The Mathematics in Industry Study Group as a learning environment: A multi-stakeholder evaluation of the 2025-2026 editions

Alba Cabrera-Codony; Neville Fowkes; Graeme Hocking; Erick Mubai; Lombuso Precious Shabalala; Timothy G. Myers

doi:10.1016/j.ece.2026.100527

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The Mathematics in Industry Study Group as a learning environment: A multi-stakeholder evaluation of the 2025-2026 editions

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The Mathematics in Industry Study Group as a learning environment: A multi-stakeholder evaluation of the 2025-2026 editions

Alba Cabrera-Codony, Neville Fowkes, Graeme Hocking, Erick Mubai, Lombuso Precious Shabalala and Timothy G. Myers

Education for chemical engineers, Vol.57, 100527

2026

DOI: https://doi.org/10.1016/j.ece.2026.100527

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Abstract

Education & Educational Research

Education, Scientific Disciplines

Engineering

Engineering, Chemical

Science & Technology

Social Sciences

Technology

Mathematics in Industry Study Groups have operated worldwide for more than five decades, yet their educational impact has rarely been evaluated systematically. This study evaluates the stakeholders' perceptions of Mathematics in Industry Study Group - South Africa (MISG-SA) as a research-based learning intervention through parallel surveys of postgraduate students and early-career researchers (n = 40), academic mentors (n = 11), and industry representatives (n = 6) across two editions (2025-2026). Industrial problems addressed at MISG-SA span areas directly relevant to engineering, including process optimisation, fluid mechanics, environmental management, and energy systems. All groups rated the experience positively, but the most consistent learning outcomes concerned how students approach problems, including formulating assumptions, tolerating ambiguity, and communicating across disciplines, rather than acquiring specific technical skills. Guidance quality and psychological safety showed the strongest student-level association (r = 0.80), highlighting the role of facilitative mentoring. Industry respondents identified a model-first tendency in student teams, while mentors identified senior availability as the main area for improvement. The multi-stakeholder design yields five evidenceinformed recommendations for strengthening intensive, industry-linked learning formats.

Details

Title: The Mathematics in Industry Study Group as a learning environment: A multi-stakeholder evaluation of the 2025-2026 editions
Authors/Creators: Alba Cabrera-Codony - Universitat de Girona
Neville Fowkes - The University of Western Australia
Graeme Hocking - Murdoch University
Erick Mubai - University of the Witwatersrand
Lombuso Precious Shabalala - University of South Africa
Timothy G. Myers - Centre de Recerca Matemàtica
Publication Details: Education for chemical engineers, Vol.57, 100527
Publisher: Elsevier Ltd on behalf of Institution of Chemical Engineers.
Number of pages: 13
Grant note: CERCA Programme of Generalitat de Catalunya ERDF A way of making Europe CEX2020-001084-M / European Union NextGenerationEU/PRTR; European Union (EU) 2021-SGR-01352 / Catalan Government CEX2020-001084-M / Spanish State Research Agency through the Severo Ochoa and Maria de Maeztu Program for Centres and Units of Excellence in RD PID2023-146332OB-C21 / MCIN/AEI
Identifiers: 991005916416607891
Murdoch Affiliation: School of Mathematics, Statistics, Chemistry and Physics
Language: English
Resource Type: Journal article

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