Bachelor of Applied Public Health

What is a Bachelor of Applied Public Health?

The Bachelor of Applied Public Health prepares you on disease prevention and health promotion measures at a community and population level. It delivers knowledge of health promotion campaigns and advocacy, health policy and health monitoring as well as planning, implementation and evaluation of health programs. This course presents the opportunity to promote public health initiatives in diverse healthcare settings.

Designed to fit in with you
With some of your learning materials online, you can tailor a schedule to fit your personal needs. 

A dedicated Success Coach
An ally to encourage, inspire and guide, your Success Coach will help you achieve your goals and create the right trajectory for your career.

Guaranteed pathway entry
Successful completion will guarantee entry into our Graduate Diploma of Business Administration or Master of Business Administration. 

Course overview

Through the Bachelor of Applied Public Health, you will learn about health at a population level. You will study health promotion campaigns and advocacy, health policy, health monitoring and screening, as well as planning, implementation and evaluation of health programs. Our industry placement program means you’ll be more than ready to meet growing demand for high quality public health graduates.

Career opportunities

Public health professionals work in a range of roles in government, private, not-for-profit organisations and the university sector. The career opportunities are diverse and can be found in a range of employment settings.

Studying public health degree in Australia

Career paths

Health Policy Advisor
Project Manager
Community Development Officer

Future careers
Health Policy Advisor

Project Manager

Community Development Officer

Learn more about careers in Health

Subjects and units

Each subject involves 10 hours of study per week, comprising 3 hours of facilitated study and 7 hours self-directed study.

International students must not enrol in more than one-third (33%) of online subjects over their course and must study at least one face-to-face subject each study period. Most face-to-face courses are also available online. Please note that due to COVID-19 pandemic, authorities have provided exceptions to the usual face-to-face learning requirements.

International students on a student visa are required to study full time, i.e. the student must complete a minimum of 1.0 EFTSL of study per year.

Year 1
Year 2
Year 3
Electives
Specialisations

4 Core subjects

Choose 2 elective subjects from the electives tab

Choose 2 specialisation subjects from the specialisations tab

Foundations of Public Health | PUBH2000

Within this introductory course, students will learn the principles and practice of public health and improving the health of populations. Students will learn various functions and definitions of public health, the historical origins of public health and its evolution as a discipline. Students will learn relevant key principles associated with public health: ecological, human rights-based approach to health, social determinants approach; ‘new public health; the role and function of government in the administration of public health; public health service models, including comprehensive and selective primary health care. They will consider different understandings of health and illness, including professional, lay and Australian Indigenous definitions.
Health Surveillance and Epidemiology | PUBH2101

This course introduces students to population health patterns, epidemiology, social determinants of health, and health systems and political policies in a manner that allows them to ask questions of data, ethical issues with data, draw out points of significance, and present data in different ways to different audiences. An inquiry based approach to learning underpins this course.
Disease Prevention and Control | PUBH2102

Further developing students’ understanding and manipulation of epidemiological data sets, this course focuses on modifiable risk factors and behaviour, taking a case based approach to learning, exploring current and past public health issues, evaluating different approaches to their control and prevention.
Health Promotion and Advocacy | PUBH2103

This course challenges students to make an impact and introduces students to being change agents, teaching them how to recognise health needs in a community and equipping them with the skills they need to communicate to a wide variety of audiences, preparing them to engage with communities to promote health and engage in health advocacy with intersectoral stakeholders and influencers. Special populations and social determinants of health focus strongly in this course, and students consider how to engage with different communities, and the formation of partnerships with other sectors.

1 Core subject

Choose 3 elective subjects from the electives tab

Choose 4 specialisation subjects from the specialisations tab

Health Protection and Environmental Health | PUBH2105

Focusing on environmental influences on health, this course introduces students to the role of environmental risk factors and determinants of disease in illness and injury. Students will understand the regulatory influences on environmental risk factors and environmental influences on health, analyse risk factors and identify vulnerable populations, and strategise interventions using real-world scenarios.

