Glossary of Terms

The First Peoples of Australia, comprising many distinct Aboriginal nations and the peoples of the Torres Strait Islands, each with their own languages, cultures, laws and continuing connection to Country. The plural ‘peoples’ recognises this diversity. Consistent with the three-part definition accepted by the High Court of Australia (Commonwealth v Tasmania, 1983) and applied in Commonwealth higher education reporting, a person is an Aboriginal and/or Torres Strait Islander person if they are of Aboriginal and/or Torres Strait Islander descent, identify as an Aboriginal and/or Torres Strait Islander person, and are accepted as such by the community in which they live. The Institute relies on self-identification and does not require documentary confirmation of identity unless a specific program or law requires it. The terms ‘ATSI’ and ‘Aborigine’ are not used. ‘First Nations’ and ‘Indigenous’ may be used where a person or community prefers them. Racism towards Aboriginal and Torres Strait Islander peoples is a specific form of racism that the Institute is required to define, prevent and respond to under Standard 6.4.1 of the Higher Education Standards Framework (Threshold Standards) 2021, as amended.

Describes the right of academic staff and students in teaching, learning and research activities to:

• teach, discuss, research, and disseminate and publish the results of research
• engage in intellectual inquiry, to express their opinions and beliefs, and contribute to reasonable public debate in relation to their units of study and research and express these beliefs without the fear of retribution or reprisal
• participate in professional or representative academic bodies for staff and students to participate in student societies and associations.

Academic Freedom and freedom of expression is subject to lawful expression.

Refers to the conduct of ethical scholarship. It means undertaking academic activities to ensure information is created and communicated with honesty, trust, fairness, respect, and responsibility.

Behaviour that contradicts ethical scholarship standards. Academic misconduct has an element of dishonesty to gain an advantage. For example, a student who cheats in an assessment, fabricates data for a study, uses the same work for various assessments without acknowledging the previous work, and/ or neglects to reference or provide credit to another are all forms of academic misconduct.

A period during which a student is formally supported to improve their academic performance by providing additional, specific academic support.

Refers to how authorised users of the Institute’s resources are expected to responsibly use these resources in a manner that respects academic integrity, privacy and lawful limitations. For instance, not creating, accessing, or handling objectionable, obscene, or offensive content violates the law and information policies.

The effects of transactions and other events are recognised when they occur (and not as cash or its equivalent is received or paid) and they are recorded in the accounting records and reported in the financial reports of the periods to which they relate.

A fee applicable when students apply for a service offered by the Institute, such as seeking to change a course of study or paying tuition through a payment plan.

The Institute’s recognition of previous study, work, and/or life experience to award credit towards a course of study.

Requires an individual who wants to engage in an act of a sexual nature with another person to actively gain express permission from the other person to participate in the activity. This necessitates ongoing communication and mutual agreement between all parties engaged in the activity. Importantly, it acknowledges that anyone has the right to revoke consent at any point before or during the sexual activity. Consent cannot be given by individuals lacking the capacity because of intoxication, illness, distress, or other disadvantages. The burden of proof for demonstrating affirmative consent lies with the alleged offender.

An individual accused of causing or attempting to cause harm to another or accused of breaching any of the Institute’s rules.

Different types of amendments can be requested to policy instruments. These include:

• Administrative/ Minor amendment: An editorial that does not change the substance of a policy, e.g., resolving typos or nomenclature inconsistencies.
• Consequential amendments: Are made to bring a policy into conformity with a legal or regulatory requirement or where a policy requires an administrative update due to changes to another approved policy.
• Substantive amendment: Requires approval/ re-approval of the initial approving body unless there is a delegation of authority permitting a lower body to handle the matter, for example, in the case of academic policy oversight by the Academic Board.

A review of course performance conducted each year by the Academic Board based on key performance data.

