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A central aim of university teaching is to transform students’ conceptual understanding of disciplinary knowledge. In order to achieve this, lecturers make decisions on subject matter and teaching ...

Cultivation of selected Cyclopia species, including C. subternata, is the only viable option to ensure that the current growth trajectory of the honeybush industry is maintained. Gaps in honeybush production knowledge still exist, including the optimum harvest season for production of good quality honeybush, as defined by the phenolic content of the leaves, which is related to bioactivity of extracts, as well as the sensory profile of the herbal tea. The aim of this study was to determine the optimal harvest season for achieving the maximum accumulation of phenolic compounds in the leaves of six genotypes (SGD2, SGD3, SGD6, STB1, SHL2, SKB3) under evaluation by the honeybush breeding programme of the Agricultural Research Council. The major phenolic compounds were quantified by HPLC-DAD. Plants were harvested in summer, autumn, winter and spring. The plant material was also processed to determine whether genotype and harvest season affect the sensory profile of honeybush tea as determined by descriptive sensory analysis. Both genotype and harvest season affected the phenolic content of the leaves and the sensory profile of the herbal tea. Overall, the summer harvest delivered the better product. SGD3 emerged as the genotype with the highest total phenolic content of the leaves (p

Although learning-centred education would be most effective if all medical educators held learning-centred beliefs, many educators still hold teaching-centred beliefs. A previously developed theoretical model describes a relationship between beliefs, educational identity and ‘mission,’ meaning that which inspires and drives educators. To increase our understanding of why educators hold certain beliefs, we explored the empirical relationship between educators’ beliefs and their awareness of their educational identity and mission. A qualitative study was conducted using in-depth interviews with medical educators. We performed a deductive thematic analysis employing two existing models to examine educators’ beliefs about teaching and learning and their awareness of their educational identity and mission. Educators demonstrated both teaching-centred and learning-centred beliefs, which aligned with an awareness of their educational identity and mission. While educators who were unaware of both their identity and mission displayed teaching-centred beliefs, educators aware of their identity and mission displayed learning-centred beliefs. Those who were aware of their identity, but not their mission, displayed either teaching- or learning-centredness. Medical educators’ awareness of identity and mission are related to their beliefs about education. Further research is needed into whether beliefs can change over time by increasing identity and mission awareness.

Musicians nowadays need to be able to work both creatively and collaboratively, often in a wider range of artistic, social and cultural contexts. A strong vision on conservatoire pedagogy is needed to reach this goal and at the same time align with the demands of higher education. At the start of the 21st century, renewal of curricula concentrated on implementing the teaching of a broader range of skills, knowledge and attitudes, including problem-solving, reflective, cooperative and communicative competences, as part of the Bologna process of implementing bachelor and master of music programmes. In semi-structured interviews, leaders of conservatoires in Belgium (Flanders) and the Netherlands reflected on their curriculum and revealed their observations and perceptions of its connection to professional practice. Based on a thematic analysis, conservatoire leaders’ observations and perceptions of the process of curriculum reform were identified. They indicated that teaching professionals continue to maintain an autonomous position, practising traditional forms of teaching and learning. Conservatoire leaders were rather hesitant in implementing new pedagogies, teaching principles and guidelines, due to a dedication to craftsmanship and a large amount of respect for the expertise of their teaching professionals.

The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of feedback skills. The participants were second-year bachelor students in pedagogical sciences (N = 111). They were assigned randomly to a practice condition, in which they practiced giving feedback on oral presentations, or a modeling example condition, in which a teacher demonstrated how to give feedback on a good and a bad presentation. Students then gave feedback to a presenter in a video (direct feedback measure). One week later, they gave each other peer feedback on oral presentations (delayed feedback measure). On the direct feedback measure, students in the modeling example condition used assessment criteria more often in their feedback, and produced significantly more overall feedback, and significantly more positive and negative judgments than students in the practice condition. There was no significant difference in the amount of elaboration and feed-forward between the two conditions. On the delayed feedback measure, there were no significant differences between the two experimental conditions. The results suggest that, at least in the short term, a modeling example can stimulate the use of assessment criteria and judgments in feedback. The results and implications for future research and practice are discussed.

