• Statements of Regulatory Expectations

    A Statement of Regulatory Expectations (SRE) is a regulatory tool TEQSA uses to address systemic ongoing or acute emerging risks to compliance with the Higher Education Standards Framework (Threshold Standards) 2021.

    A SRE is not a legislative instrument. A SRE clearly sets out TEQSA’s expectations of the types of actions, improvements and monitoring that providers should be putting in place to understand and manage a key issue or risk. It provides a level of detail to clearly and transparently communicate TEQSA's expectations. It should be used by providers to assess their systems, processes and monitoring and to take corrective or improvement actions where needed. A SRE may also set out TEQSA's expectations about the type of information that the senior executive and governing body should receive to inform their active oversight and accountability for the issue.

    By publishing a SRE, TEQSA is giving the sector greater transparency around how TEQSA interprets the standards and what we will look for through our compliance activities to assure providers continue to meet the Threshold Standards.

    Current Statements of Regulatory Expectations

    Title Date
    Statement of Regulatory Expectations: Compliance with workplace obligations 28 May 2025

    Related information

    Last updated:
  • How to apply to add a Foundation Program to CRICOS

    Foundation Programs

    Foundation Programs for overseas students are nationally recognised courses that provide an academic entry pathway to first-year undergraduate study or its equivalent.

    Only education institutions registered under the Education Services for Overseas Students Act 2000 (ESOS Act) and listed on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) can enrol overseas students to study in Australia on a student visa.

    TEQSA has regulatory responsibility for Foundation Programs delivered by registered higher education providers, and Foundation Programs delivered by education providers with an entry arrangement with at least one registered higher education provider. TEQSA is the ESOS agency responsible for registering and renewing registration on CRICOS by these providers.

    Foundation Programs must comply with requirements set out in the:

    Self-assurance report

    TEQSA requires that providers seeking to add a Foundation Program to their CRICOS registration or renew an existing Foundation Program 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 consist of no more than 5 pages outlining how the provider’s governing body assures itself of the quality of its education operations in relation to its Foundation Program, and that it meets and will continue to meet the requirements of the ESOS Act, the National Code 2018 and the Foundation Program Standards.

    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.

    Adding a new Foundation Program

    As part of the self-assurance report, providers wishing to add a new Foundation Program to 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:

    Note: TEQSA expects that providers specialising in the delivery of Foundation Programs will adapt advice addressed to the higher education sector to the needs of their student cohort.

    Student recruitment and admission

    TEQSA recommends that providers consider:

    Student participation, support and experience

    TEQSA recommends that providers consider:

    Student attainment

    TEQSA recommends that providers consider:

    1. Outline the findings, actions arising, and resulting outcomes of at least one review by a suitably qualified discipline expert that verifies that the course is compliant with the Foundation Programs Standards. A copy of the review should be included as an attachment to the self-assurance report. See the section Commissioning a review of compliance with the Foundation Program Standards below for further information.
    2. Provide evidence of the course’s approval and oversight through the provider’s internal quality assurance mechanisms.
    3. Outline whether the program is delivered as a standard or extended Foundation Program.
    4. Outline whether the program is delivered as a streamed or generalist program.
    5. Verify that the scheduled English language hours are compliant with requirements under Standard 4 of the Foundation Programs Standards.
    6. Provide evidence of the formal measures the provider has implemented to ensure that assessment outcomes for the English language subjects are comparable to other criteria used for admission to the available higher education pathways, or for admission to other similar courses of study.

    Renewing an existing Foundation Program

    TEQSA requires CRICOS-registered providers who deliver Foundation Programs to apply for re-accreditation of their Foundation Program(s) at the same time they are applying to renew their CRICOS registration. For these providers, the application to renew their Foundation Program(s) is integrated into the application to renew their CRICOS registration.

    These providers will submit 2 self-assurance reports as part of their CRICOS renewal: one focused on the CRICOS re-registration requirements, and the other on the Foundation Program requirements.

    As part of the self-assurance report, providers wishing to renew a Foundation Program 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:

    Student attainment

    TEQSA recommends that providers consider:

    Note: TEQSA expects that providers specialising in the delivery of Foundation Programs will adapt sector-wide advice to the specific needs of their students.