Discrimination, prejudice, harassment, exclusion, vilification, intimidation or violence that impedes Jews’ ability to participate as equals in educational, political, religious, cultural, economic or social life. It can manifest as negative, dehumanising or stereotypical narratives about Jews, hate speech, epithets, caricatures, stereotypes, tropes, Holocaust denial and antisemitic symbols. Targeting Jews based on their Jewish identity alone is discriminatory and antisemitic. Criticism of the policies and practices of the Israeli government or state is not in and of itself antisemitic; however, it can be antisemitic when grounded in harmful tropes, stereotypes or assumptions, calls for the elimination of the State of Israel or of all Jews, or holds Jewish individuals or communities responsible for Israel’s actions. Assuming what Jews think based on their Jewish identity alone is also antisemitic. All peoples, including Jews, have the right to self-determination. For most, but not all, Jewish Australians, Zionism is a core part of their Jewish identity, and substituting the word ‘Zionist’ for ‘Jew’ does not eliminate the possibility of speech being antisemitic. This definition adopts the Universities Australia working definition (February 2025) and operates subject to the Institute’s commitments to academic freedom, lawful expression, procedural fairness and viewpoint neutrality.

means the person seeking an Appeal of the decision following a formal Complaint.

The committee or position with authority (or delegated authority) to approve a policy or policy instrument under this Policy Framework.

An education or migration agent who has entered into an Agent Agreement with Amtech Institute.

An agreement between educational institutions that establishes a formal pathway for students to progress from one qualification to another.

It is recognised that there are many sub-fields within AI (e.g. machine learning, AI planning, computer vision, etc.). AI is used interchangeably with the concepts and techniques around generative AI and large language model techniques offered by technology companies such as (but not limited to) OpenAI, Microsoft, Google, Meta, Baidu and Hugging Face.

A resource controlled by an entity as a result of past events and from which future economic benefits are expected to flow to the entity.

At-risk students face challenges that adversely affect or hinder the successful completion of their studies at the Institute. These include academic struggles, financial difficulties, personal crises, cultural adjustments, and physical and mental health conditions impacting students’ abilities to engage effectively in their academic pursuits and meet their learning outcomes.

A document that details a student's higher education qualification, the institution where the qualification was earned, and insights into the Australian higher education system.

Means Australian common law, federal laws enacted by the Parliament of Australia, and laws enacted by the Parliaments of the Australian states and territories.

is the national policy regulating qualifications in Australian education. It defines qualification levels across diverse sectors, offering a unified system to understand and compare different qualifications. It categorises qualifications from Certificate I to Doctoral Degrees, ensuring consistent standards and recognition nationwide and globally across education and training providers. The AQF defines the essential characteristics, including the required learning outcomes, of the different types of qualifications issued across the senior secondary education, vocational education, and training (VET) and higher education systems in Australia.

Refers to individuals associated with the Institute who have been authorised to do so by the ICT services staff. This includes, but is not limited to, staff, students, contractors, and the Institute’s affiliates.

The process where a student is excused from completing certain units of study within a course based on their previous qualifications, experience, or achievements.

A systematic quality process used to evaluate and compare performance practices, processes, or performance results with comparable higher education organisations, including by referring to external standards and/ or data.

A type of credit recognition where a group or block of courses or units is credited towards a qualification.

Refers to the Institute’s expectation that students bring their own computers for learning purposes. Although the Institute has a BYOD expectation, it will make computers and other infrastructure necessary for students’ learning available for students’ use free of charge.

repeated and unreasonable behaviour that can be carried out in various ways (including through email and text messaging or social media channels) and is directed towards a student, staff member, or a group of individuals, potentially creating a risk to health and safety.

The last day before a student’s enrolment is considered finalised, from which a student becomes academically and/ or financially liable for their enrolled units. The census date is articulated in the Institute’s academic calendar.

In this type of benchmarking, the Institute compares an aspect of its operations, such as course design or outcomes, with an external comparator. An example includes peer review of course outcomes such as student experience or employment data or a review of workforce staffing data across different providers.

Refers to unauthorised collaboration with others in preparing or presenting academic work. This includes knowingly allowing another to copy your assessment work.

The date on which a student commences their nominated course of study with the Institute, as outlined in the Institute’s academic calendar, signified by the start of educational activities such as classes or instructional sessions.

Are situations beyond a student’s control that impact the student’s academic progress or well-being. These could include, but are not limited to:

• serious illness or injury evidenced by a medical certificate
• bereavement of close family members such as siblings, parents or grandparents
• major political upheaval or natural disaster(s) in a student’s home country that impact on the student’s studies
• a traumatic experience, which may include:
  • involvement in or witnessing a serious accident
  • witnessing or being the victim of a severe crime (police or psychologists’ reports should support such cases)
• genuine delays to visas outside of the student’s control
• where a student has failed a prerequisite unit and the Institute cannot offer the unit in that study period, resulting in a student facing a shortage of relevant units for which they are eligible to enrol.

