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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 (provider) seeking status as an 'Australian University'. In accordance with the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) s59A(1), the quality of research undertaken by a provider must be considered by TEQSA if the provider is: (1) applying under section 18 for registration in the Australian University category; (2) applying under section 38 to change to the Australian University category; and (3) currently in the Australian University category. The purpose and intent of the guidance note about research requirements is to support providers who aspire to enter and remain within the Australian University provider category ensure they undertake research at the level and depth required for Australian Universities.

The Australian Government Tertiary Education Quality and Standards Agency's (TEQSA's) guidance notes are concise documents designed to provide high-level, principles-based guidance on interpretation and application of specific standards of the Higher Education Standards Framework (Threshold Standards) 2021. They also draw attention to other interrelated standards and highlight potential risks to compliance. They do not introduce prescriptive obligations. The definitive instruments that set out providers' obligations in delivering higher education remain the Threshold Standards (as amended on advice from the Higher Education Standards Panel to the Minister for Education from time to time) and the TEQSA Act. In August 2023, TEQSA consulted stakeholders with a draft version of the Academic Monitoring, Review and Improvement guidance note, and considered all feedback. The purpose and intent of this guidance note is to encompass key elements of institutional quality assurance.

In the context of the Higher Education Standards Framework (Threshold Standards) 2021, 'academic integrity' describes a provider's responsibility to ensure its staff and students act with honesty, trust, fairness, respect and responsibility as they engage in learning and teaching in courses and units of study. (See TEQSA's resources on academic integrity). Similarly, 'research integrity' describes a provider's responsibility to ensure research is conducted ethically and responsibly and to promote a culture of ethical and responsible research. The Australian Code for the Responsible Conduct of Research 2018 (Responsible Conduct of Research Code) sets out a number of responsibilities and principles that apply to providers and researchers. Responsibilities relevant to providers include: (1) the development and maintenance of current and readily available policies and procedures, which ensure institutional practices are consistent with the principles and responsibilities of the Responsible Conduct of Research Code; (2) providing mechanisms to receive concerns or complaints about potential breaches of the Responsible Conduct of Research Code and investigate and resolve potential breaches; and (3) ensuring breaches are investigated in an effective way in accordance with procedural fairness and the welfare of all parties to an investigation. The purpose and intent of the guidance note about academic and research integrity is to support providers in ensuring they have the relevant policies, processes, training, oversight, and culture to protect and maintain the integrity of their academia and research

In the context of the Higher Education Standards Framework 2021, facilities and infrastructure refer to the resources used for educational and research purposes, with 'facilities' referring to the learning environments, including both physical and digital learning environments, intended to promote and facilitate the learning outcomes and educational activities of students and staff and 'infrastructure' referring to both physical and digital resources such as classrooms, lecture theatres, internet, e-learning/digital platforms and laboratories used by students and staff. The purpose of the relevant standards is to ensure: (1) facilities and infrastructure are fit for purpose; (2) students and staff have access to digital information and communication services; and (3) a supportive, safe, and inclusive learning environment. This report discusses these standards and the issues of facilities and infrastructure in Australian higher education.

For the purpose of the Higher Education Standards Framework 2021, academic governance is a subset of the overall governance of a higher education provider. Academic governance is concerned with the integrity and quality of the core higher education activities of teaching, student learning, research (including research training) and scholarship. It refers to the framework that regulates a provider's academic decisions and quality assurance, incorporating policies, processes, definitions of roles, relationships, specifications of delegations, systems, strategies and resources that ensure academic quality and continuous improvement. This report discusses the standards and issues of academic governance in Australian higher education.

The Higher Education Standards Framework 2021 and the Australian Qualification Framework (AQF) set out requirements for recognition of prior learning (RPL) and granting credit in the higher education sector. Credit is a recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications. Credit can reduce the amount of learning required to achieve a qualification. This report discusses the standards and issues of recognition of prior learning in Australian higher education. [For "Guidance Note: Admissions (Coursework). Version 2.0," see ED621555.]

