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Pilot study for master’s degree leads to PhD

19 April 2024 | Story André Damons | Photo Supplied

A pilot study for his master’s degree not only ignited Dr Milton Mogotsi’s passion but he was also inspired by the fact that this was a newly emerging field of research in the discipline of virology at the time. This eventually led to him pursuing a PhD and ing on his research.

Dr Mogotsi graduated on Thursday (18 April) with the degree Doctor of Philosophy with specialisation in Virology during the Faculty of Health Sciences at the University of the Free State (UFS) autumn graduation ceremonies. Prof Martin Nyaga, Head of the Next Generation Sequencing Unit (UFS-NGS) and an associate professor in the Division of Virology, was his promotor and Prof Trudi O’Neill from the Department of Microbiology and Biochemistry his co-promotor.

“It feels great! It was exhausting and overwhelming at times, but that light at the end of the tunnel will start to be brighter. I feel so proud of myself and very free. Nothing beats that liberating feeling that I have successfully completed a doctoral degree and now a new chapter of my life begins. I believe this post-PhD period is an excellent time for reflecting on my attributes and revising my CV, and with a PhD degree under my belt, I look forward to an abundance of opportunities that will soon open up,” says Dr Mogotsi after graduating.

Research

According to him, he was first introduced into this research concept when he was doing his master’s degree in microbiology. “Although it was more of a pilot study aiming to assess the feasibility of conducting this type of research on a larger scale, we made some interesting findings which we published in an international journal.

“I obtained my degree with distinction, receiving an award for Best Master’s Dissertation in Microbiology. The findings of this research really ignited my passion, and I was also inspired by the fact that this was a newly emerging field of research in the discipline of virology at the time, and of course in my master’s research there were some gaps and limitations which needed to be addressed. I then took a decision to pursue a PhD and expand on that research, and working with new-born babies is always enjoyable,” says Dr Mogotsi.

With his thesis titled “Longitudinal characterisation of the enteric virome of infants from the Free State, South Africa, using viral metagenomics”, Dr Mogotsi’s research aimed to characterise the total assemblage of all viruses that colonise the gastrointestinal tract of newborns, often referred to as the gut virome, using metagenomics.

“We know that the human gut undergoes some changes as the new-born baby becomes exposed to the numerous microorganisms, such as viruses, from the immediate environment. This once-in-a-lifetime occurrence can have life-long effects on the health and disease state of humans. Viral intestinal infections are among the leading causes of childhood hospitalisations and deaths, especially in Africa, and infants are at a greater risk of suffering severe illnesses due to their immature immune system,” he explains.

According to him, previous research had focused more on the investigating the population of bacteria present in the gut of new-borns, therefore, there’s a huge knowledge gap about viruses colonising this part of the human body. In South Africa, more attention has been on assessing the effectiveness of currently available vaccines and surveillance of specific disease-causing viruses such as rotavirus.

The research he was conducting, he continues, therefore, sought to characterise all intestinal viruses in healthy new-borns individuals, their source of origin, the changes in diversity and composition occurring over time, as well as their potential implications on the health of infants. “The findings of my study have provided more insights into what is known or new viruses are colonising the infants’ gut, as well as their evolution over time”, he adds.

PhD journey

Even though he had to put his PhD on hold for a year due to COVID-19, but with the resilience, persistence, and his ability to clear the roadblocks that were in his way, he managed to complete it. He also credits his supportive mentors and a community of colleagues and friends for their unwavering support throughout his academic journey.

“After a year-long delay, I was able to go ahead with the project and everything went well from sample collection and sample processing in the lab. The challenging part was analysing and interpreting the data as this involved advanced bioinformatics, but in the end, I was able to find solutions and make sense out of the results I got. The study was a great success with two publications in peer-reviewed international journals emanating from this study.

“Furthermore, I had an opportunity to present my research in local and international conferences. I have been to Ghana, Nigeria and Indonesia. Locally, I presented in a conference in Johannesburg and in Cape Town. More exciting was participating in the Three Minute Thesis (3MT) competition in which I emerged victorious, winning the National 3MT competition. The other award I received was from the Faculty of Health Sciences Research Forum, winning the Dr Lehlohonolo Mathengtheng Trophy for best PhD presentation”, says Dr Mogotsi.

Motivation

Dr Mogotsi says the fact that he comes from the township and received his secondary education from a township school always kept him motivated. He is well aware that there are many who look up to him, who are also inspired by what he has achieved.

