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

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

Right of access under the FOI Act

The FOI Act gives any person the right to:

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• ask for information that TEQSA holds about them to be changed or annotated if it is incomplete, out of date, incorrect or misleading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

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

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

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

Making an FOI application

Requests for access to documents must:

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

Requests that meet the preceding criteria can be sent to:

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

Charges

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

After an application is submitted

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

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

Review of decisions

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

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

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

Internal review

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

Information Commissioner review

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

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

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

Complaints

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

FOI disclosure log

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

The disclosure log requirement does not apply to:

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

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

Date of application	Date of release	Details of request	Released
July 2025	September 2025	Copies of all communications, emails, attachments, internal memos, meeting notes, and correspondence between TEQSA and the University of New South Wales (UNSW), or its agents, relating to this case — including but not limited to any contact regarding: Complaints lodged by or about Taimana Thatcher. The 2023-2025 investigation and subsequent handling of misconduct, assault, and retaliation. Advice or communication exchanged in response to disclosures made under the TEQSA Act generally. Communications that influenced TEQSA’s decision to not investigate the matter.	10 documents (granted access in full) 34 documents (granted access in part)
May 2025	September 2025	Electronic copies of the AI Action Plans submitted by various Australian universities in response to TEQSA’s 2023 request for information – Addressing the Risk from Artificial Intelligence.	23 documents (granted access in full) 3 documents (granted access in part)
July 2025	September 2025	Email correspondence between TEQSA and Polytechnic Institute Australia (PIA) in the period November 2023 to July 2025, that relates to PIA’s governance, operation, and personnel, excluding any correspondence between TEQSA and Alessia Calabrese. Documents relating to complaints or other external correspondence received by TEQSA in the period November 2023 to July 2025, that relates to PIA’s governance, operation, and personnel; excluding documents relating to correspondence received from PIA.	5 documents (granted access in full) 6 documents (granted access in part)
November 2024	December 2024	Access to Style, Brand and Writing Guides currently used by TEQSA	5 documents (granted access in full)
October 2024	November 2024	The originating application and concise statement filed by the CEO of TEQSA in Chief Executive Officer of the Tertiary Education Quality and Standards Agency v Chegg, Inc. (Federal Court case number NSD1427/2024)	2 documents (granted access in full)
January 2024	June 2024	Request for various documents relating to Texila College	1 document (partial release)
January 2024	May 2024 June 2024 August 2024	Request for certain correspondence (excluding any attachments) between TEQSA and registered higher education providers in 2022 and 2023	5 documents (granted access in part) 7 documents (granted access in part) 2 documents (granted access in part)
18 October 2023	12 April 2024	The complete August 2011 AUQA Audit Report of Holmesglen TAFE including all documents related to any review, audit or related activities including documents received by AUQA from Holmesglen TAFE pertaining to audit submissions and accreditation and re-accreditation applications between 2011-2012	66 documents, full release 130 documents, partial release
January 2024	February 2024	Documents relating to the Royal Commission on the Robo-debt Scheme and/or the government’s response to this Royal Commission	3 documents (2 documents granted access in full, 1 document granted access in part)
January 2024	February 2024	Final report of the Cost Recovery Implementation Statement Review (CRIS) undertaken in 2023 and a copy of all submissions and briefing notes in relation to the CRIS review	74 documents (44 documents granted access in full, 30 documents granted access in part)
October 2023	January 2024   February 2024	Email correspondence between TEQSA and Polytechnic Institute Australia (PIA) in the period February 2019 to October 2023, that relates to PIA’s governance, operation, and personnel; excluding any correspondence between TEQSA and Alessia Calabrese. Documents relating to complaints or other external correspondence received by TEQSA in the period February 2019 to October 2023, that relates to PIA’s governance, operation, and personnel; excluding documents relating to correspondence received from PIA.	9 documents (7 full release, 2 partial release)   103 documents (97 full release, 6 partial release)
July 2023	November 2023	Documents relating to TEQSA’s 2021 and 2023 Sydney College of Divinity provider category change decision making	8 documents (5 documents granted access in full, 3 documents granted access in part)
August 2023	September 2023	All information provided to TEQSA by the Analytics Institute of Australia, or any of its directors, officers or employees, since 27 September 2022 which names or is about Stephen Parker	2 documents, full release
January 2023	April 2023	Communication between TEQSA and UWA pertaining [to] “the request and justification for the 'Extension of Registration'”. Communication between TEQSA and UWA’s School of Design regarding registration, audit and raised concerns. TEQSA’s “current audit program”, including timeframes and scope, pertaining UWA’s School of Design programs	5 documents, full release