The Higher Education Standards Framework 2021 places obligations on registered higher education providers about arrangements for "delivery with other parties." "Delivery with other parties" encompasses arrangements between a provider and another entity (in Australia or overseas), for the delivery of a course of study or parts of it, that leads to the award of a regulated higher education qualification. This report discusses the standards and issues of "delivery with other parties" in Australian higher education. [For "Guidance Note: Work-Integrated Learning. Version 2.0," see ED621569. For "Guidance Note: Credit and Recognition of Prior Learning. Version 2.0," see ED629312.]

For the purpose of the Higher Education Standards Framework 2021, academic governance is a subset of the overall governance of a higher education provider. Academic governance is concerned with the integrity and quality of the core higher education activities of teaching, student learning, research (including research training) and scholarship. It refers to the framework that regulates a provider's academic decisions and quality assurance, incorporating policies, processes, definitions of roles, relationships, specifications of delegations, systems, strategies and resources that ensure academic quality and continuous improvement. This report discusses the standards and issues of academic governance in Australian higher education. [For "Guidance Note: Research and Research Training. Version 2.0," see ED626035.]

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'. This guidance note focusses on the requirements specifically applying to Australian Universities and the quality and quantity of research that is undertaken at an institutional level. This report includes: (1) research requirements for Australian Universities in accordance with the "Tertiary Education Quality and Standards Agency Act 2011"; (2) what Tertiary Education Quality and Standards Agency (TEQSA) will look for when assessing research quality; and (3) identified issues by TEQSA which warrant further consideration.

The Tertiary Education Quality and Standards Agency (TEQSA) is responsible for the regulation and quality assurance of all providers offering higher education courses. TEQSA's annual report and annual performance statements have been prepared in accordance with the following requirements: (1) Subsection 46(1) of the Public Governance, Performance and Accountability Act 2013 (the PGPA Act) requires the accountable authority provide the responsible Minister with an annual report for presentation to Parliament; and (2) Paragraph 39(1)(a) of the PGPA Act requires the preparation and presentation of annual performance statements. This report is an account of TEQSA's performance for the past year against measures and targets set out in its "2021-22 Portfolio Budget Statements" and "2021-25 Corporate Plan." This report provides a "year in review," an organizational overview, a performance review, management and accountability, and financial report. [For the 2020-21 report, see ED616872.]

For the purposes of the "Higher Education Standards Framework (Threshold Standards) 2021" (HES Framework), research is defined as "the creation of new knowledge and/or the use of existing knowledge in a new and creative way by a higher education provider so as to generate new concepts, methodologies, inventions and understandings." Research can be carried out in and between all fields and may involve a range of tools and media. This report presents the following guidance for research and research training: (1) What does research and research training encompass?; (2) What Tertiary Education Quality and Standards Agency (TEQSA) will look for; and (3) Identified issues.

Work produced during a course of study in the creative arts may differ from assessment in other disciplines in the following ways: (1) it is non-text-based: work may consist of a performance, video recording, digital or interactive work, music composition, audio recording, or physical artefact; and (2) it is creative: works demonstrate individual authorship, incorporating original and subjective elements. While breaches of academic integrity, such as plagiarism and contract-cheating, can occur in the creative arts, defining academic integrity, and detecting breaches of integrity in creative arts works is complex. This paper addresses the topics of academic integrity as authentic learning, embedding academic integrity in the creative arts curriculum, institutional academic integrity policy and the creative arts, and designing creative arts assessment for academic integrity.

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. The Australian Government Tertiary Education Quality and Standards Agency (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. This report presents the following guidance for Scholarship from TEQSA: (1) What does scholarship encompass?; (2) What TEQSA will look for; and (3) Common issues.

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. 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. This report presents the following guidance for Work-Integrated Learning from the Australian Government Tertiary Education Quality and Standards Agency (TEQSA): (1) What does work-integrated learning encompass? ; (2) What TEQSA will look for; and (3) Common issues.