    1. Outline the findings, actions arising, and resulting outcomes of at least one review by a suitably qualified discipline expert that verifies that the course is compliant with the Foundation Programs Standards. A copy of the review should be included as an attachment to the self-assurance report. See the section Commissioning a review of compliance with the Foundation Program Standards below for further information.
    2. Provide evidence of the course’s approval and oversight through the provider’s internal quality assurance mechanisms.
    3. Outline whether the program is delivered as a standard or extended Foundation Program.
    4. Outline whether the program is delivered as a streamed or generalist program.
    5. Verify that the scheduled English language hours are compliant with requirements under Standard 5 of the Foundation Programs Standards.
    6. Provide evidence of the formal measures the provider has implemented to ensure that assessment outcomes for the English language subjects are comparable to other criteria used for admission to the available higher education pathways, or for admission to other similar courses of study.
    7. Outline any changes that have been made to the Foundation Program since it was last approved by TEQSA or another ESOS agency:
      1. where the provider has made significant changes that entail any of the following, if the changes are to be implemented at the time of reregistration the provider is to outline those changes, and the rationale for their implementation:
        1. changes, whether incremental or at one time, to more than 25% of the total number of course units or subjects from the time the Foundation Program was last approved by the ESOS agency for the provider
        2. substantial variations to course delivery, or
        3. substantial changes to course nomenclature, duration, entry requirements, outcomes or structure.
      2. where the provider has made any other changes, the provider will need to submit evidence of their approval by the provider’s academic board.

    If significant changes are made to courses at any other time, providers are reminded of their obligation to notify TEQSA via a material change notification outlining the changes, and the rationale for those changes. See TEQSA’s website for further advice on notifications required of CRICOS-registered providers.

    Commissioning a review of compliance with the Foundation Program Standards

    TEQSA strongly encourages providers to commission a review by a suitably qualified discipline expert to verify their Foundation Programs’ compliance with the ESOS Act, the National Code 2018 and the Foundation Program Standards. Commissioning a review can be an effective way for a provider to check that the design of their Foundation Program and their institutional policies, procedures and practice are fit for purpose.

    The engagement of an independent expert should be seen primarily as an opportunity to contribute to self-assurance and the continuous improvement of the organisation, rather than a method to meet TEQSA or other requirements. TEQSA expects providers can show how they have reflected on the recommendations made and identified and implemented improvements, both of which are critical elements of a healthy self-assurance and quality improvement process.

    Reviewers’ professional experience and qualifications should match the requirements of the review task, and reviewers should be briefed before the assignment and given clear specifications for the task. TEQSA has prepared a sample brief for reviewers, to indicate our expectations in relation to the scope of the review.

    Application for exemption to enrol students under the age of 17 in Foundation Programs

    Providers seeking to apply for an exemption to enrol students under the age of 17 (minimum acceptable age is 16) in a Foundation Program must apply to TEQSA detailing arrangements in place to support younger students.

    The application must meet the regulatory requirements, include all requested information, and be submitted through the provider portal. If approved, the exemption will be aligned with the provider’s CRICOS registration, and valid until the CRICOS registration end date. No fees apply for seeking an exemption.

    More details on accessing the application forms can be obtained by emailing cricos@teqsa.gov.au.

    Further information

    For more information or assistance with applying to add a Foundation Program to CRICOS, please contact the CRICOS team at cricos@teqsa.gov.au

    Last updated:
  • Engaging an independent expert to undertake a review

    Body

    Sector update

    This document gives providers guidance on planning and conducting independent expert reviews.

    Why undertake a review?

    • An independent review can be an effective way for a provider to check the effectiveness of its institutional quality assurance processes.
    • Independent reviews can help assure providers that their institutional policies, procedures and practice remain current and aligned with contemporary developments.
    • Opportunities for continuous improvement can be identified. A provider can reflect on the recommendations made and identify and implement improvements, both of which are critical elements of a provider’s self-assurance and quality improvement process.
    • Independent review provides an opportunity to engage with expertise not available internally and draw on additional specialised expertise.
    • Incorporating independent expert advice into business-as-usual processes delivers the best value to providers as a means of supporting effective institutional quality assurance.
    • Engaging independent expert advice should be seen as an opportunity to contribute to self-assurance and the continuous improvement of the organisation, rather than a method to meet TEQSA or other requirements.

    Considerations when planning a review

    Providers may refer to TEQSA’s guidance on the factors for consideration relating to suitable independence and expertise.

    Timing

    • Should a provider wish to use evidence of independent expert review to demonstrate its focus on self-assurance and continuous improvement, planning well in advance of a regulatory process will allow time to demonstrate implementation of actions and improvements.

    Scope

    • A provider may choose to undertake a comprehensive periodic review, or a targeted review focused on specific standards.
    • Providers may include issues identified through previous reviews, including those identified by TEQSA or other regulatory processes, material changes that may have occurred (such as a move to online learning), input from key stakeholders including students and professional accrediting bodies.
    • The templates TEQSA uses to scope reviews when engaging experts are available from your case manager. These are provided as guidance only.