A person (such as a student, staff member, or third party) who submits a formal complaint or grievance about an issue, action, decision, or conduct that they believe to be unfair, inappropriate, or in breach of policy or procedure.

is a thorough assessment process that examines key aspects within a unit. It evaluates external influences on delivery, such as innovations in teaching methods and aims to maintain unit excellence and integrity.

A document provided to international students by the Institute to confirm the student's admission into a designated course of study“… which must accompany their application for a student visa. It confirms the overseas student’s eligibility to enrol during the registered provider.” (National Code, 2018).

See Affirmative Consent.

The outcome or impact of an event or situation, expressed qualitatively or quantitatively, being a loss, injury, disadvantage or gain. There may be a range of possible outcomes associated with an event.

Academic misconduct involving paying or compensating a third party to produce all or parts of an assessment. It includes unauthorised use of file-sharing sites.

A group of units of study leading to a qualification recognised under the Australian Qualifications Framework.

The permanent closure of a program and cessation of related academic activities, which can occur voluntarily or otherwise.

An assessment procedure to evaluate an individual’s prior learning. It measures the similarity in content and learning achievements across various forms of learning. CPL lessens the learning volume necessary to attain a qualification and can be obtained via credit transfer, articulation, recognition of prior learning, or advanced standing.

A critical incident is defined as an event that causes, or is likely to cause, extreme physical and/or emotional distress to the Institute's staff, students, or visitors and has the potential to impact the health, safety, and wellbeing of those impacted.

A Critical Incident includes but is not limited to:

• Any death, serious injury requiring emergency medical attention, or any threat of these likely to seriously impact students, staff, or visitors
• Physical or sexual assault
• Severe verbal, psychological aggression, or serious threats of violence
• Serious harassment or domestic violence
• Fire, explosion, or bomb threat
• Cyber security breach leading to significant loss, e.g., major data breach of student records
• Hold up or attempted robbery
• Serious injury
• Acute illness (physical or mental)
• Storms and natural disasters
• Serious traffic accidents
• Major theft or vandalism
• Confirmation of a serious infectious disease or virus
• Other matters deemed by the CEO to be dealt with as a Critical Incident under the Institute’s Critical Incident Management Policy.

An event where a student is permitted to submit an assessment task date later than the original assessment submission date.

When the Institute undertakes a self-assessment of its operations or outcomes using internal or external data or indicators. An example is an internal analysis of student performance data against national data to ensure diverse students have equivalent learning opportunities.

Occurs when a person who witnesses another being threatened or harmed intervenes by directly addressing the offending party or situation.

Scholarly activity through which an academic staff member maintains and advances current knowledge of the research, professional practice and developments in the field of education or discipline they teach. One of the two categories of scholarship recognised under the Staff Professional Development and Scholarship Policy and Guidelines; see also Scholarship of Teaching and Learning.

The act of sharing information about a sexual assault or sexual harassment with another individual or the Institute.

An individual who is an Australian Citizen, a New Zealand Citizen, a holder of a permanent humanitarian visa, or a holder of an Australian Permanent Resident visa at the time of application submission.

When a student submits the same work more than once for assessment purposes without prior approval. If students wish to submit the same work multiple times, they must obtain written consent; otherwise, it may constitute self-plagiarism.

Refers to the legal and moral responsibility to protect the safety and wellbeing of individuals connected to the Institute, including taking reasonable steps to prevent foreseeable harm.

refers to the introduction or application of new or significantly improved teaching methods and strategies, curriculum designs, delivery modes (including technology-enhanced learning), or assessment practices aimed at improving student learning outcomes, engagement, and the overall quality of the educational experience.

An individual who:

• has accepted an offer of admission to a course of study at the Institute and has completed enrolment requirements such as paid relevant fees and charges to the Institute per the Written Agreement between the Institute and the individual, or
• currently enrolled in units of study at the Institute.

A one-off charge for registering for a course of study at the Institute.

Permanent expulsion from a course of study offered by the Institute.

The removal of a requirement to complete specific units of study within a course due to the award of credit for prior learning.

Decreases in economic benefits during the accounting period in the form of outflows or depletions of assets or incurrences of liabilities that result in decreases in equity, other than those relating to distributions to equity participants.

A process wherein the Institute compares an aspect of its operations with an independent organisation. Common external referencing techniques include benchmarking, peer review, and moderation.

