Glossary
| Term | Definition |
| Aboriginal | ‘Aboriginal’ is a broad term that groups nations and custodians of mainland Australia and most of the islands, including Tasmania, K’gari, Palm Island, Mornington Island, Groote Eylandt, Bathurst and Melville Islands. |
| Academic Board | The Academic Board is the principal academic body of PIA. The purpose of Academic Board is twofold: academic oversight of courses of study in PIA; and advice of an academic nature to the PIA Board of Directors on all academic matters. |
| Academic Calendar | An Academic Calendar is an institutionally approved schedule that sets out the key academic dates and periods governing the delivery and administration of higher education courses within an academic year. It defines the timing and duration of study periods (including semesters, trimesters, or other teaching periods), teaching and assessment periods, examination periods, census and withdrawal dates, scheduled breaks, and conferral and graduation dates. |
| Academic Complaint | A person’s implied or expressed statement of dissatisfaction with an academic matter such as issues related to academic integrity, student progress, assessment, curriculum and awards in a course of study where a response is sought, reasonable to expect or legally required. |
| Academic Integrity | Academic integrity is the expectation that teachers, students, researchers and all members of the academic community act with: honesty, trust, fairness, respect and responsibility. |
| Academic Misconduct | Academic Misconduct (also known as academic dishonesty) refers to any action or behaviour by a person that breaches academic integrity or assessment requirements, whether intentional or unintentional. This includes, but is not limited to, plagiarism, recycling or re‑use of work, collusion, cheating in examinations or assessments, contract cheating, impersonation, fabrication or falsification of information or data, unauthorised assistance, and misuse of artificial intelligence or other tools. |
| Academic Transcript | An academic transcript is an official, certified record of a student’s complete academic history at an educational institution. |
| Action | Remediation step(s) or process to bring a control back to full effectiveness. |
| Admission | The process of applying to study at PIA up to the point in time of having your application accepted by PIA and you accepting the offer as outlined. |
| Alternative assessment | An assessment task provided to give a student further opportunity to demonstrate achievement of learning outcomes when they have been unable to do so in the assessment tasks stipulated in the Unit Description. Alternative assessment may be authorised by the Dean or nominee. |
| Appeal | A formal request for a higher or external authority to review a decision. |
| Application for Release | An application by an international student studying onshore in Australia seeking written permission from their current CRICOS-registered education provider (e.g. PIA) to transfer their enrolment to another CRICOS-registered provider (e.g. a provider other than PIA) before completing six months of their principal course. |
| AQF Qualification | AQF qualifications are accredited against the requirements as outlined in the Australian Qualifications Framework (AQF). PIA’s AQF qualifications are accredited by the Tertiary Education Quality and Standards Agency (TEQSA) and can be found on TEQSA’s National Register of Higher Education Providers and Courses. AQF qualifications can be identified by inclusion of the AQF logo, or the words: This qualification is recognised within the Australian Qualifications Framework. |
| At Risk | At Risk refers to a student who is identified as being at risk of not meeting academic, progression, or institutional requirements, due to factors such as low engagement, unsatisfactory participation, non‑submission of assessment, or poor academic performance. |
| Australian Higher Education Graduation Statement | The Australian Higher Education Graduation Statement (AHEGS) provides information on a student’s higher education qualification, the institution at which the qualification was obtained and the Australian higher education system in one easy to read document. |
| Australian Qualifications Framework | The Australian Qualifications Framework (AQF) is the national policy that standardises and regulates qualifications across all education sectors in Australia. https://www.aqf.edu.au/ |
| Award | An award is the course of study offered or formally conferred on a student upon completion of all requirements. Under the TEQSA Act this is equivalent to qualification. |
| Benchmarking | Benchmarking is a systematic and evidence‑based process by which a higher education provider compares its performance, processes, practices, or outcomes against those of relevant internal or external reference points, including other providers, sector standards, or recognised best practice, for the purpose of quality assurance and continuous improvement. |
| Block Credit | Credit granted towards whole stages or components of a course. |
| Breach | In the context of compliance management, the occurrence of a compliance lapse that requires at least one regulator to be informed. In the context of risk management, the occurrence of a risk that requires at least one regulator to be informed. |
| Bullying | Bullying is repeated, unreasonable behaviour directed towards an individual or group that creates a risk to health and safety, including psychological, emotional, or physical harm. Bullying may constitute unlawful discrimination or harassment where it is connected to one or more protected attributes under Australian anti‑discrimination legislation. Bullying behaviour may be direct or indirect, explicit or subtle, and can occur in person, in writing, or online (cyberbullying). Note: Reasonable management or academic actions, carried out lawfully, fairly, and reasonably, do not constitute bullying. |
| Business Continuity | The ability of PIA to deliver services at an acceptable level following a disruptive event or circumstance. |
| Business Impact Analysis | The process of analysing activities and the impact a business disruption or change of legislation might have. |
| Calculation Rule | A calculation rule is a prescribed method that specifies exactly how a value, timeframe, percentage, or outcome must be calculated within a policy, regulation, or operational process. It defines the required inputs, the formula or logic to be applied, and any conditions or exceptions. Calculation rules ensure consistency, accuracy, and compliance by standardising how results are determined across systems and processes. |
| Cancellation | In the context of the student journey, is a change of enrolment status on the basis of a PIA-initiated termination of enrolment. |
| Census Date | The Census Date is the official deadline set by PIA by which a student must finalise their enrolment for each semester. After the census date, enrolment is financially and academically binding, and the student becomes liable for tuition fees and academic outcomes for each unit of study that remains on their enrolment. |
