Women Leaders Journey of Growth to Greatness by Cape Peninsula University of Technology

Women leaders journey of growth to greatness Advancing gender transformation in CPUT’s twenty years of existence Edited by: Brightness Mangolothi

#CPUT20YEARS

Women leaders journey of growth to greatness Advancing gender transformation in CPUT’s twenty years of existence

Edited by: Brightness Mangolothi

Centre for Diversity, Inclusivity and Social Change

Women Leaders’ Journey of Growth to Greatness: Advancing Gender Transformation in CPUT’s Twenty Years of Existence Edited by: Brightness Mangolothi Published by: CPUT Centre for Diversity, Inclusivity and Social Change Bellville Campus PO Box 1906 Bellville 7535 Compilation: © CPUT Centre for Diversity, Inclusivity and Social Change 2025 Chapters © Author(s) 2025 Published Edition © CPUT Centre for Diversity, Inclusivity and Social Change 2025 First Published 2025 ISBN: 978-1-997460-25-1 ISBN (e-book) 978-1-997460-26-8 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form of any means electronic, mechanical, photocopying recording or otherwise without the written permission of the copyright owner. Layout and Cover Designed by: Bridgette Hunt Design Printed by: CTP Printers, Cape Town Language Editor: Melody Kozah

Contents Acknowledgement

Foreword

Preface

PART 1:

WOMEN LEADING IN THE SUPPORT SERVICES

Chapter 1: Bridge Builder: Spanning Gaps and Fostering Unity through Leadership - Prof Driekie Hay-Swemmer

Chapter 2: Leading Human Resources with Tides of Love Ebbing and Flowing with Compassion - Vuyokazi Dwane 10 Chapter 3: Catalyst for Scholarly Growth – Sparking Excellence - Dr Xena Cupido

Chapter 4: Binding Human Resources: Holding Teams Together with Strength and Unity - Ncediwe Qomoyi

Chapter 5: Champion of Change — Taking the Arena of Transformation - Brightness Sibongile Mangolothi

PART 2:

WOMEN LEADING STUDENT AFFAIRS AND STUDENTS LEADING THE CHANGE

Chapter 6: Leading Student Affairs with a Holistic Perspective of Students Realities - Nonkosi Tyolwana

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Chapter 7: Strong-Willed Fearless Young Woman Student Leader: Breaking the Glass Ceiling - Sinelizwi Notshikila 49 Chapter 8: Redefining Disability: A Student Championing Diversity and Inclusivity - Milka Bazeka

Chapter 9: The Beacon of Inspiration for People with Disability: Illuminating Path through Challenges - Delicia De Vos

PART 3:

WOMEN LEADING IN FACULTIES

Chapter 10: Springboard for Transformation in Information Technology and Design – Cracking the Code - Prof Tembisa Ngqondi

Chapter 11: The Catalyst for Business and Management Sciences: Illuminating the Path for Success - Prof Mercy Makhitha 78 Chapter 12: Touching Generations: Rewriting History - Prof Hanlie Dippenaar

Chapter 13: The Guardian of the Ocean Heartbeat Protecting the Marine Life - Prof Rashieda Toefy

Chapter 14: Trailblazer in Fluid Treatment Process Igniting New Ideas and Discoveries - Prof Veruscha Fester 101 Chapter 15: The Research and Innovation Lighthouse: Leading with Heart and Mind - Prof Renitha Rampersad PART 4:

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WOMEN LEADING RESEARCH AND EMERGING RESEARCHERS 118

Chapter 16: Water and Agricultural Scientist Trailblazer: Breaking New Grounds - Prof Bongani Ncube

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Chapter 17: Creating an Inclusive Bridge in a Male Dominated Technology Industry - Dr Tabisa Ncubukezi

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Chapter 18: A Word Weaver: Charting Literary Landscape - Prof Candice Livingston

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Chapter 19: An Emerging Researcher Feeding Innovation: Creating New Paths in Food Research - Dr Tshinakaho Nyathela-Sunday

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Chapter 20: Emerging Education Researcher: Seedling Change and New Possibilities - Dr Amy Padayachee 158

Chapter 21: A Journey from Prelude to Promise: An Emerging Woman Researcher in Full Voice - Dr Samantha Kriger

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Chapter 22: Seasonal Blooming Flower: Germinating and Flourishing in the Radiology Field - Dr Maria Hartnick

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Chapter 23: Emerging Researcher in Medical Microbiology Rising Stronger Despite Challenging Beginnings - Dr Yvonne Prince

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Chapter 24: Breaking Barriers to Bridging Waters: The Journey of an Emerging Woman Researcher in the Water Sector - Dr Thandazile Ntombie Mhlongo 191 References

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Acknowledgement Thank you very much to Prof Hay-Swemmer, the Executive Director in the Office of the Vice-Chancellor, who fully supported this project and the CDISC team, Zikhona Plaatjie, Tumiso M isa, Valmarie Cornelius and Inathi Nyaba. The two erstwhile leaders who championed transformation, George Mvalo and Nonkosi Tyolwana. To all who came before us who worked with, supported all the women featured in this book and those who served as allies both in the university and outside the four walls of the university, you are appreciated. To the university leadership that invested in the development of women and creating an enabling climate for women to thrive. At the forefront of the development is the Human Capital, championed by Shahieda Hendricks, the Research Office, FUNDANI and other strategic role players. A special thanks to all who reviewed the chapters and wrote the forewords. Most importantly, I want to appreciate every woman, young and old who contributed to this book. I know your journey will inspire many who look up to you and aspire to be in the academic world. Every journey is a loud reminder that it is possible and that we are the ones we have been waiting for.

Acknowledgement

Foreword In a world still grappling with the persistent shadow of gender inequality, the stories of women who rise, lead, and transform institutions are more than personal triumphs; they are collective beacons of possibility. This book, a tapestry of twenty-four chapters, each spotlighting a unique journey of leadership, resilience, and impact, stands as an ode to the brilliance, courage, and tenacity of women who refuse to be confined by the invisible barriers of patriarchal traditions. It is both timely and necessary for the Cape Peninsula University of Technology (CPUT), at the Centre for Diversity, Inclusivity and Social Change, to amplify the voices of women who are rewriting the narratives of academia, science, technology, literature, and social transformation. This collection offers more than just a catalogue of achievements; it curates a living archive of dreams realized through struggle, solidarity, and strategic defiance. These stories serve as an intervention, interrupting the still-too-common silence surrounding women’s leadership in the higher education sector and beyond. We dedicate these pages not only to the women featured here but to every woman who has dared to dream beyond the margins, who continues to push boundaries in spaces that were not originally designed with her in mind. Their journeys, deeply personal yet profoundly political, remind us that we are standing on the shoulders of giants. And we, in turn, have the responsibility to nurture and create a space for the next generation of trailblazers.

Foreword

The diversity of themes captured across the twenty-four chapters is intentional. Each narrative represents a specific facet of leadership, contribution, or transformation. From the unrelenting advocacy in human resources to the quiet power of literary expression; from groundbreaking research in marine biology to navigating the labyrinth of disability inclusion—every chapter invites us to view leadership as multidimensional, often non-linear, and always deeply human. These women are not leaders by accident. They are leaders by design, shaped by circumstances that demanded audacity, creativity, and an unwavering belief in themselves and their purpose. Many have had to create pathways where none existed—often with limited resources, little recognition, and the weight of societal expectations. Yet, they persisted. They innovated. They led. Their leadership journeys redefine traditional notions of success. Success in this context is not solely about titles or accolades. It also involves mentoring others, posing important questions, infusing compassion into policy, fostering community, and staying grounded in values that prioritize people over performance, integrity over appearance, and impact over visibility. This book was envisioned and brought to life by women who know the cost of silence, invisibility, and exclusion. Women who have felt the sting of being the only voice in the room—and still chose to speak. Women who have learnt that sisterhood, mentorship, and solidarity are not optional, but essential tools of survival and success. At the core of each chapter is the conviction that women’s leadership is not an exception—it is the expectation. This expectation must be reflected in our institutional culture, policies, and daily practices.

