Inherent requirements – Construction management

This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:

• Child protection and safety legislation (including the ability to pass a Working with Children Check)
• Criminal history/police checks
• Occupational health and safety
• Anti-discrimination legislation

Rationale

Knowledge, understanding and compliance with legislative, regulatory, and professional standards are essential to ensure students engage safely, ethically, and responsibly in all learning activities, site visits, and placements.

Examples

• Demonstrate understanding of the National Construction Code, Victorian Building Regulations, and planning frameworks
• Apply workplace health and safety principles, including risk assessment and incident reporting, in class and site-based learning
• Interpret and comply with contract law and procurement processes.

This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. 

Examples include:

• complying with academic and non-academic conduct codes and policies, including academic integrity policies
• understanding and complying with professional standards, codes of practice and guidelines.

Rationale

Students are expected to uphold ethical, academic and professional standards by engaging responsibly, respectfully and collaboratively throughout their studies.

Examples

• Apply fairness, inclusivity and confidentiality when handling project data and collaborating with peers, staff and industry partners
• Explore ethical issues in construction management, such as contract administration, sustainability and professional codes of practice
• Uphold equity and inclusion in teamwork and engage ethically with industry standards and accreditation expectations.

Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. 

Examples include the ability to:

• understand and comply with all relevant workplace health and safety policies and practices
• identify and respond to alarm systems
• understand and demonstrate compliance with current scope of practice
• manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements and the role/s for which the study typically equips the graduate.

Rationale

Understand and apply safe work practices in all construction-related learning activities.

Examples

• Follow all university and site safety protocols during classes, labs and construction visits
• Complete required inductions (e.g., WorkSafe, site briefings) before participating in practical activities
• Use PPE correctly and maintain a safe workspace
• Recognise and respond to safety signs, alarms and procedures during learning or simulated site tasks
• Apply basic risk assessment in class projects and seek supervision when unsure or working in higher-risk situations to ensure everyone’s safety.

This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. 

Examples include:

• Focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
• Ability to reflect and take personal responsibility
• Ability to apply knowledge in practical and theoretical assessment settings.

Knowledge & cognitive

Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.

Rationale

Understanding and applying course concepts requires cognitive skills such as focus, memory, critical thinking, attention to detail and analytical reasoning to interpret information and make sound academic and project decisions.

Examples

• Apply construction knowledge to analyse case studies, design tasks, and project documents.
• Interpret drawings, codes, and specifications to support decisions in class projects.  Use evidence-based data to justify recommendations.
• Demonstrate critical thinking and attention to detail when reviewing technical or safety information, and adapt to feedback using sound reasoning and judgement.

Metacognition

Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.

Rationale

Developing self-awareness and reflective thinking helps students evaluate their learning, decision-making and professional growth. 

Examples

• Reflect on completed projects to identify strengths and areas for improvement.
• Evaluate personal decisions in tasks such as scheduling or communication and adapt strategies for better outcomes.
• Consider ethical and cultural factors when working in diverse teams.
• Learn from challenges through feedback and self-evaluation, taking responsibility for contributions and professional growth.

This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). 

Please note: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF).  

Examples include:

• capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments.
• producing clear, accurate documentation relating to practical tasks.

Rationale

Strong English reading and writing skills are essential for success in construction management studies. 

Examples

• Interpret and apply information from construction literature, codes, and standards in reports and case studies.
• Produce clear, well-structured written work such as project or cost reports using correct academic conventions.
• Author professional correspondence and use discipline-specific terminology accurately and ethically.

This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. 

Please note: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF). 

Examples include:

• competent reasoning and reliable accuracy with numerical concepts
• ability to perform basic mathematical tasks.

Rationale

Numeracy skills are essential for engaging with quantitative information in construction management studies. Students need to develop accuracy and confidence in applying mathematical and statistical principles to analyse data, costs and schedules.

Examples

• Calculate quantities, budgets, and cost plans for coursework and design projects.
• Apply mathematical and statistical reasoning to assess productivity, scheduling, and risk in simulations or case studies.
• Interpret numerical data from drawings and use spreadsheets for analysis to support project decisions and reporting.

This includes verbal, non-verbal and written communication. 

Examples include:

• Verbal communication in English to a standard that allows fluid, clear and comprehensible two-way discussions.
• Ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication.
• Ability to produce English text to the expected standard (Please note: This is a skill that may be developed throughout a course and should be identified as such in any inherent requirements statement).

Communication - Verbal

Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.

Rationale

Effective verbal communication enables students to engage in discussions, collaborate on projects, and participate in industry-based learning. 

Examples

• Communicate clearly and professionally in group work, workshops, and industry-based learning.
• Present project information confidently to academic or professional audiences and respond accurately to instructions and feedback. 