| Cheating | Cheating is a form of academic misconduct that involves dishonest or deceptive behaviour intended to gain an unfair academic advantage in an assessment or academic activity. This includes any act that undermines the integrity of assessment processes or misrepresents a person’s academic achievement. |
| Code of Conduct | A Code of Conduct is a formal document that sets out the standards and expectations of behaviour, ethical principles, and responsibilities within an organisation. |
| Collusion | Collusion is a form of academic misconduct involving unauthorised collaboration where a student works with one or more others and submits the resulting work, or part of it, as their own without appropriate acknowledgement or permission. |
| Compassionate and Compelling Circumstances | Compassionate or compelling circumstances are generally those circumstances beyond the control of the student and which have an impact upon the students course progress or wellbeing. These could include, but are not limited to:
1) Serious illness or injury, where a medical impact statement states that the student was unable to attend classes; 2) Bereavement of close family members such as parents or grandparents; 3) Major political upheaval or natural disaster in the home country, possibly requiring emergency travel, when this has impacted on the students studies; or 4) A traumatic experience which could include but is not limited to: 4.1) Involvement in, or witnessing of a serious accident; 4.2) witnessing or being the victim of a serious crime when this has impacted on the student. (Note these cases will require evidence in police or psychologists reports) |
| Complainant | A person who lodges a complaint with PIA. |
| Complaint | A person’s implied or expressed statement of dissatisfaction with any aspect of PIA’s services and activities, including student academic, student non-academic and staff matters where a response is sought, reasonable to expect or legally required. |
| Compliance | “Meeting all the organization’s compliance” … “requirements that an organization mandatorily has to comply with as well as those that an organization voluntarily chooses to comply with” (AS ISO 37301:2021, Compliance management systems – Requirements with guidance for use) |
| Compliance Control | A control is something PIA is doing, or is designing, to ensure the requirements of a compliance obligation are met and to prevent a lapse of compliance.
PIA’s three lines of assurance model uses three types of controls to prevent a lapse before it occurs: Directive controls, preventive controls and detective controls. There are also corrective controls for when the lapse has occurred. |
| Compliance Management | Compliance management is the systematic management of activities that involve a potential or actual material degree of loss or other damage to PIA when the required compliance is not maintained. |
| Compliance Obligation | “Requirements that PIA mandatorily has to comply with as well as those that PIA voluntarily chooses to comply with” (AS ISO 37301:2021, Compliance management systems – Requirements with guidance for use) |
| Compliance Obligation Owner | The manager responsible for maintaining compliance with some or all of a compliance obligation. |
| Compliance Obligations Register | The repository of the details of each compliance obligation identified at PIA. |
| Compliance Reference | A compliance reference is a specific clause, rule, requirement, or standard taken from legislation, regulation, policy, or a governing framework that an organisation must follow. It provides the authoritative source for what must be done to remain compliant and is used to justify or explain compliance activities, processes, or decisions. A compliance reference points to where a requirement comes from — such as an Act, code, standard, or policy — and defines what the rule means for operational practice. |
| Compulsory Study Period | A compulsory study period is one in which the student must enrol unless granted a deferment or suspension from enrolment or leave from studies as per the Deferment, Suspension or Cancellation Policy and Procedure. A compulsory study period does not include teaching periods in which the student can elect to undertake additional studies i.e. a summer teaching period is not compulsory unless it is the commencing teaching period of the student’s enrolment in the course. |
| Conditional Offer | A conditional offer is a formal written communication made by PIA to an applicant, offering admission into a course or unit of study subject to the applicant meeting one or more specified conditions within a stated timeframe. |
| Conditional Offer | A conditional offer is a formal written communication made by PIA to an applicant, providing an conditional invitation to take up a place in a specified course or unit of study. The offer outlines key information including course details, commencement date, enrolment requirements, applicable fees, and the timeframe for acceptance. The conditions to be met, must be completed by a specified date. |
| Conferral | Conferral is the formal act of awarding a degree or qualification by PIA’s Board of Directors once a student has completed all academic requirements and met all institutional obligations. |
| Content | Content is information to be made available to staff, students, regulators, or the general public via a document, email, form, or website. This may also be held in a template to be merged with recipient data. |
| Continuous Improvement | An ongoing, systematic process of evaluating, reflecting on, and improving institutional practices, courses, teaching, assessment, services, and governance through the collection and analysis of evidence, including feedback and performance data, to enhance academic quality, student outcomes, and compliance with regulatory standards. |
| Contract Cheating | A form of academic misconduct in which a student engages a third party, including commercial services, other students, or friends or family members, whether paid or unpaid, to complete, produce, or substantially contribute to an assessment task or academic work that is then submitted as the student’s own. |
| Control audit | A determination of whether a control is effective in mitigating a risk(s) by reviewing the following three elements: 1) objectives of the control in relation to the risk(s) it is applied against. 2) the design effectiveness. The degree to which the control meets the control objectives assuming it is operating perfectly. 3) the operating effectiveness. The degree to which the control is being operated and applied as intended. |
| Control Owner | The manager or team leader responsible for the team executing the control |
| Control Test | A check to see if a control will fail. Examples include penetrative testing of phishing simulations. |
| Core Unit | A mandatory unit of study that all students enrolled in a course must successfully complete in order to meet the course requirements and be eligible for award of the qualification. |
| Corrective Control | A control that is executed when a lapse of compliance has occurred to reduce the consequence of the lapse. This control type includes business continuity plans, continuous improvement actions, crisis management and disaster recovery plans.