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Foreword

We must reject the notion that leadership is gender-neutral in theory but male-dominated in practice. We must reimagine leadership as collaborative, inclusive, and intergenerational. As we navigate the pages of this powerful collection, we are reminded that transformation is not a destination, but a continuous journey. One marked by discomfort, courage, and growth. The women in this book are not waiting for change—they are the change. And in their stories, we find a mirror for our potential, and a map for the work still to be done. To the reader, whether you are a student, academic, policymaker, leader, or ally, this book serves as an invitation. Read with openness. Reflect with honesty. And respond with action. Let it inspire you not only to admire the women featured but also to amplify their work, invest in their growth, and replicate their courage. This foreword cannot fully encapsulate the richness contained within the pages that follow. However, it can perhaps serve as a compass—a starting point for deeper engagement with the narratives of transformation led by women. A reminder that behind every successful institution, every breakthrough, and every moment of change, there is a woman whose name may never make headlines but whose legacy reverberates in the lives she has touched. Prof Chris Nhlapo CPUT Vice-Chancellor

Foreword

Preface This year, CPUT celebrates its 20th anniversary under the theme “20 Years of Growing from Great,” a milestone that highlights two decades of expansion, connectedness, and shared purpose. To honour this momentous occasion, the Centre for Diversity, Inclusivity, and Social Change (CDSIC) has focused on tracing the university’s journey of gender transformation. This initiative prompts a deep reflection on the gendered dimensions of leadership within higher education. CPUT is replete with inspiring women who defied social norms and forged their leadership paths. Professor Lineo Vuyisa MazwiTanga made history as the first woman to serve as Rector and ViceChancellor of the Cape Peninsula University of Technology (CPUT). Over her eight-year tenure, she championed strategic innovation, strengthened industry partnerships, and expanded CPUT’s research and community engagement efforts that propelled the university into South Africa’s top tier of universities of technology. Before assuming the vice-chancellorship, Prof. Mazwi-Tanga held a succession of leadership roles at the former Peninsula Technikon, where she honed the collaborative and visionary approach that came to define her transformative leadership at CPUT. In 2020, Phinda Swaartbooi shattered a glass ceiling by becoming the first woman ever elected President of the Central Student Representative Council (CSRC) at CPUT. Her victory set a new benchmark for female leadership and student representation on campus. Milka Bazeka broke new ground as the first female student with a moderate to severe physical disability to be appointed Diversity and Inclusivity Champion. She continues to

Preface

drive positive change in her current role on the Student Quality Desk, advocating for accessible and equitable experiences for all students. The Higher Education Sector is gendered, racialised and classed (Mirza, 2018) thus with low representation of women in academic leadership (Ramohai and Marumo, 2016) and student leadership. In South Africa, out of twenty-six vice-chancellors only nine are women. The representation of women across various strata of leadership remains low. Various metaphors have been used to describe the barriers women face to move up the rungs/ranks. Some of the metaphors used to describe women’s barriers to career progression includes, glass ceiling, glass escalators, concrete ceiling, motherhood penalty, labyrinth, firewall, glass cliff, queen bee, to sticky floors (Nutefall and Branch, 2025). These metaphors illuminate that women’s experiences are not universal, thus shaped by their oppressions or privileges, shaped by their race, (dis)ability, sexual orientation, class, age and more. Metaphors on leadership are aligned to a battle filled, words such as the survival of the fittest, a leader is described as a commander applying and authoritarian leadership style, placing winning at the forefront above other things including family (Randell and Yerbury, 2020; Nutefall and Branch, 2025). These metaphors take a masculine approach to leadership, affirming that leadership is gendered. Women students make up over half of all students in South African higher education but are underrepresented in student leadership positions. The Students’ Representative Council (SRC) is the highest representative structure for students in South African higher education.

Preface

A critical examination of literature shows that there is dearth of research on women in student leadership and that student leadership remain masculine, although a few women have managed to break the glass ceiling (Anderson et al., 2024; Haber-Curran and Tillapaugh, 2017). Using an intersectional lens, the same can be said that there is no research on women student leaders with disability, although the number of students with disability has increased exponentially. According to Tumahole (2025) students with disabilities continue to be marginalised despite the advancements achieved in the promotion of accessibility and inclusivity. The voices of students with disability are critical in the SRC to shape inclusive policies and university practices (Nene, 2019). Tumahole (2025) shares that there is a need for a Disability Students Union, which will create a sense of community. This space will allow students to share their experiences, challenges and provide a safe space where support and resources can be provided. Importantly to advocate for their rights thus influencing policy change. The chapters invite you into guided reflections to clarify your personal “why”. Across these pages, you will travel alongside women at every stage of their leadership evolution. You’ll meet the young professional who learned to transform barriers into a launchpad for innovation. You’ll witness the mid-career pivot that demanded the humility to reframe challenges as feedback. You’ll see how senior women harnessed their influence to dismantle barriers—not only for themselves, but for the next generation of women rising behind them. This book offers both inspiration and instruction.

Structure of the Book Part 1: Women in Support Services Examines leaders who sustain the institution through administration and human resources —roles essential to a university’s heartbeat. vii

Preface

Part 2: Student Affairs and Student Change Makers highlights women guiding student engagement, wellness, and activism, as well as the students who are themselves catalysts for transformation. Part 3: Faculty Leadership Profiles academic women directing faculties, designing curricula, community engagement and steering research agendas within their disciplines. Part 4: Emerging and Established Research Leaders showcases innovators who forge interdisciplinary collaborations, secure funding, and mentor the next wave of scholars.

Methodology We issued a targeted call for chapters to women serving in senior and emerging leadership roles across CPUT—executive directors, directors, deans, assistant deans, the deputy registrar, student leaders, and staff leaders with disabilities. The Research Office contributed comprehensive lists of established and emerging scholars, including National Research Foundation–rated researchers, while the Disability Unit identified student contributors. Prospective authors could choose between submitting a written chapter or participating in a recorded interview. In total, twenty-four women accepted our invitation: twenty-two submitted written manuscripts, and two opted for interviews, which were professionally transcribed. The result is a cohesive volume of twenty-four reflective narratives. Each chapter weaves personal experience with critical insight, together mapping the multifaceted journey of gender transformation in higher education.

Preface

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We all carry the seeds of greatness within us, but we need an image as a point of focus in order that they may sprout. – Epictetus

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Chapter 1: Bridge Builder: Spanning Gaps and Fostering Unity through Leadership PROF DRIEKIE HAY-SWEMMER Prof Driekie Hay-Swemmer is a distinguished academic leader in the field of higher education, with a career spanning decades of excellence, innovation, and mentorship. She has held several senior leadership positions, including Dean, Deputy Vice-Chancellor, and Vice-Chancellor, where she championed transformative education and institutional advancement. A dedicated supervisor, she has guided numerous doctoral and master’s students to successful completion, fostering academic excellence and critical inquiry. Her commitment to empowering women in academia is evident in her extensive mentorship of emerging female leaders, shaping the future of higher education through intentional, inclusive leadership. Prof Hay-Swemmer’s passion for student development is at the heart of her academic philosophy. She believes in nurturing holistic student success and remains actively engaged in initiatives that promote access, equity, and lifelong learning. A lifelong seeker of knowledge and truth, her scholarly work continues to influence education policy and leadership practice across the region. Her visionary leadership, combined with a compassionate and student-centred approach, has had a lasting impact on the higher education landscape. Prof Hay-Swemmer remains a respected voice

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in academia, driven by purpose, principle, and an unwavering belief in the transformative power of education.

