PROFESSIONAL LEADERSHIP

In this section I outline how my achievements have met the criteria for promotion in the area of Professional Leadership.

 

I accepted the nomination to be part of the DHET funded UCDG university-led collaborative project (2024 - 2026) called the Africa Initiative: International Teaching Weeks project (AITW). I form part of the team responsible for planning and organising an international teaching week that will be hosted at UWC in 2026.             

 

To enhance my professional leadership capacity, I was selected and successfully completed the  Lead, Empower and Development (LEAD) Programme under the auspices of Prof Lawack, DVC Academic, in 2023. The year-long programme included self-insight exercises and 6 modules across the year. Monthly meetings and peer networking activities were included in the programme. Participants were also expected to work in groups to address a project related to the IOP.

 

I have been approached to moderate modules for AROS (since 2024), NWU (since 2023), and UFH (since 2023). In doing so I not only gain valuable insights from their practices but also have the opportunity to exchange innovative teaching and learning approaches with other institutions.

 

Since 2019, I have served as an external examiner for three Master's theses (two for UKZN, one for UJ, one for Rhodes), in addition to conducting two internal examinations of Master's theses for UWC.

 

I have peer reviewed articles for the following journals:

 

• The Independent Journal of Teaching and Learning (IJTL)

A social work study on factors contributing to a high rate of depression amongst university students from the age of 19-23 years.

 

• Journal of Inclusive education

How Disability Type, Gender, and Home Language Influence Students’ Placement in Inclusive or Separate Class Settings.

 

• Koers

Spirituality in the workplace in South Africa: a systematic literature review.

 

•  Perspectives in Education

Nomophobia as possible mental health disorder in Gauteng public schools : Nomophobia in Gauteng schools," for Perspectives in Education.

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Breaking silence: Exploring 21st century comprehensive sexuality education in South Africa.

 

• SA Journal of Education

The effectiveness of psychoeducation programmes on childhood sexual development and education on parental attitude towards sexuality education.

 

I started my NRF application to apply for NRF rating during the course of the next year to be recognised for research excellence, to facilitate better access to funding, for career advancement opportunities, and international collaborations. It will not only give me the opportunity to be recognised for my contributions but also could promote a culture of quality assurance and continuous improvement within the research community, ultimately driving innovation and the advancement of knowledge related to my niche in South Africa and beyond.

 

In response to a need we identified among our students, we organised and presented a workshop called “caring conversations” with Educational Psychologist, Dr. Welma Wehmeyer, in order to enhance teachers’ ability to deal with learners’ emotional and other challenges in the classroom for education students on 22 and 23 November 2019.