A control that is executed when a risk event has occurred to reduce the consequence of the risk event. This control type includes business continuity plans, continuous improvement actions, crisis management and disaster recovery plans. |
| Course | A course is an accredited structured program of learning focused on a defined discipline or professional area. It consists of one or more units of study, is completed over a specified period, has defined learning outcomes and leads to an approved AQF qualification. For PIA, TEQSA is the accrediting body for all courses. |
| Course Coordinator | A PIA staff member responsible for the delivery, assessment and structure of a course. This staff member may also co-ordinate and/or teach into one or more units in the course or delegate this responsibility to other staff members. |
| Course Discontinuance | The decision to stop a course being offered. |
| Course Offering | A course offering is a specific, scheduled instance in which a course is delivered. It is defined by a particular time period, delivery mode, and, where applicable, location or campus, and is the instance into which students enrol. Multiple course offerings may exist for the same course. |
| Course Structure | A course structure includes components such as core subjects, electives, majors, minors, and any required final-year project or research component.
PIA course structures include: Compulsory Unit Codes and Unit Titles Any prerequisite units required to be successfully completed before undertaking the unit Credit points by unit and total credit points for course Specialisation(s) where relevant Elective unit choices which may be general or a selection of specified units Professional Placement Unit(s) Capstone Units |
| Course Teach-Out Plan | A form of a course transition plan, where units within the discontinued course will continue to be offered for a period of time post-discontinuation, to allow existing students, enrolled in the discontinued course, to complete their studies with a minimum of disruption. |
| Course Transition Plan | The plan for a course to be:
1) Replaced by a similar course; 2) Delivered in whole or part by a third-party; or 3) Closed with or without teach out. |
| Credit | The value assigned for the recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications. Credit reduces the amount of learning required to achieve a qualification and may be through credit transfer, articulation, recognition of prior learning or advanced standing. |
| Credit Assessment | Credit assessment is the process of evaluating a student’s prior learning to determine whether it is equivalent to parts of a new course, and therefore eligible for credit. |
| Credit points | The units of measurement used to indicate the amount of academic workload a student completes in a unit, course or qualification.
Credit points represent: – The time and effort required for a subject or course – A way to track progress toward a qualification (such as a certificate, diploma, or degree) |
| Credit Transfer | A process that provides a student with agreed and consistent credit outcomes based on identified equivalents in content and learning outcomes between appropriate qualifications. |
| Critical Incident | “A traumatic event, or the threat of such (within or outside Australia), which causes extreme stress, fear or injury.” (National Code of Practice for Providers of Education and Training to Overseas Students 2018 – Standard 6 (Student Support Services)) |
| Cross Institutional Enrolment | Cross‑institutional enrolment is an arrangement that allows a student who is formally enrolled at one institution (the home institution) to temporarily study one or more units at another institution (the host institution) and have those units credited toward their qualification at the home institution. |
| Decision Maker | In the context of complaint handling, the person responding to a complaint or appeal on behalf of PIA. For formal complaints and internal appeals, the respondent cannot be the person who made the decision in the first place. |
| Deferment | Delaying commencement of the course, i.e. delaying first (initial) semester only. |
| Department of Home Affairs | The Australian Government department responsible for assessing Student visa applications and issuing Student visas. |
| Detective control | A control that identifies when an issue has occurred and allows it to be addressed without a breach or issue. These include reconciliations, exception reports regarding data, double checks or approvals where these are documented, investigations into concerns, surveys revealing issues not already known and reviews such as performance reviews, grading moderation and data quality reviews. |
| Directive Control | A control that specifies what should happen via the process of delegation, documented policies and procedures, process instructions and training. |
| Disability | Disability refers to a physical, sensory, intellectual, cognitive, neurological, mental health, or learning impairment, whether temporary or permanent, that may affect a person’s ability to participate fully and effectively in study or work without appropriate support or reasonable adjustments. Disability includes visible and non‑visible conditions. |
| Discrimination | Discrimination is treating, or proposing to treat, someone unfavourably because of a personal characteristic protected by the law. These protected attributes, include but are not limited to sex, age, race, medical record, political belief or activity, religion, family or carer responsibilities, disability.
Note: The Disability Discrimination Act 1992 (Cth) recognises disability as encompassing past, present, future, and imputed impairments (s.4). In this context, “imputed” means assumed, perceived, or attributed to a person, whether or not the disability actually exists. |
| Document | Document is the container that content may be stored in (a document is to content what a bucket is to water). |
| Domestic Student | A domestic student is a person studying in Australian higher education who is an Australian citizen (including dual citizenship), Australian permanent resident, New Zealand citizen, or holder of an approved permanent or humanitarian visa, and who is therefore not classified as an overseas student under the Higher Education Support Act 2003. |
| Domestic Violence | Refers to acts of violence that occur between people who have, or have had, an intimate relationship in domestic settings. These acts include physical, sexual, emotional and psychological abuse. A central element of domestic violence is that of an ongoing pattern of behaviour aimed at exercising power and control over one’s partner/former partner through fear (for example, by using violent or threatening behaviour) and can be both criminal and non-criminal in nature. Also referred to as Family Violence and Domestic Abuse. |
| Education Agent | An individual or organisation, located within or outside Australia, represents and promotes programs and services to students or prospective students in specified regions.
