles of Agile, and Agile techniques. This subject will be based on a foundation of the 4 core values and 12 guiding principles of Agile as laid out by the agile manifesto. Students will develop an understanding of Agile concepts, tools and techniques: Scrum and Kanban, Roadmap planning, Program increments, Sprints and daily scrums and the Agile roles within teams. Some of the leading Agile frameworks will be discussed so that students have an understanding of some of the different philosophies, which support the Agile continuous delivery pipeline. Points of origin in Lean practice and the relationship between Agile and DevOps will also be covered to help students orient themselves in the broader emerging landscape of projects and software development landscape.
Critical Reading and Research Proposal | MGT621The subject on Specialization in sports for development and entrepreneurship is one of the core parts of the MBA in Sports Management and it seeks to bring a new vision on the ways that we can undertake our projects, with a clear entrepreneurial focus and always following our criteria on social responsibility and sustainability.
International students must not enrol in more than one-third (33%) of online subjects over their course, and must study at least one face-to-face subject each study period. Please note that due to COVID-19, authorities have provided exceptions to the usual face-to-face learning requirements until 30 June 2023 only. For more information, visit Study in Australia.
International students on a student visa are required to study full time (i.e. must complete a minimum of 1.0 EFTSL of study per year). For the latest information on study locations, please check the entry requirements flyer.
Check the domestic course fee schedule for the cost of your course.
Eligible Australian students may choose to defer some, or all, of their tuition fees through FEE-HELP, a loan scheme repaid through the tax system based on income.
ScholarshipsIf you are truly passionate about health, we want to hear from you. We have a variety of health scholarships on offer to assist you in becoming a key part of the health industry:
Before you begin your application to study as a domestic student, check that you meet the requirements listed below.
Guaranteed pathway and Recognition of Prior LearningIf you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.
Check the international course fee schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.
Course fees can be paid across three study periods. Each instalment to be paid before the beginning of the academic stage census date.
ScholarshipsWe want you to have the best possible chance to succeed, which is why we offer a range of financial scholarships to support our international students during their study journey.
Before you begin your application to study as an international student, check that you meet the requirements listed below.
Australian bachelor's degree or equivalent
Academic IELTS 6.5 (no band less than 6.0) or equivalent.
Guaranteed pathway and Recognition of Prior LearningIf you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.
How to apply
Read through the admissions criteria and ensure you meet the entry requirements.
It’s easy! Apply online below or contact us and we can help on 1300 575 803.
We’ll contact you shortly after to confirm your details and help you through the rest of the process.
Frequently asked questions
What are Torrens University Australia’s ATAR requirements for domestic students?
Torrens University Australia no longer considers ATAR (Australian Tertiary Admission Rank) as our primary entry requirement. We have removed ATAR as the key admissions criteria for applicants aiming to study at Torrens University Australia. We strongly believed an alternative to the ATAR system should be found, which more broadly assesses students, especially when soft skills are emerging as important employability attributes. So, students with a recent secondary school education are now considered for admission if they have a Year 12 (Australian secondary school) certificate. Exceptions may apply to some courses.
What if I don’t meet the entry criteria for a degree?
Torrens University Australia has a range of application pathways to help you gain entry into our degrees based on different criteria.
To find out more, visit Study Pathways or contact our Future Student Advisors.
Am I eligible for FEE-HELP?
If you are a domestic student attending university or an approved higher education provider, you can get a FEE-HELP loan to pay all or part of your tuition fees.
You are eligible for FEE-HELP assistance for a unit of study (i.e. subject) if you:
- Undertake study with an approved provider.
- Meet the citizenship and residency requirements:
- An Australian citizen or a New Zealand Special Category Visa holder who meets the long-term residency criteria and who will undertake, in Australia, at least one unit of study contributing to your course; OR
- A permanent humanitarian visa holder who will be a resident in Australia for the duration of your unit; OR
- Are a permanent visa holder who is undertaking bridging study for overseas-trained professionals, and will be a resident in Australia for the duration of the study.
- Enrolled in an eligible unit of study by the census date for the unit.
- Have not exceeded the FEE-HELP limit.
For full details, visit the Australian Government website Study Assist.
If you are still unsure, please contact our Future Student Advisors who can talk you through the information.
Can I get course credit for previous experience?
Yes, course credit is available for most courses upon application and academic approval (excluding Higher Degree by Research programs).
If you have already completed a qualification or have relevant work experience, you may be eligible for credit towards your course. This credit can take the form of credit transfer, block credit or Recognition of Prior Learning (RPL). Review our Course Credits page or chat to our Future Student Advisors.
What are Recognition of Prior Learning (RPL) and Credit Transfer (CT)? How do I apply?
Recognition of Prior Learning (RPL) is an assessment process that recognises experience, previous study and qualifications, and other forms of informal and non-formal learning, to determine if you meet course requirements.
If you have relevant qualifications or experience, you may be eligible for credit towards your course and a reduction in tuition costs.
Please speak to our Future Student Advisors to discuss your prior learning experiences.
For more information, please visit Course credits.
How do I apply for a scholarship?
Torrens University has a wide range of scholarship options to support new, returning, international and Australian students. They all include a reduction in tuition fees, and some scholarships include a mentoring component with our industry partners.
When you speak to our Future Student Advisors, let them know you wish to be considered for a scholarship in your application form. They will show you how to apply for a scholarship.
Please contact your Education Agent for further information. Alternatively, you can call us on 1300 575 803 or by email.
For more details, explore our range of scholarships.
Want to find out more?
Don't forget to download the course guide or get in touch with us below.