    Consideration of independent expert reports

    • Has the independent reviewer made any suggestions or observations, including identifying specific focus areas for the future? How will these be considered and addressed?  
    • Has the review process identified any gaps in terms of evidence that was not readily available? How can this be addressed in the future?
    • Does the report provide enough information, or would it be beneficial to meet with the reviewer to discuss the findings in more detail?
    • What has been learned from undertaking this review and what could be done differently in the future to improve the process and the outcome?
    • If an expert has suggested changes or improvements, could the expert be engaged to undertake a secondary review to assess how successfully those changes have been implemented?
    • If risk areas have been identified, how have the issues of non-compliance occurred? What steps can be taken to ensure the non-compliance is rectified and monitored to ensure risks are appropriately managed in the future?

    What does TEQSA look for?

    When a provider has submitted evidence of an independent review for consideration in a regulatory process, TEQSA will consider:

    • The finalised review complete with terms of reference, review reports and the provider’s response; including meaningful and detailed actions taken to address recommendations
    • Evidence that the relevant committees/bodies have considered the recommendations of the experts
    • Evidence that the Governing Body has considered any additional resourcing that might be required to address issues identified by the external experts.

    Successful independent reviews can also have additional benefits. For example an independent Course Review that is:

    • well-scoped
    • conducted by a suitable independent reviewer
    • clearly demonstrates that findings or recommendations have been considered, acted upon and improvements documented, and
    • shows Academic Board oversight,

    will carry significant weight when TEQSA is considering the quality of academic governance in a provider.

    This could reduce assessment timeframes in some circumstances as, depending on the suitability of the experts engaged, the findings of the review, and how the provider has actioned improvements, TEQSA may elect not to engage its own independent expert to undertake a review.

    Stakeholder
    Publication type
  • Guidance note: Staffing

    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.
     

    In early 2024, TEQSA consulted stakeholders with a draft version of the guidance note about staffing and considered all feedback.
     

    This guidance note was finalised on 11 June 2025.
     

    The purpose and intent of the guidance note about staffing is to support providers in developing policies and processes to ensure there is requisite workforce planning and oversight of staffing arrangements and that both academic and professional staff have sufficient knowledge, skill, resources, qualifications or experience to provide adequate support to students and lead them towards expected learning outcomes.
     

    1. What does staffing encompass?

    Under the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards), registered higher education providers (providers) have obligations around staffing1 to ensure that:

    • student and staff support and services are sufficiently resourced by appropriately trained and qualified professional staff
    • academic staff have sufficient knowledge, teaching capacity and teaching expertise to meet the needs of students
    • research, research training, and scholarship is supported through appropriate policy frameworks and resources.

    Workforce planning supports a sound approach to planning, developing, maintaining and optimising staffing arrangements. Successful workforce planning ensures a staffing profile that will fulfil the provider’s higher education mission and ensure that the provider meets, and continues to meet, the requirements of the Threshold Standards and operates as an efficient organisation, both academically and corporately.

    The primary part of the Threshold Standards that sets out providers’ obligations around staffing is Section 3.2. Providers are expected to ensure their students:

    • are supported in their learning
    • have teachers who are qualified and equipped to lead them in their chosen course of study and towards expected learning outcomes
    • can access teaching staff when seeking individual assistance.

    Professional staff make important contributions to the delivery of learning and teaching. Providers should ensure they have sufficient professional staff to support the administration of learning and teaching operations and that these staff have the contemporary knowledge and skill needed to meet the requirements of their roles.

    Similarly, providers should confirm, through regular oversight, that academic staff, particularly those responsible for teaching and supervision, are appropriately equipped for their roles. This includes ensuring academic staff have, and continuously hold through ongoing professional development:

    • knowledge of contemporary developments in their discipline or field, informed by continuing scholarship and/or research
    • knowledge of current teaching and assessment approaches relevant to the discipline, and the skills and capacity to apply and disseminate disciplinary knowledge relevant for the mode of delivery and the needs of students
    • knowledge of institutional policies on academic integrity and how to identify potential academic and research integrity breaches and take appropriate action
    • a qualification in a relevant discipline at least one level higher than is awarded for the course of study, or equivalent relevant academic, professional or practice-based experience and expertise, except for staff supervising doctoral degrees having a doctoral degree or equivalent research experience.

    Providers are also expected to ensure that staff in the academic leadership team hold the necessary skills and experience to:

    • determine academic policies and standards for the provider
    • guide and supervise less experienced staff.

    Further, when undertaking research training, a provider should have enough suitably qualified and experienced academic and professional staff to provide supervision and support to research candidates in the fields of research being undertaken. The research output of students undertaking research training must also be assessed by suitably qualified experts who:

    • are independent of the work being assessed
    • have international standing in the relevant field of research to be assessed
    • have the competency to undertake assessments.