PIA enters into a written agreement with specific individuals or organisations who are then authorised to represent and promote PIA’s programs and services to students or prospective students in specified regions. |
| Education Services for Overseas Students Framework | The Education Services for Overseas Students (ESOS) Framework is Australia’s national legal framework for regulating education and training delivered to overseas students studying in Australia on a student visa. It sets out the laws, standards, and regulatory arrangements that education providers must comply with when offering courses to international students. The ESOS legislative framework comprises:
• ESOS Act • Education Services for Overseas Students Regulations • Education Services for Overseas Students (Registration Charges) Act • National Code of Practice for Providers of Education and Training to Overseas Students • Foundation Programs Standards • ELICOS National Standards • The Education Services for Overseas Students (TPS Levies) • Education Services for Students (Calculation of Refund) Specification |
| Effectiveness | A measure of how well a control is mitigating a lapse of compliance or a risk. |
| EFT Payment | Electronic Funds Transfer Payment |
| Elective Unit | A non-compulsory unit which may be undertaken as part of a student’s program of study. |
| electronic Confirmation of Enrolment | An electronic Confirmation of Enrolment (eCoE) is an official electronic document issued by a CRICOS-registered Australian education provider once a person has accepted an offer and paid the required tuition deposit. It serves as proof that the person is enrolled in a specific course and is mandatory for lodging a Student visa (subclass 500) application. Without an eCoE, a person cannot apply for or maintain a valid student visa in Australia. |
| Eligibility for Admission | Eligibility for admission represents the initial institutional threshold for applicants. It generally applies across multiple courses and is commonly shaped by legislative obligations, accreditation standards, or institutional policy settings.
Assessment of eligibility is usually binary, determining whether an applicant may proceed to course‑level consideration. Eligibility for admission answers the question — “Can you be considered at all?”. Examples: Minimum level of prior education English language proficiency Citizenship, residency, or visa status Age requirements Academic standing (e.g. not excluded) Other related but distinct admission concepts are Entry Requirements (Couse-Level) and Selection Criteria (Competitive decision Making). |
| Emergency | A sudden, serious, and unexpected situation that requires immediate action to prevent harm, injury, loss of life, or damage to property or the environment. Examples of emergencies include:
– Medical crises (e.g., heart attack, severe injury) – Natural disasters (e.g., bushfires, floods, earthquakes) – Accidents or fires – Threats to safety or security |
| Enquiry | Asking a question to obtain information. |
| Enrolled student | Student who is enrolled in at least one unit of study that is part of a PIA award course.
In the context of HESF 2021, an enrolled student is a person who has been formally admitted to a course of study and remains recorded by the provider as participating in that course, including during periods of study, assessment, approved leave, or progression monitoring. Within the context of TCSI reporting, an enrolled student is a person who: Is enrolled in at least one unit of study Has reached or passed the relevant unit census date Is recorded by the provider for the reporting period Within the context of the National Code 2018, an enrolled student is an overseas student who has accepted an offer, entered into a written agreement, and whose enrolment has been formalised and maintained by a registered CRICOS provider. In PRISMS, an enrolled student is an overseas student with an active Confirmation of Enrolment (CoE) who has commenced studying in Australia. Commenced studying means the student has genuinely begun undertaking study in Australia in the course recorded on their CoE, through participation in course‑related academic activity under provider control, such as attending scheduled classes (on‑campus or approved online), participating in orientation where it forms part of course delivery, or otherwise engaging in course learning activities. In the context of the PIA SMS (Meshed), an enrolled student is typically defined as a student record that: Is linked to an active course and study plan Has current or future scheduled classes/units Is not withdrawn, cancelled, or completed Must support downstream reporting to PRISMS, TCSI, and TEQSA |
| Entry Requirements | Entry requirements are the course‑specific minimum conditions an applicant must meet after being eligible for admission. They answer: “What do you need to have to enter this course?” Typical entry requirements include:
– Required prior qualification (e.g. Year 12, bachelor’s degree) – Prerequisite subjects (e.g. Maths Methods) – Minimum GPA or ATAR threshold – Required experience or background – Mandatory tests or checks (e.g. criminal record check) Other related but distinct admission concepts are Eligible for Admission (Institutional Threshold) and Selection Criteria (Competitive decision Making). |
| Expected Duration | The estimated length of time that an event, activity, condition, or situation is anticipated to last under normal or anticipated circumstances.
