Facing academic misconduct doesn’t have to define your educational journey. What matters most is how you learn from the experience and move forward. Start by understanding your institution’s rules and taking proactive steps to improve your skills in areas like citing sources, paraphrasing, and ethical research practices. Many institutions offer workshops, online modules, and tools such as plagiarism checkers to support you. If personal or time management issues contributed to the situation, seeking help from counsellors or academic advisors can make a big difference in staying on track. Building positive habits like managing deadlines and clarifying expectations with academic staff is essential for avoiding future missteps.

To rebuild trust and confidence, take advantage of resources such as libraries, study groups, and legitimate tutoring services while maintaining academic integrity. Engage actively with your lecturers and peers to show your commitment to learning and collaboration. Setting new academic goals, whether excelling in assignments or exploring extracurricular activities, can help reignite your passion for education. Celebrate every small win along the way, as these milestones will strengthen your resilience and highlight your growth. By being proactive and focusing on improvement, you can transform challenges into opportunities for success and personal development.

Self-reflection template

• What have you learnt from experiencing an academic misconduct process? Self-reflection template (PDF, 115 KB)

1. What is academic misconduct?

Academic misconduct can sound intimidating, but understanding it is an important first step. It includes things like cheating, copying someone else’s work without properly referencing it, working with others when you’re not supposed to, or even paying someone to do your assignments for you. Sometimes it happens accidentally, like forgetting to cite a source or misunderstanding the rules. But here’s the thing: even if it wasn’t intentional, it’s still considered misconduct.

The good news is, you’re not expected to be perfect from day one. Institutions know that students are learning and growing, and they offer plenty of resources to help you understand what’s okay and what’s not. Saying you weren’t aware of the rules won’t excuse misconduct, but taking the time now to learn about the rules will help you avoid any trouble in the future. If you ever feel unsure, ask for help—it’s always better to clarify than to guess.

2. How is an academic misconduct case initiated?

If someone at your institution thinks something might not be quite right with your academic work, they’ll start a process to look into it. Don’t panic. This happens more often than you might think, and it doesn’t mean you’re automatically in trouble. Usually, it starts when a staff member notices something unusual in your assignments, exams or other academic tasks. They’ll then report it following the rules set by your institution. Remember, you’ll have the chance to explain your side of things and there are people and resources to help you through this process.

3. What are my rights during the academic misconduct process?

You have several important rights to help you through this process and it’s okay to feel overwhelmed—this happens to many students and you’re not alone. You have the right to bring a support person to help you feel more confident, the right to know exactly what the allegations are and the right to share your side of the story. Plus, there are resources available to guide you, including tools to help you prepare your case and even appeal a decision if you think it was unfair. Take a breath; there are people and steps in place to make sure you’re treated fairly.

4. How do I respond to an allegation of academic misconduct?

If you’ve been faced with an allegation, take a deep breath—it’s okay to feel nervous or even angry. The first thing to do is understand the details and think about whether the allegation is accurate. If you believe it’s true, it’s better to be honest and let the staff know. On the other hand, if you think the allegation isn’t correct, take your time to carefully review what’s being alleged. Gather anything that might help explain your side, like notes, emails or documents. You can then write a clear response or attend a meeting where you’ll get a chance to share your perspective. Remember, being truthful and expressing yourself clearly will go a long way. There are people who want to help you through this—you’re not alone in facing this challenge.

5. What happens if I am found responsible for academic misconduct?

If it turns out that you’ve engaged in academic misconduct, there will be consequences based on the seriousness of the situation. These might include a warning, failing an assignment or course or, in more severe cases, suspension or expulsion. Whatever the outcome, you’ll be informed of the decision and what steps you need to take next.

If you’re studying law and planning to become a solicitor in Australia, it’s especially important to note that academic misconduct can have long-term implications. To be admitted, you’ll need to prove that you’re a ‘fit and proper person’ and it’s required to disclose any academic misconduct to the relevant admissions authority. The board may decide to prevent admission as a solicitor if they believe the academic misconduct reflects poorly on your character or candour.