How Childhood and Positionality Shaped my Research Journey I was born in Ruyterwacht as the youngest of four daughters in a family classified as “poor whites.” From a young age, I was deeply curious, always asking questions and driven by a hunger for knowledge. Despite our economic hardships, my love for learning propelled me to excel in school, eventually earning a teaching scholarship that took me to Stellenbosch University. There, I chose to study isiXhosa, marking the beginning of my lifelong commitment to bridging cultures and promoting social justice through education. My career began as a teacher and later evolved into lecturing at teacher training colleges and universities. Throughout this journey, I remained rooted in my passion: to uplift communities through quality education and to advocate for the dignity of all people, especially those from poor or marginalized backgrounds. My scholarship and leadership have always been shaped by this foundational desire to make a meaningful difference. As the youngest woman in my family and having been raised in a low-income household, these experiences have shaped my empathy and resilience. Navigating spaces of privilege and exclusion, particularly as a white woman engaged in African language education, has given me a unique perspective on race, culture, and social justice. These intersections have influenced my leadership style: compassionate yet principled, grounded in the conviction that education is a fundamental human right. My experiences have taught me to listen, lead inclusively, and always question systems that perpetuate inequality. Today, I remain

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committed to building a society where everyone, regardless of background, can access a dignified life free from discrimination.

Favourite Quote “The greatest gift you can give someone is your love without conditions, without expectations, and end. It is the foundation of true peace and healing in the world.” - Yung Pueblo

Breaking Barriers, Resilience, and Adaptability as a researcher One of my most significant challenges was overcoming the limitations of my socio-economic background. Raised in a working-class family, I had to navigate a world not designed for people like me, particularly in academia. Nevertheless, determination, a strong work ethic, and a passion for learning became my compass. Furthermore, much of my professional life was spent in senior leadership positions at universities, spaces historically dominated by men. Earning respect, asserting my voice, and being truly heard required persistence and courage. I often had to prove myself more than once, not only because of my gender but also because I chose to centre my work around marginalized communities and social justice. Balancing motherhood with a demanding academic career added another layer of complexity. However, I refused to view family and leadership as mutually exclusive. I reshaped both on my terms, with flexibility, support, and a fierce sense of purpose. I overcame these challenges not by silencing myself but by standing firmly in my values. I found strength in authenticity, solidarity with other women, and a deep belief that academia must serve not only knowledge but justice.

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The Power of Authenticity and Emotional Intelligence in My Career Self-leadership and emotional intelligence have been critical to my career. I have discovered that authenticity, remaining faithful to my values and background, is not a weakness but rather a strength. By leading with integrity, particularly in academic settings, I have been able to establish trust and create inclusive environments that appreciate diverse perspectives. Emotional intelligence enabled me to navigate complex dynamics with empathy and resilience, especially when facing resistance or bias. I listened deeply, responded thoughtfully, and remained calm in the face of challenge, which earned me respect and influence over time. Confidence and assertiveness were not innate; they developed as I observed the positive impact of my voice and decisions. Gaining legitimacy never meant conforming; rather, it meant embracing myself entirely. This self-belief has shaped my leadership and enabled me to uplift others along the way.

Mentorship, Community Support and Paying it Forward Two individuals have profoundly shaped my academic and leadership journey. Prof. Kalie Strydom, one of the most respected scholars in higher education on the African continent and globally. He instilled in me the discipline of rigorous research and, more importantly, believed in my potential long before I did. His mentorship grounded my scholarly path in integrity and excellence. My husband, Derek Swemmer, a leading university administrator in South Africa, enriched my understanding of strategic planning, governance, and institutional excellence. Through

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him, I also learned the value of transactional analysis and how to lead by empowering others rather than controlling outcomes. His influence helped me merge intellectual depth with practical leadership, always guided by purpose, people, and a deep sense of service. I am a strong advocate for shared progress. As I grow, I provide informal mentoring to staff and students while volunteering for community outreach initiatives. Additionally, I conduct skills workshops to help others enhance their academic and professional profiles. For me, success is about uplifting others: empowering, encouraging, and helping them recognize their own potential.

Work-Life Balance and Well-being Balancing professional and personal life has necessitated intentional choices and the cultivation of sustainable habits. I have learned to prioritize ruthlessly, focusing on what truly matters both at work and at home. Establishing clear boundaries between professional tasks and family time is something I had to learn to do. Regular reflection and planning, a practice I adopted early on, helped me manage my responsibilities without burnout. I also made space for self-care, whether through quiet time, walks, or moments of stillness, to reset mentally and emotionally. Importantly, I learned to ask for support from colleagues, mentors, and family, recognizing that leadership is not about doing it all alone. This balance allowed me to remain present, productive, and passionate in both my academic and personal life.

Personal Success Framework One achievement I am particularly proud of is my contribution to transforming the landscape of teacher education in South Africa,

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primarily through my work in language education and my leadership roles in higher education. From being an isiXhosa teacher to later holding senior university positions, I remained committed to uplifting disadvantaged communities through research, curriculum transformation, and mentorship. My success as a researcher and academic leader is rooted in a clear personal framework: maintaining a positive, purpose-driven mindset, anchored in emotional intelligence and guided by values of justice, dignity, and inclusion. I have cultivated intense routines of disciplined writing, reflection, and continuous learning, shaped by the research rigor taught by Prof. Kalie Strydom. Strategic insights from my husband, Derek Swemmer, have also influenced my understanding of institutional impact and leadership. I consistently strive to turn challenges into learning opportunities and invest in mentoring others, ensuring that the pipeline of scholars remains diverse and ethically grounded. At the core, authenticity, resilience, and a commitment to serving others form the foundation of my success.

Transformational and Inclusive Leadership I see myself as a bridge: anchored on both sides, yet always reaching across divides. As a researcher, I connect people, disciplines, and ideas, especially across lines of race, class, language, and gender. My work establishes bridges between academia and the community, theory and practice, and privilege and marginalization. Like a bridge, I’ve had to be strong, resilient, and flexible, often carrying the weight of others while withstanding pressure. But I also enable movement, transformation, and connection. In leading, I prioritize diversity, equity, and inclusion, not as abstract ideals, but as practical, measurable commitments. I aim to inspire change, empower others, and make

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higher education a more just and humane space for all, especially those who have been historically left on the margins.

A Letter to My Younger Self Dear Younger, Me, Trust in your voice; it matters. You deserve to be in every room, whether you are the only woman present, or your background differs significantly from those around you. Let your curiosity, compassion, and courage lead the way. Rather than conforming to outdated systems, strive to create improved ones.

A Message for Aspiring Women Leaders and Researchers To women researchers who aspire to grow: remember that your experiences are a valuable asset. Approach your work with authenticity and intent. Create supportive networks, seek mentors, and also become a mentor in turn. Prioritize your well-being: burnout should not be worn as a badge of honour. Stay grounded in your passions and let your research support people and promote justice.