    2. What TEQSA will look for

    TEQSA considers relevant standards from the Threshold Standards in the context of staffing and workforce planning, among which most notably are:

    Part A: Standards for HE providers Key considerations
    2.1.1-3: Facilities and Infrastructure
    • There is appropriate staffing to ensure facilities and infrastructure are fit for purpose, sufficient for the students who use them and accessible when needed.
    2.3.4: Wellbeing and Safety
    • Providers promote and foster an environment that safeguards and supports the wellbeing and safety of both staff and the students they support.
    3.2.1-5: Staffing
    • Staff have appropriate training, level of qualifications and knowledge of contemporary developments in a relevant field or discipline to meet expected student learning outcomes.
    • Teaching staff who do not meet the standard for teaching or supervision are supervised by staff who do.
    • Professional staff have sufficient knowledge, skill and capacity to meet the administrative needs of student cohorts.
    • There are sufficient resources, including staff, to deliver new or reaccredited courses.
    • Staff are accessible to students seeking individual assistance with their studies.
    • Academic staff maintain knowledge of contemporary developments in relevant disciplines or fields, and skills in contemporary teaching, learning and assessment principles.
    3.3.4: Learning Resources and Educational Support
    • Staff who deliver learning support offer services tailored to the mode of study and specific needs of student cohorts.
    4.1.2: Research
    • Research staff are equipped with the qualifications, experience and skills required for their roles.
    4.2.2-3a-c: Research Training
    • As part of their research training, research students are supported by continuing supervisory arrangements.
    • Research students are provided with the appropriate resources, study environment, and support required for their project.
    • Supervisory staff have the requisite qualifications, experience and currency of knowledge in a relevant field of research to support research students.
    • Supervisors demonstrate on-going, original research contributions to a relevant field or discipline.
    5.3.3 and 5.3.6: Monitoring, Review and Improvement
    • The quality of teaching within a course of study, including staff support, is continuously improved and maintained through cyclic monitoring and review.
    • Teachers and supervisors have access to feedback on their performance and are supported in enhancing these activities.
    5.4.1-2: Delivery with other Parties
    • The governing body assures that quality delivery is maintained where a provider enters an arrangement with another party, including assurance that obligations regarding staffing are being met.
    6.1.4: Corporate Governance
    • An institutional culture is promoted and maintained that ensures staff are treated equitably and appropriate consideration is given to the different supports required by diverse groups of staff.
    • A safe environment is promoted and maintained by taking a proactive and educative approach to wellbeing.
    • Staff wellbeing is fostered by addressing the need to minimise vicarious trauma and/or burnout of staff who work in student-facing roles.
    6.2.1a-c,e: Corporate Monitoring and Accountability
    • Governing bodies ensure the provider has the capacity to deliver on its mission through its workforce with oversight of workforce needs and capabilities. Staffing is considered when setting and monitoring corporate directions and targets, considering resourcing needed to maintain and sustain the provider’s business model, and identifying and managing risks.
    • Governing bodies ensure the provider complies with legislative requirements such as workplace laws.
    • Governing bodies ensure sufficient systems and processes are in place to address material risks such as underpaying staff.
    6.3.1-2: Academic Governance
    • Institutional processes and structures are in place to maintain academic leadership and academic oversight to mitigate risks and assure the quality of teaching, learning, research and research training, including risks arising from staffing.
    • Staff in the academic leadership team hold the necessary skills and experience to perform their roles.

    TEQSA will seek information demonstrating that the level and type of staffing for courses of study meet the requirements of the Threshold Standards. This includes information about the overall planned or current complement of professional and academic staff, and the capabilities of individual academic staff members. TEQSA will expect to see key elements of a workforce planning process encompassing planning, target setting, monitoring and improvement and that these elements give rise to informed views at senior executive and governing body level.

    In the first instance, TEQSA will take account of the stage of development of the provider (e.g. new, developing or established) and whether the provider is in a relatively stable phase of staffing or is proposing new initiatives that require significant new workforce planning, such as:

    • introducing a new field of education or course of study
    • developing a new campus or mode of delivery
    • a proposed change of provider category
    • marked changes in service delivery or scale of operations.

    Applicants applying for initial registration will need to provide TEQSA with a workforce plan detailing how they will achieve and maintain the quality and level of academic and professional staffing required. TEQSA will need to be satisfied that the provider will meet the staffing requirements of the Threshold Standards for the initial establishment phase and then continue to meet the requirements through subsequent phases. Providers will need to show how they will scale their workforce progressively as student numbers are projected to increase. The applicant should also prepare contingency plans to account for risks associated with key academic staff departing the provider.