September 2022	November 2022	Documents received by TEQSA from the NSW Department of Education relating to JMC's registration as a higher education provider, howsoever described, between 1 July 2011 to 23 October 2015	1 document, full release
February 2022	July 2022	Any document emanating from Mpika Holdings Pty Ltd (Mpika) that makes express reference to the address identified in the National Register of Higher Education Providers as Mpika’s head office address (the Premises), limited to any letter sent by Mpika to TEQSA, any application or form submitted by Mpika and any financial records where the Premises is listed as Mpika’s address. Any information provided to TEQSA by Mpika in support of its application relating to its claim that the Premises is Mpika’s ‘place of operation’ or ‘head office address’, including (but not limited) to any license or sublease documents relating to the Premises. Any documents or information held by TEQSA regarding Mpika’s occupation of the Premises and its operations at the Premises, including but not limited to any images or records that show any Mpika’s fixtures or chattels present at the Premises, notes taken from any in person or virtual inspections of the Premises, or records of conversations which refer to the Premises.	2 documents, full release
April 2022	June 2022	TEQSA’s policies, procedures, manuals and guidelines in effect between 3 February 2022 and 13 April 2022 regarding: the use of private telephones by employees or agents of TEQSA in the investigation of a notice, complaint, objection or report made by the public; and the creation or maintenance of file notes and other records of telephone conversations on official TEQSA matters.	10 documents, full release
December 2021	January 2022	TEQSA’s complaints management procedure	1 document, full release
May 2018	December 2021	Engineers Australia report of accreditation visit	1 document, partial access granted
September 2021	October 2021	Wells Advisory analysis of the COVID-19 impact on the higher education sector, as listed on AusTender with CN3793014	2 documents, access granted in full
September 2020	December 2020	Charles Sturt University (CSU) report on the implementation of recommendations arising from a 2018 external review of academic governance, and correspondence between TEQSA and CSU relating to implementation since the report was submitted to TEQSA	2 documents, access granted in full
May 2020	July 2020	TEQSA Expert Register including names, position, professional memberships, professional accreditation and date added to the register	1 document, partially released
March 2020	July 2020	Documents relating to National Institute of Organisation Dynamics Australia Ltd’s application for course accreditation	209 documents (192 documents granted access in full, 5 documents granted access in part, 12 documents refused access)
September 2019	November 2019	Documents relevant to the enactment of admissions policies and procedures at The University of Melbourne’s Faculty of Fine Arts and Music	3 documents, full release
April 2019	August 2019	CDU CRICOS registration for the Bachelor of Business Course	5 documents, full release
May 2019	May 2019	Document relating to CSU Review of Academic Governance	1 document, full release
April 2019	June 2019	CDU CRICOS registration for the Bachelor of Business course	2 documents, full release
January 2019	April 2019	Documents relating to University of South Australia third party delivery arrangements Australian University sexual harassment complaint statistics	8 documents, partially released
January 2019	March 2019	Documents relating to Confucius Institutes and potential Chinese Government influence on universities	3 documents, full release
January 2019	February 2019	Documents relating to University engagement with, and reliance on, China/Asia	2 documents, full release
August 2018	November 2018	TEQSA's International Activity Profiles for Australian universities	41 documents, partially released
June 2018	August 2018	Reports about how providers try to minimise student misconduct after the MyMaster case	23 documents, full release 5 documents, partially released
April 2018	May 2018	A document which lists the names of the currently registered experts referred to on the TEQSA website	1 document, full release
April 2018	May 2018	A document which lists the names of the currently registered experts referred to on the TEQSA website	1 document, full release
February 2017	November 2017	Swinburne University of Technology AUQA audits – documents relating to Industry Based Learning	25 documents, full release
January 2017	March 2017	Documents relating to RMIT Vietnam site visit in 2016	5 documents, partially released
January 2016	September 2016	The number of Higher Education Providers that have applied to TEQSA for registration and become active or deemed unsuccessful in the last 12 months (including the number of for-profit and not-for-profit status providers) For each unnamed provider (identified as a for-profit or not-for-profit status provider), the number of courses initially applied for	1 document, full release
August 2015	August 2015	Any full reports TEQSA made in relation to the renewal of accreditation of the following six courses from MIT: Diploma of Information Technology Diploma of Business Bachelor of Business Bachelor of Networking Graduate Diploma of Networking Master of Networking All documents (including emails to and from previous TEQSA staff and Commissioners) about RMIT which relate to my August 2013 complaint and subsequent follow up emails in January/February 2014 and August 2014 All documents to or from members of the Parliament of Australia which relate to my August 2013 complaint and my subsequent follow up emails in January/February 2014 and August 2014	2 documents, full release 4 documents, partially released

More information

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

We have developed key aspects of our regulatory approach in consultation with higher education stakeholders. We recognise that consultation influences the quality of our relations with the higher education sector and can be an important way of collecting evidence which allows us to meet the objects of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act).

Current consultations

There are no current consultations at TEQSA.

