| Term | Meaning |
| AAHE community |
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| Aboriginal and Torres Strait Islander | any person who:
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| academic integrity | the requirement that teachers, students, researchers and all members of the academic community act with honesty, trust, fairness, respect and responsibility |
| Academic Intervention Plan | a plan that is designed to enable a student, whom the Assessment and Academic Progress Committee considers to be at risk of not making satisfactory progress, to improve their performance |
| academic misconduct | breaches of academic integrity, including plagiarism, collusion, cheating, contract cheating, and fabrication of sources |
| academic progress | the measure of advancement within a course towards the completion of that course, as set out in the Academic Progress Policy. See https://docs.aahe.edu.au/policies/ |
| accreditation | a formal process through which a course of study is authorised to be offered by a higher education provider. For providers that are authorised to self-accredit courses of study, the accreditation is granted through a formal internal governance process; otherwise the accreditation must be obtained from TEQSA. A course of study that is self-accredited or accredited by TEQSA may also be ‘accredited’ by a professional body for different and separate purposes. Accreditation of a course of study by a professional body does not of itself entitle a provider to offer the course of study |
| admission | authorised entry to an AAHE course |
| advanced standing | a form of credit for any previous learning (Australian Qualifications Framework definition). AAHE uses the term ‘credit for learning undertaken elsewhere’ |
| agent | see education agent |
| appeal | a formal request to have an AAHE decision relating to a student’s enrolment, academic progress or conduct reconsidered, as set out in the Enrolment Policy, Academic Progress Policy, Student Academic Misconduct Procedure and Student General Misconduct Procedure. See https://docs.aahe.edu.au/policies/ |
| assessment | a process to determine a student’s achievement of identified learning outcomes and may include a range of written and oral methods and practice or demonstration |
| Assessment Adjustment Plan | a plan that sets out the modifications that will be made to assessment practices to assist an individual student to complete their assessment tasks |
| associate | an education agent or other party with whom AAHE has an arrangement to deliver its course or related services |
| at risk of unsatisfactory progress | as defined in section 2 of the Academic Progress Policy, an AAHE student is considered to be at risk of not making satisfactory progress when:
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| Australian Qualifications Framework (AQF) | Australia‘s national policy for regulated qualifications in Australian education and training, which incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. More information is available from the AQF website |
| AQF qualification | a qualification that is the result of an accredited complete program of learning that leads to formal certification that a graduate has achieved learning outcomes as described in the AQF |
| award course | a program of study that leads to an award or qualification (such as a Bachelor degree) |
| bullying | any repeated unreasonable behaviour that causes a risk to the health or safety of another person |
| cancelled enrolment | a student’s enrolment is cancelled when they permanently withdraw from their course, or when AAHE terminates their enrolment under the Academic Progress Policy, Student Code of Conduct, Student Academic Integrity Policy or Fees and Charges Policy. See https://docs.aahe.edu.au/policies/ |
| census date | the date on which a student’s unit enrolments are finalised |
| compassionate and compelling circumstances | circumstances outside the student’s control that have a significant impact on a student’s wellbeing or their ability to complete their academic work, such as a serious illness or trauma, the death of an immediate family member or a major disaster in the student’s home country |
| complaint | an expression of dissatisfaction about AAHE services, processes and decisions or about the conduct of other AAHE students and staff. Refer to AAHE’s Student Complaints Policy (at https://docs.aahe.edu.au/policies/) and see also appeal |
| compulsory study period | a study period in which the student must enrol unless granted a deferment or suspension from enrolment or leave of absence – Semesters 1 and 2 at AAHE |
| Conceded Pass | a Pass that is awarded under specified conditions to a student where a single failed unit is preventing the student from completing the degree |
| consent | in relation to sexual offences is defined in the Crimes Act 1958 (Vic) as free agreement. The circumstances in which a person does not consent to an act include, but are not limited to, the following— (a) the person submits to the act because of force or the fear of force, whether to that person or someone else; (b) the person submits to the act because of the fear of harm of any type, whether to that person or someone else or an animal; (c) the person submits to the act because the person is unlawfully detained; (d) the person is asleep or unconscious; (e) the person is so affected by alcohol or another drug as to be incapable of consenting to the act; (f) the person is so affected by alcohol or another drug as to be incapable of withdrawing consent to the act; (g) the person is incapable of understanding the sexual nature of the act; (h) the person is mistaken about the sexual nature of the act; (i) the person is mistaken about the identity of any other person involved in the act; (j) the person mistakenly believes that the act is for medical or hygienic purposes; (k) if the act involves an animal, the person mistakenly believes that the act is for veterinary or agricultural purposes or scientific research purposes; (l) the person does not say or do anything to indicate consent to the act; (m) having given consent to the act, the person later withdraws consent to the act taking place or continuing |
