2018
Prince, R. 2018-02-16. School-leaving and university entrance assessments in explaining performance in Engineering studies. 4th Biennial Conference of the South African Society for Engineering Education. University of Cape Town. http://hdl.handle.net/11427/27592
2019
Prince, R., & Mutakwa, D. (2019). The diagnostic potential of admissions tests for South African higher education. In Proceedings of the 8th Research in Engineering Education Symposium: Making Connections (pp. 664-672).
2021
Jappie, N. (2021). Higher education: Sustaining the future of students during a pandemic. In M. Carmo (Ed.), International Conference on Education and New Developments (END 2021) (pp. 605-609). Portugal.
Jappie, N.B. (2021). Reconfiguring & reshaping work integrated learning (WIL) for employability beyond COVID. In M. Carmo (Ed.), Education and New Development 2022 - Volume II (pp. 456-460). World Institute for Advanced Research and Science (WIARS).
2022
Prince, R., & Simpson, Z. (2022). Does higher education entrance assessment in academic literacy predict success in engineering study? In 2022 IEEE International Professional Communication Conference (ProComm) (pp. 166-171). Limerick, Ireland. https://doi.org/10.1109/ProComm53155.2022.00033
2023
Sango, T. (2023). Understanding the motivation factors of prospective students in the STEM disciplines. In D. Mhakure & C. Skelton (Eds.), Proceedings of the 28th Annual National Congress of the Association for Mathematics Education of South Africa. ISBN: 978-0-6397-8397-0.
2024
Sango, T., & Mudavanhu, P. (2024). Assessment for early diagnostics with computer-adaptive technology. In M. Matabane, C. Clemence & J. Thomas (Eds.), Proceedings of the 29th Annual AMESA National Congress, Volume 2. ISBN: 978-0-7961-8042-1. https://www.amesa.org.za/AMESA2024/Volume2.pdf