Services and resources outside the Institute that students and staff may access, such as community-based counselling services, medical facilities, legal aid, or government support services.

This involves creating or presenting fake data or results, including the invention of identities or impersonation. It also includes the inappropriate use of Generative AI to produce false information.

Manipulating data or results to support a specific conclusion. This includes misattributing sources or altering content in assessment items and extends to falsifying documentation (e.g., medical certificates) to obtain special considerations.

Exchanging assessment-related materials such as tasks, responses, or reports internally or through third-party platforms for downloading or uploading purposes.

An administrative template used to seek information from relevant stakeholders to enable a decision on a specific matter.

A comprehensive, in-depth assessment of all course aspects using qualitative and quantitative indicators, conducted every five years.

typically occurs in an education or training institution, followed by a set curriculum, and leads to certification. It is typically evaluated and may result in degrees, diplomas, or professional qualifications.

Tasks undertaken during a study period intended to identify strengths and weaknesses in student knowledge and skills and enable student learning progress through feedback.

Establishes the underlying or supporting structures, systems, and processes used to support Institute activities or courses of action. It provides a template for the approach used for specific activities and processes. Consequently, a Framework incorporates policy, procedure, and sometimes guidelines in the same document.

A behaviour that's deceptive, dishonest, corrupt or unethical. Common examples of fraud include stealing someone's identity, falsifying records, or dishonestly accessing monetary gain through unauthorised use of another’s credit or EFTPOS card details.

Right to express opinions without interference and within the limits of lawful expression.

Any form of physical or non-physical violence, harassment, abuse or threat, based on gender, that results in, or is likely to result in, harm, coercion, control, fear, or deprivation of liberty or autonomy. It includes sexual assault, sexual harassment, stalking, coercive control, domestic and family violence, image-based abuse and other technology-facilitated abuse, financial abuse, and ‘systems abuse’ (for example, making retaliatory complaints or misusing procedural fairness arguments to intimidate or exhaust a person who has made a disclosure or report). Gender-based violence may occur on campus, online, in student accommodation, during placements or other Institute-related activities, and between students, staff, contractors or visitors. It disproportionately affects women, people of diverse sexual orientation and gender identity, Aboriginal and Torres Strait Islander people, people with disability and international students. This definition aligns with the National Higher Education Code to Prevent and Respond to Gender-based Violence 2025 (Cth), which applies to the Institute from 1 January 2027, and is applied in the Institute’s Gender-based Violence Prevention and Response Plan 2027–2030 and Prevention of and Response to Gender-based Violence Policy. See also Sexual Assault, Sexual Harassment and Sexual harm.

See Non-academic misconduct.

A broad-based tax of 10% on most goods, services and other items sold or consumed in Australia.

A complaint or concern raised regarding the Institute’s conditions, practices, management decisions or interpersonal conflicts associated with the Institute’s operations or activities.

Approaches to implementing Policies or Procedures. Guidelines provide flexible "good practice" recommendations and advice to assist those responsible for implementing governance documents.

Any substance, practice, or condition present in a workplace or educational setting that could potentially cause harm to individuals.

The designated staff member responsible for operationalising policy and/or policy instruments. The Implementation Officer acts as the primary contact for a policy or policy instrument and is responsible for communicating the policy to stakeholders, ensuring compliance and responsible for the ongoing, proactive review of the currency of the policy or policy instrument.

Fees for goods and services provided to students that are not essential to their course. Incidental fees include fines or penalties levied principally as a disincentive and not to raise revenue or cover administrative costs. Incidental fees are payable by students based on use and are not generally refundable.

An all-embracing societal ideology that secures comparable opportunities for all people regardless of their differences.

Occurs when a person who witnesses another being threatened or harmed intervenes without directly interacting with the offending party or situation, e.g., getting help, or notifying another person including but not limited to the Institute’s management or police.

Is typically self–directed, experiential, and motivated by personal interest or need. This type of learning can happen through everyday activities, experiences, and interactions, such as learning a new hobby, gaining knowledge from a workplace setting, or acquiring new understanding through online research or reading.

ICT infrastructure describes the underlying systems and structures through which the Institute holds, transmits, manages, uses, analyses, or accesses and transmits data and information. It encompasses the Institute's information services and ICT facilities, such as fixtures, cabling, and capital equipment, such as the Institute’s learning management system.

The probability of loss arising out of circumstances or existing in an environment without any action to control or modify the circumstances (before controls).

