• Gen AI – TEQSA resources

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

    Publications
    Videos
    Webinars

    TEQSA and Deakin University AI webinar series

    Advice for students
    Last updated:

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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.

    Education to industry: How gen AI is shaping tomorrow
    Gen AI strategies
    Gen AI: Transforming higher education assessments videos
    Last updated:

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  • How to apply to relocate or add a new location on CRICOS

    Relocating or adding a new location

    CRICOS-registered providers require approval from TEQSA to add any location to the provider's CRICOS registration, either through relocation or a new location.

    Providers seeking TEQSA’s approval should submit an Intention to relocate or add new delivery site application through the provider portal.

    Your application should demonstrate how your governing body has assured itself that the arrangements for the new location include adequate and appropriate space, staff and resources for students, in accordance with Standard 11.2 of the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code 2018).

    Your application should also take into consideration your total student capacity. If you wish to add a new location, you may request to transfer some of your existing student capacity from an existing location to the new location.

    If you wish to increase your total student capacity, you will need to submit the Change Student Capacity on CRICOS application, and supporting evidence that demonstrates adequate space, staff, student resources to support your request.

    Processing times

    Standard 11.3 of the National Code 2018 requires providers to submit the application at least 30 days prior to the intended commencement date for delivery at the new location.

    TEQSA strongly encourages providers to submit their application as soon as practicable and ensure it contains all of the information we require to make our decision.

    TEQSA recognises that providers have operational and commercial interests in commencing delivery at a new site as soon as is practicable. While we endeavour to complete assessments as efficiently as we can, assessment times can vary considerably, depending on the:

    • complexity of the application
    • regulatory history of the provider
    • risks identified by TEQSA
    • volume of applications being assessed by TEQSA’s CRICOS team
    • quality and completeness of the application and supporting materials.

    Given these matters, and to allow TEQSA time to assess and finalise your application, we recommend that providers allow at least 60 days from the date they make their application to the proposed date of commencement of delivery at the new site. TEQSA will only approve a new location where we are satisfied that all relevant criteria have been met.

    Evidence requirements

    Self-assurance report

    TEQSA requires that providers seeking to add a new location to their CRICOS registration or relocate a location submit a self-assurance report.

    A self-assurance report is an opportunity for providers to demonstrate the effectiveness of their self-assurance mechanisms.

    The self-assurance report should outline how the provider’s governing body assures itself of the quality of its education operations, and that it meets and will continue to meet the requirements applicable to maintaining adequate and appropriate space, staff, and resources for students at its locations, of the Education Services for Overseas Students Act 2000 (ESOS Act), National Code 2018 and, where relevant, the ELICOS Standards 2018 (ELICOS Standards) and the Education Services for Overseas Students (Foundation Program Standards) Instrument 2021 (Foundation Program Standards).

    The self-assurance report for an Intention to relocate or add new delivery site application should consist of no more than 5 pages, and address the requirements set out below.

    Note: all claims made in the self-assurance report must be substantiated by evidence, with reference to specific supporting documents in-text. Wherever possible, supporting evidence should be directly accessible via in-text hyperlinks, included as attachments to the report where specified, or otherwise listed in an index for later submission on request.

    Key considerations

    As part of the self-assurance report, providers wishing to relocate or add a new location on CRICOS should:

    1. Provide evidence of how risks have been identified, managed, and mitigated, and how the provider will manage these risks going forward, including areas for continuous improvement, and associated actions and measures to monitor success.
    2. Demonstrate how the provider manages key sector risks in the following areas:
    Student recruitment and admission

    TEQSA recommends that providers consider:
    Student participation, support and experience

    TEQSA recommends that providers consider:
    Workforce capability

    TEQSA recommends that providers consider:
    1. Outline how the provider is maintaining robust oversight of the effectiveness of its mechanisms for monitoring the performance of its education agents.
    2. Outline how the governing body is currently assuring itself that the mechanisms it has in place are effectively managing the risk that it is recruiting non-genuine students.

    To demonstrate appropriate space

    1. Outline the rationale for relocating or adding a new location, including how the application aligns with the provider’s strategic and business plans.
    2. Outline the due diligence undertaken by the provider in vetting the new location including any approvals acquired by the Academic Board or governing council.
    3. State the number of domestic students expected to attend the campus.
    4. If the space will be used by any other provider, outline how the space will be shared.
    5. If the location has previously been approved for delivery to overseas students and registered on CRICOS, include details of the previous provider registered at the location.
    6. Outline security arrangements for the location during operating hours, including library hours or after hours.
    7. Include as an attachment to the self-assurance report:
      • a current signed lease for the location
      • evidence of the approved maximum occupancy for the location; if evidence of an approved maximum occupancy is unavailable, include floor plans showing dimensions of all spaces
      • a draft timetable, demonstrating how the requested student capacity will be accommodated in the space, including appropriate time for student cohorts to change between classes without exceeding the location's maximum capacity, staff at the location, and an allocation for students using common spaces at the location
      • evidence of the location’s approval for education purposes (9B classification)
      • floor plans that show teaching spaces, amenities, student breakout area, meeting and staff rooms, library, counselling rooms and any specialist teaching facilities required for any course.

    To demonstrate appropriate staff

    1. State the number of full-time and casual academic staff and non-academic staff (e.g. librarian, admin, IT) and any supporting evidence to show that the number of staff will be appropriate for the projected student numbers.
    2. Include data outlining the number of projected overseas and domestic students at the location over the next 3-5 years, and supporting evidence to show that the number of staff, and associated resources and support will be appropriate for the projected student numbers, including student to staff ratios. Please use the following template to help communicate your workforce planning and student growth projections: SSR calculation template 
    3. Include as an attachment to the self-assurance report:
      • a current workforce plan, highlighting plans for recruitment of new staff, staff training and induction.

