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18 February 2021 | Story ANDRE DAMONS | Photo Supplied
Prof Maxim Finkelstein, distinguished Professor at the Department of Mathematical Statistics and Actuarial Science at the UFS has become the only researcher with an A1-rating in South Africa (awarded by NRF) in Probability, Statistics and Operations Research.

A professor in the Faculty of Natural and Agricultural Sciences at the University of the Free State (UFS) has become the only researcher with an A1-rating in Probability, Statistics and Operations Research in South Africa after being awarded this prestigious rating by the National Research Foundation (NRF).

This is the second time Prof Maxim Finkelstein, the distinguished Professor at the Department of Mathematical Statistics and Actuarial Science in the Faculty of Natural and Agricultural Sciences, has been awarded with an A-rating. The first was in 2015.

The goal is to produce quality research

According to Prof Finkelstein, the rating should not be a goal as such for a researcher but should produce a quality research that is recognised by peers and that, above all, brings a real satisfaction in life. Prof Finkelstein says: “The rating is just a consequence of what one, as a researcher, has achieved in the past eight years and, actually, during the whole professional life as well. South Africa is the only country in the world that is able to perform this rigorous internationally sound rating process for individual researchers. ‘Scientifically large’ countries just cannot do it, technically.”

Prof Finkelstein’s area of expertise is the modelling of random events and quantifying probabilities of their occurrences. He explains: “For instance, in industry, people are interested in probabilities that a machine or process or mission will accomplish its task without failure or accident. In order to assess the probabilities of interest, one must have an adequate mathematical/stochastic model that should be properly developed. 

“Thus, I am developing such models that can be rather advanced because they should take into account numerous factors, e.g., that the object is operating in a random environment, that its structure could change, that there can be human errors affecting the outcome, that an object interacts with other objects, etc. This is usually done in the framework of mathematical reliability theory that considers operation of technical devices.” 

The only A-rating at NAS

“I am quite excited to get the A-rating for the second time, especially because it is the only A-rating in Probability, Statistics and Operations Research in South Africa. It is also the only A-rating at our Faculty of Natural and Agricultural Sciences.

“The fact that it is an A1 and not A2, as previously, does not, in fact, mean too much to me. What matters really is that it is the A-category defined by the reviewers’ opinions that the applicant is a world leader in his discipline,” says Prof Finkelstein.

During his numerous visits as a research professor to the Max Planck Institute of Demographic Research in Germany, he jointly with the colleagues from this institute, were applying the developed stochastic approaches to modelling lifespans of organisms as well. 

One of Prof Finkelstein’s evolving interests is in the area of healthcare engineering when, for instance, monitoring the key health parameters of a patient, some optimal cost-wise decisions can be made on preventive treatments and interventions. 

“I want also to stress that, in general, international collaboration is very important for emerging and established researchers, especially in ‘remote’ South Africa, although nowadays the term ‘remote’ is obviously outdated,” says Prof Finkelstein.

He also collaborates with numerous colleagues around the globe. Apart from the visiting position in the Max Planck Institute he held for many years, Prof Finkelstein regularly visits the ITMO University in St Petersburg, Russia, and is also now establishing a Visiting Professor position at the University of Strathclyde in Glasgow, Scotland.

News Archive

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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