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Prof Maxim Finkelstein selected as Ewha Global Fellow

26 February 2025 | Story Martinette Brits | Photo Supplied

Prof Finkelstein_web read more edit — Prof Maxim Finkelstein, A1-rated researcher from the University of the Free State, has been selected as the 2024 - 2026 Ewha Global Fellow by Ewha Womans University.

An esteemed researcher from the University of the Free State (UFS), Prof Maxim Finkelstein, has been named a 2024 - 2026 Ewha Global Fellow (EGF) by Ewha Womans University in South Korea.

Prof Finkelstein, an A1-rated researcher from the Department of Mathematical Statistics and Actuarial Science, received this honour in recognition of his outstanding collaboration with Prof Ji Hwan Cha from Ewha’s Department of Statistics. Prof Cha nominated him as a leading expert in his field, highlighting their long-standing partnership and significant contributions to mathematical sciences.

According to Hyang-Sook Lee, President of the Ewha Womans University, the EGF programme “encourages distinguished scholars from all over the world to actively collaborate in research and education with Ewha faculty members.”

The genesis of a unique collaboration

Prof Finkelstein has collaborated extensively with researchers across Europe and the United States but his partnership with Prof Cha is particularly notable. “I started working at the UFS as a Professor in 1998 when he had just obtained his PhD,” recalls Prof Finkelstein.

At the time, Prof Finkelstein was already an established researcher, while Prof Cha was in the early stages. “His letter to me about one of my articles was sent to me by regular mail to my previous working address in Saint Petersburg, Russia, and did not reach me. We eventually connected around 2006, and our collaboration gradually took shape,” he explains.

Over the years, their partnership evolved into a balanced and mutually enriching research relationship. Their joint efforts have resulted in over 120 published papers and two books, setting new standards in the Mathematical Theory of Reliability and its applications. This collaboration has significantly influenced both their careers and contributed to Prof Finkelstein’s recognition with South Africa’s highest research accolades, including an NRF A1 rating in "Mathematical Sciences" in 2021, following his A2 rating in 2015.

A breakthrough in stochastic modelling

One of the major achievements of Prof Finkelstein's collaboration with Ewha has been their pioneering work in stochastic modelling. Their research led to the development of the Generalised Polya Process, a novel model for understanding natural and industrial point events - such as failures in electricity generation, lightning strikes, and hurricanes. By incorporating the ‘history’ of previous events, this model offers a more precise stochastic description of real-world phenomena.

The results of their research have been widely published and have paved the way for further exploration into more complex stochastic processes. Some of their key findings were summarised in the 2018 Springer book Point Processes for Reliability Analysis.

Looking ahead: Future collaboration and continued innovation

Despite being in the later years of his career, Prof Finkelstein remains deeply engaged in research and committed to his partnership with Ewha. Due to the challenges posed by the COVID-19 pandemic, his visits to Ewha were limited, but plans are now in place for future visits. During these visits, he will deliver lectures to students and collaborate with faculty members.

For Prof Finkelstein, continuing his nearly two-decade-long collaboration with Prof Cha remains a vital and exciting part of his academic journey.

News Archive

‘Is the South African university curriculum ‘colonial'?’ asks Prof Jansen

2017-11-24

Description: Jansen readmore Tags: Prof Jonathan Jansen, colonial, university curriculum, western knowledge

From left; Prof Corli Witthuhn, Vice-Rector: Research; former Rector and Vice-
Chancellor of the UFS, Prof Jonathan Jansen; Prof Michael Levitt, and
Prof Francis Petersen at the celebration lecture at the UFS.
Photo: Johan Roux

One of the critical issues that emerged from the South African student protests during 2015 and 2016 was a demand for the decolonisation of university curriculums.

A senior professor at the Stellenbosch University, Prof Jonathan Jansen, said the number of people, including academics, who joined the cause without adequately interrogating the language of this protest, was astonishing. “The role of social scientists is to investigate new ideas … when something is presented to the world as truth.” Prof Jansen was speaking during a celebration lecture at the University of the Free State in Bloemfontein on 15 November 2017.

Large amount of knowledge not African
He said the accusation is correct to a limited degree. “The objection, in essence, is against the centring of Western, and especially European knowledge, in institutional curricula.” There is no doubt that most of what constitutes curriculum knowledge in South African universities, and in universities around the world, derive from the West. “The major theories and theorists, the methodologists and methods are disproportionally situated outside of the developing world,” Prof Jansen said.

The dilemma is, how will South Africa and the continent change the locus of knowledge production, considering the deteriorating state of public universities? “In the absence of vibrant, original, and creative knowledge production systems in Africa and South Africa, where will this African-centred or African-led curriculum theory come from,” Jansen asked. He says the re-centring of a curriculum needs scholars with significant post-doctoral experiences that are rooted in the study of education and endowed with the critical independence of thought. “South Africa's universities are not places where scholars can think. South African universities’ current primary occupation is security and police dogs,” Prof Jansen said.

Collaboration between African and Western scholars
“Despite the challenges, not everything was stuck in the past,” Prof Jansen said. South African scholars now lead major research programmes in the country intellectually. The common thread between these projects is that the content is African in the subjects of study, and the work reflects collaboration with academics in the rest of the world. These research projects attract postgraduate students from the West, and the research increasingly affects curriculum transformations across university departments. There is also an ongoing shift in the locus of authority for knowledge production within leading universities in South Africa. Prof Jansen feels a significant problem that is being ignored in the curriculum debate, is the concern about the knowledge of the future. How does South Africa prepare its young for the opportunities provided by the groundswell of technological innovation? “In other parts of the world, school children are learning coding, artificial intelligence, and automation on a large scale. They are introduced to neuroscience and applied mathematics,” he said.

Prof Jansen said, in contrast, in South Africa the debate focuses on the merits of mathematics literacy, and what to do with dead people’s statues.

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