    To demonstrate appropriate student resources and support

    Note: If you are relocating and all current academic and non-academic staff, student resources, and supports will be available at your new location, please state this clearly in your application. If TEQSA has previously assessed the appropriateness of the staff and student resources, no further evidence will be required to assess the appropriateness of staffing, student resources, and support.

    1. Describe IT resources and library resources and facilities available at the location.
    2. Outline whether the library is accessible and open for extended hours for ease of student access.
    3. List student support services available at the location.
    4. Include evidence that student support services including academic support will be sufficient to service the number of students at the location.
    5. Include as an attachment to the self-assurance report:
      • the provider’s critical incident policy, including emergency contacts.

    To demonstrate compliance with obligations under section 46D of the ESOS Act

    If you are relocating students from an existing location to a new location, please provide a copy or draft of the correspondence to advise students about the relocation. This should demonstrate how obligations under section 46D of the ESOS Act will be discharged by the provider where the provider has defaulted in relation to the student, as defined in section 46A of the ESOS Act.
     

    Frequently asked questions (FAQs)

    Can I register a campus with multiple premises as a single location?

    For providers with self-accrediting authority (SAA), TEQSA only requires the registration of a single location on CRICOS where learning takes place in multiple connected premises (commonly referred to as a campus). Premises may be considered connected when they are located in the same suburb or locality, or otherwise in close proximity. Providers should ensure that students are not disadvantaged when required to travel between premises within the registered location. In addition, providers should submit a material change to notify TEQSA when a premises at a new address is added to an existing campus/registered location. TEQSA expects that SAA providers assure themselves of ongoing compliance with all requirements of the National Code 2018 when managing multiple connected premises at a registered location.

    Do I need to make an application to remove a registered location from CRICOS?

    Yes. To remove a location from your CRICOS registration, submit an Other CRICOS changes form which is available in the provider portal, and include the following information:

    • the location (e.g. address) to be removed from CRICOS
    • courses (e.g. course title and CRICOS course code) linked to the location to be removed from CRICOS
    • arrangements and actions undertaken to ensure students issued an offer or CoE for the location to be removed have been notified and provided appropriate options to either continue their enrolment at an alternate location, course or provider, or provided a refund of unspent fees as per requirements under section 46 of the ESOS Act. For example: copy of notification or letter sent to students; a PRISMS report identifying active CoEs and any updates made to them, if applicable.

    Please note that CRICOS capacity is not automatically transferrable between registered locations. TEQSA conducts individual assessments of each registered location to determine suitability of the facilities, including the capacity of the premises in line with its existing approved capacity limits. If a location is removed from CRICOS, its capacity will be deducted from the provider’s total overseas student capacity. Should a provider wish to increase the capacity of a CRICOS-registered location to accept students from locations removed from CRICOS, a Change student capacity on CRICOS application must be submitted, and should include sufficient evidence that the location is able to accommodate the increase in student capacity.

    Am I required to apply to add a location if I am adding a new level at a multi-level building where I already have a location registered?

    Yes. If you are adding a new level at a multi-level building where you already have a location registered, TEQSA will need to assess the suitability of the new level.

    Further information

    For more information or assistance applying to relocate or add a new location, please contact the CRICOS team at cricos@teqsa.gov.au.

    Last updated:

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  • How to apply to change student capacity on CRICOS

    Changing student capacity on CRICOS

    CRICOS-registered providers are required to ensure that the maximum number of overseas students for a location (student capacity) reflects the appropriateness of the staff, education resources, and facilities for the delivery of courses.

    Providers seeking to change the student capacity at a location or to reallocate capacity between locations, should apply to Change student capacity on CRICOS through the provider portal.

    An application must demonstrate that the space, staff and education resources are adequate to support the requested student capacity, in accordance with Standard 11.2 of the National Code 2018.

    Your application should consider your total student capacity across all CRICOS-registered locations. If the application is concurrent with an Intention to relocate or add new delivery site application, you may request to transfer some of your existing student capacity from an existing location to the new location. This reflects the reallocation of staff and/or resources between registered locations.

    TEQSA will also consider a provider’s capacity to identify and mitigate key risks in the recruitment of overseas students.

    Providers applying to increase their total student capacity should expect that TEQSA will look closely at their effectiveness in managing risks associated with the recruitment of overseas students. This will involve analysis of data from PRISMS and other sources in relation to student outcomes and the performance of contracted education agents.

    TEQSA will only approve a change to student capacity where it is satisfied that all relevant criteria have been met and that the provider is effectively managing risks associated with the recruitment of overseas students.

    Processing times

    Standard 11.3 of the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code 2018) requires providers to apply at least 30 days prior to the time at which the change to the provider’s capacity at a location(s) or total capacity is proposed to take effect.

    TEQSA recognises that providers have operational and commercial interests in seeking an outcome on their request to change student capacity as soon as is practicable. While we endeavour to complete assessments as efficiently as we can, assessment times can vary considerably, depending on the:

    • complexity of the application
    • regulatory history of the provider
    • risks identified by TEQSA
    • volume of applications being assessed by TEQSA’s CRICOS team
    • quality and completeness of your application and supporting materials.

    TEQSA strongly encourages providers to ensure that their application contains all the information TEQSA requires to make its decision.

    Given these matters, we recommend that providers allow at least 60 days from the date they make their application for TEQSA to assess and approve your application.

    There are no fees to submit the Change student capacity on CRICOS application. For more information regarding fees providers must pay in relation to other applications made to TEQSA, refer to our application-based fees page.

    Evidence requirements

    Self-assurance report

    TEQSA requires that providers seeking to change capacity at a location registered on CRICOS or to reallocate capacity from an existing CRICOS-registered delivery location submit a self-assurance report.

    A self-assurance report is an opportunity for providers to demonstrate the effectiveness of their self-assurance mechanisms.