“More importantly, my supervisor, Prof Nyaga, was very supportive and he is very active in his research field with genuine interest in student projects, while making time to provide adequate supervision and mentorship. His high standards of ensuring that students graduate with a strong publication record is commendable.”

As a coordinator of wet lab activities at the UFS-NGS Unit, Dr Mogotsi is currently involved in several projects as the unit is a World Health Organisation Collaborating Center for Vaccine Preventable Diseases and Pathogen Genomics. They are doing collaborative projects with several partners across the continent on the genomic surveillance of enteric viruses such as rotavirus, norovirus, sapovirus, astrovirus and adenoviruses.

News Archive

An education system based on hope is what South Africa needs – Dr Beryl Botman

2016-05-26

Description: Hope revised Tags: Hope revised

Dr Beryl Botman, a postdoctoral research
fellow at the IRSJ, with Dr Willy Nel research associate
at the IRSJ and lecturer at the UFS
Faculty of Education.

HOPE is tangible and concrete construct that should be rooted in the learning and training of teachers,” said Dr Beryl Botman, a postdoctoral research fellow at the Institute for Reconciliation and Social Justice (IRSJ).

She presented her research paper Educators, praxis, and hope: A philosophical analysis of post-apartheid teacher education policy, based on the theoretical ideologies of Paulo Freire’s Pedagogy of the Oppressed. She explores ways in which oppression has been justified, and how it has been overcome through a mutual process between the oppressor and the oppressed, drawing on Paolo Freire’s theories and practices. The presentation was held at the University of the Free State’s (UFS) Faculty of Education, on the Bloemfontein campus on 13 May 2016.

From oppression to hope
Hope should be an educational construct for teacher education in South Africa. Dr Botman asserts that epistemology and ontology should be inseparable, as they are pivotal to an education system that is transformational.

The recent country-wide student protests and demonstrations are an indicant that education institutions need to seek understanding of mechanisms that fuel social conflict. Dr Botman claims that vast social inequalities make the process of democratisation difficult thus hindering transformation. She states that a critical consciousness is important for all South Africans, but more so for educators; it can be used as a tool to understanding the mechanisms of social conflict.

“Self-reflection and self-critique is vital for educators, we need to understand that we do not have all the answers because we ever-evolving beings, working on understanding ourselves and the people around us,” said Dr Botman.

The notion of hope
“I am a farmer. I have no hope for a future that is different from today. This quotation comes from Paulo Freire’s work," said Dr Botman. She said that the South African context and environment is similar. She said that people cannot live for today; one should live for tomorrow if hope is to manifest itself.

South African education environment needs to adopt a progressive consciousness that is future orientated, “You need to be hopeful, if you are radical. You need to be able to envision a new society and a new world,” said Dr Botman.

“You cannot only denounce the present, you need to also announce your hopes for a new society. South Africa needs education systems built on understanding. Although change is difficult, it is necessary for transformation,” Dr Botman added.

What makes hope educational?
“Hope is a vision for a tomorrow that is different, and vital for a transformative education system. To get out of a state of despair, people need to educate their hope. Lately, the issue of white privilege has been brought to the fore. You need to educate your hope, so that you understand the reality of others but, more importantly, of yourself,” said Dr Botman.

Dr Botma added that teacher education needs to adopt a Freirean pedagogy with a strong philosophy based on hope. The agency of teachers can either be hopeful or without hope. It is vital that education promotes hope.

“Teachers need to rely on their existential experience, the experiences of others, and the experiences of the children or students they teach. An understanding of all these experience reinforces the idea that people are life-long learners, always learning and adapting to society’s needs,” said Dr Botman.

Teachers as agents of hope
Dr Botman stated that current South African education policy is directed towards transformation but it does not stipulate means to achieve this objective. Further, she argues that educators need to put greater emphasis on self-knowledge, self-reflection, and self-education. Connecting with teachers, parents, students and the community engages with their self-knowledge and reflection.

Reorientation of teacher education
Dr Botman concluded by mentioning that rethinking ontological and epistemological aspects of education is important, and should be a pivotal point of teacher education. A renewed vision of hope-orientated philosophy and pedagogy needs to be adopted by the education institutions. A praxis, which is an informed action, when a balance between theory and practice is achieved. There is a need for an inclusive exploration of education philosophies and education systems not only European and Western but also African and Eastern as well.

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