A recent TEQSA webinar provided further detail on implementation of the amended Higher Education Standards Framework, particularly the new requirements relating to racism, governance and institutional accountability.
A key message from TEQSA was that these reforms require significant organisational and cultural change, and that meaningful implementation will take time. While compliance deadlines are clearly defined, TEQSA acknowledged that building institutions that can effectively prevent, identify and respond to racism requires sustained effort, leadership commitment and ongoing engagement with affected communities.
This resonates strongly with discussions already taking place across the Welcoming Universities network, including the recent members-only community of practice, which explored many of the governance, accountability and student experience issues being highlighted by the regulator.
Draft Statements of Regulatory Expectations coming in September
TEQSA advised that draft Statements of Regulatory Expectations (SREs) will be released for consultation in mid-September, including exemplar definitions of antisemitism.
The antisemitism exemplar will draw on the Universities Australia Statement on Racism and the International Holocaust Remembrance Alliance (IHRA) definition. Providers will not be required to adopt TEQSA’s definitions verbatim. Instead, institutions will be responsible for developing definitions that are appropriate to their own context through consultation with affected communities.
However, TEQSA cautioned that institution-specific definitions should be broadly equivalent in effect and capable of practical implementation. Further guidance relating to definitions of Islamophobia and racism experienced by Aboriginal and Torres Strait Islander peoples is expected to follow.
Importantly, the webinar emphasised that regulatory compliance is not simply about adopting definitions. Institutions will be expected to demonstrate how consultation, policy, governance, reporting mechanisms and institutional culture work together to support safe and inclusive learning environments, all of which aligns closely with the benchmarking outlined in The Welcoming Universities Standard.
A long-term change agenda with short-term deadlines
TEQSA outlined a phased implementation process through the remainder of 2026, including consultation on draft SREs, additional guidance and updates to governance expectations.
The regulator’s timelines are:
- Racism-related standards: all providers to meet the amended standards by 1 January 2027.
- Governance standards: Table A universities to meet the amended standards by 1 January 2027, with all other providers required to meet amended standards by 1 July 2027.
At the same time, TEQSA acknowledged that the work required is systemic and extends beyond policy compliance. Building trust, improving reporting pathways, strengthening institutional capability and embedding meaningful community engagement are all activities that unfold over years rather than months.
While compliance dates create urgency, the deeper work of culture change requires ongoing commitment and sustained partnerships with students, staff and communities. Institutions that have already begun these conversations may be better placed to move beyond minimum compliance and towards more meaningful and lasting change.
Governance: from reporting to learning
One of the strongest themes in the webinar was governance. TEQSA encouraged governing bodies to consider whether their institutions have effective systems not only for responding to concerns, but for learning from them.
During the webinar TEQSA posed several questions for governing bodies:
- Do students and staff know how to raise concerns?
- Do they trust that concerns will be heard and acted upon?
- How timely are institutional responses?
- Does critical information reach the appropriate decision-makers?
- Is sufficient data being collected to identify patterns and emerging risks?
- Is the institution learning from what is happening?
These questions closely align with themes discussed during the July Welcoming Universities members only community of practice, featuring Sarah Bendall, National Student Ombudsman, examining approaches to governance, institutional accountability, community engagement, data collection and continuous improvement.
International education integrity
The TEQSA webinar also highlighted international education integrity.
Providers were reminded of their responsibility to:
- manage risks associated with international student recruitment;
- maintain oversight of education agents and recruitment partners;
- review contractual arrangements with agents;
- ensure ongoing support and integrity throughout the student lifecycle.
This focus on the international student experience also echoes themes discussed during the July members only community of practice featuring Weihong Liang, President of International Student Representative Council.
All staff from member organisations are able to access a password-protected recording of this session, along with supporting resources. Get in touch to find out if your university is a member.
Implications for universities
The webinar reinforced that institutions will increasingly be expected to demonstrate evidence of effective governance, trusted reporting pathways, genuine community engagement and continuous organisational learning.
For current members, this serves as a reminder that many of these conversations are already underway within the Welcoming Universities network. For institutions considering membership, the evolving regulatory environment highlights the value of engaging with peers who are grappling with the same questions around racism, inclusion, governance and international student experience. The changes ahead are significant, and no institution is expected to navigate them alone.
If your university is not a member and you’re interested to share in the conversation, get in touch.
Trisnasari Fraser is coordinator of Welcoming Universities, a network that aims to build inclusion and belonging in the higher education sector.