Bachelor of Applied Social Science Community Services
Student Domestic International
Study mode Online On campus
Campus locations Sydney Adelaide Online
Duration3 years full time, part-time options available
Start date

14 Feb 2022

30 May 2022

12 Sep 2022

This course is provided by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Code BASSCOM18 | CRICOS 097401C

What is a Bachelor of Community Services?

The Bachelor of  Applied Social Science Community Services prepares you with theoretical and practical skills necessary to pursue a career in community and public sectors. It delivers effective skills in counselling, social policy, advocacy and welfare, as well as practical experience working with individuals and communities. Upon completion, you may apply for membership in the Australian Community Workers Association, the peak body for community service professionals.
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Ultimate flexibility
With the option to study full or part time and all your course materials online, you can tailor your study to suit your lifestyle. 

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Designed to fit in with you
With a range of electives on offer, you can tailor your course to work towards your career goals. 

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Tap into our knowledge
Our heritage with the Jansen Newman Institute ensures you’re learning from more than 40 years of counselling experience. 

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
8 Core subjects:
  • 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.
  • Human Development Across the Lifespan (F2F & Online) | COU103A
    This subject introduces students to the field of developmental psychology and explores what drives or motivates human behaviour throughout their life from birth to death.
  • 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.

  • Understanding Societies: An Introduction to Social Analysis | SOC102A
    This is a core unit in all the Applied Social Science courses. In this subject, students are introduced to the interdisciplinary practice of social analysis and its role in understanding the various human elements and social institutions that constitute our communities and societies. It covers a variety of important social theories through which to understand human practices, identities and social structures. In particular, students learn how cultural, historical, economic and political factors shape the human experience.

    Students develop social analysis skills to critically examine how human and social elements shape our views about equality, justice and fairness. The subject encourages students to assess the relevance of these elements to our social and professional relations.

  • Developing Social Policy | SOC103A
    This is a core unit in all the Applied Social Science courses.

    In this subject students examine the nature and practice of social policy development through a study of key public policy areas such as education, health, welfare, the family, crime and law and order policy, drug and alcohol policy and employment policy. The focus of policy discussions is primarily within the context of Australian social, economic and political systems.

    Students examine the theoretical underpinnings of policy development, the role of politics and lobby groups in influencing social policy, the policy process, and how policy decisions are monitored and evaluated. The role of associations, such as NCOSS and ACOSS, and churches in monitoring the impact of government policy and advocating for vulnerable groups within society are also examined, with a view to students considering ‘how else’ policies can be informed and used effectively to bring about change and improvement to social conditions.

  • Introduction to Community Services | WEL101A
    This is a core unit for the Counselling and Community Services majors. This subject introduces students to the structure, purpose and nature of the Australian health care system and community services. It explores the many contexts, settings and roles within this area of work, including the policies, theories and practices applicable to this field. Students learn about the important role and function of occupations in community services, and the practices involved such as advocacy, lobbying, networking, and support and service coordination. Students develop an understanding of the variety of community sector organizations that operate in Australia, sources of funding provided by local, state and federal governments, and the challenges, barriers and opportunities for accessing and providing the relevant but scarce resources to those in need. Attention will also be given to community development and programs through examples such as public housing, Indigenous community development, community consultation and public fora.
  • 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.

7 Core subject
Choose 1 elective subject from the electives tab
  • Mental Health and the Community | COU202A
    This is a core unit for the Counselling and Community Services majors.

    This subject is designed for students to gain basic understanding of mental health. It includes definitions of mental health, mental health theories, risk factors and disorders. The impact of mental illness in the community, and particularly on individual people’s lives is explored along with approaches to health care, and the role of advocacy by community care workers and services.

    Myths and stigma surrounding mental health are critically examined, with special focus on how social and cultural perceptions shape both the experience of mental illness and service provision. The subject includes definitions and classification systems in mental health.

  • Applied Counselling 2 | COU203A
    This is a core unit for the Counselling and Community Services majors.

