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Higher Education and Inherent Requirements: Beyond Inherency to Coherency
journal contribution
posted on 2022-09-29, 03:08 authored by Tim CorcoranTim Corcoran, Ben WhitburnBen Whitburn, Trevor MccandlessTrevor MccandlessAbstract
tttttThis paper examines how inherency, established in statements universities produce asserting the core abilities necessary to enter and qualify for their degrees, connects with employment in accredited professions, creating barriers for people with disabilities and related conditions. There is no consistent definition of inherent requirements (ir s) across higher education internationally. To assist the ongoing development of ir s, our discussion is set out across three parts. We start by reviewing the origins of ir s highlighting an inconsistency in form and content across the sector. We then provide an analysis of two ir statements from actual institutions noting how they position disability, ability, and the competencies deemed inherent to teaching and learning. Finally, we examine areas where governance and policy, teaching and learning, and employability, can potentially change how ir s are deployed in future practice. Our goal is to shift academic and work-related requirements beyond inherent possessive limitations to coherent performative prospects.
tttttThis paper examines how inherency, established in statements universities produce asserting the core abilities necessary to enter and qualify for their degrees, connects with employment in accredited professions, creating barriers for people with disabilities and related conditions. There is no consistent definition of inherent requirements (ir s) across higher education internationally. To assist the ongoing development of ir s, our discussion is set out across three parts. We start by reviewing the origins of ir s highlighting an inconsistency in form and content across the sector. We then provide an analysis of two ir statements from actual institutions noting how they position disability, ability, and the competencies deemed inherent to teaching and learning. Finally, we examine areas where governance and policy, teaching and learning, and employability, can potentially change how ir s are deployed in future practice. Our goal is to shift academic and work-related requirements beyond inherent possessive limitations to coherent performative prospects.
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Journal of Disability Studies in EducationPagination
1 - 23Publisher
BrillPublisher DOI
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2588-879XeISSN
2588-8803Usage metrics
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