The University of Newcastle, Australia

Inherent requirements for Bachelor of Development Studies

The University of Newcastle (UON) supports the rights of all people who wish to pursue a Bachelor of Developmental Studies.

To support potential and current students' decision-making a series of inherent requirement statements have been developed. These statements specify the program requirements of the Bachelor of Developmental Studies for student admission and progression. The statements are clustered under seven domains consisting of ethical behaviour, behavioural stability, communication, cognition, relational skills and reflective skills.

How to read the inherent requirements statements:

If you are intending to enrol in the Bachelor of Development Studies, you should review these inherent requirement statements and carefully consider whether you can meet these requirements. If you think you may experience challenges for any reason, including a disability or chronic health condition, you should discuss your concerns with the AccessAbility Service. These staff can work collaboratively with you to determine whether reasonable adjustments can be made to assist you to meet the inherent requirements. Where it is determined that a student cannot meet the inherent requirements of a program even with reasonable adjustments, the University staff can provide guidance regarding other study options.

Each inherent requirement is made up of the following five levels:

  • Level 1 - introduction to the inherent requirement
  • Level 2 - description of what the inherent requirement is
  • Level 3 - explanation of why this is an inherent requirement of the program
  • Level 4 - the nature of any adjustments that may be made to allow you to meet the inherent requirement
  • Level 5 - examples of things you must be able to do to show you've met the inherent requirement

There are seven domains of inherent requirements in the Bachelor of Development Studies. Some domains have a number of sub-domains.

  1. Ethical Behaviour
  2. Behavioural Stability
  3. Communication
  4. Knowledge and Cognition
  5. Relational skills
  6. Reflective skills
  7. Sustainable performance

Inherent Requirement statements:


1. Ethical Behaviour

Introduction

Students are governed by UON policies, procedures and guidelines, and must be accountable and responsible for ensuring appropriate behaviour in all contexts.

Description

Student demonstrates knowledge of, and engages in ethical behaviour.

Justification

Compliance with the codes, guidelines and policies facilitates safe, competent interactions and relationships for students and/or the people with whom they engage. This ensures the physical, psychological, emotional and spiritual wellbeing of the individual is not placed at risk.

Adjustments

Must not compromise policies, procedures and guidelines or result in unethical behaviour.

Exemplars

Complying with the UON Code of Conduct and the Student Conduct Rule.

Develop a frame of reference with which to reflect on moral and confronting challenges.

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2. Behavioural Stability

Introduction

Behavioural stability is required to function and adapt effectively and sensitively in any development role.

Description

Student demonstrates behavioural stability to work constructively in a diverse and changing academic and international environment, which may at times be challenging and unpredictable.

Justification

Behavioural stability is required to work individually and in teams in diverse and changing environments. Students will be exposed to situations that could be challenging or unpredictable, and will be required to have the behavioural stability to manage these adequately, objectively and professionally.

Adjustments

Must support stable, effective and professional conduct in both academic and non-academic settings.

Exemplars

Being receptive and responding appropriately to unit expectations, including constructive feedback.

Managing own emotional state in a creative and innovative environment that requires students to work on unexpected challenges.

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3a. Communication (verbal)

Introduction

Effective verbal communication, in English, is an essential requirement of this program. Communication must be respectful, clear, empathetic, honest and non-judgmental.

Description

Student demonstrates:

  • The ability to understand and respond to verbal communication accurately, appropriately and in a timely manner.
  • The ability to provide clear instructions in the context of the situation.

Justification

Adequate communication with team members is necessary for the execution of group projects and the delivery of solutions.

Effective communication is necessary for building successful teams and professional relationships.

Adjustments

For impaired verbal communication must address effectiveness, timeliness, clarity and accuracy issues.

Exemplars

Working effectively as a member of a group in sharing information.

Explaining a plan to academic staff, peers and clients.

Discussing concepts and ideas with academic staff and students.

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3b. Communication (non-verbal)

Introduction

Effective non-verbal communication is an essential requirement of this program. Communication must be respectful, clear, empathetic, honest and non-judgmental.

Description

Student demonstrates:

  • The capacity to recognise, interpret and respond appropriately to behavioural cues.
  • Consistent and appropriate awareness of own behaviours.
  • Sensitivity to individuals and awareness of cultural differences.

Justification

The ability to observe and understand non-verbal cues assists with building rapport with people and gaining the necessary trust and respect in academic, professional relationships.

Displaying consistent and appropriate facial expressions, eye contact, being mindful of personal space and boundaries is necessary to promote trust and demonstrate professionalism in academic and professional relationships.

Being sensitive to individual and cultural differences demonstrates respect and empathy, and permits the development of trusting relationships.

Adjustments

Must enable the recognition, interpretation and appropriate response to non-verbal cues as well as initiation of effective non-verbal communication in a timely and appropriate manner.

Exemplars

Recognising and responding appropriately to non-verbal cues in the classroom and in professional experience situations.

