• TEQSA welcomes new Chief Commissioner and Commissioner

    The Minister for Education, the Hon Jason Clare MP, today announced that Professor Kerri-Lee Krause will be TEQSA’s next Chief Commissioner.

    Joining Professor Krause on the TEQSA Commission will be Emeritus Professor Elizabeth More AM.

    Professor Krause brings extensive higher education leadership experience to TEQSA, having worked in senior roles at public and independent institutions. Most recently, she served as Vice-Chancellor and President at Avondale University, and as Chair of the Higher Education Standards Panel.

    Professor More is a past Dean of the Macquarie Graduate School of Management and Deputy Vice-Chancellor at Macquarie University and the University of Canberra.

    Professor Krause’s appointment will commence from 7 April 2025 and Professor More’s term as Commissioner will commence from 24 February 2025, both for five-year terms.

    TEQSA CEO Dr Mary Russell congratulated both Professor Krause and Professor More on their respective appointments.

    “I look forward to working with Professor Krause and Professor More to ensure TEQSA continues to protect and enhance the integrity, quality and reputation of Australian higher education,” Dr Russell said.

    “On behalf of TEQSA, I also acknowledge and thank our Acting Chief Commissioner Adrienne Nieuwenhuis for her leadership this past 9 months.”

    Ms Nieuwenhuis will continue as Acting Chief Commissioner until Professor Krause commences.

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  • Guidance notes

    The Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework) has applied since 1 July 2021.  

    From a regulatory perspective, all applications made: 

    • before 1 July 2021 will be assessed against the HES Framework 2015 
    • on or after 1 July 2021 will be assessed against the HES Framework 2021.

    Material Change Notification Policy (HES Framework 2021)

    View the Material Change Notification Policy.

    Please direct any feedback to standards@teqsa.gov.au.

    Guidance notes

    Guidance notes are concise documents designed to provide high-level, principles-based guidance on interpretation and application of specific standards of the Higher Education Standards Framework (Threshold Standards) 2021. They also draw attention to other interrelated standards and highlight potential risks to compliance.
     

    TEQSA is working to enhance its suite of guidance notes and will keep providers updated on our progress through our monthly e-News (subscribe here) and our social media channels.
     

    We recognise and value the importance of drawing on knowledge of lived experience in the higher education sector.
     

    Please view our Consultation page to learn more about present opportunities to provide feedback.

    The resources published on this page are not instructional or ‘how to’ documents for compliance with the new HES Framework.

    TEQSA publishes guidance notes to provide greater clarity for providers in the interpretation and application of selected standards. Guidance notes draw on our regulatory experience and knowledge of experts in the higher education sector.

    Guidance notes usually focus on a single topic (such as academic leadership, for example). The guidance note typically outlines:

    • the nature of the topic
    • the relevant standards in the Higher Education Standards Framework (HESF) that relate to the topic
    • the underlying intent of those standards
    • the risks to the quality of education if the topic is not addressed sufficiently by a provider
    • the evidence that TEQSA is likely to look for to be satisfied that the requirements of the HESF are being met.   

    Comments and feedback on guidance notes can be emailed to standards@teqsa.gov.au.

    Current guidance notes

    Guidance note Last updated
    Academic Governance 30 November 2023
    Academic and Research Integrity  2 February 2024
    Academic Leadership (beta version) 18 June 2019
    Academic Monitoring, Review and Improvement 19 March 2024
    Academic Quality Assurance 11 October 2017
    Admissions (coursework) 4 May 2022
    Changes in a Course of Study that may lead to Accreditation as a New Course 6 March 2017
    Corporate Governance 26 August 2019
    Course Design (including Learning Outcomes and Assessment) 11 October 2017
    Credit and Recognition of Prior Learning 7 July 2023
    Delivery with Other Parties 7 July 2023
    Determining Professional Equivalence – [full title: Determining Equivalence of Professional Experience and Academic Qualifications] 11 October 2017
    Diversity and Equity 11 October 2017
    Facilities and infrastructure 30 November 2023
    Financial Assessment 11 April 2019
    Financial Standing  11 April 2019
    Grievance and Complaint Handling 22 February 2019
    Joint and Dual Awards 11 October 2017
    Monitoring and Analysis of Student Performance (beta version) 6 January 2020
    Nested Courses  13 August 2019
    Research and Research Training 11 December 2024
    Research Requirements for Australian Universities 30 April 2024
    Scholarship 4 May 2022
    Staffing, Learning Resources and Educational Support  22 November 2017
    Technology-Enhanced Learning  11 April 2019
    TEQSA and the Australian Qualifications Framework 27 August 2019
    Transnational Higher Education - Inbound [full title: Transnational Higher Education into Australia (including international providers seeking to offer higher education in Australia)] 11 October 2017
    Varying a Period of Registration or Accreditation 26 August 2019
    Wellbeing and Safety 8 January 2018
    Work-Integrated Learning 4 May 2022
    Workforce Planning 3 April 2019

    Good practice notes

    Guide to determining the fitness and propriety of a person

    This guidance sets out the principles and considerations that TEQSA will have regard to when assessing fitness and propriety for the purposes of the TEQSA Act. 

    Independent Experts engaged by providers 

    This document provides guidance to providers on selecting a suitable independent expert to conduct a review or seek expert advice as part of their internal quality assurance processes.

    Glossary of terms

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  • Guidelines on caretaker conventions

    TEQSA, as a government agency, is now operating in accordance with the guidance on caretaker conventions, pending the outcome of the 2025 federal election.

    TEQSA will be reducing our activity on social media and will not undertake consultation activities or publish new regulatory guidance materials during this period.

    Further information

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  • TEQSA shifts to a new centralised enquiries approach

    TEQSA has implemented a new centralised enquiries approach that will deliver greater benefits for registered higher education providers.

    From today, Tuesday 1 April 2025, TEQSA’s Enquiries Management team will be the dedicated first point of contact for all new provider enquiries.

    Providers should update their records to make future enquiries using the following contact details:

    Providers will no longer be assigned an individual case manager. This is a shift from TEQSA’s previous approach, where enquiries were limited to an individual staff member. Based on sector feedback, a centralised approach ensures business continuity, consistency and greater support to providers.

    New enquiries will be received and managed by a dedicated and experienced team of TEQSA staff, focused on supporting providers. The Enquiries Management team will facilitate agency-wide coordination to respond to the enquiries they receive, resulting in streamlined, well-informed communication.

    TEQSA will aim to respond to provider enquiries within 5 business days. Complex enquiries may take longer, however we will keep you updated and informed on our progress including when additional time is needed.

    The new approach will also allow TEQSA to identify trends and themes in common enquiries. This will build our knowledge of what regulatory issues are impacting providers and the broader sector, and allows us to respond with communications and other supporting documents, where needed.

    This shift, foreshadowed during our service charter consultation in 2024, reinforces TEQSA’s commitment to deliver high-quality and timely service to the higher education sector.

    More information

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  • Provider enquiries help and support

    On 1 April 2025, TEQSA implemented a new centralised enquiries approach that will deliver greater benefits for registered higher education providers.

    TEQSA’s Enquiries Management team is now the dedicated first point of contact for all new provider enquiries.

    Providers making a future enquiry should use the following contact details:

    TEQSA will aim to respond provider enquiries within 5 business days. Complex enquiries may take longer, however we will keep you updated and informed on our progress including when additional time is needed.

    The shift to a centralised model, foreshadowed during our service charter consultation in 2024, reinforces TEQSA’s commitment to deliver high-quality and timely service to the higher education sector.

    With the release of our updated service charter later this year, TEQSA remains focused on continuous monitoring and review to strengthen our service and approach to stakeholder engagement.

    More information

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  • Application forms and support

    The Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework 2021) replaced the Higher Education Standards Framework (Threshold Standards) 2015 (HES Framework 2015) on 1 July 2021. Information regarding the HES Framework 2021 (including a contextual overview and breakdown of each Domain) is available from our Higher Education Standards Framework 2021 section.

    Supporting materials for online applications

    Application guides

    Guides/templates

    We appreciate the constructive feedback received to date on the revised application guides. While the beta consultation period for the application guides above has now closed, comments are still welcome. 

    Please direct any feedback to standards@teqsa.gov.au

    Good practice notes

    Guidance notes

    View TEQSA's guidance notes relating to the HES Framework on our guidance notes page.

    Online forms

    Online application forms (for applications under the Tertiary Education Quality and Standards Agency Act 2011) are available through the Provider Portal.

    Prospective higher education providers applying for initial registration

    • Registration in HEP Category
    • Initial Course Accreditation

    Registered higher education providers

    • Course Accreditation existing provider
    • Renewal of Course Accreditation
    • Renewal of Registration
    • Self-Accrediting Authority

    These new forms are supported by a range of application guides (see above for examples).

    Other guides

    Confidentiality

    Core Plus model for regulatory assessments

    eLearning

    ELICOS

    English waivers

    Risk assessment

    Fit and proper person declarations

    Please note that this fit and proper person declaration can be used for both the TEQSA and ESOS Acts.

    Supporting materials for CRICOS applications

    For further information or assistance, please refer to TEQSA’s CRICOS and ELICOS page, or contact the CRICOS team at cricos@teqsa.gov.au.

    TEQSA's public disclosure policy

    This document outlines our approach to public statements about regulatory actions and issues. 

    Last updated:

    Related links

  • Application Guide for initial registration as a new higher education provider

    Body

    Use this guide when applying to be registered as a higher education provider for the first time.

    This guide should be read before you submit your application through TEQSA’s online portal. Note: TEQSA portal access will only be granted to a prospective provider once TEQSA deems a provider’s impending application to be sufficiently developed. 