    To be satisfied that the relevant Threshold Standards related to staffing will be met and continue to be met, TEQSA will expect to see the following:

    • Governance mechanisms that provide oversight of a provider’s staffing arrangements
      • The corporate governing body ensures there is a policy framework in place that provides leadership and governance of academic activities. The policy framework will need to cover selection and development of staff (including underperforming staff) and address the staffing requirements of the Threshold Standards.
    • The actual, or projected, staffing complement for each course of study (including support functions and services)
      • TEQSA will expect a provider’s staffing of a current or planned course of study to be determined:
        • by the learning outcomes of the course
        • through analysis of the learning needs of students, including student access to academic staff outside of formal teaching hours
        • with consideration of contemporary knowledge required in the discipline or field, informed through continuing scholarship or research advancements.
    • An appropriate level of academic leadership reflected in a provider’s current staff profile or workforce plan
      • The level of academic leadership should be consistent with the provider’s:
        • scale, e.g. number of students, courses, teaching locations
        • fields of education and the Australian Qualifications Framework (AQF) levels of its courses of study.
    • Adequate risk analysis and action plans to address issues relating to staffing
      • The provider will need to demonstrate that the risks associated with projected developments (including those relating to the ability to meet staffing requirements) have been identified and that these can be managed and mitigated
      • If a provider’s staff profile or workforce plan shows a reliance on casual academic staff, the provider should demonstrate how it will ensure casual academic staff:
        • have and retain the contemporary skills and knowledge required to fulfil their roles
        • are allocated sufficient paid time to deliver effective teaching and support to students within the scope of their role.
      • Where an issue related to staffing arises, TEQSA will expect a provider to demonstrate how it will remedy the issue and prevent it re-occurring. For example, if the provider shows a lack of action to effectively mitigate or resolve identified issues related to staffing, it should provide a credible action plan to show how it will identify and respond to these issues in future. This action plan should later be supported by documentation showing activities undertaken in accordance with the action plan and any subsequent monitoring or consideration of the issues by the provider’s academic and corporate governing bodies.
    • An outline of the actual or projected governance and quality assurance systems for academic activities (including boards and committees) and provision for staff to operate and support them. The outline will need to demonstrate that the requirements of the relevant Threshold Standards are met or will be met.

    Obligations applying to providers of education to overseas students

    Where it applies to a provider, TEQSA considers the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code) and the Education Services for Overseas Students Act 2000 (ESOS Act).

    Sections of the National Code relevant to staffing are:

    • 5.3.2 – For students under 18 years of age, adults involved in or providing accommodation and welfare arrangements must have ‘working with children’ clearances.
    • 6.5 – A provider must designate a member (or members) of staff to be the official contact point for overseas students. These officers must have access to up-to-date details on the provider’s support services.
    • 6.7 – The provider’s staff who interact directly with overseas students must have knowledge of their obligations under the ESOS Framework.
    • 11.2.6 – The maximum number of overseas students reflects the appropriateness of the staff, resources and facilities for delivery of the course.

    Relevant Australian legislation

    It is important for providers to be aware of their obligations under other relevant legislation, including:

    • Obligations related to student support are set out under section 19-43 of the Higher Education Support Act 2003 (HESA) and apply to providers approved under the HESA.
    • Each state and territory have their own legislated requirements related to working with children clearances for any staff working with students under the age of 18. Providers should refer to their own relevant state and territory agencies.
    • Providers must fulfil their obligations under national workplace laws, such as the Fair Work Act 2009 and the Sex Discrimination Act 1984. These include, but are not limited to, ensuring staff receive pay and conditions in accordance with relevant industrial instruments and complying with the duty to eliminate unlawful sexual discrimination in the workplace. 

    3. Identified issues

    Within the context of the Threshold Standards, TEQSA has identified issues that may indicate risks to compliance regarding staffing. These include, but are not limited to:

    Staff skills and knowledge

    • Academic staff not having the appropriate qualifications to teach a course or providers not being transparent, consistent and appropriate in deciding whether a staff member’s experience is equivalent to such qualifications.
    • Research staff not having the requisite qualifications and currency of knowledge in the relevant field of research to provide effective supervision to research students.
    • There is insufficient investment in the training, resourcing or tools of professional staff to enable them to effectively deliver support and administrative services to students.
    • Academic staff teaching a course or subject they do not have the appropriate knowledge, skill and tools to teach.
    • Insufficient oversight of academic staff who teach specialised components of a course and who do not fully meet the standard for knowledge, skills and qualification.
    • Unclear or insufficient tools and guidelines for staff recruitment leading to risks of not recruiting staff with the required skills and knowledge.
    • Academic staff responsible for teaching that are not engaged in active scholarship resulting in their knowledge becoming out of date. This may impact the quality of teaching and currency of content and assessment methods (see Guidance note: Scholarship).
    • Insufficient delineation between professional development and scholarly engagement in institutional policies or processes, making it difficult to identify and manage risks arising from a lack of engagement in scholarly activities by academic staff.
    • Insufficient recognition of staff development needs.