Demonstrating awareness of cross-cultural differences in non-verbal communication.

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3c. Communication (Written)

Introduction

Effective written communication, in English, is a fundamental responsibility of each student.

Description

Student demonstrates capacity to construct coherent written communication appropriate to style and formatting requirements and academic demands or circumstances.

Justification

Construction of written text based assessment tasks to the appropriate academic standard is required to demonstrate that the knowledge and understanding of relevant content has been acquired.

Adjustments

Must not compromise the necessary standards of clarity, accuracy and accessibility to ensure effective recording and transmission of information in both academic and professional experience settings.

Exemplars

Constructing a report to required academic standards including appropriate referencing of sources.

Preparing reports and assessments that match criteria, are appropriate to the intended audience, and are completed in a timely manner.

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4a.  Knowledge and cognitive skills

Introduction

Students must possess knowledge of and cognitive skills in, critical thinking, literacy and numeracy for application to their program of study.

Description

Student demonstrates:

  • The ability to comprehend and recall knowledge accurately.
  • The capacity to locate appropriate and relevant information.
  • The ability to process information relevant to assessment requirements.
  • The ability to integrate and implement knowledge in various assessment modes.

Justification

Satisfactory performance in assessments requires identifying, accurately extracting and understanding information from a range of sources, which must also be applied appropriately.

Adjustments

For knowledge or cognitive skills impairments must not compromise or impede student's ability to demonstrate the minimum acceptable level of knowledge and cognitive skill required to engage in assessment tasks.

Exemplars

Ability to conceptualise and apply appropriate knowledge in response to academic assessment items.

Ability to assess the need for innovation and develop a student's creative process with minimal access to resources.

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4b. Literacy (language)

Introduction

Competent literacy skills are essential to permit safe and effective practice of critical thinking in various settings.

Description

Student demonstrates:

  • The ability to acquire information and accurately convey appropriate and effective messages.
  • The ability to read and comprehend a range of literature and information.
  • The capacity to understand and implement academic conventions to construct written text in a scholarly manner.

Justification

The ability to acquire information and to accurately convey messages is fundamental to ensure safe and effective research, assessment, report writing.

The ability to read, decode, interpret and comprehend multiple sources of information is fundamental for applying knowledge to a range of settings.

Adjustments

Must not compromise the student's ability to demonstrate the minimum acceptable capacity to effectively acquire, comprehend, apply and communicate accurate information.

Exemplars

Conveying a spoken message accurately and effectively in classroom participation and during presentations.

Paraphrasing, summarising and referencing in accordance with referencing conventions.

Producing accurate, concise and clear documentation that meets legal and professional requirements for class presentations, assessments and research reports.

Presenting complex concepts in creative and non-traditional ways.

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5. Relational skills

Introduction

Students are required to engage socially and maintain relationships under a variety of circumstances.

Description

Students demonstrate:

  • The ability to make and maintain rapport with people.
  • The ability to engage in effective communication skills to convey innovative and creative thinking.
  • The ability to work in teams to achieve a shared goal/project.
  • The ability to display empathy when engaging with colleagues, professional and academic staff.

Justification

Highly developed relational skills are a cornerstone of effective relationships that permit effective communication and employment in development studies.

Adjustments

Adjustments must not compromise the student's ability to demonstrate minimal acceptable level of effective relational skills across the range of tasks.

Exemplars

Build rapport with other students in order to engage them in collaborative learning environments, team-based projects and blended learning practices.

Effectively managing difficulties arising in the online and face-to-face environments while engaging in learning activities.

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6. Reflective skills

Introduction

Students require self-awareness and the capacity to reflect on their learning experiences in order to transform their development practice within a range of contexts.

Description

Student demonstrates:

  • The ability to accurately reflect on feedback on assessments and performance.
  • The ability to accept feedback on their performance and respond constructively

Justification

Participation in outcomes based assessments is a key teaching strategy which requires adequately understanding ones competencies and abilities in order to appropriately engage in learning.

Self-awareness requires the ability to effectively manage one's reactions to situations that may arise.

Adjustments

Adjustments for reflective skills impairments must not compromise the student's ability to demonstrate an acceptable minimum level of capacity in this area.

Exemplars

Identifying when one's performance may be affected by an inability to reflect and adjust to feedback, or use feedback to enhance preparation for future assessment tasks.

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7. Sustainable performance

Introduction

Development Studies practice in the field requires both physical and mental performance at a consistent and sustained level.

Description

Consistent and sustained level of physical energy to complete a specific task in a timely manner and over time.

The capacity to maintain consistency and quality of performance throughout the designated period of time.

Justification

Sufficient physical and mental resilience is an essential requirement needed to perform tasks in an assigned period.

Adjustments

Must ensure that performance is consistent and sustained over a given period. Adjustments specific to the individual can be discussed with the Student Support Advisor.

Exemplars

Participating in tutorials and lectures.

Providing consistent participation during field based activities.

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