Allelopathic effects were evaluated for a series of rotational crops, namely barley, canola, wheat, lupine, medic, lucerne (alfalfa) and ryegrass in laboratory studies. This followed on a field assessment of these crops to identify inter-species phytotoxic effects. Two different experiments to determine phytotoxicity effects of seed and seedling leachates were conducted under controlled conditions. The first experiment was set up in the laboratory to observe the mutual effect of seed leachates from the plant series. The second experiment was conducted in the laboratory to study the effect of seedling leachates from all the plants in the series on germination and early development of all other species. The phytotoxic activity observed for lupine and medic under controlled conditions, corresponds to results obtained in the field and confirms that these leguminous crops could be considered as living or terminated mulches for weed suppression. Crop mixtures containing legumes may provide weed suppression which would reduce dependency on herbicides that are associated with the development of weed resistance. Key words: Cumulative germination, inhibition, stimulation, phytotoxic leachates.

Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

Steam treatment of fresh, shredded plant material (0, 30, 60, 90 and 120 s) and dried, shredded green plant material (0, 1, 2, 3 and 4 min) of Cyclopia longifolia was investigated to reduce negative aroma notes, such as “green grass” and “hay/dried grass”, but without compromising the green leaf colour and phenolic content. Steam treatment not only decreased the vegetal aroma intensities, but also increased sweet, fruity intensities. The dried plant material was less susceptible to the impact of steam than the fresh plant material, and steam duration had little effect. Steam treatment had little impact on leaf colour, although the total chlorophyll content was decreased. The content of only two polyphenols, namely tetrahydroxyxanthone-di-O,C-hexoside isomer A and scolymoside, were slightly but significantly (P d -glucopyranosyliriflophenone and 3-β- d -glucopyranosyl-4-β- d -glucopyranosyloxyiriflophenone. It could thus make a substantial contribution to the dietary intake of these types of polyphenols.

Sensory profiling of fermented Cyclopia genistoides , C. subternata and C. maculata herbal teas indicated differences in their aroma profiles, supporting the need for species-specific aroma wheels to complement an existing generic honeybush sensory wheel to illustrate differences between Cyclopia species. Descriptive sensory analysis of the hot water infusions of a sample set (n = 44) of each species was performed by a trained panel. The defining positive aroma attributes of each species were indicated by scatter plots of the occurrence frequency of an attribute in the sample set against its mean intensity, as well as normal distribution curves fitted on the intensity distribution for each attribute. Collectively, the information captured in these plots directed the choice of attributes for each species-specific aroma wheel. The generic aroma attributes, “fynbos-sweet”, “fynbos-floral” and “woody”, common to the three Cyclopia species, as well as the defining aroma attribute(s) of a species were arranged in a wheel format, with each attribute representing a wedge of the wheel. The width of a wedge represents the relative intensity of an attribute, while wedges expanded length-wise serve as a simple visual identification of the defining attribute(s). The data of C. subternata , used to develop its species-specific aroma wheel, subsequently served as baseline data to benchmark selections and half-sib progenies of C. subternata . The sensory profiles of selections and half-sib progenies displayed higher intensities of the aroma attributes “fruity-sweet”, “apricot” and “hay/dried grass” than the baseline values. Infusions of a large C. subternata sample set (n = 74), including the 44 samples used for establishment of the aroma baseline values, were analysed for individual phenolic content to form a phenolic baseline data set. Similarly, the infusions of the selections and half-sib progenies contained higher levels of mangiferin, scolymoside and vicenin-2 than that of the baseline samples. Both sensory and phenolic qualities are evaluation criteria for selection of improved honeybush plant material.

Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as...

Aspalathus linearis is cultivated in the Western Cape and Northern Cape provinces of South Africa for the production of rooibos, a herbal tea with a global footprint. A total of 208 samples, spanning the two production areas, three production years and three quality grades, were collected to delineate the effect of production area and year on rooibos sensory properties, as well as to ensure large variation, required for revision of the rooibos sensory wheel. The samples were analysed using descriptive sensory analysis to provide comprehensive profiling of aroma, flavour, taste and mouthfeel attributes. The primary aroma characteristic profile of rooibos, previously described as “rooibos-woody”, “fynbos-floral” and “honey” was confirmed. Other aroma attributes that were perceived frequently and at high intensity in the sample set were “fruity-sweet”, “caramel” and “apricot”. Although not occurring as commonly as those of the primary aroma profile of rooibos, these attributes, manifested in samples from both production areas, forming a secondary aroma profile. In the present study the “hay/dried grass” aroma note appeared in 99% of the rooibos samples at low intensities and could therefore be considered to be part of the “characteristic” aroma profile of rooibos. No clear differences between production areas were evident, but production years could be distinguished based on differences in perceived aroma attribute intensities. The aroma wheel is more user-friendly as it will provide users, at a glance, with the relative importance of attributes (as determined by intensity and occurrence frequency). This is achieved by varying slice width according to the relative mean attribute intensity and the use of accompanying bar graphs indicating relative occurrence frequency of attributes. This quality control and “communication” tool can be used by industry to aid in the grading and marketing of rooibos tea.