Communication - Non-verbal

Non-verbal communication skills that enable respectful communication with others.

Rationale

Non-verbal communication helps students engage respectfully in group work, presentations and professional learning. Interpreting and responding to cues such as tone, gestures and posture supports teamwork and collaboration.

Examples

• Recognise and respond to non-verbal cues during presentations, workshops, and teamwork.
• Demonstrate respectful body language and adjust tone or gestures to suit different contexts and audiences.
• Use non-verbal strategies to support teamwork, manage tension, and show active listening through eye contact and positive gestures.
• Present with confident posture and tone to convey professionalism.

Communication - Written

Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.

Rationale

Effective written communication in English is vital for producing clear, structured and precise writing that meets academic and professional standards. 

Examples

• Communicate complex technical and managerial concepts clearly in reports, tenders, and documentation.
• Use accurate, context-appropriate language that meets academic and industry standards.
• Prepare well-structured written work for project planning, risk management, and compliance, tailoring communication to intended audiences.

This includes visual, auditory and tactile capacity. 

Please note: Care must be taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. 

Examples include the ability to:

• interact with visual inputs sufficiently to manage learning environments
• interact with auditory inputs sufficiently to manage learning environments
• respond to tactile input and provide appropriate tactile interaction.

Sensory ability - Visual

Ability to interact with visual inputs sufficiently to manage learning environments.

Rationale

Visual literacy is essential for accurately interpreting plans, design details, and spatial layouts to support effective learning. 

Examples

• Interpret technical drawings, plans, and digital models such as BIM or CAD in coursework and simulations.
• Identify hazards, design conflicts, and compliance issues using visual data.
• Observe and analyse construction elements on site or in digital environments to detect changes, assess performance, and support reporting.

Sensory ability - Auditory

Ability to interact with auditory inputs sufficiently to manage learning environments.

Rationale

Listening is critical for skill development supporting teamwork, awareness and professional communication in both simulated and real environments. 

Examples

• Follow instructions and safety briefings in workshops and site activities
• Respond appropriately to feedback from staff or mentors and contribute effectively to team discussions and decision-making
• Distinguish key information in group or industry settings and demonstrate active listening and professionalism when engaging with clients, guest speakers or peers.

Sensory ability - Tactile

Ability to respond to tactile input and provide tactile interaction.

Rationale

Tactile awareness is essential for working with materials, models and tools where precision, care and safety are critical.

Example

Safely handle materials, tools and models requiring manual precision and tactile control to ensure safety, accuracy and care in construction-related activities.

This includes both gross and fine motor ability. 

Please note: Care must be taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. 

Examples include:

• strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
• manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course.

Motor ability - Gross 

Strength, range of motion, coordination and mobility.

Rationale

Construction management students need adequate physical ability, coordination and mobility to participate safely in site-based learning.

Examples

• Move safely through simulated or real construction environments, including uneven or elevated areas
• Participate in field and lab activities while following safety procedures. 

Motor ability - Fine

Manual dexterity and fine motor skills.

Rationale

Fine motor skills and manual dexterity support drafting, measuring, and operating digital or physical tools with accuracy and control. 

Examples

• Use precision tools such as callipers, laser levels, and surveying instruments during workshops and fieldwork
• Operate CAD, BIM, and project software requiring fine manual control, and complete accurate technical or safety documentation
• Handle materials and equipment carefully, maintaining precision, coordination, and attention to detail in all practical tasks.

This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors. 

Examples include the ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement.

Rationale

Construction management students must sustain focus, accuracy, and professional judgement during extended periods of cognitive, technical and practical work.

Examples

• Maintain focus and composure during extended classes, site visits, or group project sessions.
• Manage multiple tasks and decisions under pressure while maintaining accuracy, teamwork and ethical conduct.
• Stay engaged and productive through long project phases.
• Respond calmly and professionally to unexpected challenges in learning and assessment environments.

This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. 

Please note: Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. 

Examples include:

• ability to adjust ways of working to work within teams of varied personal and professional backgrounds
• being receptive and responding appropriately to constructive feedback
• maintaining respectful communication practices in times of increased stressors or workloads
• adjusting to changing circumstances in a way that allows self-care.

Rationale

Behavioural adaptability is required for students to maintain composure, teamwork and emotional resilience in dynamic learning environments and to recognise when to pause or seek support to sustain wellbeing and performance.

Examples

• Adjust approaches to collaborate effectively in diverse teams and manage emotions constructively during project challenges or feedback.
• Communicate calmly and respectfully under pressure, adapting to changing conditions while maintaining professionalism and wellbeing.
• Recognise when to seek support or rest to sustain focus, balance, and ongoing engagement in study activities.