    The self-assurance report should outline how the provider’s governing body assures itself of the quality of its education operations, and that it meets and will continue to meet the requirements applicable to maintaining adequate and appropriate space, staff, and resources for students at its locations, of the Education Services for Overseas Students Act 2000 (ESOS Act), the National Code 2018 and, where relevant, the ELICOS Standards 2018 (ELICOS Standards) and the Education Services for Overseas Students (Foundation Program Standards) Instrument 2021 (Foundation Program Standards).

    The self-assurance report for an application to Change student capacity on CRICOS should consist of no more than 5 pages, and address the requirements set out below.

    Note: All claims made in the self-assurance report must be substantiated by evidence, with reference to specific supporting documents in-text. Wherever possible, supporting evidence should be directly accessible via in-text hyperlinks, included as attachments to the report where specified, or otherwise listed in an index for later submission on request.

    Key considerations

    As part of the self-assurance report, providers wishing to change capacity at a location or to reallocate capacity from an existing delivery location on CRICOS should:

    1. Provide evidence of how risks have been identified, managed and mitigated, and how the provider will manage these risks going forward, including areas for continuous improvement, and associated actions and measures to monitor success.
    2. Demonstrate how the provider manages key sector risks in the following areas:
    Student recruitment and admission

    TEQSA recommends that providers consider:
    Student participation, support and experience

    TEQSA recommends that providers consider:
    Workforce capability

    TEQSA recommends that providers consider:
    1. If the provider is applying to change capacity within 12 months of their most recent application, provide evidence that the change has been approved by the provider’s governing body, and that the provider has assured themselves there will be appropriate space, staffing and resources to accommodate the change.
    2. Outline how the provider is maintaining robust oversight of the effectiveness of its mechanisms for monitoring the performance of its education agents.
    3. Outline how the governing body is currently assuring itself that the mechanisms it has in place are effectively managing the risk that it is recruiting non-genuine students.

    To demonstrate appropriate space

    1. State the number of domestic students expected to attend the campus.
    2. If the space will be used by any other provider, outline how the space will be shared.
    3. If the location has previously been approved for delivery to overseas students and registered on CRICOS, include details of the previous provider registered at the location.
    4. Outline security arrangements for the location during operating hours, including library hours or after hours.
    5. Include as an attachment to the self-assurance report:
      • a current signed lease for the location
      • evidence of the approved maximum occupancy for the location; if evidence of an approved maximum occupancy is unavailable, include floor plans showing dimensions of all spaces
      • a draft timetable, demonstrating how the requested student capacity will be accommodated in the space, including appropriate time for student cohorts to change between classes without exceeding the location's maximum capacity, staff at the location, and an allocation for students using common spaces at the location
      • evidence the location is approved for education purposes (9B classification)
      • floor plans that show teaching spaces, amenities, student breakout areas, meeting and staff rooms, library, counselling rooms and any specialist teaching facilities required for any course.

    To demonstrate appropriate staff

    Note: If your application to change capacity is concurrent with an application to relocate or add a new delivery site and is for the reallocation of capacity (no increase to overall capacity), and you are moving all existing academic and non-academic staff from your previous location to your location, please state this clearly in your application. If TEQSA has previously assessed the appropriateness of staff, no further evidence will be required to assess the appropriateness of staff.

    1. State the number of full-time and casual academic staff and non-academic staff (e.g. librarian, admin, IT) and any supporting evidence to show that the number of staff will be appropriate for the projected student numbers.
    2. Include data outlining the number of projected overseas and domestic students at the location over the next 3-5 years and supporting evidence to show that the number of staff, and associated resources and support will be appropriate for the projected student numbers, including student to staff ratios. Please use the following template to help communicate your workforce planning and student growth projections: SSR calculation template
    3. Include as an attachment to the self-assurance report:
      • a current workforce plan, highlighting plans for recruitment of new staff, staff training and induction.

    To demonstrate appropriate student resources and support

    Note: If your application is concurrent with an application to relocate or add a new delivery site, and all current student resources and supports will be available at your new location, please state this clearly in your application. If TEQSA has previously assessed the appropriateness of these student resources, no further evidence will be required to assess the appropriateness of resources.

    1. Describe IT resources and library resources and facilities available at the location.
    2. Outline whether the library is accessible and open for extended hours for ease of student access.
    3. List student support services available at the location.
    4. Include evidence that student support services including academic support will be sufficient to service the number of students at the location.
    5. Include as an attachment to the self-assurance report:
      • the provider’s critical incident policy, including emergency contacts.

    Further evidence

    When assessing an application to increase overall student capacity, TEQSA considers the extent to which the provider has effective systems for identifying and mitigating key risks in the recruitment of overseas students. This is primarily achieved through the integrity of admissions and student support processes and procedures, and the robust oversight of the effectiveness of mechanisms for monitoring the performance of education agents.

    Where a provider meets one or more of the following risk factors, their application will include further evidence demonstrating how it is managing risks associated with overseas student recruitment and admission and management of education agents, and how its governing body is currently assuring itself that the mechanisms it has in place are effective.

    Providers should provide further evidence where they:

    • are in their first registration cycle, OR
    • have an Agency Incompletion Rate or Agency Visa Refusal Rate greater than 5% over the median for all agencies (based on the PRISMS Agency Dashboard), OR
    • have received an overall ‘high’ risk to students rating or a ‘high’ rating for student attrition in the most recent TEQSA Provider Risk Assessment, OR
    • have a condition imposed on their CRICOS registration.

    Frequently asked questions (FAQs)

    Can I transfer student capacity between registered locations on CRICOS?

    Student capacity is not automatically transferrable between registered locations. TEQSA conducts individual assessments of each registered location to determine suitability of the facilities, including the capacity of the premises in line with its existing approved capacity limits.