3 Core subjects

Choose 3 elective subjects from the electives tab

Choose 2 specialisation subjects from the specialisations tab

PUBH2107 Capstone

This course draws together all the strands of knowledge and skill to date and positions the students with an external body that needs to write a grant for external funding for a public health initiative. Students will learn the project management skills associated with grant writing, hone their writing skills for a particular audience and further develop their expertise in data presentation.
OR
This second capstone option gives students the opportunity to plan a health promotion campaign for a special population of their choice. The course accentuates their cultural sensitivity, critical evaluation skills, and systems thinking as they plan a campaign to hit different elements of a system to achieve a common goal.
Health Policy Planning and Management | PUBH2104

This course draws together the strands of data analysis from the other courses thus far and puts them within a policy and management context. Students need to put together an operational plan for a public health intervention, justified with a strong evidence base to secure buy-in and budget commitment. Students also develop their systems thinking skills in this course as they start to analyse how one change in the system has a knock on effect, planning which elements of the system to address, when and how. Students will learn about the Australian healthcare system and legislative and policy frameworks and standards.
Introduction to Social Research Methods | SOC202A

This subject gives students an overview of the methods used in social science research. It examines the models and techniques of social research across quantitative and qualitative methods, including surveys and sampling, questionnaires, focus groups, structured, semi-structured and unstructured interviews. It asks, what is the research basis of knowledge and how do we know what we know? It prepares students for understanding the nature of the research process, through direct application of basic interview technique, transcription and first level analysis. Students learn to reflect on their findings and the process involved for conducting social research through their experience of interviewing using techniques such as unstructured, semi-structured and structured interviews, and through a scholarly analysis of literature on research methods.

Choose 8 elective subjects from below:

Human Nutrition 1 | NUTR2001

Human Nutrition 1 (NUTR2001) provides a detailed and in-depth study of the macronutrients, protein, carbohydrates and lipids, as well as the water soluble vitamins and how these relate to human metabolism. Each individual macronutrient and water soluble vitamin is studied in regards to their composition, biological function, dietary sources, recommended daily intake, factors contributing to excess states, and states of insufficiency and deficiency; and signs and symptoms associated with nutrient imbalances found in individuals and populations. Students will investigate how the management of these nutrients contribute to the public health agenda.
Human Nutrition 2 | NUTR2002

Human Nutrition 2 (NUTR2002) provides a detailed and in-depth study of the micronutrients and how these relate to human metabolism. This subject provides students with underpinning knowledge about the correlation that exists between micronutrients and human physiology. Each micronutrient’s structure, biological function, dietary sources, recommended daily intake and therapeutic dose is studied. This subject also covers the factors contributing to, and symptoms associated with, states of excess, insufficiency and deficiency found in individuals and populations. The role of nutrition and lifestyle factors in the development of chronic disease is examined. Furthermore, students will be introduced to the concepts of genetically engineered food. They will discover how food-borne illnesses can be prevented and identify environmental contaminants in the food supply. This subject also explores the current scientific literature, enabling students to determine the appropriate use of dietary supplementation.
Lifespan Nutrition | NUTR2005

Lifespan Nutrition (NUTR2005) examines the range of nutritional requirements that impact populations, communities and individuals at particular life stages including pre-conception, pregnancy, during lactation, early childhood, adolescence, adulthood and ageing populations, as well as the specific issues affecting Indigenous communities, sports people and other at risk populations. This subject provides an overview of dietary patterns and eating habits by age group and dietary recommendations for optimal nutrition to maintain wellbeing at each life stage.
NUTR2006 Diet and Disease

In this subject students will explore the relationship between diet and nutrition. With a focus on major non-communicable diseases and vulnerable populations, students will explore nutrition related disease states and the role of nutritional interventions from a population and community perspective and how these impact on disease in society, and policy. Major non-communicable health conditions including obesity, cancer, diabetes and cardiovascular disease will be explored.
Foundations of Human Nutrition | FHN201

