• Freedom of information and disclosure log

    The Freedom of Information Act 1982 (FOI Act) provides access to information held by the Australian Government by:

    • requiring that agencies publish certain information on their websites (in accordance with the Information Publication Scheme)
    • providing for a right of access to documents.

    Right of access under the FOI Act

    The FOI Act gives any person the right to:

    • access copies of documents (except exempt documents) that TEQSA holds
    • ask for information that TEQSA holds about them to be changed or annotated if it is incomplete, out of date, incorrect or misleading
    • seek a review of a decision not to allow access to a document or not to amend their personal record.

    However, we can refuse access to some documents, or parts of documents, that are exempt from release under the FOI Act. Exempt documents may include:

    • documents containing material obtained in confidence
    • Cabinet documents
    • other matters set out in Division 2 of the FOI Act.

    Public interest conditional exemptions may also apply to some documents in accordance with Division 3 of the FOI Act. 

    Making an FOI application

    Requests for access to documents must:

    • be in writing (including email)
    • state that the application is made under the FOI Act
    • provide enough information about the documents sought to enable an officer of TEQSA to identify the documents
    • give details of how notices may be sent to the applicant (for example, a postal or email address).

    Requests that meet the preceding criteria can be sent to:

    • Email: foi@teqsa.gov.au
    • Post:
      FOI Coordinator
      Tertiary Education Quality and Standards Agency
      GPO Box 1672
      Melbourne VIC 3001

    Charges

    We do not charge application fees for FOI requests, or to process requests for access to documents containing only personal information about an applicant. However, processing charges may be applied to other requests in accordance with the Freedom of Information (Charges) Regulations 2019.

    After an application is submitted

    All applications are processed in accordance with the requirements of the FOI Act. Once a request has been received we will:

    • acknowledge receipt of the FOI request
    • inform the applicant if they are liable to pay a processing charge (an assessment of the charge will be provided to the applicant)
    • make a decision on access to the documents requested
    • send the applicant a letter explaining our decision and the applicant's review and appeal rights.

    Review of decisions

    An applicant can ask for the following decisions to be reviewed:

    • refusal to provide access, or deferring access, to all or part of a document
    • imposing a charge
    • refusal to change or annotate information about an applicant that the applicant claims is incomplete, incorrect, out of date or misleading.

    A third party who disagrees with our decision to provide access to documents that contain information about them can also ask for the decision to be reviewed.

    Internal review

    Applicants can request (in writing) that TEQSA reconsider its decision through an internal review. An internal review will be conducted by another TEQSA officer and applicants are advised of a review decision within 30 days of receiving the request.

    Information Commissioner review

    Applicants can request the Australian Information Commissioner to review our original decision or decision on internal review within 60 days of the date of decision (or 30 days after an affected third party is notified).

    The Australian Information Commissioner can affirm or vary the decision, or substitute a new decision. The Information Commissioner may also decide not to conduct a review in certain circumstances.

    More information is available from the Office of the Australian Information Commissioner (OAIC).

    Complaints

    If an applicant is unhappy with the way TEQSA has managed an FOI request, they can lodge a complaint with the Office of the Australian Information Commissioner.

    FOI disclosure log

    TEQSA is required by the Freedom of Information Act 1982 to publish a disclosure log. This log lists information released by TEQSA in response to FOI access requests.

    The disclosure log requirement does not apply to:

    • personal information if publication of that information would be unreasonable
    • information about the business, commercial, financial or professional affairs of any person if publication of that information would be unreasonable
    • other information covered by a determination made by the Australian Information Commissioner if publication of that information would be unreasonable
    • any information if it is not reasonably practicable to publish because of the extent of modifications that would need to be made to delete the information listed in the above dot points.

    The information described in this disclosure log is available on request. In some circumstances, we may charge for the cost of copying or reproducing information or sending it to you. You will be notified if a charge is payable and you are required to pay the charge before the information is provided.

    Date of application Date of release Details of request Released
    November 2024 December 2024 Access to Style, Brand and Writing Guides currently used by TEQSA 5 documents (granted access in full)
    October 2024 November 2024 The originating application and concise statement filed by the CEO of TEQSA in Chief Executive Officer of the Tertiary Education Quality and Standards Agency v Chegg, Inc. (Federal Court case number NSD1427/2024) 2 documents (granted access in full)
    January 2024 June 2024 Request for various documents relating to Texila College 1 document (partial release)
    January 2024
    • May 2024
    • June 2024
    • August 2024
    		 Request for certain correspondence (excluding any attachments) between TEQSA and registered higher education providers in 2022 and 2023
    • 5 documents (granted access in part)
    • 7 documents (granted access in part)
    • 2 documents (granted access in part)
    18 October 2023 12 April 2024 The complete August 2011 AUQA Audit Report of Holmesglen TAFE including all documents related to any review, audit or related activities including documents received by AUQA from Holmesglen TAFE pertaining to audit submissions and accreditation and re-accreditation applications between 2011-2012

