• Financial reporting

    As an Australian Government-controlled not-for-profit entity, TEQSA is required to publish certain financial documents.

    You can access current financial statements in the most recent annual report.

    Procurement

    TEQSA’s procurement policies and practices are consistent with all relevant Australian Government laws, the Commonwealth financial framework (including the Commonwealth Procurement Rules), and other applicable policies.

    Tenders and major planned procurement

    TEQSA advertises all tenders and all major planned procurement on the Australian Government tendering website, AusTender.

    General purchase order conditions

    The general conditions by which TEQSA (‘The Commonwealth’) enters into an agreement with a provider for the purchase of goods and/or services.

    Read the General purchase order conditions (DOC)

    Senate Order on entity contracts

    On 20 June 2001, the Senate agreed to an Order requiring each Minister to table a letter advising that a list of contracts in respect of each entity administered by that Minister has been placed on the Internet with access to the list through the entity homepage. The letter must be tabled no later than two calendar months after the end of the calendar and financial years.

    An amendment to the Order of 14 May 2015 requires all procurement contracts be listed in a report on the AusTender website, with non-procurement contracts to be listed on entity websites.

    Commencing with the 2014-15 financial year report, non-corporate Commonwealth entities will use AusTender to satisfy the requirements of the senate order with respect to procurement contracts only. A listing of procurement contracts is available through the Senate Order page on the AusTender website.

    Senate Order listing

    Procurement complaints

    General procurement complaints

    To lodge a general complaint about any procurement conducted by TEQSA or if you believe TEQSA has breached Commonwealth Procurement Rules, please email procurement@teqsa.gov.au attaching copies of all relevant documents.

    To help us resolve your complaint quickly, please include the following information in your written submission:

    • your name, supplier business name, ABN, address, phone and email address
    • details of the procurement, including the service, estimated contract value, relevant times and dates, AusTender ID and UNSPSC code (if known)
    • a factual and concise outline of your complaint and any Commonwealth Procurement Rules you believe we breached
    • any other information, documents or evidence to support your complaint.

    When we receive your complaint we:

    • acknowledge we’ve received it
    • investigate and work with you to resolve the issue within 10 days
    • let you know if it will take longer.

    If you are happy with the outcome, we’ll close the matter and consider it resolved.

    If you are not happy with the outcome, you can raise it with the Australian Government procurement coordinator or Commonwealth Ombudsman.

    Complaints under the Government Procurement (Judicial Review) Act 2018 (GPJR Act)

    The Government Procurement (Judicial Review) Act 2018 (the Act) establishes an independent complaint mechanism for government procurement processes. The Act requires the accountable authorities of relevant Commonwealth entities to formally investigate complaints that are made in accordance with the Act, and to suspend procurements during the investigation of a complaint under the Act, unless a public interest certificate is in place. The Act also places obligations on suppliers to take reasonable steps to resolve a complaint with the relevant Commonwealth entity before taking action in the Federal Circuit Court.

    Procurement covered under the Act:

    • goods and/or services at or above $80,000 (GST inc)
    • construction services at or above $7.5 million (GST inc) not covered by an exemption.

    If you believe the agency has breached Commonwealth Procurement Rules, you can make a complaint by email to procurement@teqsa.gov.au.

    When we receive your complaint we:

    • acknowledge we’ve received it
    • assess whether it meets the criteria under the Act
    • if appropriate, suspend the procurement unless a public interest certificate is issued
    • investigate and work with you to resolve the issue within 10 days
    • let you know if it will take longer.

    At the end of the process, you will receive a report on the outcome of the investigation.

    You can also apply to the court for an injunction or compensation under the Act. Please note that you need to submit a complaint with us first and show how the breach affected your interests.

    Topic-specific information

    TEQSA legal services expenditure

    TEQSA legal services expenditure for 2024–25

    • External Legal Services expenditure: $428,759
    • Internal Legal Services expenditure: $760,672
    • Total (External + Internal) expenditure: $1,189,431

    TEQSA legal services expenditure for 2023–24

    • External Legal Services expenditure: $386,417
    • Internal Legal Services expenditure: $835,039
    • Total (External + Internal) expenditure: $1,221,456

    TEQSA legal services expenditure for 2022–23

    • External Legal Services expenditure: $371,831
    • Internal Legal Services expenditure: $707,021
    • Total (External + Internal) expenditure: $1,078,852

    TEQSA legal services expenditure for 2021–22:

    • External Legal Services expenditure: $453,105
    • Internal Legal Services expenditure: $695,127
    • Total (External + Internal) expenditure: $1,148,232

    TEQSA legal services expenditure for 2020–21:

    • External Legal Services expenditure: $392,738
    • Internal Legal Services expenditure: $733,271
    • Total (External + Internal) expenditure: $1,126,009