    This subject builds on the knowledge and skills developed in Applied Counselling 1. It helps students develop a greater understanding of the various therapeutic approaches that draw on psychodynamic theories, person-centred therapy, cognitive behavioural therapy, family therapy, feminist therapy, solution-focused therapy and narrative therapy. The subject also examines the influence of the counsellor on the counselling process, and counselling practice with children, adolescents and families, drawing on the developmental knowledge acquired in the subject Human Development Across the Lifespan. Students develop a greater understanding of the skills needed for various modalities and reflect on their own development as a therapist.

  • Fieldwork 1 | FLD201A
    This is a core unit for the Counselling and Community Services majors.

    Students undertake placements comprising 200 hours in the community sector with the aim of building skills with a variety of client groups and presentations. The organizations can include community counselling agencies, government counselling or welfare centres, child/youth service or aged care facilities, neighbourhood centres, correctional facilities, or hospital pastoral care settings. They gain further practical experience in working with individuals and groups and are supported with supervision in a variety of formats such as weekly debriefing and case conferences.

    This provides the opportunity for students to learn from contact with other community services workers, critical incidents, ethical dilemmas, tensions, questions and insights. This subject uses an experiential learning process that is based on theory, and group participation with peers and supervisors. Students are required to attend two 3-hour workshops in weeks 1 and 5 to prepare them for their fieldwork. Students also receive a total of 5 hours supervision by the placement supervisor.

  • Mediation and Conflict Management | SOC201A
    This is a core unit in all the Applied Social Science courses.

    As our number of relationships expands, so too does the potential for conflict. This subject looks at the nature of interpersonal conflict, and explores strategies for resolution such as mediation, conferencing and restorative justice. It begins by considering the nature of conflict, theories about its causes, and how conflict manifests in relationships, groups, communities and internationally. It then introduces students to key conflict management strategies and gives steps as to how we might reduce unhealthy forms of conflict and arrive at positive, healthy relationships based on empathy and understanding. The subject also considers anger management strategies in addressing entrenched, high conflict situations.

  • 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.
  • 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.

  • Ethics and Professional Practice | WEL202A
    This is a core unit for the Counselling and Community Services majors.

    This subject introduces students to ethics from a variety of perspectives, including deontology and consequentialism, principlist and virtue ethics, narrative and communitarian ethics, and the ethics of self-care. Students learn how ethical and legal frameworks are applied to community services, and in the clinical, public health, and research contexts. They learn to reflect on what are legal or ethical dilemmas in health and community care provision, and practice the use of the conceptual and legal tools available to health and community services workers, as well as to the public, for making decisions in relation to health, community care and counselling.

    Topics include ethics theories, codes of ethics for professionalization, and ethics for research, public health, disability and vulnerable groups, internal reporting and whistleblowing, and the ethics of self-care. All practitioners must know how their work is regulated by legal frameworks; students thus learn about tort and negligence law, professional responsibility, duties, and misconduct, mandatory reporting, the protection of vulnerable groups, and privacy and confidentiality at work.

6 Core subjects
Choose 2 elective subjects from the electives tab
  • Working with Addicted Populations | COU301A
    This is a core unit for the Counselling and Community Services majors.

    This subject provides an overview of the principles of substance‐related addictions and the processes and mechanisms that underlie addiction. Students are introduced to the developmental course of addiction, risk and protective influences, and the effects of addiction on health and well-being. The subject covers different forms of addictive behaviours that present in the community, including substance dependency (alcohol, tobacco, prescription and illicit drugs), problem gambling, and compulsive sexual and eating behaviour. A critical examination of the concept of addiction will consider why the use of some substances or behaviours is socially problematic and culturally contingent. The subject adopts a multi-disciplinary approach to examine the biological, psychological and social factors that are associated with addictive behaviours. Students learn to critically appraise and reflect on the shift from the disease model to approaches that draw on behavioural and social scientific theories.

  • 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.
  • 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.
  • Case Management and Program Development | WEL302A
    This is a core unit for the Community Services major.