This subject provides students with fundamental nutrition knowledge through examining the relationship between food, nutrition and human health. Students will learn about macro and micro-nutrition, dietary guidelines, role of nutrition in metabolism, health maintenance and disease, nutrient rich food sources, and the specific nutritional requirements throughout the lifespan. Students will also learn how to identify and construct a healthy diet according to specific dietary guidelines, and know the impact of nutritional deficiency and excess as they relate to health and disease.
Health and Well-Being | WEL102A

This is a core unit for the Counselling and Community Services majors.
This subject provides the context for understanding health and well-being in Australia. It begins by exploring the critical perspectives associated with defining health and well-being, and what impacts these definitions have on various sections of the community, especially those considered most marginal. Health policies, perceptions and promotional activities are analysed as to their impact on health equity and access to services and resources for various sections of the population. The health of individuals, community and society is also discussed in terms of the workplace, the environment and the proximity to service centres such as cities and towns. Students learn about current debates and the impact of service-users, consumer advocates and worker responses. International policies and research will inform many of the discussions.
Managing the Needs of Diverse Client Groups | WEL201A

This is a core unit for the Community Services major.
This subject helps students develop an understanding of diversity in Australia and examines the evolution of multiculturalism since colonization. Students develop the skills for working effectively with diverse client groups such as Indigenous Australians, people from culturally and linguistically diverse backgrounds including migrants and refugees, and a variety of other minority groups. Drawing on case studies and experienced guest lecturers from the field, the subject examines community welfare in practice, including how various government and non-government agencies respond to issues of difference and social disadvantage through community development interventions. The various concepts of citizen, consumer, service user, client and consultant are examined to understand how different agencies define the rights and responsibilities of people accessing services.
WEL203A Chronic Illness and Disability

With the growth in the ageing population, there has been a significant increase in the number of people living with a chronic illness and/or disability. This subject adopts a critical sociology approach for understanding chronic illness and disability, with a focus on both the dominant discourses and subjective experiences. The subject includes an overview of what is meant by chronic illness and disability, and of the disciplinary discourses that construct both the conditions and the people ‘affected’ by them. Also covered are the different support needs and the challenges to meeting these, with an emphasis on socio-cultural and structural factors that exist in the contemporary Australian context, and the complex inter-relationships between discourses, structural challenges and subjective experience. Important theoretical paradigms and methodological perspectives in the social sciences will be used to examine a range of topics including: the discursive construction of chronic illness and disability, the subjective experience of living with these, patient/client and professional relationships, notions of risk, the medicalization of everyday life, and the values and norms that are inscribed in the body. Students are introduced to notions of embodiment through narratives of illness, disability, and ageing.
Community Development | WEL301A

This subject introduces students to the theory, principles and skills of community development practice as a way of building capacity in community groups over the long term. The philosophical basis of community development as a method of social change and social action through building consensus, participation, advocacy and democracy are examined. Examples of innovative community development programs in public housing, Indigenous communities, disadvantaged areas and cultural communities are an important part of this subject, and guest lecturers from the field will provide practical examples of community development. In acknowledging the diversities and differences within communities, students consider the possibilities for collaboration, advocacy and strategic community planning in initiating action and change.
Interpersonal Communication | COU101A

This is a core unit in all the Applied Social Science courses. This subject explores aspects of counselling as a form of interpersonal communication and considers the role of self and culture, as well as important relational skills such as perception, listening and reflection. Students learn about different modes of interpersonal communication including verbal, nonverbal, written and oral, as well as the barriers to effective communication and approaches for overcoming them. The subject also examines how different types of relationships (family, work, personal, and social groups) can be enhanced through effective communication. An informed awareness of power and rank is discussed.
Theories of Counselling | COU102A

In this subject students are introduced to influential counselling theories, including Psychoanalytic and Psychodynamic theories, Person-centred Therapy, Existential Therapy, Gestalt Therapy, Cognitive Behavioural Therapy, Family Therapy, Feminist Therapy, Solution-Focused Therapy and Narrative Therapy. The subject utilises a range of experiential learning strategies including skills modelling and case studies, and introduces students to the counselling interventions used for each of these models. Such understanding is further developed in COU104A Applied Counselling 1, where students have the opportunity to observe and practise some of the therapeutic interventions used within these modalities.
Applied Counselling 1 | COU104A

