There has been extensive research done with a view to explaining the processes of transition into tertiary study and the factors that may be associated with student attrition. This paper consolidates the authors' research in relation to the transition of students into adult and tertiary bridging programs and undergraduate university study and presents an alternative approach to the use of objective conditions such as financial challenges and first-in-family status in explaining the attrition phenomenon. Identity theory is used as the basis to develop a theoretical framework that will assist educators working in these areas to engage more fully with and assist students to develop the academic and scholarly identity necessary to sustain appropriate and effective academic behaviours during the transition into tertiary education.

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Purpose -The purpose of this paper is to provide executive management at a regional university with empirical data to justify, or otherwise, a substantial outlay of funds to support bicycle commuting as a viable strategy for the reduction of traffic congestion. Design/methodology/approach -A custom designed questionnaire was completed by 270 participants who were enrolled in a first year undergraduate science, technology and society course which focussed on the environment and sustainability issues. The questionnaire targeted the likelihood that participants would use a bicycle to commute to university and the factors which influenced the decision to bicycle commute. Findings -Principal components analysis identified a common underlying construct which addressed the likelihood to ride to university and involved the opportunity to ride on bike paths, the availability of appropriate facilities at the institution, knowledge of other people who rode to university and the number of study contact hours on a given day. Qualitative analysis identified route safety as the primary factor influencing the decision to bicycle commute. No association was identified between the likelihood to bicycle commute and the participants' confidence or experience level in riding a bicycle. While the study provides evidence to support the expenditure required to develop an appropriate built environment which facilitates bicycle commuting, it indicates that such action taken in isolation will have minimal effect on increasing this mode of commuting.Research limitations/implications -The study was conducted to meet the needs of a particular institution and is not considered generally applicable. However, it provides a framework for others who may wish to conduct similar research. Originality/value -This study targets a perceived gap in the literature in relation to the attitude of tertiary students towards bicycle commuting and provides empirical evidence to support bicycle commuting as a sustainable transport option.

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This study examines the academic performance of students in a first year undergraduate mathematics course at a regional university. A custom designed questionnaire which assessed study behaviours, staff support and peer and family relationships and the levels of mathematics efficacy and anxiety was completed by 162 students. The study established a wide range of mathematical efficacy based upon the number and type of mathematics courses completed at the secondary level of education and identifies this as the primary factor in student failure in the course. The need for institutions to acknowledge the diversity of student preparedness in mathematics at the first year undergraduate level and respond through the use of academic staff with appropriate educational training and a caring and supportive teaching pedagogy is described. The capacity of a single one-size-fits-all mathematics course in the first semester of undergraduate study to meet the needs of all students is discussed.

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