    This subject examines the practice and skills required for case management and program development in the community services sector, by drawing on examples from a range of client groups such as the elderly, people living with disabilities and chronic illness, homeless people, ex-offenders, refugees and migrants with settlement issues. The subject includes an overview of the theory and practice of program planning, development and evaluation using case studies that address the complex and varied needs of clients groups. In addition, attention is also given to the role of carers and the unpaid support given by relatives, friends and neighbours, which often constitute informal management and support to people in need.

    Other topics include formative and summative methods of evaluation, insider/outsider debates about evaluation programs, and working with stakeholders to identify the needs and the programs required to address them, and how to evaluate the programs. Various methods of evaluation are examined, including interviews with key informants, client satisfaction surveys and focus groups, and students also learn how evaluation data are analysed and presented.

  • WEL303A Human Rights and Social Advocacy
Choose 3 elective subjects from below:
  • Relationship Counselling | COU201A
    In this unit of study, students will gain an appreciation of the role of language and culture in the formation of identity through the study of social constructionism; the formative carer-infant relationship is studied in attachment theory; students are also introduced to the theories of influential figures in the field of relationship counselling including Schnarch, Gottman, Satir, Minuchin, Whitaker, Bowen, Haley, de Shazer, Bateson, The Milan Group, and White. Students will be familiarised with typical clinical issues, and theoretical learning will be complemented by students reflecting on their own experience as a person in a culture and in relationship.
  • Applied Counselling 3 | COU204A
    The focus of this subject is on advanced empathy and the facilitation of change, using skills modelling and practice sessions. Feedback is provided by facilitators and peers in a supportive environment. Some preparation is also provided for working with clients in need of crisis intervention, such as suicidal ideation, anxiety and depression, and goal setting. The concepts of transference and counter-transference, and of how they influence the counselling process, are essential components of this subject.  Students also learn how to apply professional boundaries and self-care.
  • Counselling for Grief and Loss | COU302A
    The effects of grief in terms of human suffering and the associated costs for providing support are critical issues that need to be addressed in community care and counsellor training. This subject teaches students the required skills for dealing with grief and loss associated with the experiences of ageing, trauma, bereavement and relationship breakdown. Many of these topics are relevant for a broad spectrum of the population but a substantial focus is on cumulative losses as people age. Students learn to work compassionately with people who suffer the psychological fall-outs and face existential questions following multiple losses such as declining physical and mental health, role function and social connectedness. Students learn to develop a holistic approach to grief counselling practice, whilst recognizing and respecting the uniqueness of each client's experience.
  • Alcohol and Other Drugs | COU304A
    This subject introduces students to theories and research in the area of substance abuse. It examines the continuum between drug use, abuse, dependence and addiction, and the physical dependence created by the use of prescription and recreational drugs. It also examines the role of family, community, residential and detox services. Students investigate and apply analytical skills for discussing the controversies and social stigma surrounding drug and alcohol use, and the contrasting ideologies underpinning harm minimization, risk and abstinence. Attention is given to programmes such as Alcoholics Anonymous, AI-Anon and Narcotics Anonymous that use the 12-step programme, step reduction programmes available on the web such as Smart Recovery, assessment methods such as the CAGE questionnaire. The subject also covers policy informing programmes, and the dominant models for drug and alcohol counselling, including motivational interviewing and cognitive behavioural therapy (CBT).
  • Narrative Therapy | COU306A
    In this elective, students will become familiar with key narrative concepts and there will be some comparison with ideas found in other modalities. The central practices and skills associated with narrative therapy will be illustrated and, by drawing on students’ own stories, they will have vivid, first hand experiences of narrative from both a practitioner’s and client’s point of view.
  • Existential Psychotherapy | COU307A
    The practice of existential counselling and psychotherapy is grounded in three thousand years of Western philosophy, involving itself with the everyday concerns of human existence and attempting to seek answers to what it means to be human. This subject will explore how existential philosophy is practised both as a specific psychotherapy modality as well as how the existential themes and questions can be integrated into any practice.
  • Focusing: Enhancing the Mind-Body Connection in Therapy | COU308A
    Usually we refer to our thoughts and feelings to guide us in life, yet there is a more profound knowing: our "felt-sense", the body's own wisdom. Focusing is a process that enables us to access this inner knowing. In this experiential workshop you can learn how to consistently tap into and trust your inner knowing. Your body never just holds your struggles, it also holds the way forward. Through Focusing you naturally arrive at your own healing and a lasting and deep change in your relationship with yourself. You can use the skill of Focusing to enhance your own life and to enhance the work that you do with clients. It is a method which can be integrated with and supports any modality of psychotherapy. The importance of body-sensing in healing was discovered by Dr Eugene Gendlin in collaboration with Carl Rogers at the University of Chicago in the 1960's.
  • Introduction to Gestalt Therapy | COU309A
    The elective provides an introduction to the foundation principles and core concepts of Gestlat Therapy theory, methodology and contemporary practice. The electives are also designed to provide the students with an introduction to a creative approach to working sensitively and systematically within the professional relationship. The focus in this unit is on assisting students to understand and apply the Gestalt Therapy Approach to their personal and professional experience and the group process. Particular attention is given to the core concepts of: (1) awareness; (2) the personal narrative; (3) the cycle of experience; (4) organismic self regulation; (5) contact, contact styles and boundary functions; (6) dialogues and the personal conversation; (7) the paradoxical theory of change; and (8) experimentation and a unit of work.
  • Spirituality and Psychotherapy | COU310A
    This program highlights our evolving understanding of that vital yet mysteriously elusive reality termed “human intimacy”. Special attention will be given to notions of romance, sexuality and spirituality. The course also seeks to highlight parallel dimensions and contrasts between personal and therapeutic relationships. The discussion seeks to foster an integrated path for understanding psychotherapeutic intimacy beyond the inadequacies of diagnosis, symptomology and pathology.
  • Fieldwork 2 for Community Services | FLD301A
    This is a core unit for the Community Services major.

