• TEQSA publishes Statement of Regulatory Expectations

    TEQSA has published our next Statement of Regulatory Expectations for the sector.

    The Statement of Regulatory Expectations: Student grievance and complaint mechanisms outlines the minimum actions TEQSA expects providers to take to demonstrate they meet their obligations under the Higher Education Standards Framework (Threshold Standards) 2021.

    This work reflects TEQSA’s continued focus to assure the safety and wellbeing of students and staff.

    In response to publishing and communicating the statement, TEQSA expects all higher education providers to review their student grievance and complaint mechanisms and implement necessary improvements.

    A requirement for Australian University providers is that they voluntarily publish annual complaints data. This approach is in keeping with TEQSA’s legislated requirements to ensure a proportionate regulatory response to risks to compliance, which is greatest within universities.

    TEQSA’s registration and re-registration processes have been updated to reflect these expectations. TEQSA will continue to work closely with the National Student Ombudsman and other stakeholders to ensure there is no unnecessary burden on universities.

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    Statement of Regulatory Expectations
  • Our leadership and organisation

    TEQSA Commission

    Our Commissioners are appointed by the Commonwealth Minister for Education based on their expertise in higher education quality assurance and regulatory practice. Commissioners are responsible for making regulatory decisions, setting strategic directions, monitoring risk in the sector and deciding on matters relating to the development of our quality assurance and regulatory functions. The Commissioners are TEQSA's accountable authority.

    TEQSA's Commissioners also inform the higher education sector about our work and the responsibilities of higher education providers under the Australian Government’s regulatory system. Our Commissioners are:

    Professor Kerri-Lee Krause (Chief Commissioner)

    Photo of Kerri-Lee Krause (Chief Commissioner)

    Professor Krause, former Vice-Chancellor and President of Avondale University, commenced as TEQSA’s Chief Commissioner on 7 April 2025.
     

    Professor Krause brings extensive higher education leadership and knowledge to TEQSA, with more than 30 years’ experience in public universities and independent institutions. The current chair of the Higher Education Standards Panel (until 7 April 2025), her leadership has focused on systemic institutional turnaround strategies through enhancing the quality of university learning, teaching and student experiences, particularly among diverse student cohorts. An Honorary Professorial Fellow at the University of Melbourne’s Centre for the Study of Higher Education, Professor Krause’s most recent book, Learner-centred leadership in higher education, is a practical guide on strategic higher education leadership practices with learners at the heart.
     

    Most recently, as Vice-Chancellor of Avondale University, Kerri-Lee successfully led Avondale’s transition from University College to University, applying lessons learned over many years of leading sector-level quality enhancement and university-wide organisational renewal and strategic improvement. Other executive leadership roles have included Deputy Vice-Chancellor Academic at Western Sydney University and La Trobe University and Provost at Victoria University where she led the introduction of the block model curriculum initiative and workforce renewal spanning the higher education and TAFE sectors. As Deputy Vice-Chancellor at the University of Melbourne, she led the Student Life executive portfolio, partnering with students, heads of student residential halls and colleagues across the University to enhance the quality of student engagement, safety and wellbeing.
     

    Her previous sector leadership includes four years as elected Chair of the Universities Australia Deputy Vice Chancellor (Academic) group and non-Executive Director on numerous boards. She led the national admissions transparency of higher education strategic priority on behalf of the Higher Education Standards Panel from 2017 to 2025. Professor Krause is internationally recognised for her contributions to higher education policy research and practice, including research on the evolving nature of higher education curricula, learners, academic work and implications for leadership, quality, standards and university governance.

    Adrienne Nieuwenhuis (Commissioner)

    Photo of Adrienne Nieuwenhuis (Commissioner)

    Prior to her appointment to TEQSA, Adrienne held senior positions at the University of South Australia, most recently as the Director of the Office of Vice Chancellor, and in state government as the Director Quality, Tertiary Education, Science and Research in the South Australian Department of Further Education, Employment, Science and Technology. While in this role, Adrienne worked closely with the Australian Government in the establishment of the national regulatory systems for both higher education and VET.
     

