Dr Marnel Mouton believes success begins with belonging
Her research has also challenged simplistic explanations for student success. “Student success cannot be explained by academic ability and effort alone,” she insists.
When Dr Marnel Mouton speaks about teaching, she rarely starts with herself. Instead, she talks about creating opportunities for students and optimising success. She loves sharing ideas about helping young people realise they belong at university and have every chance to flourish.
It is a philosophy that has shaped Mouton’s two decades at SU as a senior lecturer in the Department of Botany and Zoology. During that time, she has helped influence the learning journeys of thousands of students while emerging as one of South Africa’s leading scholars in science education.
Her Distinguished Teacher Award and the completion of a prestigious teaching fellowship from 2022 to 2025 serve as recognition of a career devoted not only to teaching biology, but also to understanding how students learn, why some struggle and what universities can do to help every student succeed.
Seeing possibility where others see obstacles
Mouton didn’t begin her career intending to become a specialist in higher education research. She initially focused on teaching biological sciences to undergraduate students across the faculties of Science, AgriSciences and Health Sciences.
Over time, however, working closely with first-year students exposed her to a recurring challenge: Many capable students arrive at SU with the talent to succeed but without the educational preparation or confidence to navigate the transition from school to university successfully.
That realisation sparked a research direction that has become the defining thread of her academic career. “As a scientist, I love data and what it tells us,” she explains. “One of the most rewarding aspects of my education research has been to observe how data can tell stories of hope and opportunity.”
Much of that work has centred on the Extended Curriculum Programme (ECP) for STEM subjects (science, technology, engineering, and mathematics), which offers talented students – many from under-served schooling contexts – an additional foundation year to prepare for university studies.
“Our research found that the programme has contributed to a large and diverse group of SU graduates over the years, with many of these students going on to pursue postgraduate studies,” she says. “Behind every one of those numbers is a person whose life trajectory, and often that of their family, has been transformed through education.”
Her research has also challenged simplistic explanations for student success. “Student success cannot be explained by academic ability and effort alone,” she insists. “Creating an environment where students feel seen, supported and empowered is just as important as the curriculum itself.”
Teaching with purpose
Receiving the University’s highest teaching honour is an important milestone, yet accolades are not what motivate her. “I hope to be remembered not for the research I’ve published or the awards I’ve received, but for making a meaningful difference in people’s lives,” she reflects. “If my work has helped even a few students believe in themselves and create opportunities they might not otherwise have had, I would consider that my greatest achievement and success.”
Her approach to teaching was profoundly influenced by being introduced to Legitimation Code Theory, a framework that helped her make knowledge and learning processes more explicit for students.
Mouton believes universities must continue evolving to meet the needs of increasingly diverse student populations. “The question we should be asking is not simply whether our students are succeeding, but whether our university is designed to enable our students to succeed,” she says.
She argues that genuine equity does not mean lowering standards but ensuring that every student has a fair opportunity to reach them. “Student success is shaped not only by academic preparedness and ability, but also by social integration, psychosocial and financial support and various hidden structures that either enable or constrain students.”
She adds that universities should focus on creating learning and support environments that recognise the diverse backgrounds, experiences and needs of their students, rather than relying on a “one-size-fits-all” approach. “When we intentionally create environments where every student has the opportunity to thrive, we build universities that are more equitable and inclusive.”
Unique pressures on women in academia
Away from academia, Mouton finds her greatest joy in family. “I am someone who truly values my family, my relationship with God and meaningful connections with family, friends, colleagues, students and others,” she says with a smile.
“I am a wife, the mother of three wonderful adult children and a grandmother to three precious grandchildren. Together with my mother, brothers and their families, they are the people I cherish most.”
She also enjoys travelling, discovering good food and wine, experiencing different cultures and spending time in nature – an appreciation she says comes naturally after a career devoted to biology.
Yet she speaks candidly about the personal cost that academic life can exact, particularly on women.
“I have recently experienced some serious health challenges. To my surprise – or rather shock – I discovered that women in academia are at a particularly high risk of a wide range of mental and physical health issues.”
The experience prompted deep reflection. “Academic workloads are often heavy and relentless, and we become accustomed to simply pushing through to get everything done. When you genuinely care about your students and the challenges they face, the emotional demands of the job can become even greater.”
Those experiences have taught her to be more intentional about protecting her own wellbeing. “I need to take better care of myself. This means intentionally making time to rest, exercise and recharge, rather than treating these as optional extras. It also means establishing healthier boundaries between work and personal life, even though doing so is often much easier said than done.”
This is thoughtful advice from someone who has dedicated her career to helping others grow.
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