The "Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework)" sets out the admissions standards for all registered higher education providers. The "National Code of Practice for Providers of Education and Training to Overseas Students" 2018 (National Code) includes admissions standards where higher education providers offer courses of study to overseas students. An effective admissions framework requires transparency, is applied consistently and fairly, and accommodates student diversity and contributes to creating equivalent opportunities for academic success. This report presents the following guidance for Admissions (Coursework) from the Australian Government Tertiary Education Quality and Standards Agency (TEQSA): (1) What does admissions (coursework) encompass?; (2) What TEQSA will look for; and (3) Common issues.

This report provides an analysis of future impact of the COVID-19 pandemic on Australia's higher education sector. The main driver of these impacts is the closure of Australia's international border, preventing the movement of international students into Australia. This has had a significant impact on total enrolments across the sector, and subsequent reduction in revenue for higher education institutions. The analysis confirms the understanding of the role that the pandemic has played in accelerating many of the trends and changes that were already occurring in Australia's higher education system, in particular the shift to blended and online delivery of programs. These trends and other issues discussed in the report, including impacts on the short to mid-term ongoing financial viability of providers, highlight emerging and additional risks to the quality of higher education and the integrity of the sector. This report presents a number of core insights to support consideration of what the impact of COVID-19 will be, and discusses how this might alter Australian higher education from a sector perspective. [This report was produced with Wells Advisory.]

In response to the emergence of the COVID-19 virus as a pandemic, and actions taken by the Commonwealth and State Governments to contain its spread through restrictions on international and domestic travel and imposition of social distancing in public places, Australian higher education providers had to rapidly transition their teaching programs to online or remote learning and assessment if their students' participation and progress were not to be disrupted. This report is a high-level thematic analysis of summaries of student experience surveys conducted by 118 Australian higher education providers in the first half of 2020. It outlines positive and negative aspects of the transition identified by students, to support providers in addressing concerns. The study shows that a great deal of effort was put into making the transition to online or remote learning as good as possible and that this was recognised and greatly appreciated by students. While the information forwarded by the providers was overwhelmingly positive, a significant percentage of survey respondents indicated that they did not wish to continue with remote study and wished to return to a face-to-face experience as soon as possible.

As part of its regulatory roles, the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) is required to assess evidence of 'scholarship' that is put forward by providers, whether evidence of scholarship by individuals, such as teaching staff within the provider, or for the provider as a whole. TEQSA is seeking to review whether its current approach to assessing claims of scholarship and scholarly activity (as described in the Guidance Note on Scholarship) is adequate, or if the approach needs to be reconceptualised. The purpose of this discussion paper is to set out, for consideration by the sector and other stakeholders, draft principles that are proposed to guide providers in making claims related to scholarship, and to inform TEQSA's assessments of such claims. TEQSA's Guidance Note describes 'scholarship' as 'activities concerned with gaining new or improved understanding, appreciation and insights into a field of knowledge, and engaging with and keeping up to date with advances in the field.' This includes advances in ways of teaching and learning in the field and advances in professional practice, as well as advances in disciplinary knowledge through original research.' This discussion paper proposes a set of principles that would guide providers when offering evidence of their capacity to meet the requirements of the Higher Education Standards (HES) Framework in relation to scholarship. [For "Guidance Note: Scholarship. Version 2.5," see ED610488.]

In 2016, following a request from the Minister for Education and Training, the Higher Education Standards Panel (HESP, 'the Panel') delivered 14 recommendations to achieve greater transparency in the admissions information for higher education. This report presents the Tertiary Education Quality and Standards Agency's (TEQSA's) summative evaluation of the sector's responses against the Panel's recommendations and the Implementation Working Group's (IWG's) Phase Two Common Terminology and Information Sets ('Phase Two Information Sets'). TEQSA's evaluation focussed on the requirements and activities outlined in the IWG's documents that are relevant to the agency and did not explore outcomes beyond this scope in detail. In undertaking its evaluation, TEQSA adopted a stratified sampling method comprising an evaluation of 64 of the 111 providers that deliver higher education to domestic undergraduate students (28 universities, 36 higher education providers). Overall, TEQSA found that there have been improvements in the transparency of admissions information, with the majority of sampled providers (92 per cent; 59 out of 64 providers) being found to have engaged with the Panel's recommendations by implementing changes to their admissions information. TEQSA identified several areas for further improvement within the sector.