    Adrienne was an inaugural member of the Higher Education Standards Panel (2011–14) and the National Skills Standards Council (2011–13). She was reappointed to the Higher Education Standards Panel for a further three-year term in 2018. 
     

    Adrienne also has extensive experience across the tertiary education sector, including membership of the South Australian Skills Commission (2013–2025) and member of the Australian Industry and Skills Committee (2019–2022). In 2022 she was appointed to the National Vocational Education and Training Regulator Advisory Council and in 2024 was appointed to the Commonwealth’s Initial Teacher Education Quality Assurance Oversight Board. 
     

    Adrienne has over 30 years’ experience in tertiary education, regulation, and public administration, management and governance. She has been a member of various state and federal committees and working parties associated with both VET and higher education and public policy. 
     

    In recognition of her contributions to tertiary education Adrienne was awarded a Lifetime Achievement Award at the 2025 South Australian Training Awards. 
     

    Adrienne holds an honours degree in science and a master’s degree in tertiary education policy and administration.

    Emeritus Professor Elizabeth More AM, MAICD (Commissioner)

    Photo of Elizabeth More (Commissioner)

    Professor More was appointed to the TEQSA Commission in February 2025.
     

    Prior to her appointment to the TEQSA Commission, Professor More held a number of senior academic and leadership roles in higher education. Most recently, Elizabeth has been Chair of the Academic Board of the SP Jain School of Global Management, Board Chair of Nexus Education, and on the Council and Academic Board of Kings Own Institute. Previously, she was the Chief Academic Advisor/Director of Research at Study Group and a member of its senior leadership team. She has also served as Deputy Vice-Chancellor at Macquarie and Canberra universities and Director of the Macquarie University Graduate School of Management (MGSM), Managing Director of MGSM Pty Ltd; Chair of the Academic Senate at Macquarie University; Foundation Executive Dean of the Faculty of Business at the Australian Catholic University; Professor of Management and MBA and Research Director at MGSM; and Academic Director of Macquarie University’s city campus. She was also the Dean of the Faculty of Business, Management and Wellness, incorporating the Australian Institute of Management (AIM) School of Business and the Australasian College of Health and Wellness.
     

    A past president of the Australian and New Zealand Academy of Management, and of the Australian Communication Association, Elizabeth also has extensive experience in governance, and consulting to both private and public sector organisations. Before becoming a university academic, she worked as a classical ballet dancer in theatre and television, and in the advertising industry.
     

    In addition to being a member of the 2019 Australian Qualifications Framework review panel, Professor More has been on the editorial boards of the Journal of Global Responsibility, Asia-Pacific Journal of Business Administration, Australian Journal of Communication, Journal of Communication Management, Journal of International Communication, Knowledge and Process Management, and the Journal of Corporation Transformation.
     

    Professor More’s academic achievements were acknowledged in the Queen’s Birthday 2005 Honours List, when she received the award of Member of the Order of Australia (AM) for service to education, particularly in the fields of communication, management and organisational change. Her most recent research presentations and publications have been focused on change management in the non-profit sector, highlighting the implementation of the National Disability Insurance Scheme. Her latest publication with co-editors Associate Professor David Rosenbaum and Mark Orr, Journeys through the Disability and Mental Health Nonprofit Sector – The Theory and Practice of Leadership, will be published in April 2025 by Springer UK. Her academic qualifications include a Bachelor of Arts (Hons) (UNSW), Graduate Diploma in Management (Central Queensland University), Masters of Commercial Law (Deakin University), and a PhD (UNSW).
     

    Her recent work in the nonprofit sector has been as Chair of Flourish Australia, a Director of the Symphony for Life Foundation, and member of the Australian Institute of Company Directors’ NFP Chairs’ Forum.

