Thank you for the opportunity to comment on the decadal strategy for Mathematics in Australia. I make my comments from my own experiences as: A PhD graduate from a Go8 university (which has had an exemplary track record in my discipline), a 4 year period as a postdoctoral fellow at a leading US institution, and now as a mentor to PhD students (and postdocs) at a Go8 University in Australia.
My suggestions are as follows
- A four Year PhD program
- That one year of pertinent course work be mandatory for new PhD students.
- That this coursework be available through both the home institution as well as others through distance learning / video conferencing to allow the choice of subjects to be as pertinent as possible.
- That students are encouraged (and funded) to undertake an international exchange component of their study to facilitate exchange of ideas, build collaborations, and establish networks internationally.
Background
I received my PhD in applied mathematics (physical oceanography) from the University of New South Wales, which was completed in the requisite 3.5 years – with no coursework. I took an almost traditional route through undergraduate degree, the only exception was that I undertook my honours year part time thereby completing it in 2 years rather than 1. Thus I graduated with my PhD, 8.5 years after enrolling at university for the first time. Immediately upon graduating, I was invited to undertake a postdoctoral position at Scripps institution of Oceanography (University of California, San Diego) which is internationally recognised as a leading institute in Oceanography. During my first year there it became apparent to me that while I was a highly qualified expert in my subject area, the breadth in education was narrower than that of my US colleagues. I rectified this by continuing my learning by undertaking graduate course work during the first year of my postdoc.
Consequentially I discussed this topic often with my international peers and mentors. After much debate it became apparent that we were being ranked, assessed and funded in competition with other recent graduates who although had attained the title ‘PhD’ had no commonality in the level of their training or degree programs. After rigorously assessing the merits of the various degree programs around the world we proposed a model four year graduate degree structure, distilled from the best aspects of physical oceanography programs internationally. I will summarise these recommendations here, as I believe they are as relevant, today as they were 10 years ago and the concepts can be applied to mathematics degree programs generally not just limited to specialties in oceanography/ or geophysical fluid dynamics.
We acknowledge that balancing the need for specialization and focus on a particular topic against the acquisition of a breadth of knowledge is not easy. There are many impediments, not least of which is funding. However, we proposed a model four year degree structure.
Year 1. A small number of pertinent coursework subjects, with a single interdisciplinary course
Year 2. Optional courses in other branches of the discipline (It was felt that at times the US example was too broad and multidisciplinary).
Obviously some flexibility is required here, with courses tailored to the individual student’s needs. In addition, the use of modern technology encompassing distance learning or video conferencing with multi-institutional participation should allow the choice of subjects to be as pertinent as possible.
The focus in years two, three and four should be on research, with some exposure to teaching (and teacher training) and participation in a summer school or workshop.
We further recognised the benefit of international exchange, and suggested that up to six months should be spent undertaking research at a foreign institution (probably most useful in year 3). In addition the student should be given opportunities to learn useful presentation and writing skills, and subsequently to present their work, to explore other aspects of the discipline, and to find a happy work life balance.
I suggest that this model is relevant in applied mathematics generally and would result in the more rounded education of our graduates.
Now that I am in the position of contributing to the training of the next generation of PhD graduates, I have taken these recommendations to heart. I presently have PhD students coming to me from within my institute, from industry and from overseas, all of whom have had little or no formal training in oceanography and possibly limited exposure to geophysical fluid dynamics – I encourage them all to enroll in the honours level courses that are running during their first year. Unfortunately however, the number of courses both within my own institute (which was traditionally a nexus for oceanography in Australia) and that are offered at other universities in Australia are extremely limited.
With the widespread use of video conference technology it is becoming increasingly cost effective to engage students and to teach via video across both Australia and the world, thereby exposing our students to world experts and their leading ideas. It also allows for specialty courses to be taught, outside the immediate expertise of the faculty within the department the student is enrolled. We should be encouraging the widespread dissemination of information and the use of carbon neutral technology to aid learning.
In addition, I ensure that the co-supervisors of my students are recognised internationally – and preferably are international themselves. This then opens the door for the students to undertake a portion of their research in a lab overseas where they are exposed to different ideas and mentoring. I fund these visits through external funding and in collaboration with the students’ co-supervisors as I believe such opportunities are priceless. This sets the student up for a lifetime of international collaboration, exchange and engagement which is of broad benefit to both the student and the Australian research environment.
Brix, H., Hench, J., Johnson, H. L., Johnston, T.M.S. Polton, J.A. Roughan, M. Testor, P., 2003: An International Perspective on Postgraduate Education in Physical Oceanography. Oceanography. 16, 128-133.