Highlights at CPUT My most meaningful highlight at CPUT was participating in the ‘The Last Lecture’ initiative, inspired by the powerful legacy of Prof. Randy Pausch. This initiative encouraged me to reflect on my journey, as if delivering a final message to the world — a “full circle” moment that brought together academic achievement, personal growth, and a sense of purpose. Preparing my own “last lecture” enabled me to

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revisit the values, struggles, and milestones that have shaped me throughout my career. It was not only an academic exercise, but also a profoundly personal experience that will reinforce why I started this journey and what I hope to give back. This initiative reminded me that a scholarly life is not just about qualifications, but about living with intention, making an impact, and upholding integrity. It challenged me to define success beyond grades and to ask, “What legacy will I leave behind?”

Biggest Inspiration within the Organisation, and Why? Among all the inspiring individuals at CPUT, Prof Jessy Van Wyk stood out. Her dedication, resilience, and belief in students’ potential was always encouraging during challenging moments. Her mentorship reminded me that education is not just about knowledge, but about growth, purpose, and service. At CPUT, I envision a future where female researchers thrive without having to prove their worth, where equity, mentorship, and innovation are integral to our structure. We must create environments that empower women across all fields and identities. My call to action is clear: institutions of higher learning must intentionally invest in women’s leadership, allocate research funds equitably, and eliminate structural barriers. As individuals, we should continue to uplift others as we advance. The future is not just about women entering academia; it is about reshaping it with our vision, voices, and values.

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Chapter 2: Leading Human Resources with Tides of Love Ebbing and Flowing with Compassion VUYOKAZI DWANE Vuyokazi Dwane started her career as a Change Management, Organisational Development, Business Process Optimisation and Project Management consultant at blue-chip organisations. These include Accenture, Deloitte, Nampak, National Treasury and Standard Bank. Her clients include the Shuttleworth Foundation which partnered with the Department of Basic Education for the First African in Space project. As Education Outreach Co-ordinator, she was responsible for managing the relationship with the Department and the African in Space project where she managed flagship initiatives “hip2B2” focused on encouraging learner uptake of Maths and Science, the establishment of 102 Dinaledi Schools and Teacher Excellence Awards for Maths and Science educators. Since 2007, Vuyokazi has held HR General Management and C-suite roles, developing and implementing People Strategy, facilitating the transformation of organisational culture, rooting organisational practices in values that reflect ubuntu (humanness) and imfesane (compassion). Her passion is to create opportunities for empowerment and growth of people, and an environment that brings their strengths to the fore. A certified coach, she makes her contribution by journeying with individuals and teams as they evolve towards optimal ways of being and working. Vuyokazi is passionate about neurodivergence and translating

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her lessons from personal circumstances to the transformation of workplaces towards neuroinclusion.

How my Childhood and Positionality Shaped My Journey I come from a lineage of prayerful leaders who had a heart for humanity which has been expressed in the service of teaching, praying and preaching. My great-grandfather, James Mata Dwane, was posthumously awarded Isithwalandwe: The Order of the Baobab in Gold, for his contribution to humanity. As such, I grew up in the midst of duty in its various forms. By the time I matriculated, I was quoted saying that I wanted to be “a marriage counsellor”. As a “middle child”, I once described myself as the one who held no ‘unique identifier’ of only boy / only girl / first or last born and, somehow, that translated into me seeing myself in the Helping Professions, “looking after others”. My studies, which took a few twists and turns as I looked for the best path to fulfil my essence, saw me landing my first job as a Change Management consultant. It was interesting to see how classmates from university were employed into entry-level consultant jobs while my African classmates were appointed into the same organisation as “interns”. I immediately knew that I had to say something, and as I did, I realised that the colleagues with whom I had previously been “equals” at university had been – and continued to be – benefactors of an unequal system.

Breaking Barriers, Resilience and Adaptability I grew up in a Church where my mother and father pioneered the introduction of leadership by women and the laiety, in the traditional Anglican tradition. They were later responsible for the separation of

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the Church as an “Order” of the Anglican Church to an independent Episcopate, therefore accepting inequality has never been an option for me. I have, as a result, used my voice to raise questions where cultural practices do not align to the values of the organisation or the laws of the land. It has, therefore, always been important to me that I identify like-minded leaders with whom I can engage with and benefit from a relationship of mutual support. This has seen me being significantly challenged in environments where my views and expressions have gone against the grain and the absence of similar influential voices. Change is hard: it requires an acceptance that whatever is, is no longer working and that continuing with it is no longer feasible. As such, resistance to change is inevitable in any change journey – it is the one component that can be relied upon. Most, if not all, times, my arrival into an organisation signalled some kind of change: as an African woman, a mother, a single mother, a neurodivergent, an independent thinker, whatever it was, I was “not like the last one / others”. As can be imagined, I have experienced change resistance in many forms, subtle and overt. While it has been important for me to be courageous and comfortable to stand alone, the value of having a trusted circle of friends has been immeasurable. As human beings, we are designed for connection and relationship.

The Power of Love I am motivated by love. Love is generative, it is a creative force. It knows no bounds. I have come to appreciate that my first experience of a clinical depression happened when I entered the workforce. The culture shock of an absence of love that prevailed in the way that business was conducted was too much for me to bear. My orientation, therefore, through my career has been towards alignment with my

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nature. A great many of the conversations that I had with leaders and co-workers have been about caring for their employees and honouring their humanity in how they manage people. My alignment to my values and being authentic to the point of taking personal accountability for things gone wrong has been a key driving force in my career.

Mentorship, Community Support and Paying it Forward In my early career I was very formal about approaching a specific profile of professionals and requesting them to be my mentor, until I realised that I have been mentored both within and beyond my profession and environments for most of my life. I have been mentored by veteran leaders and community builders at whose feet I sat and from whom I learned lessons and imbibed the values that have stood me in good stead. My mentors include my maternal grandmother and the seven powerhouse daughters she raised alone from the age of 41, by colleagues who were my contemporaries and prepared to give honest, loving feedback as they observed situations in real-time, colleagues who were junior to me and safe enough to tell me when I was ‘drinking the kool-aid’ by sharing their perspective on what leadership thought was a great idea. I have had WhatsApp access to trailblazing, down-toearth women like Dr Shirley Zinn who have dropped an email or shared my name with others when opportunity presented itself. My children, though, are my greatest teachers: they do not take me too seriously and hold a mirror that pierces through most layers of office and duty. I lift others by challenging them to rise. I challenge! My colleagues know that I hold high expectations of them and express these unequivocally. What are these? That we LIVE the words on our Human Capital vision

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and Institutional values show up and put our best foot forward every time. I back these expectations with a commitment to supporting my colleagues’ developmental aspirations through availing money and opportunity. And I have conversations. All of this investment is seed that makes a person “ripe and ready” for opportunity. Most importantly, I leave environments and their people better than what I found them to be: more effective in identifying talent, more nurturing and conducive for the growth of those who remain and who are to come.

A Personal Success Framework As far as work or life balance goes, I am very much a work in progress and learning to lay boundaries and to ask for what I need. I begin and end my days with visioning and meditation practices. I also follow an exercise routine of walks in nature and visits to the gym. And every year I challenge myself to learn something new, get out of the office for a few days and speak to different people: whether at a conference or in a class or webinar. In the last 4 years, I have become a new creation who has a new outlook on and interaction with most facets of my life, as I have come to learn the power of acceptance. In this time, I have shed many of the rigid belief systems and orientations that so often make another person wrong so that whatever “single version of the truth” (there is none) may prevail. This has made sitting with another and journeying with them through whatever they need support with, joyful work. I do not have to agree with everything you are, believe or do in order to be meaningfully human for you.