    If a location is removed from CRICOS, its capacity will be deducted from the provider’s total overseas student capacity. Should a provider wish to increase the capacity of a CRICOS-registered location to accept students from locations removed from CRICOS, a Change student capacity on CRICOS application must be submitted. This application should include sufficient evidence to demonstrate that the space, staff and resources at the location are adequate to accommodate the increase in students.

    Further information

    For more information or assistance with preparing an application to change student capacity on CRICOS, please contact the CRICOS team at cricos@teqsa.gov.au.

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  • Gen AI and research

    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 research.

    TEQSA resources
    From the sector: good practice guidance
    International
    Last updated:

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  • Annual information collection

    Why TEQSA collects data

    TEQSA collects data on all higher education providers to help inform our risk-based approach to regulation. We use this information to minimise the reporting burden on providers associated with regulatory processes, such as a renewal of registration. We also use the information for our Annual Risk Assessment cycle.

    Data collection sources

    We collect data on higher education providers’ operations from a variety of sources, including:

    HELP IT System (HITS)

    All providers are required to report their financial data on an annual basis to the Department of Education. With the exception of universities, all providers report data through the Department’s HELP IT System (HITS). For all HITS related enquiries, please email FEE-HELP@education.gov.au. 

    See the Department’s HELP Resources for Providers page for more information about HITS, including a user guide.

    For universities, audited financial statements and an Annual Financial Return completed in the spreadsheet provided by the Department of Education, should be submitted to the Department of Education at ppfinance@education.gov.au. 

    Tertiary Collection of Student Information (TCSI)

    All providers are required to report their student and staff data on an annual basis through TCSI. TCSI is operated by the Department of Education.

    See the TCSI website for information about TCSI, including TCSI FAQs and a range of support materials and information webinars.

    Quality Indications for Learning and Teaching (QILT)

    Data updated annually from QILT’s Student Experience Survey (SES) and Graduate Outcomes Survey (GOS).

    See the QILT website for more information.

    For the 2025 Risk Assessment Cycle, TEQSA will directly collect the data about the Graduate Outcomes Survey results from providers who do not use QILT.

    Provider Information Request (PIR)

    Providers who are not approved FEE-HELP providers report staff and student annually to TEQSA through TCSI. This is called the Provider Information Request (PIR).

    The PIR is an information request under Section 28 of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act).

    Provider responsibilities

    Providers should ensure that data is provided within the timeframes, is accurate and has been verified.
     

    A condition of registration is that registered providers must give TEQSA an annual financial statement in the approved form, within 6 months after the end of the annual reporting period (Section 27 of TEQSA Act).
     

    Failure to submit financial information within required timeframes is a breach of a condition of registration for which TEQSA may apply sanctions such as shortening the period of registration, cancelling registration (Section 98 of the TEQSA Act).
     

    In addition, if data is not submitted by the due date, TEQSA may assign a high risk rating to the provider in the annual risk assessment cycle.
     

    Providers should also ensure their contact details with TEQSA remain up to date.

    Schedule

    The deadline for submission dates for each data file is as follows:

    Data file Provider type Deadline for submission
    Finance ALL providers with a financial year ending 31 December 2024 (2025 Risk Assessment cycle, i.e. 2024 data) Submit by 30 June 2025
    ALL providers with a financial year ending 30 June 2024 (2025 Risk Assessment cycle, i.e. 2024 data) Due by 31 December 2024
    ALL providers with a financial year ending 30 June 2025 (2026 Risk Assessment cycle, i.e. 2025 data) Submit by 31 December 2025
    Students FEE-HELP providers (HESA) Verify the submitted data by 17 April 2025
    Non-FEE-HELP providers (PIR providers) Submit and verify data by 12 September 2025
    Staff FEE-HELP providers (HESA) Submit and verify data by 4 July 2025
    Non-FEE-HELP providers (PIR providers) Submit and verify data by 4 July 2025

     

    Help and support

    Scope and structure documents, element specifications and a range of support materials, including introductory training and frequently asked questions, are available on the TCSI website.

    We encourage you to review the reporting requirement from TCSI website to ensure that submitted data is consistent with the required specifications. Please also read through the Data Verification website for comprehensive information and instructions that will assist you complete the student and staff verification process.

    The TCSI Data Collections Team are the primary point of contact for the submission of data. Email: TCSIsupport@education.gov.au.

    TEQSA’s Enquiries Management Team is also available to respond to administrative enquiries throughout the submission period. Email: providerenquiries@teqsa.gov.au.

    If your institution has only recently registered as a higher education provider, we understand you may not be in a position to supply all of the required information. If this is case, please contact TEQSA’s Risk Team at risk@teqsa.gov.au.

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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:

    The decision to reject an application for registration and accreditation is a reviewable decision under section 183 of the TEQSA Act.

    Queen Anne School of Management Pty Ltd has applied to the Administrative Review Tribunal for a review of these decisions.

     

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  • Key considerations for providers preparing a self-assurance report (renewal of registration)

    The self-assurance report is an opportunity for you to demonstrate the effectiveness of your institute’s self-assurance mechanisms. The report outlines how your governing body assures itself of the quality of higher education operations and compliance with the Threshold Standards. In particular, it should demonstrate to TEQSA how a provider monitors, manages and mitigates institutional risks.

    In preparing your self-assurance report, TEQSA highly recommends demonstrating how your institute manages key sector risks in the following areas:

    Overseas student recruitment, admission, and support TEQSA highly recommends that providers consider TEQSA’s Chief Commissioner’s letter to all providers and TEQSA’s sector alerts in relation to recruitment, admission, and support of overseas students, and provider responsibilities when using education agents.
    Student wellbeing and safety, including preventing and responding to gender-based violence and sexual harm TEQSA highly recommends providers consider the Australian government’s Action Plan Addressing Gender-based Violence in Higher Education, and TEQSA’s notes on preventing and responding to sexual assault and sexual harassment in the Australian higher education sector and wellbeing and safety.
    Threats to academic integrity, including contract cheating and artificial intelligence

    TEQSA highly recommends providers consider TEQSA’s good practice notes on addressing contract cheating to safeguard academic integrity and academic and research integrity, and TEQSA’s resources on artificial intelligence.