Within the scope of the ESOS Framework’s National Code 2018, the expected duration of a course/qualification is the duration specified on the student’s CoE and should not differ from the course/qualification duration as registered on CRICOS, except where credit has been approved. |
| Feedback | Information or statements of opinion provided to PIA about its activities, services, decisions, or processes that indicate how they are perceived, effective, or valued, and which are used to inform evaluation, learning, and continuous improvement. |
| First Nations People | First Nations people are often called Aboriginal and Torres Strait Islander peoples. But there is significant diversity within these 2 groups. |
| Fraud | Fraud includes any intentional and dishonest conduct involving deception, misrepresentation, or concealment of material facts, carried out to obtain a benefit (financial or otherwise) or to cause loss, or a risk of loss, to another person or organisation. |
| Frivolous Complaint | A frivolous complaint is a complaint that is lacking in any substance or merit. Frivolous complaints do not imply an improper motive on behalf of the complainant, but concern matters that a reasonable person in the circumstances would not have raised a formal complaint about (e.g. a single instance of noise in an informal learning area) |
| Governance | The framework of structures, rules, relationships, systems and processes through which a provider is directed, controlled and held accountable, including how authority is exercised, decisions are made, performance is monitored, risks are managed, and compliance with legislation is ensured. |
| Graduand | A graduand is a student who has completed all the academic requirements of their course but has not yet had their award formally conferred (i.e., not yet officially awarded the degree) |
| Graduate | A graduate is a person who has completed all the requirements of an academic program and has been formally awarded a degree, diploma, or certificate. |
| Hazard | A hazard is a source or situation with the potential to cause harm to human health or safety, damage to property, or harm to the environment, either alone or in combination. |
| Higher Education | Higher education in the Australian context refers to post‑secondary education delivered by TEQSA‑registered higher education providers that includes both award and non‑award study, including full qualifications, single units of study, and cross‑institutional enrolments, and which is regulated and quality‑assured under Commonwealth legislation and the Australian Qualifications Framework (AQF). |
| Higher Education Standards Framework | The Higher Education Standards Framework (HESF) consists of two parts: Part A Standards for Higher Education, which represent the minimum acceptable requirements for the provision of higher education in or from Australia. Also referred to as the Threshold Standards. Part B Criteria for Higher Education Providers (which enable categorisation of different types of providers and whether a provider is responsible for self-accreditation of a course(s) of study it delivers. |
| Host Organisation | The organisation where a student undertakes their Professional Placement. |
| Host Organisation Orientation | Any process, document or information provided to Students that is intended to familiarise the student with the host organisation’s policies, procedures and work health and safety requirements. |
| Host Organisation Supervisor | The qualified staff member at a host organisation designated to supervise and conduct assessments. |
| Implied Complaint | Implied complaints are where dissatisfaction is not expressed but behaviour or information may indicate such dissatisfaction. This includes repeated requests for service, requests for explanations, or requests for updates, as implicit complaints about service, inaction or delay. Internal reviews and survey results should be analysed for implied complaints. |
| In Absentia | In absentia refers to the process where a student’s degree is formally conferred without the student attending a graduation ceremony in person. |
| Inherent Consequence | The consequence of a risk before controls mitigate it. |
| Inherent Risk | The likelihood and consequence of a risk without treatment. |
| International Student | This is relative to the campus location that a student is enrolled and studying at and the visa requirements of the country where the campus is. For an Australian Campus location, this includes: 1) A person who is not an Australian citizen, Australian permanent resident, or New Zealand citizen, and who holds a valid Australian student visa (subclass 500) to undertake study with a CRICOS‑registered education provider in Australia; and 2) Students who are in Australia on a temporary visa, including a temporary protection visa. |
| Invigilated assessment | Invigilated assessment refers to a supervised assessment activity conducted under the oversight of an authorised invigilator to ensure it is fair, secure, and carried out in accordance with prescribed rules and conditions. |
| Issue | A control that has been found not to be fully effective through audits, tests or staff report |
| Learning Agreement | An agreement between a student and the PIA specifying what each party commits to in order to support the student in their studies. |
| Marketing Material | All material that promotes PIA, including but not limited to: brochures, banners, posters, advertisements, video footage, websites, Program Finder, Social Media content, etc. |
| Medical Evidence | Documentation provided by a registered health care professional that confirms a medical condition, illness, or disability and, where relevant, explains its impact on a student’s ability to meet academic, assessment, attendance, or administrative requirements for a specified period, and may include recommended adjustments to minimise the impact on the student’s capacity to undertake their course of study. |
| Metadata | Metadata is data about a document or content. This definition includes descriptive metadata used for discovery and identification of the document or content, administrative metadata to help manage the document or content including file types, creation date, creation method (dataflows, and other information critical to understand the data and the systems through which it was created, maintained and accessed), intellectual property rights, and retention period and definitions, models. |
| Mode of Delivery | The method adopted to deliver all of a course or the delivery of a unit of study. In the context of TEQSA, the types of mode of delivery (teacher lens) and mode of study (student lens) are the same and listed in the TEQSA Glossary (https://www.teqsa.gov.au/guides-resources) and include a range of options, including – attendance face-to-face in a classroom – supervised study on a higher education provider’s campus – eLearning (online learning) – distance or independent learning – work-integrated learning – fast track – intensive delivery – block release – mixed (or blended) delivery |