Transformational and Inclusive Leadership The metaphor I would use to describe myself is my middle name “Nolwandle” (Mother of the Ocean). It invites me to draw on the

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attributes of such a powerful, graceful, wealth-laden force, I dig deep when I consider my connection to all forms of life and my contribution to a better, richer environment and relationship.

A Letter to My Younger Self You have everything that you need to fulfil your destiny and to make the world and its people better than what you found it. And what you have, nobody else has. I gift you with President Theodore Roosevelt’s words about making a contribution: “It is not the critic who counts not the man who points out how the strong man stumbles or where the doer of deeds could have done better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood, who strives valiantly, who errs and comes up short again and again, because there is no effort without error or shortcoming, but who knows the great enthusiasms, the great devotions, who spends himself in a worthy cause; who, at the best, knows, in the end, the triumph of high achievement, and who, at the worst, if he fails, at least he fails while daring greatly, so that his place shall never be with those cold and timid souls who knew neither victory nor defeat.” —Theodore Roosevelt

Highlights at CPUT More than a programme or initiative, I have been significantly impacted by the calibre and talents of our students, and the contributions they bring to all walks of CPUT life. Being in Human Capital, my opportunities for interacting with students are limited by a focus

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on our employees. In my short time at CPUT, I have encountered engineers who write and recite the most moving poetry, the work of our design students as they have brought theoretical knowledge and abstract forms to the most beautiful representations of life and art. I have had the privilege of participating in robust engagement with student leadership, observed how they represent their constituents amongst university and sector leadership and each time, I am left with a deep sense of awe and am filled with hope and appreciation for the leaders of our future country and, indeed, world.

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Chapter 3: Catalyst for Scholarly Growth – Sparking Excellence DR XENA CUPIDO Dr Xena Cupido holds the position of Director Fundani Centre for Higher Education Development (CHED) at the CPUT. With more than 25 years of experience in higher education. Dr Cupido has championed innovative pedagogical strategies that enhance student success, retention and mostly important social justice within this space. Holding a PhD in Education from the University of the Western Cape (UWC), she has published widely on student-staff partnerships and student engagement approaches from a social justice perspective. Dr Cupido’s collaborative leadership style is informed by her commitment to social justice and inclusive practice. She has forged partnerships with national bodies such as the Council on Higher Education and international networks like Students as Partners Network, MIT Global Leaders Entrepreneurship Educators Network, ensuring that CPUT remains at the forefront of sectorwide transformation efforts. Passionate about mentoring the next generation of educational leaders, Dr Cupido leads a vibrant team at Fundani CHED and continues to advocate for policies and practices that foster holistic student development and institutional excellence.

A Reflection on My Own Leadership Journey... Locating My Roots and Wings From my earliest days as the first girl-child in a conservative family, I learnt that leadership often begins at home. My mother—

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an indomitable matriarch denied many opportunities in her youth, returned to complete her school career and eventually, earned a management diploma that reshaped her career multiple times. This was my first role model of resilience, care, authenticity and integrity. Watching her navigate societal expectations while staying true to her values, planted the seed for my own leadership philosophy: to lead with heart and conviction, even when the path feels steep and filled with obstacles both seen and unseen.

Favourite Quote “No one is born fully-formed: it is through self-experience in the world that we become what we are.” - Paulo Freire

The Power of Authenticity The start of my leadership journey was not an easy one, the Brazilian educator Paulo Freire’s stirring quote, “Education either functions as an instrument…to bring about conformity or it becomes the practice of freedom,” urged me toward the latter. I resolved that my style would not conform to outdated norms but would instead embody a freedom rooted in bringing my authentic self in this space. Yet, authenticity carries its own challenges. As women leaders, our fiercest battles are often waged not against overt patriarchy, but within our own ranks. You may encounter subtle saboteurs: back-channel whispers questioning your readiness, cold shoulders in corridors, sceptical sideways glances. These moments will bruise more deeply than any overt bias, because they often come from those who seek legitimacy in a world not built for us. Such intra-female conflicts

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reveal a painful truth: scarce resources and recognition can turn us into gatekeepers of one another’s progress. But these trials also offer growth. By meeting scepticism with empathy and turning criticism into collaboration, it enables a leadership style that could withstand friction and transform it. In doing so, we honour the gains of those who came before us.

Discovering Strength in Vulnerability Early in my career, a strengths assessment revealed a leadership style located in care and empathy. Initially, I hesitated—could vulnerability coexist with authority? Over time, I came to see vulnerability not as a barrier, but as a bridge. By showing up fully as an African woman who values compassion as much as competence, I discovered that vulnerability could foster trust and open hearts. Drawing on bell hooks’s insight that “to be truly visionary we have to root our imagination in our concrete reality while simultaneously imagining possibilities beyond that reality,” one can begin to lead from both strengths and aspirations. Helpful exercises such as practising naming emotions in tense moments—pausing before responding in moments of conflict, tuning into what is not being said, and consciously choosing empathy. This created space for constructive dialogue and transformed potential conflict into collaboration, strengthening relationships and earning genuine respect. Confidence and assertiveness, grounded in emotional intelligence, further amplify influence and help in shaping a space, that recognises others. True confidence, I learned, is not about dominating a room but about trusting in the expertise of self and others, learning to engage collaboratively to achieve a collective vision.

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CPUT Opportunity: HELM Women in Leadership The HELM Women in Leadership programme, introduced at CPUT, offered a transformative blend of peer learning, expert coaching and reflective practice designed to equip emerging women leaders with both the armour and the compass they need. Participants were assigned Peer Learning Groups, and we were able to share personal stories, unpack the nuances of organisational power and recognise how “sources of power” can be consciously wielded to influence positively. Guided by seasoned coaches, as attendees we probed our signature strengths—discovering that care, compassion and gratitude are not soft liabilities but foundational leadership assets. A hallmark of HELM was the coaching component, which challenged each woman to explore her “rescuer” impulses, regulate emotional triggers and cultivate resilient empathy. Journal prompts encouraged intentional self-leadership, such as mapping one’s culture and common purpose, and planning for sustainable energy through mindful practice and perspective-taking. Participants confronted realworld scenarios—negotiating scarce resources, navigating “glasscliff” moments during crises and forging male allyship—to translate theory into action. Practical assignments, like engaging with senior HR partners to address equity gaps, reinforce that leadership is both strategic and relational. Through the appointed coach’s probing questions, I became acutely aware that I was transitioning into this new leadership role, realising that “no-one is born fully formed”. This was a journey of leadership self-discovery, a becoming. The experience of other women leaders was most valuable, with gentle reminders to be gracious in this space with others and self. The importance of self-care is just as important as strategic vision. Above all, HELM

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taught me that compassion, vulnerability and authenticity are not weaknesses. I would highly recommend the programme to emergent women leaders; I emerged not just with fresh tools but with a deep conviction that women lead best when we lead wholeheartedly.

Investing in Coaching and Mentorship finding your wings No leader flourishes alone. High-quality coaching and mentorship were pivotal in my development. A skilled coach challenged my assumptions, prodded me to explore blind spots and provoked new insights. As I learnt to treat myself with kindness—acknowledging both triumphs and trials—this assisted in developing a resilience to lead with integrity and courage. I urge women leaders to seek out mentors, who can offer both wisdom and tough questions. These relationships expand our perspective, deepen our self-awareness, and fortify our resolve. In turn, we must pay that support forward, lending our experience to others and fostering a culture of mentorship. Emotional intelligence and self-leadership are essential tools for navigating complex workplace dynamics. Rather than reacting instinctively to tension, leaders can cultivate self-awareness by identifying personal triggers and practising self-regulation. When confronted with an abrasive colleague, pausing to name those emotions and consciously choosing calmness and empathy creates space for constructive dialogue.

