Bachelor of Property and Real Estate/Bachelor of Commerce

1.  Discipline-specific knowledge and capabilities: appropriate to the level of study related to a discipline or profession.

• Apply a broad and coherent knowledge of the scientific disciplines of mathematics, physics, chemistry, biology and the environment within the chosen major area(s) of study to demonstrate a deep understanding of scientific facts, scientific practices and the edifice of science.

• Apply technical knowledge and skills and use them in a range of activities, in a professional and/or academic setting within the major area(s) of study; this application of technical knowledge and skills being characterised by:

- Demonstrable in-depth knowledge of scientific methods and tools, and
- Demonstrable proficiency in the utilisation of chosen major area(s) knowledge.;

• Use hypotheses, laws, facts and theories to investigate, test, analyse, and evaluate scientific data and demonstrate autonomy, well-developed judgement and responsibility to argue about characteristics and aspects of scientific theory in the advancement of science.

• Demonstrate broad knowledge of science concepts, methods, and the nature of science including, what science is and how science works, and the role of Science in society through an in-depth knowledge within (a) chosen major area(s) of study.

• Consistently and autonomously select and apply technical knowledge and skills to determine acceptable scientific methods of inquiry for observation, experimentation and inference of scientific data.

• Integrate and apply knowledge safely, within diverse science contexts, to collect and analyse scientific data, to evaluate and investigate of scientific problems, and to interpret and present logical arguments and results taking into account multiple perspectives including ethical, social and political factors underlying scientific breakthroughs.

2.  Communication: using oral, written and interpersonal communication to inform, motivate and effect change.

• Demonstrate listening skills and the ability to use a range of communication skills to accommodate, encourage and answer audience questions.

• Articulate the boundaries or limits of scientific information, experimental or field data, discuss error, probability, uncertainty, conclusions and arguments.

• Judge how well to present essential details of scientific procedures, key observations, results and conclusions in a professional manner using appropriate style, language and references including local, national, and international contributions or contexts.

• Use written, oral, visual and interpersonal communication skills and styles to elaborate and explain on the meaning and implication of scientific results, information, or arguments to specialist and non-specialist audience.

• Use different genres of communication including formal and informal modes to engage and inform peers, experts and lay person about the nature of science, its implications and impacts and the controversies surrounding scientific inquiry.

• Use a range of tools and techniques to document details of procedures, key observations, results and conclusions and present a clear and coherent argument to specialist and non-specialist audiences.

3.  Digital literacy: using technologies to find, use and disseminate information.

• Use well-developed technical skills, judgement and responsibility to independently locate, analyse, evaluate the merits of, synthesise and disseminate scientific literature, information, data and results.

• Use web-based resources, digital tools and technology to find, use, evaluate, analyse, synthesise and disseminate scientific information, scientific data and results.

4.  Critical thinking: evaluating information using critical and analytical thinking and judgment.

• Locate and evaluate scientific information from multiple sources and use scientific methods and frameworks to structure and plan observations, experimentation or fieldwork investigations.

• Use critical and analytical thinking and judgement to analyse, synthesise and generate an integrated knowledge, formulate hypotheses and test them against evidence-based scientific concepts and principles.

• Collect, record and evaluate scientific information or data from a variety of sources including self-selected sources and criteria related to the aims of the inquiry using appropriate methodologies.

• Systematically and methodically discriminate between assertion or personal opinion and information substantiated by robust evidence.

• Reveal insightful patterns, differences or similarities by interpreting and evaluating complex view points by asking rigorous questions to formulate hypotheses and test them against scientific facts, laws, principles and evidence.

5.  Problem solving: creating solutions to authentic (real world and ill-defined) problems.

• Use initiative and creativity in planning, identifying and using multiple approaches to recognise, clarify, construct and solve problems taking into account relevant contextual factors.

• Advocate scientific methodologies, hypotheses, laws, facts and principles to create solutions to authentic real world problems.

• Propose one or more creative solutions that indicates a deep comprehension of the problem, ability to prioritise tasks, reflect on possibilities, judge the pros and cons of various solutions within a given context and formulate a logical solution.

• Provide detailed and insightful scientific explanation and guidance to implement solutions in a manner that addresses multiple contextual factors and facets of the problem.

6. Self-management:          working and learning independently, and taking responsibility for personal actions.

• Take personal, professional and social responsibility within changing professional science contexts to develop autonomy as learners and evaluate own performance.

• Work autonomously, responsibly and safely to solve unstructured problems and actively apply knowledge of regulatory frameworks and scientific methodologies to make informed choices.

• Consistently consider the scientific context, background information, ethical consideration and intellectual property issues to demonstrate a framework of accountability, honesty and responsibility for own scientific learning.

• Practice safety policies, compliance procedures and follow regulations when investigating, experimenting or conducting fieldwork and present data and evidence collected with accuracy and rigour, while acknowledging the contributions made by others.

7. Teamwork: working and learning with others from different disciplines and backgrounds.

• Work independently and collaboratively as a team to contribute towards achieving team goals and thereby demonstrate interpersonal skills including the ability to brainstorm, negotiate, resolve conflicts, managing difficult and awkward conversations, provide constructive feedback and work in diverse professional, social and cultural contexts.

• Consistently complete all assigned tasks by deadline, proactively assist others, lead, contribute to ideas and teamwork by engaging in research, constructive discussions, debates, arguments and dissemination of information in a manner that resolves conflicts and germinates ideas for further exploration.

8.  Global citizenship: engaging ethically and productively in the professional context and with diverse communities and cultures in a global context

• Apply scientific knowledge and skills with a high level of autonomy, judgement, responsibility and accountability in collaboration with others to articulate the place and importance of science in the local and global community.

• Demonstrate ethical, professional, social and cultural awareness and apply a framework of accountability, honesty and responsibility that indicates professionalism, objectivity and an unbiased position when working with others, including members of the society.