6. Can I appeal an academic misconduct decision?

If you believe the decision wasn’t fair, you have the right to appeal it. Think of it as a chance to share your side of the story again. Appeals can focus on things like mistakes in the process, new evidence you’ve found or anything that makes you feel you were treated unfairly. Keep in mind that you can’t appeal just because you’re unhappy with the outcome as it needs to be based on solid reasons. Write your appeal clearly, explaining your points and including anything that supports your case. It might feel daunting but remember, this is your opportunity to make sure everything is looked at properly and there are people who can guide you through it.

7. How do I prepare for an appeal?

Preparing for an appeal might seem overwhelming, but if you have grounds, take it one step at a time. Start by gathering all the important documents, like any evidence or notes that can support your case. If there's new information that wasn’t included before, make sure to highlight it. Then, write your appeal letter as clearly as you can, explaining what went wrong or why the decision might have missed something important. When presenting your case, focus on being truthful and confident. This is your chance to make sure everything is reviewed properly and you’ve got the opportunity to say what’s on your mind. Step by step, you’ll get through this.

8. Can I use an external service to prepare my response for me?

It might seem like a good idea to use an external service to help with your response or appeal but it’s important to be cautious. These services may not fully understand your unique situation and their responses could end up feeling generic or not quite right. By preparing your response on your own, you can make sure your points are personal, specific to your case and truly reflect what you want to say. Institutions really value authenticity and a sincere effort, so taking the time to write your response or appeal thoughtfully can make all the difference. Focus on the specifics of your case, your reasoning and anything that supports your perspective. If you need help, don’t hesitate to reach out to the academic support staff or use the resources provided by your institution.

9. What resources are available to help me through this process?

There’s plenty of resources out there to help you through this, so start by checking your institution’s website. You’ll likely find the policies you need to understand the process and feel more prepared. Plus, don’t hesitate to reach out to the student support staff. They’re there to help and can make a big difference when you’re figuring things out.

10. What are my responsibilities during the academic misconduct process?

Your role is simply to be honest, stay engaged and follow the steps laid out for you. Respond to any emails or requests on time, share information clearly and cooperate with whatever decisions are made. It’s also important to stay respectful and keep things confidential. This helps keep the process smooth for everyone involved.

11. How is my academic record affected by an academic misconduct case?

Your institution must keep a record of the process, regardless of the outcome. If you’re unsure about whether anything will appear on your transcript or need more details about how your record is managed, your institution can explain all of that clearly.

12. Should I drop my course/unit of study if I receive an academic misconduct allegation?

You might feel tempted to drop a course after receiving an academic misconduct allegation. However, it’s important to know that even if you withdraw, the investigation will likely continue. The good news is that many students with a finding of academic misconduct in just one assessment still go on to successfully complete their courses. Don’t lose hope, stay engaged in the process and don’t let it distract you from your other studies.

13. Is this process confidential?

Institutions take great care to handle student records with confidentiality, ensuring that only authorised staff have access to sensitive information, and they follow strict guidelines, like those outlined in the Higher Education Standards Framework (Threshold Standards) 2021, to keep your information secure and accurate. This means you can feel confident that your academic history, including any cases of academic misconduct, is managed responsibly and with respect. When an allegation arises, it is documented in the student's file along with relevant evidence, communications and outcomes of the investigation, with access strictly limited to those directly involved in the process. You shouldn’t worry that outcomes will be used against you or that future academic staff will hold biases—unless there’s repeated academic misconduct, which might influence how your institution decides a penalty for repeated cases or offers support to you.

Academic misconduct

Actions or behaviours undertaken by a student that violate academic integrity standards, such as plagiarism, collusion or falsifying data.

Academic support staff

Dedicated staff within an institution in a teaching role who assist students with academic concerns.