The effect of oxidation temperature and time on the sensory characteristics of Cyclopia genistoides , C . subternata , C . maculata and C . longifolia was investigated to establish the optimum temperature × time combination for production of high quality honeybush herbal tea. The plant material was subjected to high-temperature oxidation (also known as “fermentation”) at 80 °C and 90 °C for 8, 16, 24 and 32 h. Descriptive sensory analysis was used to establish changes in the intensities of aroma, taste and mouthfeel attributes. The major positive aroma attributes, “fynbos-floral” and “fynbos-sweet”, were consistently high for all species, irrespective of fermentation temperature and can thus be considered defining aroma attributes of honeybush tea. Other positive aroma attributes such as “apricot/apricot jam” and “woody” contributed to species-specific profiles. No “new” sensory attributes developed during fermentation, the positive and negative sensory attributes were merely intensified and reduced, respectively. In general, these herbal teas became more “sweet” and “floral” with increasing fermentation time, while the “green” aroma notes decreased considerably, especially when the plant material was fermented for 16 h and longer. Fermentation for 32 h, as opposed to 24 h, mostly did not improve the sensory profiles of the infusions. Hence, considering cost of heating and production through-put, fermentation time should be limited to 24 h. Minor manipulation of the positive aroma profile can be achieved by changing the fermentation conditions from 80 °C/24 h to 90 °C/16 h. The “rose geranium” aroma was more prominent in C . subternata and C . genistoides infusions, reaching low, but detectable, intensity levels when the plant material was fermented at 80 °C/24 h. Infusions of C . genistoides and C . longifolia had a prominent bitter taste when fermentation time was limited to 8 h. Longer fermentation times were effective in reducing bitterness to acceptable levels in C . longifolia , but not in C . genistoides .

Inconsistent and poor quality honeybush herbal tea, produced from Cyclopia intermedia, required that comprehensive sensory profiling of this Cyclopia species be undertaken to identify not only its characteristic sensory attributes, but also to identify negative attributes, including taints responsible for poor quality. This was achieved by descriptive sensory analysis of infusions, prepared at “cup-of-tea” strength of a large sample set sourced from processors and retail outlets. The aroma attributes, “fynbos-floral”, “fynbos-sweet” and “woody”, and to a lesser extent, “fruity-sweet” and “apricot jam”, were the most prominent. The presence of taints such as “smokey” and “wet fur/farm animals” at relative high intensities in some samples indicated poor processing practices. The presence of “green grass” and “dusty” aroma notes is most likely attributable to under- and over-fermentation, respectively. Fermentation is the high-temperature oxidation step essential for the development of the characteristic sensory attributes of traditional honeybush tea. High turbidity levels of some infusions further confirmed sub-optimal processing of plant material. The effects of fermentation temperature (70, 80 and 90 °C) and time (12, 16, 24, 36, 48, and 60 h) on the sensory characteristics of C. intermedia infusions were thus investigated on laboratory-scale to establish optimum conditions. Different fermentation temperatures produced teas with slightly different sensory profiles, with infusions of plant material fermented at 70 °C predominantly floral, at 80 °C predominantly fruity and at 90 °C overall most characteristic of C. intermedia. Fermentation at 90 °C for 24 h or 36 h proved effective to increase the major positive aroma attributes to prominent levels, while decreasing the negative aroma attributes to negligible levels. These conditions were thereafter validated on factory-scale. Fermentation performed concurrently on the same batches of plant material on laboratory- and factory-scale delivered more or less the same product in terms of aroma profile and “cup-of-tea” strength, with the latter assessed according to the soluble solids content, colour and turbidity of the infusion. For optimum quality, inherent batch-to-batch variation in plant material may require careful monitoring of aroma development during fermentation between 24 and 36 h. Application of the optimum fermentation temperature-time combination by industry will contribute towards improved and consistent product quality.

