Higher Education and Inherent Requirements: Beyond Inherency to Coherency

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 accredited professions, creating barriers people disabilities related conditions. There is no consistent definition of inherent requirements ( ir s) across higher education internationally. To assist ongoing development s, our discussion set out three parts. We start by reviewing origins s highlighting an inconsistency form content sector. then provide analysis two from actual institutions noting they position disability, ability, competencies deemed teaching learning. Finally, we examine areas where governance policy, learning, employability, can potentially change are deployed future practice. Our goal shift academic work-related beyond possessive limitations coherent performative prospects.