Previous consultations

Fees and charges consultation

(Closed 26 September 2025)

TEQSA is proposing an updated version of the Cost Recovery Implementation Statement (CRIS) with adjustments to our fees and charges to take effect on 1 January 2026.

Guidance notes consultation

(Closed 22 August 2025)

TEQSA is working to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector by continuing to enhance our suite of guidance notes.

To support this project, TEQSA opened consultation on the following 3 draft documents:

• Course approval and accreditation
• Orientation and progression
• Qualifications and certification.

Guidance notes consultation

(Closed 18 July 2025)

TEQSA is working to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector by continuing to enhance our suite of guidance notes.

To support this project, TEQSA opened consultation on the following 3 draft documents:

• Information for prospective and current students
• Information management
• Representation.

Interim regulatory guidance

(Closed 27 March 2025)

TEQSA is seeking feedback on new regulatory guidance that has been developed to support safety and wellbeing in higher education.

TEQSA is consulting on 2 documents:

• Interim statement of regulatory expectations: Student grievance and complaint mechanisms (PDF, 183 KB)
• Interim guidance: Managing external actors (PDF, 148 KB).

Fees and charges consultation

(Closed 28 October 2024)

In accordance with the Australian Government Charging Policy, TEQSA annually reviews the operation of our Cost Recovery Implementation Statement (CRIS).

Following an internal review of the 2023 version of the CRIS, TEQSA has developed a consultation paper for the sector.

This paper outlines several proposed adjustments to ensure our fees and charges (to take effect from 1 January 2025) accurately reflect the cost of our regulatory activities.

• Download the consultation paper

Revised service charter

(Closed 20 May 2024)

TEQSA commenced a service charter review in early 2023. The first phase of consultation was a stakeholder survey about our service charter in August 2023.

We’ve now developed a revised service charter informed by the survey results.

• Read more about the revised service charter

This was the second phase of consultation and sought further feedback from stakeholders.

Draft stakeholder engagement strategy

(Closed 20 May 2024)

To support the development of a draft stakeholder engagement strategy.

• Draft stakeholder engagement strategy consultation paper (MS Word, 160 KB)

Fit and proper person requirements

(Closed 20 May 2024)

Consultation for a proposal to amend the Tertiary Education Quality and Standards Agency Fit and Proper Person Determination 2018 (Determination).

• Download the consultation paper (MS Word, 157 KB)

Guidance notes on diversity and equity, student grievances and complaints, and wellbeing and safety

(Closed 15 March 2024)

In 2023, TEQSA consulted stakeholders on the following guidance notes:

• Diversity and equity
• Student grievances and complaints
• Wellbeing and safety.

These notes focus on 3 sections of the Threshold Standards that are unified in their intent to protect and provide support to students. TEQSA sought further stakeholder feedback that identified:

• what additional information can be included in the guidance note to make it useful and up to date
• any points or areas that require clarity
• suggestions to assist providers in delivering effective self-assurance.

Guidance notes on Staffing, Corporate Governance, and Corporate Monitoring and Accountability

(Closed 9 February 2024)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for higher education providers.

• Corporate governance
• Corporate monitoring and accountability
• Staffing

Guidance notes on course design, learning outcomes and assessment and learning resources and educational support

(Closed 20 November 2023)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for registered higher education providers.

• Course design
• Learning outcomes and assessment
• Learning resources and educational support

Assessment reform for the age of artificial intelligence

(Closed 20 October 2023)

TEQSA invited feedback on the proposals outlined in the Assessment reform for the age of artificial intelligence discussion paper, including the principles and propositions.

• Download the discussion paper

At the end of the consultation period, TEQSA and the lead authors of this document will consider all feedback received before publishing the final guidelines in late November 2023.

If you have any questions about this consultation, or the guiding principles, please email us at integrityunit@teqsa.gov.au.

Fees and charges consultation

(Closed 25 September 2023)

In accordance with the Australian Government Charging Policy, TEQSA annually reviews the operation of our Cost Recovery Implementation Statement (CRIS).

Following an internal review of the 2022 version of the CRIS, TEQSA developed a consultation paper for the sector. This paper outlined several proposed adjustments to ensure our fees and charges for 2024 accurately reflect the cost of our regulatory activities and the changes we’ve made to streamline processes since the 2022 version of the CRIS was developed.

• Download the consultation paper (PDF, 1.3 MB)

See: How we consult on fees and charges for more information

Service charter review survey

(Survey closed 25 September 2023)

Insights from the survey will help us to develop a draft service charter, which we will release for further comment at a later date. Following this consultation, TEQSA will consider stakeholder feedback before adopting our revised service charter.

See: Service charter review for more information.

Guidance notes on facilities and infrastructure, academic monitoring and academic and research integrity

(Closed 10 August 2023)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for registered higher education providers.