Allegation

A claim or accusation that a student has committed academic misconduct, prompting the initiation of an investigation. This may also be called a suspicion.

Appeals

The right to appeal academic misconduct decisions by presenting valid reasons or new evidence to an appeals committee for a fair review.

Confidentiality

The protection of sensitive information by ensuring only authorised individuals have access, particularly in cases of academic misconduct.

Higher Education Standards Framework (Threshold Standards) 2021

The Threshold Standards are a set of guidelines and regulations governing the management, security and confidentiality of student records and institutional practices in higher education.

Investigation

The formal process undertaken by an institution to review, assess and resolve allegations of academic misconduct. This includes the collection of evidence, communication with relevant parties and determination of outcomes.

National Student Ombudsman

The National Student Ombudsman is a free and independent service which works to resolve student complaints about higher education providers.

Penalty

A consequence or sanction imposed by an institution in response to substantiated findings of academic misconduct. Penalties may vary depending on severity and whether misconduct is repeated.

Student guild

Often an independent body, separate from your institution who can help you with your response. Sometimes referred to as student ambassadors, advocates or representatives.

Student support team

The staff members involved in supporting you through your studies. Sometimes referred to as student experience team, student advisors or academic success centre.

Transcript

The official record of a student's academic performance and achievements, which may include documentation of academic misconduct cases if applicable.

Unit

The body of curriculum for a specific topic. Also referred to as module, course or subject depending on your institution.

Withdrawal

The act of discontinuing enrolment in a course or unit of study. In the context of academic misconduct, investigations typically continue regardless of withdrawal.

12 November 2025

What?

In recent months, TEQSA and ASQA have observed emerging risks around workplace learning in early childhood education and vocational training. TEQSA and ASQA take very seriously any emerging risks that have the potential to impact our most vulnerable in the community.

Why?

Early childhood staff play a critical role in the development and education of Australia’s children. It is important that their work is underpinned by education and training that ensures they are appropriately skilled and assessed to deliver high quality and safe care.

Our concerns

TEQSA and ASQA are concerned about:

• admitted students not being genuine and prepared for their courses
• education agents/third parties recruiting students who do not meet course admission standards and/or entry requirements
• large changes in enrolment practices into some courses
• students not having high-quality work placements to support their learning
• providers not having appropriate supports and systems in place for students seeking and undertaking workplace learning opportunities
• students not properly prepared (i.e. relevant training and mandatory checks have not been completed) prior to being allowed to undertake workplace learning opportunities
• providers not undertaking sufficient due diligence in determining which placement providers (early childhood education and care centres) are appropriate for student placements
• providers not ensuring that workplace learning opportunities have appropriate and sufficient supervision and academic oversight
• the integrity of some providers’ assessment activities
• providers being unaware of recent guidance issued to the sector around assessment practices

Our expectations

We expect that providers will ensure:

• robust processes and mechanisms are developed, delivered and reviewed to recruit and admit students who are prepared/suitable for the courses they enrol in
• students are properly prepared, and that on work placements sufficient oversight is provided
• staffing and placement offerings are proportionate to the volume of students admitted
• placement provider roles and responsibilities are clearly documented through formal agreements with the provider
• education agents/third parties are acting ethically and in the best interests of students
• the sufficient oversight of assessment integrity through coursework and work placements

It is therefore a priority that all higher education and VET providers, and their governing bodies, apply focus to these issues as a priority.

Relevant standards for providers

In delivering courses in early childhood education, the following legislative frameworks apply to higher education providers:

• Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards)
• (if delivering the course to overseas students) National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code).

In delivering training and/or assessment to early childhood education and care, the following legislative frameworks apply to VET providers:

• National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025
• National Vocational Education and Training Regulator (Compliance Standards for NVR Registered Training Organisations and Fit and Proper Person Requirements) Instrument 2025
• (if delivering the course to overseas students) National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code).