COVID-19 has led to unprecedented disruption and many providers have swiftly adapted their normal business operations in response to the challenges and changed environment. The focus of government and the sector has now shifted to the COVID-19 recovery period. The guidance in this report sets out key, high-level, principles-based considerations that providers should remain mindful of in their planning during the COVID-19 recovery period. It focuses on identified standards and risk areas pertinent in the COVID-19 and recovery period context, with an emphasis on obligations under the National Code of Practice for "Providers of Education and Training to Overseas Students 2018 (National Code)" and the "Higher Education Standards Framework (Threshold Standards) 2015." Many providers have made a number of changes to their business operations in order to comply with government advice and protect the health of their students and staff. While the response to COVID-19 was sudden, such as moving swiftly to online delivery, the recovery transition period should be measured. The Australian Government Tertiary Education Quality and Standards Agency (TEQSA) has set out key considerations for providers that are pertinent during the recovery period, as temporary changes transition back to business-as-usual activities or form the basis for on-going changes to a provider's business model. [For "Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1," see ED606470.]

"Good Practice Notes" offer practical advice and examples of good practice to guide operations in regard to specific, higher education issues. The best practice guides are intended to support and promote the quality assurance approaches of providers. This "Good Practice Note" is intended to complement the Tertiary Education Quality and Standards Agency's (TEQSA) Advice on Admissions Transparency (see ED583514). The phrase 'admissions transparency' refers to Australian higher education providers presenting clear information which helps prospective domestic undergraduate students, regardless of their background, understand the criteria and processes for admission to the providers' courses. Such information should be clear, transparent and easily understood. Prospective students must be able to understand the information and compare providers and courses to enable them to make informed study choices. Information should also be presented so that parents, teachers and career advisers are able to understand the information so that they can support and assist students to make decisions about courses and providers. This "Good Practice Note" presents Australian higher education providers with exemplars and specific practical advice to assist them to make the processes for admission to higher education institutions transparent for prospective students.

'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, including students, staff or members of the wider community. However the "Higher Education Standards Framework (Threshold Standards) 2015" (HES Framework) section on Grievances and Complaints is specific to those involving students, so for the purposes of this Guidance Note, grievance and complaint handling is confined to "grievances and complaints from students." The purpose of this note is twofold: (1) to give guidance to providers about the Tertiary Education Quality and Standards Agency's (TEQSA's) expectations; and (2) to help students understand what they can expect from providers. [For "Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1," see ED606470.]

In the context of the "Higher Education Standards Framework (Threshold Standards) 2015" (HES Framework), 'scholarship' means those activities concerned with gaining new or improved understanding, appreciation and insights into a field of knowledge, and engaging with and keeping up to date with advances in the field. This includes advances in ways of teaching and learning in the field and advances in professional practice, as well as advances in disciplinary knowledge through original research. This guidance note discusses what scholarship encompasses, relevant standards in the HES Framework, intent of the standards, risks to quality, and what the Australian Government Tertiary Education Quality and Standards Agency (TESQA) will look for in relation to scholarship. [For "Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1," see ED606470.]

Admissions transparency means that prospective domestic undergraduate students can easily find good quality admissions information that allows them to compare courses and providers and make informed study choices. In October 2016 the Higher Education Standards Panel (HESP) made recommendations to achieve greater transparency in higher education admissions. A sector-led working group, the Admissions Transparency Implementation Working Group (IWG) was established to develop a practical response to the HESP's report. To implement admissions transparency providers should follow the joint higher education sector and Australian Government implementation plan and the updated common terminology and admission information sets (hereafter, referred to as 'the updated specification') available from the IWG's website by May 2018. Following the first phase of implementation of the Admissions Transparency Project, the Tertiary Education Quality and Standards Agency (TEQSA) conducted a formative evaluation by surveying all provider websites. Recognising that full implementation was not required in the first phase, they observed a number of things that might prevent prospective domestic undergraduate students from easily finding the information they need to make a decision about applying for a course. The advice presented herein is informed by their formative evaluation of the implementation of the Admissions Transparency Project and feedback from the IWG, providers, tertiary admission centres, students and peak bodies.