    Staff resourcing and responsiveness to students

    • Unrealistic projections of staffing requirements with unsustainable financial and/or educational outcomes.
    • Staff numbers and capabilities not rising in line with rising student numbers as operations scale up, with attendant risks to educational delivery, student experiences and provider reputation.
    • A provider has not taken steps to ensure it has sufficient academic staff to maintain a reasonable staff-student ratio within sector benchmarks.
    • Academic staff responsible for teaching and supervising research are not available to support students in their studies at reasonable times. This includes casual staff who are not allocated time, or sufficient time, to provide this support.
    • Insufficient professional staff to provide non-academic support within reasonable timeframes.
    • Due to lack of capacity, academic staff are unable to mark student assessments or provide feedback in accordance with the provider’s policies.

    Academic oversight

    • Academic leaders have insufficient academic skills and experience to guide and oversee teaching and learning quality.
    • A senior academic is not assigned to oversee and coordinate a course of study, or where they are assigned, the senior academic delegates the responsibility to a junior staff member.
    • No evidence that workplace and scholarship plans are consistently implemented.

    Governance

    • A lack of oversight of workplace and scholarship plans by the corporate and academic governing bodies.
    • Poor organisational capacity to adapt to changing circumstances.
    • Insufficient capacity to anticipate and respond to contingencies and uncertainties.
    • Failure to consider the practical workforce implications of academic and/or corporate developments.
    • A lack of monitoring or monitoring mechanisms to identify issues related to workplace obligations. These include the quality of teaching, staff-student ratio, whether payments to staff are in accordance with national workplace laws and whether existing payroll systems are capable of ensuring correct payments to staff.
    • A lack of action to effectively mitigate risks or resolve identified issues related to workplace obligations, including wage underpayment.

    Related resources

    Notes

    1. For the purposes of the Threshold Standards, ‘staff’ includes personnel who are engaged in work for the provider even if they are not formally employed by the provider (e.g. honorary teachers, researchers or supervisors). Where such work is necessary or critical to the mission of the provider it needs to be encompassed by workforce planning. The term ‘staff’ includes both academic (teaching and research) and professional staff and encompasses the critical role of service delivery staff in the student experience.

    Document information

    Version # Date Key changes
    1.0 11 June 2025 Major revision. This guidance note and Learning resources and education support replaces Staffing, learning resources and educational support.

     

    Subtitle
    Version 1.0
    Stakeholder
    Publication type

    Related links

    Documents

    tom.hewitt-mcmanus
  • Guidance notes

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

    From a regulatory perspective, all applications made: 

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

    Material Change Notification Policy (HES Framework 2021)

    View the Material Change Notification Policy.

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

    Guidance notes

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

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

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

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

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

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

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

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

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

    Current guidance notes

    Guidance note Last updated
    Academic Governance 30 November 2023
    Academic and Research Integrity  2 February 2024
    Academic Leadership (beta version) 18 June 2019
    Academic Monitoring, Review and Improvement 19 March 2024
    Academic Quality Assurance 11 October 2017
    Admissions (coursework) 4 May 2022
    Changes in a Course of Study that may lead to Accreditation as a New Course 6 March 2017
    Corporate Governance 26 August 2019
    Course Design (including Learning Outcomes and Assessment) 11 October 2017
    Credit and Recognition of Prior Learning 7 July 2023
    Delivery with Other Parties 7 July 2023
    Determining Professional Equivalence – [full title: Determining Equivalence of Professional Experience and Academic Qualifications] 11 October 2017
    Diversity and Equity 11 October 2017
    Facilities and infrastructure 30 November 2023
    Financial Assessment 11 April 2019
    Financial Standing  11 April 2019
    Grievance and Complaint Handling 22 February 2019
    Joint and Dual Awards 11 October 2017
    Learning resources and educational support 11 June 2025
    Monitoring and Analysis of Student Performance (beta version) 6 January 2020
    Nested Courses  13 August 2019
    Research and Research Training 11 December 2024
    Research Requirements for Australian Universities 30 April 2024
    Scholarship 4 May 2022
    Staffing 11 June 2025
    Technology-Enhanced Learning  11 April 2019
    TEQSA and the Australian Qualifications Framework 27 August 2019
    Transnational Higher Education - Inbound [full title: Transnational Higher Education into Australia (including international providers seeking to offer higher education in Australia)] 11 October 2017
    Varying a Period of Registration or Accreditation 26 August 2019
    Wellbeing and Safety 8 January 2018
    Work-Integrated Learning 4 May 2022
    Workforce Planning 3 April 2019

    Statements of Regulatory Expectations

    A Statement of Regulatory Expectations (SRE) is a regulatory tool TEQSA uses to address systemic ongoing or acute emerging risks to compliance with the Higher Education Standards Framework (Threshold Standards) 2021.

    Good practice notes

    Guide to determining the fitness and propriety of a person

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

    Independent Experts engaged by providers 

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

    Glossary of terms

    Last updated:
  • Guidance note: Learning resources and educational support

    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.
     

    In early 2024, TEQSA consulted stakeholders with a draft version of the guidance note about learning resources and education support, and considered all feedback.
     