    TEQSA legal services expenditure for 2019–20:

    • External Legal Services expenditure: $194,149
    • Internal Legal Services expenditure: $695,426
    • Total (External + Internal) expenditure: $889,575

    TEQSA legal services expenditure for 2018–19:

    • External Legal Services expenditure: $337,359
    • Internal Legal Services expenditure: $657,430
    • Total (External + Internal) expenditure: $994,789

    TEQSA legal services expenditure for 2017–18:

    • External Legal Services expenditure: $420,135
    • Internal Legal Services expenditure: $618,686
    • Total (External + Internal) expenditure: $1,038,821

    TEQSA legal services expenditure for 2016–17:

    • External Legal Services expenditure: $259,118
    • Internal Legal Services expenditure: $503,358
    • Total (External + Internal) expenditure: $762,476

    TEQSA legal services expenditure for 2015–16:

    • External Legal Services expenditure: $114,082
    • Internal Legal Services expenditure: $558,490
    • Total (External + Internal) expenditure: $672,572

    TEQSA legal services expenditure for 2014–15:

    • External Legal Services expenditure: $130,010
    • Internal Legal Services expenditure: $417,772
    • Total (External + Internal) expenditure: $547,782

    TEQSA legal services expenditure for 2013–14:

    • External Legal Services expenditure: $59,997
    • Internal Legal Services expenditure: $463,004
    • Total (External + Internal) expenditure: $523,001

    TEQSA legal services expenditure for 2012–13:

    • External Legal Services expenditure: $79,613
    • Internal Legal Services expenditure: $472,972
    • Total (External + Internal) expenditure: $552,585

     TEQSA legal services expenditure for 2011–12:

    • External legal services expenditure: $48,552
    • Internal legal services expenditure*: $263,529
    • Total Legal Services expenditure: $312,081

    * Internal expenditure includes direct and indirect costs related to TEQSA’s internal legal services.

    Executive Remuneration Reporting

    Executive Remuneration Reporting is now published in our annual report.

    2017-18 Executive Remuneration Reporting

    The following tables outline the remuneration of substantive TEQSA executives employed during the 2016-17 and 2017-18 financial years.

    Table A (2017-18)

    Remuneration paid to executives during the reporting period 2017-18

    Total Remuneration Executives No. Average Reportable Salary Average Contributed Superannuation Average Allowances Average Bonus Paid Average Total Remuneration
        $ $ $ $ $
    $200,000 and less 8 133,403  19,820 - - 153,223
    $250,001 to $275,000 1 238,718 22,678 - - 261,396
    $400,001 to $425,000 1 424,741 - - - 424,741
    Total number of executives 10          

    Published on 31 July 2018

    Table B (2017-18)

    Remuneration paid to other highly paid staff in reporting period 2017-18

    TEQSA did not have other highly paid staff with reportable remuneration of $200,001 or more in the reporting period 2017-18.

    Table A (2016-17)

    Remuneration paid to executives during the reporting period 2016-17

    Total Remuneration Executives No. Average Reportable Salary Average Contributed Superannuation Average Allowances Average Bonus Paid Average Total Remuneration
        $ $ $ $ $
    $200,000 and less 6 144,609 21,389 - - 165,998
    $200,001 to $225,000 1 173,108 32,649 - - 205,757
    $225,001 to $250,000 1 208,839 19,840 - - 228,679
    $375,001 to $400,000 1 380,299 9,962 - - 390,261
    Total number of executives 9          

    Table B (2016-17)

    Remuneration paid to other highly paid staff in reporting period 2016-17

    TEQSA did not have other highly paid staff with reportable remuneration of $200,001 or more in the reporting period 2016-17.

    Key requirements/definitions

    The 'reportable salary' column is prepared on a cash basis using reportable salary as defined as the sum of:

    1. gross payments (including bonuses)
    2. reportable fringe benefits (net amount)
    3. reportable employer superannuation

    as reported in an individual's payment summary.

    The 'contributed superannuation' column is prepared on a cash basis using contributed superannuation as defined as follows:

    • for individuals that are in a defined contribution scheme (e.g. PSSap), "contributed superannuation" should include the defined contribution amounts. This amount is typically located on the individual's payslips
    • for individuals that are in a defined benefit scheme (e.g. PSS and CSS), "contributed superannuation" should include the Notional Employer Contribution Rate (NECR) amount, Employer Productivity Superannuation Contribution (also known as the Productivity Component) and any Additional Lump Sum Contribution paid during the financial reporting period.

    This information is reported under Executive Remuneration Reporting Guidelines set out by the Department of Prime Minister and Cabinet.