    Section A: Background

    Purpose

    This guide provides information about the process new providers need to follow when applying to the Tertiary Education Quality and Standards Agency (TEQSA) to be registered as a higher education provider for the first time. It covers applications for:

    • initial registration, and
    • initial course accreditation.

    Applications from new providers are considered under Part 3, Division 1 of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act). Applications for course accreditation are considered under Part 4 of the TEQSA Act.1

    Each new provider will need to demonstrate that they meet the relevant Standards contained in Part A of the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework). All new providers need to meet all the criteria for the Higher Education Provider Category (Part B1.1), and new providers applying for one of the University categories (Parts B1.1-1.4) will need to meet the additional criteria for the relevant categories.

    An application for registration as a higher education provider must be accompanied by an application for accreditation of at least one course of study.

    The Standards and corresponding evidence requirements that apply to an initial application for registration and course accreditation are outlined in the tables of evidence in Appendix A of this guide. Appendix A Table 1 identifies the relevant Standards that apply for initial registration when compared to an initial course accreditation application.

    Application-specific evidence requirements will be documented by TEQSA in the form of the Confirmed Evidence Table for Registration and the Confirmed Evidence Table for Initial Course Accreditation. These Confirmed Evidence Tables will be sent to you. The TEQSA financial forecast template will also be sent to you.

    For assistance in understanding the requirements of the HES Framework, new providers should refer to the guidance on TEQSA’s website in the first instance, which includes an overview of each Domain of the HES Framework and detailed guidance notes on particular topics.

    University categories

    There is a related application guide for new providers wishing to apply for registration in one of the university categories. New providers must read this guide and consult TEQSA before preparing an application for registration in a university category for the first time.

    Section B: Overview of application process

    Process overview

    Stage 1 At least six months prior to submission, contact TEQSA to clarify application evidence requirements Applicant and TEQSA

    Stage 2 Submit your application to TEQSA in the approved form, with the required evidence (based on the relevant Confirmed Evidence Table) and the preliminary assessment fees

     

    Applicant

    Stage 3Preliminary Assessment by TEQSA

    TEQSA makes an initial assessment of the applications and confirms to the applicant whether they have applied in the appropriate category and whether any further documentation needs to be provided before a substantive assessment can be made. (Note: substantive assessment fee applies)

     

     

    Applicant and TEQSA

    Stage 4 Substantive Assessment by TEQSA

    After payment of fee(s), TEQSA staff assess the application and document their findings

     

    TEQSA

    Stage 5 TEQSA sends the applicant summary of concerns for comment (only in the case of proposed adverse outcome).
    Applicant comments will be taken into account by the TEQSA Commission in arriving at its decision

     

    TEQSA

    Stage 6 Decision is made

    TEQSA notifies the provider of the outcome of the assessments

     

    TEQSA

    Stage 7 If TEQSA registers the applicant and accredits its course(s), TEQSA enters the details on the National Register

     

    TEQSA

    Stage 1: Clarify application requirements

    1.1 Pre-submission liaison

    It is essential to contact TEQSA at least six months before starting to prepare applications for initial registration and course accreditation, using the new.registration.enquiries@teqsa.gov.au mailbox.

    TEQSA will respond to your enquiry and provide further information to guide the development of your applications. Follow up enquiries to support the development of your applications should also be made using the new.registration.enquiries@teqsa.gov.au mailbox. 

    Approximately three months prior to submitting your applications, contact TEQSA to arrange a pre-submission meeting. The purpose of this meeting is to discuss your plans and progress, and raise any queries relating to the finalisation of your applications. After the pre-submission meeting, TEQSA will send you an application form for access to the provider portal, through which you will be able to submit your applications, including supporting evidence. 

    1.2 Evidence requirements

    All applications for registration and course accreditation should include specific items of evidence with reference to the generic lists in Tables 2-4 in Appendix A. Providers should note that the lists of evidence in the tables are indicative. TEQSA will establish a final list of evidence for each application using the Confirmed Evidence Table for Registration and the Confirmed Evidence Table for Initial Course Accreditation. The tables of evidence are quite extensive, as TEQSA will not have any prior experience with your organisation to draw on.

    The tables cover:

    • Criteria for Classification of Higher Education Provider Categories
    • Applicable Standards for Registration
    • Applicable Standards for Course Accreditation.

    There will be separate online application forms in the portal to complete and submit for registration and for each course accreditation. These forms are structured around the relevant Standards for each application. In general, plans, policies and procedures will be most relevant to the application for registration, whereas course-specific information will be relevant to the applications for course accreditation. For example, admissions policies and procedures will be assessed in relation to the application for registration, whereas information about selection criteria for specific courses would be included in course documentation and assessed in relation to an application for course accreditation. Appendices D and E list additional information and evidence you will be required to enter into the online forms for the registration and course accreditation applications.

    1.3 Application for CRICOS registration

    Applications for CRICOS registration are normally made after registration as a higher education provider has been approved. To be approved for registration on CRICOS, a provider must provide evidence that it meets the requirements of the Education Services for Overseas Students Act 2000 (ESOS Act) and the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2018 (National Code). For further information or assistance, please refer to the How to apply for CRICOS registration page, or contact the CRICOS team at cricos@teqsa.gov.au.

    Stage 2: Submit application to TEQSA

    2.1 Submitting your application

    The provider portal makes it easy for you to develop your applications, allowing you to work on them progressively online and submit them to TEQSA when you have finished. You can generate a PDF version of your application at any time to see how your application is progressing. You can edit your evidence (including by deleting documents) in any section, up until your application is submitted. You can also respond to information requests from TEQSA and submit any additional evidence via the portal.

    In your applications, you are encouraged to provide URLs and hyperlinks to your website and learning management systems (LMS). It is expected that the basis for much of your evidence will be documentation that will be used for internal purposes, and that documentation is not developed only for the purposes of your submission to TEQSA. The portal acts as a document repository and you may be able to use documents saved to the portal again in future TEQSA applications, where they are still current.

    When your applications are complete, you must submit them to TEQSA via the provider portal. Be sure to include:

    • your required information and evidence
    • the completed Confirmed Evidence Table for each application, updated by you with the document titles/URL details for the specific evidence provided in the online form. Such evidence should use the naming conventions described in the guidance note on Naming Conventions for Evidence (available on TEQSA’s website as well as in the online application form)
    • a signed declaration.

    After you submit your application you will receive an itemised invoice as final confirmation of your application and request for payment. Note that TEQSA does not have an online payment facility.

    TEQSA will only start assessing your application after it has been submitted and TEQSA has received your application fees. Once your applications have been submitted and fees paid, you will be assigned an Assessment Manager.

    Ensure that your application includes:

    • all required evidence as outlined in your Confirmed Evidence Tables
    • clearly labelled evidence (i.e. documents and/or URL links using the naming conventions described in the guidance note on Naming Conventions for Evidence) so that TEQSA can easily locate and reference them
    • references to relevant sections in longer documents.

    Access supporting material about applying for initial registration and course accreditation. Access supporting material relating to the new HES Framework.

    2.2 Payment of assessment fees

    In order for assessment of both your registration and course accreditation applications to commence, you must pay your assessment fee(s) when you receive an invoice from TEQSA. A fee is payable at both the preliminary assessment stage and at the substantive assessment stage. These fees are not refundable in the event that an applicant withdraws the application.

    The application fees do not attract GST. A fee schedule is available at TEQSA fees.

    TEQSA’s ABN is: 50 658 250 012.

    Stage 3: Preliminary assessment

    TEQSA will undertake a preliminary assessment to check if you have provided all the required evidence as outlined in Stage 1. Within 30 calendar days of receiving your application and your preliminary assessment fee, your Assessment Manager will advise you whether your application (including the required evidence) is complete. The application will only be valid, and TEQSA will only proceed to the substantive assessment stage, where the requirements of sections 18(3) and 46(2) of the TEQSA Act are met. These sections state that applications for registration within a particular provider category and for initial course accreditation must be:

    • in the approved form (the online application form provided in the TEQSA provider portal), and accompanied by:
      • any information, documents and assistance that TEQSA requests, and
      • the relevant fee.

    Note that a complete application for registration must be accompanied by an application for accreditation of at least one course of study.

    You will then need to decide whether to proceed with the application process. If you decide to proceed, the substantive assessment fee must be paid.

    If TEQSA determines that an application is not valid, you will be informed of the reason(s) and provided with the opportunity to address the concern(s).

    Stage 4: Substantive assessment

    TEQSA will undertake a substantive assessment of your applications upon receipt of your substantive application fee. TEQSA Assessment Managers will use a range of methods to ascertain whether the evidence submitted confirms that the applicant meets the relevant Threshold Standards.

    TEQSA may assess the application against all registration standards and category criteria in the HES Framework or, where TEQSA considers that a decision is capable of being made on an assessment of a subset of these Standards, TEQSA may assess the application against particular Standards.

    4.1 Requests for further information

    In some cases, TEQSA may request further information, documents, or assistance during the substantive assessment stage as questions arise. For example, your Assessment Manager may need to clarify aspects of your evidence or documentation or how certain policies and procedures will be implemented in practice.

    4.2 Use of experts

    TEQSA may obtain input from a number of external experts to inform the analysis of specific parts of the application and where appropriate, to assist TEQSA to prepare draft findings. Experts' reports form part of the evidence TEQSA will consider in its assessment process and decision making.

    Wherever TEQSA uses external experts as part of the assessment process, you will be given an opportunity to state whether you consider any of the experts as having a conflict of interest in relation to your application. TEQSA will take this into account before engaging any experts.

    4.3 Provider visits

    TEQSA may visit one or more of your proposed delivery sites or headquarters. At this visit, TEQSA may inspect facilities, equipment and resources, or clarify how relevant procedures, policies and operations are to be implemented. Provider visits are a mechanism for collecting evidence, and TEQSA will use observations and discussions held at a provider visit in its assessment and decision making to supplement or validate your written evidence. At the provider visit, TEQSA may interview various groups including staff and members of corporate and academic boards.