This is a core unit in all the Applied Social Science courses.
In this subject, students are introduced to the core skills for counselling and change work, with specific reference to working with adults. The subject provides students with an opportunity to develop their counselling skills in an interactive and supportive learning environment with feedback from others, and to begin considering their preferred counselling style. The interrelationships between counselling theories and models and skills are explored. This subject also focuses on the research into counselling outcomes and effective change processes.
Body Systems and Disease | HWEL2001

This subject introduces the basic concepts and terminologies required to understand the fundamental structure and function of the human body. The interaction between the structural anatomy of the human body and key body systems, including the musculoskeletal, respiratory, cardiovascular, digestive and endocrine systems that maintain homeostasis is explored. In addition, this subject covers the common disease process that commonly effect the major systems of the body.
Social and Emotional Wellbeing | HWEL2006

The subject covers the principles of social, emotional and psychological health as they relate to health behaviours. Students will analyse the role of capacity building and the promotion of wellbeing through mindfulness, positive behavioural change and resilience.
Active Lifestyle Promotion | HWEL2007

Research shows that non-communicable diseases have clear links to sedentary behaviours associated with unhealthy lifestyles, and adverse social and physical environments. This subject develops understanding of the determinants of physical activity and exercise, with students learning to apply evidence based guidelines for physical activity and leisure programs as a strategy for health maintenance and the prevention of chronic disease.
Active Ageing and Falls Prevention | HWEL2009

The problem of falls is a significant global issue and can result in injury, hospitalisation, loss of independence, social isolation, depression, poor health status, institutionalism and death. The World Health Organisation identify falls as occurring as a result of complex interrelationships between biological, behavioural, environmental and socioeconomic risk factors. With the predicted costs of falls expected to increase exponentially as our population ages there is a need for effective preventive strategies such as active ageing programs. This subject examines these complexities of ageing, where students will learn to assess falls risk and develop effective prevention strategies that promote wellbeing in ageing populations.
Corporate Health | HWEL2010

The occupational environment plays an import role in combating or promoting the rise of chronic disease and disability. This environment has the capacity to affect the physical, psychological, economic and social well-being of workers’ and thus, proper attention to workers’ health offers vast opportunities for workers and employers alike. In this subject students will explore evidence linking worker health and wellbeing to organizational health and business performance. Specific analysis for business needed will be considered, with practical interventions designed to education and enhance the occupational environment.
Digital Fluency | DGF105

This subject introduces the concept of digital fluency in a higher educational context. Students will study the relevant resources and explore strategies and techniques to allow full participation in their new academic environment. The subject will embrace research skills and deploy technology to develop the knowledge, ethical frameworks and self-confidence needed to participate fully in contemporary culture. The subject introduces the proficiencies for integrating knowledge from multiple sources, for thinking critically about widely available information, and for participating collaboratively in the communication that information technologies enable.
A Creative Media Strategies | DSGN2104A
Quantitative Analysis | STAT2000

Public health officials use quantitative research methods to describe health issues in populations and sub-populations, examine the extent and impact of a public health problem, and to evaluate the outcome of a health intervention. Students in this course will learn survey design and how to apply and interpret statistical data in a public health setting. The course covers use of descriptive methodologies, statistical inference and probability, analysis of variance, simple and linear regression, and survival analysis. Students in this course will use a statistical package such as SPSS. No prior knowledge of statistics is assumed.
Qualitative Research Methods | SOC301A

Public health officials use qualitative research methods to probe the social aspects of public health such as people’s experience of health and public health interventions or their interaction with health systems. Qualitative methods may be used for explorative research, to illuminate the findings of quantitative research or for program evaluation purposes. Students in this course will be introduced to the theoretical basis for qualitative research, methodology and methods. This includes case studies, ethnographic approaches, observation, interviews, focus groups and participative action research. Methods to ensure rigour in qualitative research, such as triangulation will be considered. Steps such as coding, theming, and analysis of qualitative research will be explored. Students in this course will have the opportunity to conduct a project using qualitative methods.