    This placement is of 200 hours duration. Placements are in the community sector or in an organization where students will gain further practical experience in working with individuals and groups. The practical placement experiences will be supported with supervision in a variety of formats; this provides students with the opportunity to practice a range of activities such as case management, client services, program planning and development, individual and group assessment, advocacy and support work. Students are required to engage in community service work in these placements working alongside other professionals. Students are also required to attend two 3-hour workshops in weeks 1 and 5 to prepare them for the fieldwork.

    Formal supervision will occur at a rate of 1 hour per 40 hours of placement work.

  • 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.
  • Death and Dying | WEL304A
    In this subject students learn about end of life matters including where death and dying take place. Central to this is understanding what is palliative care and what it involves, and the professional roles that operate in the field. Students learn about the practices of symptom control, pain assessment and management, as well as therapeutic communication skills for end of life. The subject explores cultural differences and diversity in attitudes toward death and dying, and culturally sensitive communication with patients and their significant others. Students also critically examine the availability of palliative care services in Australia as well as the medicalisation of death, dying and bereavement. Theories of grief and bereavement are examined, as well as the goals and principles underpinning palliative care philosophy and evidence based practices in the field. Finally an important aspect of this topic is the emotional impact of working in this area, the importance of practicing self-care and boundary management, team work participation and support.
  • Protection of Children | WEL305A
    While child welfare is about the care of children’s health and wellbeing, the term is now closely associated with child protection and statutory child protection agencies. The subject examines this concept and broadens the debate to include the mitigation of societal factors such as poverty, unemployment, family violence, culture and ethnicity, class and gender as part of the broader picture. The origins of the professional regulation of child welfare are examined, as well as the moral panic around child protection issues. Challenges and major issues for the care and protection of children are addressed, as well as the professional challenges in developing a ‘best practice’ approach. Other topics include the principle of child protection services, education and research into child protection, policy and the continued development of specific children and family services.