    Your Assessment Manager will consult with you in advance to:

    • clarify the scope of assessment to be covered during the provider visit(s)
    • ensure the date, timing and length of the visit(s) are appropriate
    • share a program for the visit(s) and refine it with you
    • arrange appropriate logistics, including the availability of key stakeholders, such as teaching staff, academic managers, and external advisors for the course of study.

    Stage 5: Findings and recommendations

    At the conclusion of the assessment, an assessment report is prepared that includes recommendations to the TEQSA Commission about your application for registration. Reports are also prepared for the application(s) for course accreditation.

    If an assessment report recommends that the TEQSA Commission:
    (a) reject an application, or
    (b) approve an application but impose conditions, TEQSA will send you the report(s) for comment before TEQSA Commission makes a decision. The assessment report will include the reasons for the proposed decision. TEQSA may also send you relevant evidence you might not have previously seen, such as findings from any external experts used.

    Stage 6: Commission decision

    The TEQSA Commission will consider the recommendations arising from an assessment.

    In reaching a decision, the TEQSA Commission will take into account the three basic principles for regulation outlined in the Process notes section of this guide.

    The TEQSA Commission may decide to:

    • approve an application
    • approve an application and impose conditions on the registration and/or course accreditation, or
    • reject an application.

    Where a recommendation to reject an application or impose conditions is made, the TEQSA Commission will take into account any comments or information you have provided regarding the assessment report.

    6.1 Notifying you of the decision

    TEQSA will send you a notice of decision within 30 calendar days of making a decision to grant or reject your application, which will include the details of any conditions placed on your registration or course accreditation(s). In some cases, TEQSA may also request further information in relation to the monitoring of your ongoing compliance with the HES Framework and/or may notify you of areas that may be explored further in future regulatory processes. TEQSA may also make observations about areas for improvement to support quality enhancement.

    If an application has been rejected, or if conditions have been imposed on your registration or course accreditation(s), the notice of decision will be accompanied by a statement of reasons.

    6.2 Review of decisions

    Processes are in place to review certain decisions made by TEQSA. More information is available on our Review of TEQSA decisions page.

    Stage 7: TEQSA updates the National Register

    7.1 Public report

    TEQSA normally publishes reports of decisions about provider registration and course accreditation to facilitate transparency of TEQSA’s processes, regulatory decisions and the reasons for those decisions.

    A public report contains TEQSA’s decision and the reasons for the decision. This report is published on the National Register of Higher Education Providers after TEQSA has considered any feedback you may have given on a draft version provided to you.

    TEQSA’s policy on public reports.

    7.2 Updating the National Register

    Where an application for an initial registration and course accreditation has been approved, a new entry will be made in the National Register of Higher Education Providers in the approved category. Where conditions are imposed on the registration of a provider and/or its courses, details of those conditions will also be published.

    Updates to the National Register are published at least monthly.

    Process notes

    Assessment management approach

    TEQSA will assign a particular staff member or members to assess an application once the application has entered the substantive assessment stage. Refer to the TEQSA Provider Registration Quick Process Guide for further information. 

    Regulatory principles

    Part 2 of the TEQSA Act requires TEQSA to comply with three basic principles of regulation, namely the principles of: regulatory necessity, reflecting risk and proportionate regulation. These principles underpin TEQSA’s decisions in relation to applications for registration or course accreditation.

    Assessment timeframes

    TEQSA will ordinarily advise you of the outcome of its assessment within nine months of payment of the substantive assessment fee. TEQSA will aim to complete the assessment within six months. However, this timeframe may be shorter or longer, subject to a range of factors that can impede or assist the process, such as:

    • a provider’s known regulatory history including with other agencies such as ASQA, a provider’s related entities regulatory histories or outcomes of previous assessments directly relevant to the application
    • the strength and relevance of evidence presented by the provider
    • the risk of non-compliance with the HES Framework and the ability of the provider to mitigate those risks
    • the time taken by the provider to respond effectively to requests for information, and
    • the level of resourcing available to TEQSA.

    Confidentiality and accuracy of information

    TEQSA has statutory obligations in relation to confidentiality; however, it operates within a public accountability framework. Where a prospective higher education provider considers that its information should be treated as confidential by TEQSA the provider should contact TEQSA (new.registration.enquiries@teqsa.gov.au) or the TEQSA Assessment Manager (once assigned) before providing the information. View details about TEQSA’s approach to confidential information.

    Please note that providing false or misleading information in an application is a serious offence under the TEQSA Act.

    Document information

    Version # Date Key changes
    1.0 29 January 2012 New Guide
    2.0 October 2012  
    2.1 July 2013  
    2.2 October 2013  
    2.3 October 2014  
    3.0 13 April 2016

    Updated for the HESF 2015 and made available as beta version

    for consultation.

    3.1 26 September 2016 Evidence tables updated and feedback from consultation incorporated.
    3.2 10 October 2016 Appendix D replaced (Unit Outlines) with a TEQSA template and addition of Appendix F (Definition of a related entity).
    3.3 3 November 2016 Appendices A (Tables 2-4) and D updated.
    3.4 13 December 2016 Tables 3 (Domains 1 and 7) and Table 4 (Domain 3) updated.
    3.5 20 January 2017 Wording updated to reflect HESF 2015 now in effect, references to the Confirmed Evidence Table for Renewal of Registration added, and minor clarifications made in relation to Guidance Note on Naming Conventions for Evidence.
    3.6 2 February 2017 Appendix D updated to note that the abbreviated CV is required for the CEO and Academic Director only.
    3.7 6 March 2017 Table 3 updated to reflect requirement of the schedule of planned course development for the next three years to be provided, and Appendix D updated to reflect requirement of the list of courses provided under other registration(s) to be provided to TEQSA as part of this application.
    3.8 18 April 2017 Requirements for nested courses (Appendix E) clarified. Stage 4 updated for the streamlined approach and expanded use of experts. Table 3 updated for compliance with related legislation (including working with children requirements, if applicable). Table 4 updated to note that the evidence for Section 1.4 is covered in the evidence for course design (Section 3.1).
    3.9 3 May 2017 Updated the evidence requirements for Domain 2 (for Standard 2.1.2) in Table 3. Relevant Standards and paragraphs of Standards in Table 4 updated (Domains 1, 2 and 7).
    3.10 29 May 2017 Updated to reflect ‘if applicable’ Standards (Table 3) and to clarify note for Domain 1 in Table 4.
    3.11 21 June 2017 Updates to Table 4 (clarification that the abbreviated CV is required for all academic staff for all employment types).
    3.12 24 July Update on references to confirmed evidence table and case managers in Stages 1 to 4. Addition that nested courses must be added to the application and paid for.
    3.13 6 September 2017 Additional evidence required for Table 4 (Domain 3 Teaching), for copies of teaching materials and assessment tasks for at least one core unit of study.
    3.14 22 February 2018 Clarification of unit outline evidence requirements.
    3.15 12 March 2020 For course accreditation, prospective providers are now required to provide copies of teaching materials; assessment tasks and related rubrics, lecture content and tutorial tasks and solutions for all first year units of study. Legislative references were also updated for currency.
    3.16 20 April 2021

    Guidance regarding submission of evidence via URL clarified and reference to the TEQSA financial forecast template added. Reference in indicative evidence requirements to ‘all first-year units of study’ updated to ‘pre-confirmed sample of 6 to 8 units’ consistent with content in CETs.

    Whole document reformatted.

    Appendix A

    Table 1. Summary of applicable Standards by application type

    STANDARDS REGISTRATION ACCREDITATION
    1. Student Participation and Attainment    
    1.1. Admission * *
    1.2. Credit and RPL * *
    1.3. Orientation and Progression * *
    1.4. Learning Outcomes and Assessment   *
    1.5. Qualifications and Certification   *
    2. Learning Environment    
    2.1. Facilities and Infrastructure * *
    2.2. Diversity and Equity * *
    2.3. Wellbeing and Safety * * (if concurrent with ESOS Assessment)
    2.4. Student Grievances and Complaints *  
    3. Teaching    
    3.1. Course Design   *
    3.2. Staffing * *
    3.3. Learning Resources and Educational Support * *
    4. Research and Research Training    
    4.1. Research * (if applicable) * (if applicable)
    4.2. Research Training   * (if applicable)
    5. Institutional Quality Assurance    
    5.1. Course Approval and Accreditation * *
    5.2. Academic and Research Integrity *  
    5.3. Monitoring, Review and Improvement * *
    5.4. Delivery with Other Parties * (if applicable) * (if applicable)
     
    6. Governance and Accountability    
    6.1. Corporate Governance *  
    6.2. Corporate Monitoring and Accountability * 6.2.1.i
    6.3. Academic Governance *  
    7. Representation, Information and Information Management    
    7.1. Representation * *
    7.2. Information for Prospective and Current Students * *
    7.3. Information Management * *

     

     

     

    Table 2. HEP Category Criteria indicative evidence requirements (Part B 1.1)

    CRITERIA INDICATIVE EVIDENCE REQUIREMENTS
    1. MEETING STANDARDS AND OFFERING AT LEAST ONE ACCREDITED COURSE 1. No evidence required in addition to the evidence required for all the other applicable Standards
    2. HIGHER EDUCATION PURPOSE AND FREE INTELLECTUAL INQUIRY