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To Fellow Women Leaders I offer these guiding principles: • Own your strengths, celebrate compassion, courage and curiosity as leadership trademarks. • Build bridges, seek mentors or coaches, allies and peer networks— find your tribe. • Lift as you climb, champion equity and advocate for inclusive policies, and robust mentorship programmes. • Lead authentically, let your values guide every decision. • Envision boldly, dream of an organisation where leadership diversity is the norm. As you locate your own roots in the experiences that shaped you and spread your wings through continuous growth and solidarity, remember: your journey not only transforms you but creates pathways for the generations of women leaders who follow.

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Chapter 4: Binding Human Resources: Holding Teams Together with Strength and Unity NCEDIWE QOMOYI Ncediwe Qomoyi is the Director of Human Capital Operations and Services at CPUT and has served as such since April 2019. She started working for CPUT from June 2008 as a Human Resources Manager. Her career in Human Capital dates back to 1997 when she got appointed by the then Border Technikon (now Walter Sisulu University (WSU) ) from humble beginnings of being a Personnel Officer. She worked for WSU until May 2008 having grown to Senior Generalist. During her tenure as Human Resources Manager, she had several opportunities of acting as Director, Chief Director and also Executive Director. These portfolios contributed to her growth as a woman leader in higher education. She led the department of 44 staff members and was accountable to three Vice-Chancellors and two DVCs in this time. During this period she led amongst others, the following tasks at CPUT together with fellow colleagues: • Implementation of Vision 2020 -to Vision 2030 strategy for Human Capital • Insourcing Project • Employee strike management • Salary Negotiations • Employment Equity Plan and reporting • Policy review • Harmonisation of conditions of services

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• 360-degree performance evaluation • Job evaluation project • Participation in the implementation of the Business Partnering Model She was inspired by my Human Capital colleagues, who were so eager to support and work tirelessly to ensure that Human Capital is able to achieve its set goals and objectives.

How Childhood and Positionality Shaped my Leadership Journey I was born in the Eastern Cape Province in a small township called Zwelitsha in King William’s Town. My parents were married, and we were eight (8) children and I was the 6th child. Both my parents were not educated, in fact they never went to school, but they loved education. They made every effort to ensure that their children went to school to be educated. Both my parents worked very low-level jobs, my mother was a domestic worker and my father was a gardener. My father was later appointed as a Watchmen (Security according to today’s language) by the government. My mother got a municipality job of cleaning and sweeping the streets (popular roads). Both were not getting paid much and as a result when they retired, they did not receive any retirement funds because they were informed that they had been appointed as casual workers and yet they were not even aware of this. During this time, my family stayed in a shack as my parents could not afford buying a house. My father died whilst were staying in that shack and my mother was fortunate to see me graduating and buying her a house in Bisho.

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When I applied for tertiary education after passing Standard 10 (now Grade 12), I got admitted at the University of Fort Hare with the intention of being a lawyer but due to financial constraints, I could not register that year. The following year, I was informed of a Technikon which was opening in my township and went to try my luck and I got accepted. That is when I became a student at Border Technikon and in summary, I graduated with a National Diploma in 1994. I always wanted a job that had something to do with working with people and I think that was influenced by my zeal to become a lawyer. At that time, I got employed as student assistant in Human Resources at the same institution I was studying at and that was how my Human Resources interests came about. Human Resources was not a popular profession to me and as a result it was difficult to explain what I was doing, but with time I learnt to love it and focused on it. I got a scholarship to study a Master’s degree overseas which I did on record time. Whilst at CPUT, I again registered for a Masters in Labour Law. I was drawn to this line of work because it sits at the intersection of my strengths and my passion for solving complex problems. At Border Technikon, where my HR career started, I was inspired by my boss, Mr Roy Engelbeck who developed my passion for HR and supported, mentored and coached me to become what I am today. He introduced me to strategic thinking and showed me how impactful thoughtful decisions could be. He introduced me to all functional areas in HR and from there I became a generalist in HR. My leadership journey has been deeply shaped by my economic background, gender, race and age. Coming from a background

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and a culture that values humility, I have often had to navigate spaces where I did not see people who looked like me or shared my experiences. I have learnt to lead by listening, and creating inclusive environments where people feel seen and heard, because I know how powerful that can be. These experiences have also made me more intentional about lifting others as I rise, especially those whose voices are often overlooked.

Breaking Barriers, Resilience and Adaptability At CPUT, I had to overcome challenges of being a woman leader who mostly had to work with men. I felt the sense of being undermined, seen as though I am too young and being overlooked on many occasions, which was a challenge which I could only overcome by being resilient. I had to thrive through such culture for many years.

The Power of Authenticity, Emotional Intelligence, Confidence, and Assertiveness My superpower is courage. I am willing to speak up when it is uncomfortable, take risks when the outcome is uncertain, and stand firm in my values, even when it is not the easiest path. Whether it is advocating for others, navigating change, or pushing through fear to try something new, courage has consistently helped me grow and help others rise, too. I have also been good at working with teams of people, resolving conflicts and enforcing good communication. Early in my career I learnt to work closely with people or teams, resolving any conflicts and learning to read the emotional climate of a team. I have the ability to counsel and help people to build trust amongst each other.

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Mentorship, Community Support and Paying it Forward I give honour to my husband, Sipho Qomoyi, who has, through and through, believed in me. He has been my inspiration in ensuring that I become what I am today. He pushed me to apply for a scholarship to study in Australia. He also pushed me to apply for a higher position in Cape Town, leaving my comfort zone in the Eastern Cape. He encouraged me to register for a second Master’s in Labour Law. My children and siblings also echoed the words of my father, who believed in me. I also learnt a lot from my fellow women leaders in other institutions who were in leadership positions earlier and above me. We used to share the struggles that we were experiencing. As I grew up in a Christian family, our faith made me believe in God and all that enabled me to thrive to what I am today. I remain humble in knowing that some people who have gone ahead of me sacrificed for me to be where I am now. I therefore also rise by mentoring and coaching others to reach their potential and even above where I currently am.

Personal Success Framework I think the opportunities I was given to act as an Executive Director on several occasions at CPUT, developed, grew me and shaped my character for the better. In 2017, I successfully led an insourcing project. The process was characterized by the #FeesMustFall process. It was the first of its kind for the institution and there was no institution to benchmark it with. It was a great process to learn new initiatives, analytical thinking, management and perhaps, self-awareness. Additionally, I learnt how to lead by example, build relationships and being a consistent communicator and showing empathy.

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Transformational and Inclusive Leadership A glue that holds the team together! I believe that I am a unifier, I work well with people and teams. I am consistent in the application of processes; I leave by my values and principles and that of the Institution. I believe in team cohesion. I create stability and consistency. I am supportive.

A Letter to My Younger Self Dear Younger Ncediwe, You have all what it takes, however I want to say as much as you have a drive to all, I want to advise you to be wiser, reflect and focus, listen more and be humble. In the path of leading, you will make mistakes. You must learn that mistakes are there for you to learn not to punish yourself. Life is a journey and leading people is about making them feel included and acknowledged. Build your life with a purpose.

An Advice to Aspiring Women Leaders Lead with integrity and be exemplary.

What I Hope for the Future of Women Leaders at CPUT I hope that women leaders can be recognized and be given opportunities.