    66 documents, full release

    130 documents, partial release
    January 2024 February 2024 Documents relating to the Royal Commission on the Robo-debt Scheme and/or the government’s response to this Royal Commission 3 documents (2 documents granted access in full, 1 document granted access in part)
    January 2024 February 2024 Final report of the Cost Recovery Implementation Statement Review (CRIS) undertaken in 2023 and a copy of all submissions and briefing notes in relation to the CRIS review 74 documents (44 documents granted access in full, 30 documents granted access in part)
    October 2023

    January 2024
     

    February 2024
     
    1. Email correspondence between TEQSA and Polytechnic Institute Australia (PIA) in the period February 2019 to October 2023, that relates to PIA’s governance, operation, and personnel; excluding any correspondence between TEQSA and Alessia Calabrese.
    2. Documents relating to complaints or other external correspondence received by TEQSA in the period February 2019 to October 2023, that relates to PIA’s governance, operation, and personnel; excluding documents relating to correspondence received from PIA.

    9 documents (7 full release, 2 partial release)
     

    103 documents (97 full release, 6 partial release)
    July 2023 November 2023 Documents relating to TEQSA’s 2021 and 2023 Sydney College of Divinity provider category change decision making 8 documents (5 documents granted access in full, 3 documents granted access in part)
    August 2023 September 2023 All information provided to TEQSA by the Analytics Institute of Australia, or any of its directors, officers or employees, since 27 September 2022 which names or is about Stephen Parker 2 documents, full release
    January 2023 April 2023
    1. Communication between TEQSA and UWA pertaining [to] “the request and justification for the 'Extension of Registration'”.
    2. Communication between TEQSA and UWA’s School of Design regarding registration, audit and raised concerns.
    3. TEQSA’s “current audit program”, including timeframes and scope, pertaining UWA’s School of Design programs
    		 5 documents, full release
    September 2022 November 2022 Documents received by TEQSA from the NSW Department of Education relating to JMC's registration as a higher education provider, howsoever described, between 1 July 2011 to 23 October 2015 1 document, full release
    February 2022 July 2022
    1. Any document emanating from Mpika Holdings Pty Ltd (Mpika) that makes express reference to the address identified in the National Register of Higher Education Providers as Mpika’s head office address (the Premises), limited to any letter sent by Mpika to TEQSA, any application or form submitted by Mpika and any financial records where the Premises is listed as Mpika’s address.
    2. Any information provided to TEQSA by Mpika in support of its application relating to its claim that the Premises is Mpika’s ‘place of operation’ or ‘head office address’, including (but not limited) to any license or sublease documents relating to the Premises.
    3. Any documents or information held by TEQSA regarding Mpika’s occupation of the Premises and its operations at the Premises, including but not limited to any images or records that show any Mpika’s fixtures or chattels present at the Premises, notes taken from any in person or virtual inspections of the Premises, or records of conversations which refer to the Premises.
    		 2 documents, full release
    April 2022 June 2022

    TEQSA’s policies, procedures, manuals and guidelines in effect between 3 February 2022 and 13 April 2022 regarding:

    1. the use of private telephones by employees or agents of TEQSA in the investigation of a notice, complaint, objection or report made by the public; and 
    2. the creation or maintenance of file notes and other records of telephone conversations on official TEQSA matters.
    		 10 documents, full release
    December 2021 January 2022 TEQSA’s complaints management procedure 1 document, full release
    May 2018 December 2021 Engineers Australia report of accreditation visit 1 document, partial access granted
    September 2021 October 2021 Wells Advisory analysis of the COVID-19 impact on the higher education sector, as listed on AusTender with CN3793014 2 documents, access granted in full
    September 2020 December 2020 Charles Sturt University (CSU) report on the implementation of recommendations arising from a 2018 external review of academic governance, and correspondence between TEQSA and CSU relating to implementation since the report was submitted to TEQSA 2 documents, access granted in full
    May 2020 July 2020 TEQSA Expert Register including names, position, professional memberships, professional accreditation and date added to the register 1 document, partially released
    March 2020 July 2020 Documents relating to National Institute of Organisation Dynamics Australia Ltd’s application for course accreditation 209 documents (192 documents granted access in full, 5 documents granted access in part, 12 documents refused access)
    September 2019 November 2019 Documents relevant to the enactment of admissions policies and procedures at The University of Melbourne’s Faculty of Fine Arts and Music 3 documents, full release
    April 2019 August 2019 CDU CRICOS registration for the Bachelor of Business Course 5 documents, full release
    May 2019  May 2019  Document relating to CSU Review of Academic Governance 1 document, full release
    April 2019 June 2019 CDU CRICOS registration for the Bachelor of Business course 2 documents, full release
    January 2019 April 2019
    1. Documents relating to University of South Australia third party delivery arrangements
    2. Australian University sexual harassment complaint statistics
    		 8 documents, partially released
    January 2019 March 2019 Documents relating to Confucius Institutes and potential Chinese Government influence on universities 3 documents, full release
    January 2019 February 2019 Documents relating to University engagement with, and reliance on, China/Asia 2 documents, full release
    August 2018 November 2018 TEQSA's International Activity Profiles for Australian universities 41 documents, partially released
    June 2018 August 2018 Reports about how providers try to minimise student misconduct after the MyMaster case 23 documents, full release
    5 documents, partially released
    April 2018 May 2018 A document which lists the names of the currently registered experts referred to on the TEQSA website 1 document, full release
    April 2018 May 2018 A document which lists the names of the currently registered experts referred to on the TEQSA website 1 document, full release
    February 2017 November 2017 Swinburne University of Technology AUQA audits – documents relating to Industry Based Learning 25 documents, full release
    January 2017 March 2017 Documents relating to RMIT Vietnam site visit in 2016 5 documents, partially released
    January 2016 September 2016

    The number of Higher Education Providers that have applied to TEQSA for registration and become active or deemed unsuccessful in the last 12 months (including the number of for-profit and not-for-profit status providers)

    For each unnamed provider (identified as a for-profit or not-for-profit status provider), the number of courses initially applied for

    		 1 document, full release
    August 2015 August 2015

    Any full reports TEQSA made in relation to the renewal of accreditation of the following six courses from MIT:

    • Diploma of Information Technology
    • Diploma of Business
    • Bachelor of Business
    • Bachelor of Networking
    • Graduate Diploma of Networking
    • Master of Networking

    All documents (including emails to and from previous TEQSA staff and Commissioners) about RMIT which relate to my August 2013 complaint and subsequent follow up emails in January/February 2014 and August 2014

    All documents to or from members of the Parliament of Australia which relate to my August 2013 complaint and my subsequent follow up emails in January/February 2014 and August 2014

    2 documents, full release

    4 documents, partially released

    More information

    For more information, contact us at foi@teqsa.gov.au or call 1300 739 585.

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  • TEQSA registers Australian College of Theology as an Australian University

    The TEQSA Commission has confirmed the registration of the Australian College of Theology (ACT) in the Australian University category.

    The decision followed consultation with state and territory ministers responsible for higher education following a decision by the Administrative Appeals Tribunal in October 2024.

    The Tribunal's decision noted that TEQSA needed to consult with the responsible state and territory ministers in accordance with Section 39 of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act).

    In making its decision, TEQSA noted that the Tribunal had formed the view that ACT met the requirements for registration as an Australian University, and State and Territory Ministers did not oppose the change in provider status.

    The Australian College of Theology was founded in 1891 and was granted self-accrediting authority in 2010 and gained University College status in 2022. It has approximately 3,000 students enrolled in courses in Theology, Ministry and Christian Studies.

    Comments attributable to TEQSA Acting Chief Commissioner, Ms Adrienne Nieuwenhuis

    "Following the Tribunal's ruling and in accordance with the TEQSA Act, TEQSA consulted with all state and territory ministers with responsibilities for higher education.

    "Having given consideration to feedback from the relevant Ministers, the TEQSA Commission confirmed the decision to register the Australian College of Theology in the Australian University category on 20 December 2024."

    "On behalf of the TEQSA Commission, I congratulate the Australian College of Theology on achieving registration as the nation's 44th university."

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  • Understanding the standards: TEQSA’s role with regard to Vice-Chancellor salaries, appointments and employment arrangements

    TEQSA has developed the below answers to frequently asked questions regarding its role in relation to Vice-Chancellor salaries, appointments and oversight following recent media coverage of these issues.

    Universities are complex organisations, and leaders of these institutions reflect a diverse range of skills and backgrounds. Given the important role of universities within their communities and public interest in university leadership, TEQSA places high importance on the quality of university leadership, in particular the effectiveness of governing bodies and ensuring the fitness and propriety of those in charge.

