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Australian Qualifications Framework Council (2013), Australian Qualifications Framework Second Edition January 2013.

Tue, 2024-04-30 12:00

Guidance note: Staffing, learning resources and educational support

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Providers should note that Guidance Notes are intended to provide guidance only. They are not definitive or binding documents. Nor are they prescriptive. The definitive instruments for regulatory purposes remain the TEQSA Act and the Higher Education Standards Framework as amended from time to time.

What do ‘staffing’, ‘learning resources’ and ‘educational support’ encompass?

In the context of the Higher Education Standards Framework (Threshold Standards) 2015 (HES Framework), the Sections on Staffing, Learning Resources and Educational Support encompass academic resources specifically made available for a particular course of study such as:

the complement of staff^[1] (academic, professional or other staff) who are involved directly in the supervision and/or delivery of the course
the learning resources that are specific to supporting learning within that course (e.g. specific online reference material), even if provided from a general resource such as a library collection
the educational (academic) support services that foster learning more generally for students in that course (e.g. learning management system).

Other staffing, facilities and resources that are of a more general nature and are not primarily academic services or specific to a particular course of study are covered elsewhere in the HES Framework, e.g. under Sections 2.1 (Facilities and Infrastructure) and 2.3 (Wellbeing and Safety). Staffing for research and research training is dealt with separately in the research Standards (Domain 4).

Relevant Standards in the HES Framework

The Standards concerned with staffing are at Section 3.2 and learning resources and educational support are covered at 3.3. Staffing related to research is encompassed by Standards 4.1.2 and 4.2.3, and is not covered by this guidance note.

Intent of the Standards

The overall intent of the staffing Standards for each course of study is to ensure that sufficient staffing is provided of a level and type that reflects the nature and level of the course and the educational and other needs of the students concerned (Standard 3.2.1). This implies that some form of analysis is undertaken by the provider to understand and meet the needs of students, including needs for individual student access to staff outside of formal teaching (3.2.5).

The Standards address the teaching qualifications and skills of staff in three different ways, through:

the provision of oversight of the course at a level appropriate for academic leadership of the level of the course concerned as well as the level of teaching resources (3.2.2)
specific detailed requirements for academic leadership, supervision and teaching within a course of study (3.2.3)
requirements for supervision of teachers who are involved with limited or specialised components of a course of study (3.2.4).

The Standards (at 3.2.4) recognise the practical reality that it is often desirable to involve some teachers who may not fully meet the requirements of 3.2.3 but nonetheless meet a particular educational need in a course (e.g. involvement of experienced practitioners), provided their involvement is guided and overseen by staff who do meet the requirements of 3.2.3.

The teaching qualifications, skills and experience needed in staff will vary according to their levels of responsibility, and a useful point of reference for this is the Australian University Teaching Criteria and Standards Framework.

The Standards concerning the capability of teachers (including contemporary knowledge, continuing scholarship and relevant teaching skills) presuppose continuing professional development of teaching staff if a provider is to meet and continue to meet the Standards, although the Standards do not specify how this might be achieved.

The intent of the Standards for learning resources and educational support (at Section 3.3) is to ensure that the learning resources for a course are specifically and directly relevant, up-to-date and accessible to students when needed, including via a learning management system if applicable. The Standards seek to preclude unexpected barriers to access to learning resources, including:

those resulting from significant charges for access to resources that were not made known to students before they enrolled
mandatory use of uncommon or unduly expensive technology or platforms
requirements for impractically high internet speeds
limited physical access points.

The Standards also intend to ensure that learning resources and access to them are consistent with the learning needs of students, irrespective of their mode of participation. This includes resources that are specific to a course of study as well as more general learning support (Standard 3.3.4) such as support for:

developing study skills
development of English language proficiency
international students who are unfamiliar with living in Australia.

Risks to quality

The focus of the Standards on staffing is to avoid students being taught by inexperienced and/or underqualified staff, particularly staff whose level of qualifications, teaching and professional/practical experience is lower than the level of course they are teaching (including research experience for research training if applicable to the provider). The Standards also seek to avoid an environment where academic leaders have insufficient academic skills and experience to provide the necessary scholarly leadership to credibly guide and oversee teaching and learning. This includes, for example, the leadership necessary to determine academic policies and standards for the provider overall, and to guide and supervise less experienced staff. In addition, the Standards seek to prevent erosion of the quality of teaching that is inevitable if individual staff do not undertake continuing professional development appropriate to their role.

The Standards for learning resources seek to prevent:

poor quality resources (e.g. irrelevant, obsolete, non-authoritative or insufficiently rigorous material) being provided or used
non-timely provision, and/or
barriers to access (insufficient resources, complex learning systems, specialised technology requirements, ineffective outsourcing of provision or inappropriate provision such as relying on the resources of a community library).

The Standards for learning resources also seek to provide more general academic support where needed for students to participate effectively in higher education at their chosen level of study, to prevent students from becoming at risk of reduced academic progress.

What TEQSA will look for

This part of the guidance note covers the full extent of the Standards, and corresponding evidence that TEQSA may require, in relation to staffing, learning resources and educational support.

For new applicants seeking initial registration and course accreditation, TEQSA will require evidence to be provided in relation to all relevant Standards.

For existing providers, the scope of Standards to be assessed and the evidence required may vary. This is consistent with the regulatory principles in the TEQSA Act, under which TEQSA has discretion to vary the scope of its assessments and the related evidence required. In exercising this discretion, TEQSA will be guided by the provider’s regulatory history, its risk profile and its track record in delivering high-quality higher education.

The evidence required for particular types of application is available from the application guides on the TEQSA website.

Providers are required to comply with the Standards at all times, not just at the time of application, and TEQSA may seek evidence of compliance at other times if a risk of non-compliance is identified.

Staffing

TEQSA will want to be satisfied that the level and type (‘profile’) of staffing for all courses of study meet the requirements of the HES Framework in respect of the overall planned or current complement of staff and the capabilities of individual teachers.

New applicants applying for registration for the first time will need to provide a workforce plan showing how they will systematically build the staff needed to support students to achieve the learning outcomes of the planned courses.

The suitability of current teaching staff will be assessed in relation to their knowledge, teaching capability and qualifications (see Standard 3.2.3) as relevant to the particular course of study. TEQSA will need to be satisfied that teachers have knowledge of contemporary developments in the discipline or field they are teaching, and that they have skills in contemporary teaching methods appropriate to their role.

The requirements of the Standards presuppose continuing professional development to maintain the currency and competence of teachers, e.g. through a relevant combination of continuing scholarship (of the field of education, specific discipline, and/or of teaching and learning), research or advanced practice. TEQSA will need to be satisfied that a provider’s staff are indeed maintaining their capabilities as required by the Standards. TEQSA will not seek to prescribe how such development occurs, but will require a provider to provide evidence that the development occurs and that it is fit for purpose and effective in meeting and continuing to meet the relevant Standards for teachers, both individually (Standard 3.2.3) and collectively (Standard 3.2.2).

In relation to qualifications, staff who have significant teaching roles and/or responsibility for oversight and leadership of the course of study must have a qualification at least one level[2] higher than the level of course/qualification they are teaching, or have relevant equivalent experience[3]. Where a provider recognises equivalent experience in place of a higher qualification, TEQSA will want to be assured that this reflects the particular educational needs of the course of study (rather than simply a matter of convenience for the provider) that cannot reasonably be addressed in other ways, and that the process of recognition of equivalent experience is guided by a credible policy that is applied consistently.

TEQSA will expect the staffing of a current or planned course of study to be determined by the learning outcomes of the course and analyses of the learning needs of students, including needs for access to staff outside of formal teaching.

TEQSA will also seek evidence that the overall staffing of the provider includes a level of academic leadership that is consistent with the provider’s scale and level of educational offerings, and capable of developing and maintaining a higher education learning environment. Students are entitled to expect that their educational experiences are grounded in a strong foundation of academic leadership and communities of scholarship. In the case of a new applicant, this should be made evident through the workforce plan, but TEQSA also expects that overall academic leadership would need to be in place during the planning phases.

TEQSA has found academic leadership to be a critical success factor, especially for providers applying to enter higher education for the first time.

Learning resources and educational support

In assessing the learning resources and educational support that is offered overall, TEQSA will be concerned with three broad dimensions:

quality
sufficiency
access.

In relation to the quality of the resources, TEQSA will need to be satisfied that the resources are:

relevant to the expected learning outcomes
appropriate to the level of study
authoritative, and up to date.

TEQSA may seek the views of experts in the relevant field of education.

TEQSA will assess the adequacy of information resources overall as well as for each field of education offered (in the context of an application for registration) and the adequacy of information resources for each course (in the context of an application for course accreditation). This will include the availability and accessibility of full-text digital access for information resources listed (as required) on academic outlines, including book chapters, journal articles and conference papers, and to support scholarship and research in the field of education.

TEQSA recognises that information resources are increasingly available online, and that the Standards do not explicitly require the provision of a physical library space with physical books.

If a physical library is not provided, TEQSA will expect the provider to ensure that students can readily access all the materials they are referred to by their lecturers, including those online and in various textbooks. A provider may also reach agreement with another provider for students to access its library for supplementary resources. In such cases, the library resources must be readily accessible to the students and the provider must ensure that the available resources (either provided directly or through the arrangement with the provider) are capable of meeting student needs.