Vocational identity is a prerequisite for enhancing societal inclusion of at-risk emerging adults. School curricula and rebound programs need insights into individual differences of these youths to effectively foster their vocational identity. Identifying three aspects of vocational identity, a questionnaire study among at-risk emerging adults in The Netherlands (N = 996) examined the relationship between clusters of demographic, personality, self-sufficiency, self-competence, and school engagement characteristics and vocational identity performing blockwise entry analyses. Largest proportions of variance were explained by personality traits and, to a lesser extent, motivation, resilience, and valuing school outcome. These malleable characteristics offer opportunities for interventions.

Highlights • Reduced alcohol and astringency were found in wines from mixed culture co-inoculations after MLF. • Mixed culture co-inoculations after MLF resulted in increased phenolics. • Improved quality (preference) of wine using mixed culture co-inoculations after MLF were evident. • Mixed culture co-inoculations with MLF is a strategy to contemplate for Syrah wines., Syrah must was co-inoculated with mixed cultures of Saccharomyces + O. oeni/Lb. plantarum and Saccharomyces + non-Saccharomyces + O. oeni/Lb. plantarum to evaluate the effect on phenolics and sensory attributes. Reference wines were produced by S. cerevisiae. Malvidin-3-O-glucoside, flavan-3-ols, flavonols and phenolic acids were quantified using a RP-HPLC technique. Physicochemical characteristics and sensory attributes were measured. Total acidity and alcohol in mixed co-inoculations were different from reference wines. The concentration of l-malic acid was 7-times less in mixed co-inoculations. Mixed co-inoculations had ca. 1.3-times more malvidin-3-O-glucoside and phenolic acids than reference wines. Flavan-3-ols and flavonols were not different between mixed co-inoculations and reference wines. Acidity and astringency were least in mixed co-inoculations. Mouthfeel and bitterness least in S. cerevisiae wines. Tasters preferred mixed co-inoculated wines. Mixed co-inoculation is a strategy to contemplate for Syrah vinification but the modalities of inoculation need further investigation. Success depends on a suitable combination of yeast/bacteria and consideration of strain variation.

Research skills are important for university graduates, but little is known about undergraduates’ motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several research activities were measured three times during an undergraduate research project (N = 147 students). In order to promote self-efficacy for writing and collaboration, a collaboration script was developed and tested on half of the students. Twelve students were interviewed three times to gather in-depth information about motivational and self-efficacy beliefs. All measures except intrinsic motivation for research increased significantly during the project. Interview results suggest that enactive mastery and positive social interdependence promoted self-efficacy. Feelings of relatedness seemed to promote intrinsic motivation for writing. Lack of autonomy and low perceived relevance may explain why motivation for research remained stable. The script had no impact on self-efficacy beliefs. Relatedness, autonomy and positive social interdependence may boost motivation for research, but more evidence is needed.

Background: The educational beliefs of medical academics influence how they act in class and thus influence student learning. One component of these are beliefs academics hold about the qualities of teachers themselves. These teacher qualities range from behaviours and competencies to more personal attributes such as the teacher's identity and mission. However, it is unclear what medical academics believe to be key teacher qualities. Therefore, this study explored the variety of medical academics' beliefs about 'teacher qualities', aiming to identify and characterise profiles of academics with similar beliefs.Methods: We interviewed 26 expert academics from two medical schools to explore their beliefs about teacher qualities. A concentric onion-model focusing on teacher qualities was used to analyse and categorise the data deductively. Within each theme we developed subthemes inductively. To gain insight into the variety of beliefs we then clustered the participants into teacher profiles according to the themes. To better understand each of the profiles we carried out a quantitative study of the differences between profiles regarding subthemes, contextual and personal factors, and analysed statistical significance using Fisher's exact- and Student's t-tests for categorical and continuous data, respectively.Results: Four profiles of medical academics were identified, corresponding to the most central theme that each participant had reflected on: the 'Inspirer', 'Role-model', 'Practitioner', and 'Critic'. The focus of the profiles varied from external constraining factors within the 'Critic' profile to affective personal qualities within the 'Role-model' and 'Inspirer' profiles. The profiles could be regarded as hierarchically ordered by inclusiveness. Educational institute was the only significant factor related to the profiles.Conclusions: Besides the relevance of affective teacher qualities, the 'Inspirer' profile demonstrates the importance of developing a clear mission as a teaching academic, centred around student learning and professional development. In our view, academics who inspire their students continue to be inspired themselves.The practical implications are described for faculty development programmes, and for the potential value of using these profiles within medical schools. In the discourse on educational beliefs, the authors argue that more attention should be paid to affective qualities, in particular to explicating the educational mission of academics.