"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. [For "Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1," see ED606470.]

The purpose of this policy is to establish and describe Australian Government Tertiary Education Quality and Standards Agency's (TEQSA's) approach to scoping and assessment of course accreditation and renewal of accreditation. This policy applies to applications for course accreditation and renewal of accreditation. It does not apply to course-related applications that have been submitted as part of an initial registration application.

"The Key financial metrics on Australia's higher education sector" report is the third release of financial information held by Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report has been sourced from TEQSA's 2016 data collection and relates to financial years ended from 31 December 2015 until 30 June 2016. Assessing the financial performance and financial position of a provider is a complex process which involves analysing a range of quantitative metrics and understanding the provider's operating context, mission, governance and management structures. Assessing the financial performance and financial position of a provider is a complex process which involves analysing a range of quantitative metrics and understanding the provider's operating context, mission, governance and management structures. TEQSA conducts an annual financial assessment of each provider, which analyses ten commonly-accepted financial metrics reflecting key business drivers critical to financial viability and sustainability. TEQSA consulted with the sector in developing these financial metrics in 2013, and received broad support for their adoption. This report provides a snapshot of selected key financial metrics across the whole sector. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels. Definitions and calculation methodologies for each measure are available in the Glossary section of this report. Additionally, this report includes a special focus section featuring additional analysis on a current topic of interest to the sector. The special focus topic featured in this report examines the financial performance of newly registered providers. [For the second report in this series, "Key Financial Metrics on Australia's Higher Education Sector--December 2016," see ED573158.]

This report informs Senator the Hon Simon Birmingham, Minister for Education and Training, the Parliament of Australia, the Australian higher education community and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the agency) during the financial year ending 30 June 2017. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the purposes and indicators set out in the "TEQSA Corporate Plan 2016-20" and in TEQSA's "2016-17 Portfolio Budget Statements." Section 1 of the report reflects on the past year, highlighting significant issues faced by TEQSA and initiatives undertaken, as well as current and future challenges. Section 2 provides information about TEQSA and its governance, roles and functions and organisational structure, as well as its approach to risk and standards-based regulation. Section 3 reports on how TEQSA performed during the reporting period against the purposes set out in the "TEQSA Corporate Plan 2016-20," and its stated outcome and program deliverables contained in the "2016-17 Portfolio Budget Statements." Section 4 provides information on corporate governance, external and internal accountability, human resource management, financial management, purchasing, consultants and contract management, legal services and other activities relevant to the administration of the agency. Section 5 presents audited financial statements for the year ending June 30, 2017. Section 6, Appendixes, includes information relating to TEQSA's staffing and its performance in relation to Australian Government environmental, disability, freedom of information and financial management outcomes. Lastly, Section 7 contains indices and glossaries. [For "TEQSA Annual Report 2015-2016" see ED573132.]

The "Statistics Report on TEQSA Registered Higher Education Providers" ("the Statistics Report") is the fourth release of selected higher education sector data held by is the fourth release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot of national statistics from across the sector, bringing together data collected directly by TEQSA and data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training. This includes data from TEQSA's National Register of Higher Education Providers and annual Provider Information Request (PIR). The PIR gathers a limited set of key data from some providers not required to report, or only partially report, data in the Department of Education and Training's Higher Education Information Management System (HEIMS). Information outlined in the Statistics Report highlights the diversity of the Australian higher education sector. The Statistics Report provides high-level information across four key areas: (1) providers; (2) students; (3) academic staff; and (4) finance. This update of the Statistics Report focuses on data relating to 2015. The Explanatory Notes and Glossary at the back of the Statistics Report provide further contextual information on the data and presentation. [For "Statistics Report on TEQSA Registered Higher Education Providers, 2016," see ED573131.]