Standard 3.2.1 requires in general that: ‘The staffing complement for each course of study is sufficient to meet the educational, academic support and administrative needs of student cohorts undertaking the course’.

TEQSA will expect students to have access to appropriately qualified staff, such as a librarian, to help them locate the information resources they need. If not located onsite, these qualified staff members should be accessible online. This is necessary to support students in developing their capacity for independent learning and inquiry. Students should also be given training in locating information resources during their orientation program (Standard 1.3.1).

In addition, Standard 2.1.1 requires that facilities are fit for purpose and accommodate the education activities of students and staff, and 2.1.3 requires: ‘The learning environment, whether physical, virtual or blended, and associated learning activities support academic interactions among students outside of formal teaching’. If a library space is not provided, in the case where students are taught at a campus TEQSA will expect to see some other form of open-access space where students can study and collaborate.

TEQSA will also assess the adequacy of more general educational support provided to students who are at risk (or potentially at risk) of not making sufficient progress, such as support for language development and building of academic study skills (e.g. see Section 3.3). In so doing, TEQSA will have regard to the adequacy of educational facilities overall (see Sections 2.1 and 2.3) for the relevant student cohorts and their level and mode of participation.

Evidence of processes to manage and review the provision of learning resources and how a provider ensures that they are appropriate may also be sought.

Should a provider wish to outsource provision of learning resources, e.g. to another higher education provider, TEQSA will need to be satisfied that:

the arrangement is subject to a formal agreement
there are no unreasonable barriers to access
it is practicable for students (e.g. not involving unreasonable travel time).

TEQSA will not accept a model in which the provider makes no provision for information resources itself and refers students to a public library, which is unlikely to provide full access to the scholarly resources required.

[1] For the purposes of the HES Framework, ‘staff’ means those who undertake particular roles, irrespective of whether they are actually employees of the provider, e.g. may include volunteers.

[2] For this purpose ‘level’ means a level of qualification in the Australian Qualifications Framework (AQF) or equivalent.

[3] Academic, professional or practice-based.

Resources and references

Australian Library and Information Association website.

The University of Western Australia, Murdoch University, Curtin University, Edith Cowan University and Notre Dame University, Australian University Teaching Criteria and Standards Framework.

Council of Australian University Librarians (2016), Principles and Guidelines for Australian Higher Education Libraries 2016.

Council of Australian University Librarians website.

Quality Assurance Agency (March 2015), Subject Benchmark Statement: Librarianship, Information, Knowledge, Records and Archives Management.

TEQSA (2016), Guidance Note on Determining Equivalence of Professional Experience and Academic Qualifications.

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 HESF can be met in different ways according to the circumstances of the provider. Provided the requirements of the HESF are met, TEQSA will not prescribe how they are met. If in doubt, please contact the TEQSA Enquiries Management team at providerenquiries@teqsa.gov.au.

Version #	Date	Key changes
1.0	19 August 2016	Made available as beta version for consultation. Replaces previous guidance notes on ‘Workforce Planning’ and ‘Information Resources’.
1.1	1 March 2017	Additional CAUL resource added.
1.2	8 March 2017	Updated to refer to the need for a workforce plan for prospective providers.
1.3	22 November 2017	Clarification that students must have access to a qualified librarian, and addition to ‘What will TEQSA look for?’ text box.

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Wed, 2017-11-22 12:00

Guidance note: Scholarship

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Guidance note: Scholarship (MS Word, 155 KB) (155.41 KB)
Guidance note: Scholarship (PDF, 204 KB) (203.75 KB)

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

What does scholarship encompass?

In the context of the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework), ‘scholarship’ refers to those activities concerned with gaining new or improved understanding, or appreciation and insights into a field of knowledge, or engaging with and keeping up to date with advances in the field.

Engagement in scholarship can be considered:

across a provider (e.g. policy frameworks, resource allocation, institutional expectations, staff development), or
at the level of individual activity (e.g. part of an individual’s personal professional development, teaching, research or professional practice).

Various aspects are relevant to higher education, but a key component is that scholarship:

advances knowledge or professional practice in a field, or
transmits advances through contemporary approaches to teaching and learning, or research and training.

TEQSA acknowledges that notions of scholarship may vary within and amongst providers and that the mission and category of the provider may influence the type of scholarship practised. TEQSA also recognises the diverse strategies used to develop, support and sustain scholarship, both at the institutional level and for individual staff.

TEQSA recognises there is no singular definition of scholarship and acknowledges that providers may utilise various approaches to organise the full range of their scholarly activities. However, TEQSA requires evidence of a systematic approach to organising scholarship irrespective of the type of scholarship practised (e.g. suitable, recognised and current approaches or models for arranging scholarly activity).

What TEQSA will look for

The HES Framework requires TEQSA to consider a provider’s engagement with scholarship at several levels. These include the following standards and criteria from the HES Framework:

Part A: Standards for HE Providers	Key considerations
3.1.2:Course Design	Scholarship contributing to the design and delivery of particular courses of study
3.2.3: Staffing
4.2.2 (if applicable): Research Training	Scholarship associated with research and research training
Part B: Criteria for HE Providers	Key considerations
B1.1.2: Staff scholarly activity	Scholarship directly associated with informing teaching and learning, including disciplinary scholarship Institutional encouragement and support for scholarship across all courses of study
B1.2.6 and B.1.3.9: Systematic approach to scholarship

TEQSA will need to be satisfied that evidence of scholarship relates directly to approaches in teaching and learning in a field or advances in knowledge. To assess this, TEQSA may consider:

institutional policies and operations
institutional course design approval processes and evidence that course design has been informed by relevant scholarship
staffing policies that recognise and encourage scholarship (e.g. recruitment, promotion, professional development)
evidence that both staff with academic leadership and staff with course delivery responsibilities are involved in relevant, continuing scholarship consistent with the AQF level of the course(s)
processes to ensure students are referred to, and engage with, relevant scholarship throughout their course of study
resource allocation (e.g. journal access, scholarly library collections, conference attendance)
institutional activities (e.g. seminars, workshops)
requirements for the provider’s category and self-accrediting authority.

In an environment of scholarly activity, TEQSA would expect a range of different forms of scholarship, such as:

peer reviewed scholarly output/publication/communication (e.g literature reviews, conference presentations, journal publications)
scholarly review, original research or teaching practice that collectively contribute to course development
synthesising and communicating advances in evidence-based practice (e.g. presentations/podcasts/feature articles on current knowledge, practice, or teaching and learning in a field)
teaching practice engaging the latest ideas, debates and issues (e.g. improved pedagogies, learning processes, curricula, academic policies and learning materials)
contributions to relevant professional bodies or communities of practice (e.g. development of new standards, knowledge resources, codes of practice)
active and ongoing involvement in relevant scholarly academic societies, editorial roles or peer review
undertaking higher level qualifications that lead to scholarly activity, in particular higher degrees by research
undertaking advanced specialised practice or scholarly secondments.

Creative works as scholarly outputs require a different approach. To assess the extent to which performance or creation of creative works constitute scholarship (e.g. music, drama, art and design) TEQSA will need to be satisfied that:

scholarship informs individual teaching or supervision
scholarship participation informs teaching practice as required by the HES Framework.

Although performance or production can be evidence of scholarship, it is TEQSA’s view that not all performance or production may constitute scholarship. To meet the HES Framework requirements the provider would need to demonstrate how the creative work meets the criteria for scholarship listed above where relevant.

Identified issues

Within the context of the HES Framework, TEQSA has identified a range of examples that do not represent sufficient evidence of scholarship. These include, but are not limited to:

personal or professional development activities that constitute lower-level training or are unrelated to the teaching role (e.g. undertaking a Moodle training session, attending an Emotional Intelligence training workshop, learning unrelated software, an unrelated research technique or taking a course in an unrelated field)
membership on one or more academic governance committees
dated or irrelevant scholarly activity (e.g. content or methods that are no longer employed in the field)
unrelated research in disciplines/fields being taught (e.g. information systems teacher conducting research in art history)
basic or routine practice that does not engage with advances in practice, or is unrelated to the discipline/field (e.g. an accountant preparing personal tax returns for individuals while teaching corporate finance or training in software use)
involvement in professional/community groups or activities unrelated to the content or teaching methods of the discipline/field being taught (e.g. an engineering lecturer attending a literary discussion group)
similar activities at a lower AQF level (e.g. teaching in a related field at a lower level)
attendance at conferences or membership of a professional body.

TEQSA recognises that scholarship can occur across disciplines in unrelated fields that inform and contribute to advances in knowledge and professional practice (e.g. a collaborative research project between arts and science on the impact of climate change). TEQSA acknowledges the benefits and value of multi-disciplinary scholarship.

However, it will be necessary for a provider to demonstrate the link between scholarship in an apparently unrelated field/discipline and the scholarship informing teaching practice in the subject area being taught.

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 HESF can be met in different ways according to the circumstances of the provider. Provided the requirements of the HESF are met, TEQSA will not prescribe how they are met. If in doubt, please contact the TEQSA Enquiries Management team at providerenquiries@teqsa.gov.au.