Choose 8 specialisation subjects from below:

Industry Placement | COMR2004

Students will undertake an industry placement to be arranged with a partner organisation. Projects will focus one of the following areas: 1) a critique of current practice (based upon health promotion frameworks or relevant theory) and development of alternatives; 2) undertaking a literature review on a given area and providing critical analysis; or, 3) developing a policy briefing and recommendations on a topic selected by the host organisation. The time commitment will be equivalent to one day per week over the trimester. Assessment will include a report from the host organisation, as well as a written report and oral presentation by the student.
Nutrition and Society | NUTR2003

Gain an understanding of the sociology of food, nutrition and health. Students will explore the relationships between human behaviour and dietary intake from a public health perspective. Students will be engaged in community-based research, to identify a public health issue which is prevalent in their community society.
Social and Political Determinants of Health - Specialisation | PUBH2001

Public health professionals take a systems or ecological approach whereby health is seen as the result of an interrelationship between biological, psychological, familial, social, economic and political factors. Political, economic and social conditions are considered major determinants of health. This course considers inequitable patterns of health and illness across the community, and the underlying determinants of these patterns. Students will learn to identify the main social determinants of health including those for Indigenous Australians, and how they impact upon health. These include the social gradient of health, gender, child development, social exclusion, work conditions, social support, housing, education, culture/racism and access to health care. Students will develop an understanding of cultural competency and cultural safety. The need to consider the impact of policies in other sectors upon health and inter-sectoral collaboration strategies are explored.
Health Systems, Healthcare Financing and Economics | PUBH2006

A knowledge and understanding of the Australian health care system and how it compares with the organisation of health care in other countries is fundamental for the public health professional. In this course students learn about the key building blocks of a health care system, including health service delivery, health workforce, health information, medicines, vaccines and technologies, health financing and governance (including community involvement). Students learn about the Australian health care system and health care financing in a global context including an overview of the principles of universal health coverage, mechanisms of health care reimbursement (both private and public) in Australia, principles of health economics and health outcomes (measuring health and wellbeing). Students learn about health system integration across levels of the health sector (primary, secondary and tertiary care services). Health workforce issues are also be covered as health systems need to balance human resources, physical capital and consumables in order to function equitably and efficiently.
Public Health Program Development, Implementation and Evaluation | PUBH2007

Relevant, accessible, effective and equitable health programs that consistently deliver high quality outcomes are the cornerstone of public health service delivery. Public health program development and implementation skills covered in this course include needs assessment, setting health priorities, development of program objectives, conducting a risk analysis and consulting with relevant stakeholders and developing options, monitoring implementation, financial management and working to deadlines. The course also provides an introduction to evaluating public health programs, including formative, process, outcome, and impact evaluations. Students in this course will be required to conduct a needs assessment and prioritise findings, and develop an evaluation plan.
Global Health - Specialisation | PUBH2011

In this course, students learn about the impact of globalisation upon health and the relationship between global health, foreign policy, trade, security, aid and development. They consider the relationship between human rights and health in a global context. They learn about key global health institutions including the World Health Organisation, global health governance, funding and diplomacy, and international treaties for health. Case studies within global health diplomacy and international health are used within this course.
Mental Health, Alcohol and Other Drugs | PUBH2015

Mental health problems and disorders contribute significantly to the burden of disease; unipolar depression is now the second leading cause of disability worldwide. Mental health disorders and problems with alcohol and other drugs are closely intertwined and linked to the social determinants of health such as gendered violence. In this course, students will learn about the main types of mental health and AOD issues and their prevalence, comorbidity between mental health and alcohol and other drugs, Australia’s mental health policy and service system and AOD policies. Students will learn how to analyse data on mental health and AOD, health promotion and prevention for mental health problems and AOD, socio-economic determinants of mental health and AOD and the association between mental health, AOD and family and interpersonal violence. Students will also learn about the strong relationship between mental health and physical health.
Health Issues Across the Lifespan | PUBH2017