Since the inception of the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) in January 2012, 122 organisations have submitted or indicated their intention to submit applications for initial registration to TEQSA. This report, drawn from data captured on 31 December 2016, provides summary statistics of the status of applications and prospective Higher Education Providers (HEPs), organised by: (1) pre-submission applicants (pre-sub)--those who have indicated an intention to submit an application for registration but are yet to do so; and (2) post-submission applicants (post-sub)--those who have submitted registration applications, the assessment of which has not yet been finalised. It is intended that this report be published quarterly.

The Commonwealth Minister for Education and Training has made new national standards for higher education in Australia -- the "Higher Education Standards Framework (Threshold Standards) 2015" (HES Framework). The new HES Framework will apply for regulatory purposes from 1 January 2017. From this date, all providers of higher education in or from Australia must meet and continue to meet the requirements of the new HES Framework. The purpose of this overview is to summarise the intent of the new HES Framework in plain language and to outline some key aspects of TEQSA's approach to regulation against the new Standards. A general overview of the regulatory implications of application of the new HES Framework is given, linked to specific discussion of the seven 'Domains' of the Standards within the HES Framework. The application guides and guidance notes will provide further information on TEQSA's requirements for regulatory assessments and TEQSA's differentiated model of assessment (known as 'core+'), as well as TEQSA's interpretations of the Standards within the HES Framework.

This report is the second release of financial information held by Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report has been sourced from TEQSA's 2015 data collection and relates to financial years ended 31 December 2014 until 30 June 2015. The first edition of this report was released in April this year following a period of consultation and was well received by the sector. TEQSA intends to release this report on an annual basis using data from the latest available collection year. This report provides a snapshot of selected key financial metrics across the whole sector. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. This report includes a new special focus section featuring additional analysis on a topic of interest for the sector--"Revenue from International Students." International student revenue are a major revenue source for many providers complementing revenue from other sources. The following are appended: (1) Universities; (2) For-Profit; (3) Not-For-Profit; (4) TAFE; and (5) Provider Size--Key Financial Metrics and International Student Revenue. Explanatory notes and a glossary are also provided. [For the first report: "Key Financial Metrics on Australia's Higher Education Sector. Selected Insights--April 2016," see ED573157.]

Since the inception of the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) in January 2012, 106 organisations have submitted or indicated their intention to submit applications for initial registration to TEQSA. Of those who have submitted applications, 2 have been rejected, 10 have subsequently been withdrawn by the applicants, and 24 have been successfully registered. This report, drawn from data captured on 15 August 2016, provides summary statistics of prospective higher education providers, organised by: (1) pre-submission applicants--those who have indicated an intention to submit an application for registration but are yet to do so; and (2) post-submission applicants--those who have submitted registration applications, the assessment of which has not yet been finalised. There are 70 pre-submission and post-submission applicants identified as prospective higher education providers. Future reports will reflect any changes that occur quarterly.

Tertiary Education Quality and Standards (TEQSA) is committed to ensuring that stakeholders in Australia's higher education sector have access to relevant information to enable and better inform decision making. TEQSA recognises that there is little publicly available information on Australia's higher education sector beyond the university sector. Broadly, this report aims to enhance and improve the level of publicly available financial information on Australia's higher education sector with a view to better informing decision making by sector stakeholders. For many providers financial data is commercial-in-confidence; as such, information in this report has been presented in an aggregated, de-identified manner. The analysis and key metrics presented in this report allow users, in particular existing higher education providers, to better understand how their entity's financial performance on key financial metrics compares with other similar providers and the sector more broadly. This report is the first release of selected financial data analysed by TEQSA as part of its sector monitoring. It provides a snapshot of selected key financial metrics across the whole of Australia's higher education sector that has not previously been disseminated. Assessing the financial position and performance of a provider is a complex process which involves analysing a number of quantitative metrics and understanding the provider's mission, governance, and management structures. TEQSA conducts an annual financial assessment of each provider, which analyses ten commonly-accepted financial metrics reflecting the key business drivers critical to financial viability and sustainability. TEQSA consulted with the sector prior to adopting these financial metrics in 2013, and received broad support for their adoption. The five financial metrics in this report have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels.2 The definitions and calculation methodology for each measure are available in the Glossary. The following are appended: (1) Universities; (2) Non-University For-Profit; (3) Non-University Not-For-Profit; (4) TAFE; (5) Providers with <100 EFTSL; (6) Providers with 100=499 EFTSL; (7) Providers with 500=4,999 EFTSL; (8) Providers with 5,000=19,999 EFTSL; and (9) Providers with =20,000 EFTSL.