    1. Brief narrative overview (see Appendix B)

    1.1. Refer to sections relevant to higher education purpose in (for example) constitution, strategic plan

    1.2. Cross refer to evidence required for Standard 6.1.4

    3. TEACHING AND LEARNING THAT ENGAGE WITH ADVANCED KNOWLEDGE AND INQUIRY

    1. Brief narrative overview (see Appendix B)

    1.1. Cross-refer to relevant features in course documentation and staffing at Standards 3.1.2, 3.2.1, 3.2.2 and 3.2.3

    2. Policy documents on teaching and learning approach and/or teaching and learning plan or similar

    4. SCHOLARSHIP AND RESEARCH

     

    1. Framework of policy and procedures for development of scholarship

    1.1. Cross refer to Standards 3.1.2, 3.2.1, 3.2.3, 4.1.2 and 4.2.2 (if applicable)

    2. Framework of policy and procedures for research and research training (if applicable)

    2.1. Cross refer to evidence required for Standards in Domain 4, Tables 3 and 4 below

    3. Template position descriptions for academic leaders, academic staff members, and research-capable staff members

    4. For any academic staff members appointed or identified so far, provide an aggregated list of scholarly and research output (using the TEQSA template for the aggregated list of scholarly and research output)

     

    Table 3. Registration – indicative evidence requirements (Part A Domains 1-7)

    STANDARDS INDICATIVE EVIDENCE REQUIREMENTS

    1. STUDENT PARTICIPATION AND ATTAINMENT

    1.1-1.3

    1. Overview of strategies, policies and procedures for admission, credit and RPL, and orientation and progression (see Appendix B)

    2. Policies and procedures for:

    2.1. admission, ensuring that admission policies and requirements will be fairly and consistently applied with transparent implementation

    2.2. credit and recognition of prior learning, ensuring that these will be fairly and consistently applied to ensure the integrity of each course and ensure that students are positioned to achieve the required learning outcomes

    2.3. valid assessment of student progress, including policies on:

    • student progress
    • assessment, including moderation of assessment
    • identifying and supporting students at risk

    2.4. assessment of English language proficiency

    3. Contractual arrangements with students including pro-forma standard offers of admission to and acceptances by students, including fee change and refund policies and any documents or conditions incorporated by reference in student contracts

    4. Planned orientation program(s)

    5. Planned academic and other student support services (including study skills and English language) (cross-refer to Standard 2.3.3)

    Note: Evidence relating to the specification, alignment and assessment of learning outcomes is covered in the evidence for course design (Domain 3), required under the Course Accreditation Standards in Table 1 of the HES Framework.

    2. LEARNING ENVIRONMENT

    2.1-2.4

    1. Overview of the learning environment (see Appendix B)

    2. Certificate(s) of occupancy or equivalent for all buildings (reflecting the current use and layout of the building) that includes the legal capacity for each level of each building at any one time

    3. A timetable for each proposed building showing the utilisation of each space per scheduled period during a normal week (including utilisation by other entities)

    4. Plans and description of facilities, infrastructure and equipment, information technology and service/access continuity provisions (including floorplans and TEQSA template for floor space allocation)

    5. Description of facilities made available for students for academic interactions outside of formal teaching (whether on campus or online), and framework for ensuring safety and security on-campus and online

    6. Description of the arrangements for secure access to electronic information, and arrangements for access to adequate electronic communication services, supported by a description of the planned availability during periods of authorised access (allowing for reasonable outages for maintenance, and also allowing for exceptions for locations and circumstances that are not under the direct control of the provider)  

    7. Description of the nature and extent of student support services, and related analysis of student needs (specifying which are to be provided by the applicant and which are to be provided by third parties)

    8. Policies and procedures for:

    8.1. diversity and equity (including recruitment, admission, participation and completion), demonstrating specific consideration of Aboriginal and Torres Strait Islander peoples

    8.2. monitoring of participation, progress and completion by identified student subgroups and use of the findings

    8.3. management of critical incidents

    8.4. addressing student grievances and complaints (may cross refer to related systems at Standards 6.1-6.3 and 7.3.3)

    8.5. compliance with related legislation (including working with children requirements  if applicable)

    3. TEACHING

    3.2 and 3.3

    (3.2.4 if applicable)

    1. Overview of staffing, learning resources and educational support (see Appendix B)

    2. Workforce plan (including implementation of strategies)

    3. Policies and procedures for:

    3.1. staff qualifications and for determining equivalent academic or professional or practice-based experience

    3.2. teaching staff availability for students to seek assistance (including students studying by distance or through third parties)

    3.3. professional development of academic staff

    4. Qualifications and experience of academic director or equivalent (resume) and of other academic leaders with broad responsibilities

    5. Details of learning resources and policy and procedures for updating them

    6. Description of, and access to, the learning management system, including details of accessibility, staff training and technical support on and off campus

    4. RESEARCH AND RESEARCH TRAINING

    4.1 and 4.2

    (if applicable)

     

    1. Overview of research and research training (see Appendix B)

    2. Research and research training policy framework, including:

    2.1. admission

    2.2. policy and procedures for research student supervision and examination

    2.3. codes of conduct

    3. For research leaders:

    3.1. already appointed or proposed, provide a full CV including research publication records

    3.2. not yet appointed or identified, provide position descriptions

    4. Description of research output recording system

    5. Description of research environment in areas where research is to be conducted

    5. INSTITUTIONAL QUALITY ASSURANCE

    5.1-5.3

    5.4 (if applicable)

    1. Overview of institutional quality assurance framework, including relationship with academic governance processes, with organisational chart (see Appendix B)

    2. Policies and procedures for internal quality assurance including cycles of approval and review for:

    2.1. courses, including:

    • template for course proposal as presented for approval
    • plans for internal and external benchmarking of course design and student performance

    2.2. academic and research integrity

    2.3. academic and research misconduct

    2.4. course review, including:

    • course monitoring (i.e. recurrent monitoring of delivery between approval and review)
    • approach to considering, monitoring and responding to student performance data and student feedback
    • plans for reporting feedback on staff teaching and supervision, and
    • periodic course review (at least every seven years) in preparation for re-accreditation

    3. Policies and procedures for work-integrated learning and placements

    4. Contracts with any third parties (if applicable) that deliver courses (specifying responsibility of the proposed provider and the third party), and other evidence of quality assurance controls and arrangements that will ensure compliance with the HES Framework

    6. GOVERNANCE AND ACCOUNTABILITY

    6.1-6.3

    1. Overview of governance and accountability framework, including organisational charts of corporate structure (in the case of subsidiaries of corporate groups) and governance structure (see Appendix B)

    2. If the applicant is a subsidiary company or a member of a corporate group, supply:

    2.1. a copy of the instrument/s of delegation between the parent and subsidiary company (applicant)

    2.2. a copy of the parent company’s risk management plan for the corporate group, and

    2.3. a copy of the strategic plan for the corporate group

    3. Governing body charter or equivalent

    4. Evidence about the corporate governance planning, reporting and monitoring framework, including:

    4.1. constitution of legal entity (or equivalent) or trust deed (if relevant)

    4.2. qualifications and experience of governing body members

    4.3. fit and proper person declarations by governing body members

    4.4. access to independent and academic advice for governing body

    4.5. delegation instruments and review arrangements

    4.6. framework for third-party delivery of higher education including courses (if applicable)

    4.7. framework for periodic independent review of effectiveness of governing body and of academic governance arrangements

    4.8. minutes of governing body meetings for previous 12 months

    4.9. strategic plan/s (including teaching and learning and, if applicable, research), business plan and capital management plan, as well as the schedule of planned course development for the next three years

    4.10. policy framework and reporting arrangements for:

    • freedom of intellectual inquiry
    • equity
    • well-being of students and staff
    • information provision to students
    • compliance, including compliance with the HES Framework
    • strategic planning and institutional benchmarking
    • financial management, viability and sustainability
    • risk management, including a risk management plan, risk register and template status reports on risk and risk management to be reported to the audit and risk committee
    • participation by Aboriginal and Torres Strait Islander people
    • integrity of the awarding of qualifications
    • business continuity planning and general financial and tuition safeguards
    • student complaints, allegations of misconduct, breaches of academic or research integrity and critical incidents
    • addressing lapses in compliance with HES Framework
    • any other academic governance policies and procedures not already provided

    4.11. arrangements for participation by students in decision-making processes

    5. Evidence about academic governance framework, including:

    5.1. terms of reference for academic governing body or bodies

    5.2. institutional benchmarks for academic quality and outcomes

    5.3. processes for academic oversight to ensure the quality of teaching, learning, research and research training

    5.4. participation of students in academic governance

    5.5. minutes of academic body or bodies meetings for previous 12 months

    5.6. policy framework and reporting arrangements for:

    • developing, monitoring and reviewing academic policies and their effectiveness
    • review of implementation of delegations
    • setting and monitoring quality assurance for: academic quality, student outcomes and performance, teaching and learning, and research integrity and research training, and
    • setting and monitoring institutional benchmarks for academic quality and outcomes

    6. Financial information:

    6.1. audited financial statements for the three most recent financial years (or for all years available if the applicant has been operating for less than three financial years). If the most recent financial statement is more than six months old, then an interim financial statement must be attached

    6.1.1. if a start-up entity, provide details of seed funding and/or contingency funding available to the applicant, not disclosed in the audited financial statements attached; this may include a formal loan agreement, capital agreement, deed of guarantee or funding agreement from a related party or other form of financial support

    6. 2. audited financial statements for the parent entity for the three most recent financial years (or for all years available if operating for less than three financial years)

    6.3. marketing plan and evidence of approval of the plans by the governing body

    6.4. processes to ensure maintenance of prudent financial control, and detection and prevention of any fraud and mismanagement within its higher education operations

    6.5. projected income and expenditure statement, projected cash flow statement and projected balance sheet for the next five years (using the TEQSA financial templates for income, cash flow and balance sheets)

    6.6. an example of the financial report as presented (or format proposed to be presented) to the governing body