    TEQSA will consider each provider’s response to the Request for information: Addressing the risk of artificial intelligence as part of its assessment.
    Cyber security and foreign interference TEQSA highly recommends that providers consider the Australian Signals Directorate’s Strategies to mitigate cyber security incidents and TEQSA’s Compliance in focus: Cyber security.
    Staffing arrangements and employment practices, including preventing and responding to wage underpayments and high turnover of academic leaders TEQSA highly recommends that providers consider TEQSA’s Compliance in focus: Wage underpayments and commentary on HESF Domain 3: Teaching.
    Student grievance and complaints mechanisms, including the quality and accessibility of information on a provider’s website TEQSA highly recommends that providers consider TEQSA’s guidance note on grievance and complaint handling and commentary on HESF Domain 7: Representation, information and information management.

    In addition, in preparing your self-assurance report, you are expected to self-identify and address any significant risks specific to your institute’s individual circumstances. This should include, but is not limited to, how your institute manages risks associated with:

    • regulatory history and compliance, including the management of conditions, voluntary undertakings, compliance assessments, or other adverse outcomes in recent regulatory assessments by TEQSA
    • risks identified as high by TEQSA in its most recent annual Provider Risk Assessment (e.g. high rates of student attrition, casualisation of academic staff, etc)
    • recent significant changes, including changes to senior leadership, ownership, third-party arrangements, courses, or organisational structure, or significant events, including media reporting or public attention surrounding an issue at the institute
    • issues identified by other government and regulatory bodies (ASQA, the Department of Home Affairs, etc), or professional accreditation bodies.

    Further information

    For further information when preparing your application for renewal of registration, please contact TEQSA’s re-registration team at reregistration.enquiries@teqsa.gov.au. 
     

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  • Application guide for course accreditation (registered providers)

    Body

     

    Application guide for course accreditation (registered providers)  (PDF, 266 KB)

    Background

    This guide reflects TEQSA’s current process for registered higher education providers to follow when applying for course accreditation under s46 of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act).

    We are undertaking a review of our regulatory risk framework that will inform the evolution of TEQSA’s regulatory approach. This will ensure regulatory efforts are aligned with the most critical risks that require regulatory intervention, allowing TEQSA to most effectively prioritise our resources and regulatory activities. We will engage in wider consultation with the sector about a revised regulatory risk and quality assurance framework in 2025.

    The best way to stay informed about consultation opportunities and updates about TEQSA’s approach to risk-based regulation is to sign up to our monthly TEQSA e-News update.

    This guide will be updated as we further align our regulatory processes and operations to a revised regulatory risk and quality assurance framework.

    Assessment scope

    To deliver a higher education course, registered higher education providers without self-accrediting authority must apply to TEQSA to accredit the course of study.

    TEQSA’s assessment of an application to accredit a new course covers the following standards of the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards):

    Section Standards
    Admission 1.1.1
    Learning Outcomes and Assessment 1.4.1, 1.4.2, 1.4.3, 1.4.4 
    Qualification and Certification  1.5.3
    Course Design 3.1.1, 3.1.2, 3.1.3, 3.1.4 and 3.1.5 (if applicable)
    Staffing 3.2.1, 3.2.2, 3.2.3, 3.2.4 (if applicable) and 3.2.5
    Learning Resources and Educational Support 3.3.1
    Course Approval and Accreditation  5.1.2, 5.1.3
    Delivery with Other Parties (if applicable) 5.4.1, 5.4.2
    Research (if applicable) 1.4.5, 1.4.6, 1.4.7, 4.2.2, 4.2.3, 4.2.4, 4.2.5
    Where a provider is seeking to deliver its first research course the following additional standards will also be in scope:
    4.1.1, 4.1.2, 4.1.3, 5.2.1, 5.2.2, 5.2.3, 5.2.4, 6.2.1c, 6.2.1e, 6.2.1f, 6.2.1i, 6.3.1a, 7.2.1, 7.2.2

    If we identify unmitigated risks to course quality during our assessment that affect standards beyond the specified assessment scope, our regulatory response and assessment will be proportionate to those risks and tailored to the specific circumstances.

    We will contact you if we need more information, or if the scope of our assessment needs to change, giving you the chance to provide additional details and address our concerns before we reach a decision on the application.

    Please refer to our website for more information about how we regulate.

    Procedural fairness

    TEQSA is committed to affording procedural fairness to applicants before deciding on an application that adversely and directly affects their rights and interests. These include:

    • giving an applicant notice of each prejudicial matter that may be considered against them
    • giving an applicant a reasonable opportunity to be heard on those matters before an adverse decision is made
    • the adverse decision will be soundly based on the facts and issues that were raised during the application process, and this will be apparent in the records of the decision.

    The precise requirements for procedural fairness can vary from one situation to another. The required procedural steps may vary according to the nature of the matter being dealt with and the facts and issues in dispute. The steps TEQSA will take in each situation will be tailored to ensure that they are consistent with procedural fairness requirements that apply to the situation.

    Overview

    Stage 1 Prepare your application
    The evidence requirements for all course accreditation applications are specified in this guide and published on TEQSA’s website. You are encouraged to review relevant resources, published guides and guidance notes in preparing your application. 
    Stage 2 Submit your application
    The application must be in the approved form and accompanied by the required evidence and the preliminary application fee.
    Stage 3 Preliminary assessment
    TEQSA’s assessment team undertakes a preliminary assessment of your application. This stage may involve TEQSA making requests for missing or additional information.
    Stage 4 Substantive assessment
    The assessment team undertakes a substantive assessment of your application upon receipt of the substantive application fee. This stage may involve TEQSA making additional requests for information, or an expansion of the assessment scope consistent with identified risks.
    Stage 5 Findings and recommendations
    The assessment team makes recommendations to the TEQSA decision maker.
    Stage 6 Decision
    Decision on the application is made by the TEQSA decision maker. TEQSA notifies the applicant of the outcome(s), and the reasons for the decision.
    Stage 7 Publication
    TEQSA publishes the decision, and the reasons for the decision, on the National Register.

