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07 July 2025 | Story Martinette Brits | Photo Charl Devenish
NAS Conference
Leaders in science and innovation at the NAS Research Conference 2025. From the left: Prof Samuel Adelabu (Vice-Dean: Research and Postgraduate Studies in NAS), Prof Vasu Reddy (Deputy Vice-Chancellor: Research and Internationalisation), Prof Bonang Mohale (Chancellor), Prof Paul Oberholster (Dean of NAS), Dr Alba du Toit (Research Chair: Innovative Agro-Processing for Climate-Smart Food Systems), and Prof Daryl Codron (Department of Zoology and Entomology).

The inaugural Faculty of Natural and Agricultural Sciences (NAS) Research Conference at the University of the Free State (UFS) signalled a decisive shift in how science is being imagined and practised at the institution. The two-day gathering, which took place on 1 and 2 July 2025, not only showcased research excellence, but also marked the official launch of two flagship initiatives: the Green Futures Hub and the Complex Systems Hub. Both are designed to enable transdisciplinary research that connects across fields, responds to global and local challenges, and contributes to the university’s Vision 130 strategy.

The conference theme, Integrating science for societal impact and a sustainable future, framed the programme, which featured presentations by researchers, postgraduate students, and postdoctoral fellows across all NAS disciplines. Opening the event, Prof Paul Oberholster, Dean of the Faculty of Natural and Agricultural Sciences, said: “This is more than a research gathering. It’s a signal – a step forward in our faculty’s approach to science, innovation, and impact.”

He emphasised that in a world marked by climate instability, digital disruption, and growing inequality, science must step forward not only to understand the world, but also to help shape it. “Our goal is to create research pathways that are sustainable, collaborative, and responsive to both local and global needs,” he said. The Green Futures Hub and the Complex Systems Hub are practical, future-facing platforms that make that vision real – connecting researchers, government, industry, and communities, he explained.

 

A catalyst for agricultural and environmental transformation

Prof Wayne Truter, Executive Manager of the Green Futures Hub, introduced the initiative as a catalyst for bringing applied science and sustainability together. He asked how innovation can translate into practical solutions that serve society and the environment. “We often focus so deeply on our disciplines that we forget to ask how our work creates social and economic impact,” he said.

The Green Futures Hub is a virtual platform and flagship of agricultural and environmental stewardship and sustainable development. It fosters partnerships that unleash value through nature-based solutions, land rehabilitation, climate risk finance, water resource management, bio-energy innovations, and more – by connecting researchers with industry, government, and international stakeholders. It also supports initiatives that enhance food and water security, investigate the coexistence of mining and agriculture, and address the carbon and nitrogen economy. The hub serves as a space for funding, knowledge transfer, and community transformation.

Prof Truter noted that complex societal challenges – from sustainable agriculture to the energy transition – cannot be solved by isolated disciplines. “Research must be applied in ways that industry and communities can understand and value,” he said. “If we want businesses to believe in science, we must speak their language and show relevance. The Green Futures Hub exists to bridge that gap.”

 

Science that responds to complexity

Prof Oberholster explained that the faculty’s second major initiative – the Complex Systems Hub – is designed to equip researchers to solve pressing problems in a digitally interconnected age. By bringing together data science, AI, advanced modelling, and interdisciplinary design, the hub strengthens the university’s ability to respond to global challenges.

“These are not abstract concepts,” he said. “They are practical responses to the question: how can we do science that matters?”

Dr Jacques Maritz, Head of the Unit for Engineering Sciences, who presented the launch, emphasised that complexity is not a threat to science – it is a source of innovation. “Scalability, unpredictability, nonlinearity, and emergence – these aren’t just buzzwords. They define the future of research.”

The Complex Systems Hub is a digital platform that enables agile, multidisciplinary teams to develop integrated responses to major issues such as climate change, pandemics, and space science. It connects NAS entities such as the Green Futures Hub, the One Health Centre of Excellence, and Advanced Materials Research to foster collaboration and innovation.

Dr Maritz explained that the hub bridges academic research and real-world application by creating spaces where diverse fields intersect. “If we want research to move from lab scale to real-world solutions, we need diverse teams working together – no single field can do this alone.”

Current projects include eco-friendly materials for sustainable construction, scientific water management using algae, and genomic surveillance for public health – all united by one goal: to turn complexity into opportunity and data into direction.

 

Bringing research closer to impact

Prof Vasu Reddy, Deputy Vice-Chancellor: Research and Internationalisation, officially opened the conference and praised the faculty for its foresight and leadership. “This conference is not only about exchanging ideas,” he said, “but about igniting conversations that matter.” Science, he noted, is not a luxury of the privileged, but “the lifeblood of progress,” and its success must be measured not only in citations but in consequences.

He reminded delegates that global challenges such as climate change, food insecurity, and biodiversity loss are no longer distant threats, but urgent realities. “Science must respond – not with silence, but with solutions and deeper questions.”

Referencing the university’s Vision 130 strategy, Prof Reddy said the goal is not just to be research-intensive, but to reimagine the role of science in society. “The world doesn’t necessarily need more data,” he said. “It needs more direction. If our research does not touch lives, it is not reaching far enough.”

He described the conference as a space to “plant ideas, cross-pollinate disciplines, and harvest innovation,” and applauded the launch of the two new research hubs as engines of hope and practical impact. Addressing postgraduate students and early-career researchers directly, he encouraged them to be curious, collaborative, and courageous: “You are not simply here to follow footsteps. You are here to forge new paths.”

 

Building a future grounded in our own narratives

Prof Bonang Mohale, the Chancellor, reminded delegates that science cannot be separated from history, context, or social justice. Quoting Emeritus Professor J Edward Chamberlin, he asked: “If this is your land, where are your stories?” He challenged researchers to ensure that science is not only excellent but also rooted in African realities and driven by the desire to transform society.

“Those nations that make English compulsory but agriculture optional are destined to produce a citizenry that speaks fluently – but on an empty stomach,” he said. “We must do science that describes, defines, and shapes this country in our own image.”

 

A faculty on the move

Over the two-day programme, students and researchers presented cutting-edge work aligned with the faculty’s wide range of disciplines and the university’s strategic research goals. The conference replaced the Flash Fact competition as NAS’s flagship research platform.

In closing, Prof Oberholster invited delegates to make the most of the opportunity to engage across disciplines. “Let’s ensure that the science we do here continues to transform lives – locally, nationally, and globally.”

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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