• Academic and research integrity
• Academic monitoring, review and improvement
• Facilities and infrastructure (Summary of external consultation on Guidance Note: Facilities and infrastructure, PDF, 173 KB)

Consultation for sexual harm good practice note

(Closed 13 July 2023)

Since the release of the Good Practice Note: Preventing and responding to sexual assault and sexual harassment in the Australian higher education sector (the 2020 good practice note), TEQSA acknowledges there has been significant work across the sector to embed strategies to prevent and respond to sexual assault and sexual harassment, however, the issue remains a key risk.

• Sexual harm good practice note consultation (MS Word, 159 KB)

Guidance notes on diversity and equity, student grievances and complaints, and wellbeing and safety

(Closed 13 July 2023)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for registered higher education providers.

• Diversity and Equity
• Student Grievances and Complaints
• Wellbeing and Safety

Guidance notes on academic governance, recognition of prior learning, and delivery with other parties

(Closed 7 March 2023)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for registered higher education providers.

• Summary of external consultation on Guidance Note: Academic Governance (PDF, 163 KB)
• Summary of external consultation on Guidance Notes: Credit and Recognition of Prior Learning and Delivery with Other Parties (PDF, 180 KB)

Consultation for proposed amendments to Register Guidelines 

(Closed 16 December 2022)

TEQSA has commenced a consultation process for proposed amendments to the Tertiary Education Quality and Standards Agency (Register) Guidelines 2017 (Register Guidelines).

The reason for the proposed amendments is to promote transparency regarding TEQSA's regulatory decisions and actions and remove any doubt about which trading names the Register must include in respect of registered providers' higher education operations.

• Further details

Summary of feedback

TEQSA received two submissions during the consultation period. 

Both submissions supported the inclusion of the additional information proposed in the consultation paper. One submission opposed the removal of previous trading names and the other supported it (while noting that this information may be useful to future students).

Guidance Note: Research requirements for Australian universities

(Closed 7 September 2022)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are enhancing TEQSA’s suite of guidance notes for registered higher education providers.

This work will reinforce the role of guidance notes to provide guidance that focuses on a specific section of the Higher Education Standards Framework (2021) while drawing attention to connections with other sections and highlighting potential compliance issues.

Following sector feedback during consultation last year, this project will ultimately reduce the number of guidance notes from 32 to 28 to ensure each guidance note aligns with a section of the Standards framework. Sector feedback has also informed the development of a new, simpler template for guidance notes.

The draft guidance note outlines what TEQSA will look for when considering university research in relation to requirements outlined in the TEQSA Act and Higher Education Standards Framework (2021).

Summary of external consultation

• Download the summary of external consultation (PDF, 167 KB)

Revised Guidance Note: Research and Research Training

(Closed 6 July 2022)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are enhancing TEQSA’s suite of guidance notes for registered higher education providers.

This work will reinforce the role of guidance notes to provide guidance that focuses on a specific section of the Higher Education Standards Framework (2021) while drawing attention to connections with other sections and highlighting potential compliance issues.

Following sector feedback during consultation last year, this project will ultimately reduce the number of guidance notes from 32 to 28 to ensure each guidance note aligns with a section of the Standards framework. Sector feedback has also informed the development of a new, simpler template for guidance notes.

The Guidance Note outlines, with regard to the Higher Education Standards Framework, what TEQSA will look for and common issues associated with Research and Research Training.

• Summary of external consultation

Register and information guidelines

(Closed 26 November 2021)

The Register Guidelines is a legislative instrument that sets out the information that TEQSA must enter on the National Register in respect of each registered higher education provider.

The Information Guidelines is a legislative instrument that sets out the Commonwealth authorities and the State or Territory authorities to which TEQSA may disclose higher education information under sections 189 and 194 of the TEQSA Act.

• Further details

Revised compliance guides

(Closed 10 November 2021)

On 1 July 2021 the new Higher Education Standards Framework (Threshold Standards) 2021 (HESF) came into effect. 

TEQSA is reviewing the current suite of guidance notes to ensure they reflect the requirements of the new HESF. 

As part of this review, TEQSA developed a new template to streamline our guidance materials.

• Further details

TEQSA fees and charges consultation

(Closed 3 June 2021)

On 30 April 2021, TEQSA released the TEQSA Fees and Charges Consultation Paper for feedback from the sector. The consultation paper outlined the details of TEQSA’s proposed approach for transitioning to the new cost recovery arrangements.

• Further details

Draft legislative instrument

(Closed 28 April 2021)

In February 2021, the Australian Parliament passed the Higher Education Legislation Amendment (Provider Category Standards and Other Measures) Bill 2020. The Bill gives effect to the Australian Government’s decision to implement all 10 recommendations arising from the Provider Category Standards review conducted in 2019. 