Version #	Date	Key changes
1.0	26 May 2014
2.0	19 August 2016	Updated for the HESF 2015 and made available as beta version for consultation.
2.1	20 October 2016	Additional resource added.
2.2	13 December 2016	Paragraph added relating to creative activity and scholarship.
2.3	4 September 2017	Clarification to differentiate and define ‘scholarship’ and ‘scholarly activity’.
2.4	4 December 2018	Amendment to the end of the section on 'What does scholarship encompass?' in relation to the Boyer Model of Scholarship.
2.5	12 December 2018	Minor clarification added to the section on ‘The intent of the Standards’ on p.3 in relation to the intent of the criteria.
3.0	4 May 2022	Major revision.

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[3] https://www.education.gov.au/guidelines-use-word-university.

Wed, 2022-05-04 12:00

Guidance note: Transnational higher education into Australia (including international providers seeking to offer higher education in Australia)

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What does transnational higher education into Australia encompass?

Transnational Education (TNE) into Australia encompasses providers based outside of Australia who provide, or are seeking to provide, education to students located in Australia. For the purposes of this note, ‘TNE’ refers solely to transnational higher education provided or offered into Australia unless otherwise specified (as distinct from transnational higher education offered overseas by Australian providers, which is covered by a separate guidance note on Third Party Arrangements).

Does TEQSA regulate TNE?

Regulation of TNE by TEQSA in the higher education sector is governed by the Tertiary Education Quality and Standards Agency Act 2011 (the TEQSA Act). The extent to which an entity (i.e. a provider of higher education) is regulated by TEQSA varies based on a number of matters including, in particular, whether the provider is an Australian or an overseas entity.

The TEQSA Act only applies to the operations of overseas higher education providers where the provider offers or confers a higher education qualification for a course of study that is ‘provided wholly or mainly from Australian premises’.

In determining whether a course of study is provided mainly from Australian premises, TEQSA will operate from the starting point that provision of more than 50% of a course from Australian premises indicates a course that is provided ‘mainly’ from those premises. However, this will depend on the provider and the nature of the specific course being offered. Importantly, TEQSA will also have regard to the regulatory principles of risk, proportionality and necessity when determining whether regulatory action (in this case registration of an overseas provider) is necessary in the circumstances.

Options for provision of TNE into Australia

Overseas providers of higher education seeking to offer higher education in Australia may wish to:

establish an Australian campus(es) at which students will undertake their entire course of study for a higher education qualification
establish an Australian subsidiary to solely or jointly deliver the course of study and confer the relevant qualification
enrol Australian students in online courses provided from overseas premises
offer students the opportunity to take classes for shorter periods of time at Australian premises operated by the provider, either:
as part of a course of study (such as a ‘study abroad program’) leading to the award of a qualification, that is completed mainly overseas, or
as a stand-alone course of study that does not involve conferral of a higher education qualification
establish arrangements with an Australian registered higher education provider where the Australian provider confers the higher education award.

Option ‘a’ would require the overseas provider to be registered and regulated by TEQSA. Option ‘b’ would require the subsidiary, but not the overseas provider, to be registered and regulated by TEQSA. Options ‘c’, ‘d’ and ‘e’ would not require the overseas provider to be registered or regulated by TEQSA, but option ‘e’ would require an arrangement with another entity that is registered with and regulated by TEQSA.

In summary:

an overseas entity must be registered by TEQSA if the entity offers or awards higher education qualifications for courses of study that are provided wholly or mainly from Australian premises,
an Australian entity (i.e. including an Australian subsidiary of an overseas provider) must be registered if it offers or confers higher education qualifications, irrespective of the location of the courses of study leading to those qualifications, and

If a provider offers or confers higher education qualifications to international students studying in Australian on a student visa, the provider must be registered under the ESOS Act (i.e. on CRICOS) and meet the requirements of the National Code.

Registration and regulation of an overseas provider under the TEQSA Act is not required:

for international online courses offered to Australian students wholly or mainly from overseas
for short-term study abroad arrangements in Australia where the majority of the course is provided outside Australia, or
where no award[1] is offered or conferred for completion of the course.

In seeking registration by TEQSA, an overseas entity operating in Australia could apply to be registered in the Higher Education Provider (HEP) category or the Overseas University/ Overseas University of Specialisation categories[2].

Where an overseas provider has an Australian subsidiary that provides higher education courses, the subsidiary must apply to TEQSA to be registered in the HEP category or one of the Australian University College categories.

The Criteria for Classification of Higher Education Provider Categories are given in Part B of the HES Framework. Prospective providers should note that the use of the title ‘university’ is restricted and regulated in Australia[3].

Relevant Standards in the HES Framework

Where TNE is subject to regulation under the TEQSA Act, the provider must meet and continue to meet all of the requirements of the Higher Education Standards Framework (Threshold Standards) 2015 (HES Framework), except for those aspects that are not directly applicable to the provider concerned. Requirements not applicable might include the research standards if a provider is not engaged in research, and the Criteria for Classification of Higher Education Providers that are not applicable to the particular provider.

If a provider enters into an arrangement with a third party, Section 5.4 of Part A of the HES Framework applies in particular to that arrangement.

In the event that TNE is offered to international students who are studying in Australia on a student visa, both the Education Services for Overseas Students Act 2000 (the ESOS Act) and the National Code of Practice for Providers of Education and Training to Overseas Students 2007[4] (the National Code) would also apply. Among other requirements, the ESOS Act requires a provider to be registered under the ESOS Act and prohibits the marketing of courses to overseas students until the provider and its courses are registered under the ESOS Act. The ESOS Act may also require a provider to be incorporated in Australia. Separate guidance material is being prepared on the requirements of the ESOS Act and related matters.

Intent of the Standards

The intent of the Standards is to ensure that regulated TNE meets the requirements of the HES Framework in the same way as any other higher education offered in Australia.

Risks to quality

The risks posed by TNE providers are the same as those posed by all other providers, with the additional risk that overseas providers may have a lower level of understanding of Australian regulatory requirements.

What will TEQSA look for?

This part of the guidance note covers the full extent of the Standards, and corresponding evidence that TEQSA may require, in relation to transnational education into Australia.

For new applicants seeking initial registration and course accreditation, TEQSA will require evidence to be provided in relation to all relevant Standards.

For existing providers, the scope of Standards to be assessed and the evidence required may vary. This is consistent with the regulatory principles in the TEQSA Act, under which TEQSA has discretion to vary the scope of its assessments and the related evidence required. In exercising this discretion, TEQSA will be guided by the provider’s regulatory history, its risk profile and its track record in delivering high-quality higher education.

The evidence required for particular types of application is available from the application guides on the TEQSA website.

Providers are required to comply with the Standards at all times, not just at the time of application, and TEQSA may seek evidence of compliance at other times if a risk of non-compliance is identified.

In the first stages of engagement, TEQSA will wish to understand the nature of a prospective provider’s proposed operations in Australia and their regulatory implications under the TEQSA Act and, if applicable, under the ESOS Act as well. TEQSA will take account of a prospective provider’s standing in its home jurisdiction and may seek information from the provider’s home regulator.

Overseas providers who may be interested in offering a course of study wholly or mainly in Australia should contact TEQSA in the first instance.

[1] Note that the ESOS Act applies to non-award courses.

[2] See Part B1 of the HES Framework for the requirements for different categories of higher education provider.

[4] Both the ESOS Act and the National Code were under review at the time of writing this guidance note.

Resources and references

TEQSA (2016), Application Guide for Registration in any University Category.

TEQSA guidance material relating to ESOS (under development).

TEQSA (2016), Guidance Note on Third-Party Arrangements.

UNESCO/Council Of Europe (2002), Code Of Good Practice In The Provision Of Transnational Education.

Version #	Date	Key changes
1.0	19 August 2016	Made available as beta version for consultation
1.1	20 October 2016	Internal enhancement
1.2	11 October 2017	Addition to ‘What will TEQSA look for?” text box.

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Version 1.2

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Australian Council on Open, Distance and e-Learning (ACODE), Publications and Resources (including ACODE Benchmarks).

Wed, 2017-10-11 12:00

Guidance note: Technology-enhanced learning

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Guidance note: Technology-enhanced learning (MS Word, 141 KB) (140.38 KB)
Guidance note: Technology-enhanced learning (PDF, 236 KB) (236.07 KB)

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Providers should note that Guidance Notes are intended to provide guidance only. They are not definitive or binding documents. Nor are they prescriptive. The definitive instruments for regulatory purposes remain the TEQSA Act and the Higher Education Standards Framework as amended from time to time.

What does technology-enhanced learning encompass?

Higher education is delivered in many ways, including through the use of a diversity of technologies such as multimedia, video and online conferencing tools, podcasting, chat rooms, and dedicated learning management systems. Technology-enhanced learning (TEL) is a generic term for modes of course delivery that include such elements, and their use is sometimes also referred to as ‘e-learning’.

TEL is not a term used in the Higher Education Standards Framework (Threshold Standards) 2015 (HES Framework), but in this context it is interpreted broadly as any learning that occurs through the application of electronic communications and computer-based educational technology, combined with pedagogical principles and practices that are applicable to and tailored for this purpose. This might range from augmenting face-to-face teaching with TEL in a limited way, through ‘blended delivery’ (with a more equal mix of the two) to fully ‘online’ delivery.

The HES Framework does not presuppose or prescribe any particular mode of delivery or participation.

Relevant Standards in the HES Framework

The Standards primarily related to TEL are those that apply to any other mode of delivery or participation, although their application and emphasis may differ in a TEL environment.

