• Application guide for self-accrediting authority

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    This guide sets out the basic process for applying for self-accrediting authority (SAA) and provides contextual information about the scope of TEQSA’s assessment and the evidence TEQSA may require.

    The purpose of the framework for SAA is to enable TEQSA to assess the extent to which a provider is capable of consistently meeting the requirements for course accreditation without approval or intervention from TEQSA.

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  • Continuing support for international students

    TEQSA has recently updated the students section of our website, including links to resources that may be of use to international students.

    With return to full compliance with the ESOS Act and National Code of Practice for Providers of Education and Training to Overseas Students from 1 July 2023, TEQSA encourages all providers to continue prioritising the sharing of information with international students about:

    • steps they should take to locate and secure accommodation that suits their needs before arriving in Australia to ensure they have suitable accommodation when they arrive
    • how to remain safe and seek support when living in shared accommodation
    • common scams targeting overseas students such as those related to visa and immigration status, course fees, and accommodation and rental conditions
    • their workplace rights and obligations should they wish to work while studying in Australia, including updated information about work restrictions
    • support services available to assist them in adjusting to study and life in Australia
    • requirements for on-campus course attendance and progress, as appropriate.
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  • TEQSA welcomes new Global Academic Integrity Network members

    In just a few short months since its launch, the Global Academic Integrity Network (GAIN) is delivering on its mission to unite changemakers across the world in the name of academic integrity.

    The new consortium, led by TEQSA and Quality and Qualifications Ireland welcomed 8 new members at its first meeting for 2023, building on the 16 foundation members GAIN was established with in October 2022.

    The additional partners hail from Spain (Valencian Agency for Assessment and Forecasting), Kosovo (Kosovo Accreditation Agency), Georgia (National Center for Education Quality Enhancement), Bulgaria (National Evaluation and Accreditation Agency), Romania (Romanian Agency for Quality Assurance in Higher Education), Kenya (Commission for University Education), Canada (Postsecondary Education Quality Assessment Board Ontario) and Northern Ireland (Department for the Economy).

    GAIN is also fielding queries and interest from the International Agency for Quality Assurance Agencies in Higher Education (INQAAHE) and other jurisdictions in Canada, South Africa, the United Arab Emirates, Malaysia, Senegal, Portugal, the Netherlands, Singapore and the United States.

    Each of the 24 members is sharing experiences and resources to help other jurisdictions develop legislation, regulatory approaches and frameworks that protect national education systems and penalise access to commercial academic cheating services targeting students.

    A key focus for last month’s meeting was the risks and opportunities associated with generative artificial intelligence like ChatGTP. Given the global reach of these issues, the relevance of GAIN is set to grow as global institutions join forces to adapt to these emerging risks to academic integrity.

    Membership of GAIN is open to national quality assurance agencies, regulators and similar organisations involved in the promotion of academic integrity and in the implementation of legislation aimed at combatting commercial contract cheating and other forms of academic fraud.

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  • Download hub (Vietnamese) – Trung tâm Tải Tài liệu xuống

    TEQSA đã soạn thảo các nguồn tài liệu miễn phí này để giúp củng cố tính chính trực trong học tập tại các cơ sở giáo dục đại học của Úc. Các tài liệu này được sử dụng miễn phí bởi sinh viên, học giả và giảng viên, trong khuôn viên trường hoặc như một phần của hoạt động truyền thông tập trung vào sinh viên trên các trang mạng, mạng nội bộ, trong bản tin hoặc trên phương tiện truyền thông xã hội.

    Bộ PowerPoint

    Các tờ chiếu (slide) trình bày đại cương tính chính trực trong học tập và luật chống gian lận của Úc để sử dụng trong lớp học hoặc cho các bài thuyết trình tập trung vào sinh viên.

    Các áp phích

    Bạn tải xuống và in các áp phích này hoặc sử dụng cho phương tiện truyền thông xã hội.

    Các tờ thông tin

    Nếu bạn có câu hỏi hoặc đề xuất về những tài liệu này, vui lòng gửi email đến academic.integrity@teqsa.gov.au.

    Quay lại trang đích Hiểu biết về Tính Chính trực trong Học tập

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  • Compliance monitoring approach

    Australian higher education providers must meet a range of obligations under the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework).

    Our compliance monitoring approach supports us to identify any current or emerging risks of non-compliance with these obligations and target them proactively.

    This work is informed by our Compliance Monitoring Framework, provider risk assessments and other information sources.

    TEQSA uses a prioritisation model to identify risks and allocate resources. This includes setting annual compliance priorities to focus our work.

    In the event we identify non-compliance with the HES Framework, our response is guided by our Compliance and Enforcement policy.

    We also publish an annual compliance report that outlines our priorities and updates the sector on progress from the previous year.

    This report also includes guidance for higher education providers to help them meet obligations.