| Confirmation of Enrolment (CoE) | a document that is issued by a registered provider to confirm that a student is eligible to enrol in one of their courses and that must accompany an international student’s application for a student visa |
| course | a program of study consisting of a sequence of ‘units’ leading to the award of a qualification |
| course map | a course map demonstrates, normally in diagrammatic form, how assessment of the knowledge, skills and application of knowledge and skills in a course meets the requirements of the relevant AQF level and the learning outcomes and graduate attributes designed for the course |
| course progress | the measure of advancement within a course towards the completion of that course |
| credit | a benefit provided to a student by waiving one or more of the normal components required for completion of a course of study |
| credit points | the unit of measure of workload for units. Credit points are gained by students enrolled in courses when units are passed and, when accumulated, credit points form one measure of the total requirements of a course. As a standard measure at AAHE, one academic year of full-time study is equivalent to 48 credit points |
| credit transfer | a process that provides students with agreed and consistent credit outcomes for components of a qualification based on identified equivalence in content and learning outcomes between matched qualifications. See AAHE’s Credit for Learning Undertaken Elsewhere Policy at https://docs.aahe.edu.au/policies/ |
| CRICOS | Commonwealth Register of Institutions and Courses for Overseas Students: the official Australian Government website that lists all Australian education providers that offer courses to people studying in Australia on student visas |
| critical Incident | a traumatic event, or the threat of such (within or outside Australia) which causes extreme stress, fear or injury and has the potential to threaten AAHE’s assets, operations, environment, and requires urgent attention |
| cross-institutional studies | studies approved to be undertaken at another institution for credit towards an AAHE course |
| defer | postpone the commencement of studies |
| deferred assessment task | an assessment task that is approved to be undertaken later than usual by an individual student |
| discontinued course | a course that will enrol no further students |
| discrimination | treating or proposing to treat a person unfavourably due to that person’s protected attribute (see below), or imposing or proposing to impose a requirement, condition or practice that is unreasonable and is likely to disadvantage someone with a protected attribute, is unlawful discrimination |
| diversity | welcoming and valuing all people equally, irrespective of race, religion, sexual orientation, sexuality or gender, disability or mental health |
| domestic student | a student who is an Australian or New Zealand citizen or holder of an Australian permanent resident visa (including permanent humanitarian visas) |
| education agent | a person (whether within or outside Australia) who represents or acts on behalf of AAHE in dealing with overseas or intending overseas students |
| Education Services for Overseas Students (ESOS) Act 2000 | the Act that sets out the legal framework governing delivery of education to international students in Australia on a student visa, which governs:
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| enrolled | the status assigned to a person who has completed the requirements of the enrolment process for a course or unit of study in the student management system and has not subsequently completed, been withdrawn or terminated the unit or course |
| enrolment | where the student has been issued with a CoE to confirm acceptance by the registered provider and is occupying a place in the course for which the student was accepted and is progressing towards the completion of the course requirements. The period of enrolment includes scheduled breaks between study periods (National Code of Practice for Providers of Education and Training to Overseas Students 2018) |
| equity groups | groups of students who have experienced disadvantage, including Aboriginal and Torres Strait Islander peoples, people from lower socio-economic backgrounds, people with disability, people from remote, rural or isolated areas, people who are the first in their family to attend a university or other higher educational institution, people from non-English speaking backgrounds, and women (especially in areas of study where they have been under-represented, such as engineering) |
| Equivalent full-time student load (EFTSL) | is a measure of the study load for a year of a student undertaking a course on a full-time basis. At AAHE, one EFTSL is equivalent to 48 credit points. |
| examination | a formal, time-limited assessment task that is usually invigilated and undertaken after all teaching in a unit has finished |
| exclusion | the cancellation of a student’s enrolment in their course for failure to make satisfactory progress |
| Executive Management | Principal and Chief Executive Officer (CEO), Chief Operating Officer (COO), and other members of AAHE’s Executive Management Committee |