Among other things, the Bill amends the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) to allow TEQSA to make a determination of the matters which it must have regard to when assessing the quality of the research undertaken by a provider which is registered, or applies to be registered, in the Australian University category. By approval from the Minister, this determination becomes a legislative instrument.

TEQSA proposes to make a determination which sets out a number of matters which are relevant to an assessment of research quality. The list is non-exhaustive and does not specify benchmarks or thresholds for quality; it is a determination of considerations in an assessment of research quality.

• Further details

Discussion paper: Making and assessing claims of scholarship and scholarly activity 

(Closed 14 December 2020)

TEQSA sought to review whether its current approach to assessing claims of scholarship and scholarly activity (as described in the Guidance Note on Scholarship) is adequate, or if the approach needs to be reconceptualised. The purpose of this discussion paper was to set out, for consideration by the sector and other stakeholders, draft principles that were proposed to guide providers in making claims related to scholarship, and to inform TEQSA’s assessments of such claims.

Information Guidelines

(Closed 27 March 2020)

TEQSA sought feedback on the Commonwealth, State and Territory bodies that we proposed to include in an update to our Information Guidelines. 

The Information Guidelines is a legislative instrument that sets out the Commonwealth authorities and the State or Territory authorities to which TEQSA may disclose higher education information under sections 189 and 194 of the Tertiary Education Quality and Standards Agency Act 2011.

Fit and proper person considerations

(Closed 1 December 2017)

As a consequence of the passing of the Education Legislative Amendment (Provider Integrity and Other Measures) Act 2017, TEQSA is able to specify matters that the agency may have regard to in deciding whether a person is a fit and proper person for the purposes of the Tertiary Education Quality and Standards Agency Act 2011.

Sector consultation on proposed changes to the publication of TEQSA’s decisions

(Closed 14 March 2017)

TEQSA sought feedback, via a consultation paper, on the proposed changes to the publication of regulatory decisions.

The consultation focused on proposed changes to the frequency and way we published decisions.

Questions about whether we should publish more information, including rejections, involve an important balance between the interests of higher education providers, students and other stakeholders.

The developments in our practices and in the approaches of other agencies meant that it was timely to revisit these issues. 

We proposed that a simplified set of principles be adopted, informed by approaches of other Australian Government agencies, to guide our future approach.

As part of the consultation process, we will carefully consider all feedback before we make any changes to our approach. We are committed to ensuring that all stakeholders have an opportunity to provide us with their views.

Summary of consultation

• View the summary report of the consultation process for the public reporting of TEQSA's decisions

Principles of consultation

Our approach to consultation is guided by the regulatory principles of: reflecting risk, proportionality and necessity. Our consultations are also guided by the principles outlined in TEQSA’s approach to consultation.

• Download the Statement of Regulatory Expectations: Compliance with workplace obligations (PDF, 180 KB)

This statement sets out TEQSA’s regulatory expectations of registered higher education providers to ensure they are meeting their obligations under workplace laws (as defined in section 12 of the Fair Work Act 2009) to their staff.

In particular, TEQSA expects that all providers will pay their staff correctly and comply with workplace laws and their industrial agreements.

The regulatory expectations outlined in this document focus on providers’ governance oversight and processes. Providers are expected to prioritise governance models that proactively ensure compliance with workplace obligations.

TEQSA’s regulatory expectations are consistent with:

• the provisions of the Higher Education Standards Framework (Threshold Standards) 2021 – most notably that a provider’s governing body is accountable for the provider’s operations (6.1.1)
• TEQSA’s ongoing concern that some providers have not taken full responsibility to meet their workplace obligations
• the Fair Work Ombudsman’s (FWO) finding that poor governance arrangements are a key trend in the sector leading to non-compliance with workplace obligations and the underpayment of wages.

TEQSA’s expectations do not exhaust the actions a provider may take to manage their risks. TEQSA recognises that providers may meet some of these expectations in different ways depending on their staffing arrangements, their industrial agreements, and the requirements of the legislation under which the provider is established. TEQSA’s expectations outline the minimal steps that governing bodies are expected to take to develop a process of continuous improvement to ensure they effectively mitigate risk around meeting their obligations under workplace laws.