    Last updated:

  • Guidance note: Changes in a course of study that may lead to accreditation as a new course

    Body

    Documents

    Guidance note: Changes in a course of study that may lead to accreditation as a new course  (MS Word, 149 KB)

    Guidance note: Changes in a course of study that may lead to accreditation as a new course  (PDF, 227 KB)

    Providers should note that Guidance Notes are intended to provide guidance only. The definitive instruments for regulatory purposes remain the TEQSA Act, the Higher Education Standards Framework, the National Code and the ESOS Act as amended from time to time.

    Purpose of this note

    TEQSA expects that courses of study will evolve over time as providers make improvements as part of their quality assurance processes and/or respond to changing circumstances in the educational and workplace environments. Some changes may be relatively minor, some may be more significant (i.e. changes to course title, a notable reduction in course duration, or the introduction of new majors or specialisations), while others may change the course so fundamentally that it amounts to a ‘new’ course. A ‘new’ course will need to be accredited as such, whether internally if the provider has authority to self-accredit the new course, or externally by TEQSA. In the case of accreditation by TEQSA, accreditation as a new course of study may arise as a result of:

    • a provider’s own initiative to replace a previously accredited course of study with a new course of study, or
    • TEQSA determining that the proposed changes to a course of study will change the course sufficiently to warrant accreditation of the course as a new course of study.

    The aim of this note is to indicate some of the major factors that TEQSA may have regard to in reaching a decision on whether accreditation of a course can be renewed under its existing identity or whether it needs to be accredited as a new course of study.

    Because of the variety of factors that may affect a determination by TEQSA, providers are advised to discuss proposed significant changes to a course of study with TEQSA. These discussions will help to resolve whether the proposed changes fundamentally change the nature of the course of study and/or likely expectations of it from students and the community, to the extent that TEQSA will require accreditation as a new course.

    Factors that may affect TEQSA’s determination

    Many factors may influence TEQSA’s decision making in particular circumstances. Some key factors that may lead to a requirement for accreditation as a new course are outlined below. Many of these are somewhat interdependent, e.g. changes to learning outcomes and course design, but for the purposes of this guidance note they are considered separately. The discussion largely follows the matters raised by the requirements of the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework).

    Representation of the course of study

    From time to time, providers may wish to change the orientation of a course to match new or emerging opportunities, such as innovative employment opportunities or marked changes in technologies. This may cause a provider to structure the course differently and change the title. For example, a Bachelor of Science (BSc) may be recast as a BSc (Environmental Sciences) or BSc (Emerging Technologies). Where the new title of the course is likely to suggest to prospective students that the course may lead to markedly different employment prospects or opportunities for further study, TEQSA may form the view that the course should be accredited as a new course. This could also apply to broadening or narrowing a field of education, e.g. changing a Masters of Business Administration (MBA) to a more specialised course of study, e.g. to MBA (Health Management), or vice versa. TEQSA would also consider whether the new title, if not accredited as a new course, may cause confusion with existing courses or be misleading to the community and potentially affect the reputation of Australian higher education.

    Level/type of qualification

    Where a change to a course is proposed to lead to a different qualification at the same AQF level, e.g. bachelor (honours) degree to a graduate diploma at Level 8, or to one at a different level, from a bachelor to a masters degree, the course will need to be accredited as a new course. This will also include postgraduate courses, e.g. masters, doctorate, that are proposed to change from coursework (or predominantly coursework) to a research degree (i.e. including at least two-thirds research work). A change to a research degree would also involve meeting the Research and Research Training Standards (Domain 4 of the Threshold Standards) if that has not already occurred.

    Where a provider that offers a diploma accredited as a vocational education and training (VET) course proposes to convert this to a higher education course, or to offer a higher education diploma with the same title and content, the higher education diploma will need to be accredited as a new course. Higher education providers should have regard in such cases to the over-riding requirement to deliver teaching and learning that engage with advanced knowledge and inquiry (Threshold Standards Category Criterion B1.1).

    Learning outcomes

    TEQSA expects the learning outcomes of courses to evolve with time, and such evolution is unlikely to have an impact on re-accreditation of a course. However, from time to time, marked changes may occur in expected learning outcomes, e.g. to provide training for a different (broadened or specialised) scope of professional practice, such as a new major or course solely addressing forensic accounting instead of management accounting. In such cases TEQSA will consider accreditation as a new course in the interests of clarification and avoidance of confusion about what can be expected of graduates. Providers may well also see this as advantageous in proposing a new field of study.

    Course duration/volume of learning

    A marked change in the duration of a course of study or the volume of learning may lead to a need for accreditation as a new course. This may occur particularly if:

    • there has been a marked reduction in the volume of learning without other corresponding changes to other factors, and/or
    • a marked and unsubstantiated departure from the broad guidance of the AQF is proposed.

    A marked change in volume of learning would be expected to be accompanied by various other changes, such as changes to the:

    • level or qualification type
    • scope of the expected learning outcomes
    • prerequisites or other aspects of academic preparedness
    • course design, or
    • delivery methods.