The way at-risk students see themselves as workers, their vocational identity, is important for their career development. Special programs for heterogeneous groups of at-risk students in the Netherlands aim to foster students’ vocational identity and their task may be eased by stimulating resilience. Therefore this cross-sectional study explored whether differences in at-risk students’ individual characteristics moderate the relationship between their resilience and vocational identity. In general, resilient students often have strong vocational identities compared to less resilient students. However, the strength of the relationships vary with varying personal characteristics. Results enable educational programs to attune to at-risk students with the strongest relationships between resilience and vocational identity: males, younger subgroups, and those experiencing less motivation and low school engagement.

A large sample set (n = 209) of fermented, unpasteurised rooibos, spanning the production years 2011–2013, was collected from the two major production areas (Western Cape and Northern Cape, South Africa). Hot water infusions, as prepared for grading, were analysed to quantify the content of ten flavonoid glycosides, the enolic phenylpropenoic acid glucoside, phenylpyruvic acid-2- O -glucoside (PPAG) and the phenolic acid, ferulic acid (FA), using a previously validated reversed phase high performance liquid chromatography with diode array detection (RP-HPLC-DAD) method. Principal component analysis showed no clear grouping of samples according to production area and/or production year, based on the content of individual compounds or sub-classes, i.e. dihydrochalcone, flavonol, flavone and PPAG + FA. Discriminant analysis indicated grouping according to year, but not according to production area. ANOVA showed significant production area × year interactions (P O -robinobioside, PPAG and aspalathin. These compounds were present at levels > 9 mg/L, while the other compounds were present at

The number of international Chinese students enrolled in research programmes in Western universities is growing. To provide effective research supervision to these students, it is helpful to understand the similarities and differences in the supervision process between the host country and their home country. We explored which learning outcomes supervisors of master's theses aim for in two cultures, China and the Netherlands, and how they help their students to achieve these learning outcomes. Semi-structured interviews with 10 Chinese and 10 Dutch supervisors revealed, besides a strong resemblance, some clear differences between the two groups. For example, the Chinese supervisors aim to prepare their students for future jobs and use explicit assessment and regulation to monitor student progress, while the Dutch supervisors aim to enhance student well-being and use implicit regulation, emotional support and frequent posing of questions to facilitate student learning. Implications for cross-cultural and international education are provided.

Curriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were qualitatively analysed to gain insight into the variety of individual learning paths and to identify potential relationships between learning paths, motivation, and conceptions of teaching and learning through educational technology. Three distinct learning paths relating to teachers’ learning preferences and activities were identified: learning by performing daily teaching activities; deliberately experimenting with new teaching approaches; and reflecting on teaching experiences. The relationships between learning paths and relevant factors are described and implications for professional development practices are discussed. https://doi.org/10.1080/1360144X.2018.1500916 LinkedIn: https://www.linkedin.com/in/ellen-sjoer-06506a2/

Research should be explicated in undergraduate teaching in a way that stimulates student learning. Previous studies in higher education have shown that student perceptions of research integrated into teaching could promote student learning, but have also indicated that it can be difficult to confront first-year undergraduates with research during courses. In this study, we describe relationships between first-year medical student perceptions of research, learning outcomes and beliefs about the value of research. The Student Perception of Research Integration Questionnaire was filled out by 261 students. Answers were related to student achievement. The findings suggest that student motivation for research is strongly related to merging current research into teaching. Students rather recognised an emphasis on research methodologies than research engagement. Particularly student beliefs about research are related to achievement. It is suggested that to foster positive beliefs about research, teachers should familiarise students with current research and create enthusiasm for research.

Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integration differently than intended by teachers. This might be explained by student beliefs about learning and research as well as student perceptions of the learning environment. In general, student perceptions of the learning environment play a pivotal role in fostering student learning outcomes. This study aims to determine whether a curriculum change intended to promote research integration fosters student learning outcomes and student perceptions of research integrated into teaching. To serve this purpose, three subsequent cohorts of first-year students were compared, one before and two after a curriculum change. Learning outcomes of these students were measured using scores on a national progress test of 921 students and assessments of a sample of 100 research reports of a first-year student research project. 746 Students filled out the Student Perceptions of Research Integration Questionnaire. The findings suggest that learning outcomes of these students, that is, scores on research related test items of the progress test and the quality of research reports, were better than those of students before the curriculum change.