TEQSA’s regulatory expectations

1. The provider’s governing body obtains independent advice as is necessary to identify and address potential risks related to obligations under workplace laws, including the risk of wage underpayment due to issues in payroll, employment and administrative systems.
2. The provider’s governing body defines, monitors and reviews roles or offices necessary to effectively manage potential risks to, and ensure compliance with, its obligations under workplace laws. Such roles or offices will include the management, monitoring and review of:
   
   1. payroll, record keeping and employment systems
   2. delegations of administrative roles and authority
   3. risk management policies and controls, risk appetite frameworks, and cyclical auditing frameworks
   4. financial viability and financial sustainability
   5. compliance with obligations under workplace laws.
3. The provider’s governing body assures itself and demonstrates that it is operating in compliance with its obligations under workplace laws, including in the operation of its payroll, record keeping and employment systems. In particular, the governing body can assure itself and demonstrate that:
   
   1. employees are paid correctly, in accordance with the terms of the provider’s industrial agreements
   2. it has considered any necessary independent advice for informed and competent decision making about meeting its obligations under workplace laws
   3. any recommendations from reviews or audits related to obligations under workplace laws have been considered and, where necessary, are being effectively actioned
   4. all delegated offices or committees responsible for ensuring compliance with obligations under workplace laws report clearly and regularly to the governing body
   5. there are mechanisms to ensure formal complaints regarding compliance with workplace laws can be received from staff, students or unions and action taken to address underlying causes
   6. the provider’s management of third-party contracts ensures compliance with obligations under workplace laws
   7. the provider has carefully considered and is addressing all concerns raised by relevant authorities regarding the provider’s compliance with workplace and employment matters, such as sector updates from TEQSA, audit reports by state audit offices, and guidance or direction from the FWO
   8. the provider has promptly informed and positively engaged relevant authorities such as TEQSA and the FWO on any issues identified by the provider
   9. the provider has developed a mature process of self-assurance to mitigate and manage any future wage underpayment matters.
4. The provider’s governing body takes active and ongoing responsibility for ensuring compliance with all workplace and industrial obligations. It assures itself that robust, fit-for-purpose systems are in place to prevent, detect, and respond to non-compliance, and that these systems are subject to regular oversight and review to manage risk over time. 

Regulatory scope and implementation of the expectations

This Statement of Regulatory Expectations applies to all higher education providers. TEQSA expects that all providers will actively work to demonstrate self-assurance in line with the expectations.

The expectations will be integrated into TEQSA’s regulatory activities, including registration and re-registration processes, and annual compliance and risk assessments. Where necessary, TEQSA will seek evidence of appropriate governance processes that mitigate risks of non-compliance with workplace obligations in accord with these expectations.

Reporting requirements for Australian Universities

Beginning in 2025, providers in the ‘Australian University’ provider category will be required to submit annual reports to TEQSA concerning the expectations. Annual reporting will be required for an initial period of 2 years.

The annual reports will comprise:

• an attestation by the Vice-Chancellor that the University has met the expectations
• an index of evidence to support the attestation.

TEQSA will communicate with Australian Universities to provide further details of the reporting requirements ahead of any deadlines for submission.

Restricting the annual reporting requirements to Australian Universities reflects the findings of the FWO that risks of non-compliance with workplace obligations have been concentrated within this part of the sector. Establishing an initial reporting period of 2 years for Australian Universities also reflects the principles of regulatory necessity, risk, and proportionality.

Depending upon the sector’s response to risks around workplace obligations, TEQSA may expand the reporting requirements.

Further information for providers in the Australian University category

TEQSA is finalising the reporting requirements and the 2025 submission date for providers in the Australian University category. We will share further updates with the sector later this year.

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
Statement of Regulatory Expectations: Student grievance and complaint mechanisms	3 October 2025

Related information

• Guides and resources

• Download the Statement of Regulatory Expectations: Student grievance and complaint mechanisms (PDF, 200 KB)

TEQSA’s regulatory work with the sector, consultations with students and stakeholder roundtables has identified important opportunities to strengthen higher education providers’ student grievance and complaint mechanisms. Amid protests on university campuses, students reported a wide range of challenges, including difficulties accessing grievance and complaint processes and concerns about a lack of transparency in how complaints were handled and progressed. These concerns echo the results from the 2021 National Student Safety Survey¹, indicating that pervasive and persistent issues are still affecting the sector.

This statement should inform the actions that registered higher education providers (providers) and their governing bodies take to assure themselves that they are meeting the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards) in relation to how they handle student grievances and complaints². Following the Commonwealth Ombudsman’s Better Practice Complaint Handling Guide³, TEQSA understands a complaint to be an implied or express statement of dissatisfaction where a response is sought, reasonable to expect or legally required.

TEQSA’s regulatory expectations are grounded in the provisions of the Threshold Standards, particularly that:

• support offered to students is informed by, and meets the needs of, student cohorts (Standard 2.3.3)
• a provider’s grievance and complaint mechanisms are capable of resolving grievances about any aspect of a student’s experience with the provider, its agents or related parties (Standard 2.4.1)
• all students have opportunities to provide feedback on their educational experiences, which informs institutional monitoring, review and improvement activities (Standard 5.3.5)
• a provider’s governing body exercises competent oversight of, and is accountable for, all of the provider’s operations, including grievance and complaint mechanisms, and wellbeing and safety (Standard 6.1.1)
• a provider can demonstrate, and the governing body assure itself, that it is operating effectively and sustainably. This includes monitoring complaints, allegations of misconduct, breaches of academic integrity, and critical incidents, and taking action to address underlying causes (Standard 6.2.1.j).

