School of Education

Samukelisiwe Khumalo

Samukelisiwe Khumalo

Leadership
AL: Teaching & Learning

Position

Academic Leader, Lecturer

Discipline

Curriculum & Education Studies

Email

mngomezulus1@ukzn.ac.za

Contact Number

031-260-3017

Campus

Edgewood Campus

Office Address

Office S503

Degrees held

  • PhD (UKZN)

Research Interest

  • Success and Support in Higher Education, Curriculum Studies, Teaching and Learning in Higher Education, Rurality

Teaching Interest

  • Undergraduate and post-graduate teaching in Education and Professional Development, Curriculum Studies, Assessment and Research

Awards

  • Competitive grant R400 000 in 2010 – STAR Programme (Mentorship programme)
  • UCDP grant R50 000 Research project (2018)
Selected

Publications

  • Mngomezulu, S and Ramrathan, L, (2015). Academic Intervention Experiences of ‘At Risk’ Students in a South African University. Published by Alternation journal: Interdisciplinary Journal for the study of the Arts and Humanities in Southern Africa, September 2015
  • Kalenga, R and Mngomezulu, S (2015). Exploring Psycho-social Challenges of Underperforming Students in the Faculty of Education at the University of Kwa Zulu Natal in South Africa. International Journal of Contemporary and Applied Studies of Man, 2015
  • Mngomezulu, S, Dhunpath, R and Munro, N (2017). Does financial assistance undermine academic success? Experiences of ‘at risk’ students in a South African university. Journal of Education, Issue 67, http://joe.ukzn.ac.za
  • Ntombela, S and Mngomezulu, S (2018). Crossing disciplinary boundaries: Students’ experiences of facilitating a learning support programme at a South African university. The Journal for Transdisciplinary Research 2018
  • Mngomezulu, S. (2019). Delayed disclosure of disability related needs: Experiences of “at-risk” students in a South African university. Journal of Psychology in Africa, 29(3), 270-274.
  • Lungile Masinga, Nomkhosi Nzimande & Samukelisiwe Khumalo (2020) Can the curriculum be a tool to engage pre-service teachers in prevention of discrimination based on sexual orientation and gender identity? A teacher–educator dialogue, Agenda, DOI: 10.1080/10130950.2019.1706999