By way of illustration, e-learners may require specific skills that might be reflected in tailored admission criteria (e.g. Section 1.1) and an TEL mode of delivery may affect how a provider offers transitional support and detects students at risk (see Section 1.3). The HES Framework specifically requires (Standard 1.3.6) that students have equivalent opportunities for successful transition into and progression through their course of study, irrespective of their educational background, entry pathway, or mode or place of study. Specification and validation of some types of learning outcomes (Section 1.4) that might normally be assessed on-site might need to be related to the learning environment.

There are also specific requirements in the Standards:

concerning access to electronic information (Standard 2.1.2)
for supporting interactions among students outside of formal teaching (Standard 2.1.3) such as group work
for safety and support services (Section 2.3)
for access to learning resources and educational support, and for maintaining contact with off-campus students (Section 3.3).

The requirements for course design (Section 3.1) will need to take into account pedagogical principles that are consistent with the needs of learners and TEL, and there are implications for teaching staff in so far as they need to be equipped for a TEL role (see e.g. Standard 3.2.3). Policies relating to academic integrity (Section 5.2) need to apply to the particular challenges posed in the TEL environment. Policies for the granting of credit (see Section 1.2) must also apply to new forms of prior learning in the TEL environment, such as completion of a MOOC or micro-credential. Again, the Standards concerned with information and representation of offerings (see Sections 7.1-7.3) apply equally to TEL offerings. The TEL environment may pose particular challenges for students who are operating across markedly different time zones. The primacy of technology in TEL may also pose significant challenges (or opportunities) of accessibility for students with particular disabilities (e.g. Standards 1.3.4, 1.3.6).

The preceding paragraphs are an illustrative rather than exhaustive listing of particular emphases and challenges for meeting the requirements of the HES Framework in a TEL environment. Providers will need to explore the application of the Standards of the HES Framework in their particular circumstances.

Providers should also note that the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (the National Code) places restrictions on the extent of TEL that can be undertaken by international students studying in Australia on a student visa.

Intent of the Standards

The intent of the Standards is to ensure that TEL delivers high quality education, positive student experiences and credible qualifications, in the same way as other modes of delivery and participation.

Providers should note that the requirements of the HES Framework must be met and continue to be met irrespective of the modes of delivery and participation adopted by a provider.

Risks to quality

TEL offers many potential benefits to students, providers and teaching staff, and does not pose a higher level of risk overall than any other form of delivery. However, it can pose some particular risks to the quality of education and/or student experiences (especially where courses are delivered wholly or mainly through TEL) including where:

a provider has insufficient expertise to develop, approve and deliver courses of study involving TEL
the design of a course of study is predicated disproportionately on using technology for its own sake rather than on relevant pedagogical principles that are appropriate to TEL
the expected learning outcomes are not achievable and/or validly assessable in the e-learning environment
the TEL materials and content used do not reflect the learning needs of the students involved and/or the level of education (e.g. materials bought in from other programs with incompatible purposes and outcomes)
the learning and support needs of e-learners are not sufficiently understood or addressed
students are not provided with access to, or sufficient access to, learning support, individual tuition, their student peers and other support mechanisms
students who are, or may be at risk, are not identified
there are insufficient and/or ineffective mechanisms for students to work collaboratively to achieve learning outcomes as required
there are unreasonable barriers to accessing essential technology or other resources, or students are not adequately informed about access and required resources prior to course commencement
teaching staff are not equipped for their role in TEL
credit is granted for previous learning (including TEL) that is of doubtful integrity, or that does not integrate with the learning outcomes of the course as a whole
impediments and success factors in the TEL environment are not understood or addressed, or
the security of a provider’s learning/information systems is not managed adequately with consequent risks of lapses in academic integrity, including cheating and plagiarism.

What TEQSA will look for

This part of the guidance note covers the full extent of the Standards, and corresponding evidence that TEQSA may require, in relation to Technology-Enhanced Learning.

For new applicants seeking initial registration and course accreditation, TEQSA will require evidence to be provided in relation to all relevant Standards.

For existing providers, the scope of Standards to be assessed and the evidence required may vary. This is consistent with the regulatory principles in the TEQSA Act, under which TEQSA has discretion to vary the scope of its assessments and the related evidence required. In exercising this discretion, TEQSA will be guided by the provider’s regulatory history, its risk profile and its track record in delivering high-quality higher education.

The evidence required for particular types of application is available from the application guides on the TEQSA website.

Providers are required to comply with the Standards at all times, not just at the time of application, and TEQSA may seek evidence of compliance at other times if a risk of non-compliance is identified.

TEQSA does not have a predetermined position on the modes of delivery and participation that providers might adopt. Indeed, TEQSA welcomes diversity and innovation within higher education. However, if a provider adopts TEL, TEQSA will need to be satisfied that the requirements of the HES Framework are met and will continue to be met, as they must be with any other chosen mode of delivery and participation. In summary, providers will need to be able to demonstrate the effectiveness of their approach to TEL, rather than TEQSA prescribing a particular approach, framework or requirements beyond the fundamental requirement to meet the HES Framework (as for any other mode of delivery).

A provider will need to demonstrate a systematic application of the necessary pedagogical, technical, supportive and other expertise to use TEL in relation to:

the design of the course of study
admission and progression requirements
the specification and assessment of learning outcomes, delivery and staffing capabilities
the maintenance of academic integrity
fit for purpose learning and support environments
quality assurance mechanisms that encompass TEL specifically.

TEQSA will also wish to see that there are sufficient learning resources and appropriate mechanisms to offer academic support consistent with the needs of particular student cohorts, especially those that do not attend classes on campus. For example, mature-age students admitted on the basis of professional experience may or may not have the prior experience needed for academic study online without face-to-face support, and international students may need language support and orientation to new study approaches. Where credit has been or is to be granted on the basis of prior TEL, TEQSA will need to be confident that such TEL (as with any other form of prior learning) is credible and authentic, and relates to the learning outcomes of the course as a whole.

The learning environment will need to address the requirements of the Standards for student wellbeing irrespective of the mode of participation. This includes maintenance of regular contact with students who are not on campus, and the provision of opportunities for on-line students to interact with their peers. TEQSA will need to be satisfied that all students have an equivalent chance of success, irrespective of their mode or place of study, and that the provider has evidence of student progress not only overall, but also by mode of delivery. Providers will also need to demonstrate the equivalence of learning experiences and outcomes where differences in time zones may require asynchronous interactions.

[1] The National Code was under review at the time of writing this guidance note.

Resources and references

Australian Government, National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2007.

Australian Government, Education Services for Overseas Students Act 2000.

International Association for Distance Learning, a range of quality standards for TEL as well as technical standards for publishing and delivering e-learning materials.

Office for Learning and Teaching Resource Library¹

TEQSA (2016), Guidance Note on Credit and Recognition of Prior Learning.

TEQSA (2016), Guidance Note on Course Design (including Learning Outcomes and Assessment).

Version #	Date	Key changes
1.0	19 August 2016	Made available as beta version for consultation. Replaces previous information sheet on ‘e-Learning’.
1.1	11 October 2017	Addition to ‘What will TEQSA look for?” text box.
1.2	11 April 2019	Amended in response to consultation feedback.

This library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia, including those from the Australian Learning and Teaching Council.

Subtitle

Version 1.2

Stakeholder

Publication type

TEQSA (2016), Extensions to the period of provider registration or course accreditation policy.

Thu, 2019-04-11 12:00

Guidance note: Varying a period of registration or accreditation

Documents

Body

When would TEQSA vary a registration or accreditation period?

This guidance note covers the processes of TEQSA either shortening or cancelling a higher education provider’s period of registration or accreditation of course(s) of study because a provider has:

failed to meet the requirements of the Higher Education Standards Framework (Threshold Standards) 2015 (HES Framework) in relation to its registration or accreditation of a course, or
breached a condition imposed on its registration or accreditation.

At its discretion, TEQSA may also vary periods of registration or accreditation for other purposes by mutual agreement with a provider, such as for the purposes of aligning regulatory requirements and minimising regulatory impact on providers. This could include granting an extension under either section 37A or section 57A of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act). These circumstances are subject to a separate policy (the Extensions to the period of provider registration or course accreditation policy) and are not the subject of the remainder of this note.

Relevant legislation

The relevant legislative framework is:

the TEQSA Act, as amended from time to time, and
the HES Framework.

Basic principles of regulation

When making a decision to shorten or cancel a period of registration or course accreditation, TEQSA considers the relevant evidence about a provider. In doing so, TEQSA complies with the basic regulatory principles set out in the TEQSA Act of reflecting risk, proportionate regulation, and regulatory necessity.

Reflecting risk
- TEQSA takes into account (as applicable) the following aspects of the provider’s operations, (as well as the history of persons related to the provider as applicable):
  - scholarship
  - teaching and research
  - internal quality assurance
  - student experiences
  - financial status and capability
  - previous compliance with the HES Framework, the TEQSA Act and its associated provisions and other laws regulating education
  - risks of the provider not complying with the HES Framework and its associated provisions.
Proportionate regulation
- TEQSA considers whether shortening or cancelling a registration or course accreditation is proportionate to any non-compliance or risk of future non-compliance with the HES Framework or the TEQSA Act and its associated provisions.
Regulatory necessity
- TEQSA considers whether shortening or cancelling a registration or course accreditation would burden the provider any more than necessary.