Changing demographics including the ageing of the population has major implications for the planning and delivery of public health and health care services. This course considers the way in which mental and physical health issues change over the lifespan, and according to health determinants such as one’s gender and culture. Students in this course will learn about maternal child health, the in utero environment, child development issues, adolescent health, the development of chronic conditions in adult life, carer roles and health, issues for women in the middle years and health issues facing older people, including disability and dementia. Students will learn about health promotion needs and opportunities across the lifespan and measuring mental and physical health across the lifespan.

Industry partners and work placements

Work placements and Work-Integrated Learning programs provide a valuable resource for you to develop hands-on practical experience to ensure you graduate confident and job-ready. At Torrens University Australia, we are proud of our network of partners and always welcome new opportunities to build new industry relationships.

Learning outcomes

Develop strategies to promote healthier lifestyles and communities
Critically evaluate national healthcare systems and standards through an ethical lens
Discover the best ways to advocate for social justice in the development of public health initiatives
Explore the role of cross-cultural relations and communication in working effectively with groups

Hear from Veronica about what advantages Torrens University Australia has over other universities.

Choose your student type for entry requirements, fees and scholarships

Domestic
International

Admissions criteria and pathways: Domestic students

Before you begin your course application, check you meet the requirements listed below.

OR work life experience demonstrating the ability to undertake study at the required level.

Guaranteed pathway and Recognition of Prior Learning

If you have already completed a qualification you may be able to credit this against your degree with us, even if it’s from another institution. This is called Recognition of Prior Learning. We also offer pathway opportunities to further your learning.

Learn more about study pathways

View full course admission information

Fees: Domestic students

Scholarships: Domestic students

If you are truly passionate about health, we want to hear from you. We have a variety of health scholarships on offer to assist you in becoming a key part of the health industry:

View all scholarships

How to apply: Domestic students

Apply online now Make an enquiry

Admissions criteria and pathways: International students

Before you get started with your course application, check you meet all the requirements listed below.

OR alternative entry requirement may be available. Contact the International Admissions team for more information.

Guaranteed pathway and Recognition of Prior Learning

Learn more about study pathways

View full course admission information

Fees: International students

Fees for each trimester

Check the International Course Fee Schedule for the cost of your course. Fees for each trimester must be paid before the trimester commences. Onshore international students requiring a student visa should choose campus-based / blended option.

International course fee schedule
How to pay

Course fees can be paid in 3 instalments, each instalment to be paid before the beginning of the academic stage census date.

International course fee schedule

Scholarships: International students

We want you to have the best possible chance to succeed, which is why we offer a range of financial scholarships to support our international students during their study journey.

Scholarship types
International scholarships

View all scholarships

How to Apply: International students

Apply online now Make an enquiry

Frequently asked questions

What does admissions criteria mean?

Admissions criteria is a set of criteria that must be met to be eligible to apply for a chosen course.

To gain entry to an accredited undergraduate course at Torrens University Australia, applicants must both satisfy general admissions criteria and meet any additional course requirements where specified.

All admissions criteria and course-specific requirements apply consistently across campus locations and study modes. To find out more, visit admissions criteria.
What if I don’t meet the entry criteria for a degree?

Torrens University Australia has recognised pathways to help you gain entry into our bachelor degrees based on different criteria.

To find out more, visit Study pathways or contact one of our knowledgeable Course and Careers Advisors.
How do I apply?

Applying is easy and can be done online by filling out the apply form. If you have any difficulty, please contact a Course and Careers Advisor, who can talk you through the process.

ALL SA/SACE and Victorian high school students must apply through SATAC and/or VTAC. Search for Torrens University Australia, Billy Blue College of Design or Blue Mountains International Hotel Management School. International applicants may also need to demonstrate compliance with relevant legislative requirements, for example, requirements for student visas (this does not apply for online study outside of Australia).
How will I know if my application has been processed?

