How a higher education course is approved, accredited and reviewed

A higher education course of study does not simply appear in a handbook. Under the Threshold Standards it moves through a defined lifecycle - and at every stage, someone identifiable is accountable for it.

Design

Standard 3.1 (Course Design) requires each course design to be specified: qualification, structure, duration, modes, units, entry requirements, expected learning outcomes, assessment, workload and exit pathways. Outcomes must be consistent with the Australian Qualifications Framework level and field (1.4), informed by national and international comparators.

Approval and accreditation

Standard 5.1 (Course Approval and Accreditation) requires processes for internal approval - or internal accreditation where the provider holds self-accrediting authority - overseen by peak academic governance and subject to independent academic scrutiny. Providers without that authority take each course to TEQSA for accreditation; an “accredited course” under the TEQSA Act is one accredited by TEQSA or self-accredited by a provider with the authority to do so.

One bright line from Domain 7 is worth every marketing team’s attention: under standard 7.1, courses must not be described as accredited until accreditation has actually been obtained.

Delivery - including with partners

Where any part of a course is delivered through arrangements with another party, in Australia or overseas, standard 5.4 keeps the registered provider accountable for compliance. Outsourcing delivery never outsources responsibility.

Review

Standard 5.3 (Monitoring, Review and Improvement) closes the loop: every accredited course undergoes a comprehensive review at least every seven years, overseen by peak academic governance, with external referencing or benchmarking, informed by interim monitoring and by student and teacher feedback. Reviews cover design, outcomes, assessment and achievement - the same things the course was approved on.