The theme of the workshop – planning and writing a research proposal – speaks to a fundamental aspect of the MPhil programme, as a research assignment makes up 80 of the programme’s 180 credits.

The cream of the crop

A total of 16 students successfully enrolled for the 2025 master’s programme intake – out of 205 applications. These figures highlight the strictness of the selection criteria, ensuring that top calibre students are selected. The approval process consists of two parts. The first part involves determining whether students completed the PgDip in HIV/Aids Management or a similar NQF level 8 qualification with an average of at least 65%. Of the 205 initial applicants, 64 were provisionally selected based on this first leg of the process.

For the second part, we request a concept note, which 34 students submitted. We evaluate the concept note according to a range of criteria, including the research topic and justification for the study; reasons for selecting the topic and the applicant’s experience in the field; the research problem, aim and objectives; and proposed research methods, to name a few. Although 28 concept notes were approved, several students were unfortunately unable to accept the offer to study with the Africa Centre because they had since lost their jobs as a result of cancelled USAID funding.

This year, most of our MPhil students are South African, with two students from Lesotho. Other interesting insights include the following:

• Half of the students previously completed the PgDip.
• The youngest student is 22 and the oldest is 55.
• In line with previous years’ trends, over 80% of students are female and almost two thirds work as professional nurses.

Unpacking the ins and outs of impactful academic research

The workshop programme was facilitated by Prof Ruth Albertyn and Dr Christel Troskie-de Bruin, research and development consultants who specialise in the higher education space. They have lectured research methods, supervised students and presented research-related workshops at universities across Africa and in Belgium.

The week started with a deep dive into the purpose and nature of research, the structure of proposals, how to explore a research topic and how to establish its significance. Formulating a research problem and question was also on the menu. In the course of the week, these and related aspects were unpacked in more detail, including research design and methods (e.g. matching research methods with objectives/sub-questions using appropriate designs) and research development (e.g. planning a literature review and timeframe).

According to Chioma, the importance of academic thinking and writing skills cannot be underestimated, as they enable students to translate and properly document the concepts they deal with in their everyday world for different audiences and to present these succinctly. She also believes that the skills taught move way beyond the output of a research assignment: “Research is about life; it teaches life skills.”

Chioma says the central role of research training is to teach students critical thinking and problem-solving skills and to give them confidence and capacity to work in and respond to ever-changing contexts – something that is highly relevant in the volatile global environment.

For Ruth, who has been involved with the Africa Centre for many years, the enthusiasm students bring to the workshop is one of the highlights: “We encourage them to use their passion as a springboard to acquire the rigour that is suitable for a master’s level [qualification] and that will enable them to make a difference in their contexts.” She says another important lesson taught at the workshop is to normalise uncertainty, which is a core part of problem-solving and innovation as students move from the unknown to the known.

Experiential learning formed a critical part of the workshop sessions, as Ruth and Christel believe research is all about application and that it’s often only in the doing that we really learn. Group and individual consultation and feedback sessions throughout the week with the facilitators and supervisors therefore ensured that students bed down their newly acquired skills in the context of their research projects.

Getting practical: Resources and support

The week ended with three speakers from Stellenbosch University who provided guidance on some of the practical aspects of research and academic writing at the university. Kgabo Mogashoa, faculty librarian for the Faculty of Economic & Management Sciences, presented a session on library searches, including an introduction to the university library, database search strategies and referencing. According to Kgabo, leveraging advanced database search techniques to access relevant literature and mastering reference styles are two of the most valuable skills postgraduate students can acquire. He also encouraged students to attend information literacy workshops at the university and to seek guidance from faculty librarians.

Anne-Mari Lackay, coordinator at the Language Centre’s Writing Lab, shared information about the free writing consultations that are available to students and how to make the most of these. The Writing Lab consultants can assist students individually with various aspects of their writing at any stage of the process, including following an academic writing style, argumentation, plagiarism, referencing and the ethical use of AI. The team also collaborates with the relevant lecturers, which means they are informed about writing assignment requirements and expectations.

Clarissa Robertson, director of research integrity and ethics at the Division for Research Development, spoke about the importance of research integrity and what that involves. 

What the students say

• “The workshop was an eye opener and provided a fantastic opportunity to engage with and learn from Dr Christel and Prof Ruth.” ─ Nkele Monyatsi
• “The workshop was extremely helpful and informative. It has made me feel much more comfortable with the research process.” ─ Githa Smit
• “The week was very enlightening and I learnt a lot. The work has now begun and I need to put my best foot forward.” ─ Asanda Mabudle
• “I have learnt so much with regards to research and I got to network with people from different worlds.” ─ Matshediso Masike
• “I thought I knew everything about research before this week, but I actually knew nothing! Prof Ruth and Dr Christel did a great job with equipping us with the necessary skills.” ─ Michaela de Lange
• “The workshop taught me essential skills on how to analyse complex problems, evaluate evidence and develop logical solutions.” ─ Tumisho Ngobela
• “Being equipped and capacitated in the research world will help me make a difference professionally and academically.” ─ Letta Tsolo
• “It was an insightful and enriching week, filled with valuable information and meaningful learning experiences.” ─ SJ Moremi

Well done to the 2025 cohort on making the most of the learning experience! We will continue to support them on their learning and research journey.

• See all the action – view the MPhil workshop photo gallery here.
• Interested in enrolling for the MPhil programme in 2026? Find out more about what the programme entails here.