Registration

The power to shorten or cancel registration applies in all of the circumstances listed in S98(a) to (d) of the TEQSA Act.

Shortening registration

Shortening a higher education provider’s registration involves bringing forward the date on which the registration is due to expire. In these circumstances, the provider must apply to renew its registration at an earlier time (either 180 days prior to the new date or such shorter period as TEQSA allows) or stop delivering by the new date.

Before making a decision to shorten a period of registration, TEQSA will give the provider an opportunity to comment on the basis on which such a decision is being considered and will consider the provider’s response.

Cancelling registration

Cancelling a provider’s registration means the provider cannot continue its higher education operations from the date of effect of the cancellation. Cancelling registration is the most serious administrative sanction available to TEQSA. For this reason, TEQSA will only decide to cancel registration where there are no effective alternative regulatory remedies available.

Before making a decision to cancel a registered higher education provider’s registration, TEQSA must give both the provider and the Minister of the relevant State or Territory responsible for higher education a written notice. The notice must state that TEQSA intends to make a decision to cancel the provider’s registration for specified reasons and it must provide a reasonable opportunity for the provider to respond to TEQSA in relation to the proposed decision. TEQSA must consider this response.

When making a decision to cancel registration TEQSA will also consider what transitional arrangements need to be made, including for any third-party arrangements the provider currently has in place, to ensure that students’ interests are appropriately addressed.

Once a higher education provider’s registration has been cancelled, the provider is prevented from applying again for registration for a period of two years after the date the cancellation takes effect. TEQSA may shorten this period if it considers it appropriate to do so.

Course accreditation

TEQSA accredits courses of study offered by registered higher education providers where the provider does not have the authority to accredit its own courses. All accredited courses of study must meet and continue to meet the requirements of the HES Framework.

TEQSA may shorten or cancel the accreditation of a course(s) of study after considering other options for addressing a provider’s non-compliance with the Standards. TEQSA may take this action for a failure or breach as listed in S98(a) to (d) of the TEQSA Act.

If a course accreditation has been cancelled, the provider must stop delivering the course to students from the date of effect of the cancellation.

If an accreditation is shortened, the provider must apply to renew the accreditation of the course at an earlier time (either 180 days before the new date set by TEQSA or a shorter time period that TEQSA allows) or stop delivering the course from the new date. A higher education provider must not:

falsely represent that it offers a course of study leading to a higher education award
falsely represent that a course of study is accredited, or
provide a course of study, which leads to a regulated higher education award, where the course of study is not accredited.

Before making a decision to shorten a period of course accreditation, TEQSA will give the provider an opportunity to comment on the basis on which such a decision is being considered and will consider the provider’s response.

Note to providers with self-accrediting authority (limited or unlimited): while TEQSA does not accredit a course where a provider has authority to self-accredit the course, such providers should note that TEQSA may impose conditions restricting or removing the provider’s authority to self-accredit a course (in compliance with the principles of part 2 under the TEQSA Act).

Review of decisions

Decisions to vary a provider’s registration or course accreditation may be reviewed by the Administrative Appeals Tribunal under part 10 of the TEQSA Act.

National Register

TEQSA maintains the National Register of higher education providers. The National Register is the means by which TEQSA publishes information about the status of a provider, including whether a higher education provider’s registration or course accreditation(s) have been shortened or cancelled.

Public reporting

Information about TEQSA’s approach to publicly reporting its decisions is available on our Policy on public reporting of TEQSA's decisions page.

Further information

Notifications regarding varying a period of registration or accreditation will come from the relevant TEQSA team, and further information regarding the notification should be discussed with the team directly.

Resources and references

Version #	Date	Key changes
1.0	19 August 2016	Made available as beta version for consultation. Replaces previous information sheets on ‘shortening or cancelling’ a period of registration or accreditation.
1.1	26 August 2019	Amended in response to consultation feedback.

Subtitle

Version 1.1

Stakeholder

Publication type

Australian and New Zealand Student Services Association Inc., ANZSSA Guidelines for Professional Practice.

Mon, 2019-08-26 12:00

Guidance note: Wellbeing and safety

Documents

Guidance note: Wellbeing and safety (MS Word, 150 KB) (141.58 KB)
Guidance note: Wellbeing and safety (PDF, 291 KB) (291.11 KB)

Body

Providers should note that Guidance Notes are intended to provide guidance only. They are not definitive or binding documents. Nor are they prescriptive. The definitive instruments for regulatory purposes remain the TEQSA Act and the Higher Education Standards Framework as amended from time to time.

What do wellbeing and safety encompass?

The Higher Education Standards Framework (Threshold Standards) 2015 (HES Framework) includes a Section on wellbeing and safety that requires providers to provide timely and accurate advice on access to student support services and to promote and foster a safe environment on campus and online. While the Standards of the HES Framework encompass organisational responsibilities for the wellbeing of staff, their primary focus is on supporting the wellbeing and promoting the safety of students. This Guidance Note focuses generally on current students, irrespective of their mode of participation. Special requirements exist for younger students, particularly in relation to international students under the Education Services for Overseas Students Act 2000 [ESOS Act]. This Guidance Note is focused on the requirements of the HES Framework.

The terms ‘wellbeing’ and ‘safety’ are used in their ordinary meanings, broadly encompassing ‘overall wellness’ and ‘freedom from harm’ respectively. The Standards implicitly recognise that many factors may affect wellbeing (e.g. social, financial, health, cultural, educational, etc.), many of which may not be under the control of the provider. The Standards also implicitly acknowledge that ‘safety’ is regulated in more detail through other frameworks, such as workplace-safety legislation, and do not seek to duplicate those mechanisms.

Managing issues to do with risks to wellbeing or safety may become quite complex for providers, particularly in distinguishing events that occur within the scope of the provider’s operations (e.g. an assault on campus) from events that occur outside the scope of the provider’s operations. These may entail differing levels of response, however even incidents that fall outside the scope of the provider’s operations may have adverse impacts on subsequent educational experiences (e.g. an unwelcome approach from a fellow student at a private weekend function) and the provider may need to ensure support is available. Other parties may also be involved (e.g. in the case of a mishap or other difficulty in a work placement, or an incident at a third-party location). Remote circumstances may also have an impact, such as civil unrest in the home country of international students who are studying in Australia.

Providers should actively use their influence and governance links to support affiliated entities (such as residences and university colleges) to promote and foster a safe environment for students enrolled at the provider. There are particular risks posed by recurring sexual assault and sexual harassment at residences, and providers should use their best offices to encourage residences to implement counter-measures, such as evidence-based sexual violence prevention education programs, as well as programs to counter the harmful effects of alcohol and drug abuse.

Relevant Standards in the HES Framework

The Standards that are directly concerned with wellbeing and safety are in Part A of the HES Framework (Standards for Higher Education) as a separate Section (2.3) within the Learning Environment domain. The Standards encompass (paraphrased):

2.3.1 avenues and contacts for support for students if needed
2.3.2 availability of specific types of personal support services
2.3.3 ensuring that support services offered reflect the needs of student cohorts
2.3.4 promotion of a safe environment
2.3.5 management of critical incidents.

The ‘support’ components of these Standards complement and supplement the learning support requirements encompassed by the Standards in Section 3.3: Learning Resources and Educational Support.

Intent of the Standards

The HES Framework broadly contemplates a provider recognising that it has a range of responsibilities to students and, in so doing, taking active responsibility for fostering an environment of wellbeing and safety for its students. This includes:

conducting effective risk assessments and implementing preventative controls for the risks identified
providing advice about actions to take, staff to contact and support services that are accessible (whether directly or through another party) if students’ personal circumstances are having an adverse effect on their education, including:
conducting evidence-based sexual violence, drug and alcohol abuse prevention education programs
providing support for affected students where needed (whether directly or through another party)
having systems and processes to respond to incidents and prevent recurrences.

These actions presuppose the provider will have an overarching framework of guiding policies and effective processes for these functions, and that there is sufficient corporate commitment to promoting wellbeing and safety with enough resources to support these activities. The Standards also presuppose that the provider will identify risks to wellbeing and safety, take steps to understand the support needs of particular student cohorts, and implement effective mitigation and management strategies for identified risks.

Risks to quality

Failure to meet the requirements of the Standards concerned with wellbeing and safety (Standards 2.3.1-2.3.5) is likely to interfere with success in students’ studies, whether individually and/or for cohorts as a whole. This may be compounded by personal loss and suffering for individual students arising from preventable adverse circumstances. In failing to meet the preparedness elements of the Standards, a provider will also not be sufficiently prepared to predict and manage risks, or to respond to adverse incidents should they occur. As a consequence:

the provider’s educational performance is likely to be diminished
students may incur avoidable loss and suffering
students may fail to maintain academic progress
the provider may be exposed to legal action and/or reputational damage
TEQSA or another regulator may need to intervene
the reputation of higher education in Australia may be harmed.

