This guide is designed to help individuals and institutions understand the common roles and likely responsibilities of staff in relation to academic integrity. There are differing operational models across the sector, with some institutions preferring more or less centralised or decentralised academic integrity responsibilities. However, this resource should assist in identifying the role and associated actions you may undertake throughout the academic misconduct process at your institution.

Since TEQSA’s Academic integrity toolkit was first released in 2020, staff at Australian universities have developed world-leading approaches to systematically detecting contract cheating.

Documents

TEQSA provider survey 2025 research report  (PDF, 1 MB)

2025 provider survey – TEQSA's response  (PDF, 292 KB)

Documents

TEQSA provider survey 2024 research report  (PDF, 1 MB)

2024 provider survey findings – TEQSA's response  (PDF, 292 KB)

12 February 2026

Enacting assessment reform in a time of artificial intelligence builds on the principles and propositions outlined in Assessment reform for the age of artificial intelligence.

In June 2024, TEQSA issued a request for information to all Australian higher education providers.

TEQSA’s guidance notes are concise documents designed to provide high-level, principles-based guidance on interpretation and application of specific standards of the Higher Education Standards Framework (Threshold Standards) 2021. They also draw attention to other interrelated standards and highlight potential risks to compliance. They do not introduce prescriptive obligations.
 

TEQSA’s guidance notes are concise documents designed to provide high-level, principles-based guidance on interpretation and application of specific standards of the Higher Education Standards Framework (Threshold Standards) 2021. They also draw attention to other interrelated standards and highlight potential risks to compliance. They do not introduce prescriptive obligations.
 

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