This study explores the attitudes of mathematics pre-service teachers, based on their initial exposure to a model-eliciting challenge. The new Curriculum and Assessment Policy Statement determines that mathematics students should be able to identify, investigate and solve problems via modelling. The unpreparedness of mathematics teachers in teaching modelling is widely recognized. Modelling was thus included for the first time in the mathematics education curriculum of a South African university. Based on their modelling exposure, the participants revealed their attitudes via an Attitudes towards Mathematics Modelling Inventory. The Mann Whitney U-test detected significant differences between gender and achievement groups. Most participants displayed positive attitudes towards modelling, even after this brief exposure. The main implications of the study are that the modelling competencies of mathematics pre-service-teachers could be strengthened during their formal education by lecturers that adopt an appropriate modelling pedagogy that takes cognizance of their attitudes, while gradually building their confidence

Globalization, growth, and competition are challenges faced by many postsecondary institutions across the world. Institutional researchers have a prominent role to play in examining the issues related to these challenges and alerting campus leaders to the impact they may have on the institution and higher education in general.

This inquiry contrasts motivation and learning strategies of ex-Mathematics (Maths) and ex-Mathematical Literacy (ML) students. ML ideally delivers candidates who can make sense of and actively participate in a world of numbers and numerical arguments, but ex-ML students are excluded from many undergraduate studies at most South African higher education institutions (HEIs). Institutions employ various strategies in enhancing student transition to higher education (HE), however, such options are rare for ex-ML students. A year-long foundation programme offered by a private HEI is one exception. This inquiry employed the Motivated Strategies for Learning Questionnaire and t-test, detecting significant differences in motivation and learning strategies between 111 ex-Maths and 81 ex-ML students. The intrinsic goal orientation, task value, self-efficacy, effort regulation and test anxiety-handling abilities of ex-Maths students were significantly superior. An integrated solution process addressing academic content and socialpsychological attributes to improve the motivation of ex-ML students in support of their academic development is proffered.

This study explores possible changes in the views of six faculty quality committees at a South African university. The initial investigation was replicated after five years and relates to the extent to which these committees perceive: (i) quality improvement as an indicator of faculty effectiveness; and (ii) faculties as the owners of quality. It was found that besides a far greater awareness of quality promotion, the committees also realised that quality must be shown to exist and that the processes of quality improvement are important. However, five years since their inception, most quality committees still view quality as 'something that exists out there'. The implication of the study is that higher education institutions should not only promote institution-wide quality cultures internally, but should expect it from each faculty.

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Vanweë 'n merkbare verhoging in die aantal van studente aan Suid-Afrikaanse openbare universiteite gedurende die afgelope twee dekades het aansienlik meer 'nietradisionele' studente dié sektor betree. Sodanige studente beskik tipies oor onbevredigende skoolprestasievlakke en kommunikasievaardighede (veral in Engels) en het meestal eerstegenerasie-status. Die Fakulteit Natuurwetenskappe aan die Universiteit van Johannesburg (UJ) het in 2007 'n Eerstejaar-Akademie, oftewel First Year Academy (FYA) gestig. Die FYA verteenwoordig 'n praktykgemeenskap vir die dosente van eerstejaars, bevorder optimale leer by studente en verwag van dosente om die fasilitering van hul leerstrategieë te optimaliseer. Navorsingsgewys is weinig bekend oor die rolaanpassings wat van die dosente van eerstejaars in natuurwetenskappe verwag (of waartoe hulle gedwing?) word om in sulke omstandighede te maak. Altesaam 53 eerstejaardosente (60% vroulik) was betrokke by 'n tipe Likertskaal-opname (literatuurgevalideerd). Die opname het persepsies aan die lig gebring ten opsigte van agt literatuurgebaseerde rolle wat dosente kan of behoort te vertolk wanneer hulle eerstejaarstudente onderrig, sowel as hul vaardigheid ter vervulling van sodanige rolle. Die Mann-Whitney U-toets het beduidende verskille in die persepsies van die belangrikheid van en vaardigheid in rolle tussen manlike en vroulike dosente getoon ten opsigte van sommige van die rolle. 'n Statisties beduidende verwantskap tussen hul geslag en die menings (asook optrede) van natuurwetenskapdosente vir eerstejaars aan UJ is ook te bespeur. Die bou van kapasiteit, gerig op die meer bedrewe vertolking van die rolle van kursusontwerper, onderriggewer, kursusbestuurder en eweknie-konsultant, word as uiters belangrik beskou. 'n Professionele ontwikkelingsprogram spesifiek vir hierdie doel ontwerp, is vanaf 2014 deur die Fakulteit Natuurwetenskappe se Eerstejaar-Akademie aangebied. Inleiding, agtergrond en doel van die navorsingSedert die negentigerjare het die Suid-Afrikaanse hoëronderwyssektor van 'n feitlik elite-na bykans 'n massastelsel omgeskakel. Read online:Role perceptions of lecturers of first year science students: A focus on gender differences. A marked increase in student enrolments in South African public universities over the last two decades, allowed substantially more 'nontraditional' students into the sector. These students typically have unsatisfactory levels of school performance, lack communication skills (especially in English) and mostly have first-generation status. The Faculty of Science at the University of Johannesburg (UJ) established its First Year Academy (FYA) in 2007. The FYA, a community of practice for lecturers of first-year students, promotes optimal student learning, and expects lecturers to optimise their facilitation of learning strategies. Not much is known (research-wise) about role adaptions that lecturers of first-year students (especially in science faculties) are expected (forced?) to make in such circumstances. A literature-validated Likerttype qu...

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Orientation: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). Research purpose: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. Motivation for the study: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI. Research design, approach and method: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. Main findings: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. Practical/managerial implications: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. Contribution or value-add: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.