TEQSA recognises that providers will meet these expectations in different ways depending on their student cohort, operating environment, and the various legislative requirements under which they operate.

These regulatory expectations apply to all provider grievance and complaint mechanisms that address various aspects of student wellbeing and safety. These include, but are not limited to, grievances and complaints concerning:

• provider decisions and actions that affect students
• student and staff behaviour. 

TEQSA’s regulatory expectations

Student support

1. Student grievance and complaint mechanisms include the following:
   
   1. information about complaint policies and procedures is advertised, clearly written, and easily accessible, including for students with diverse needs
   2. complainants who lodge a formal complaint are provided with clear information concerning:
      
      1. the complaints process, the scope of what the provider can consider, how personal information is handled by the provider, and typical outcomes that may result from the complaint process
      2. a timeline for resolution, including potential factors that may foreseeably and reasonably cause delays
      3. how to access the National Student Ombudsman (NSO) and other available external avenues of complaint resolution.
   3. complainants can:
      
      1. lodge complaints through multiple channels, for example, by phone, email or in-person
      2. make anonymous or confidential complaints, and are informed of how anonymity or confidentiality may impact the investigation, consideration or outcome of their complaint.
   4. student complainants or respondents who require support through a complaint process are referred, or receive provider-facilitated referral where appropriate, to suitable support services
   5. during the formal complaint process, complainants and respondents are provided with updates on the progress of a case at agreed intervals
   6. decisions about formal complaints are promptly communicated to complainants and respondents in writing, subject to relevant privacy obligations, outlining the activities undertaken to manage the complaint, any outcomes of the complaint, the reasons for those outcomes, and further avenues for appeal or review.

Policies

2. Policies and procedures for grievance and complaint handling include the following:
   
   1. clear articulation of what constitutes a ‘complaint’, as distinguishable from other forms of contact providers may receive from students such as enquiries or feedback
   2. clear explanations of how complaints are handled consistently and the principles or processes adopted to ensure complaint handling is effective, consistent and fair
   3. processes for handling sensitive complaints (such as complaints concerning gender-based violence) are person-centred and trauma-informed⁴
   4. protections against the risk of reprisal or victimisation for students or staff raising grievances or complaints
   5. complaints concerning the behaviour of students or staff are assessed against policies that outline relevant matters such as academic and non-academic misconduct, rights of academic freedom and freedom of speech, and wellbeing and safety.

Staffing

3. The provider’s staffing profile for complaints handling includes the following. That:
   
   1. sufficient staff are employed to manage the volume and complexity of complaints the provider typically receives
   2. staff allocated to handle, and those responsible for making decisions about, student grievances and complaints have appropriate training, including in:
      
      1. trauma-informed and person-centred practice
      2. supporting culturally and racially marginalised persons⁵
      3. the provider’s policies and procedures around complaints-handling
      4. if their role requires, administrative decision making.
   3. the early resolution of complaints is supported through triaging and appropriate empowering of staff with responsibilities to handle grievances and complaints
   4. the transfer of complaints casework between staff is minimised
   5. appropriate mitigations and supports are in place to respond to the wellbeing and safety needs of staff handling grievances and complaints and action is taken to address underlying risks. 

Monitoring, review and improvement

4. Monitoring, review and improvement of student grievance and complaint mechanisms are routinely undertaken, including:
   
   1. cyclic review and benchmarking of policies, procedures and complaints-handling training is undertaken to ensure they are fit for purpose and identify opportunities for improvement
   2. students who have engaged with formal complaints services as a complainant or respondent are invited to provide feedback on their experience
   3. the student body is invited to genuinely contribute to reviews and proposed changes to policies and procedures for student grievance and complaint handling. Student feedback is genuinely considered by the governing body and a summary of the provider’s responses to student feedback is provided to students who have engaged in the consultation process
   4. de-identified complaints data (including handling data) is analysed at least once every 6 months to identify themes and opportunities for improvements
   5. identified themes or opportunities for improvement are reviewed by the executive to inform their consideration and responses to key risks and actions
   6. barriers to making complaints are identified and reasonable steps are taken to minimise or remove these barriers.