IP Rights encompass the legal protections granted to creators and owners of works that are the result of human intellectual creativity. IP Rights include, but are not limited to patents, copyrights, trademarks, designs, and trade secrets. These rights ensure creators can control and benefit from the use of their creations and innovations, whether they are literary, artistic, technological, or commercial in nature. These rights are governed by relevant legislation and regulations, including the Copyright Act 1968 (Cth) and Copyright Regulations 2017 (Cth).

An individual who requires a student visa to study at the Institute, that is, a student who is not an Australian Citizen, a New Zealand Citizen, a holder of a permanent humanitarian visa, or a holder of an Australian Permanent Resident visa.

Structured learning support that the Institute implements to support students deemed as being at risk of failing to make satisfactory academic progress.

Prejudice, hatred, hostility, fear or discrimination directed at Islam and, by extension, at Muslims and people perceived to be Muslim (also described as anti-Muslim hate or racism), that impedes their equal participation in educational, professional, cultural or social life. It can manifest as abuse, harassment, intimidation, vilification, exclusion or violence; as negative, dehumanising or stereotypical narratives that portray Muslims as inherently violent, extremist, a security threat or incompatible with Australian values; as targeting visible markers of Muslim identity (dress, prayer, names, halal observance); and as uneven exercise of institutional discretion in admissions, complaints, security, facilities or timetabling. It is frequently gendered, intersects with anti-Arab and anti-Palestinian racism, and particularly affects international students and staff. Scholarly criticism, inquiry or debate concerning Islamic doctrine, texts, law or history is not in and of itself Islamophobic; it becomes so where it essentialises, dehumanises or stereotypes Muslims, or is used as a vehicle to attack Muslims rather than to engage with ideas. This definition is informed by the guidance of Australia’s Special Envoy to Combat Islamophobia (2026) and operates subject to the Institute’s commitments to academic freedom, lawful expression, procedural fairness and viewpoint neutrality.

Imposed when tuition or other fees are paid past the due date.

Refers to the right to freely express opinions and ideas, if such expression does not violate laws, such as Anti-Discrimination laws or laws related to defamation, privacy, hate speech, public safety and health, safety, and wellbeing.

A tailored strategy implemented to support a student’s specific learning or wellbeing needs, enabling the student to improve their academic performance and achieve satisfactory academic progress.

Learning resources are physical and digital learning materials needed to support learning and teaching activities. Learning resources enable staff to teach effectively and support students to succeed at the Institute.

Permissible or authorised collaboration between students. Examples include discussions about coursework and assessments, group research, teamwork and/or presentation assessments, and the use of pre-approved templates or formats.

A present obligation of the entity arising from past events, the settlement of which is expected to result in an outflow from the entity of resources embodying economic benefits.

The probability, frequency or chance of an event occurring.

The act of reviewing system logs and performing analysis to detect unusual activities, unauthorised access, or alterations to data that could signify integrity issues.

Any content or communication created by a business or organisation to promote its products, services, or brand to a target audience.

Significant changes to a course or unit of study that must be reported to TEQSA as per regulatory requirements.

Refers to various communication channels, such as television, radio, newspapers, magazines, brochures, flyers and other digital publications, social media, and the Internet, through which information is disseminated to a predetermined or wider audience.

Any behaviour that violates Institute policies, ethical standards or laws. There are two categories of misconduct: academic and non-academic misconduct.

A quality control strategy and process involving assessment review to ensure consistency, validity and fairness of assessments administered in a unit of study. It ensures equivalence and comparability by independently evaluating consistency in the standard of marking (and provision of feedback) across individual assessment items or whether significant deviations have occurred from a previously defined standard. It involves collaborative decision-making about expectations and assessment criteria and begins before submitting items for assessment. For this reason, moderation should be viewed as an ongoing process that occurs pre-assessment, at the point of assessment, and post-assessment.

A discrete learning resource administered by the Institute that focuses on a specific topic relevant to students’ academic preparation or overall experience at the Institute, such as Academic Integrity or Consent Matters training.

Conduct that contravenes Australian laws or the Institute’s rules. This includes behaviours like:

• causing disturbances or disruptions in the learning environment, e.g. classes
• discrimination or harassment based on race, gender, or other characteristics
• illegal substance use
• misuse of facilities or resources such as technology
• property damage or theft
• unauthorised access to IT systems; or
• violence or threats, sexual harassment or assaults of any form
• failing to comply with the Institute’s safety directives.