Our Course and Careers Advisors will help you through every step of the application process and provide you with updates. If your application is successful, you will receive an offer letter via email.
I am having trouble with my application. Who can help?

Our friendly Course and Careers Advisors are available to answer all your questions and guide you through the application process. Fill out the contact us form and one of them will reach out to you.
What are Torrens University Australia’s courses’ ATAR requirements?

Torrens University Australia no longer considers ATAR (Australian Tertiary Admission Rank) as our primary entry requirement. We have removed ATAR as the key admissions criteria for applicants aiming to study at Torrens University Australia. We strongly believed an alternative to the ATAR system should be found, which more broadly assesses students, especially when soft skills are emerging as important employability attributes. So, students with a recent secondary school education are now considered for admission if they have a Year 12 (Australian secondary school) certificate.
Can I get course credit for previous experience?

Yes, course credit is available upon application and academic approval.

If you have already completed a qualification or have relevant work experience, you may be able to receive credits towards your degree. This credit can take the form of credit transfer, block credit or Recognition of Prior Learning (RPL).

Our Program Directors will carefully review the learning gained from your previous qualification and/or experience to ensure we provide you with credit towards our degrees whenever appropriate. Review our course credits page or chat to one of Course and Careers Advisors.
What are course credits?

Course credits are credits that can be applied to your course based on your prior experience or qualifications. To find out more, visit course credits

.
Is there anything I can do to prepare for Torrens University Australia?

There are lots of resources to help you prepare for university life. Attend one of our workshops or events and get some tips firsthand from our industry-focused lecturers and current students.

The events programs range in topic and delivery mode, so there should always be one to suit your needs. At any time you can contact one of our Course and Careers Advisors to talk through your career goals. They can guide you on what to expect and how you can get prepared earlier. If you know exactly which course you want to enrol in, you could take advantage of the early entry program.
What is the Early Entry Program?

The Torrens University Australia Early Entry Program has been created to allow you to apply and secure your place for your chosen course before you finish your Year 12 exams.

To find out more, visit Early Entry Program or email enquiries@tua.edu.au or phone 1300 575 803.
Am I a domestic or an international student?

Domestic students are Australian and Permanent Residents. International students are those who hold citizenship or Permanent Resident status of all other countries.

International students from countries whose first official language is one other than English need to provide evidence of English Language Proficiency.
Am I eligible for FEE-HELP?
To get a FEE-HELP loan, you must:

be an Australian citizen and study at least part of your course in Australia, or

be a New Zealand Special Category visa (SCV) holder or permanent humanitarian visa holder and meet the residency requirements.

be enrolled in a fee-paying place at a provider that offers FEE-HELP loans

be enrolled in an eligible course at your provider by the census date (your provider can tell you if your course is eligible)

submit the Request for FEE-HELP form to your provider by the census date

not have already borrowed up to your HELP loan limit.

Permanent residents can only get FEE-HELP for approved bridging studies.

If you are studying at a non-university, you will also need to meet the ‘pass rate’ requirements.

You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or speak to a Course and Careers Advisor and we can guide you through the process.
Can I apply for FEE-HELP?

To be eligible for FEE-HELP you need to be an Australian citizen , and have a tax file number. You must also be studying at an approved higher education provider, such as Torrens University Australia.

You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or contact us and we can guide you through the process.
How do I apply for FEE-HELP?

If you receive an offer from Torrens University Australia, and you meet the eligibility requirements, you may be eligible for FEE-HELP. You will need to complete a Commonwealth Assistance Form if you want to defer payment of some, or all, of your tuition fees. You will need to quote your tax file number or provide a Certificate of Application for a Tax File Number. The form must be completed before the due date.

You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or speak to our Course and Careers Advisors and we can guide you through the process.
Is there a FEE-HELP limit?

For 2020, the HELP loan limit is $106,319 for most students. The Australian Government publishes the HELP Loan limit on their website.

FEE-HELP is a loan scheme that assists eligible fee-paying students to pay their tuition costs. Eligible students can borrow up to the FEE-HELP limit to pay their tuition fees. Note: Any loan fees that were applied to study prior to January 1, 2019 will not count towards your FEE-HELP limit.