Undertaking a check

Providers need to be able to demonstrate, through robust governance oversight, that risks to the quality of their early childhood education and care courses are identified and managed.

In support of this, TEQSA and ASQA expect all providers to undertake a check on your current processes and practices. This may include, but is not limited to:

• review your admission/enrolment practices and trends
• check what your education agents/third party are promoting in the market and ensure these arrangements have robust oversight
• ensure students have appropriate work placements and that you have sufficient oversight
• review risks around assessment integrity, including whether there are robust assessments in place to demonstrate students have achieved the intended learning outcomes
• review risks to assessment integrity by ensuring that all qualifications are awarded accurately, reflecting the skills and knowledge attained by a student
• ensure your academic and governing boards are aware of risks and mitigation strategies

Providers who may not be adequately managing these risks or not meeting the relevant Standards may be subject to a compliance assessment and/or regulatory action.

Raising concerns

TEQSA and ASQA take concerns raised about the quality of student outcomes and experiences seriously. You can report a concern:

• To ASQA on VET providers via ASQA’s VET Tip-Off Line
• To TEQSA on higher education providers via TEQSA’s complaint/concern process

Related resources

All providers

• Requirements for early childhood teaching program assessments – ACECQA
• ACECQA National Model Code: Taking images in early childhood education and care

TEQSA providers

• Guidance note: Corporate governance
• Guidance note: Academic governance
• Guidance note: Admissions (coursework)
• Guidance note: Work-integrated learning

ASQA providers

• Guidance: Assessing Early Childhood Education and Care Students in the Workplace
• ASQA RTO Practice Guides
• ASQA seeking information on the quality of delivery of Early Childhood Education and Care (ECEC) training
• Risk priorities

TEQSA has both observed and received reports about changes in the behaviour of commercial academic cheating services that target students studying for an Australian higher education award. The reports suggest operators of these services are being more aggressive and direct in their promotional activities and are more frequently targeting users of their service for blackmail or identity theft.

Background

Amendments to the TEQSA Act in September 2020 made it illegal to provide or advertise a commercial academic cheating service in Australia. Since then, TEQSA’s work to block illegal cheating websites and remove social media accounts and posts that advertise these services, have disrupted the business of commercial academic cheating services. These actions, as well as the increasing sophistication and availability of generative artificial intelligence services (such as ChatGPT), may be driving the changes in behaviour.

In particular, TEQSA has observed a substantial reduction in internet traffic to websites offering contract cheating services and an increase in reports of students being approached directly through individual email messages or via class groups set up in messaging apps or on social media platforms.

Research shows contract cheating firms are commonly controlled by criminal syndicates, putting students who use these services at very real risk of blackmail or identity theft.

Blackmail activities can include demands for further payment, class materials or past assessment tasks, contact details of other students, or access to provider systems (such as the Learning Management System or the student’s email account).

Students who share personal information with commercial academic cheating services, such as their name and payment details, are at risk of identity theft. Additionally, students disclosing login details to a provider’s system present a cyber security risk that institutions need to be aware of and mitigate.

Provider actions

TEQSA appreciates that Australian higher education providers have been proactive in addressing risks to academic integrity by engaging in a range of activities to educate students, detect cheating and upskill staff.

Due to the increasingly aggressive marketing and blackmail tactics used by illegal academic cheating services, TEQSA encourages all providers to ensure:

• The risks associated with using academic cheating services are clearly and regularly communicated to students as part of ongoing discussions about academic integrity.
• Students are aware of how to access genuine study support, report an approach from a contract cheating service or get assistance if, for example, they are experiencing blackmail.
• Students and staff are made aware of the potential for class groups on messaging and social media platforms to be infiltrated by contract cheating services.
• Students and staff are regularly reminded of their obligation to not disclose university system passwords to anyone, and that genuine, ethical businesses will not request this information.
• IT systems are monitored for suspicious activity, and spam filters and other tools are updated to quarantine emails to students that advertise illegal cheating services.
• Consideration is given to reissuing the login credentials for students that have had a finding of contract cheating upheld.
• All staff with responsibilities for assessment, investigation or decision making regarding alleged academic misconduct or the design or administration of student misconduct policies receive training in contract cheating detection and deterrence. TEQSA’s self-directed online course, Masterclass: contract cheating detection and deterrence is available to all academic and professional staff of Australian higher education providers.
• Posters, business cards and other material posted or left on campus promoting commercial academic cheating services are promptly removed.
• Any information or evidence relating to a commercial academic cheating service targeting your institution, or being used by students at your institution, is shared with TEQSA. You can lodge a report via our website.

Additional resources

Please bookmark TEQSA's Protecting academic integrity page for a full and up-to-date listing of academic integrity materials for providers.

• TEQSA Masterclass: contract cheating detection and deterrence
• Understanding academic integrity (resources for students, including in languages other than English)
• Academic integrity toolkit
• Good Practice Note: Addressing contract cheating to safeguard academic integrity
• Guidance note: Academic and research integrity
• Academic integrity in the creative arts
• Substantiating contract cheating for symbol-dense, logical responses
• Predatory publishing: A to Z elements (PDF, 132 KB)
• Higher education good practice hub

Information about Australia’s anti-commercial academic cheating laws

• Tertiary Education Quality and Standards Agency Amendment (Prohibiting Academic Cheating Services) Bill 2019
• Fact sheet about the Prohibiting Commercial Academic Cheating Services Bill (2019) (PDF, 65 KB)
• Blocked commercial academic cheating websites
• Report a suspected commercial academic cheating service

August 2024

TEQSA reminds all registered higher education providers and their governing bodies of the obligations they have under the Higher Education Standards Framework (Threshold Standards) 2021 to assure student and staff wellbeing and safety, freedom of speech and academic freedom. The ongoing conflict in the Middle East is impacting many Australians, including students and staff within higher education institutions, and protest activities have escalated on some university campuses. It is important that all providers are prepared so they can manage and respond to these activities, and other student protests related to any cause or purpose, in ways that ensure they are meeting the Threshold Standards.

Key points

When responding to student protest activity, providers will consider the following parts of the Threshold Standards:

• Standard 2.3 encompasses organisational responsibilities for safeguarding and supporting the wellbeing and safety of students and staff.
• Standard 6.1.4 applies to the governing body taking steps to maintain an institutional environment where the wellbeing of students and staff is fostered, and freedom and speech and academic freedom are upheld and protected.

Providers

To manage and respond to the risks associated with student protest activity related to any cause or purpose, and to ensure providers continue meeting the Threshold Standards, TEQSA expects that providers will take the following measures:

Institutional policies and processes

In keeping with the requirements of the Threshold Standards, providers should clearly communicate institutional policies and procedures on topics such as academic support, freedom of speech and academic freedom, student and staff conduct, and misconduct. These policies and procedures should be up-to-date and applied consistently and fairly.

Information about student conduct policies, expectations and how to access support will be shared through communications to students and other communication channels. Policies and processes will be reviewed regularly to ensure their effectiveness, and any identified gaps in policies and procedures or legal frameworks will be addressed promptly.

Academic support and adjustment

Providers will give additional focus to identifying and supporting at-risk students. Currently, this includes those whose wellbeing has been significantly affected by the conflict in the Middle East or associated protest activity. Measures will include ensuring processes for academic adjustment are fit for the current circumstances and embedded with trauma-informed principles, and putting in place other academic supports to ensure students can continue their studies.

Ensuring a safe campus, including teaching and learning spaces

Providers will ensure materials that breach Australian law or conflict with institutional policies, including hate speech and symbols, are promptly removed from institutional property, including removal from both physical property and digital platforms.

Students and staff who have concerns for their safety and security on campus should be supported. Information on how to access the available supports should be shared routinely, and the effectiveness of supports regularly reviewed. The governing body of the provider will have appropriate oversight of concerns regarding student and staff safety.

