INTRODUCTION: Current trends in the addiction field reflect a significant emphasis on the workforce development and education. There are already some data about university-based addiction studies programs, but not much from Australasia. METHODS: The aim is to provide an overview and describe the academic programs for addiction professionals in Australia and Aotearoa NZ. The research was conducted in 2017 and updated in 2023. Firstly, university websites were searched using pre-defined keywords, followed by a content analysis of the identified programs. The data were analysed and interpreted by using descriptive statistics. RESULTS: We found 21 universities in Australia (13) and Aotearoa NZ (8) where 46 single programs are provided. There are three bachelor programs, nine masters, and the majority of degrees include (post)graduate certificates and diplomas. No doctorate programs are identified. The taught courses provide comprehensive coverage of the addiction field topics. Twelve programs state clearly that there is clinical practice/internship included. Application to most programs requires completion of a relevant degree and in some cases possible clinical experience. DISCUSSION AND CONCLUSIONS: In comparison to educational options in other regions, we observe a trend towards preparing university graduates for the workforce, thereby expanding the range of programs at lower levels. Most programs possibly represent clinically oriented education primarily specialising in addictions, and graduate programs in addictions for professionals with other disciplinary bases. Great emphasis is given to the quality standards of education, and also to relationship between education and labour market. Findings help opening opportunities to collaborate globally.

Centre for Addiction Research School of Population Health The University of Auckland Auckland New Zealand

Department of Addictology 1st Faculty of Medicine Charles University Czech Republic

General University Hospital Prague Czech Republic

Drug Alcohol Rev. 2025 Jul 2. doi: 10.1111/dar.70006. PubMed

Zobrazit více v PubMed

Thom B, Duke K, Herring R. Workforce development: is there a paradigm shift? Drugs Educ Prev Policy. 2017;24:427–429.

Pavlovská A, Peters RH, Gabrhelík R, Miovský M, Sloboda Z, Babor TF. Overview of the university‐based addiction studies programs in the United States. J Subst Use. 2019;24:55–60.

Pavlovská A, Miovský M, Babor TF, Gabrhelík R. Overview of the European university‐based study programmes in the addictions field. Drugs Educ Prev Policy. 2017;24:485–491.

Lososová A, Johnson KA, Sinkele W, Obot IS, Miovský M. Overview of university‐based academic programs in addiction studies in Africa. J Subst Use. 2021;26:102–106.

Australian Council for Educational Research (ACER) . The Australian Education System: Foundation Level. Diplomatic Academy: Education Learning and Development Module. Canberra: Australian Government, Department of Foreign Affairs and Trade. 2018. Available from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=eas. Accessed 10 May 2022

New Zealand Qualifications Authority . The New Zealand qualifications framework. 2016. Available from: https://www.nzqa.govt.nz/assets/Studying‐in‐NZ/New‐Zealand‐Qualification‐Framework/requirements‐nzqf.pdf. Accessed 18 October 2022

Australian Qualifications Framework Council . Australian qualifications framework. South Australia: 2nd ed; 2013.

New Zealand Qualifications Authority . Tertiary education. Available from: https://www.nzqa.govt.nz/qualifications-standards/understanding-nzqf/tertiary-education/. Accessed 11 July 2022

Impel . New Zealand Education System. Available from: https://impeloverseas.com/study‐abroad/study‐in‐new‐zealand/new‐zealand‐education‐system/. Accessed 18 October 2022

Jackson C. Australia has one of the best higher education systems in the world. Data snapshot 2019. Sydney: Universities Australia; 2019.

Miovsky M, Volfova A, Johnson K, Peters R, Koutsenok I, Heaps M, et al. New trends in education and training programs in addictions at the higher education and university levels. Adiktologie. 2021;21:201–209.

Roche AM, Pidd K. Alcohol and other drugs workforce development issues and imperatives: setting the scene. South Australia: Adelaide: National Centre for Education and Training on Addiction (NCETA), Flinders University; 2010.

Drugs Policy and Services Branch . The Victorian alcohol and other drugs workforce development strategy—minimum qualification strategy. 2006. Available from: https://www.health.vic.gov.au/sites/default/files/migrated/files/collections/research‐and‐reports/m/aod‐minimum‐qualifcation‐strategy‐2004.pdf. Accessed 12 January 2023

Pidd K, Roche AM, Carne A. The Role of VET in Alcohol and Other Drugs Workforce Development. South Australia: Adelaide: National Centre for Education and Training on Addiction (NCETA), Flinders University; 2010.

Roche AM, White MR. Alcohol and other drug VET qualifications and training providers database. Adelaide: National Centre for Education and Training on Addiction (NCETA), Flinders University; 2011.