    6.7. projected student numbers (EFTSL and headcount), and projected staff numbers (FTE and headcount) for the next five years (using the TEQSA templates for projected student and staff numbers), and

    6.8. evidence of Tuition Assurance Safeguard arrangements (i.e. TAS membership details)

    7. For each proposed course of study, description of any specific teach-out or transition contingency arrangements in the event that the course of study were discontinued, including availability and accessibility of similar courses

    7. REPRESENTATION, INFORMATION AND INFORMATION MANAGEMENT

    7.1-7.3 (7.1.2, 7.1.4, 7.2.2g and 7.2.3 if applicable)

    1. Proposed marketing material (including web pages, social media sites and brochures) and general information about the provider including:

    1.1. legal status

    1.2. governance

    1.3. organisational structure

    1.4. financial standing, including provision of a copy of the draft statement of financial standing (see Guidance Note on Financial Standing)

    1.5. delivery locations and their facilities and resources

    1.6. indicative student enrolments

    1.7. proposed courses

    1.8. fees and charges

    1.9. credit and recognition of prior learning policies and procedures

    1.10. access to transition support

    1.11. course delivery, including delivery by third parties

    1.12. learning support and other student services

    1.13. student obligations to the provider

    1.14. policies and procedures relating to students

    1.15. complaints and grievances processes

    1.16. studying in Australia, for international students

    2. Policies and procedures for ensuring compliance with the provider’s obligations to international students under the ESOS Framework (if intending to apply for ESOS registration)

    3. Framework for engagement and monitoring of agents, including draft contract

    4.  Framework to ensure secure and confidential maintenance of records and information systems

     

    Notes:

    1. Evidence requirements are described using generic terms - naming conventions may differ between providers. Refer to the HES Framework (Domains 1-7) for the actual Standards.
    2. The specific evidence required will be documented by TEQSA in the form of the Confirmed Evidence Table for Registration and the Confirmed Evidence Table for Initial Course Accreditation..
    3. All TEQSA application templates are available on the TEQSA website with the corresponding application guides.

     

     

    Table 4. Course accreditation – indicative evidence requirements (Part A Domains 1-7)

    STANDARDS                     INDICATIVE EVIDENCE REQUIREMENTS

    1. STUDENT PARTICIPATION AND ATTAINMENT

    1.1, 1.3.3, 1.4 (1.4.5-1.4.7 if applicable), 1.5

     

     

     

     

     

    1. Contractual arrangements with students including pro forma standard offers of admission to and acceptances by students for each course, including fee change and refund policies and any documents or conditions incorporated by reference in student contracts, and showing any special conditions of enrolment and participation for any course (if applicable)
    2. Course rules for progression including any prerequisites and compulsory requirements
    3. Samples of all certification documentation (including testamurs and statements of results)

    Note: Evidence relating to admission criteria (Standard 1.1.1) and the specification, alignment and assessment of learning outcomes (Standards 1.3.3 and 1.5.3 and Section 1.4) in particular is covered in the evidence for course design (Section 3.1)

    2. LEARNING ENVIRONMENT

    2.1.1 (if applicable)

    1. Description of any specialist facilities (i.e. beyond standard classrooms) and equipment required for each proposed course, including any arrangements for delivery by third parties

    3. TEACHING

    3.1, 3.2 (3.2.4 if applicable), 3.3.1

    1. Proposal for each course (approved by the academic approving body) which must include the following:

    1.1. statement describing the design for the course, including the required elements listed in Appendix C using the TEQSA template for course admission information

    1.2. rationale relating learning outcomes, AQF level specifications, unit learning outcomes and unit assessment using the TEQSA template for constructive alignment, and

    1.3. unit outlines for a pre-confirmed sample of 6 to 8 units of study using the TEQSA template for unit outlines (to confirm selection of sample units, please contact TEQSA at new.registration.enquiries@teqsa.gov.au before you prepare your application)

    1.4. copy of teaching materials for the pre-confirmed sample of 6 to 8 units of study

    1.5. copy of assessment tasks and related rubrics, lecture content and tutorial tasks and solutions for the pre-confirmed sample of 6 to 8 units of study.

    You may be asked to provide fully developed content for other units as required, particularly for courses where specialist content is introduced after first year. Contact TEQSA at new.registration.enquiries@teqsa.gov.au to confirm your evidence requirements. 

    2. Table showing numbers, qualifications and experience of academic leaders and staff for each proposed course (including scholarship and teaching) plus position descriptions for those not yet appointed, as well as projected student numbers, using the TEQSA templates for abbreviated CVs and for projected student and staff numbers.

    3. Note: abbreviated CVs are required for all academic staff (teaching and/or research, employed full time, part time and on a casual basis)

    4. Arrangements for accessibility of teaching staff

    5. Description of learning resources available (or proposed to be made available if the course is approved) for each course, including any arrangements for delivery by third parties

     

    4. RESEARCH AND RESEARCH TRAINING

    (if applicable)

    4.2.2, 4.2.3, 4.2.5

    1. Table showing qualifications and experience of research supervisors for any proposed Higher Degrees by Research (HDR) using the TEQSA template for research management and supervision arrangements plus position descriptions for those not yet appointed

    2. Description of the policy framework for the appointment of supervisors

    3. Description of the applicant’s processes for examination of HDR candidates in the course(s) of study

    4. Description of research environment in each narrow field of study for any proposed HDRs, including evidence that students are admitted to research training only where the training can be provided in a supervisory and study environment of research activity or other creative endeavour, inquiry and scholarship, and that the supervision and resources required for their project are available

    5. INSTITUTIONAL QUALITY ASSURANCE

    5.1.2, 5.1.3

    5.4 (if applicable)

    1. For each proposed course of study:

    1.1. extract of minutes from meeting(s) of committee or board that gave final internal approval to the course as submitted to TEQSA

    1.2. minutes of course advisory committee meeting or similar that provided input into course design

    1.3. reports of external experts (if any) engaged by provider to provide input into course design

    2. Description of arrangements for supervision of work-integrated learning, community-based learning or collaborative research training (if any)

    3. Contract for delivery of a proposed course in whole or in part by each third party (if any), showing quality assurance controls

    6. GOVERNANCE AND ACCOUNTABILITY

    6.2.1i

    1. For each proposed course of study, description of any specific teach-out or transition contingency arrangements in the event that the course of study is discontinued, including availability and accessibility of similar courses

    7. REPRESENTATION, INFORMATION AND INFORMATION MANAGEMENT

    7.1.1, 7.1.5, 7.2.1, 7.2.2a-f

    7.1.2, 7.2.2g (if applicable)

    1. Draft course-specific marketing material and information (including web pages (secured or access to website) and brochures)) for each proposed course made available prior to and after acceptance of an offer, including any materials developed by third parties

     

    Notes:

    1. Evidence requirements are described using generic terms - naming conventions may differ between providers. Refer to the HES Framework (Domains 1-7) for the actual Standards.
    2. The specific evidence required will be documented by TEQSA in the form of the Confirmed Evidence Tables for Registration and Initial Course Accreditation. 
    3. All TEQSA application templates are available on the TEQSA portal. Access to the TEQSA portal will be provided by TEQSA once a proposed application is deemed to be sufficiently developed.

     

    Appendix B

    Overviews

    Overviews are designed to orient TEQSA staff and external experts to the evidence being presented, how it fits together, and how it ensures that a provider will meet the requirements in one or more sections of the HES Framework. Each overview should be no more than two A4 pages long, except in the case of Domain 6 - Governance and Accountability, which can have up to two pages per section.

    Each overview should be structured with the following headings:

    1. Objective: what are these arrangements designed to achieve?
    2. Framework: describe the framework of policies and procedures that are being put in place, pointing out the key features.
    3. Resources (if applicable): what resources are being put in place to support achievement of the objective? Note any capital allocations and timelines of development.
    4. Rationale: explain how the framework and the resources will ensure that the objective is achieved and the relevant Standards are met.

    Appendix C

    Course proposal – required elements

    Course proposals should include:

    • rationale (including expected graduate employment opportunities)
    • qualifications to be awarded on completion
    • admissions criteria
    • course learning outcomes, methods of assessment and indicative student workload, and national/international comparators (consistent with Standards 1.4.1-3 and 1.4.5-7 [if applicable])
      • rationale for relationship between learning outcomes, AQF level specifications, unit learning outcomes and unit assessment and summary table mapping this alignment
    • structure, duration and modes of delivery (in particular identifying any subjects delivered 100% online or by distance learning, i.e. not fully onsite or blended)
    • list of units of study (indicate whether compulsory or elective)
    • compulsory requirements for completion
    • exit pathways, articulation arrangements, pathways to further learning
    • requirements for the course to be professionally accredited/registered in order for graduates to gain work in the profession in Australia, and details of arrangements with professional bodies for such professional accreditation/registration
    • research content (for Bachelor Honours, Masters or Doctoral qualifications)
    • planned staffing complement, showing qualifications and experience of course coordinator and for all teaching positions as required by Standard 3.2.3, and:
      • resumes for any staff already engaged
      • position descriptions for positions not yet filled
      • evidence of equivalent academic or professional experience relevant to policy criteria, and
      • arrangements for oversight of staff who do not fully meet Standard 3.2.3.