| Mode of Study | The range of options for study available to students. In the context of TEQSA, the types of mode of delivery (teacher lens) and mode of study (student lens) are the same and listed in the TEQSA Glossary (https://www.teqsa.gov.au/guides-resources) and include a range of options: – attendance face-to-face in a classroom – supervised study on a higher education provider’s campus – eLearning (online learning) – distance or independent learning – work-integrated learning – fast track – intensive delivery – block release – mixed (or blended) delivery |
| Moderation | Assessment Moderation is a quality assurance process that ensures assessment and grading are valid, reliable, fair, transparent, and consistent in their design, implementation, marking, and outcomes. Moderation provides assurance that academic standards are applied equitably and accurately across assessors, cohorts, delivery modes, and locations. |
| National Code of Practice | Refers to the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code 2018 / NCP 2018), a legally enforceable legislative instrument made under the ESOS Act 2000. It operationalises the ESOS Act by setting nationally consistent standards for the conduct of education providers delivering education and training to overseas students studying in Australia on a student visa. |
| Natural Justice | Means general procedural fairness in the handling of a complaint that involves all the following elements:
• the right to a fair and unbiased hearing • notice of the potential for an adverse decision • the right to attend hearings, if required, with a support person • the opportunity for all relevant parties involved to be heard • genuine consideration by the decision-maker of any submissions made • genuine inquiry into any areas of dispute • the respondent be given enough information that they can understand and respond to the complaint made against them • the right of the respondent to be made aware of, and respond to, information which will be used in the course of a decision that may negatively affect the person • the right to an independent, unbiased decision-maker |
| Non-Academic Complaint | A person’s implied or expressed statement of dissatisfaction with any aspect of PIA’s services and activities in all non-academic matters where a response is sought, reasonable to expect or legally required. This includes complaints about the personal information that PIA holds concerning an individual and the way someone has been treated. |
| Offer | An offer is a formal written communication made by PIA to an applicant, providing an unconditional invitation to take up a place in a specified course or unit of study. The offer outlines key information including course details, commencement date, enrolment requirements, applicable fees, and the timeframe for acceptance. |
| Ombudsman | A Nordic term for representative. An ombudsman is an independent person who investigates and resolves complaints between parties. An ombudsman is fair and impartial when considering complaints. |
| Orientation | A structured program of activities and information provided by a higher education provider to commencing students to support their transition into their course of study and, where relevant, life in Australia. Orientation ensures students are informed about academic expectations, learning resources, support services, student rights and responsibilities, and key institutional policies and procedures, enabling them to participate effectively, progress satisfactorily, and achieve the learning outcomes of their course. |
| Orientation Date(s) | The date(s) determined by PIA on which orientation activities and information is delivered to commencing students to support their transition into the course of study. |
| Person-centred | Person-centred means ensuring that the Discloser’s needs and preferences are at the centre of decisions made in response to the Disclosure. The response systems, Policies and Procedures affirm the Discloser’s dignity and support their healing by genuinely considering their wishes and the impact that decisions may have on them, while at all times ensuring the safety and wellbeing of the Discloser and other Students and Staff. |
| Physical Attack | Within the context of violence or threat of violence, physical attack means the direct or indirect application of force by a person to the body of, or clothing or equipment worn by, another person, where that application creates a risk to health and safety. |
| PIA student supervisor | A person nominated and engaged in student supervision who provides education, supervision and assessment of students while on their Professional Placement and reports to the Unit Coordinator. |
| Placement Coordinator | The PIA staff member responsible for the administration of professional placement. |
| Plagiarism | Plagiarism is a form of academic misconduct involving the presentation of work by another person or persons as one’s own by failing to properly acknowledge the source. Proper acknowledgement requires clearly identifying which ideas, words, data, or materials originate from which source, in accordance with accepted academic referencing conventions. |
| Policy | A policy is a formally approved statement of strategic intent, values, and principles that governs an organisation’s decision‑making and operations in a defined area. It sets out authoritative expectations, establishes accountability, and promotes consistent, transparent, and compliant practices across the organisation. Policies are supported by procedures and processes that describe how the policy is implemented in practice. |
| Preventative Control | A control that prevents an action from occurring such as not allowing untrained staff access to a system or system rules that require two people to login and verify transfers of monies before it is actioned. |
| Principal Course | A principal course is the main course of study a student on an Australian international student visa is undertaking and is the course that determines the student’s primary academic purpose and student visa requirements. Where a student is enrolled in one or more courses (including packaged or sequential courses), the principal course is normally the highest‑level AQF qualification or the final course in the package, unless otherwise approved. |
| Professional Conduct | Conduct that is in keeping with the professional standards. |
| Professional Placement | Supervised workplace experiences where students are immersed in the practice of their discipline. |
| Provider Default | As defined under Section 46A of the ESOS Act, a provider default occurs when a registered CRICOS provider defaults in relation to an overseas student or intending overseas student, a course, and a location, if: – the provider fails to commence the course on the agreed starting day; or – the course ceases to be provided after commencement and before completion; and the student has not withdrawn from the course before the default day. A provider is also taken to have defaulted if it is prevented from providing a course at a location due to a regulatory sanction imposed under Part 6 of the ESOS Act. |
| Qualification | An AQF qualification is a formally recognised credential awarded by an authorised higher education provider, confirming that the graduate has attained the knowledge, skills, and their application in accordance with the relevant AQF level descriptor and qualification type.