In view of the multifaceted potential causes of diminished wellbeing, providers are advised to contemplate potential impacts on student wellbeing when considering the requirements of other Standards beyond those directly under the heading of wellbeing and safety (Standards2.3.1-2.3.5). For example, the following list identifies a series of Sections and Standards and the underlying risks they are seeking to manage, all of which could manifest in an adverse impact on student wellbeing:

1.1.1 admission of students who are ill-equipped to cope with their course

1.3.2 insufficient needs analysis, early feedback and targeted support

1.3.6 not ensuring equivalent opportunities for different modes of participation

2.1.1 unsuitable facilities, including for placements

2.1.2 unsecure IT systems exposing students’ systems to interference

2.1.3 students having limited interactions with, or being isolated from, other students

2.2.1 failure to acknowledge needs of diverse groups

2.4 insufficiently accessible complaints and grievance processes and support

3.3.4 not maintaining adequate contact with students

5.2 insufficient effort to prevent inadvertent breaches of academic integrity

5.3.5 not obtaining or disregarding student feedback

5.4 poor management of arrangements with other parties, including onshore and offshore partner education providers

6.1.4 abrogation of corporate responsibility for promoting and fostering a safe environment

6.2.1c inadequate resourcing

6.2.1e poor risk identification and management

6.2.1i inadequate contingency arrangements, including for business continuity

7.2 inadequate information to enable informed participation

7.2.4 insufficient notice of potential disruptions to participation

7.3.3b breaches of privacy or confidentiality

7.3.3c insufficient or poor records of management of incidents.

Providers also have statutory obligations to provide for the support of international students who are studying in Australia under the ESOS Act, with its associated National Code of Practice for Providers of Education and Training to Overseas Students 2017 (National Code). These obligations include requirements for providing a safe environment, especially for students under the age of 18 years.

What will TEQSA look for?

This part of the guidance note covers the full extent of the Standards, and corresponding evidence that TEQSA may require, in relation to wellbeing and safety.

For new applicants seeking initial registration and course accreditation, TEQSA will require evidence to be provided in relation to all relevant Standards.

For existing providers, the scope of Standards to be assessed and the evidence required for particular applications may vary. This is consistent with the regulatory principles in the TEQSA Act, under which TEQSA has discretion to vary the scope of its assessments and the related evidence required. In exercising this discretion, TEQSA will be guided by the provider’s history, its risk profile and its track record in delivering high-quality higher education.

The evidence required for particular types of application is available from the application guides on the TEQSA website.

Providers are required to comply with the Standards at all times, not just at the time of application, and TEQSA may seek evidence of compliance at other times if a risk of non-compliance is identified.

In the first instance, TEQSA will need to be satisfied that a provider is acting responsibly and proactively to create an environment of wellbeing and safety for all students. This should be evident in the commitment of the governing body (see Standard 6.1.4) and the framework of policies, processes and activities that have been established to foster and maintain wellbeing and safety (e.g. Standard 2.3.4). This information also needs to be accessible to students (see Standard 7.2.1).

Actions taken to promote a safe environment, and the information provided to students about the actions they can themselves take and the support available, should be tailored to the needs of particular student cohorts (Standards 2.3.2-44). This will include students who are studying in different modes of participation, i.e. on campus, online or blended modes, and students who are involved with other delivery partners (whether onshore or offshore) or in clinical or other work placements. It will also include students whose studies are impeded by health issues, including mental health issues requiring access to counselling. Support services can be outsourced, but must be accessible, and any charges must be reasonable.

An important element of fostering wellbeing and safety is the preparedness of the provider and its capacity to respond to incidents, especially critical incidents (Standard 2.3.5). Another aspect of preparedness is a provider’s capacity to anticipate issues through risk identification and mitigation (see Standard 6.2.1e), and to implement preventative actions. TEQSA will expect to see evidence of risk identification consistent with the scale and context of the provider and its environment, and how this guides the provider’s preparedness.

Critical incidents

In relation to critical incidents, TEQSA will expect to see evidence (e.g. policies, procedures, checklists, rehearsals, accountabilities) of how a provider intends to respond to a range of foreseeable major events either on or off-campus that pose risks to students or staff. These might include:

violent behaviour, assaults, bomb scares
serious accidents, explosions, fire; or
deaths.

TEQSA accepts that many incidents will require a tailored response but nonetheless expects to see an overall approach to preparedness that is considered and likely to be practicable, that should include a critical incident management plan. The plan should include a review and reporting phase to ensure lessons are learned as part of the follow-up (Standard 2.3.5). TEQSA will also expect a provider to be prepared to respond to events of different nature and scale, e.g. responding to an event affecting many students collectively, such as a terrorism incident, as distinct from an isolated event involving an individual such as an assault or sexual harassment.

Other incidents, assault and harassment

Where incidents do occur on campus, off campus or online, TEQSA will expect a provider to implement an appropriate and effective response, including where necessary taking disciplinary action against those found to be responsible for assaults and making any adjustments to its policy framework and practices to reduce the risk of recurrence and enhance safety and security.

All incidents considered significant by the provider should be recorded and monitored, including ‘near misses’ that do not result in harm, but easily could have. Patterns of recurring incidents should be identified, reported to the responsible managers and governance bodies and action taken to mitigate future risk.

Providers should report to TEQSA (as material changes) incidents that indicate material breaches in safety or preventative controls, including recurring incidents of sexual assault or sexual harassment.

Incidents of assault or harassment may give rise to student grievances, which should be addressed with reference to Section 2.4 of the HES Framework (Student Grievances and Complaints) and the related Guidance Note. Complaints resolution processes should be accessible and effective.

Some incidents (particularly assaults) may need to be reported to the police, where there is reason to believe a criminal offence may have been committed. Any other reporting must be consistent with the requirements of privacy legislation.

At the same time as taking action to respond to incidents as they occur, providers should take pre-emptive action to minimise incidents, including through appropriate evidence-based sexual violence prevention education programs and campaigns.

Staff and students should be clearly advised that the provider will take a zero-tolerance approach to sexual assault and sexual harassment and other forms of harmful misconduct.

In some cases students may experience a misadventure that is outside the control of the provider and unrelated to their course of study, e.g. a violent assault in a city street. While the provider may not have jurisdiction to investigate such incidents or take action against those responsible (unless the assailant is a fellow-student), it may need to provide access to support to mitigate any flow-on effects on the student’s education, e.g. through temporary incapacitation, or where the assailant could be a fellow student. TEQSA expects a provider to have contemplated how it intends to deal with such matters, at least in principle, and to have a clear understanding of the boundaries of its responsibilities. For example, will the provider implement follow-up actions such as offering ongoing counselling and academic support?

Where staff have particular accountabilities for providing support, TEQSA will need to be satisfied that they are competent to undertake their roles by way of qualifications, experience and currency of knowledge.

TEQSA will not seek to duplicate safety regulation that is carried out by other authorities, but will nonetheless wish to be assured that a provider is meeting its obligations to other authorities, consistent with the HE Framework, including occupational health and safety requirements. TEQSA will also be interested in any lapses in compliance with safety regulations that may occur and will want to be assured that such lapses have been rectified and action has been taken to prevent recurrences.

TEQSA may also be alerted to lapses in the wellbeing and safety environment through complaints from staff and students or referrals from other agencies.

Resources and references

Australian Government, Education Services for Overseas Students Act 2000.

Australian Government, National Code of Practice for Providers of Education and Training to Overseas Students 2017.

Australian Human Rights Centre, University of New South Wales, Strengthening Australian University Responses to Sexual Assault and Harassment Project.

Australian Human Rights Centre, University of New South Wales, On Safe Ground report (August 2017).

Enhancing Student Wellbeing project.

Healthy Universities Network (UK).

Henry, A., Macrae, M., and Kaplan, A., The Hunting Ground Australia Project.

National Centre for Student Equity in Higher Education.

Universities Australia, (12 February 2016), Respect. Now. Always campaign.

TEQSA, Guidance Note: Grievance and Complaint Handling.

Version #	Date	Key changes
1.0	28 July 2017	Made available as beta version for consultation.
1.1	11 October 2017	Minor amendment to ‘What will TEQSA look for?” text box, and addition of resource from the Australian Human Rights Centre.
1.2	8 January 2018	Amendments in the light of submissions received during and after the consultation period.

Subtitle

Version 1.2

Stakeholder

Publication type

Mon, 2018-01-08 12:00

Guidance note: Workforce planning
Documents
- Guidance note: Workforce planning (MS Word, 143 KB) (143.08 KB)
- Guidance note: Workforce planning (PDF, 398 KB) (397.55 KB)
Body
Providers should note that Guidance Notes are intended to provide guidance only. They are not definitive or binding documents. Nor are they prescriptive. The definitive instruments for regulatory purposes remain the TEQSA Act and the Higher Education Standards Framework as amended from time to time.

What does workforce planning encompass?

‘Workforce Planning’ is a term used for the collective processes that are used by an organisation to plan, establish, develop, maintain and optimise its staffing profile to achieve its objectives. ‘Human resource planning’ and ‘staffing’ are sometimes used as synonyms. In the case of a higher education provider, the upshot of successful workforce planning is a staffing profile that will not only fulfil the provider’s higher education mission but also ensure that the provider meets, and continues to meet, the requirements of the Higher Education Standards Framework (Threshold Standards) 2015 (HES Framework) and operates as an efficient organisation, both academically and corporately.

TEQSA sees workforce planning as encompassing all types of staffing¹ and all stages of a provider’s development, including:

establishment of a new provider

offering a new course, especially in a new field

staged development of a new provider

maintenance or optimisation of an established provider’s ongoing workforce needs

a change of mission or other new development that alters workforce needs.

Relevant Standards in the HES Framework

The HES Framework does not address workforce planning per se. Rather, it specifies the outcomes that must be met through a provider’s staffing arrangements (which, in turn, flow from the provider’s workforce planning processes).