Several Cyclopia species (Cyclopia sessiliflora, Cyclopia longifolia, Cyclopia genistoides, Cyclopia intermedia, Cyclopia subternata and Cyclopia maculata), used as honeybush herbal tea, were analyzed using descriptive sensory analysis in order to develop a generic honeybush sensory wheel. It was found that the “characteristic” sensory profile of honeybush could be described as “floral”, “sweet-associated”, “fruity”, “plant-like” and “woody” with a sweet taste and a slightly astringent mouthfeel, whereas other attributes defined differences in the sensory characteristics between the Cyclopia species. The species could be divided into three distinct groups: group A (C. sessiliflora, C. intermedia and C. genistoides) associated with “fynbos-floral”, “fynbos-sweet” and “plant-like” attributes, group B (C. longifolia and C. subternata) with “rose geranium” and “fruity-sweet” and group C (C. maculata) with “woody”, “boiled syrup” and “cassia/cinnamon”. The large sample set enabled the development of a generic honeybush sensory wheel, comprising of 30 attributes, organized into positive and negative attributes in primary and secondary tiers. Gas chromatographic-olfactometry of the aroma fraction of a sample of C. maculata with a prominent spicy aroma indicated a high level of eugenol, the only aroma-active compound that associated with a spicy aroma.

A current trend in undergraduate education is the provision of authentic research activities that give students opportunities to develop essential skills for their discipline and a deeper understanding of the fundamental concepts. Although much has been written about the benefits of incorporating research into undergraduate teaching and learning, many issues are still contested, indistinct, or even ambiguous. The central argument in this chapter is that authentic research opportunities (if well incorporated in learning activities and well supervised by teaching staff) can and should provide students with a valuable transformative learning experience, which gives students more than only an increase of skills, knowledge, and attitudes: it should give students a lived epistemological experience of what it means to construct knowledge in their discipline. In order to develop research-based teaching and learning activities which are transformative for students, we, educators and educational researchers alike, need to focus our efforts on developing new teaching approaches toward increasing the transformative nature of research-based education at our institutes.

This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice.Keywords: Academic identity, Research–teaching nexus, epistemic modes, boundary work, higher professional education, institutional change

During the past decades, university teachers from both the East and the West have been increasingly called to involve their students in research, therefore they have to rethink not only their research and teaching practices but re-evaluate the role of research in their ongoing teaching. Thus, a survey was conducted to explore (1) what Chinese and Dutch university teachers believe the role of research should be in their teaching, (2) how they perceive their actual incorporation of research into their current teaching practice, and (3) how their beliefs about the role of research relate to their beliefs about teaching. Altogether, 284 university teachers from China and the Netherlands participated in the study. One striking result was that the Chinese and the Dutch university teachers were similar in several ways. They both highly valued the role of research in teaching, and were dissatisfied with the actual incorporation of research into their ongoing teaching practice. However, despite all similarities, the Chinese teachers were also found to be different from the Dutch teachers: They scored lower on how much they valued the role of research, how well they could incorporate research into their current teaching practice, and how much they agreed with teaching as conceptual change and focusing on an active role of the student. In general, the differences between the Chinese and the Dutch teachers may have their roots in the Confucian versus Western educational philosophies, respectively, and the similarities identified perhaps reflect the Western influence on Asian higher education.

Understanding the relation between teachers’ goal statements and students’ experiences about the position of research in undergraduate coursework can give use insight into ways to integrate research and teaching and foster undergraduate research. In this study, we examined to what extent teachers’ goal statements agreed with students’ experiences of research during undergraduate science coursework. Interviews were held with university science teachers and a questionnaire was presented to their students. The results suggest that teachers’ goal statements about the research dispositions of students often tend to disagree with students’ experiences, while the emphasis on teachers’ own research or explicit participation of students in research activities tends to be in agreement with students’ experiences. It is suggested that if students are to appreciate the intangible elements of research, teachers need to emphasise these elements in their communications to their students.