    TEQSA will update this page if more questions regarding this topic are raised with the agency.

    What is TEQSA’s role in oversighting Vice-Chancellor salaries, appointments and employment arrangements?

    Vice-Chancellors are appointed by, and responsible to, the university’s governing body, usually known as the university council or senate.

    The university’s governing body has governance responsibility for the Vice-Chancellor’s performance in the role, including salary, ongoing monitoring and management of performance, identifying and addressing potential conflicts of interest and other matters that would impact on effective performance in the role.

    As part of our regulatory and quality assurance activities, TEQSA can seek specific evidence that the governing body has such policies, processes, controls and ongoing oversight in place.

    What are the requirements around the composition of a university’s governing body?

    The act of establishment for each university sets out the requirements for its governing body.

    How does TEQSA apply the Fit and Proper Person requirement?

    In accordance with the TEQSA Act, the requirement to be a Fit and Proper Person applies to all people who make decisions that affect the whole, or a substantial part of, the provider’s affairs, such as the Vice-Chancellor, Chancellor, senior executives and members of the governing body.

    In assessing whether a person is fit and proper, TEQSA considers the person’s character and ability, as well as the likelihood that the person will comply with (or reasonably assist compliance with) the obligations under the TEQSA Act and the Higher Education Standards Framework. These matters are set out in further detail in a legislative instrument (the Fit and Proper Person Determination) made under the TEQSA Act.

    TEQSA is in the process of updating the Fit and Proper Person Determination to align with those that apply to the vocational education and training sector, following consultation in 2024.

    Is TEQSA supporting the priorities around improving university governance identified by the Australian Universities Accord?

    TEQSA supports the implementation of priority action 5 from the Australian Universities Accord.

    TEQSA is presently developing new guidance and reporting requirements regarding provider workplace obligations and is also engaging with work being led by the Department of Education to establish the Expert Council on University Governance.

    Further information

    The below regulatory guidance materials contain more information about TEQSA’s approach to corporate governance and determining the fitness and propriety of a person.

    TEQSA’s previous media responses on this matter

     

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  • Applications for accreditation of Undergraduate and Graduate Certificate courses (short courses)

    On 20 January 2025, the Australian Government announced that Commonwealth, State and Territory government Education and Skills Ministers have agreed to make the Undergraduate Certificate a permanent qualification in the Australian Qualifications Framework (AQF). Previously, the Undergraduate Certificate was scheduled to sunset on 30 June 2025.

    The existing Graduate Certificate continues unchanged and can be awarded for a course at the postgraduate level.

    Application for accreditation

    Providers without the relevant self-accrediting authority need to apply to TEQSA to have their new courses accredited.

    TEQSA will continue to undertake the short course assessment where:

    • a new Undergraduate Certificate is created by drawing together four units from an existing accredited undergraduate course
    • a new Graduate Certificate is created by drawing together four units from an existing accredited postgraduate course.

    Important: Where a new short course is not drawn from an existing accredited course, the standard application and assessment process and associated application fees apply.

    Under TEQSA’s short course application and assessment process, TEQSA will generally align the accreditation period of new short course Undergraduate Certificates and Graduate Certificates to that of their respective source course. This is to reduce regulatory burden and facilitate a streamlined and efficient renewal of accreditation process.

    Further information

    Preparing your application

    The scope of the short course assessment will focus on a set of key elements relating to the following standards under the Higher Education Standards Framework (Threshold Standards) 2021:

    • Standard 1.1.1 in relation to admission
    • Standard 3.1.1 in relation to course design and learning outcomes
    • Standard 3.2.3 in relation to staffing
    • Standards 5.1.2 and 5.1.3 in relation to course approval
    • Section 5.4 (if applicable) in relation to delivery with other parties
    • Standard 7.1.5 in relation to the representation of graduate outcomes.

    Your application must contain the information and documentary evidence set out in this evidence table.

    An optional template is available to assist with preparing the application.

    It is anticipated that most courses will be drawn from a single accredited course. If the proposed course is drawn from multiple courses or from courses at different AQF levels, this will require a more comprehensive assessment from TEQSA. In this case, there will be an enhanced onus on the provider in preparing the application to explain the learning outcomes and pathways to further learning and graduate outcomes.

    Note: Where the units for the proposed Undergraduate or Graduate Certificate are not drawn from an existing accredited course, please contact assessments@teqsa.gov.au to request evidence requirements for your accreditation application in accordance with TEQSA’s standard course accreditation process (refer to TEQSA’s course accreditation and renewal of accreditation application guide for more information). 