    Appendix D

    Additional information required for a registration application

    In the online form for the initial registration application, you will also be asked to provide the following information:

    • legal entity details (including: ACN [if relevant], ABN and ASX codes [for listed companies]) and certified copies of supporting documents, based on the TEQSA template for evidence requirements by type of legal entity
    • registered business details (including registered business and trading name details along with certified copies or extracts of supporting certificates)
    • details of the provider’s (or any related entity’s) registrations with other authorities (existing or planned, for example as a Registered Training Organisation or CRICOS registered provider), and a URL for the list of courses currently delivered under these registration(s) as displayed on the relevant provider’s website, or a list of courses planned to be delivered
    • details of the head office and principal place of business
    • proposed delivery sites and any third party, agent or partner arrangements, using the TEQSA registration template for proposed delivery sites and third party/partner arrangement details, and accompanied by supporting documentation
    • contact officer details for this application
    • details of compliance with relevant Commonwealth, state, territory laws, and compliance with regulatory requirements, including any required supporting documents
    • details of the corporate structure and trustee arrangements (if applicable)
    • details of the ownership of the entity for any person or entity that owns 25% or more of the legal entity applying for registration (based on the TEQSA templates for evidence requirements by type of legal entity and for applicant ownership details), and accompanied by the completed TEQSA template for fit and proper person declarations
    • details of applicant history, including the history of related entities (as defined in Appendix F) using the TEQSA templates for applicant history responses
    • details of the legally constituted governing body, including the body which will confer higher education awards
    • details of key personnel, using the TEQSA templates for key personnel details, fit and proper person declarations and abbreviated CVs (with the abbreviated CV required for the CEO and Academic Director only)
    • details of any external advisers, using the TEQSA templates for external advisors
    • details relating to financial viability and sustainability, including details of:
      • financial resources and financial relationships
      • student marketing and recruitment strategies
      • continuity planning and safeguards, and
      • arrangements for the detection and prevention of fraud and mismanagement,  
    • the completed Confirmed Evidence Table for Registration (updated with the document titles/URL details for the specific evidence provided in the online application), and
    • the completed TEQSA application declaration template.

    Appendix E

    Additional information required for an initial course accreditation application

    In the online form for the course accreditation application for a new provider, you will also be asked to provide the following information:

    • the contact officer details for each application (if different to the contact officer details for the registration application)
    • the registered business name(s) under which the applicant intends to deliver the course(s) of study for which accreditation is sought
    • the details of the course(s) covered by this application (including course name, AQF level, language of delivery if other than English [LOTE], as well as the broad, narrow and detailed fields of education). If the application covers a nested course of study, each course that makes up a component of the overall nested course of study must be added and paid for as part of the one application, including the highest level course itself with the nested structure. Note that each of these courses of study will be treated as separate qualifications for the purpose of accreditation by TEQSA
    • whether the applicant intends to enrol overseas students in the course of study for which accreditation is sought (in which case you will need to contact the CRICOS team at cricos@teqsa.gov.au following achieving registration and accreditation, as described in stage 1.3 of this guide)
    • details of the ownership of the intellectual content of the course(s) covered by the application
    • other information about course delivery,  including whether any of the courses included in this application will:
      • be delivered in a language other than English (with additional information required for such courses using the TEQSA initial course accreditation template for delivery details for course(s) delivered in LOTE)
      • be delivered in a country other than Australia
      • include any work integrated learning
      • be delivered by a third party or partner arrangement, or
      • have a major research component        
    • the proposed commencement date of the course(s) covered by this application
    • study patterns using the TEQSA initial course accreditation template for study patterns
    • details of the delivery mode(s) for each course covered by this application (including site name, address, website [if applicable], and list of subjects/units to be delivered at the site)
    • the completed Confirmed Evidence Table for Course Accreditation (new provider) (updated with the document titles/URL details for the specific evidence provided in the online application), and
    • the completed TEQSA application declaration template.

    Appendix F

    Definition of a related entity

    Whether or not an entity is a related entity of an applicant will depend on the specific circumstances. As a guide, an entity will be considered to be a ‘related entity’ if it is:

    1. connected to the applicant by being:

    1.1. able to control, or materially influence, the applicant’s activities or internal affairs

    1.2. able to determine, or materially influence, the outcome of the applicant’s financial and operating policies

    1.3. a member of the applicant

    1.4. financially interested in the applicant’s success or failure or apparent success or failure, or

    1. a body corporate (within the meaning of the Corporations Act 2001[2]) that is related to the applicant by:

    2.1. being a holding company of the applicant

    2.2. being a subsidiary of the applicant

    2.3. being a subsidiary of a holding company of the applicant

    2.4. having one or more directors who are also directors of the applicant, or

    2.5. controlling the applicant.

     

     

     

    [1] The complete TEQSA Act is available from: https://www.legislation.gov.au

    [2] The Australian Government Corporations Act 2001 is available from: https://www.legislation.gov.au  

    Subtitle
    Including related course accreditation application(s) - Version 3.16
    Stakeholder

    Documents

    tom.hewitt-mcmanus
    tom.hewitt-mcmanus
  • Provider enquiries help and support – frequently asked questions (FAQs)

    Introduction

    On 1 April 2025, TEQSA implemented a new centralised enquiries approach that will deliver greater benefits for registered higher education providers.

    TEQSA’s Enquiries Management team is now the dedicated first point of contact for all new provider enquiries.

    The Enquiries Management team will facilitate agency-wide coordination, streamline communication and undertake real-time data analysis to help inform decision making.

    The shift to a centralised model, foreshadowed during our service charter consultation in 2024, reinforces TEQSA’s commitment to deliver high-quality and timely service to the higher education sector.

    The below FAQs have been developed to help answer questions from providers.

    Can providers still contact TEQSA via phone?

    Yes. While providers can reach the Enquiries Management team by calling 1300 739 585, we recommend using email via providerenquiries@teqsa.gov.au as the preferred method of communication to ensure accurate advice in writing.

    Will providers continue to have a dedicated case manager?

    While each enquiry will have a dedicated and experienced senior manager, it is not strictly limited to an individual, as all members within the Enquiries Management team may also support the enquiry as necessary.

    This is a shift from the previous approach, where enquiries were limited to an individual staff member. Based on the feedback from the sector, a centralised approach ensures business continuity, consistency and greater support to providers.

    When should a provider continue to contact an Assessment Manager?

    Where you have an active application or regulatory matter with TEQSA, the assigned Assessment Manager will be your contact for that matter. This may be an initial registration, course accreditation or renewal, re-registration, CRICOS or compliance investigation. In circumstances when an Assessment Manager has not responded within 5 working days, please contact the Enquiries Management team at providerenquiries@teqsa.gov.au to assist with a follow-up.

    Providers should also continue to submit material change notifications via the usual channel.

    For all non-assessment related enquiries, you can contact the Enquiries Management team.

    To help, providers are encouraged to check the TEQSA key contact page that lists specialist contact teams across the agency that are best placed to assist. When in any doubt, providers should contact the Enquiries Management team in the first instance.

    Will my enquiry be managed by a different person every time I call or send an email to the Enquiries Management team. Does this mean I will have to explain myself every time I am in contact with a new team member?

    Each enquiry is assigned to an experienced TEQSA senior manager within the Enquiries Management team. A senior manager will then work with the provider, and where necessary, reach out across TEQSA teams for information and support, until the enquiry is finalised. Therefore, the provider will not have to explain themselves with each communication.

    In instances where the senior manager is unavailable, the centralised approach ensures that the briefing of individual provider enquiries between TEQSA staff is seamless.

    In the previous approach, my case manager understood the history and needs of my institution. Will that be the same under the new approach?

    Yes, all ongoing provider enquiries will be transferred to the Enquiries Management team. The transition process will involve a detailed handover from the previous case manager and clear documentation within the provider’s profile.

    The new approach enables the Enquiries Management team’s senior managers to collaborate with internal TEQSA staff (as necessary), ensuring that all aspects of a provider’s history are well understood.

    How will the transition impact the speed and quality of support?

    The centralised enquiries management approach is designed to improve response times and streamline support. By having all enquiries handled by a specialised, centralised team, TEQSA can address provider needs faster and more efficiently. TEQSA also expects that consistency and centralised resources will lead to higher quality responses over time, with better support and coordination.

    What is the process for escalating urgent enquiries?

    Urgent issues will be flagged in our system, and they will be prioritised accordingly. If necessary, the enquiry will be escalated to senior staff or specific TEQSA groups, ensuring that it gets addressed promptly and accurately.

    Providers are encouraged to mark their enquiry as urgent and/or follow up with a phone call, as appropriate.

    How will my institution’s information be managed and tracked?

    Your institution’s history and related documentation are stored securely, which ensures easy access by senior managers and other relevant TEQSA staff. TEQSA has strict data security measures to protect sensitive information. The centralised system tracks the status of each enquiry, ensuring that no information is lost, and that each enquiry is followed up promptly.

    How will I be informed of the status of my enquiries?

    Regular updates will be provided as your enquiry progresses, and Enquiry Management team’s senior managers will communicate any important changes.

    What happens if I’m dissatisfied with the outcome of an enquiry?

    If you are dissatisfied with the outcome, you can submit feedback directly to the Enquiry Management team’s senior manager handling the enquiry in the first instance or write to feedback@teqsa.gov.au. There is an escalation process in place for reconsidering or reviewing enquiry responses.

    How will the centralised enquiries management approach address the specific needs of different types of providers (e.g. Universities, Institutes of Higher Education, University Colleges)?

    The centralised approach is flexible and tailored to address the diverse needs of higher education providers. The team have expertise across all types of providers, ensuring that every aspect of an enquiry is managed appropriately and effectively.

    Can anyone from my institution contact the Enquiries Management team?

    No. To safeguard the confidentiality of each provider and to ensure responses reach the right teams, only recognised TEQSA provider contacts who have been authorised by the Vice Chancellor, CEO, or equivalent to communicate with TEQSA will receive a response from the team.

    In cases where an unauthorised staff member or student contacts the team, TEQSA will respond and inform them that they need to contact their institutions authorised TEQSA contact.

    How do I become an authorised TEQSA provider contact for my institution?

