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Higher education and inherent requirements: beyond inherency to coherency

Higher education and inherent requirements: beyond inherency to coherency
Higher education and inherent requirements: beyond inherency to coherency
This 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.
2588-879X
Corcoran, T.
7e55930f-889c-4052-9638-7a1baaaaa25d
Whitburn, B.
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
McCandless, T.
dc2d2620-359e-4cd2-9d4c-d848a8750e4f
Corcoran, T.
7e55930f-889c-4052-9638-7a1baaaaa25d
Whitburn, B.
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
McCandless, T.
dc2d2620-359e-4cd2-9d4c-d848a8750e4f

Corcoran, T., Whitburn, B. and McCandless, T. (2022) Higher education and inherent requirements: beyond inherency to coherency. Journal of Disability Studies in Education. (doi:10.1163/25888803-bja10014).

Record type: Article

Abstract

This 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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Accepted/In Press date: 23 June 2022
Published date: 23 June 2022

Identifiers

Local EPrints ID: 470940
URI: http://eprints.soton.ac.uk/id/eprint/470940
ISSN: 2588-879X
PURE UUID: aee2d809-f003-42ff-a416-fca4218e2ecb
ORCID for B. Whitburn: ORCID iD orcid.org/0000-0003-3137-2803

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Date deposited: 21 Oct 2022 16:34
Last modified: 31 Jan 2023 03:07

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Contributors

Author: T. Corcoran
Author: B. Whitburn ORCID iD
Author: T. McCandless

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