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This paper reports on data obtained during semi-structured interviews with students who had recently experienced a guided inquiry approach to learning ordinary differential equations (ODEs) in a service-taught module. Previous research identified the strengths and weaknesses of similar cohorts of students. The results from that research informed the design of an intervention (15 guided inquiry tutorials) which sought to improve the outcomes for students taking a subsequent version of the module. This paper reports on the data gathered during interviews with these students that describe their perceptions of the guided inquiry approach used. The students noticed the change in emphasis toward conceptual understanding that the intervention was trying to instil. They cited the change in questioning style most frequently as being where they saw this change, but also noted the prevalence of group work and change in interaction pattern as keys to its success. Thus, by probing students' opinions in this way, we find validation for a guided inquiry approach to teaching ordinary differential equations in third level that emphasizes active learning and lateral interactions among students. The students' personal goal orientation and the goal structure of the learning environment are also discussed. [ABSTRACT FROM AUTHOR]

At the Open University in the UK, students taking undergraduate degree qualifications in areas such as Data Science and Economics are now the largest cohort of students on a second-year undergraduate statistics module, originally written for specialist mathematics and statistics students. This paper outlines an ongoing project to identify how more targeted support could be provided to students who are studying non-mathematics and statistics qualifications. This has involved engaging all the tutors who provided support in the project to create a new way of adapting their teaching styles and tutorial content. By grouping students who had similar qualification goals together and linking these groups to individual tutors, the new way of working created an atmosphere where students feel able to share their own misunderstandings and see how statistics is useful within their chosen qualifications. [ABSTRACT FROM AUTHOR]

This paper addresses the important and linked questions of how to manage academic performance and workload effectively. It highlights the need in a modern, corporatised university to consider the nature of academic work and optimal ways to develop workload allocation and performance management processes. This paper complements two previous papers on time associated with teaching and research components of academic work by exploring service/administration workloads. Data were collected from 665 academics with recent administration experience through a nation-wide survey in 2016 and 2018. The data were analysed to understand the median annual work hours for a range of internal and external service activities, and for a range of formal administrative roles. The analysis showed a further categorisation of academic service into operational and strategic activities. Together, the three papers underpin holistic academic workload model development using empirical annual hour allocations from a large and representative national sample of academics. This article provides an essential basis for any future consideration of performance assessment based on output measures such as research expectations, impact or quality. [ABSTRACT FROM AUTHOR]

Students from many different subject areas are required to study statistics as part of their qualification. The Open University developed a statistics module which could simultaneously be studied by students from a variety of different disciplines, by engaging them with topics which are of interest to everyone, namely money, education and health, rather than being based in the student's own discipline. The module attracts students from a wide variety of backgrounds and has one of the highest retention and pass rates of any OU module at level one. In addition, it has succeeded in successfully teaching a highly visual subject, which includes a wide range of online resources, to all students, including widening participation priority groups. It is hoped this can provide a model for other large service teaching courses, together with providing career and professional development for professional bodies. [ABSTRACT FROM AUTHOR]

This paper reports on the first part of a multiphase research project that seeks to identify and address the difficulties encountered by physics students when studying differential equations. Differential equations are used extensively by undergraduate physics students, particularly in the advanced modules of their degree. It is, therefore, necessary that students develop conceptual understanding of differential equations in addition to procedural skills. We have investigated the difficulties encountered by third-year students at Dublin City University in an introductory differential equations module. We developed a survey to identify these difficulties and administered it to students who had recently completed the module. We found that students’ mathematical ability in relation to procedural competence is an issue in their study of differential equations, but not as severe an issue as their conceptual understanding. Mathematical competence alone is insufficient if we expect our students to be able to recognize the need for differential equations in a physical context and to be able to set up, solve and interpret the solutions of such equations. We discuss the implications of these results for the next stages of the research project. [ABSTRACT FROM AUTHOR]

A close and reliable connection between sociology and social work seems plausible, indeed sensible but it has seldom been run smoothly. Indeed it has in various settings become insufferable, messy and even fractured. The article melds two sets of observations based on a career being a sociologist located in social work education. It draws out some of the history of the relationship and comments on the issues and contests that arise when an academic domain becomes implicated in the drive for a practitioner qualification to form a professional discipline. Since this relation has been located in New Zealand and has been significantly impacted by debates on indigeneity, feminism, and responding to neo-liberalism, it opens the scope for activism and provision of data to inform social change and the impact of academic or applied professional agency. [ABSTRACT FROM AUTHOR]

This paper argues that academic numeracy is an important, but undervalued and under-researched, area in tertiary education. Academic numeracy is first defined in terms of students' competence, confidence and critical awareness of their own mathematical knowledge and the mathematics needed in context. The development of academic numeracy is then discussed in terms ofobuchenie(teaching/learning) and the metaknowledge around the mathematics in context needed by key staff. The paper presents a systematic approach to develop academic numeracy at the university, program, course and individual student and teacher level. Finally, it provides examples of how to embed academic numeracy. This paper provides a framework for future studies in this under-researched area. [ABSTRACT FROM PUBLISHER]

In this article we focus on university lecturers' approaches to the service teaching and factors that influence their approaches. We present data obtained from the interviews with 19 mathematics and three physics lecturers along with the observations of two mathematics lecturers' calculus courses. The findings show that lecturers' approaches to teaching the same topic vary across departments; that is, they consciously privilege different aspects of mathematics, set different questions on examinations and follow different textbooks while teaching in different departments. We discuss factors influencing lecturers' decision of what (mathematics) to teach in different departments and offer educational implications for service mathematics teaching in terms of students' mathematical needs and the role of mathematics for client students. [ABSTRACT FROM AUTHOR]