    Application process

    Stage 1: Prepare your application

    At least 6 months before the proposed application submission date, providers are to email TEQSA (assessments@teqsa.gov.au) confirming their intent to apply. This notification should include details of the proposed course, including qualification title, AQF level, Broad Field of Education and the intended submission date.

    Please also advise whether:

    • the course(s) will be part of a nested arrangement (e.g. Masters, with nested Graduate Diploma and Graduate Certificate)
    • any specialisations will appear in the title of the award.

    A separate application must be submitted to TEQSA for each course of study for which accreditation is sought, except where the courses form a nested arrangement. If you seek accreditation of nested courses of study, you may include these courses in the same application.

    Please refer to our website for guidance on nested courses of study.

    In preparing your course accreditation application, TEQSA highly recommends that you closely review the requirements of the TEQSA Act and the Threshold Standards to understand your obligations. The outcomes of your institutional governance and quality assurance processes should demonstrate how you meet, and will continue to meet, each of these obligations.

    Evidence requirements

    TEQSA has recently revised its approach to the evidence it requires for course accreditation applications. TEQSA will no longer issue a Confirmed Evidence Table (CET) and will instead publish the evidence requirements in this application guide and on TEQSA’s website.

    Our intention is to reduce the required volume of evidence, such that a detailed and comprehensive self-assurance report, together with a course proposal, copies of independent external reviewer reports and the provider’s response (if applicable) and documented internal approval of the course by the peak academic governing body will typically be sufficient to demonstrate compliance with the Threshold Standards.

    Where TEQSA establishes that robust mechanisms for course development, design and approval provide assurance that the course meets the Threshold Standards, it should not be necessary to seek further evidence.

    Applications for course accreditation should include the following evidence:

    • a written submission of no more than 10 pages outlining how the provider’s academic governing body has assured itself of the quality of the course and that it will meet the Threshold Standards (self-assurance report). In this context the self-assurance report should:
      • describe the outcomes of course development, design and approval activities undertaken in relation to the course
      • demonstrate how the outcomes of course development and approval processes were used to identify, prioritise and mitigate risks to course quality and guide iterative course improvements prior to approval
      • describe how the peak academic governing body assured itself of the effectiveness of its course development, design and approval processes, and relatedly assured itself that the course of study meets the Threshold Standards
      • synthesise and refer to supporting evidence that demonstrates the claims put forward

    For additional guidance on self-assurance reports, see the next section and the key considerations for providers preparing a self-assurance report (course accreditation for registered providers).

    • an index listing any supporting evidence referenced throughout the self-assurance report (index)
    • a course proposal submitted for review and approval to the academic governing body (course proposal)
    • academic governing body meeting minutes considering and giving final internal approval of the course (minutes)
    • where an independent external reviewer has been engaged to provide discipline input into course design, copies of any reports generated (if applicable) (reports)
    • the provider response to any external review reports (if applicable) (provider response).

    Where an accreditation application includes nested courses of study, only one self-assurance report is required. In such instances, TEQSA will expect that the self-assurance report and application demonstrate consideration and management of risks to each course for which accreditation is sought.

    TEQSA will hold similar expectations that the course proposal and evidence of the course approval process demonstrate consideration of each course of study within the nested arrangement.

    In completing your application in the provider portal, you are asked to submit only those documents requested above. Any additional supporting evidence should be listed in the self-assurance report index and made available to TEQSA if requested.

    Self-assurance report

    TEQSA acknowledges that the nature of risk and the institutional responses to manage risk will vary for each provider, according to the context in which it is operating.

    Provider category, modes of delivery, provider size and scale, fields of education being delivered, and transnational or third-party delivery are examples of relevant factors that may inform a provider’s approach to self-assurance and the management of different types of regulatory risk.

    Self-assurance reports will inform TEQSA’s understanding of how a provider’s self-assurance mechanisms address key regulatory risks and support the achievement of outcomes in delivering higher education. This will support TEQSA in determining compliance with the Threshold Standards and arriving at a decision in its regulatory assessments.

    The report should demonstrate the effectiveness of a provider’s self-assurance processes as an integral part of their day-to-day operations. In preparing the report, providers should consider the risks relevant to the course, including individual provider and sector risks to academic quality and integrity. We encourage all providers to review the key considerations for providers preparing a self-assurance report (course accreditation for registered providers).

    Course proposal

    Course proposals, as presented to the academic governing body for review and approval, should evidence the conceptual underpinning of the course and specify the key elements of the course design including:

    • rationale (including expected graduate employment outcomes)
    • qualifications to be awarded on completion
    • admissions criteria, including entry requirements and pathways
    • course learning outcomes, methods of assessment and indicative student workload, and national/international comparators
      • rationale for relationship between course learning outcomes, AQF level specifications, unit learning outcomes and unit assessment and summary table mapping this alignment
      • learning outcomes should include both discipline-related and generic outcomes
    • structure, duration and modes of delivery
    • list of units of study (indicating whether compulsory or elective, and any pre- and co-requisites)
    • site(s) of delivery, including any third-party delivery arrangements
    • overview of the workforce plan, including academic leadership and supervisory roles
    • compulsory requirements for completion
    • exit pathways, articulation arrangements and pathways to further learning
    • specialist resources or facilities (if applicable)
    • special arrangements to facilitate course delivery in a language other than English (if applicable)
    • research content (applicable for Bachelor Honours, Masters by Research or Doctoral qualifications)
    • professional accreditation (and any other inherent) requirements for graduates to be eligible to practise, including details of the accreditation body (if applicable)
    • requirements for recognition by an industry body or association (if applicable).