Providers should have effective critical incident management structures and institutional security arrangements. This includes relationships with outside agencies, such as police, and proactive approaches to ensure any risks to student and staff safety are identified, shared and acted upon. As appropriate to the circumstances, efforts should be made to engage with student groups on campus to ensure any protest activities are respectful and in keeping with providers’ policies.

Particular attention will be paid to ensuring teaching and learning spaces are safe for all. While it has been a longstanding custom in some universities for students to announce details of protests at the start of classes, this has been problematic given the charged and often personalised nature of events related to the Middle East. Recent feedback to TEQSA indicates that people entering classrooms to voice positions on protests and on the conflict are engaging in behaviour that is disruptive and intimidating to many. Policies related to freedom and speech and academic freedom should be carefully considered in light of these concerns. Educating students about expectations for acceptable engagement and expression of views, as well as training and support for staff to respond to disruptions to learning environments both on-campus and online, will be important measures.

Ensuring complaint and support mechanisms are accessible

Providers will have a continued focus on ensuring students and staff are aware of complaint and support processes. TEQSA has received feedback that some students do not feel safe making specific complaints. Providers should ensure their complaint processes are trauma-informed and continue to highlight the ways staff and students can make complaints and access support. Measures for maintaining confidentiality during complaints processes should be considered.

Taking appropriate action in response to inappropriate conduct

Providers are expected to apply their institutional policies to students and staff whose conduct may be in breach of those policies – this includes behaviour as part of organised protest activity and language or conduct in learning settings that goes beyond what is acceptable in academic discussion. Providers will ensure institutional policies and procedures are fairly and consistently applied and any cases where action is taken are transparently reported in line with organisational policy.

Providers may take appropriate action to respond to people from outside the provider’s community, whose actions pose a risk to a provider’s property, digital environments, learning and teaching spaces or the safety and wellbeing of students or staff. TEQSA is aware that there can be complexity in legal provisions for dealing with occupation of an institution’s grounds and disbanding protests, and these can vary between providers. Providers should give ongoing consideration to managing building access, the use of student and staff ID cards, and making use of appropriate legal avenues to remove people that are not part of the provider’s community who are engaging in behaviour that poses a risk to the safety and wellbeing of students and staff.

Upholding freedom of speech and academic freedom

Providers will evaluate the effectiveness and operation of their policies relating to freedom of speech and academic freedom and make any required adjustments. Protest activity in the first half of 2024 presented a major test of changes to provider freedom of speech and academic freedom policies following the development of the French Model code in 2019.

Additionally, providers will actively consider how they work to assure their governing bodies that students and staff understand the content of the relevant policies and how they intersect with the law in relation to anti-discrimination and hate speech that may be applicable on-campus and online.

Good practice

TEQSA aims to develop a range of good practice resources and guidance to support providers in managing the ongoing risks associated with student protest activity and assure the wellbeing and safety of students and staff, as well as freedom of speech and academic freedom. Resources will be published on our website as they are developed.

TEQSA recognises that this is an evolving issue for higher education, and will continue to monitor and update our advice. As part of this work, we welcome feedback, including examples of good practice within the sector. You can provide feedback to us at: policyandresearch@teqsa.gov.au.

11 August 2023

TEQSA reminds higher education providers of the importance of robust processes and mechanisms for identifying, analysing, and responding to risks regarding the recruitment, admission, and support of overseas students.

Background

Recently, TEQSA has observed significant risks in the recruitment of overseas students which we are currently investigating. This has highlighted the importance of providers having robust recruitment and admissions processes that are supported by effective oversight and self-assurance measures.

When recruiting overseas students, under the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code) and the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework), registered providers have obligations. These obligations are outlined in the table below.

TEQSA has observed an increase in potential indicators of risk with respect to these obligations.

