From vision to strategy: transforming postgraduate mathematics training through NGA(MaSS) Research Training Networks

Considering its potential to benefit both academics and the students at their institutions, Professor Nongxa highlighted the Research Training Networks programme as one of the professional development initiatives designed to reshape postgraduate education in the mathematical sciences. He believes this programme is a strategic solution to the persistent challenges that have hindered progress in the field.

“The programme is not merely another initiative; it is a fundamental reimagining of how we build and sustain the next generation of scholars,” he added. Departing from the traditional “Apprentice Master Model,” the Research Training Networks programme introduces a new approach to postgraduate mathematical sciences training by pooling existing expertise and resources across the National System of Innovation in order to empower students enrolled for Master’s and PhD degrees as well as early career academics who graduated with their PhDs within the previous five years.

These networks concentrate on advancing a greater depth of knowledge in core areas of mathematical sciences, including Combinatorics, Differential Equations, Functional Analysis, Topology, Statistics, Numerical Analysis, Fluid Dynamics, Quantum Theory, and Relativity. Research Training Networks are to be established around themes or focus areas where:

• There is a critical mass of productive researchers who are willing to collaborate around the training of PhD students and/or the mentoring of early career researchers; or
• Strategically important areas of research may be ‘vulnerable,’ for example, those that face challenges in attracting and retaining the next generation of academics or those where productive researchers are nearing retirement or have already retired. The obvious example is ‘Academic Statistics,’ and it could be that there is no expertise in some core and important subdisciplines of Statistics; or
• New and emerging areas of contemporary research and interest which are strategically important for some of the national priorities have been identified by Government and/or the Private Sector. Obvious examples of these would be various aspects of Data Sciences.

“Research training networks are designed to be more than just research hubs; they aim to cultivate a cohesive academic community, breaking down institutional silos to foster environments where shared expertise, resources, and mentorship can thrive,” Professor Nongxa stated. By concentrating on these fields, the programme seeks to enrich the postgraduate experience and drive advancements in key areas of mathematical sciences.

He went on to say that ambitious targets have been set, with the programme aiming for an 80% graduation rate for Master’s students and 70% for PhD candidates. “We are setting high standards because the stakes are high,” Professor Nongxa emphasised, highlighting the programme’s role in elevating both the quality of education and research within the sector.

Despite the promising outlook of Research Training Networks, several challenges persist in the sector that could undermine the success of postgraduate students in the mathematical sciences. Professor Nongxa identified fragmented supervision as one of the critical issues. Often, students experience inconsistent mentorship because there is a lack of coordination between supervisors at different institutions. This fragmentation can lead to varying support levels, ultimately impacting the quality of the postgraduate experience.

The former Wits Vice-Chancellor and Principal also believes that the heavy administrative and teaching workloads of academic staff exacerbates the situation. These responsibilities leave faculty members with limited time for research and student mentoring. The increased demands on time and energy are intensified by the growing number of students needing supervision. “These systemic issues detract from meaningful research engagement and ultimately impact the success of postgraduate training,” Professor Nongxa pointed out.

Another pressing concern is the retention of young academics, post-graduation. Without clear career pathways and adequate support, many talented graduates may leave the academic sector, either moving abroad or transitioning into other industries. Professor Nongxa stressed, “Without sufficient funding and strategic career development opportunities, our ambitious goals for the Research Training Networks could be compromised.” The loss of potential academic leaders poses a significant threat to the future of mathematical sciences in South Africa.

In response to these challenges, Professor Nongxa outlined a set of strategies that NGA(MaSS) advocates. One of the key strategies involves refining the existing “Apprentice Master Model.” While this mentor-mentee approach is foundational to postgraduate education, it has limitations, particularly in how it can lead to unresolved issues when the relationship between mentor and mentee is not effectively managed. “The relationship-driven nature of this model can lead to unresolved issues, as it limits the ability of Deans to intervene,” Professor Nongxa explained. There is a strong emphasis on formalising mentorship protocols across institutions to address these challenges. By standardising these processes, the programme aims to ensure that students receive consistent, high-quality support, regardless of where they are based.

Another strategy focuses on learning from successful international models, such as the UK Centres for Doctoral Training. These programmes offer a structured four-year period integrating formal coursework with research, providing a more comprehensive and cohesive educational experience. Professor Nongxa suggested, “South African universities could benefit from similar models and strategic partnerships with leading global research institutions,” which would enhance the quality of postgraduate education and better prepare students for the demands of academic and research careers.

Establishing Research Chairs is also a central strategic focus of NGA(MaSS). “Research Chairs offer the advantage of securing funding that can support multiple students,” Professor Nongxa noted. These chairs can provide sustained mentorship and significantly boost South African universities’ academic output and research excellence by concentrating resources on high-impact research areas. This initiative is crucial for driving advancements in the mathematical sciences and ensuring that South African research remains competitive on the international stage.

Moreover, NGA(MaSS) advocates for increased collaboration among universities, particularly in teaching and supervising postgraduate students. This approach includes promoting joint Honours and PhD programmes, which would allow institutions to share responsibilities and manage workloads more effectively. By consolidating teaching and supervision efforts, universities can alleviate some of the pressures on academic staff, enabling them to focus more on research and mentoring.

In his closing remarks, Professor Nongxa declared, “The success of the Research Training Networks depends on our collective commitment. Each university has a role, and through shared responsibility, we can achieve the transformative outcomes we seek.” His message was clear: a unified approach is vital for the future of postgraduate training in mathematical sciences.

Below is an edited version of the discussion that followed Professor Nongxa’s presentation.

Question Two: Dr Jacob Maritz, Acting Director of the School of Computer Science, Mathematics, Physics, and Statistics at Nelson Mandela University: Professor Nongxa, you have highlighted the heavy workload of supervisors as a significant barrier to graduate success. We face a dilemma: we have a high workload but lack the number of high-quality mathematicians needed. Moreover, even when we encourage postgraduate studies in mathematics, not all graduates stay in academia. How can we address this, especially with the looming risk of a faculty shortage?

Professor Nongxa: This is indeed a pressing issue. At the academy, we have recognised the challenges faced by various universities, including historically disadvantaged ones. We’re encouraging these institutions to collaborate on joint Honours programmes in Mathematics to tackle this issue, with plans to extend this collaboration to Master’s and PhD levels. By consolidating teaching responsibilities and utilising online platforms, we aim to manage workloads more efficiently. For instance, a single instructor could teach a broader cohort through an online system rather than having multiple instructors teaching similar courses at different universities. This approach could help alleviate workload pressures and address the potential faculty shortage in the future.

The NGA(MaSS) is chaired by Professor Sizwe Mabizela, Vice-Chancellor and Principal of Rhodes University. For more information, visit the NGA(MaSS)’s web page.

Kayley Webster is a Communication Consultant contracted to Universities South Africa.