This report informs Senator the Hon. Simon Birmingham, Minister for Education and Training, the Parliament of Australia, the Australian higher education community and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the Agency) during the financial year ending 30 June 2016. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the purposes and criteria set out in TEQSA's Corporate Plan 2015-19 and the indicators in TEQSA's 2015-16 Portfolio Budget Statements. The following briefly describes the contents of this report: Section 1: Review by the Chief Commissioner and Chief Executive Officer--reflects on the past year, highlighting significant issues faced by TEQSA and initiatives undertaken, as well as current and future challenges. Section 2: Agency overview--provides information about TEQSA and its governance, roles and functions and organisational structure, as well as its approach to risk and standards-based regulation. Section 3: Performance review--reports on how TEQSA performed during the reporting period against the purposes set out in the TEQSA Corporate Plan 2015-19 and its stated outcome and program deliverables contained in the 2015-16 Portfolio Budget Statements. Section 4; Management and accountability--provides information on corporate governance, external and internal accountability, human resource management, financial management, purchasing, consultants and contract management, legal services and other activities relevant to the administration of the Agency. Section 5: Financial report--presents audited financial statements for the year ending 30 June 2016. Section 6: Appendices--includes information relating to TEQSA's staffing and its performance in relation to Australian Government environmental, disability, freedom of information and financial management outcomes. Section 7: Indices and references--assists readers to locate and understand information in the annual report. The following are appended: (1) Summary of resources; (2) Staffing profile; (3) Freedom of information; (4) Ecologically sustainable development and environmental performance; (5) Advertising and market research; (6) Workplace health and safety; (7) Complaints handling; and (8) Disability reporting. A section of Acronyms and abbreviations, a glossary of terms, a compliance index, and an alphabetical index is included. [For the previous report, "TEQSA Annual Report 2014-15," see ED564159.]

This Statistics Report is the third release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot of national statistics on all parts of the sector by bringing together data collected directly by TEQSA with data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training. This update of the Statistics Report focuses on data relating to 2014. The Statistics Report provides high level information across four key areas: providers, students, academic staff and finance. While the Statistics Report is focused on higher education data, financial data include all sources of revenue within a provider's operations, including revenue from VET and other activities, reflecting the breadth and diversity of operations within some higher education providers. The Explanatory Notes and Glossary at the back of the Statistics Report provide further contextual information on the data and presentation. [For the previous report, "Statistics Report on TEQSA Registered Higher Education Providers," see ED564160.]

On 12 November 2014 the Fairfax media reported allegations of cheating by students at a number of Australian higher education providers through the purchase of assignments, particularly through the MyMaster website. The Honorable Christopher Pyne MP, Minister for Education and Training, referred the matter to the Tertiary Education Quality and Standards Agency (TEQSA) to investigate further. TEQSA wrote to all registered Australian higher education providers. Those providers identified in the media were requested to report to TEQSA on action taken to investigate the allegations and remedy the matter should it prove necessary. All higher education providers were asked to share best practice approaches to minimising student misconduct in assessment and promoting academic integrity amongst students. This report is drawn from the responses received.