    Evidence of course approval

    The Threshold Standards require that there is a rigorous process for scrutinising course proposals that is applied consistently, is at arm’s length from those who design and deliver the course of study, and is capable of competent relevant academic judgement appropriate to the level of study.

    This should involve external discipline advice and input from industry and/or professional bodies where relevant, for example, through a course advisory committee or similar.

    The academic governing body meeting minutes that consider and give final internal approval of the course of study act as evidence of the course approval process and should demonstrate that the decision to approve the course was suitably informed by independent academic scrutiny of the design, delivery and assessment of the course.

    The evidence of course approval should further demonstrate that the peak academic governance body has assured itself that the proposed course of study meets the requirements of the Threshold Standards and that sufficient resources are, or will be available, to deliver the course.

    Please refer to our website for guidance on academic quality assurance.

    External discipline advice

    External discipline reviews can be a credible method of applying independent academic scrutiny to the course of study. TEQSA strongly encourages providers to consider the use of independent external discipline reviews in support of self-assurance and continuous improvement activities, including course design and development, and course reviews.

    Please refer to our website for guidance on planning and conducting an independent external review.

    Where an independent external reviewer has been engaged to provide discipline input into course design and development, providers are asked to submit copies of the external reviewer’s reports, evidence of the actions taken by the provider in response to the advice, and any final review of the provider’s actions by the external reviewer.

    Stage 2: Submit your application

    Submitting your application

    Section 46 of the TEQSA Act outlines the process for applying for accreditation of a course of study.

    It specifies that applications for accreditation are to be:

    • In the approved form. The course accreditation application form is in the provider portal. Please visit our website for more information about accessing and submitting an application using the TEQSA provider portal.
    • Accompanied by any information, documents and assistance that TEQSA requests. The information and documentation that we request is documented above, unless otherwise specified.
    • Accompanied by the preliminary assessment fee. Fees are determined under s158 of the TEQSA Act. Please visit our website for more information on our application fees.

    The application will only be considered received by TEQSA once the approved form, requested evidence and the preliminary assessment fee payment have all been received.

    TEQSA expects that most of the evidence you are referencing in your application and self-assurance report will be existing documents that have been produced and used for internal purposes. We encourage providers to use URLs and hyperlinks where possible for information that TEQSA can easily download from your website. We ask that you do not use URLs or hyperlinks for any internal systems, for example, SharePoint or to other document management solutions.

    If you are referencing documents that have already been submitted to TEQSA, please identify in the index where this is the case. It will generally be unnecessary to submit these documents again. Please use the naming conventions described in TEQSA’s guide on naming conventions for evidence.

    When the application is ready, submit it to TEQSA via the provider portal. Be sure to include:

    • all required information and evidence
    • a signed declaration.

    Providing false or misleading information in an application is a serious offence under the TEQSA Act.

    Payment of preliminary assessment fee

    For applications for course accreditation, there are 2 separate fees payable to TEQSA: the preliminary assessment fee and substantive assessment fee. Application fees do not attract GST.

    The first fee is the preliminary assessment fee. An invoice for the preliminary assessment fee and a request for payment will be raised in the provider portal once your application is complete but not submitted. This invoice is payable upon submission of the application form and supporting evidence.

    TEQSA does not have an online payment facility. TEQSA’s ABN is 50 658 250 012.

    Initial application check

    Once submitted, TEQSA will review the application to determine whether it meets the requirements of s46(2) of the TEQSA Act.

    Valid applications

    If the application meets the requirements of s46(2) of the TEQSA Act, the application will be determined as ‘valid’ and proceed to the preliminary assessment stage.

    Invalid applications

    If the application does not meet the requirements of s46(2) of the TEQSA Act, the application will be determined as ‘invalid’ and will not proceed to the preliminary assessment stage.

    If the application is invalid, TEQSA will:

    • notify you that the application has been determined as invalid in the form of an invalid application notification
    • request that you take the steps needed to satisfy the requirements of s46(2) of the TEQSA Act.

    You will have 28 days (or longer by negotiation) to provide the requested information, documents or assistance to TEQSA.

    Upon receiving your response, TEQSA will undertake a further review to determine whether the application now meets the requirements of s46(2) of the TEQSA Act.

    If the application does now meet the requirement of s46(2) of the TEQSA Act, the application will be determined as ‘valid’ and proceed to the preliminary assessment stage.

    The timelines for application processing do not commence, and any fees paid will be refundable, until a valid application is made.

    Stage 3: Preliminary assessment

    Section 47 of the TEQSA Act details the timelines and requirements for the preliminary assessment of course accreditation applications by TEQSA.

    If you decide to withdraw your application at this stage, the preliminary assessment fee is not refundable.

    For applications that have been determined valid under s46(2) of the TEQSA Act, TEQSA must, within 30 days of the application being received:

    • advise you whether the application is accompanied by sufficient information, documents and assistance, and,
    • if it is not, request that you provide further information, documents or assistance.

    We will send a notification confirming the preliminary assessment outcome, including a request for further information, documents or assistance if required, along with an invoice for the substantive assessment fee.

    You will then need to decide whether to continue with your application by providing any further information, documents and assistance that TEQSA requests and paying the substantive assessment fee.

    Stage 4: Substantive assessment

    Section 48 of the TEQSA Act outlines how applications for course accreditation may proceed to substantive assessment.

    TEQSA will only commence the substantive assessment once you have paid the substantive assessment fee. If you decide to withdraw your application, the substantive assessment fee is not refundable.

    If further information, documents or assistance have been requested at the preliminary assessment stage, please provide these by the deadline specified by TEQSA.