    If these types of accompanying changes have not occurred, TEQSA would be concerned about the credibility of the proposed changes to the volume of learning. Where accompanying changes are being proposed to support a change in volume of learning, TEQSA will form a view on whether, in aggregate, they change the fundamental nature of the course to the extent that it amounts to a ‘new’ course.  

    Entry requirements

    Changes to entry requirements may cause TEQSA to see the changes as a new course. This would occur where the changed entry requirements are likely to change the consequent type and level of learning experiences that flow from the change, e.g. a change from undergraduate entry to graduate entry, or new and substantial requirements for prerequisite professional or workplace experience that is expected to be advanced in the course of study. Changes in entry requirements that may require additional support, e.g. admitting an educationally disadvantaged cohort, but do not otherwise change the fundamental nature of the course or its outcomes, are less likely to require accreditation as a new course. 

    Course design/delivery

    Providers are expected to change the design and delivery of courses over time as part of their internal monitoring and quality assurance. TEQSA will consider such changes as part of re-accreditation of a course of study. Provided that the changes do not markedly change the expected outcomes of the course for students or the community, TEQSA is unlikely to require accreditation as a new course of study. For example, progression to more emphasis on online learning is likely to be seen as part of a natural evolution in a provider’s educational management, provided the changes are accompanied by corresponding relevant changes to the provider’s monitoring and quality assurance. Adopting a solely online mode of delivery would be a material change, but not necessarily change the course to such an extent that it would require accreditation as a new course.

    However, where the design and delivery of a course is changed fundamentally and such changes to its design and delivery are claimed to engender markedly different graduate capabilities and/or a capacity to meet new community expectations, TEQSA may form the view that accreditation as a new course of study is warranted. For example, if a provider introduced an unprecedented predominance of ‘best practice’ work-integrated learning, TEQSA may form the view that the interests of all parties may be better served by accreditation as a new course.  

    Research and research training

    As mentioned above, offering a research degree(s) requires a provider to meet the standards of the Threshold Standards for both research and research training. Changes to a course of study that are intended to convert it to a research degree will require accreditation as a new course of study.

    Institutional quality assurance

    If a provider proposes changes to a course of study that would require capabilities that have not been demonstrated previously, TEQSA will need to consider accreditation as a new course. For example, a provider may wish to incorporate new fields of education into a course for which it has not previously demonstrated a capacity for sufficient academic leadership, staff expertise, learning resources or dedicated expertise in institutional quality assurance (e.g. in the academic board or equivalent) in that field to meet the requirements of the Threshold Standards prima facie. As discussed above, this would apply to new research degrees but it would apply in any area where the provider is proposing significant involvement in new fields of education or markedly different modes of delivery, e.g. adding significant STEM content to a humanities program.

    Delivery partners

    The Threshold Standards set out specific requirements in relation to delivery with other parties. A proposal for a new delivery partner would require consideration by TEQSA at least as a material change, and, depending on the nature of the delivery arrangement and its likely impact on the design of course of study, may lead to accreditation as a new course. So too may a change of delivery partner, however TEQSA would take into account the provider’s previous record of managing and quality assuring delivery partners.

    International students

    Providers may propose changes to a previously accredited course to meet the needs of one or more cohorts of international students (whether onshore or offshore). TEQSA will have regard to the matters discussed elsewhere in this guidance note in considering whether the course amounts to a ‘new’ course and warrants accreditation as such. TEQSA will also have regard to any potential impact on the reputation of Australian higher education. 

    Resources and references

    Material changes and other notifications

    TEQSA welcomes the diversity of educational delivery across the sector and acknowledges that its Guidance Notes may not encompass all of the circumstances seen in the sector. TEQSA also recognises that the requirements of the Threshold Standards can be met in different ways according to the circumstances of the provider. Provided the requirements of the Threshold Standards are met, TEQSA will not prescribe how they are met. If in doubt, please consult your TEQSA assessment manager. 
     

    Version # Date Key changes
    1.0 6 March 2017 Made available as beta version for consultation.
    2.0 19 February 2026 Minor revision to update information about material changes.
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  • Guidance note: Delivery with other parties

    Body

    Documents

    Guidance note: Delivery with other parties  (MS Word, 150 KB)

    Guidance note: Delivery with other parties  (PDF, 222 KB)

    Providers should note that Guidance Notes are intended to provide guidance only. The definitive instruments for regulatory purposes remain the TEQSA Act, the Higher Education Standards Framework, the National Code and the ESOS Act as amended from time to time. 

    What does delivery with others parties encompass?

    The Higher Education Standards Framework (Threshold Standards) 2021 places obligations on registered higher education providers about arrangements for ‘delivery with other parties’. The primary obligations are found in Section 5.4 of the Threshold Standards.