Non-AQF qualifications may include ELICOS, short courses and professional development programs. |
| Quality Assurance | Quality Assurance is the systematic and planned set of academic, research, and corporate, processes and review activities, by which PIA ensures that its activities and services are effective, consistent, and meet regulatory and institutional requirements, and are subject to ongoing monitoring and continuous improvement. |
| Re-admission | The process through which students whose previous enrolment has discontinued may re-apply for admission into a course. Re-admission is subject to requirements and is not guaranteed. |
| Reasonable Adjustment | Reasonable adjustment refers to changes to processes, policies, practices, technologies, or physical or learning environments made to remove barriers and enable staff and students to participate and succeed on an equitable basis with others. Adjustments may be required where the interaction between an institutional environment and an individual’s characteristics or circumstances negatively affects participation, performance, or achievement. These circumstances may include, but not limited to, disability, carer or family responsibilities, cultural or religious obligations, or having English as a second language. What constitutes a reasonable adjustment is determined on a case‑by‑case basis, having regard to the individual’s circumstances, the nature of the barrier, and the reasonableness of the adjustment in context. |
| Recognition of Prior Learning | Recognition of Prior Learning (RPL) is a formal assessment process through which an education provider recognises learning previously acquired by a student – through formal, non‑formal, or informal learning and experience – as equivalent to the learning outcomes, volume of learning, and level of complexity required for a unit, course, or component of an AQF qualification. |
| Re-enrolment | The process to be undertaken by all continuing students to enrol in a unit/units for their next study period. |
| Respondent | In the context of complaint handling, the student or member of staff the complaint has been made against. |
| Reviewable Decision | A decision made by PIA that is mandated in legislation to be able to be appealed to the Administrative Review Tribunal. For PIA this applies to a decision regarding re-crediting a FEE-HELP balance. |
| Risk | Risk is “the effect of uncertainty on objectives”, where “an effect is a deviation from what is expected (positive and/or negative), often expressed in terms of a combination of the consequences of an event (including changes in circumstances) and the associated likelihood of occurrence” and the uncertainty is “the lack of information about the understanding or knowledge of an event, its consequences and likelihood”. (ISO 31000:2009) Risks can emanate from internal and external sources. Risks can include issues such as student and/or staff dissatisfaction, adverse publicity, physical safety and security concerns, low performing staff, equipment or computer failure, legal and contractual matters and fraud. |
| Satisfactory Progress | Is an academic progression state that indicates a student’s successful progression through a course, demonstrated by meeting prescribed academic requirements, including unit completion and progression standards, within the expected timeframe as per course / qualification rules. |
| Selection Criteria | Selection criteria are applied when competitive decision-making is desired and only if:
Eligibility for admission is met, and Entry requirements are met, and there are more qualified applicants than places. Selection Criteria answer: “Who gets a place?” These may include: – Ranking by ATAR or GPA – Interviews – Portfolios – Statements or auditions – Weightings and quotas Other related but distinct admission concepts are Eligible for Admission (Institutional Threshold) and Entry Requirements (Course Level Threshold). |
| Semester | A Semester is a specific type of Study Period, typically of fixed duration, that structures the academic year into two primary periods (e.g. Semester 1 and Semester 2). A Semester includes a Teaching Period and may also include reading weeks, assessment periods, examinations, and scheduled breaks, as defined in the academic calendar. |
| Sexual Harassment | Sexual harassment is a specific and serious form of harassment.
Sexual harassment occurs when a person makes an unwelcome sexual advance, an unwelcome request for sexual favours, or engages in other unwelcome conduct of a sexual nature, in circumstances where a reasonable person, having regard to all the circumstances, would anticipate that the conduct would offend, humiliate, or intimidate the person subjected to it. Conduct of a sexual nature may include physical, verbal, written, visual, or online behaviour, and may occur as a single incident or repeated behaviour. Intent is not required for conduct to constitute sexual harassment; the focus is on whether the conduct was unwelcome and met the reasonable‑person test. |
| Special Consideration | Special Consideration is an approved adjustment to assessment requirements granted by the authorised PIA delegate to a student whose ability to complete or submit an assessment by the due date has been significantly affected by illness, misadventure, or other circumstances beyond their control. |
| Specialisation | Four or more related units which are part of a qualification in a specific discipline / field of study that collectively contribute to the academic/ vocational/ occupational/ professional knowledge and skills in that area of study. |
| Specified Credit | Credit granted towards a particular or specific component of a course. |
| Standard full-time load | 48 credit points of study across the academic year, generally undertaken as 24 credit points in each of two semesters. |
| Student Default | As defined under Section 47A of the ESOS Act, a student default occurs when an overseas student or intending overseas student defaults, in relation to a course at a location, if any of the following apply:
– the course commences on the agreed starting day but the student does not start the course on that day and has not previously withdrawn; or – the student withdraws from the course, either before or after the agreed starting day; or – the registered provider refuses to provide, or continue providing, the course to the student because the student: + failed to pay an amount payable to the provider to undertake the course; + breached a condition of the student visa; or engaged in misbehaviour. |
| Student Management System | A Student Management System (SMS) is a secure institutional system used by an education provider to manage and maintain student records across the student lifecycle, including admissions, enrolment, academic records, fees, communications, and required reporting. PIA’s Student Management System is Meshed (Previously Job Ready Plus / JR+). |
| Student Transition Plan | The individual plan for each impacted student that mitigates disadvantage due to course discontinuance. |
| Study Period | A Study Period is a broader academic timeframe that encompasses the Teaching Period and may also include assessment, examination, revision, and administrative periods, as specified by the institution. A Study Period may include scheduled breaks and is used to define enrolment, liability dates, and progression timelines. |
| Supervision | In the context of Professional Placement: + Organised and approved mentoring and coaching by a qualified person in both PIA and the Host Organisation. |
| Support Person | A support person is an individual nominated by a student to provide support during a complaint or appeal process. The support person may be internal or external to PIA. The role of a support person is to provide emotional, practical, or procedural assistance, and may include accompanying the student to meetings or hearings. A support person may advocate for the student but does not act as their representative and does not speak on their behalf unless expressly permitted. The support person must not disrupt or compromise the fairness, integrity, or orderly conduct of the process. The provision of a support person supports the principles of fairness, accessibility, and procedural equity required in accordance with the Higher Education Standards Framework (HESF). |
| Survey | A survey is a structured method of collecting systematic feedback or information from students, staff, graduates, or other stakeholders to inform monitoring, review, and improvement of learning, teaching, research, research training, assessment, support services, or other PIA operations.