Addiction Practitioners' Association Aotearoa‐New Zealand . Addiction Intervention Competency Framework: A competency framework for professionals specialising in Problem Gambling, Alcohol and other Drug and Smoking Cessation intervention. Wellington: DAPAANZ. 2011. Available from: https://dapaanz.org.nz/wp‐content/uploads/dapaanz_addiction_intervention_competency_framework.pdf. Accessed 13 June 2022

Te Pou. Addiction Education Pathways Tool. Available from: https://www.tepou.co.nz/initiatives/addiction‐education‐pathways‐tool. Accessed 31 January 2023

Roche AM, Duraisingam V, Wang P, Tovell A. Alcohol and other drugs, mental health and comorbidity: a training review. Adelaide: National Centre for Education and Training on Addiction (NCETA), Flinders University; 2009.

International Affairs Office, U. S. Department of Education . Structure of the U.S. Education System: Associate Degrees. 2008. Available from: http://www.ed.gov/international/usnei/edlite-index.html. Accessed 11 March 2020

World Health Organization (WHO) . Fifty‐Second World Health Assembly. 1999. Available from: http://apps.who.int/gb/archive/pdf_files/WHA52/ew24.pdf. Accessed 6 November 2022

Haber P, Murnion BP. Training in addiction medicine in Australia. Subst Abuse. 2011;32:115–119. PubMed

Lubman DI, Jurd S, Baigent M, Krabman P. Putting “Addiction” back to Psychiatry: The RANZCP Section of Addiction Psychiatry. Australas Psychiatry. 2008;16:39–43. PubMed

Csiernik R, McGaghran C. Meeting professional competencies through specialized distance education: the McMaster University addiction studies program. J Teach Soc Work. 2013;33:566–577.

Galea‐Singer S, Newcombe D, Farnsworth‐Grodd W, Sheridan J, Adams P, Walker N. Challenges of virtual talking therapies for substance misuse in New Zealand during COVID‐19 pandemic: an opinion piece. N Z Med J. 2020;133:104–111. PubMed

Lososová A, Searcy CM, Volf O, Volfová A, Mulvey KP, Miovský M. Global addiction university education: a survey of members of International Consortium of Universities for Drug Demand Reduction (ICUDDR). J Subst Use. 2024;1–9.

Karpinski J, Ajjawi R, Moreau K. Fellowship training: a qualitative study of scope and purpose across one department of medicine. BMC Med Educ. 2017;17:223. PubMed PMC

International Education Specialists (IDP) . Education system in Australia. Available from: https://www.idp.com/global/studyabroad/destinations/australia/educationsystem/. Accessed 10 October 2022

Quality Indicators for Learning and Teaching . Graduate outcomes survey—longitudinal. Medium‐Term Graduate Outcomes in Australia National Report, February 2024. Available from: https://qilt.edu.au/surveys/graduate-outcomes-survey---longitudinal-(gos-l)#anchor-2. Accessed 30 July 2024

Australian Government, Department of Education . Australian Strategy for International Education 2021‐2030. Available from: https://www.education.gov.au/australian‐strategy‐international‐education‐2021‐2030/resources/australian‐strategy‐international‐education‐2021‐2030. Accessed 27 December 2022

Roche AM, Skinner N, McEntee A. The green and the grey: the differing professional development needs of early and mid/late career substance use workers. Drugs Educ Prev Policy. 2022;29:587–594.

Butler S. Addiction counsellors in the Republic of Ireland: exploring the emergence of a new profession. Drugs Educ Prev Policy. 2011;18:259–302.

Edwards G, Babor TF, editors. Addiction and the making of professional careers. New Brunswick, New Jersey: Transaction Publishers; 2012.

White S. A grounded theory of postgraduate addiction education. Doctor of Philosophy in Health Sciences Thesis: The University of Auckland; 2023. Available from: https://researchspace.auckland.ac.nz/bitstream/handle/2292/66286/White‐2023‐thesis.pdf?sequence=1&isAllowed=y. Accessed 30 July 2024

Adams PJ, Sellman D, Newcombe D, Adamson S, White S, Deering D, et al. Postgraduate alcohol and other drug practitioner training in New Zealand: significant influences. J Stud Alcohol Drugs. 2017;78:468–474. PubMed

Te Pokāi Tara Universities New Zealand . Building Māori success. Available from: https://www.universitiesnz.ac.nz/sector‐research‐issues‐facts‐and‐stats/building‐ma%CC%84ori‐and‐pacific‐success/building‐m%C4%81ori‐success. Accessed 13 January 2023

Dow KL, Braithwaite V. Review of higher education regulation: report. Canberra: Commonwealth of Australia; 2013.

Te Pokāi Tara Universities New Zealand . Programme approval and accreditation/CUAP. Available from: https://www.universitiesnz.ac.nz/quality-assurance/programme-approval-and-accreditation-cuap. Accessed 13 June 2022

National Addiction Studies Accreditation Commission (NASAC) . Curriculum Guidelines. Available from: https://nasacaccreditation.org/guidelines/. Accessed 12 January 2023

Universities Australia. About Universities Australia . Available from: https://www.universitiesaustralia.edu.au/about/. Accessed 6 January 2023