    Contact the office of the senior executive of your institution (e.g. Vice Chancellor/ President/ Principal/ Chief Executive Officer) and seek advice on how to become an authorised TEQSA provider contact.

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  • Glossary of terms

    This glossary explains some of the terms that may be encountered when dealing with TEQSA and is presented in alphabetical order.

    A

    Academic governance

    A subset of the overall governance of a higher education provider. Academic governance deals with the framework that regulates providers’ academic decisions and quality assurance. Academic governance includes the policies, processes, definitions of roles, relationships, systems, strategies and resources that ensure academic standards and continuous improvement in academic activities. It is concerned with the integrity and quality of the core higher education activities of teaching, research and scholarship.

    Academic standards

    An agreed specification (such as a defined benchmark or indicator) that is used as a definition of a level of performance or achievement, rule or guideline. Standards may apply to academic outcomes, such as student or graduate achievement of core discipline knowledge and core discipline skills (known as learning outcomes), or to academic processes such as student selection, teaching, research supervision, and assessment.

    Academic staff

    A member of staff of a higher education provider who is appointed wholly or principally to undertake a teaching and/or research function. For definition of ‘member of staff’ refer to the Department of Education's Tertiary Collection of Student Information (TCSI) glossary.

    Articulation arrangements

    Create a defined pathway that enables a student to progress from a completed course of study to another course of study with admission and/or credit. 

    Assessment

    A process to determine a student’s achievement of identified learning outcomes and may include a range of written and oral methods and practice or demonstration.

    Attrition

    See Student attrition rates below.

    Australian Higher Education Graduation Statement

    A supplementary statement to a testamur and record of results that provides additional information to enhance understanding of the qualification by students, employers, industry and professional associations both locally and internationally.

    Australian Skills Quality Authority (ASQA)

    The national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met.

    For more information visit ASQA’s website.

    Australian Qualifications Framework (AQF)

    Australia‘s national policy for regulated qualifications. The AQF encompasses higher education, vocational education and training and school education. It provides for national recognition and a consistent understanding of what defines each qualification type.

    The Qualification Standards enshrined in the TEQSA Act strongly reflect the AQF which requires awards issued to be quality assured, protected against fraudulent use and to serve as pathways for further learning. The Qualification Standards incorporate by reference the following AQF policy documents:

    • AQF Levels Criteria and AQF Qualification Type Descriptors
    • AQF Qualifications issuance Policy
    • AQF Qualifications Pathways Policy
    • AQF Qualifications Register Policy
    • AQF Qualification Type Addition and Removal Policy.

    More information on the AQF is available on from the AQF website, or our Australian Qualifications Framework page.

    Australian Universities Quality Agency (AUQA)

    Prior to the establishment of TEQSA, AUQA was the principal national quality assurance agency in higher education with the responsibility of providing public assurance of the quality of Australia’s universities and other institutions of higher education. AUQA also assisted in enhancing the academic quality of these institutions.

    B

    Benchmarking

    A means by which an entity can:

    • demonstrate accountability to stakeholders
    • improve networking and collaborative relationships
    • generate management information
    • develop an increased understanding of practice, process or performance
    • garner insights into how improvements might be made.

    For example, in the context of course accreditation, benchmarking involves comparing performance outcomes and/or processes of similar courses of study delivered by other providers. ‘Internal benchmarking’ against other relevant courses offered by the provider may also be undertaken.

    C

    Campus

    The physical location from where a course of study is being delivered. This location may or may not be owned by the higher education provider which enrols the student. For e-learning (online) or other distance education courses this would be the location at where the electronic course material is maintained.

    Casual staff

    Staff who are engaged and paid on an hourly or sessional basis, and who have no entitlement to paid annual, sick or long service leave.

    Commencing student

    See definition on the Department of Education's TCSI glossary.

    Course completion

    The successful completion of all the academic requirements of a course of study. This includes any required attendance, assignments, examinations, assessments, dissertations, practical experience and work experience in industry. Where a combined course automatically leads to two separate awards, a course completion will only occur when the requirements of both awards have been satisfied.

    Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)

    A searchable database, run by the Australian Government, which lists all Australian education providers (and their courses) for people studying in Australia on student visas. The CRICOS database operates under the Education Services for Overseas Students (ESOS) legislative framework.

    NOTE: TEQSA is responsible for assessing applications for inclusion on CRICOS.

    Course with a major research component

    A course of study where the student load is comprised of two-thirds or more research leading to a thesis/dissertation. Examples include:

    • Bachelor Honours Degree
    • Masters Degree (Research)
    • Masters Degree (Extended)
    • Doctoral Degree.

    Credit arrangements

    Formal negotiated agreements within and between issuing organisations or accrediting authorities regarding student entitlement to credit. They may also be formal arrangements made between issuing organisations and students. Credit can be given in the form of block, specified or unspecified credit (as provided by Qualification Standard 3.3).

    Credit transfer

    A process that provides students with agreed and consistent credit outcomes for completed components of a course of study based on identified equivalence in content and learning outcomes between matched courses of study. 

    D

    Department of Education

    The Australian Government department with responsibility for developing and administering higher education policy and programs and administering funding under the Higher Education Support Act 2003.

    Dual awards

    See Joint awards

    E

    Education Services for Overseas Students (ESOS)

    The legal framework which governs the delivery of education to overseas students studying in Australia on a student visa. The framework sets out clear roles and responsibilities for providers of education and training to international students and complements Australia’s student visa laws. For more information visit the Department of Education’s website.

    eLearning

    Use of any digital technology or resources to deliver and support specific teaching and learning aims/outcomes. Also referred to as ‘online learning’ or 'technology enhanced learning'.

    For more information see our Guidance Note: Technology-Enhanced Learning.

    English Language Intensive Courses for Overseas Students (ELICOS)

    Courses offered to students studying in Australia on student visas. ‘Intensive’ denotes full-time study load (20 scheduled course contact hours per week).

    An information sheet about our regulation of ELICOS is available on our Application forms and guides page.

    English language proficiency

    The ability of students to use the English language to make and communicate meaning in spoken and written contexts while completing their course of study.

    Enquiries Management team

    First point of contact for registered providers with enquiries that sit outside current application assessments.

    EFTSL

    One Equivalent Full-Time Student Load. This is a measure of the study load, for a year, of a single student undertaking a course of study on a full time basis.

    F

    Field of education

    The classification system (split in to three levels) used by higher education providers to classify courses of study, specialisations and units of study. Field of education groupings of courses and specialisations are on the basis of similarity of potential professions, rather than similarity of content, while units of study are coded on the basis of a likeness in terms of their subject matter.

    For more information visit the Department of Education's TCSI website.

    Field of study

    See Field of education above.

    Financial viability

    Financial resources and financial management capacity to sustain higher education provision consistent with the requirements of the Provider Registration Standards outlined in the Higher Education Standards Framework (Threshold Standards) 2021.

    FTE

    Full-time equivalence, as defined on the Department of Education's TCSI glossary.

    G

    Governing body

    The body with ultimate decision-making authority over the higher education provider and its operations.

    Government Accreditation Authority (GAA)

    State and territory government accrediting authorities who were previously responsible for accrediting higher education qualifications and authorising non-self-accrediting higher education providers.

    NOTE: these functions are now conducted by TEQSA.

    Grade distributions

    Set by each higher education provider, they involve analysing the aggregation of final grades using data by subject, course of study, student cohort or other grouping. Grade distributions may be determined using norm-referencing methods, criterion-referencing methods, or a combination of both. Criterion-referencing requires a focus on identified learning outcomes and provides transparency for students.

    Graduate attributes

    Generic learning outcomes that refer to transferable, non-discipline specific skills that a graduate may achieve through learning that have application in study, work and life contexts.

    H

    Higher education award

    • a diploma, advanced diploma, associate degree, bachelor degree, graduate certificate graduate diploma, masters degree or doctoral degree
    • a qualification covered by level 5, 6, 7, 8, 9 or 10 of the Australian Qualifications Framework
    • an award of a similar kind, or represented as being of a similar kind, to any of the above awards 
    • other than an award offered or conferred for the completion of a vocational education and training course.

    Higher education provider (provider/HEP)

    Defined in the TEQSA Act as:

    1. a constitutional corporation that offers or confers a regulated higher education award
    2. a corporation that:
      1. offers or confers a regulated higher education award
      2. is established by or under a law of the Commonwealth or a Territory
    3. a person who offers or confers a regulated higher education award for the completion of a course of study provided wholly or partly in a Territory.

    Higher education services

    Includes functions such as: 

    • delivery of teaching and learning services (including student assessment)
    • student learning support (such as access to library materials, academic learning support, and English language support)
    • personal student support services (such as career services, advocacy, counselling, accommodation services, health and welfare services)
    • marketing, advertising and promotion of course(s) of study
    • student recruitment
    • maintenance of and/or access to electronic resources and/or websites to support higher education operations
    • maintaining student records and data
    • student admission services
    • provision of teaching and learning or research facilities
    • student complaint management; and research supervision.

    Higher Education Standards Panel (HESP)

    A legislative advisory body, established under the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act), with responsibility related to the standards for delivery of higher education in Australia.

    More information is available on the Department of Education’s HESP page.

    Higher Education Support Act 2003 (HESA Act)

    The HESA Act provides for the Commonwealth to give financial support for higher education and certain vocational education and training through:

    1. grants and other payments made largely to higher education providers
    2. financial assistance to students (usually in the form of loans).

    Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework)

    Set by the Minister for Education and Training on the advice of a panel with expertise in the delivery of higher education, the HES Framework is the minimum level of achievement that a provider must meet and maintain to registered to deliver higher education courses of study.

    More information is available on our Higher Education Standards Framework page.