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Chapter 5: Champion of Change Taking the Arena of Transformation BRIGHTNESS SIBONGILE MANGOLOTHI Brightness Sibongile Mangolothi serves as the Director for the Centre for Diversity, Inclusivity and Social Change at CPUT, having joined the Institution on the 1st of December 2024. Previously, she served as the Director/CEO of Higher Education Resource Services South Africa (HERS-SA), a non-profit organisation (NPO) founded in 2003. HERS-SA is dedicated to empowering women leaders in the higher education sector through capacity building, advocacy, research, and strategic collaborations. During her tenure at HERSSA, she initiated a range of programmes to accelerate women’s empowerment and visibility, including coaching, mentorship, the Emerging Women Leaders Programme, the Higher Education Women Leaders Awards and international collaborations with universities such as the University of Leeds and the University of West London, amongst others. Before her leadership at HERS-SA, she was the Head of Department (HOD) at Nelson Mandela University and Head of Programme at IIE, ADvTECH. She was an academic at both public and private universities. In her advocacy and community engagement, she served as a Treasurer General for the African Women Leaders Network (AWLN) – South African Chapter and as a Board Member of the Public Relations Institute of Southern Africa, and as Branch Chairperson and Deputy Chairperson for the National Education, Health and Allied Workers’ Union (NEHAWU) at NMMU. In 2023, she co-edited a book titled, “Women’s Empowerment for a Sustainable

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Future: Transcultural and Positive Psychology Perspectives.” In 2020, she earned the esteemed title of the University of Georgia Fellow for the African Civic Engagement Academy Program and was recognised as a Standard Bank Rising Star Finalist in 2015. As a lecturer, postgraduate research supervisor, facilitator, and keynote speaker, Brightness has not only imparted knowledge but has also been a driving force in advancing the landscape of education and transformation, having been featured in major mainstream media. Additionally, she has served as an Executive Coach Supervisor for the Women in Leadership Programme under the Universities South Africa Forum (USAf), Higher Education Leadership and Management (HELM) initiative.

How Childhood and Positionality Shaped my Leadership Journey I was born and bred in Soweto, Gauteng. My parents, who married in the late 70s, had three children; sadly, my brother passed away in 2010, leaving only my sister and me. I was registered for my early years of schooling when I was only four years old, because my cousins were registered at Isiseko Primary School at that time and my grandmother from my paternal side insisted that I should be registered, as there was no way that I could watch my cousin go to school whilst I stayed at home. The principal tried to reason with her that I was still young, but this did not deter her; she said this would empower me when I had to officially do my Grade 1. Thus, it should not be something to crack our heads on that there was a possibility of failing the grade. Surprisingly, I was one of the top students and occasionally, I was promoted and when they realised I was younger, they had to reverse the promotion. In essence, this meant that in all my schooling stages, I was always the youngest. I had to learn to

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grow up fast and to make peace with exclusion or isolation, as I was continuously reminded of my age. I completed my matric at Morris Isaacson High School, where the 1976, June 16, march started. The school was not just a learning space; we were empowered to understand that we can thrive irrespective of our race. We witnessed the recording of Sarafina, which tells the story of the negative impact of apartheid on Black people in South Africa. We had teachers who instilled fighting for our rights and the power of acquiring knowledge and how it can emancipate us. We had to deal with the bare minimum - classes with no windows, furniture or books. After school was a struggle as we were constantly chased by boys who detested girls from our school, as we were called the Model C of the township. I was always in the top five and this meant I was automatically placed in the science class groups because of my marks. I remember sweeping the floor in the science class, but I said to myself, this is not where I see myself in the future. I had a passion for history and felt that I needed to be a change I wanted to see. Science lacked the humanness; it felt abstract, and I wanted to work with people and change people’s lives. This is one of the many times I had to exercise my voice and tell the principal that I am going to the history class. Later, to be found with no teacher for a month, I marched with classmates to demand a teacher replacement. Short as I was with a petite body and the youngest, I said enough is enough. I passed my matric when I was 16 years old, had a gap year, then went to varsity. The torment I had as a varsity student, to my stepping in as an academic to a leadership role, requires chapters yet to be written. How I needed to be all the things that my lecturers were not, except for one, Mrs Ras, who even identified me in later years as a lecturer. The thought

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that I encountered the only African lecturer who was worse than all other lecturers still leaves me puzzled. I am reminded of one lecturer, as she was giving us back our third-year assignments, who said, now I know why they call you Brightness. I sat there puzzled, not because I received an A+ but because I was bothered about what she did not say or could have said. It was the fact that she was questioning why I was called Brightness, why she did not acknowledge the good results as she did with her usual A+ white students. The question of (in)visibility in the classroom - this is a space where assessment was in English and Afrikaans. How language excluded us, not that we did not know English, but conscious that it was our third or fourth language. For the first time, having to engage with those who speak English, who do not look like us and pronounce differently. As Blacks, we had to debate with those we had been taught to respect (not question). The project of diversity, equity and inclusion is a tough one. The one that many still grapple with. Let alone the curriculum that has erased our indigenous knowledge systems. “I don’t see myself” in the curriculum. I do not have social capital as I am the first in my family. No one to ask, yet the community see me as a success. A story of many young men and women who will give their parents a first chance to step onto university grounds on their graduation day. Wonder why there is a fuss about graduation, the ululating, it echoes the joys and pains, importantly breaking the chains and leaving a legacy for generations to come.

Favourite Quote “Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.” - Barack Obama

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Breaking Barriers, Resilience, Adaptability and Authenticity I have navigated higher education as a staff and student and the corporate world, where my presence challenged the norms. Stepping into a room or lecture hall came with the weight of my intersectional identities. “She is a black young woman, she does not come from the Model C School, she is a township girl and of course, she is an equity candidate”. I knew too, that I carried the baggage of our history, and my presence could enable or break opportunities for many like me still to occupy these spaces. I had to do more and above because more was expected from me to belong. Seen in action, I was called an outlier, different from my own, only because I exceeded their expectations. This was followed by questions like “where are you really from”, and condescending comments, like “you speak very well for someone who studied in the township”. Yet they did not know that my superpower at that time was in my humbleness, thus I didn’t challenge what they said. Of course, I understood that some battles are not worth it; my truth was enough known to me. It is in my humility that my resilience resided. It is in my humility that my strength harboured and propelled me ahead when challenges were too big to ignore. My tenacity grew during these times when it felt like the system was working to keep me/us quiet—the worry that speaking up would cost me my job—fuelled a stronger conviction. That resilience propelled me into union leadership, where I learnt that real change demands both heart and strategy. Every adversity that has been seared into my memory as evidence of my ability to persevere, adjust, and rebuild has served as a teacher. These encounters combined to form a resilient core that understands that vulnerability is the source of true strength rather than weakness. To

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me, it is courage and confidence that in my imperfection lies the being that is bold enough to step into discomfort to make way for the hidden gems buried inside me. Importantly, it not only transformed my way of doing but also of being. I know I am becoming the best I was designed to be. As Brene Brown reminds us that, “Vulnerability is the birthplace of love, belonging, joy, courage, empathy, and creativity. It is the source of hope, empathy, accountability, and authenticity” and “Authenticity is the daily practice of letting go of who we think we’re supposed to be and embracing who we are.” It is in my authentic self that I had to understand that my silence has not helped me, hence I latched onto Audre Lorde’s words, “When we speak, we are afraid our words will not be heard or welcomed. But when we are silent, we are still afraid. So it is better to speak”. It is at this point that I decided I would be the change I wanted to see. I spoke in spaces where it was uncomfortable, sometimes it was like having a hot coal on the throat, yet knowing the truth had to be told. This came with a package of enemies and unnecessary enemies, but there were more gains in speaking up than being silent. It gave others the courage to speak up. In all this, I learnt the power of doing research, having your facts in order, understanding what you stand for and speaking up not because it is fashionable but because it was the right thing to do. One of the defining moments at the helm of the union leadership, co-creating with the university to transition from outsourcing to insourcing staff. It leaves me with joy to see many men and women who have gained from this transition, whose lives have been changed. Many who have crossed the graduation stage and earned better and senior positions.