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.
Work placement hours
As part of your course, you’ll get to undertake 400 hours of work placement with approved external organisations.
Natalia Londono - Bachelor of Applied Science Community Services student testimonial
Natalia Londoño
Bachelor of Applied Science (Community Services)
I’m very passionate about helping people in disadvantaged communities. With the knowledge I’m getting at Torrens University, I can now plan what can be done to help a community.

Learning outcomes

  • Apply effective counselling interventions with people presenting with alcohol and/or drug addiction
  • Sharpen your communication to ensure suitable advice and support is offered
  • Establish a grounding in relevant theory, transferrable into real-life counselling scenarios
  • Explore the impact of mental illness on individuals and families
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Why study with us?

As the country’s fastest-growing university, Torrens University Australia brings a fresh approach to higher education. We focus on giving you the skills and the knowledge to ensure long-term success in your career. Our academics are highly qualified and will support you in every step of your study.
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Love the way you learn
Our fresh approach to teaching allows you to explore your passion.
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Get more out of passionate academics
With the guidance of our industry-leading experts, you can become a leader in your field.
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A more collaborative experience
Our smaller class sizes provide a more immersive and effective learning environment. Collaborate with peers and spend more time with academics in your field.
Hear from our Health lecturers about the flexible and career-focused approach we take to your education.
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Muhammad Babar
Bachelor of Applied Social Science (Community Servcies)
I enjoyed attending the lecturers and taking part in the group discussions and I'm looking forward to exploring my horizons in community services.
graduation

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.
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Year 12 (Australian secondary school certificate) or equivalent.
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Vocational qualification (AQF Level 4), or above
OR Successful completion of a Higher Education qualification.

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.

Fees: Domestic students

Domestic fees
Check the Domestic Course Fee Schedule for the cost of your course.
FEE-HELP
Eligible Australian students may choose to defer some, or all, of their tuition fees through FEE-HELP, a loan scheme repaid through the tax system based on income.
Domestic fees
Check the Domestic Course Fee Schedule for the cost of your course.
FEE-HELP
Eligible Australian students may choose to defer some, or all, of their tuition fees through FEE-HELP, a loan scheme repaid through the tax system based on income.

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:

How to apply: Domestic students

Get started
Read through the admissions criteria and ensure you meet the entry requirements.
Get started
Read through the admissions criteria and ensure you meet the entry requirements.
Offer
We’ll contact you shortly after to confirm your details and help you through the rest of the process.
Apply
It’s easy! Apply online below or contact us and we can help on 1300 575 803.
Offer
We’ll contact you shortly after to confirm your details and help you through the rest of the process.

Admissions criteria and pathways: International students

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

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Australian Year 12 or equivalent; and
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Academic IELTS 6.0 (no band less than 5.5) or equivalent
OR alternative entry requirement may be available. Contact the International Admissions team for more information.

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.

Fees: International students

International fees
Check the International Course Fee Schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.
Fee payment
Course fees can be paid in 3 instalments. Each instalment to be paid before the beginning of the academic stage census date.
International fees
Check the International Course Fee Schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.
Fee payment
Course fees can be paid in 3 instalments. Each instalment to be paid before the beginning of the academic stage census date.
  • International fees

    Check the International Course Fee Schedule for the cost of your course. Onshore international students requiring a student visa should choose campus-based / blended options.

    Download international fees PDF

  • Fee payment

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

    View our fees

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.

How to Apply: International students

Get started
Read through the admissions criteria and ensure you meet the entry requirements.
Get Started
Read through the admissions criteria and ensure you meet the entry requirements.
Offer
We’ll contact you shortly after to confirm your details and help you through the rest of the process.
Apply
It’s easy! You can apply online below or contact our International team on 1300 575 803.
Offer
We’ll contact you shortly after to confirm your details and help you through the rest of the process.

Key intake dates

31 May 2021 | 13 September 2021 | 14 February 2022

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.

  • 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

    .

  • 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.
  • 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.

  • 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.

  • 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.

  • 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.

  • 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 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:

    1. Upfront payment via credit card, BPAY, cheque or overseas bank account transfer
    2. Full or partial payment via FEE-HELP Government Assistance (domestic students only)
  • 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.

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