The HES Framework addresses and/or affects workforce requirements through a number of Standards, both directly and indirectly. The provider’s governing body is accountable for setting and monitoring corporate directions and targets (Standard 6.2.1b), seeing that sufficient resources are available to maintain and sustain the provider’s business model while meeting the requirements of the HES Framework (Standard 6.2.1c) and for identification and management of risks (Standard 6.2.1e). An appreciation of the provider’s capacity to deliver on its mission through its workforce is thus a central role of corporate governance. Academic matters must also operate according to an academic governance framework established by the governing body (Standard 6.2.1f). These governance requirements necessarily encompass oversight of workforce needs and capabilities. They also extend to any delivery arrangements with other parties (Standards 5.4.1, 5.4.2).

The staffing complement of each course of study must be sufficient to meet the educational, academic support and administrative needs of student cohorts (Standard 3.2.1) in an environment that fosters wellbeing and safety (Section 2.3). The overall academic staffing profile must be sufficient to provide academic oversight and leadership consistent with the nature and level of expected learning outcomes (Standard 3.2.2). The attributes of teaching staff are specified (Standards 3.2.3, 3.2.4) and include keeping up to date with contemporary developments (Standard 3.2.3a). Teaching staff are expected to be accessible to students for individual assistance (Standard 3.2.5). Research staff are required to be equipped for their role (Standard 4.1.2). The research training Standards require that research training be provided in a scholarly environment (Standard 4.2.2) under specified supervisory requirements (Standard 4.2.3). Teachers and supervisors are expected to have access to feedback on their performance and to be supported in enhancing these activities (Standard 5.3.6). The facilities and infrastructure (2.1.1 – 2.1.3) and learning resources (3.3.1 – 3.3.4) of the provider need to be fit for purpose, sufficient for the students who use them and accessible when needed, all of which require appropriate administrative and management staffing, typically by professional staff.

The HES Framework requires institutional mechanisms for governance oversight (Section 6.3) and quality assurance (Sections 5.1-5.4) of academic activities, which have implications for staffing of these processes. Numerous Standards specify or imply the availability of staff with particular skills and expertise such as academic skills, detailed technical expertise (e.g. application of admissions policies, recognition of prior learning), and awareness of institutional policy and/or statutory requirements (e.g. for international students under the ESOS Act), all of which have implications for the recruitment and continuing development of staff, whether professional or academic.

Intent of workforce planning

Ideally, effective workforce planning should ensure that a provider has the right people, with the right skills, in the right positions, at the right time, to achieve its mission and to continue to meet the requirements of the HES Framework. In essence workforce planning needs to encompass both the sufficiency of staffing and the capability of individual staff and teams. For the purposes of this note, ‘capability’ is taken broadly to include cross cultural competence and diversity, as well as technical and management capabilities.

The nature and extent of workforce planning will vary with a provider’s circumstances, stage of development and scale. It will be particularly important when a provider is commencing operations as a higher education provider or is undertaking a new initiative such as establishing a new course of study or introducing a new field of education or AQF level. For existing providers, periodic workforce planning will most likely be more concerned with ensuring that the staffing profile is developed, refined and sustained, or adapted to changing circumstances and emerging opportunities.

Workforce planning will involve different levels of the provider, in many different ways (e.g. corporate oversight by the governing body, business unit budgeting, optimising the academic staffing profile for a course of study, succession planning for critical positions, matching the academic or support needs of particular cohorts of students).

Risks to quality

Failure to engage in effective workforce planning can result in numerous types of risks depending on where or how the staffing arrangements are inadequate, particularly in the case of providers with an overall medium or high risk rating. These might include:

unrealistic projections of staffing requirements with unsustainable financial and/or educational outcomes

a staffing mix that is collectively unable to provide sufficient academic leadership and oversight at a level appropriate to the education offered staff numbers and capabilities not rising in line with rising student numbers as operations scale up, with attendant risks to educational delivery, student experiences and provider reputation

teaching staff who are unable to lead intellectual inquiry at the level required

a learning environment that does not foster scholarship or (where applicable) research training

an insufficient or inappropriate skills base to provide academic or personal support for student cohorts

insufficient recognition of staff development needs

inconsistency in staffing practices

poor organisational capacity to adapt to changing circumstances

insufficient capacity to anticipate and respond to contingencies and uncertainties

inadequate service delivery

failure to properly consider the practical workforce implications of academic and/or corporate developments.

What TEQSA will look for

This part of the guidance note covers the full extent of the Standards, and corresponding evidence that TEQSA may require, related to staffing and workforce planning.

For new applicants seeking initial registration and course accreditation, TEQSA will require evidence to be provided in relation to all relevant Standards.

For existing providers, the scope of Standards to be assessed and the evidence required for particular applications may vary. This is consistent with the regulatory principles in the TEQSA Act, under which TEQSA has discretion to vary the scope of its assessments and the related evidence required. In exercising this discretion, TEQSA will be guided by the provider’s regulatory history, its risk profile and its track record in delivering high-quality higher education.

The evidence required for particular types of application is available from the application guides on the TEQSA website.

Providers are required to comply with the Standards at all times, not just at the time of application, and TEQSA may seek evidence of compliance at other times if a risk of non-compliance is identified.

In the first instance TEQSA will need to take account of the stage of development of the provider (e.g. new, developing or established) and whether the provider is in a relatively stable phase of staffing or is proposing new initiatives that require significant new workforce planning, such as:

introducing a new field of education or course of study

developing a new campus or mode of delivery

a proposed change of provider category

marked changes in service delivery

marked changes in the scale of operations.

In the case of new providers and new developments, TEQSA will need to be satisfied that the provider will meet the staffing requirements of the HES Framework for the initial establishment phase and then continue to meet the requirements through subsequent phases. They will need to show how they will scale up their workforce progressively as student numbers are projected to increase.

TEQSA acknowledges that workforce planning can be undertaken in various ways according to the circumstances, scale and stage of development of the provider. In so doing TEQSA does not seek to prescribe how workforce planning is done or the form a workforce plan might take. Some providers may prefer to incorporate workforce plans in another planning framework (e.g. strategic plan, business plan), or to have a stand-alone workforce plan. Irrespective of the approach taken by particular providers, TEQSA will expect to see key elements of a workforce planning process encompassing planning, target setting, monitoring and improvement and that these elements give rise to informed views at senior executive and governing body level. Note: Some notes on accepted elements of good practice are in Appendix A of this document for information.

TEQSA’s prime focus will be on the outcomes of workforce planning and the likelihood that the relevant Standards of the HES Framework that relate to staffing will be met and continue to be met on the basis of the planning. TEQSA will expect to see the following:

Governance mechanisms that provide oversight of a provider’s staffing arrangements. These arrangements will need to show that the provider and the corporate governing body meet oversight requirements relevant to staffing (Standards 6.2.1b, 6.2.1c, 6.2.1e) and that the corporate governing body ensures that there is a policy framework in place that provides leadership and governance of academic activities (Standard 6.2.1f). The policy framework will need to cover selection and development of staff (including underperforming staff) and address the requirements of the Standards for academic staffing (Standards 3.2.1-3.2.5), including research staffing and research training if applicable to the provider (Standards 4.1.2, 4.2.2, 4.2.3). The governing body will also need to satisfy itself that administrative, management and service delivery staffing are consistent with the provider’s mission and sustainability.

The actual, or projected, staffing complement for each course of study (including support functions and services). The data (or projections) will need to demonstrate that the level of staffing and attributes (e.g. numbers, levels, fields, skills and experience) of staff involved in both academic and support roles meet the requirements of the relevant Standards. In particular, a provider will need to demonstrate that staffing arrangements reflect the needs of student cohorts (e.g. Standards 2.3.3, 3.2.1) and are capable of achieving the expected learning outcomes for the course of study (Standard 3.2.2). In the case of a new provider or new development, staffing projections will need to be accompanied by a credible analysis of the projections and a plan for how they are expected to be achieved (see related TEQSA Guidance Note - Staffing, Learning Resources and Educational Support).

A risk analysis for projected developments. The provider will need to demonstrate that the risks associated with projected developments (including those relating to the ability to meet staffing requirements) have been identified and that these can be managed and mitigated (Standard 6.2.1e).

An outline of the actual or projected governance and quality assurance systems for academic activities (including boards and committees) and provision for staff to operate and support them. The outline will need to demonstrate that the requirements of the relevant Standards (Sections 5.1-5.3, 6.3, and 5.4 if third party arrangements are involved) are met or will be met.

Related guidance notes

Staffing, Learning Resources and Educational Support

Determining Professional Equivalence

Scholarship

Resources and references

Australian Qualifications Framework Council (2013), Australian Qualifications Framework Second Edition January 2013.

Coates, H., et al, 2009, The attractiveness of the Australian academic profession: A comparative analysis, ACER Research Briefing, retrieved 5 June 2014.

Hugo, G. and Morriss, A., 2010, Investigating the Ageing Academic Workforce: Stocktake, report commissioned by Universities Australia from The National Centre for Social Applications of Geographic Information Systems, retrieved 5 June 2014.

Standards Australia, HB 299-2008 Workforce Planning.

Workforce planning guide, Australian Public Service Commission.