    Stephen Somogyi (Commissioner)

    Photo of Stephen Somogyi (Commissioner)

    Steve Somogyi was appointed a TEQSA Commissioner in November 2021. He has extensive global experience in the financial services, health care, higher education and prudential regulation sectors and has chaired boards and audit and risk committees.
     

    Steve served as the Chief Operating Officer at RMIT University for 10 years from July 2006 until July 2016. He then became a Strategic Adviser to Monash University, Victoria University, the University of Melbourne, the University of Adelaide, Siemens, Queensland Investment Corporation and Energy Trade.
     

    He has chaired complex projects including the Queen Street Precinct project to improve student experience for Victoria University. He also helped create the Net Zero Program for Monash to achieve energy savings and zero net carbon emissions by 2030 and developed a strategic approach to the Higher Education and Health Care sectors for the Siemens Smart Cities Business Unit.
     

    He was a member of the Expert Review Group for the Australian Council for Educational Research.
     

    Steve has held a range of senior roles in government and industry at the Australian Prudential Regulation Authority, Trowbridge Consulting, Mayne Nickless, Bonlac Foods, IOOF and the CPI Group. He worked at National Mutual for 27 years and ended his career there as Chief Finance Executive and Chief Actuary.
     

    His work on boards includes serving as a Commission Member of the Safety, Rehabilitation and Compensation Commission, former Chair of Guild Group, Director of UniSuper including Chair of the Audit, Risk and Compliance Committee, former Chair of Higher Ed Services, Chair of Course-Loop and former Director of Study Loans.
     

    Earning a Master of Science in High Energy Physics from the University of Melbourne and a Master of Science in Management (Sloan Fellow) from Massachusetts Institute of Technology, Steve is a Fellow of the Institute of Actuaries of Australia, of the Australian Institute of Company Directors and of the Financial Services Institute of Australia.

    Chief Executive Officer

    Dr Mary Russell, CEO

    Photo of Mary Russell (CEO)

    Dr Mary Russell is CEO at TEQSA. She was appointed to the role in May 2024, having led TEQSA as acting CEO since June 2023.
     

    Mary joined TEQSA as the Executive Director of Regulatory Operations in 2022. In this role she led the regulatory teams which manage higher education provider registration, course accreditation, compliance and regulatory risk assessments.
     

    Before joining TEQSA, Mary was Assistant Ombudsman for Dispute Resolution at the Telecommunications Industry Ombudsman. She held executive roles at the Australian Health Practitioner Regulation Agency (AHPRA) for six years, including as State Manager for Victoria, National Manager of Notifications and National Manager of Regulatory Risk Strategy. While at AHPRA, she led the development and implementation of a risk-based approach to managing concerns about the performance and conduct of health practitioners.
     

    Mary has served as chair and member of regulatory boards, concurrently with roles as a health practitioner and a tertiary educator. She has extensive experience of university teaching, curriculum development and delivery, and has completed her PhD in Health Sciences.

    Executive Leadership Team

    The Commission is supported by an Executive Leadership Team (ELT) comprising the Chief Executive Officer, Executive Director of Regulatory Operations and senior managers. ELT is responsible for the management of our regulatory business, corporate processes and people.

    Organisation structure

    Image of TEQSA's organisational structure

    Audit and Risk Committee

    We have established an Audit and Risk Committee in compliance with the Public Governance, Performance and Accountability Act 2013 and PGPA Rule.

    Higher Education Standards Panel

    The Higher Education Standards Panel (HESP) is an expert statutory 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.

    HESP is independent of TEQSA.

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  • Gen AI – recently published

    This page contains TEQSA resources published in the last 12 months, to support institutions, staff and students in considering the potential impacts and benefits gen AI tools pose for teaching, learning, assessment and research.

    Strengthen your everyday research practices in the age of gen AI
    Education to industry: How gen AI is shaping tomorrow
    Gen AI strategies
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  • Annual Report 2024-25 now available

    Our Annual Report 2024-25 is now available.

