2018 Prince, R. (2018, February 14–16). School-leaving and university entrance assessments in explaining performance in Engineering studies [Paper presentation]. 4th Biennial Conference of the South African Society for Engineering Education, University of Cape Town, South Africa. 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). Research in Engineering Education Network.

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). inScience Press.

2022 Jappie, N. B. (2022). Reconfiguring & reshaping work integrated learning (WIL) for employability beyond COVID. In M. Carmo (Ed.), Education and New Developments 2022: Volume II (pp. 456–460). inScience Press.

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). IEEE. 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). AMESA.

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). AMESA. https://www.amesa.org.za/AMESA2024/Volume2.pdf