Under the Higher Education Standards Framework surveys are used as part of an evidence base to support quality assurance, informed decision‑making, and continuous improvement, and must be conducted in a manner that is appropriate, reliable, and ethically managed. |
| Teaching Period | A Teaching Period is the formally scheduled timeframe during which structured teaching and learning activities for a course or unit of study are delivered. This includes lectures, tutorials, seminars, laboratories, workshops, and/or facilitated online learning activities. Teaching Periods are defined in the institution’s academic calendar and do not normally include examination periods or breaks, unless explicitly stated. |
| Tertiary Education Quality and Standards Agency (TEQSA) | Australia’s independent national quality assurance and regulatory agency for higher education – https://www.teqsa.gov.au/. |
| Testamur | A testamur is the official and legally recognised certificate issued by a Higher Education Provider that formally confirms the conferral of a degree or award on the individual named on the document. |
| Threat | Within the context of violence, threat of violence means a statement or behaviour that causes a person or a third party to believe they are in danger. It may involve an actual or implied threat to safety, health or wellbeing. Neither intent nor ability to carry out the threat is relevant. |
| Threshold Standards | The minimum national quality and regulatory requirements that higher education providers must meet and maintain to be registered and operate in Australia, as set out in the Higher Education Standards Framework (Threshold Standards) 2021. |
| Timetable | A timetable is an official schedule that sets out the dates, times, locations, and delivery modes of teaching and learning activities for units of study during a study period. It specifies when classes such as lectures, tutorials, workshops, or scheduled online sessions occur, and supports the orderly organisation and communication of academic activities to students and staff. |
| Torres Strait Islander | ‘Torres Strait Islander’ is a broad term grouping the peoples of at least 274 small islands between the northern tip of Cape York in Queensland and the south-west coast of Papua New Guinea. Many Torres Strait Islander peoples live on the Australian mainland. There are also 2 Torres Strait Islander communities at Bamaga and Seisia, within the Northern Peninsula Area of Queensland. |
| Torres Strait Islander Peoples | Persons who are and identify themselves as Torres Strait Islander people and are accepted as Torres Strait Islander people by the community in which they live or have lived. |
| Trauma-informed | Trauma-informed means an approach that applies the core principles of safety (physical, psychological and emotional), trust, choice, collaboration and empowerment. It should minimise the risk of re-traumatisation and promote recovery and healing to the greatest extent possible. |
| Unit | A unit of study is an individual component within a course that focuses on a specific topic or skill area. Each unit of study has its own learning outcomes, content, and assessment requirements and contributes to the overall completion of a TEQSA‑registered course. |
| Unit Co-ordinator | PIA staff member responsible for the co-ordination of one or more units of study within a course. This staff member may also teach into the unit(s) that they are co-ordinating or into other PIA units of study or delegate the teaching and assessment of the unit they co-ordinate to other suitably qualified staff members as per PIA workload model.
In the context of Professional Placement, the PIA staff member responsible for student supervision and assessment. |
| Unit description | A description of the expected unit learning outcomes, assessments, due dates, marking guides and sequence details of a unit. |
| Unit Outline | A brief description of the unit including learning outcomes, content and assessment which is approved by the Academic Board. |
| Unsatisfactory Progress | Is an academic progression state that indicates a student’s unsuccessful progression through a course, demonstrated by not meeting prescribed academic requirements, including unit completion and progression standards, within the expected timeframe as per course / qualification rules. |
| Unspecified Credit | Credit granted towards elective components of a course. |
| Verification of Enrolment | A Verification of Enrolment (VoE) is an official statement issued by PIA verifying the course in which you are enrolled. A Verification of Enrolment letter can be used as a supporting document in various circumstances that require PIA to certify your enrolment status. |
| Vexatious complaint | A vexatious complaint is a complaint with no merit, which is specifically being pursued to harass, annoy or cause financial cost to PIA or another person. It may include allegations of actions or behaviour that did not occur (e.g. alleged bullying by another person). |
| Victimisation | Victimisation occurs when a person subjects, or threatens to subject, someone to any form of detriment because they have exercised, or intend to exercise, their rights under anti‑discrimination or equal opportunity law. This includes situations where a person has made a complaint, proposes to make a complaint, assisted someone else with a complaint, provided information or evidence, or refused to engage in discriminatory, sexually harassing, or otherwise unlawful conduct. |
| Violence | Violence is the intentional use of physical force or power, whether threatened or actual, against oneself, another person, or a group or community, that results in or has a high likelihood of resulting in injury, death, psychological harm, developmental harm, or deprivation
The key issue is that the behaviour creates a risk to health and safety. Examples of violence include, but are not limited to verbal, physical or psychological abuse, punching, scratching, biting, grabbing, pushing, threats, stalking, attack with a weapon, throwing objects/ furniture, sexual harassment or assault, and any form of indecent physical contact. |
| Weakness | A control that is not fully effective for its objective. |
| Withdrawal | In the context of the student journey a status that indicates a student-initiated termination of enrolment. |
| Work Integrated Learning | Work-integrated learning (WIL) means any learning activities where students undertake learning in an authentic context that
may include: • Professional placements (also known as internships, clinical placements, fieldwork, practicums). • Online or virtual WIL with real clients or industry. • Industry-partnered projects in the classroom 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. |