    The report outlines our progress throughout the 2024-25 year to assure the quality of higher education in Australia.

    It provides an account of TEQSA’s performance against measures and targets set out in our 2024–28 Corporate Plan and the 2024-25 Portfolio Budget Statements.

    In August, we published our 2025-29 Corporate Plan, which outlines our priorities for the coming years.

    Image provides 'Highlights of 2024-25' year from the 2024-25 Annual Report.

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    Student at desk with light
  • Sector update: Cyber security and associated risks posed by illegal academic cheating services

    TEQSA is concerned that illegal academic cheating services are posing a cyber security risk to higher education providers, through systematic targeting of learning management systems (LMS), and resulting in threats to students, academic and professional staff, research and information security.

    Background

    TEQSA continues to have concerns that illegal academic cheating services are gaining access to LMS and other provider IT systems. Commonly, the cheating services are persuading students to share personal login information as part of their contract cheating provisions and this information is then used to gain access to other provider IT systems.

    By gaining access to a provider’s LMS and other systems, cheating services are accessing sensitive information including, but not limited to:

    • contact information for other students enrolled in a course of study
    • details on course structures, assessment tasks and detection processes
    • information about staff
    • sensitive research activities or other commercial-in-confidence activities.

    Such activities present a risk to students, academic and professional staff and institutions.

    Figure 1: Cyber security and wellbeing risks created by academic cheating

    Image of flowchart of cyber security and wellbeing risks created by academic cheating
     

    Identifying, analysing, and responding to this risk

    Effective management of these risks may include, but is not limited to, a provider:

    • ensuring students and staff (including sessional staff) are aware of their obligations to secure their login details and other sensitive data, know how to safeguard their information, and are aware of the risks involved in cyber security breaches
    • having appropriate policies to identify and address cyber security incidents, and ensure these are embedded in operations
    • being mindful of the broader risks posed by illegal academic cheating services, including cyber security risks and risks to student wellbeing and safety
    • proactively mitigating cyber security risks, when students are suspected of using illegal academic cheating services, for example, by issuing new passwords and scanning student accounts for suspicious activities
    • reviewing existing protocols and procedures and, where needed, updating these to incorporate measures to reduce the risk of cyber security incidents, such as regular password changes for students
    • responding promptly to cyber security incidents when they do occur, in accordance with their security and incident response plans, keeping the wellbeing and safety of those impacted in mind.

    Where a student is suspected or found to have used an academic cheating service, providers should consider assigning new login credentials as a precautionary step.

    Risks to compliance

    Failure to take appropriate action to address these risks puts providers at risk of non-compliance with their obligations under the Higher Education Standards Framework (Threshold Standards) 2021.

    Relevant standards include:

    Standard 2.3.4

    A safe environment is promoted and fostered, including by advising students and staff on actions they can take to enhance safety and security on campus and online.

    Standard 5.2.2

    Preventative action is taken to mitigate foreseeable risks to academic and research integrity including misrepresentation, fabrication, cheating, plagiarism and misuse of intellectual property, and to prevent recurrences of breaches.

    Standard 5.2.3

    Students are provided with guidance on what constitutes academic or research misconduct and the development of good practices in maintaining academic and research integrity.

    Standard 6.2.1 (j)

    The provider is able to demonstrate, and the corporate governing body assures itself, that the provider is operating effectively and sustainably, including the occurrence and nature of formal complaints, allegations of misconduct, breaches of academic or research integrity and critical incidents are monitored and action is taken to address underlying causes.

    Standard 6.3.2(d)

    Academic oversight assures the quality of teaching, learning, research and research training effectively, including by maintaining oversight of academic and research integrity, including monitoring of potential risks.

    Standard 7.3.3(b)

    Information systems and records are maintained, securely and confidentially as necessary to prevent unauthorised or fraudulent access to private or sensitive information, including information where unauthorised access may compromise academic or research integrity.