Rooibos samples were collected throughout the 2009 harvesting season from different geographic areas in the Western Cape, South Africa, and from different producers to capture as much potential variation in rooibos sensory characteristics as possible. The quality (i.e. the appearance of the leaves, and the color and flavor of the infusion) of 69 samples was evaluated by expert graders, and samples were grouped into four quality grades. Using descriptive analysis sensory profiles of the rooibos samples were developed and 121 aroma, flavor, taste, and mouthfeel descriptors were generated. A rooibos sensory wheel was created by selecting 27 flavor, taste and mouthfeel attributes and grouping these terms together to form a logical, convenient and user-friendly overview of the sensory descriptors associated with rooibos. The most frequently occurring descriptors were selected to compile a rooibos sensory lexicon of 14 flavor, taste and mouthfeel attributes along with a definition and reference standard for each term. It was found that the term “characteristic” rooibos flavor may be described as a combination of honey, woody and herbal-floral notes with a slightly sweet taste and subtle astringency. Also, differences in the sensory characteristics between and within different quality grades were established with low-quality tea often being associated with green, hay-like and musty flavors and a bitter or sour taste. High-quality tea was generally associated with pleasant rooibos attributes including honey, woody, floral and caramel notes and a sweet taste. This research is a first step towards the broader objective of standardizing the sensory terminology of rooibos tea.

Solanum elaeagnifolium Cav., commonly known as silver-leaf bitter apple, silverleaf nightshade or "satansbos", has become one of the most important emerging weeds in South Africa, with the potential to spread throughout some of the major crop growing areas of the country. Consequently, it has been declared a weed of national importance. Previous research revealed the difficulty in killing the extensive root system when using foliar applied herbicides. The small leaf area for herbicide absorption relative to the large root system and apparent inability to translocate sufficient herbicide beyond the root crown are believed to be some of the main reasons for the poor levels of control achieved. Since herbicides capable of being absorbed by the roots may be more effective, a study was undertaken to evaluate a range of soil-residual herbicides in the hope of improving control. While imazapyr 250 gl-1 SL applied at 8 l ha-1 initially caused the most significant reduction in weed population levels, it was ultimately tebuthiuron 500 gl-1 SC and a bromacil/tebuthiuron mixture 250/250 gl-1 SC applied at 32 l ha-1 that sustained the best long-term control. However, the high cost and long soil residual nature of these products would seriously limit their application value in cropping areas and sensitive habitats. Nonetheless, they may be useful for controlling isolated dense patches on fallow land and along roadsides, away from desirable vegetation, steep slopes or watercourses. The registration holders of these products are encouraged to conduct further evaluations using lower rates, as well as combining these products with foliar applied herbicides, to reduce costs and potential environmental impacts if used in sensitive habitats.

Research and teaching are supposed to be closely related in universities. Among academics the belief in a symbiotic relationship is strong. However, it is unclear what form this relationship can take. Several authors have presented categories and dimensions to clarify this relationship and the aim of this project was to contribute to this discussion by understanding what academics’ ideal research‐teaching nexus would look like. The ideal images of 30 academics were investigated using a mental visualisation assignment. Respondents were encouraged to describe in detail what for them the linkage between research and teaching would look like in the ideal situation. Five profiles of the research‐teaching nexus could be distinguished: teach research results; make research known; show what it means to be a researcher; help to conduct research; and provide research experience. These profiles are related to dimensions proposed earlier in the literature on the research‐teaching nexus.

Universities are supposed to be institutes where research and teaching are closely related. To understand this relationship fully, it is necessary to learn how academics perceive these key components. Different conceptions among academics may stem from varying conceptions of knowledge. Thirty academics were interviewed by means of metaphors about their conceptions of research, teaching and knowledge. academics' conceptions of knowledge ranged from knowledge as facts in an external world to knowledge as a personal construction. Their conceptions of research ranged from research as disclosing patterns to research as creating patterns. Their conceptions of teaching ranged from teaching as knowledge transmission to teaching as encouraging critical thinking. Regarding the relationships between these conceptions, academics' conceptions of knowledge and research were shown to be closely linked, while their conceptions of teaching had a weaker association with their conceptions of knowledge and research.

This paper explores how to strengthen the research‐teaching nexus in university education, in particular, how to improve the relation between policy and practice. The focus is on courses and curricula for undergraduate students. From a review of policy documents and research literature, it appeared that the research‐teaching nexus can be shaped according to two dimensions. One concerns an emphasis on either the research content and products, or the research processes and problems; the other concerns the role of students as either learning existing insights, or as ‘participants in research’ who contribute to insights which are new to the field (e.g., by conducting research themselves). It is concluded that if a university chooses to strengthen the research‐teaching nexus in undergraduate curricula, this implies involving students more often in the role of participants in research.