    Submitting your application

    You must submit an application to TEQSA via the Provider Portal using the existing form for ‘Course Accreditation (HESF 2021) existing provider’. Some fields in the existing form are not applicable.

    Follow these instructions which explain how to complete the application form specific to these short course applications.

    What happens next?

    Once we receive your application, we will review it to ensure it is complete and contains the required information. If we need further information, we will contact you. If the application is complete, we will conduct the assessment and notify you once it has been completed.

    We publish information on our decisions in accordance with TEQSA’s policy on public reporting of regulatory decisions. 

    Frequently Asked Questions (FAQs)

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  • TEQSA Undergraduate and Graduate Certificates (short courses) – Frequently Asked Questions (FAQs)

    Updated 21 January 2025

    Can an Undergraduate Certificate be awarded as an exit qualification?

    An exit qualification provides an early exit pathway for students who are enrolled in a course of study and have completed the requirements for a qualification nested within the course.

    There may be circumstances where an Undergraduate Certificate can be awarded as an exit qualification. In awarding an Undergraduate Certificate, providers must ensure that:

    • the Undergraduate Certificate is awarded during the Undergraduate Certificate course accreditation period
    • the conferral of the award is consistent with the provider’s current policy framework
    • the conferral of the award is consistent with the requirements of the accredited Undergraduate Certificate course, i.e. the provider must be satisfied that the student has met the course requirements and learning outcomes.

    What are the requirements for the duration and structure of the Undergraduate Certificate?

    The Australian Qualifications Framework (AQF) specifies that the Undergraduate Certificate:

    1. has a duration of six months. This means that the design of the course must ensure that students are capable of completing the course in six months
    2. certifies completion of 0.5 Equivalent Full Time Study Load (EFTSL) toward an existing qualification at AQF levels 5, 6 or 7.

    When does the short course assessment process apply for a new Graduate Certificate application?

    Following the success of the short course assessment process for the accreditation since 2020, TEQSA will continue to use short course assessments of applications to accredit new Graduate Certificates where the units of the course are drawn from an already-accredited source course.

    Further information is available at Applications for course accreditation for new Graduate and Undergraduate Certificates.

    Can I submit an application to TEQSA before the internal approval process for the course and qualification has been completed?

    It is a requirement under Standard 5.1 of the HES Framework that course approval is overseen by peak institutional academic governance processes and they are applied consistently to all courses of study, before the courses are first offered.

    TEQSA has implemented a streamlined approach for the assessment of these courses. The evidence required for these applications is set out in the evidence table and has been updated to include the requirement to provide evidence to TEQSA that the proposed course has been subject to institutional course approval and quality assurance processes.

    What is TEQSA considering in relation to course learning outcomes?

    Under the AQF qualification type descriptor, graduates of an Undergraduate Certificate will:

    • have foundational knowledge sufficient to undertake qualifications at the 5, 6 or 7 AQF level
    • have foundational skills sufficient to undertake qualifications at the 5, 6 or 7 AQF level
    • demonstrate a foundation of application of knowledge and skills sufficient to undertake qualifications at the 5, 6 or 7 AQF level.

    It is expected that course learning outcomes are demonstrably foundational in nature and differentiated from the course from which the units are drawn.

    Refer to the AQF qualification type descriptor for Undergraduate Certificates and Graduate Certificates for the full descriptions.

    What are the requirements for the naming convention of short courses?

    The title used for Undergraduate Certificates should be ‘Undergraduate Certificate in/of [Field of study/discipline]’.

    The title used for Graduate Certificates should be ‘Graduate Certificate in/of [Field of study/discipline]’ (note: Not ‘Postgraduate Certificate’).  

    Broader nomenclature issues concerning both qualifications should be consistent with the AQF Qualifications Issuance Policy.

    Can an undergraduate certificate be a ‘nested’ course?

    As outlined in the AQF, the Undergraduate Certificate is intended to articulate with an existing qualification at AQF levels 5, 6 or 7 and qualifies individuals with knowledge and skills for further study, professional upskilling, employment and participation in lifelong learning. It is open to providers to design the course as a ‘nested’ course but this is not a requirement.

    Can an Undergraduate Certificate be awarded after 30 June 2025?

    Consistent with the updated AQF requirements following the decision to retain the Undergraduate Certificate as a permanent qualification, these courses may be accredited past 30 June 2025.

    With the Undergraduate Certificate now part of the AQF, how will TEQSA approach ‘short course’ assessments?

    TEQSA will continue offering a short course application and assessment process for new Undergraduate and Graduate Certificate applications where those courses have been drawn from an already accredited source course. Processing times will be in accordance with the legislative deadlines set out in the TEQSA Act.