    Standard 7.3.3(c)

    Information systems and records are maintained, securely and confidentially as necessary to document and record responses to formal complaints, allegations of misconduct, breaches of academic or research integrity and critical incidents.

    Related TEQSA resources

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  • Sector update: Cyber security and illegal academic cheating services

    TEQSA has issued a sector update, highlighting continuing concerns of cyber security risks posed by illegal academic cheating services to higher education providers:

    TEQSA holds concerns that illegal academic cheating services continue to target students, persuading them to share personal login details to provider IT systems, and using these to access sensitive information. These activities put students, academic and professional staff, and institutions at risk.

    Our sector update outlines providers’ responsibilities under the Higher Education Standards Framework (Threshold Standards) 2021 to mitigate these risks and provide a safe and secure environment for staff and students. It offers effective management strategies to support providers in meeting these obligations.

    TEQSA also offers numerous resources on our website, to help providers uplift their capability, including the following free online learning modules:

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  • Gen AI – academic integrity and assessment reform

    This page contains resources to support institutions, staff and students in considering the potential impacts and benefits generative artificial intelligence (gen AI) tools pose for teaching, learning and assessment.

    TEQSA resources
    From the sector
    International
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  • Report a cyber security incident – key contacts

    To report cyber incidents, please contact the responsible body below. Other reporting obligations may apply in your jurisdiction. It is the responsibility of providers to ensure they are aware of, and meeting, their reporting requirements with state and territory cyber security agencies. 

    Office of the Australian Information Commissioner (OAIC)

    An institution that is covered by the Privacy Act 1988 needs to notify the OAIC if a data breach has occurred, along with any individuals who may be at risk of serious harm.

    Australian Signals Directorate (ASD)

    Under the Security of Critical Infrastructure Act 2018 and the Cyber Security Act 2024 it is mandatory for a university to report certain cyber incidents to the ASD.

    Other cybercrimes, cyber security incidents or vulnerabilities can be reported to the Australian Cyber Security Centre within the ASD.

    Tertiary Education Quality and Standards Agency (TEQSA)

    Providers need to notify TEQSA of incidents where there is a significant data breach and the provider may be at risk of not meeting its obligations under the Threshold Standards.

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  • Cyber security – the role of TEQSA

    As Australia’s higher education regulator, TEQSA protects the quality and integrity of the Australian higher education sector and expects providers to manage sensitive information, such as intellectual property, research data and personal details, responsibly. This includes establishing and enacting measures to identify and manage cyber security risks.

    Higher Education Standards Framework provisions

    Under the Higher Education Standards Framework (Threshold Standards) 2021, providers are required to maintain their information security systems by: 

    • ensuring that information systems and records are securely and confidentially maintained to prevent unauthorised or fraudulent access to private or sensitive information (standard 7.3.3(b))
    • promoting and fostering a safe environment, including by advising students and staff on actions they can take to enhance safety and security online (standard 2.3.4)
    • having a critical incident policy and readily accessible procedures (standard 2.3.5)
    • taking preventative action to mitigate foreseeable risks to academic and research integrity (standard 5.2.2)
    • exercising due diligence to identify, prevent and manage risks within a provider’s remit of operations (domain 6).

    To ensure compliance with these obligations providers should:

    • have measures in place to understand the nature of cyber threats faced by their institution. Senior management and the governing council need to stay abreast of existing and emerging threats to inform and support the whole-of-institution risk mitigation strategy
    • ensure students and staff (including sessional staff) receive appropriate training on how to safeguard sensitive information and report concerns
    • have appropriate policies to identify and address cyber security incidents and embed such policies effectively into daily operations
    • be aware of cyber security threats associated with learning management systems (LMS), particularly if courses are delivered by a third-party provider
    • take prompt action in accordance with their security and incident response plans, paying close attention to the wellbeing and safety of all affected parties.
       
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