Previous projects

This page details previous projects and stakeholder consultations undertaken by the Higher Education Standards Panel.

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Modes of delivery in higher education

The Higher Education Standards Panel (HESP) examined the quality of online and mixed-mode delivery of higher education by Australian providers to both domestic and offshore students. This was in light of the rapid changes experienced during the pandemic to deliver higher education online.

The HESP considered whether the Higher Education Standards Framework (Threshold Standards) 2021 adequately addressed online and mixed-mode delivery, as well as the broader quality implications of the shift to increased online and mixed-mode higher education delivery.

The University of Queensland was commissioned to review existing research and data, analyse its implications, undertake targeted stakeholder consultation, and develop a report.

While the HESP determined the Threshold Standard are adequate, the report highlighted several areas for further attention by the higher education sector to improve the quality of online and mixed-mode delivery.

Admissions Transparency

Stage 1 (2016 – 2017)

From 2016 – 2017, the HESP investigated the consistency and transparency of admissions information for prospective domestic higher education students. The HESP’s 2016 report Improving the Transparency of Higher Education Admissions looked at the range and quality of information available to prospective domestic higher education students. The HESP found that, while all higher education providers had information about admission requirements available, the way this was presented created significant barriers for some students to access the information they needed to make informed choices about future courses and providers.

In response, a joint Government and higher education sector working group developed a National Implementation Plan. This provides guidance for consistent, comparable presentation of admissions information and publication of data about student cohorts for each course, using agreed common admissions terminology.

Revised ATAR-related thresholds and definitions were implemented and TEQSA published a guidance note for providers outlining clear information on admissions processes.

The Course Seeker website was launched in late 2018.  Course Seeker was developed to provide a single point of entry for information about higher education admissions policies and processes, as well to provide course information across higher education providers.

Stage 2 (2021-2023)

In 2021, The HESP commenced a two-phase project to examine the higher education sector's progress on improving the transparency of higher education admissions. In the first phase, the Panel considered 4 items:

  1. Extending the admissions information sets to include postgraduate and international data.
  2. Include information about whether Commonwealth Supported Places (CSPs) are available and on the basis on which they are awarded in postgraduate admissions sets.
  3. Include all recent higher education students in the ATAR data profiles, regardless of whether ATAR was a factor in the student's admission.
  4. Review the common terminology agreed to in 2017 to assess whether they should be refined or amended, specifically considering changing the expression of ‘lowest ATAR’ in admissions information.

Following consideration of the responses to the consultation, and the recommendations of the advisory committee and working group, the Panel advised the Minister in late 2022 that while there are opportunities to improve how postgraduate and international admission information is provided and presented, the approach applied to domestic undergraduate admissions transparency does not easily translate to postgraduate and international admissions information. The HESP agreed to the working group’s recommendations to focus on information sharing about good practice in postgraduate and international admissions transparency and sharing good practice on information about CSP availability.

Phase 2, 2022 – 2023

The second phase of the work considered the implications of emerging changes in admission practises. The HESP identified and analysed changes in the landscape of admissions processes since the Panel’s 2016 report, particularly in light of the sector’s response to the Covid-19 pandemic and assessed the impact of these changes.

Targeted consultation with the higher education sector was undertaken in early 2023, with a final report, Developments in higher education admissions practices submitted to the Australian Universities Accord Panel for consideration in June 2023.

Academic Credit Recognition

In 2018, the HESP investigated whether higher education credit transfer policies and Threshold standards were adequately meeting the needs of students and institutions, noting the 2019 Review of the Australian Qualifications Framework.

On 30 March 2020, the HESP provided its advice and proposed amendments to the Threshold Standards.

PhillipsKPA consultants were commissioned to undertake background research to support consideration of the adequacy of the regulatory framework for academic credit pathways in higher education and provided an Academic Credit Recognition report.

Amending the Higher Education Standards Framework - Provider Category Standards

The HESP reviewed the Higher Education Provider Category Standards, which are part of the Higher Education Standards Framework (Threshold Standards) 2015 legislative instrument. 
The HESP undertook an extensive consultation process with the sector that closed on 14 April 2020.

The Higher Education Legislation Amendment (Provider Category Standards and Other Measures) Act 2021 gave effect to the Australian Government’s decision to implement all of HESP’s 10 recommendations, including the simplification and rebalancing of the current categories of higher education providers. This involved reducing the overall number of higher education provider categories from six to four.

View a historic copy of the provider category standards project.

Improving retention, completion and success in higher education

The HESP examined Australian Higher Education completion and attrition to ensure that students have the best chance of successfully completing their enrolled units, courses and qualifications. A consultation process was undertaken with a final response to the findings.

In June 2017 the HESP released a discussion paper Improving retention, completion and success in higher education to support consultations.

The Final Report was provided in June 2018. Eighteen recommendations were identified to help ensure students have the best chance of successfully completing their studies and transitioning into the workforce. Included as a first priority was that institutions must ensure students who have the capacity to succeed in higher education are given the best chance to complete their studies through the appropriate provision of academic and other support as required by the Threshold Standards.

All 18 recommendations were agreed to by the Government. The then Minister for Education asked higher education providers to implement the HESP’s recommendations with a particular focus on the development of institutional student retention strategies, taking account of the range of factors and interventions canvassed in the Panel’s report.

The Higher Education Standards Panel’s advice on the impacts of professional accreditation in higher education

From 2016 – 2017, the HESP investigated the impact of professional accreditation in Australian higher education and opportunities to reduce the regulatory burden on higher education providers.

PhillipsKPA consultants were commissioned to provide a report, Professional Accreditation – Mapping the territory to inform the HESP advice to the Minister.

The HESP’s advice included:

  • the Government consider a legislated code of practice that limits professional accreditation bodies to matters that are profession-specific, rather than issues already assured by TEQSA;
  • TEQSA work with accrediting bodies to build their capacity to work more effectively and efficiently – by establishing formal guidance, participating in workshops, encouraging a focus on outcomes-based quality assurance, and promoting best practice regulation;
  • a stakeholder forum is held to discuss the future of professional work and ways to further streamline accreditation.

The Government has accepted the Panel’s advice in principle.