| FEE-HELP | the Australian Government loan scheme available to eligible fee paying students allowing them to defer payment of tuition fees through a HELP loan repayable to the Australian Taxation Office |
| final academic record | an official statement issued to a student who has completed one or more accredited AAHE units, but does not intend to complete the whole qualification of which the unit(s) form a part |
| formal learning | learning that takes place through a structured program of learning that leads to the full or partial achievement of an officially accredited qualification. See also informal and non-formal learning. |
| full-time student | a student who is enrolled in a minimum of 75 per cent of the equivalent full-time student load |
| graduation statement | a supplementary statement to the testamur and record of results that provides additional information to enhance understanding of the qualification by students, employers, industry, professional associations and internationally |
| Higher Education Standards Framework (HESF) | the minimum acceptable requirements for the provision of higher education in or from Australia. These requirements span seven ‘domains’ as follows:
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| hurdle requirement | a requirement that a student must meet to pass a unit in addition to achieving a minimum number of marks |
| incidental fee | the money charged for materials and/or services which are not essential to the student’s program of study or where the material or service is in an alternative form to the one that is free of charge. Incidental fees may be academic or administrative or associated with facilities offered by AAHE |
| informal learning | learning gained through work, social, family, hobby or leisure activities and experiences. Unlike formal or non-formal learning, informal learning is not organised or externally structured in terms of objectives, time or learning support. See also formal and non-formal learning |
| international student | a student who has citizenship and/or visa status other than as an Australian or New Zealand citizen or holder of an Australian permanent resident visa (including permanent humanitarian visas) |
| learning | a process by which a person assimilates information, ideas, actions and values and thus acquires knowledge, skills and/or the application of the knowledge and skills |
| Learning Management System (LMS) | a software application for the content, administration, documentation, tracking, reporting, automation and delivery of courses, and for online communication and interaction between staff and students |
| learning outcomes | the expression of the set of knowledge, skills and the application of the knowledge and skills a person has acquired and is able to demonstrate as a result of learning |
| Learning Plan | a plan that is designed to support students to improve their progress towards achieving their course learning outcomes |
| maximum period of study | the maximum time that a student is allowed to complete a course, which for a domestic student is twice the normal full-time length of the course plus one year, and for an international student is the course duration on the student’s Confirmation of Enrolment (which must not exceed the CRICOS registered duration) |
| moderation of assessment | quality assurance, control processes and activities such as peer review that aim to assure:
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| National Code 2018 | a legislative instrument made under the Education Services for Overseas Students Act 2000 that sets nationally consistent standards to ensure providers deliver quality education and training to overseas students. The code sets the following minimum standards:
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| natural justice | According to the Administrative Review Council’s best practice guide, Decision Making: NATURAL JUSTICE (August 2007) ‘Natural justice requires that administrators adhere to a fair decision-making procedure… There are two primary rules of natural justice. The ‘hearing rule’ is that people who will be affected by a proposed decision must be given an opportunity to express their views to the decision maker. The ‘bias rule’ is that the decision maker must be impartial and must have no personal stake in the matter to be decided’. |
| nested courses | integrated courses of study that include articulation arrangements from a lower level higher education award into a higher level higher education award. Nested courses also enable multiple entry and exit points |
| non-award course | a program of study that does not lead to an award but that can comprise subjects and modules within subjects that may potentially be counted as credit towards an award course or meeting entry requirements for an award course (for example pathways, bridging and foundations programs) |
| non-formal learning | learning that takes place through a structured program of learning but does not lead to an officially accredited qualification. See also formal and informal learning |
| part-time student | a student who is enrolled in less than 75 per cent of the equivalent full-time student load |
| personal information | information or an opinion about an identified individual, or an individual who is reasonably identifiable, whether or not the information or opinion is true, and whether or not the information or opinion is recorded in a material form, or as otherwise defined by applicable data protection laws |
| policy | refer to AAHE’s Policy on Policies. See https://docs.aahe.edu.au/policies/ |
| principal course of study | the main (and normally the final) course of study to be undertaken by an overseas student where a student visa has been issued for multiple courses |