    ‘Delivery with other parties’ encompasses arrangements between a provider and another entity (in Australia or overseas), for the delivery of a course of study (a course) or parts of it, that leads to the award of a regulated higher education qualification (higher education qualification).

    The scope of these arrangements is typically contained in legal contractual relationships between the parties, which set out the responsibilities of each party and their functions. This may include the processes and systems the other party may implement to ensure it complies with the providers policies and systems. 

    Common examples of delivery with other parties include:

    • work-integrated learning (see TEQSA’s guidance note for more details)
    • in-country language programs
    • onshore and offshore arrangements with other providers to deliver higher education
    • short-term programs allowing students to complete units of a course with another provider, either domestically or overseas (study tours and exchanges)
    • students completing part of their course at one provider, and the remainder at another (twinning arrangements)
    • an umbrella entity that is overseeing 2 or more providers covering an aspect of delivery for the overseen providers.

    In having arrangements to deliver a course with other parties, the Threshold Standards require providers to remain responsible and accountable in all aspects of course delivery and support. These aspects include corporate monitoring and ensuring student wellbeing and safety.

    In the event where a provider is unable to assure itself of a third party's compliance with relevant regulatory frameworks, or is in breach of agreed contractual agreements and benchmarks, a provider will need to take action to protect the interests of students. This may involve ending the relationship with the other party.

    Where a provider delivers a course with an overseas party, TEQSA may apply greater focus in ensuring compliance is effectively implemented by the higher education provider. This is because these arrangements can create heightened risk of non-compliance in areas such as student support services, staffing, student safety and wellbeing, identifying students at risk and freedom of speech. TEQSA also expects providers to ensure students to have equivalent opportunities for progression and success, regardless of delivery arrangements or background.

    This guidance note does not focus on work integrated learning (WIL), although elements of this will be dealt with in passing. For more detailed information on WIL, please see its associated guidance note. 

    What TEQSA will look for

    TEQSA considers the Threshold Standards in the context of delivery with other parties, among which most notably are: 

    Part A: Standards for higher education providers Key considerations
    1.3.6 Orientation and progression
    • all students have equivalent access to transition into and progression through, their course of study.
    1.5 Qualifications and certification
    • certification documentation acknowledges the contribution of the third party where appropriate.
    3.2 Staffing
    • staff, including those at the other party, have appropriate training, level of qualifications and knowledge of contemporary developments in a field or discipline to meet expected student learning outcomes
    • teaching staff, including those at the other party, who do not fully meet the standard for teaching or supervision (i.e. experienced practitioners) are overseen by staff who meet standard 3.2.3
    • staff, including those at the other party, are accessible to students seeking individual assistance with their studies.
    3.3 Learning resources and educational support
    • learning materials are accessible for students if specified or recommended for a course of study
    • students are able to access learning resources regardless of their mode of study, learning needs or whether the education is delivered with other parties.
    5.1.2-3 Course approval and accreditation
    • processes for academic governance are applied consistently to all courses
    • resources required to deliver courses are available.
    5.2 Wellbeing and safety
    • students are provided with the following in support of their wellbeing and safety:
      • a safe environment to participate in higher education
      • a grievance and complaints process that is supplied consistently, fairly and without reprisal
      • support services tailored to the needs of their cohort.
    5.2.4 Academic and research integrity
    • academic and research integrity and accountability are maintained in delivery arrangements with other parties.
    5.3 Monitoring, review and improvement
    • monitoring and review of student trend data, specifically considers and compares outcomes across cohorts and third-party activities.
    5.4 Delivery with other parties
    • delivery with other parties is quality assured by the provider, including assuring quality of supervision and student experiences
    • in delivering a course with another party, the provider remains accountable for the course of study and its ongoing compliance with the Threshold Standards. 
    6.2a, h-i Corporate monitoring and accountability
    • the corporate governing body can assure itself that it is operating effectively and sustainably. This includes assuring itself that the provider:
      • is operating consistently with the legislation under which the provider is established, recognised, or incorporated (which may impose limits on whether a provider can deliver courses in a foreign jurisdiction, even if through another party)
      • has appropriate tuition safeguards plans for business continuity in the event a course cannot be fully delivered
      • is awarding qualifications legitimately.
    7.1 Representation
    • information supplied by the provider or other parties about the provider’s educational offerings, experiences and charges are accurate and not misleading. 
    7.2 Information for prospective and current students
    • for prospective and current students information should should be accessible and accurate about:
      • arrangements with other parties, including when and where courses will be delivered under these arrangements
      • educational offerings, experiences, and relevant policies including those applying to courses delivered with other parties.
    7.3.3 Information management
    • information systems and records are maintained, and kept secure and confidential.

