- B.Ed. – Commerce (Durban University of Technology)
- ACE – Tourism Education (UNISA)
- B.Ed. Honours – Educational leadership, management and policy (UKZN)
- M.Ed. – Educational leadership, management and policy (UKZN)
- PhD – Educational leadership, management and policy (UKZN)
Sibonelo Blose joined the higher education sector on the 1st February 2016 as a lecturer in the University of KwaZulu-Natal. He is positioned in discipline of Educational Leadership, Management and Policy (ELMP) within the school of Education. As an academic staff member, the greater portion of his work involves teaching; he teaches in modules and also through supervision. He has taught the following modules:
- Leading and managing people in education (EDMN717)
- Gender and education management (EDMN701)
- Independent research project (EDRS732)
- Research proposal development and skills training (EDRS820)
- Sibonelo’s research work largely focuses on personal and professional identities of school-based leaders, including Principals, Deputy Principals and teacher leaders. His Ph.D. study focused on Deputy Principals who are forgotten leaders and whose role is downplayed in the scholarship of Educational leadership; through engaging with their lived experiences the study revealed their identities, meanings shaping their leadership practices and also the influence of school context on their leadership practices. Additionally, Sibonelo has developed an interest in narrative inquiry, which is a methodology he has utilized for the majority of his research work.
- In his teaching, Sibonelo applies andragogy alongside a conglomerate of values, namely: collaboration, creativity, respect, sensitivity and caring. Given that andragogy suggests that knowledge is actively constructed and that adult learning is an interactive process of interpretation, integration, and transformation of one’s experiential world. He encourages dialogue in his lectures, cohorts of students he supervise and also in one-on-one supervision meetings. In this way Sibonelo fosters collaboration, creativity, respect, sensitivity and care. Given that adult learners bring their experiences into the learning environment, values such as respect, sensitivity and care are paramount to his students who have dissimilar experiences and are diverse in terms of employment ranks, gender, race and cultural orientation. Although, Sibonelo can teach most of the modules in the discipline, he has developed an interest in teaching a module titled Leading and Managing People in Education.
Chapter in Books
Chapter in Books
- Ngubane, N., Blose, S., Mthembu, P., & Hlogwa, T. (2020). Transitioning from face-to-face to remote teaching in the context of COVID-19 pandemic: Reflections of South African emerging academics. In N, Ndimande-Hlongwa, L. Ramrathan, N. Mkhize and JA. Smit, Technology-based teaching and learning in Higher Education during the times of COVID- Durban: CSSALL Publishers (Pty) Ltd.
- Blose, S. & Naicker, I. (2018). Learning from the Narratives of Deputy Principals: A Discussion of their Work in Deprived Contexts. In V. Chikoko (Ed.), Leadership That Works in Deprived School Contexts of South Africa. (pp. 161-184). New York: NOVA Science Publishers. [ISBN: 978-1-53613-062-1].
- Naicker, S., Blose, S., Chiororo, F., Khan, R., & Naicker, I. From a Crutch to a Bus: Learning about Educational Leadership Research and Practice through Referencing and Mapping of Objects. In Object Medleys (pp. 99-114). Rotterdam: Sense Publishers
Sibonelo has supervised to completion:
- More than 30 B.Ed. Honours students between 2016 and 2020.
- Nine MEd students between 2016 and 2020 with one student graduating cum laude, three obtaining upper second class (70 – 74%) and five obtaining lower second class (60 – 69%).
- Dr Blose has facilitated numerous workshops aimed at leadership development. Delegates in these workshop included, district leaders and school-based leaders (Departmental heads, Deputy Principals and Principals).