    Further information

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  • Compliance in focus: Change of ownership

    The circumstances

    In 2022, TEQSA noted an increase in changes of ownership. This is not surprising, given the COVID-19 pandemic’s significant financial impact on the higher education sector. In several instances, experienced senior leaders, including members of the governing body, left the organisation soon after this change of ownership.

    As quality higher education relies on robust and competent corporate and academic governance, changes of ownership can present significant risks, particularly when the new owner has limited experience in the provision of higher education.

    Our role

    TEQSA monitors the ownership of higher education providers and pays close attention to any transitions, whether they be through mergers, acquisitions or changes in shareholding arrangements. This is to understand the extent and impact of these changes, such as changes to strategic direction, course offerings and key personnel, and be assured that students will not be unduly disadvantaged by these changes.

    Domains 5 and 6 of the HES Framework require providers to exercise competent oversight of their operations so they adhere to all standards and the TEQSA Act. In instances of changes of ownership, sections 6.1 and 6.2 clearly outline our expectations regarding what is required from a provider both in terms of corporate governance and corporate monitoring and accountability.

    What providers can do

    As members of the governing body, new owners are expected to be well informed about the entity’s operations and risks, and to be diligent in understanding and attending to the breadth of governance responsibilities as required by the HES Framework. Specifically, new owners should understand their obligations under:

    • section 6.1: Corporate Governance
    • section 6.2: Corporate Monitoring and Accountability
    • section 6.3: Academic Governance.

    As a starting point, new owners should consider:

    • familiarising themselves with all relevant legislative requirements and obligations
    • ensuring that delegations are documented and reflect accountabilities and timeframes for compliance
    • engaging an independent expert to review the entity’s mechanisms for compliance and identifying areas for improvement
    • reviewing any pre-acquisition continuous improvement plans and modifying these to account for any changes in strategic direction
    • reviewing the risk management framework and risk register, to ensure these are current and that risk mitigation measures remain appropriate. 

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  • Compliance in focus: Cyber security

    The circumstances

    In 2022, TEQSA received an unprecedented number of notifications relating to cyber security incidents. These included serious data breaches leading to unauthorised disclosures of personal information and cyber security incidents involving ransomware attacks.

    The Australian higher education sector has extensive networks of IT systems and a wide network of users. Its significant holdings of personal information about staff and students and highly valuable repository of world-class research, including intellectual property and research data, present an attractive target for malicious cyber activity.

    Our role

    Maintaining information security was one of TEQSA’s five compliance priorities in 2022. Under the HES Framework, providers must:

    • ensure that information systems and records are maintained, securely and confidentially to prevent unauthorised or fraudulent access to private or sensitive information (paragraph 7.3.3(b))
    • promote and foster a safe environment, including by advising students and staff on actions they can take to enhance safety and security online (standard 2.3.4)
    • have a critical incident policy and readily accessible procedures (standard 2.3.5)
    • take preventative action to mitigate foreseeable risks to academic and research integrity (standard 5.2.2)
    • exercise due diligence to identify, prevent, and manage risks within a provider’s remit of operations (domain 6).

    Additionally, a cyber security incident or significant data breach would trigger an MCN, as there is a heightened risk to students and staff, academic and research integrity, and possible reputational damage.

    Our focus

    Our key focus was on the providers’ response to cyber security incidents, including:

    • whether the provider met its legal and regulatory obligations, for example, reporting under the Notifiable Data Breaches Scheme and the Security of Critical Infrastructure Act 2018
    • how the incident was detected and whether the detection was through routine monitoring
    • what the provider did to identify the extent of the problem, minimise the impact and mitigate further or future risks
    • whether actions taken in response to the incident were guided by policies and procedures, and whether the framework is routinely reviewed to ensure it remains fit for purpose.

    We noted that most cyber security incidents occurred due to the lack of vigilance in following security protocols. Staff agility and preparedness in addressing cyber security incidents were crucial to minimising disruption and further malicious activity.

    Our assessment of providers’ responses depended on the information included in the initial notification. In most cases where the provider voluntarily disclosed the information outlined above, we had confidence that the provider was taking appropriate action and we closed the matter. However, in some cases where the notification contained scant information, we sought more information and provided guidance to assist their response. Undoubtedly, comprehensive MCNs build our confidence in the maturity of providers’ governance and the effectiveness of their risk management frameworks.

    What providers can do

    • Awareness is the first step to preventing cyber security incidents. Providers should ensure that students and staff (including sessional staff) are appropriately trained on how to safeguard sensitive information and access to it.
    • Providers must have appropriate policies to identify and address cyber security incidents, and ensure that such policies translate effectively into practice and are embedded in daily operations.
    • Providers should be mindful of cyber security threats associated with learning management systems (LMS), particularly if their courses are delivered by a third-party provider.
    • Should a cyber security incident occur, providers should take prompt action in accordance with their security and incident response plans, paying close attention to the wellbeing and safety of all affected parties. 

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