    What is the cost for applications to accredit a new Undergraduate or Graduate Certificate course?

    Information on costs is available on our Fees and Charges page.

    Do I need to renew an Undergraduate Certificate at least 180 days before the accreditation expiry?

    In January 2025, the Australian Government announced that Undergraduate Certificate will be made a permanent qualification in the Australian Qualifications Framework (AQF) (Addendum 6). With this decision, TEQSA will determine a shorter period for the submission of renewal applications, pursuant to s55(1)(b) of the TEQSA Act for Undergraduate Certificate short courses due to expire in 2025. TEQSA will be in touch with providers about the process for renewal of accreditation.

    The source course for an Undergraduate Certificate is due for renewal. Can I renew the Undergraduate Certificate at the same time?

    TEQSA will be in touch with providers about the process for renewal of accreditation of Undergraduate Certificates. A separate fee applies to renewal of Undergraduate Certificates which is less than the cost of renewing other nested qualifications. This means that providers will not be financially disadvantaged by having Undergraduate Certificates renewed separately to their source courses.

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  • Undergraduate Certificate extension

    TEQSA has been advised that Commonwealth, State and Territory government Education and Skills Ministers have agreed to make the Undergraduate Certificate a permanent qualification in the Australian Qualifications Framework (AQF).

    The Undergraduate Certificate was previously due to sunset on 30 June 2025.

    The decision means TEQSA will be able to accredit Undergraduate Certificate courses beyond 30 June 2025.

    Over the coming weeks TEQSA will contact providers who have accredited Undergraduate Certificates requiring renewal.

    Further information

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  • Guidance note: Research and research training

    Body

    TEQSA’s 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. They do not introduce prescriptive obligations.
     

    The definitive instruments that set out providers’ obligations in delivering higher education remain the Threshold Standards (as written by the Higher Education Standards Panel) and the TEQSA Act.
     

    The purpose and intent of this guidance note about research and research training is to explore how providers can ensure the integrity and quality of research and research training is upheld at their institution.
     

    1. What does research and research training encompass?

    For the purposes of the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards), research is defined as ‘the creation of new knowledge and/or the use of existing knowledge in a new and creative way by a higher education provider so as to generate new concepts, methodologies, inventions and understandings’. Research can be carried out in and between all fields and may involve a range of tools and media.

    Undertaking research can be considered:

    • at the level of individual activity (e.g. part of an individual’s personal research or professional practice), or
    • across a provider (e.g. policy frameworks, resource allocation, institutional expectations, staff development).

    At a minimum, research:

    • leads to and/or transmits new knowledge or advances in creative or professional practice in a field
    • is a planned, purposive intellectual inquiry
    • produces outputs that are subject to external, independent scrutiny.

    For the purposes of the Threshold Standards, ‘research training’ is a formal course of graduate study leading to the acquisition of advanced skills, techniques, and knowledge in the conduct of research. Research training also builds towards the production of a contribution to the field of research or creative or professional practice. Research training is a key characteristic of the Masters Degree (Research) and all Doctoral Degrees at AQF 10 (sometimes referred to as higher degrees by research) (Australian Qualifications Framework). In the case of Doctoral Degrees, the Threshold Standards requires a significant and original contribution to the field of research or creative or professional practice.

    Bachelor Honours degrees may include a significant research component and be a pathway to further research training. However, TEQSA will not assess coursework degrees (including Bachelor Honours Degrees) against the research standards.

    2. What TEQSA will look for

    Given the investment and resources necessary to successfully offer and support postgraduate research degrees, TEQSA expects to see well developed and mature course design, research supervision, review, and quality assurance processes.

    TEQSA’s considerations relevant to other aspects of the Threshold Standards include:

    Part A: Key considerations
    1.3.3 Orientation and Progression
    • Research candidate’s program progession is monitored and feedback provided.
    1.4.5–1.4.7: Learning Outcomes and Assessment
    • Research candidates aquire the relevant skills, their major assessable research outputs are assessed by suitably qualified external assessor(s) and contribute to the development of the field.
    2.1: Facilities and Infrastructure
    • Facilities and infrastructure are fit for purpose and can accommodate the research needs of the course, research candidates and staff.
    4.1: Research
    • There is a research policy framework and research is conducted consistent with this policy framework.
    • Research is conducted and overseen by suitably qualified staff.
    • Research outputs of staff and research candidates are recorded and records are current.
    4.2: Research Training
    • There is an institutional research training policy framework.
    • An appropriate environment, induction, supervisory arrangements and resources that support research training are in place.
    • Coursework components meet the governance and quality requirements for coursework set by a provider.
    • Supervisors of research have the requisite knowledge and skill to supervise a research candidate.
    5.2: Academic and Research Integrity
    • Policies and procedures uphold research integrity, mitigate risks, ensure guidance is provided, and integrity maintained in third party arrangements.
    • Promotion and fostering of a culture of research integrity and institutions meeting their responsibilities with respect to the provision of ongoing research integrity training and education for relevant staff and students.
    5.4: Delivery with Other Parties
    • The provider quality assures placements and internships (where applicable) and ensures that research training delivered by third parties (such as industry and higher education partners) is consistent with the Threshold Standards.
    6.1.3c: Corporate Governance
    • The governing body ensures that research and research training are governed by institutional policies.
    6.3.1 and 6.3.2: Academic Governance
    • Academic governance processes and structures maintain academic oversight of research and research training.
    7.3.1j Information Management
    • Information about arrangements with other parties delivering research training is publicly available.

    TEQSA may further consider:

    • referencing of policies to external requirements, particularly regarding research ethics
    • how any allegations of research misconduct have been investigated and resolved, and whether improvements were made to policies or procedures to prevent recurrence of breaches
    • data management and the adequacy of a provider’s arrangements for recording research outputs
    • whether academics supervising research students are ‘active in research’.
      • in determining whether an academic is ‘active in research’, TEQSA will consider whether the academic, in accordance with policies of their institution, currently and meaningfully participates in research
      • considerations will include whether current staff have peer reviewed research outputs, for example, journal articles, books, book chapters, conference papers, presentations, and non-traditional research outputs within the past five years in a relevant field.
    • whether an institutional environment that is supportive of academics being ‘active in research’ is fostered. Examples of factors TEQSA may consider include whether:
      • position descriptions for future staff require staff to have recent outputs and indicate that they must continue to be active in research
      • policies exist that actively support staff to participate in research outside of teaching hours and provide assistance for staff to apply for research funding and grants
      • there are sufficient staff to ensure availability to supervise HDR students
      • policies ensure regular reviews of staff research activities, such as maintaining a research register to track progress and outputs.

    3. Identified issues

    Research

    Within the context of the Threshold Standards, TEQSA has identified a range of  issues which are indicative of risks to the integrity and quality of research. These include, but are not limited to:

    • lack of appropriate engagement with Aboriginal and Torres Strait Islander peoples where relevant (2.2.2, 4.1.1a,b,d, 6.2.1g) 
    • physical or psychological harm to people or animals, as subjects of the research, to associated communities, to the persons conducting the research and to the environment (Standard 4.1.1a)
    • breaches of Australia’s laws on intellectual property protection, as well as disputes over ownership of, or effective control over, intellectual property (Standard 4.1.1b)
    • breaches of the Australian Code for Responsible Conduct of Research (Standard 4.1.1)
    • improper or inaccurate attribution of authorship to research outputs, not reflective of the personnel (staff or research candidate) who conducted the work (Standard 4.1.1a, d)

    Research training

    Within the context of the Threshold Standards, TEQSA has identified a range of issues which are indicative of risks to the integrity and quality of research training. These include, but are not limited to:

    • Policies, procedures, resourcing and environment
      • inadequate policies and procedures for addressing research candidate grievances (Standard 4.2.1g and Section 2.4)
      • providers having insufficiently strong research cultures surrounding research candidates, including working with other research candidates and having peer support (Standard 4.2.2)
      • a lack of awareness of safety protocols for laboratories or of the dangers in particular environments (Standard 4.2.4)
      • inadequate resourcing for research candidates’ projects, including inadequate on-campus facilities and a less than stimulating intellectual environment (Standard 4.2.2).
    • Delivery by third parties
      • lack of oversight of issues in third party relationships involved in delivering Higher Degrees by Research (Standard 5.4.2).
    • Examination of theses
      • poor choice of examiners or the dispatch of a thesis for examination that is under-prepared (Standard 4.2.1c-e).
    • Supervision of research
      • providers not sufficiently guiding the research candidate in the development of the project concept and expected outcomes (Standards 4.2.1a and 4.2.3)
      • providers not paying adequate attention to ensuring sufficient progress is maintained by research candidates. Any lack of progress should be identified early by supervisors and fresh targets established with the candidate (Standard 4.2.1c)
      • inadequate supervision, whether due to selection of the supervisor (internal or external to provider), insufficient training and preparation of supervisors, policies supporting supervision not being fit for purpose, and/or weak support for the supervisory relationship (Standards 4.2.1a-b and 4.2.3)
      • lack of explicitly and mutually agreed expectations between the research candidate and supervisor. This prevents research candidates from determining whether the supervisory service is reasonable or not. Such requirements would cover, for example, timeliness of work required by both candidate and supervisor and expectations around tasks such as review of chapters or whole thesis at given points (Standard 4.2.1a)
      • making frequent or repeated change of supervisor(s), especially if a new supervisor has less interest in the candidate’s research or lacks appropriate experience or qualifications than the original supervisor (Standard 4.2.3)
      • the principal supervisor not being suitably qualified and experienced in research in the relevant field, such as having little or low quality published research output in that field (Standard 4.2.3a).
         