These include:

• high numbers of overseas students, after arriving onshore, transferring to other higher education providers or Registered Training Organisations (RTO), which may indicate students are being recruited:
  • without being provided sufficient information about their chosen provider, course, or life and study in Australia
  • without appropriate qualifications or academic preparedness for their course of study
  • who are not bona-fide or will not comply with the terms of their visa.
• an increase in non-commencements, incompletion rates, and visas not being granted
• reports of unethical behaviour by some education agents in recruiting overseas students, both onshore and offshore
• inadequacies in policies and processes for identifying, notifying, and assisting overseas students at risk of not meeting course progress requirements
• improper management of enrolment data, including inaccurate or delayed reporting
• substantial and/or rapid growth, including recruitment in new markets.

Each of these suggest that overseas student recruitment and admission practices across the sector are not adequately robust, and risks are not being effectively monitored and managed.

Identifying, analysing, and responding to risks

Providers need to be able to demonstrate, through robust governance oversight. that risks related to recruitment, admission and support of overseas students are identified, analysed, and mitigated effectively.

To effectively identify these risks, TEQSA expects providers to monitor and measure the performance of overseas student cohorts. This should consider the risk profile associated with each education agent, and the performance of overseas student cohorts. This may include their country of origin, their chosen course, and the qualifications accepted for entry into that course (including English language testing and credit for prior learning).

The monitoring and management of recruitment risks should complement and draw from existing processes for interim monitoring, comprehensive reviews, external referencing, and student feedback.

Measures of performance should consider student outcomes in the first six (6) months and thereafter. TEQSA expects providers to identify students that may not have been appropriately prepared for the course, considering rates of non-commencements, incompletion, unsatisfactory course progress, and issues with English language proficiency after commencing study.

Where the provider identifies potential indicators of risk, it should seek to understand their causes. TEQSA expects providers to assess whether, and ensure overseas students are:

• sufficiently informed about their chosen provider, course of study, life, and cost of living in Australia.
• appropriately qualified for the course of study they are enrolled in, including English Language proficiency, prior learning, and work experience
• provided with the support needed to help them transition to living and studying in Australia
• are bona-fide students with a genuine intent to study in Australia and comply with all visa requirements
• recruited ethically, responsibly, and in the best interests of the student, whether recruited directly or by an education agent.

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

• undertaking pro-active identification of concerning behaviour by education agents followed by prompt corrective action
• consistently improving or enhancing the quality and accessibility of information provided to overseas students, both through education agents and directly by the provider
• informed by active monitoring and student feedback, improving and better tailoring onshore support for overseas students to meet their needs
• informed by academic monitoring, making amendments to course entry requirements to ensure recruited students are adequately prepared for their course of study.

Related resources

• Guidance note: Corporate governance
• Guidance note: Monitoring and analysis of student performance
• Guidance note: Admissions (coursework)
• Guidance note: Credit and recognition of prior learning
• Guidance note: Staffing, learning resources and educational support
• Guidance note: Academic integrity
• TEQSA sector alert (November 2022): Provider responsibilities when using education agents
• National Code of Practice for Providers of Education and Training to Overseas Students 2018 Standards 2, 4, 6-8, 11.
   

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

Background

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

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

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

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

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

Identifying, analysing, and responding to this risk

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

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

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

Risks to compliance

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

Relevant standards include:

Standard 2.3.4

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

Standard 5.2.2

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

Standard 5.2.3

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

Standard 6.2.1 (j)

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

Standard 6.3.2(d)

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

Standard 7.3.3(b)

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

Standard 7.3.3(c)

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

Related TEQSA resources

• TEQSA Masterclass: contract cheating detection and deterrence
• Academic integrity toolkit
• Good Practice Note: Addressing contract cheating to safeguard academic integrity
• Guidance note: Academic and research integrity
• Understanding academic integrity
• Cyber security e-learning modules for non-university providers
• Guidance note: Facilities and infrastructure