We explored how the institutional and individual backgrounds of university teachers influence their beliefs about what the role of research in university teaching should be and their perceptions of how they have managed to incorporate research into their actual teaching. A total of 132 teachers from research universities (RU) and universities of applied sciences (UAS) participated in our survey study. Teachers from both institutions highly value the role of research in teaching. The teachers from the RU were more positive about the incorporation of research into their teaching than the teachers from the UAS. To explain these differences, the institutional and individual backgrounds of the teachers were investigated in terms of: perceived research support and the institutional research culture, time spent doing research, educational background and research experience. Research support and research culture were found to be particularly and highly relevant for the teachers at the UAS. The teachers with higher educational backgrounds and more research experience — at the RU — were more positive about incorporating research into their actual teaching. We conclude that both institutional and individual backgrounds play a significant role in the incorporation of research into university teaching, particularly in the case of universities of applied sciences.

Isolates of R. secalis were collected yearly from the Ruens area of the Western Cape during the 1993–1995 growing seasons. These isolates were evaluated in vitro to determine sensitivity to triazole fungicides (triadimenol, tebuconazole, flusilazole and propiconazole). The sensitivity fluctuated but in 1995 isolates were significantly less sensitive towards triadimenol than in the previous two years. In a second experiment, isolates collected from two fields with a 5–6 year history of triadimenol seed treatments and tebuconazole applications were evaluated for their fungicide sensitivity. A significant positive correlation was observed between tebuconazole and triadimenol sensitivity among R. secalis isolates from these fields. However, such a correlation was not found within the R. secalis population collected during 1993–1995 where shorter crop rotation patterns and a range of fungicides were applied. In a third experiment, the fungicide sensitivity of local R. secalis isolates was evaluated towards two new triazole fungicides, namely bromuconazole and triticonazole. Correlation coefficients observed between these new triazoles and those previously applied in South Africa were not significantly positive. The lack of significant cross-resistance has important practical implications for management of fungicide resistance.

The virulence spectra of 50 Rhynchosporium secalis isolates from a population in the Western Cape province of South Africa were determined, and 21 races were detected when evaluated against 17 differential cultivars. The virulence spectrum of the R. secalis population shows considerable variation, and carries unnecessary virulence genes which is quite unexpected, since chiefly susceptible barley cultivars are grown in the south Western Cape. The two most prevalent races, namely races 4 and 7 had three and four virulence genes respectively. Both race 4 and 7 were virulent on the most susceptible cultivars, West China, Steudelli, C.I.8618 and C.I.2226. Considering the resistance genes reported for the cultivars Atlas 46, Turk, and C.I.3515 which showed no susceptible cultivar-pathogen interaction, it would appear that the Rh-Rh3-Rh4 complex is primarily involved in conferring resistance to the local R. secalis isolates

Use of GPR has gained common acceptance as a tool for obtaining high-resolution images of the shallow sub-surface under suitable conditions. Till now, most applications have been, however, restricted to measurements on land. For a country like The Netherlands, with a relatively large surface under water, deployment of GPR on water is expected to produce significant additional information about a region of comparative inaccessibility.

The supervisor-doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information about doctoral students' perceptions of their relationship with their supervisor can be useful for providing detailed feedback to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire on supervisor-doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students' perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback on their interpersonal style towards a particular student.

Using a variety of research approaches and instruments, previous research has revealed what university students tend to see as benefits and disadvantages of the integration of research in teaching. In the present study, a questionnaire was developed on the basis of categorizations of the research–teaching nexus in the literature. The aim of the Student Perception of Research Integration Questionnaire (SPRIQ) is to determine the factors that capture the way students perceive research integration in their courses. The questionnaire was administered among 221 students from five different undergraduate courses at a research intensive university in The Netherlands. Data analysis revealed four factors regarding research integration: motivation, reflection, participation, and current research. These factors are correlated with students’ rating of the quality of the course and with their beliefs about the importance of research for their learning. Moreover, courses could be distinguished in terms of research intensiveness, from the student perspective, based on the above-mentioned factors. It is concluded that the SPRIQ helps to understand how students perceive research integration in specific courses and is a promising tool to give feedback to teachers and program managers who aim to strengthen links between research, teaching, and student learning.