    Related resources

    Version # Date Key changes
    1.0 21 October 2016 Made available as beta version for consultation.
    1.1 30 August 2017 Revised in response to consultation feedback.
    1.2 11 October 2017 Minor amendment to ‘What will TEQSA look for?” text box.
    1.3 5 July 2018 Updates to resources and references section for new publications and changed hyperlinks.
    2.0 12 September 2022 Major revision.
    2.1 11 December 2024 Minor updates including additional information on ‘active in research’.

     

    Subtitle
    Version 2.1
    Stakeholder
    Publication type

    Documents

    tom.hewitt-mcmanus

  • TEQSA team member's Public Service Medal

    Respected former TEQSA colleague, Anne McFall, has been awarded a Public Service Medal (PSM) in the Australia Day Honours List for her outstanding public service to Australian higher education.

    Recently retired, Anne is one of only 100 government employees to be recognised in 2025 for outstanding public service, in these annual awards. Deservedly, her honour focuses on her exemplary guidance to the sector in the regulation of the Higher Education Standards Framework 2021 (Threshold Standards), and her contributions to policy development and design that have achieved significant efficiencies in TEQSA’s management of provider applications.

    To summarise the official description of her honour:
    “Anne McFall has consistently delivered outstanding service to support Australia’s higher education sector in areas such as compliance and investigations, customer service, stakeholder management, provider registrations / re-registrations and course accreditations / reaccreditations assessments, and contributions to policy development and projects. Her exemplary leadership was noted in the regulating of the Higher Education Standards Framework (Threshold Standards) (2011/2015/2021), which sets the standards that a provider must meet and continue to meet to be registered to operate as a higher education provider in Australia.

    “The design processes and reporting arrangements led to significant efficiencies in the management of applications and successful maintenance of the integrity of entry to Australia’s higher education sector under the Tertiary Education Quality and Standards Act 2011 (TEQSA). 

    “Ms McFall’s leadership skills, her consultative and inclusive management style has resulted in recognition and respect throughout the sector as a person with extensive experience and knowledge of regulation within higher education. She has assumed a leadership role to guide and support staff across TEQSA’s regulatory operations groups, where she worked across multiple roles to provide a supportive and knowledgeable team environment.

    "(Her) leadership skills, her consultative and inclusive management style has resulted in recognition and respect throughout the sector as a person with extensive experience and knowledge of regulation within higher education... (she) consistently exhibits excellence in her leadership and has done so while modelling TEQSA’s values of trust, respect, accountability and collaboration.”

    •    Read the full PSM honour description

    Date
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  • Queen Anne School of Management Pty Ltd

    Application for registration and course accreditation

     

    Decision: Rejected
    Date of decision: 5 February 2025
    Main reasons for decision:

    The decisions were made on the basis that TEQSA was not satisfied that Queen Anne School of Management Pty Ltd meets the following provisions of the Higher Education Standards Framework (Threshold Standards) 2021:

    • Domain 1 Student Participation and Attainment: Standards 1.1.1; 1.3.1; 1.3.2; 1.3.3; and 1.4.3
    • Domain 2 Learning Environment: Standards 2.1.1 and 2.2.1
    • Domain 3 Teaching: Standards 3.1.1 paragraphs (b), (d), (g); 3.1.2; 3.1.3; 3.2.1; 3.2.2; 3.2.3 paragraphs (a), (b) and 3.3.1
    • Domain 5 Institutional Quality Assurance: Standards 5.1.2 and 5.1.3
    • Domain 6 Governance and Accountability: Standards 6.1.1; 6.1.3 paragraphs (a), (b), (d), (e); 6.2.1 paragraphs (b), (d) (e), (f), (h), (i); 6.3.1 paragraphs (a), (d) and 6.3.2 paragraph (c)
    • Domain 7 Representation, Information and Information Management: Standards 7.1.1; 7.1.2; 7.1.5; and 7.2.1. 
    Review stage:  

     

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