Address non-academic issues that may adversely affect students' ability to meet their education, e.g., bereavement, mental health issues, accommodation, or financial hardships. These services include referrals to emergency services, health services, counselling, legal advice, advocacy, and accommodation and welfare services.

Structured learning through an institution that does not lead to a recognised qualification.

A scheduled, compulsory on-campus program of activities conducted for all new students before the commencement of each study period, offering new students the chance to connect with staff and fellow students, explore the campus, participate in academic workshops and seminars and importantly, gain insights into the Institute and its services, understand their rights and responsibilities as students, and access essential information.

Any information or opinion about an identified or reasonably identifiable individual, such as a person's name, contact details, date of birth, occupation, financial information, health records, or any other information that can reasonably identify a person.

Refers to presenting another person’s thoughts, ideas, or words as one’s own without proper attribution or acknowledgment. This includes the uncredited use of quotations, sentences, paragraphs, or concepts from published or unpublished works without acknowledging their sources through appropriate paraphrasing or citation.

Refers to principles and standards used to influence and determine decision-making, actions to be taken, and other affairs concerning the Institute’s activities or course/s of action.

Refers to policies, frameworks, procedures, guidelines and/or forms used to support efficacious policy implementation.

prescribe standard and required practices to be followed within specific Institute activities and operations, often to comply with a policy and meet its intent. Typically, procedures assist officers and decision-makers in understanding how to do something, including factors relevant to making particular decisions.

Is used where an individual does not possess the usual minimum qualifications under this policy, an assessment of their academic and professional prior learning experiences is undertaken to determine if they have attained knowledge or skills equivalent to or higher than the minimum required level of learning.

A secure Australian Government online system administered by the Department of Home Affairs (DHA) that tracks student enrolments and enables providers to issue Confirmation of Enrolments (CoEs).

Actions to check that the Institute's standards and quality of higher education provision continue to meet higher education sector requirements and norms. Examples include monitoring outcomes against performance indicators and standards, responding to stakeholder feedback, periodic reviews, peer review, moderation, and benchmarking.

Accommodations made by the Institute to support a student or staff member with a declared disability to be able to access, participate and progress in study or work. Reasonable adjustments tend to be ongoing depending on the nature of the impact on the person.

Information in any format created, received, and maintained as evidence and information by the Institute while undertaking its business as an education provider or meeting its legal obligations. (Adapted from: AS ISO 15489: Records Management).

The process of informing the Institute about an incident that the reporting person wishes the Institute to investigate to determine if a breach of policy or procedure has occurred.

Exposure to loss remaining after other known risks have been countered, factored in, or eliminated through control activities (after controls).

means the education provider responsible for responding to the matters, issues or concerns raised in a complaint, appeal or allegation– Amtech Institute.

The gross inflow of economic benefits during the period arising in the course of the ordinary activities of an entity when those inflows result in increases in equity, other than increases relating to contributions from equity participants

The chance of something happening which may impact objectives. It measures consequence (impact) and likelihood (probability) and uses the formula Risk = Consequence x Likelihood.

Outlines what constitutes an acceptable level of risk at the Institute.

The overall process of risk identification and evaluation. It explains risks, their causes, consequences, and likelihood.

The systematic management of activities involving a material degree of financial loss or other damage to the Institute.

The maximum acceptable level of risk variation the Institute is willing to experience or accept to achieve specific objectives for a specific risk.

Involves selecting and implementing appropriate options for dealing with risk. Once a treatment has been implemented, it becomes a control. Treatment options may involve one or a combination of the following strategies:

• avoid the risk
• reduce the likelihood of occurrence
• reduce the consequences of occurrence
• transfer the risk
• retain/accept the risk.

The amount and type of risk the Institute will accept to pursue its objectives.

Refers to when a student meets the academic requirements of their enrolled course, enabling the student to advance toward course completion.

Refers to activities concerned with gaining new or improved understanding, appreciation, and insights into a field of knowledge or engaging with and keeping up to date with advances in the field. Scholarship advances knowledge or professional practice in the field or transmits advances through contemporary approaches to teaching and learning or research and training.Engagement in scholarship can be considered:

• across a provider (e.g. policy frameworks, resource allocation, institutional expectations, staff development), or
• at the level of individual activity (e.g. part of an individual’s personal professional development, teaching, research or professional practice).