     

    The TEQSA Act

    TEQSA also considers obligations arising from the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act). The most relevant sections about delivery with other parties are:

    • section 26 which applies to providers offering or conferring a higher education award for courses completed in part or wholly with other parties. Where it applies, this section requires a provider to ensure the other party or parties, in delivering the course, are compliant with the Threshold Standards.
    • section 29 which requires a provider to notify TEQSA of any material changes which may significantly affect the provider’s ability to comply with the Threshold Standards. An agreement to deliver a course with other parties presents specific risks to compliance. Once a provider has entered an agreement with another party to deliver a course, we expect the provider to notify TEQSA of the agreement and their management/mitigation of the risks posed by it. Information about reporting material changes is outlined on TEQSA’s website: Material changes and other notifications.
    • section 44G which imposes notification requirements on providers with authorisation to provide Australian courses offshore. Providers with this authorisation are required to notify TEQSA if certain events or changes in circumstances occur, or are likely to occur, including when an offshore provided Australian course of study first begins to be provided wholly or party by another entity. Information about notifications for authorised providers is outlined on TEQSA’s website: Notifications required of providers with authorisation to provide Australian courses offshore.

    Obligations applying to providers educating overseas students in Australia

    For providers educating students from overseas, the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (the National Code) Part B and the Education Services for Overseas Students Act 2000 (the ESOS Act) apply.

    The National Code applies to providers and their agents/partners in delivering education services. From the National Code, relevant clauses for delivery of education with other parties that TEQSA considers in its work include:

    • 1.1-1.3 – provider and its education agents may supply information relevant to a provider’s courses (including information about other parties the provider delivers courses with). This information should not be false or misleading.
    • 2.1.6 – requires the provider, prior to accepting an overseas student, to inform the student of the details of any arrangements with other parties who will provide the course or part of the course.
    • 4 – providers must ensure education agents are clear on their responsibilities and act in accordance with them.
    • 5 – providers must ensure it and any other party delivering education can meet the legislative and other regulatory requirements relating to child welfare and protection.
    • 6 – providers must ensure it and other parties delivering the education provide appropriate assistance and information to support overseas students’ adjustment to study and life in Australia.
    • 11.1.4 and 11.2.5 – in registering a course, a provider must seek approval from TEQSA for arrangements with other parties. Providers must also demonstrate other parties they engage to deliver a course has adequate staff, resources, and facilities.

    Identified issues

    TEQSA has identified a range of issues which are indicative of deficiencies in a provider’s delivery with other parties. These include, but are not limited to:

    • a lack of clear standards for the contracting, retention, and support for delivery and assessment staff, including standards for equivalency and scholarly activity, which can result in breaches of the regulatory framework
    • confusion between the provider and other party about who holds critical responsibilities in delivering the course, as well as inconsistent or conflicting educational and academic goals, resulting in the poor course management
    • a lack of training provided to staff and students on institutional policies, resulting in compromised academic quality and inconsistencies across student cohorts, campus and faculties
    • misunderstandings or disagreements, between the provider and other party about procedures and responsibilities. This can lead to significant impacts on the experience students and wellbeing of staff, especially if a provider chooses to end its relationship with the other party
    • unclear expectations and/or a lack of student performance monitoring by the provider, resulting in failure to deliver as expected or agreed outcomes. This can include high attrition rates, poor progression outcomes, high numbers of reported grievances
    • inconsistent reports from the other party about its performance and compliance. This makes it difficult for the provider to assure itself of the other party’s ongoing compliance with relevant frameworks and to ensure the welfare of students
    • the other party making changes to a provider’s course without approval and appropriate oversight. This may result in the course being of poorer quality and becoming non-compliant with frameworks such as the AQF
    • the other party lacks the necessary resources or skills to provide support services for students including to:
      • overcome cultural, linguistic, or technological barriers to student participation, and
      • ensure student wellbeing and safety
    • inadequate information is made available to students about which party is responsible for responding to their concerns, making it difficult to resolve them
    • providers are not cognisant of the facility and infrastructure requirements of their student cohorts when outsourcing to third parties such as prayer rooms. 

    Related resources

    Version # Date Key changes
    1.0 April 2015  
    2.0 19 August 2016 Updated for the HESF 2015 and made available as beta version for consultation.
    2.1 11 October 2017 Addition to ‘What will TEQSA look for?” text box.
    2.2 8 October 2019 Updated to include consultation feedback.
    3.0 7 July 2023 Major revision.
    4.0 19 February 2026 Minor revision to include updated information about material changes and new information about notification requirements for providers with authorisation to provide Australian courses offshore.

     

     

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  • Assessments and academic integrity

    The rapid move to online learning during the pandemic involved changes to assessment, which posed new risks to academic integrity. TEQSA has compiled these resources to assist providers and teaching staff to maintain academic integrity while teaching online.