    In the substantive assessment TEQSA will assess whether the application and outcomes described in the supporting evidence confirm that the proposed course meets, or will meet, the Threshold Standards.

    TEQSA’s assessment focuses on the effectiveness of the provider’s course development, design and approval activities in ensuring risks to the course and quality of education are effectively identified and managed.

    Requests for further information

    TEQSA may request further information, documents or assistance from you throughout the assessment process. For example, you may be asked to provide evidence from your index, address apparent gaps or clarify aspects of your evidence, or explain how certain policies and procedures are implemented in practice. We will ask you to respond to requests for further information via the provider portal.

    Should TEQSA request documents that are written in a language other than English, TEQSA will require these to be translated by an authorised translator accredited as a ‘Professional Translator’ for the source language into English by the National Accreditation Authority for Translators and Interpreters (NAATI).

    External advice

    In some circumstances, TEQSA may choose to obtain external discipline or governance advice to assist with our analysis of specific parts of the application. External advice may inform TEQSA’s understanding and assessment of application material but does not form the basis for regulatory decisions made by TEQSA.

    Wherever external advice is sought as part of the assessment process, you will be given an opportunity to state whether you consider there to be a potential or real conflict of interest with any of the proposed suppliers in relation to your application. TEQSA will take this into account before deciding which supplier to engage.

    Site visits

    TEQSA may visit one or more of your delivery sites or headquarters if required. We may conduct these virtually or in-person. At this visit, TEQSA may, for example, inspect facilities, equipment and resources, or clarify how relevant procedures, policies and operations are implemented through interviews with key personnel.

    Site visits are another way of collecting evidence, and we will use observations and discussions held during a site visit in our assessment and decision-making to supplement or validate your written evidence. At the provider visit, TEQSA may interview various groups including students, staff, and members of corporate and academic boards.

    Assessment timeframes

    Subsection 49(2)(a) of the TEQSA Act confirms that TEQSA must make a decision on a course accreditation application within 9 months of receiving it (the date payment of the substantive assessment fee is received).

    The time taken to finalise an assessment may be affected by a range of factors including:

    • the regulatory history of an existing provider, including the outcomes of previous assessments relevant to the application
    • the strength and relevance of evidence presented by the applicant (including the use of and engagement with external discipline advice)
    • the risk of non-compliance with the Threshold Standards and the ability of the provider to demonstrate it has mitigated those risks
    • the time taken by the provider to respond effectively to requests for information
    • the level of resourcing available to TEQSA
    • whether TEQSA has sought external discipline advice
    • whether an adverse outcome is being considered.

    Enquiries about your application

    TEQSA has specialist contact teams across the agency that are best placed to assist you in a timely and efficient manner when you have a specific enquiry about one of our functions.

    For enquiries relating to course accreditation applications, please contact the Assessment Manager handling your application, or the Courses team at assessments@teqsa.gov.au.

    Stage 5: Findings and recommendations

    If the assessment team finds that the requirements of the Threshold Standards for accreditation are met, it will recommend the TEQSA decision maker approve the application.

    If the assessment team finds that the requirements of the Threshold Standards are not met, it will recommend the TEQSA decision maker reject the application.

    Stage 6: Decision

    The TEQSA decision maker will consider the recommendations made by the assessment team and reach a decision. In reaching a decision, the decision maker will have regard to the 3 basic principles for regulation set out in Part 2 of the TEQSA Act. These are regulatory necessity, reflecting risk, and proportionate regulation.

    The TEQSA decision maker may decide to:

    • approve the application for the maximum accreditation period
    • approve the application for a shortened period and/or impose conditions on the course accreditation

    or

    • reject the application.

    When considering whether to approve a shortened period of accreditation, to impose conditions on the course, or to reject the application, the decision maker will consider any representations made by you in response to the reasons set out by TEQSA.

    Notifying you of the decision

    TEQSA will send you a Notice of Decision within 30 calendar days of making a decision to approve or reject your application. The notice will include the details of any conditions placed on the course.

    In some cases, we may also request further information and/or may notify you of areas that may be explored further in future regulatory processes. TEQSA may also make observations or recommendations about areas for improvement to support quality enhancement.

    If your application has been rejected, or if conditions have been imposed on the course as an outcome of the course accreditation assessment, we will provide you with reasons for the decision and details of any relevant review rights.

    Our obligations with respect to notifying providers of our decisions about course accreditation and conditions of accreditation are set out in s50 and s54 of the TEQSA Act.

    Review of decisions

    Certain decisions made by TEQSA are reviewable. Please refer to our website for more information about reviews of TEQSA decisions.

    Cost recovery

    From 1 January 2023 TEQSA is required to fully recover costs for most regulatory activities in accordance with the Australian Government Cost Recovery Policy. The relevant charges for various compliance activities undertaken by TEQSA, including the charges for monitoring compliance with a condition or voluntary undertaking imposed on course accreditation, are set out on the part of TEQSA’s website concerning the registered higher education provider charge (RHEP charge).

    Stage 7: Publication

    Public report

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

    A public report contains the name of the applicant to which the decision relates, the decision that has been made and the main reasons for the decision, and the legislative provision(s) which were the subject of the findings that informed the decision. If your application is rejected or conditions are imposed on the course, TEQSA will consider any feedback you may have given on the draft public report before this is published on the National Register.

    Refer to TEQSA’s policy about public statements on TEQSA’s regulatory decisions and  processes for more information on our approach.

    Updating the National Register

    Where an application for course accreditation has been approved, or where review rights have expired following a decision to reject an application to accredit or to impose conditions, an entry will be created on the National Register. Where conditions are imposed on a course as an outcome of a course accreditation assessment, details of those conditions will also be published.

    Please refer to our website to access the National Register.

    Document information

    Version # Date Key changes
    1.0 15 July 2025  

     

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