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13 October 2022 | Story NONSINDISO QWABE | Photo Rio Button
The Lowveld serotine bat, named Neoromicia hlandzeni
The Lowveld serotine bat, named Neoromicia hlandzeni.

Biological expeditions to the unexplored central highlands of Angola between 2016 and 2019 led to the discovery of a new tiny, white-thumbed bat species from Eswatini by Prof Peter John Taylor from the UFS Department of Zoology and Entomology and the Afromontane Research Unit (ARU), together with colleagues from the University of Eswatini (UNESWA) and other collaborators.

The bat species, named Neoromicia hlandzeni or the Lowveld serotine bat – after the Lowveld of Eswatini (eHlandzeni) – is the first new animal species to be discovered in Eswatini and given a siSwati name. The Lowveld serotine bat is tiny at four grams, has a distinctive white thumb pad, and occurs in Eswatini, South Africa, Zimbabwe, and Mozambique.

Bats make up a quarter of all mammalian biodiversity. With modern technology and the exploration of previously inaccessible regions of Africa, the rate of discovery of both animal and plant species is accelerating.

According to Prof Taylor, the Lowveld serotine bat is a new species to science. The specimen from which the species was named was collected in the lowlands of Eswatini in 2005. “Later collections of bats from the highlands of Angola, undertaken by myself and students, revealed the fact that the highland and lowland forms were actually different species. Since there was already a name for the highland bat, we needed to find a new name for the lowland bat from Eswatini and South Africa, hence it is called the Lowveld serotine bat,” he said.

The importance of integrative taxonomy, local collaboration, and biodiversity surveys

Prof Taylor is a research fellow of the National Geographic Okavango Wilderness Project, and the bat discovery took place during expeditions under the patronage of the Angolan government, the Wild Bird Trust, and the National Geographic Okavango Wilderness Project. He said the aim of the expedition was to explore the plants and animals of a wilderness area (the source of the Okavango) that had not been explored before.

The discovery also led to their paper being published in the scientific journal, the Zoological Journal of the Linnean Society, this month. 

The publication, titled Integrative taxonomic analysis of new collections from the central Angolan highlands resolves the taxonomy of African pipistrelloid bats on a continental scale, showcases the importance of integrative taxonomy, local collaboration, and biodiversity surveys, as the description of this exciting new species would not have been possible without comparative genetic and morphological material from new collections in the poorly sampled central highlands of Angola. 
Prof Peter Taylor with his students, Veli Mdluli and Alexandra Howard
Prof Peter Taylor with his students, Veli Mdluli and Alexandra Howard, working on bat research. Howard was one of the co-authors of the paper. (Photo: Supplied)

Afromontane regions as hotspots of bat speciation, diversity, and micro-endemism

Although Prof Taylor is the first author to describe this new species, the work was done with a multidisciplinary team of colleagues, students, and collaborators from the UFS, UNESWA, the University of Pretoria, the University of Venda, and Stellenbosch University, as well as the Durban Natural Science Museum and the Ditsong National Museum of Natural History, with support from the Angolan government, the Wild Bird Trust, and the National Geographic Okavango Wilderness Project. 
“Describing a new species is an arduous task that can take years from discovery to publication. All the enormous collective efforts have shown the importance of collaborative biodiversity exploration using old and modern technologies, as well as the African ownership of this discovery,” Prof Taylor said.

Three of Prof Taylor's previous and current PhD students – all of them South African women – were part of this discovery process and are co-authors of the paper. All 14 co-authors in the team are African. Prof Taylor said the discovery adds a new species to the total bat list of 125 species for Southern Africa – at number 126.

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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