    TEQSA makes the information on this webpage available to assist higher education providers, ELICOS providers and foundation program providers in building good practice. It has been obtained from a range of external sources and has not been generated by or on behalf of TEQSA unless otherwise noted. You should read, and carefully consider, the disclaimer before accessing any of the material.

    Last updated:

    Related links

  • Protect yourself from illegal commercial cheating services

    TEQSA crest

    WEBSITE BLOCKED

    Access to this website has been blocked because it has been found to facilitate a contravention of section of the provisions of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) regulating academic cheating services.
     

    The relevant provisions in the TEQSA Act

    • make it an offence for any person to provide or advertise academic cheating services relating to the delivery of higher education in Australia, whether that person is in Australia or elsewhere
    • allow TEQSA to apply under section 127A to the Federal Court for an injunction requiring carriage service providers to take steps to disable access to websites found to contravene or facilitate a contravention of sections 114A or 114B of the TEQSA Act
    • provide for financial and custodial penalties where an offence is proven of up to 500 penalty units, 2 years imprisonment, or both. The TEQSA Act distinguishes between cheating services provided on a commercial basis, and where the cheating service is provided without payment.

    If you use academic cheating services you might not learn all the skills you need for your career. You also risk losing your money, your enrolment, and even your student visa. In some cases, you could be blackmailed by the cheating service providers who might threaten to tell your institution or a future employer that you cheated.
     

    Cheating is never the right answer.

    Why are we blocking academic cheating websites?

    Australia’s anti-cheating laws make it an offence to provide or advertise academic cheating services in higher education, with penalties of up to 2 years’ imprisonment or fines of up to 500 penalty units ($111,000 on 30 June 2021) or both.

    TEQSA  is working to disrupt access to these sites to protect students and the integrity of higher education.

    Which academic cheating services have been blocked?

    Complain about a commercial academic cheating website

    How to complain

    You can help to stamp out academic cheating. Complete the form to complain about suspected commercial academic cheating services (cheating websites).

    If you are unable to submit your complaint using the online form, you can make a complaint by emailing TEQSA at concerns@teqsa.gov.au.

    TEQSA may use any information it receives from any person who contacts it about suspected commercial academic cheating services in taking enforcement action (including in the pursuit of civil penalty or criminal penalty proceedings pursuant to sections 114A and 114B of the Tertiary Education Quality and Standards Act 2011), either independently or in conjunction with other agencies.

    Complain or raise concerns about the blocking of a website

    You can tell us why you think a particular website shouldn’t be blocked (you don’t have to give us any personal details) or that you have concerns about the blocking, by submitting the form you can access using the link above.

    If you are unable to submit your complaint or concerns using the online form, you can make a complaint by emailing TEQSA at highereducationintegrityunit@teqsa.gov.au.

    TEQSA may use any information it receives from any person who contacts it about the disruption of access to an online location in taking enforcement action (including in the pursuit of civil penalty or criminal penalty proceedings pursuant to sections 114A and 114B of the Tertiary Education Quality and Standards Act 2011), either independently or in conjunction with other agencies.

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  • What is academic integrity?

    Academic integrity 

    Academic integrity is:

    ‘the expectation that teachers, students, researchers and all members of the academic community act with: honesty, trust, fairness, respect and responsibility.’ 

    Breaching academic integrity is also known as ‘academic misconduct’ or ‘academic dishonesty’.

    All Australian higher education students are expected to uphold academic integrity during their studies. An important way of upholding your academic integrity is by contacting your teachers or your school if you are having study problems and working with them on solutions. 

    Studying and learning provides the knowledge expected of a graduate from your course but any form of cheating means that you could miss important professional knowledge and practice that you need to succeed in your future career.  

    Protecting your reputation

    Students become part of a learning community when they study. Actions that undermine the academic integrity of your course or institution could affect your reputation in the future. For example, if you are caught cheating during your studies, professional bodies may refuse to accredit you.

    Avoiding criminals 

    Maintaining academic integrity also protects you from criminals.

    Commercial cheating services are illegal in Australia.  

    Students who use illegal cheating services, to buy an essay, study notes or have someone impersonate them in an exam, are also at risk of blackmail. Operators of illegal cheating services can threaten to inform the university or the student’s future employer about their cheating unless the student pays them a large sum of money – sometimes years after the cheating took place.

    Behaviours that support academic integrity

    You can support academic integrity by1:

    • acknowledging where the information you use comes from, clearly citing or referencing the source
    • sitting your own exams and submitting your own work
    • accurately reporting research findings and abiding by research policies
    • using information appropriately, according to copyright and privacy laws 
    • acting ethically or doing the 'right thing', even when you are facing difficulties.

    If you are having problems that could affect your academic performance, it is best to speak to your lecturer or tutor or course coordinator.