    This guidance note was finalised on 11 June 2025.
     

    The purpose and intent of the guidance note about learning resources and education support is to support providers to assure themselves that their learning resources are appropriately accessible to all students and related to learning outcomes, and that learning support services meet the needs of student cohorts.
     

    1. What do learning resources and educational support encompass?

    In the context of the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards), learning resources and educational support refer to the academic resources made available for a course of study and the support a provider offers students to develop students’ capacity for independent learning and inquiry.

    The primary obligations related to learning resources and educational support are found in section 3.3 of the Threshold Standards.

    Facilities and resources of a more general nature that do not form part of a particular course of study are covered in other parts of the Threshold Standards:

    Learning resources and educational support relating to research and research training fall within section 4.2 of the Threshold Standards and are not considered as part of this guidance note (See Guidance note: Research and research training).

    Learning resources

    The Threshold Standards require a provider to ensure students:

    • have access to up-to-date learning resources, which are directly relevant to their course of study
    • receive timely training and support to access and use student learning management systems (more information about obligations regarding student learning management systems is available in the Facilities and Infrastructure Guidance note)
    • are not subjected to unexpected barriers, such as the cost of technological requirements to access required resources.

    When assessing learning resources, TEQSA will consider:

    • the educational materials
    • their availability
    • their accessibility
    • their quality.

    The Threshold Standards do not dictate or specify a required form for learning resources. Examples of learning resources include physical books, journals, videos, websites, podcasts, or online databases. Regardless of the form a learning resource takes, a provider must ensure the resources are:

    • available in forms that are accessible to all students, including those with disability, regardless of the mode of study (e.g. online only)
    • appropriate for the level of qualification under the Australian Qualifications Framework (AQF)
    • relevant and up to date.

    The Threshold Standards do not explicitly state a provider needs to have a physical library and physical learning materials. However, there is an expectation on providers to ensure students can readily access materials and resources referred to in their course of study.1 TEQSA will not accept a model where a provider makes no learning resources available and refers its students to a public library, or similar.

    When assessing the quality of learning resources, TEQSA may engage the assistance of an external subject matter expert. Information regarding learning resources will need to be sufficiently detailed for the expert to form a view on their quality and appropriateness for the course of study.

    If a provider elects for its learning resources to be managed by an external third party, it must be able to demonstrate:2

    • the arrangement with the other party is part of a formal agreement
    • delivering the resources in this way is practical for students and does not create unreasonable barriers to access.

    Educational support

    In general, TEQSA will expect providers to give students the educational support necessary to allow them to develop their capacity for independent learning and inquiry.

    TEQSA will expect providers to:

    • have educational support services available to its students consistent with their course of study
    • have qualified staff that can help students locate the information they need
    • give training to students on how to locate and use resources relevant to their course of study
    • provide timely feedback regarding student assessment
    • have support services for students who are at risk (or potentially at risk) of not making progress with their studies
    • regularly communicate with students about how to access resources and support services.

    Under Standard 3.3.4 of the Threshold Standards, providers are also required to provide students with more general support services to:

    • develop study skills
    • develop English language proficiency
    • assist in their transition to living in Australia.

    2. What TEQSA will look for

    TEQSA considers relevant standards from the Threshold Standards in the context of learning resources and educational support, among which most notably are:

    Part A: Standards for HE providers Key considerations
    1.3.1 and 1.3.4: Orientation and Progression
    • orientation is provided to all students, with nuanced and specific consideration for cohort needs, e.g. international students adjusting to living and studying in Australia
    • institutions must understand of how resources and educational support impact on student progress, pass rates, retention and completion.
    2.2.3: Diversity and Equity
    • participation, progress, and completion are monitored to determine teaching and learning strategies to support identified ‘at risk’ student cohorts (e.g. regional and remote students, low socioeconomic status, indigenous students).
    3.2.5: Staffing
    • teaching staff are accessible to students seeking individual assistance with their studies
    • teaching staff have the requisite knowledge, skills and time to provide adequate support to students.
    3.3.1-4: Resources up to date and accessible
    • learning resources are up to date and accessible
    • access to online learning management systems is timely and training is available to use the systems
    • access to learning resources do not present any unexpected barriers costs or technology requirements
    • student access to educational support services is consistent with their course requirements, mode of study and learning needs
    • clear communication from providers to students and staff about how to access academic and non-academic resources and support services, including for students with special needs who study off campus.
    5.3.7: Monitoring, Review and Improvement
    • the results of provider monitoring and review processes are used to mitigate future risks to the quality of the education provided. The results also inform approaches to course design, teaching and learning resources and educational support services.

    Obligations applying to providers of education to overseas students

    Where it applies to a provider, TEQSA considers the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code) and the Education Services for Overseas Students Act 2000 (ESOS Act).