Students repay the loan to the Australian Government through the tax system once a student reaches the minimum income threshold level for repayment, which for 2019-20 is $45,881.

You can find out more information on the StudyAssist website at https://www.studyassist.gov.au/fee-help or Contact Us and we can guide you through the process.
What courses are available for FEE-HELP?

To find out more, visit How to Apply.
What is FEE-HELP?

FEE-HELP is a loan scheme that assists eligible full-fee-paying students pay their tuition costs.

You must be studying at an approved FEE-HELP provider in order to access a FEE-HELP loan, such as Torrens University Australia.

A FEE-HELP loan does not cover costs like accommodation, laptops or textbooks, and must be repaid once you start earning above a certain income threshold.

To find out more, visit the Study Assist website: https://www.studyassist.gov.au/help-loans/fee-help.
How do Torrens University Australia fees charge?

Torrens University Australia is a full-fee paying institution. To find out more, visit Tuition Fees.

Domestic students may be eligible for FEE-HELP. For more information on FEE-HELP, please visit: https://www.studyassist.gov.au/.

Please note we do not currently offer any full fee waivers for international students. We do not offer stipends or living allowances.
How much are Torrens University Australia courses?

For a full list of tuition fees, visit Tuition Fees.

Remember, if you're an Australian citizen or permanent resident, your fees can be covered by FEE-HELP. You can find out more information on FEE-HELP on the StudyAssist website at https://www.studyassist.gov.au/fee-help or contact us and we can guide you through the process.
What are the key dates for 2021?

To find out more, visit Key Dates.
What are the semester and term dates?

Torrens University Australia has three main intakes each year, usually during February, June and September. There are also a range of accelerated intake dates available, meaning if you just miss the start date, you don’t have to wait until the next intake.

You can apply any time throughout the year for the next intake start date – or a future start date if you are planning ahead. Different semester dates apply for Blue Mountains International Hotel Management School as well as some of our other courses.

To find out more, visit key dates.
What are pathways?

All Torrens University Australia courses have specific entry requirements, but we also offer multiple pathways into courses when you don’t meet those entry requirements.

There are different pathways for different courses. For example, we offer a range of diploma courses which pathway into bachelor degrees in Business, Design and Creative Technology, Health and Hospitality. We also have graduate certificate and graduate diploma courses which pathway into masters courses in Business, Global Project Management, Sports Management, Health, Education, Design and Hospitality. 

For more information on different types of pathways available, visit study pathways.
How can I pay for my course?
Payment information will be outlined in your offer letter but there are a couple of different options:

Upfront payment via credit card, BPAY, cheque or overseas bank account transfer

Full or partial payment via FEE-HELP Government Assistance (domestic students only)
I don’t have a portfolio and I want to study a degree. What can I do?

If you have met the entry requirement for the course, you do not need to submit a design portfolio.

If you can’t meet the entry requirement and don’t have a portfolio, you will need to show evidence of prior industry/work experience OR have completed or partially completed study from an accredited institution to gain entry into the course.

If you would like to talk through the entry requirements, please contact one of our Course and Careers Advisors.
I have a portfolio but haven’t completed a Higher School Certificate or equivalent. How can I gain entry into a degree?

We offer several pathway options for students who have not completed a Higher School Certificate or equivalent.

For some courses, entry can be achieved by undertaking a diploma course first (pathway criteria applies), and on successful completion of the diploma you can credit this study towards completion of a degree. Mature-aged students (21 and over) are also welcome to apply directly based on work experience and/or an existing portfolio. To find out more about Recognition of Prior Learning (RPL) or applying directly, please contact a Course and Careers Advisor.
What makes a good portfolio?

A good portfolio should include 6-10 pieces of original creative work and provide evidence of both your creativity and skill.

To find out more, visit portfolio and interviews for guidance on what to include in your application portfolio or speak to a Course and Careers Advisor.

View all FAQs

What is a Bachelor of Applied Public Health?