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 HESF can be met in different ways according to the circumstances of the provider. Provided the requirements of the HESF are met, TEQSA will not prescribe how they are met. If in doubt, please contact the TEQSA Enquiries Management team at providerenquiries@teqsa.gov.au.

Version # Date Key changes

1.0 21 December 2017 Made available as beta version for consultation.

1.1 3 April 2019 Amended in response to consultation feedback.

Appendix A

Notes on Good Practice in Workforce Planning

Desirable features of a workforce planning process

Some of the features of a workforce planning process that TEQSA recognises as good practice include:

systematic analysis of a staff profile (numbers, levels, skills and experience, fields) needed to meet a provider’s higher education objectives and achieve expected student learning outcomes, and of gaps compared to current staffing

consideration of both external factors (such as availability of skills, competition, changes in government policy) and internal factors (such as the age of the workforce, budget, current and proposed higher education courses of study, fields of education and research areas)

formulation of strategies and objectives into a plan, including targets

alignment of the plan with the organisational strategic plan and budgets

a consultative and deliberative approval process that ensures the plan is considered and authorised by the appropriate managers and governance bodies

implementation of the plan through effective policies and procedures e.g. for staff selection and appointments

a cyclical process of periodic revision to ensure that the plan remains adapted to future needs.

Desirable elements of a workforce plan

TEQSA recognises that approaches to workforce planning are likely to vary over the diverse range and scale of higher education providers.

A fully developed workforce plan will typically encompass the following elements:

Outline of the strategic context

including the provider’s overall strategic objectives

Analysis of the current and future staff profile

especially qualifications and experience and numbers of staff at all levels and in the various fields of education currently taught and planned

Identification of gaps between current and future staff profile

Identification of strategies and/or initiatives to fill the gaps and build the profile, such as:

recruit new staff members

develop and promote existing staff members

manage the performance of underperforming staff members.

Designation of managers responsible for carrying out the strategies

Identification of performance indicators and targets that will assist in determining whether the objectives are being met.

Of these, the most important elements to be codified in a plan are identification of strategies and initiatives to achieve human resources objectives, and how the achievement of these objectives will be assessed or measured.

Once a plan has been finalised, it then needs to be implemented, and periodically the provider needs to monitor whether the objectives of the plan are being achieved.

[1] For the purposes of the HES Framework, ‘staff’ includes personnel who are engaged in work for the provider even if they are not formally employed by the provider (e.g. honorary teachers, researchers or supervisors). Where such work is necessary or critical to the mission of the provider it needs to be encompassed by workforce planning. The term ‘staff’ includes both academic (teaching and research) and professional staff and encompasses the critical role of service delivery staff in the student experience in particular.
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Guidance notes

Wed, 2019-04-03 12:00

Version #	Date	Key changes
1.0	21 December 2017	Made available as beta version for consultation.
1.1	3 April 2019	Amended in response to consultation feedback.

Guidance note: Work-integrated learning

Documents

Guidance note: Work-integrated learning (MS Word, 189 KB) (188.74 KB)
Guidance note: Work-integrated learning (PDF, 205 KB) (204.51 KB)

Body

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

What does work-integrated learning encompass?

In the context of the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework), work-integrated learning (WIL) encompasses any arrangement where students undertake learning in a work context as part of their course requirements. WIL can be undertaken as part of coursework or research training.

WIL activities may include:

professional workplace placements (also known as internships, clinical placements, fieldwork, practicums) whether local, interstate or international
online or virtual WIL (e.g. telehealth) with real clients or industry input
industry-partnered projects in the classroom (e.g. hackathons, incubators/start-ups) that involve industry, community or professional partners
a simulated work environment with industry input, consultation or assessment, or
activities in other contexts involving industry or community partners.

The nature and scope of WIL may vary in purpose (with a focus on technical skill acquisition, professionalism, professional responsibility, identity and values, enculturation to professional roles etc), duration (short-term to long-term, part-time or full-time), timing in the curriculum (in the first, middle or final years), extent of supervision and tasks and responsibility given to students, as well as the extent of integration of the student learning with the activities of the workplace or with the remainder of the student’s coursework.

In all cases WIL experiences must build towards the learning outcomes of a course and meet other HES Framework requirements such as those regarding staff qualifications, professional accreditation and student support tailored to the needs of the cohort. The specific variations in the form of the WIL activity and the field of study should also be considered in accordance with the HES Framework.

Positive WIL experiences can enable a provider to build and grow relationships with industry or community organisations to inform and enhance approaches to teaching and learning. Importantly, positive WIL experiences ensure that students have educationally sound opportunities to further develop and demonstrate their learning and build their professional networks. Developing good practice in WIL is a dynamic field of educational research and practice. TEQSA recognises this dynamism as a strength and will support innovative approaches to WIL, providing that they safeguard the quality of the student experience and meet the applicable requirements under the HES Framework and other applicable laws.

What TEQSA will look for

The HES Framework requires TEQSA to consider a provider’s WIL arrangements both directly under Standard 5.4.1 as well as indirectly through several others, as below:

Part A: Standards for HE Providers	Key considerations
5.4.1: Delivery with Other Parties	Provider is to ensure that WIL experiences and supervisory arrangements for WIL experiences are quality assured
1.4: Learning Outcomes and Assessment 3.1: Course Design	Methods of assessment are to be appropriate for the level and nature of learning outcomes
2.3: Wellbeing and Safety 2.4: Student Grievances and Complaints	Provider remains responsible for the student’s safety and welfare

Part A: Standards for HE Providers

Key considerations

5.4.1: Delivery with Other Parties

Provider is to ensure that WIL experiences and supervisory arrangements for WIL experiences are quality assured

1.4: Learning Outcomes and Assessment

3.1: Course Design

Methods of assessment are to be appropriate for the level and nature of learning outcomes

2.3: Wellbeing and Safety

2.4: Student Grievances and Complaints

Provider remains responsible for the student’s safety and welfare

Further, WIL may form part of a provider’s engagement with employers, industry and the professions (Provider Category Criteria B1.2.9 and B1.3.12, as applicable).

The HES Framework requires TEQSA to consider the following aspects of a provider’s WIL arrangements:

WIL forms part of a coherent course of study including through sound constructive alignment between expected learning outcomes of a course of study and methods of assessment and the teaching and learning content of WIL
WIL is delivered through adequate facilities and infrastructure to support the student’s success, including supporting diversity and equity considerations
the provider has taken effective steps to monitor and support the wellbeing and safety of students engaged in WIL, and has clear student grievance processes capable of resolving issues students may have with the WIL aspects of their course of study, as well as managing critical incidents should they eventuate
the provider has in place and implements policies and procedures for quality assuring WIL including quality assuring the student experience and external supervision
WIL is well-conceived in design and rationale, educationally sound and its implementation is quality assured and monitored by the provider, irrespective of approach. Ideally this should be supported by authoritative educational research and ongoing WIL-related scholarship by staff involved in planning and delivering WIL units
WIL that forms part of requirements for professional accreditation is fit for that purpose and is clearly and accurately described in representations made by the provider or its agents.

Identified issues

Within the context of the HES Framework, TEQSA has identified a range of issues which are indicative of risks to the quality of WIL. These include, but are not limited to:

the role and integration of WIL is inadequately considered by the provider in designing a course of study and/or specifying and assessing the expected learning outcomes. Relatedly, a provider’s supports services may not be adequate to meet the needs of students undertaking WIL (Standard 5.4.1 and Section 2.3)
students involved in WIL experience limited engagement with their provider during their experience, and have few opportunities to engage with other students (Standard 5.4.1 and Section 1.4)
the outcomes and effectiveness of WIL vary markedly from site to site, or from time to time (Standard 5.4.1)
the experience does not contribute to achievement of the learning outcomes associated with the WIL units, such as in a simulation which is too different from a real-life application of the targeted skills (Standard 5.4.1, and Sections 1.4 and 3.1)
the roles and expectations of all parties involved are not agreed, e.g. through a formal agreement, or are poorly specified, including expectations about the ownership of any intellectual property generated by the student in the course of a WIL experience (Standard 5.4.1)
the provider’s expectations of the role and outcomes of WIL are unrealistic, unreasonable, impractical, or not informed by input from the relevant industry or sector, or are not supported by the provider’s level of involvement (Standard 5.4.1 and Section 3.1)
there are lapses by the WIL partner for which the provider remains accountable, such as where the partner:
- lacks capabilities which are key to learning outcomes
- does not adequately provide for supervision of students, including training of and support for supervisors
- does not obtain or use student feedback, or
- does not adequately protect academic integrity (Standard 5.4.1 and Section 3.1).

The risks involved with WIL experiences are highly contextual depending on the circumstances of the provider, industry or community partner, method or mode, location, students, expected learning outcomes, and field of education.

While students may be invited to take the initiative in searching for WIL opportunities, under the HES Framework a provider remains accountable for ensuring that the WIL experience is educationally sound and students have access to appropriate support. WIL should not be treated merely as another form of ‘work’. WIL arrangements must be consistent with the guidance available from Fair Work Australia on work experience and internships. For overseas students, workplace arrangements must conform with local employment and workplace legislation, including safety.

Version #	Date	Key changes
1.0	19 August 2016	Made available as beta version for consultation.
1.1	25 August 2017	Updated to incorporate consultation feedback.
1.2	11 October 2017	Addition to ‘What will TEQSA look for?” text box.
2.0	4 May 2022	Major revision.

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