| PRISMS | Provider Registration and International Student Management System, which is the system used to process information given to the Secretary of the Department of Education and Training by registered providers |
| procedure | refer to AAHE’s Policy on Policies. See https://docs.aahe.edu.au/policies/ |
| protected attributes | age or age group; breastfeeding; employment activity; expunged homosexual conviction; family or carer’s responsibilities; status as a parent or carer; gender identity (including gender expression); disability; industrial activity; lawful sexual activity; marital or relationship status; social origin; parental status or status as a carer; physical features; political opinion, belief or activity; pregnancy or potential pregnancy; race or colour; descent or ancestry; nationality or national origin; ethnicity or ethnic origin; national extraction or social origin; religious belief or activity; sex or intersex status; sexual orientation; personal association with a person who is identified by reference to any of those attributes (Equal Opportunity Act 2010 (Vic)) |
| reasonable adjustment | an adjustment according to the Disability Standards for Education 2005 is a measure or action taken by an education provider to assist a student with a disability to apply for admission to and to participate in a course and to use facilities and services on the same basis as a student without a disability. An adjustment is reasonable if it balances the interests of all parties affected |
| recognition of prior learning | a process through which eligibility for the award of credit is assessed, through assessment of formal, informal and non-formal learning. See AAHE’s Credit for Learning Undertaken Elsewhere Policy at https://docs.aahe.edu.au/policies/ |
| satisfactory progress | as defined in section 2 of the Academic Progress Policy, a student is considered to be making satisfactory progress when they:
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| selection | the process of assessing applications to determine which applicants will be offered a place in a course |
| sexual assault | is defined in the Crimes Act 1958 (Vic) Section 40 as intentionally touching another person and the touching is sexual and the person who was touched did not agree or consent |
| sexual harassment | is defined in the Sex Discrimination Act 1984 (Cth) as when a person makes an unwelcome sexual advance, or an unwelcome request for sexual favours, to another person, or engages in any other unwelcome conduct of a sexual nature in relation to another person in circumstances in which a reasonable person, having regard to all the circumstances, would have anticipated the possibility that the other person would be offended, humiliated or intimidated |
| special circumstances | are defined in the Higher Education Support Act as circumstances that are beyond a student’s control and affect the student on or after the census date and make it impracticable for the student to complete the unit in which they are enrolled |
| special consideration | a measure taken to assist a student where unexpected circumstances have prevented them from completing an assessment task or have had a significant impact on their performance in a task |
| student | a person who has applied for entry to AAHE, has been offered a place, has accepted the offer and any applicable conditions, has acknowledged their obligations as an AAHE student, and is enrolled in an AAHE course |
| Student Offer and Acceptance Agreement | a document comprising an offer of a place in an AAHE course to a successful applicant and the agreement the applicant must sign before they are enrolled |
| supplementary assessment task | an additional assessment task that may be offered to a student or group of students to enable them to demonstrate that they have met the learning outcomes |
| suspend enrolment | put studies on hold temporarily. This may be initiated by the student on the grounds of compassionate or compelling circumstances or by AAHE because of a student’s misconduct |
| teach-out/transition plan | a written plan that sets out the process for discontinuing a course |
| TEQSA | Tertiary Education Quality and Standards Agency |
| terminated course | a course that has completed teach-out arrangements and is no longer offered |
| testamur | an official certification document that confirms that a qualification has been awarded to an individual |
| transition and teach-out mode | the situation where a course is being phased out and no new students are admitted but arrangements are made for existing students to complete their course without disadvantage |
| tuition fee | the money payable by a student to AAHE that is directly related to the teaching and assessment for a unit in which the student is enrolled |
| Tuition Protection Service (TPS) | an initiative of the Australian Government that ensures students are able either to:
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| unit | one of the component parts of a course – a distinct subject within the course |
| unsatisfactory progress | as defined in section 2 of the Academic Progress Policy. See https://docs.aahe.edu.au/policies/ |
| victimise | is defined in the Higher Education Provider Guidelines 2023 as to act or omit to act towards a person in a way which is intended to cause disadvantage to that person because they have made a complaint, or may make a complaint, or may be or are the subject of a complaint |
| Work integrated learning (WIL) | a formal, credit bearing feature embedded in AAHE undergraduate and postgraduate courses that can take many forms, each of which has the objective of enabling students to consolidate and practically apply their academic learning in a work environment as part of their course of study |
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