Tertiary Education Quality and Standards Agency (TEQSA) has published reports on all its regulatory decisions made since July 1, 2013, irrespective of the provider category in which a provider is registered or the particular circumstances of a provider, with the exception of decisions relating to an application for initial registration from an aspiring provider. Any reports on renewal of registration decisions prior to July 1, 2013 have been published with the agreement of the relevant provider. These reports provide prospective students, current students, and the wider public access to information about providers and the sector, and provide transparency of TEQSA's processes, regulatory decisions, and reasons for these decisions. Reports are included on the National Register of Higher Education Providers ("the Register") to promulgate information to the public about registered providers. The Register is the authoritative source of information on the status of registered higher education providers in Australia. This report outlines TEQSA's approach to publicly reporting its regulatory decisions, and discusses TEQSA's policy principles, report formats, and timeframes for publication. It should be read in conjunction with TEQSA's Public Disclosure Policy, available at: http://teqsa.gov.au/sites/default/files/TEQSAPublicDisclosurePolicy.pdf.

The Australian Government Tertiary Education Quality and Standards Agency's (TEQSA's) role is to assure that quality standards are being met by all registered higher education providers. This paper explains how TEQSA's risk-based approach to assuring higher education standards is applied in broad terms to a diverse sector. This explanation is consistent with the revised processes developed by TEQSA in close consultation with the sector over 2013-14. The paper has been developed based on a dialogue between TEQSA and registered higher education providers through their peak bodies. It depicts how TEQSA's risk-based approach to assurance of quality standards is applied in practice to the sector, and aims to facilitate a shared understanding of how TEQSA takes into account relevant organisational characteristics. TEQSA applies a consistent and fair approach that treats like providers in the same manner, regardless of provider category under the TEQSA Act (the Act). The following appendix is included: Examples of Applying the Framework Outlined Above to Hypothetical Cases.

This report informs Senator the Hon. Simon Birmingham, Minister for Education and Training, the Parliament of Australia, the Australian higher education community and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the Agency) during the financial year ending 30 June 2015. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the goals set out in TEQSA's 2014-15 Portfolio Budget Statements (PBS) and Portfolio Additional Estimates Statements. It provides information on TEQSA's performance in relation to its stated outcome: [To] contribute to a high-quality higher education sector through streamlined and nationally consistent higher education regulatory arrangements; registration of higher education providers; accreditation of higher education courses; and investigation, quality assurance, and dissemination of higher education standards and performance. The following briefly describes the contents of this report: Section 1: Review by the Chief Commissioner--reflects on the past year, highlighting significant issues TEQSA has faced and initiatives it has undertaken, as well as the Chief Commissioner's perspective on current and future challenges. Section 2: Agency overview--provides information about TEQSA and its governance, its roles and functions, and organisational structure. Section 3: Performance review--reports on how TEQSA performed during the reporting period against its stated outcome (above) and the program framework contained in the 2014-15 Portfolio Budget Statements. Section 4: Management and accountability--provides information on corporate governance, external and internal accountability, human resource management, financial management, purchasing, consultants and contract management, legal services and other activities relevant to the administration of the Agency. Section 5: Financial report--presents audited financial statements for the year ending 30 June 2015. Section 6: Appendices--includes information relating to TEQSA's staffing and its performance in relation to Australian Government environmental, disability, freedom of information and financial management outcomes. Section 7: Indices and references--assists readers to locate and understand information in the annual report. The following are appended: (1) Summary of resources 110; (2) Staffing profile 112; (3) Freedom of information 113; (4) Ecologically sustainable development and environmental performance 113; (5) Advertising and market research 113; (6) Workplace health and safety 114; (7) Complaints handling 114; (8) Disability reporting 115; and (9) Setting standards. A compliance index, a list of acronyms, and a glossary of terms are also included.

This statistics report provides a comprehensive snapshot of national statistics on all parts of the sector for the year 2013, by bringing together data collected directly by TEQSA with data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training. The report provides high level information across four key areas: providers, students, academic staff and finances, with this update of the report focusing on data relating to 2013. Data relates to providers registered in 2013 (excluding those that withdrew registration during that year), and 2013 student, academic staff, and finance data. This includes an update to academic staff data for 2013 published in the previous Statistics Report, to now include academic casual staff. While the Statistics Report is focused on higher education data, financial data include all sources of revenue within a provider's operations, including revenue from VET and other activities, reflecting the breadth and diversity of operations within some higher education providers. The Explanatory Notes and Glossary at the back of the Statistics Report provide further contextual information on the data and presentation.