    Sections of the National Code relevant to learning resources and educational support are:

    2.1.5 – before accepting a prospective student for enrolment, a provider must make information about campus locations, facilities and learning resources available in plain English

    6.1 – a provider must support overseas students adjusting to study and life in Australia by providing information and culturally appropriate orientation on:

    • 6.1.2 – English language and study assistance programs
    • 6.1.5 – its facilities and resources
    • 6.1.8 – support services available to assist students with general or personal circumstances adversely affecting their education in Australia

    6.3 – a provider must give reasonable support to overseas students to enable them to achieve expected learning outcomes regardless of place or mode of study, at no additional cost to the student

    6.4 – a provider must facilitate access to learning support services consistent with the requirements of the course, mode of study and learning needs of the student

    8.22 – a provider must take all reasonable steps to support overseas students who may be disadvantaged while engaging in distance or online learning.

    Obligations applying to providers receiving financial support from the Commonwealth

    Providers subject to the Higher Education Support Act 2003 (HESA) may have additional obligations regarding learning resources and educational support.

    The HESA sets out, amongst other things, the parameters of what a provider can charge students for the services it provides. Providers subject to the HESA must not charge students for learning resources and educational support, where doing so would be contrary to the HESA.

    As an example, section 36-45 of the HESA places limits on the amount a provider can request a student to contribute.

    From 1 January 2024, providers are required to comply with the Higher Education Support Amendment (Response to the Australian Universities Accord Interim Report) Act 2023. The Department of Education is responsible for compliance with these requirements.

    • Under the requirements, providers will be expected to document, publish and implement a support for students policy. The policy requirements apply to providers approved under HESA.

    3. Identified issues

    TEQSA has identified several issues which may indicate risks to students and non-compliance with obligations related to learning resources and educational support. These include, but are not limited to:

    Communicating key information

    • students not being made aware of the cost of resources required for a course before accepting an offer
    • students not being made aware of how to access information and resources relevant to their course of study
    • students not being made aware of inherent requirements or special requirements relevant to their course of study prior to accepting an offer and enrolling, resulting in a student not achieving learning outcomes
    • students missing orientation and not receiving the information from orientation later, for example PhD students who often commence their courses at irregular times.

    Quality of learning resources and support

    • using poor quality resources in a course of study (e.g. irrelevant, obsolete, non-authoritative material) including outdated versions of textbooks in its library
    • students not receiving timely and/or sufficient feedback on assessments. This may lead to students being unaware they are at academic risk until too late in the study period to take corrective action
    • inadequate monitoring of at-risk student cohorts, leading to a failure to identify opportunities to provide educational support
    • failure to identify opportunities for the continuing improvement of learning resources and educational support services.

    Accessing resources

    • students facing barriers to accessing resources such as:
      • being required to use uncommon or unreasonably costly software
      • having limited access to science or computer labs that are only open during regular working hours
      • limited access to teaching staff
      • access to online resources requires impractically high internet speeds
      • online students being unable to access resources that are only available onsite
      • students with a disability being unable to access learning materials because they are not in an accessible form.

    Related resources

    Notes

    1. This is separate to supplemental material such as suggested reading, which a student may decide to acquire on their own initiative.
    2. See also, Guidance note: Delivery with other parties.

    Document information

    Version # Date Key changes
    1.0 11 June 2025 Major revision. This guidance note and Staffing replaces Staffing, learning resources and educational support.

     

     

    Subtitle
    Version 1.0
    Stakeholder
    Publication type

    Related links

    Documents

    tom.hewitt-mcmanus
  • Revoke Accreditation Conditions 29 October 2015

    Provider: International College of Management, Sydney Pty. Limited

    Course: Bachelor of Hospitality Management

    Renewal of course accreditation

    Report on revocation of conditions on accreditation of 12 higher education courses of study offered by the International College of Management Sydney Pty Ltd

    On 29 October 2015 TEQSA made a decision, under Section 53(2) of the TEQSA Act, to revoke the conditions imposed on the accreditation of the following courses offered by International College of Management Sydney Pty Ltd (refer public report of 4 September 2014):

    • Bachelor of Business Management
    • Bachelor of Events Management
    • Bachelor of Hospitality Management
    • Bachelor of International Tourism
    • Bachelor of Sports Management
    • Bachelor of Property Services Management
    • Diploma of Business Management
    • Diploma of Events Management
    • Diploma of Hospitality Management
    • Diploma of International Tourism
    • Diploma of Property Management
    • Diploma of Sports Management

    Main reasons for decision

    TEQSA found that the basis of the conditions related to institutional-level matters and considers it appropriate to impose conditions on the registration rather than multiple courses to reduce the regulatory burden. Accordingly, the conditions on the courses were revoked and a new condition imposed on the registration.

    Decision
    Decision Type
    Vary/Revoke Conditions
    Decision ID
    ID0109