Scholarly activity through which an academic staff member maintains and advances knowledge and practice of contemporary teaching, learning and assessment, including the design, delivery and evaluation of the Institute’s courses, informed by educational research and shared with peers. Examples include peer review of teaching, participation in moderation and the Institute’s community of practice, completion of teaching and learning programs, evaluation of or action research on one’s own teaching and assessment practice, and teaching and learning publications or presentations. One of the two categories of scholarship recognised under the Staff Professional Development and Scholarship Policy and Guidelines; see also Disciplinary scholarship.

Refers to reusing your own previously written work or data in a ‘new’ written product without proper attribution or acknowledgment. This includes resubmitting work already submitted and submitting the same work to multiple classes.

An acute illness, whether physical or mental, causing sufficient distress to require treatment by a doctor or other registered health care professional.

Any deliberate behaviour inconsistent with the standards expected to maintain a continuing relationship with the Institute. Evidence of serious misconduct can lead to immediate termination of employment.

Academic staff engaged on a casual, hourly-paid basis to teach, assess or otherwise support the delivery of a unit of study. The Institute’s professional development and scholarship requirements apply to sessional academic staff on a pro rata basis.

any unwanted sexual act or behaviour perpetrated against a person without their consent. This includes various forms of non-consensual sexual contact or activity, such as forced sexual intercourse, indecent touching, coercion into sexual acts, or any sexual activity carried out against someone's will. Sexual assault is a crime. Behaviours that constitute sexual assault include (but are not limited to):

• removing, tampering with, or not using a condom without consent
• getting someone drunk or spiking a drink with drugs to engage in sexual acts with a person
• changing the type of sexual act without seeking consent
• disregarding withdrawal of consent during sexual acts, or
• engaging in sexual acts with a person who cannot give consent (e.g., intoxicated/unconscious).

See more at https://www.health.qld.gov.au/__data/assets/pdf_file/0028/428428/sex-qld-law.pdf

Refers to any unwanted or unwelcome sexual behaviour where a reasonable person would have anticipated the possibility that the person harassed would feel offended, humiliated or intimidated. It has nothing to do with mutual attraction or consensual behaviour. Examples of sexual harassment include:

• communicating content of a sexual nature without affirmative consent
• intrusive questions about a person's private life or body
• displaying images of a sexual nature around the workplace
• making obscene comments, jokes and/or indecent or suggestive gestures, sounds or threats about sexual acts (e.g., catcalling)
• staring, leering or unwelcome touching
• unnecessary familiarity, such as deliberately brushing up against a person
• unwanted invitations to go out on dates or requests for sex
• making suggestive comments about someone of sexual nature.

Sexual harassment is unlawful under the Sex Discrimination Act in different areas of public life, including employment, service delivery, accommodation, and education. Some types of sexual harassment may also be criminal offences.

Encompasses sexual assault, sexual harassment and for the purpose of the Institute’s policies and procedures the term sexual harm will be used as an umbrella term for both sexual assault and sexual harassment.

A process that supports students who cannot undertake an assessment or whose assessment performance is adversely affected due to serious illness or other compelling or compassionate circumstances.

Refers to the time and stages of a student’s educational journey, from pre-enrolment to graduation.

Refers to the ability of a student to complete their chosen course of study.

Academic and non-academic services and resources provided by the Institute to support students in completing their chosen course of study and meet their academic potential.

Signifies the Institute’s defined teaching and study period for completing units in a particular course. The Institute uses a trimester system.

Assessment tasks primarily undertaken to measure a student’s overall success in achieving learning outcomes during a study period.

An assessment task offered at the end of a unit of study to eligible students with borderline grades between 40%-49% when assessment grades are finalised.

This plan ensures that students enrolled in a discontinued program can complete their education within the Institute or at a comparable provider.

The graduation certificate presented to graduates upon successfully completing a course of study.

Official document that outlines the grades achieved for each unit of study in which the student is enrolled. Before a student completes their study requirements, this is called an interim transcript. Once course requirements are met, a final transcript is issued.

Fees paid to the Institute to provide a course of study to a student.

Refers to mechanisms designed to safeguard students' tuition fees if an educational institution fails to deliver a course of study.

An incident that involves immediate threat, imminent injury, or physical, emotional, or psychological threat to students, staff, or visitors and requires an immediate response by the Institute.