    Behaviours that undermine academic integrity

    A range of student behaviours can undermine academic integrity. Sometimes, students mistakenly believe that these behaviours are commonplace or don’t have consequences. This is wrong. Substantial penalties can apply for breaching academic integrity (see Penalties for breaching academic integrity below for more information).

    Behaviours that undermine or breach academic integrity include2: 

    Plagiarism

    Submitting work that is not your own without acknowledging, citing or referencing the original source of the work, is known as plagiarism. It doesn’t matter whether you do this accidentally or on purpose, whether you change the words to make them your own or simply copy and paste. When you are using another person’s thoughts and ideas, you must reference the source material.

    Recycling or resubmitting work

    Recycling involves submitting (or resubmitting) work that has already been assessed, without your teacher’s permission. For example, submitting a report that you were graded on in a first-year class as part of your work in a third-year class. If you want to build on your previous work, you should discuss this first with your teacher.

    Fabricating information

    Fabrication involves making up information for research-focused assessment tasks, such as experimental or interview data. It can also include inventing sources of data, evidence or ideas by citing publications that are incorrect or that simply don’t exist.

    Collusion

    Collusion involves engaging in illegitimate cooperation with one or more other students to complete assessable work. This is different to working on group assignments that are set by your teachers. Examples of illegitimate cooperation include working with a friend or group of friends to write an essay or report that is meant to be an individual piece of work. It can also include sharing quiz or test questions and answers with other students, as well as written assignments like reports and essays. Illegitimate cooperation can unfairly advantage a student or group of students over others. Students should also never share their work with others as there is a risk the person you share it with could upload it to an illegal commercial cheating service or circulate it to others. 

    Exam cheating

    Exam cheating includes:

    • writing ‘cheat notes’ on your body or materials you take into the exam room
    • attempting to copy from other students
    • communicating with other students or people outside the exam venue while the exam is in progress 
    • using electronic devices to access information related to the exam while it is in progress
    • bringing prohibited items, such as unapproved calculators or textbooks into exams.

    Contract cheating and impersonation

    Contract cheating is a type of illegal commercial cheating. It involves getting someone else to complete part or all of your work and then submitting the work as if you had completed it yourself. This can include asking someone else to sit an exam for you or having them write an essay, report or some other kind of assignment, which is sometimes referred to as 'ghost-writing'. 

    Actions that support illegal contract cheating services are also considered breaches of academic integrity. This includes students uploading teaching materials such as practice exams, lecture slides and assignment questions to 'study notes'.

    Penalties for breaching academic integrity

    Students can face a range of penalties for breaching academic integrity, which is commonly referred to as ‘academic misconduct’ or ‘academic dishonesty’. It is often thought that students rarely get caught. Yet research shows teachers and institutions can detect breaches of academic integrity, and students doing the wrong thing do get caught3. And ways of catching cheating are constantly improving.

    Penalties for breaching academic integrity can include:

    • having to repeat the assessment task or unit of study
    • failing the assessment task, unit of study or course
    • being expelled from your institution, which may impact your student visa
    • facing criminal charges.

    In addition to the risk of academic or criminal penalties, being found to have breached academic integrity can impact your relationships with other students, family and friends; impact your future career and cause you to suffer a financial loss or even lose your student visa.

    Getting help

    If you have questions about academic integrity, or need study skills advice and support, you should speak with your institution. Your teachers or course coordinator are a good place to start. 

    If you are alleged to have breached academic integrity, you should treat this matter seriously. Your institution must have clear policies and procedures related to student discipline, complaints and appeals. You should read these policies, and you may also be able to seek advocacy and support services from your student association if there is one at your institution.

    The next section (Identifying, avoiding and reporting illegal cheating services) outlines why you should avoid accepting help from websites or services advertised on social media because they might be illegal cheating services.

    Notes

    1. Definitions adapted from material developed by La Trobe University.
    2. Definitions adapted from material developed by The University of Sydney.
    3. Dawson, P. & Sutherland-Smith, W. (2017). Can markers detect contract cheating? Results from a pilot study, Assessment and Evaluation in Higher Education.
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  • TEQSA gifts and benefits

    In the course of official duties, the agency head of TEQSA received the following gifts and/or benefits where the value exceeds the stipulated threshold of $AUD100.00 (excluding GST).

    2025-26 financial year

    1 October to 31 December 2025

    • Nil

    1 July to 30 September 2025

    • Nil

    Previous years

    18 October 2019 to 30 June 2025

    Date received Date recorded Gift item/benefit/service Received by (agency contact if not received directly by agency head) Presented by (giver’s name, organisation / country) Occasion Estimated value in $A (wholesale value in country of origin or current market value in Australia)

    Nil

    Nil

    Nil

    Nil

    Nil

    Nil

    Nil

     

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