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Where providers identify a need to rely on an assessment of professional equivalence for the purpose of appointing staff, TEQSA expects that they will have a policy and procedure under which professional equivalence is determined and approved.

The terms diversity and equity refer broadly to the creation of equivalent opportunities for access and success in Australian higher education for historically disadvantaged or underrepresented student populations.

The financial status of a higher education provider can significantly affect its ability to support quality in its higher education delivery to students.

Financial standing relates to the core financial information a stakeholder would need access to in order to make an informed decision about whether to enter into an agreement with a higher education provider.

Grievance and complaint handling encompasses the policies and procedures implemented by higher education providers in response to a grievance or complaint expressed against the provider by another party.

Providers should note that Guidance Notes are intended to provide guidance only. They are not definitive or binding documents. Nor are they prescriptive.

While many higher education providers monitor and analyse student performance data in some form, TEQSA has identified that, in many instances, student performance data could be enhanced and used more effectively by providers to identify problems and risks early.

Nested courses is interpreted to mean a set of courses of study that are offered sequentially and can lead to qualifications at different Australian Qualifications Framework levels.

The undertaking of research that leads to new knowledge and original creative endeavour, together with research training, represents a fundamental and defining feature for any higher education provider seeking status as an Australian University.