    J

    Joint awards

    Courses offered through collaborative or cooperative arrangements between two or more higher education providers. Find out more at our Guidance note: joint and dual awards.

    K

    Key personnel

    Includes senior executive officers such as:

    • the Principal/Chief Executive Officer
    • Academic Director (or other senior executive officer with primary responsibility for academic operations)
    • and others who will:
      • make decisions about the governance, management or direction of the academic and corporate operations of a higher education provider
      • exercise a notable degree of control or influence over the decision making about the governance, management or direction of the academic and corporate operations of a higher education provider.

    L

    Learning outcomes

    The expression of the set of knowledge, skills and the application of the knowledge and skills a person has acquired and is able to demonstrate as a result of learning.

    M

    Material Change

    Under section 29(1) of the Tertiary Education Quality and Standards Agency Act 2011, a registered higher education provider is required to notify TEQSA if any of the following events occur or are likely to occur:

    • an event that will significantly affect the provider’s ability to meet the Threshold Standards
    • an event that will require the National Register to be updated in respect to the provider.

    Material changes to an accredited course of study or to the operations of a higher education provider may lead TEQSA to take regulatory action. Any action we take will be mindful of not discouraging change, innovation and continuous improvement.

    Moderation of assessment

    Quality assurance, control processes and activities such as peer review that aim to assure: 

    • consistency or comparability, appropriateness, and fairness of assessment judgments
    • the validity and reliability of assessment tasks, criteria and standards.

    Moderation of assessment processes establish comparability of standards of student performance across, for example, different markers, locations, subjects, providers and/or courses of study.

    Mode of delivery

    See Mode of study below.

    Mode of study

    The range of options for study available to students. Examples include: 

    • attendance face-to-face in a classroom
    • supervised study on a higher education provider’s campus
    • eLearning (online learning)
    • distance or independent learning
    • work-integrated learning
    • fast track
    • intensive delivery
    • block release
    • and mixed (or blended) delivery.

    N

    The National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code 2018)

    Provides nationally consistent standards for the conduct of registered providers and the registration of their courses. These standards set out specifications and procedures to ensure that registered providers of education and training courses can clearly understand and comply with their obligations.

    For more information visit our National Code page.

    National Protocols for Higher Education Approval Processes

    Developed in 2000 and revised in 2007, these protocols were a key element of the national quality assurance framework for Australian higher education. The National Protocols were drafted as guidelines rather than standards and did not contain measures of performance. Aspects of the National Protocols were incorporated into the Higher Education Standards Framework (Threshold Standards) 2021.

    National Register of Higher Education Providers (National Register)

    The authoritative source of information on the status of registered higher education providers in Australia. The National Register was established and maintained under section 198 of the Tertiary Education Quality and Standards Agency Act 2011.

    Nested courses

    Course of study leading to higher education awards that include articulation arrangements from a lower level higher education award into a higher level higher education award. Nested courses also enable multiple entry and exit points.

    Non-AQF award

    A course leading to a qualification or an award not covered by the Australian Qualifications Framework (AQF). Registered higher education providers can apply to TEQSA for accreditation of a non-AQF course where the award or qualification is similar to a qualification covered by level 5, 6, 7, 8, 9 or 10 of the AQF (other than an award offered or conferred for the completion of a vocational education and training course).  

    In line with this, non-award short courses, for example, do not fall within our regulatory functions under the TEQSA Act as they would not be regarded as similar. Non-AQF qualifications or awards must not use AQF terminology.

    P

    Pathways

    Allow students to move through Australian Qualifications Framework (AQF) qualification levels with full or partial recognition for the completed course of study and/or learning outcomes they already have.

    Provider Category

    Relates to a category of provider outlined in the Higher Education Standards Framework (Threshold Standards) 2021.

    R

    Recognition of prior learning

    An assessment process that involves assessment of an individual’s relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual’s application for credit. 

    Record of results

    A record of all learning leading to an Australian Qualifications Framework (AQF) qualification or an accredited unit in which a student is enrolled. This may be called a

    • transcript of results
    • academic transcript
    • record of achievement
    • or statement of results.

    Registered higher education provider

    See Higher education provider above.

    Registered Training Organisation

    Means a training organisation that is listed as a Registered Training Organisation on the National Register referred to in section 216 of the National Vocational Education and Training Regulator Act 2011.

    Regulated higher education award

    Section 6 of the TEQSA Act: Meaning of regulated higher education award

    1. A regulated higher education award is:
      1. an Australian higher education award offered or conferred for the completion of an Australian course of study; or
      2. an overseas higher education award offered or conferred for the completion of an overseas course of study provided wholly or mainly from Australian premises related to the award.
    2. The course of study does not need to be provided by the person that offers or confers the award.
    3. Paragraph 1a does not apply to an Australian higher education award to the extent that it is offered or conferred by:
      1. a foreign corporation; or
      2. a person (other than an individual) established outside of Australia who conducts activities in a Territory; or
      3. an individual, who is not an Australian resident, who conducts activities in a Territory.

    Regulatory risk

    Actual or potential risk events (regarding providers’ operations and performance) which indicate that they may not meet the Higher Education Standards Framework (Threshold Standards) 2021 – either currently or in the future.

    NOTE: this definition is in the context of our regulatory operations.

    Relevant public material

    Considering B1.1.3 of the Threshold Standards, TEQSA expects the diligent provider would consider ‘relevant public information’ to include its website and any written or online material it disseminates or makes publicly available for the purposes of:

    • providing or offering to provide a course to a student
    • inviting a student to undertake or apply for a course, or
    • indicating the provider is able or willing to provide a course to students.

    Risk Assessment Framework

    Previously Regulatory Risk Framework describes our regulatory risk management policy and processes. It enables us to give effect to the principle of reflecting risk in our regulatory activities, as required under the Tertiary Education Quality and Standards Agency Act 2011.

    For more information visit our Risk Assessment Framework page.

    Reviewable decision

    A decision covered by section 183 of the Tertiary Education Quality and Standards Agency Act 2011.

    Risk assessment

    The overall process of risk identification, risk analysis and risk evaluation.

    S

    Statement of Attainment

    Recognition that one or more accredited subjects have been achieved.

    Student attrition rates

    The proportion of students commencing a course of study in a given year who neither complete nor return in the following year. It does not identify those students who defer their study or transfer to another institution. The ‘drop out’ rate from providers represents one dimension of the effectiveness of the delivery of educational services.

    NOTE: The Risk Assessment Framework is a key reference explaining measures such as attrition rates. Appendices 1 and 2 provide detailed descriptions of key measures and elements used and their calculations.

    Student cohort

    All students commencing a course of study in a particular year with a higher education provider. Student cohorts may be classified by:

    • entry pathway
    • mode of study
    • place of study
    • other groupings.

    Student contact hours

    Time spent by students in timetabled teaching and learning activities, such as: 

    • face-to-face lectures
    • tutorials
    • supervised study
    • field trips
    • work-integrated learning activities
    • clinical and other placements.

    Student completion rates

    The rate of completion for a cohort of students completing in minimum time. The Risk Assessment Framework does not currently measure completion rates due to limitations in trend data across the sector.

    A guide for completion rates is provided below. Some approaches to completion rates allow for a longer period for completion beyond the minimum timeframe, for example taking into account no more than one consecutive year of deferment.

    Completion rates are defined as the number of completions of students in a course as a proportion of the total number of students who commenced in a course in a given year. The rate may be defined as completing in minimum time or minimum time plus one year.  For a three year bachelor degree for students undertaking the course full-time the calculation would be:

    • number of completing students in year N+3 (2010)/Base students in Year N (2008)
    • where based students are the number of students commencing a course in 2008

     CR is equal to Completing Student in N plus 3 divided by Number of students in Cohort N.

    Student progress rates

    A measure of educational achievement and the effectiveness of educational delivery. The student progress rate measures successful student subject load.

    NOTE: The Risk Assessment Framework is a key reference explaining measures such as student progress rates. Appendices 1 and 2 provide detailed descriptions of key measures and elements used and their calculations.

    Subject

    A separate unit of study and a combination of subjects make up a course of study.

    Support staff

    A member of staff of a higher education provider without an academic staff classification who provides support functions for teaching and/ or research activities. Examples of support functions include:

    • management
    • academic learning support
    • English language support
    • student counselling
    • librarian
    • IT support
    • laboratory assistance
    • technical assistance
    • general administrative functions
    • student administration functions such as provision of student advice, student admissions, student enrolments and student graduations.

    T

    Testamur

    An official certification document that confirms a qualification has been awarded to an individual. In Australia this may be called an award, parchment, laureate or certificate.

    Third party, agent or partner arrangements

    Where a higher education provider has, or intends to have, aspect of its course(s) of study carried out by a partner, agent or third party arrangement. These arrangements may include:

    • partnerships with other institutions, higher education providers, or entities
    • the formation of joint ventures or special purpose companies
    • sub-contracting of services
    • franchising arrangements.

    For more information, view the Third party arrangements guidance note on our Guidance notes page.

    Threshold Standards

    Threshold Standards are defined as:

    (a) the Provider Standards, which are:

    1. the Provider Registration Standards; and
    2. the Provider Category Standards; and
    3. the Provider Course Accreditation Standards;

    and

    (b) the Qualification Standards.

    Further information on the Threshold Standards can be found at the Higher Education Standards Panel website.

    U

    Unit

    See Subject above.

    W

    Work integrated learning

    Where structured and purposefully designed learning and assessment activities integrate theory with the practice of work.

    Work-integrated learning includes service learning, and activities normally involve students interacting with industry and community within a work context or similar situation. This may be simulated and generally allows students to learn, and apply/demonstrate skills and knowledge applicable to the course of study being undertaken (Adapted from ALTC, The WIL (Work Integrated Learning) Report, Patrick, et al, 2009).

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