Governance and accountability

5. Expectations for governance and accountability include the following:
   
   1. a management culture that prioritises and resources complaints handling and values complaint data is promoted, with senior leaders demonstrating a firm commitment to review, design, manage and deliver processes and policies to improve grievance and complaint mechanisms
   2. the governing body assures itself that the provider (and contracted third parties) meet the current expectations and their obligations around student grievance and complaint management and maintaining the wellbeing of staff (including staff involved in complaints-handling)
   3. the governing body reviews a report of de-identified complaints data at least once every 6 months and can assure itself that any underlying causes of identified trends or issues are being adequately addressed. The report of de-identified complaints data reviewed by the governing body should:
      
      1. include analysis of complaint trends, identification of underlying causes, and actions taken to address underlying causes
      2. list the review and improvement activities undertaken related to complaint handling, including identification of areas for improvement, and actions taken to improve service delivery, and clearly identify delegations of authority and accountability.

Application of this statement

This statement of regulatory expectations applies to all higher education providers. TEQSA expects that all providers will actively work to demonstrate self-assurance in line with the expectations.

TEQSA acknowledges that some providers may have additional obligations under the:

• National Code of Practice for Providers of Education and Training to Overseas Students 2018
• Higher Education Support Act 2003
• Higher Education Provider Guidelines 2023

TEQSA’s regulatory approach

TEQSA expects all higher education providers to review their student grievance and complaint mechanisms and implement necessary improvements. As part of their review process, providers should recognise that high or increasing complaint volumes do not necessarily imply systemic problems. For example, increased awareness of a provider’s complaint system will likely result in an increased volume of complaints.

Complaints are a valuable source of information to improve a provider’s operations. Providers should undertake regular and careful examination of complaints data and take appropriate actions to address underlying causes. An effective grievance and complaint mechanism is essential for this process.

As part of any regulatory activity, including re-registration or compliance assessments, TEQSA may require evidence of credible plans and demonstrable progress towards meeting these expectations. Providers must demonstrate that their governing body is maintaining appropriate oversight and assuring itself that the provider is meeting the Threshold Standards with regard to student grievances and complaints. When assessing compliance, TEQSA will also consider information from the National Student Ombudsman.

Annual reporting for Australian Universities

TEQSA expects that providers in the ‘Australian University’ provider category voluntarily publish annual complaints data. This recommendation is separate from the regulatory expectations set out above.

It is recommended that reports be publicly available and published in alignment with the provider’s publication of their annual report. For providers that do not already publish their complaints data, reporting should commence with publishing data for the 2026 calendar year. Care should be taken to ensure appropriate definitions of complaints and enquiries to avoid complaints being classified as enquiries in reported data.

At a minimum, TEQSA recommends that providers publish de-identified reports that set out:

• the total number of complaints received during the reporting period
• the number of each type of complaint, grouped in a transparent and accountable manner
• the number of complaints resolved
• the median timeframe to resolve complaints
• the number of unresolved complaints, including any outstanding complaints from previous reporting periods, and the average time since receipt of outstanding complaints
• the provider’s key performance indicators for managing complex complaints.

TEQSA may consider alternate reporting mechanisms with individual Australian Universities, or for all providers in the ‘Australian University’ provider category, subject to review of providers’ adoption of voluntary reporting.

Depending upon the sector’s response to risks around student grievances and complaints, TEQSA may expand the reporting requirements.

Review

This statement will be reviewed by TEQSA no later than 31 December 2026.

Notes

1. Results - National Student Safety Survey.
2. TEQSA recognises that providers may use the terms ‘grievances’ and ‘complaints’ in different ways, but we expect that providers will demonstrate a distinction between informal and formal complaint processes. For the purposes of this document, providers should also assume that, where relevant, reference to ‘grievance and complaint processes’ or ‘complaint handling processes’ also encompass appeals processes.
3. Better Practice Complaint Handling Guide.
4. A policy or procedure that is ‘person-centred’ aims to ensure a complainant’s needs and preferences are at the centre of decisions made in response to its disclosure. A policy or procedure that is ‘trauma-informed’ applies core principles of safety, trust, choice, collaboration and empowerment, aims to minimise the risk of re-traumatisation of a complainant, and promotes recovery and healing to the greatest extent possible.
5. Persons who are culturally and racially marginalised are those who experience disadvantage because of their ‘cultural background, migration status, race or ethnicity’ (Australian Human Rights Commission: Speaking from experience, 2025, p. 5). Given the diversity of students in Australia’s higher education sector, appropriate training to support culturally and racially marginalised persons needs to be self-determined at the local level by relevant individuals and communities (The National Aboriginal and Torres Strait Islander Health Plan 2021–2031; Lowitja Institute: Cultural Safety in Australia, 2024).

 

The annual report outlines our activities and performance during each financial year. The TEQSA Act requires that the report is presented to Parliament.

2024-25

TEQSA’s Annual Report for 2024-25 was tabled in Parliament on Friday 3 October 2025.

• Access the annual report on the Australian Government Transparency Portal
• Download PDF version (6.6 MB)

Previous annual reports

2023-24

2022-23

2021-22

2020-21

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14 

2012-13 

2011-12