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My Support System and Lifting As I Rise My parents are my greatest support system. Their prayers, words of wisdom and even their encouragement are enough to say to myself, I can! My mother is humble and “leads from behind”. She supports and empowers me, especially when self-doubt or adversity creeps in. Sometimes she plants a seed, which only at the tail end, it registers that this is what Mom, meant. She is loving, caring and nurturing. She taught me to speak up, not just when an injustice is done to me but when done to others and to also share, as my mother would say, “Bana ba motho ba kgaogana tlhogwana ya tsie (the spirit of sharing irrespective of the size of what you have)”. My father, whom I believe I am more like, leads from the front. A community builder who has held numerous leadership positions. Though he never had a chance to step into a university, his wisdom on leading always leaves me amazed. He has mentored many and continues to do so in his soccer and netball teams. He is respected and as strict as any parent is expected to be. He believed in the power of education thus supported us through and through as his children. My grandmother from my maternal side, may her soul rest in peace. She was a feminist of her time and self-sufficient. My grandmother was a hard worker who knew when to pause and focus on self-care. She dressed up and showed up. She knew when to speak up and shut up. She was very strategic in every move she made. She would say, Mbokeleng, people talked about you when you were in your mother’s womb, they still talked when you were born, and I want you to make sure that even on the last day and post-death that they talk about you saying only good things. Importantly, their talk should not stop

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you from your journey of self-(re)discovery. Their talk is a sign that you are making an impact. Lately, my son and daughter have become my sounding board. They are the ones who are aware of my blind spot. At times, they share the bitter truth of which I have learnt to swallow and this has made me appreciate their wisdom, young as they are. Growing up in the township, the Christian youth group was a place of enrichment. We were led by women who were teachers at various schools but believed that we should have access to opportunities and reach levels that they never dreamed were possible. In the corridors of the university, colleagues and comrades who provided emotional support and humour in our pain from various “isms” we encountered. Beyond the comfort of my home and family, and my township, my support systems came from different races, genders, and ages. The older ones’ guidance was more like standing on the shoulders of giants, providing a map of life whilst allowing me to step into territory that they were not familiar with. The young ones gave me a new lease of life, helping me to see life through their eyes. I had encountered seed sowers – these are people who would recommend that I take certain actions, be it expanding a project from its original state, inviting me to use a different lens to look at a problem or opportunity, dropping an idea and these I had listened to with a receptive ear and followed through. In 2014, when I was a Head of Department, we attended the Leadership Advancement Program (LEAP), where we were assigned mentors. Beverly Hancock was assigned as my mentor. It is at this point that I appreciated the power of having a mentor, and being an executive coach, I got both mentorship and coaching. The

mentorship accelerated my professional growth. For the first time, I had a sounding board, someone who could listen objectively and probe me enough to see the bigger picture. The beauty of it all is that she empowered me to be self-aware and not to allow the unknown to be a barrier to rediscovering myself. One of many women who stands out, Nonkululeko Tsita, has been like a mirror to my blind spot, sharing information, helping me make sense of things that were not adding up. In 2019, when I was employed by HERS-SA, I met many women across 26 universities, and some have become more than colleagues or associates to being friends. These are women who would overextend themselves, be it when I needed advice, or offering their expertise in running our programmes as speakers and facilitators, mentoring or coaching women and serving as judges. Some of these women also came from corporations and international universities and organisations. If I were to write their names, the list would go beyond this chapter. I am forever indebted. I have also met some great allies, males who have been my sounding board. The likes of Prof David Bogopa, Prof Simphiwe Sesanti, George Mvalo, Rev. Thembinkosi Mosia and Malesela Maubane. I have always been a proponent of lifting as I rise. I have mentored both young and old, including leaders, and this for me was grounded in my lived experiences, knowing the pain of not having someone to walk the journey with. I have participated in both structured and unstructured mentorship. Some of the organisations that I have mentored for include the Port Elizabeth Business Women Association, Engeli and more. Notably, I understand that knowledge has no meaning unless shared and that transformation is a verb; you ought to do something to see change and mentorship is a driver of transformation.

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Work-life Balance and Wellbeing It takes deliberate habits and well-defined priorities to balance the demands of employment, education, family and activism. I received my revelation from the late Dr Tibane, when he said, loosely paraphrased, you have to find your balance, sometimes family can take a back seat, sometimes work takes a back seat, because to think work-life balance can be achieved, remains an ideal. I believe balance has been made the workers’ responsibility - if workplaces are designed in such ways that productivity supersedes their employees’ wellness, balance will remain an ideal. I have learnt to involve my family in the planning and sensitise them on the demands at hand and also plan on a targeted family bonding period. This has made my children sensitive to the demands, holding on to the promise of family time, which is always refreshing. I have also learnt to listen to my energy. When it is low, I strive to do something that can rejuvenate me, and this serves as a call to pause. When my energy is at a high level, I optimise that energy. Self-care is no luxury, it is a deliberate action of saying I matter and deserve to restore, renew and rejoice. There is power in having a tribe of people you can rely on who can step in when you need their assistance.

Personal Success Framework In my early age, I saved enough money to buy Stephen Covey’s book, titled, The 7 Habits of Effective People. This book shaped my journey, reminding me that we are what we continuously do. The seven habits focus on being intentional, setting goals, prioritising tasks, thinking win-win, seeking to understand others, collaborating and continuous improvement. I have been intentional in setting goals and setting action steps to achieve those goals. I celebrate

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the wins and continuously reflect and invest in lifelong learning. On top of these habits, my personal success framework is also defined by my mastery. Personal success begins with realising the power of emotional intelligence — understanding my strengths, weaknesses, values, and fears. How I manage my emotions and relations. It is at this stage that I understood that knowledge of the world has no meaning without understanding myself. I intentionally learn “beyond the classroom”, encouraging myself to step into the unknown, allowing myself a new lens to look at things and to dig in to identify opportunities of the unknown. This also shaped my positive selfesteem and contributed to my assertiveness. In my early years, my journey started with working on my weaknesses, but the biggest revelation in later years was finding out that I should leverage my strengths rather than working on my weaknesses. Having peer mentors has also been key in this journey. I have also come to realise that failure and challenges are part of success. I had to learn that success also means helping others. It is in helping others that we renew our sense of purpose. Help others because you want to and can, not because you expect loyalty or returned favours. Above all, I am a Christian, and in all that I do, it is on the premise that God has plans to prosper me. I believe that all things are possible through him who gives me strength, and that I should serve selflessly.

A Message for Aspiring Women Leaders As the saying goes, “Believe in yourself and you are halfway there”. Be intentional with your growth and show up as if your life depends on it. Use social and traditional media to write about what you do and to build your social capital. Many will sponsor your name in places you never thought were accessible, just because they have read/ heard

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about what you do. Find yourself a mentor, a coach and an ally. It will save you more years in advancing your career and life in general. Set goals with timeframes and continuously check your milestones. Be comfortable with uncomfortable conversations. True leaders thrive in spaces of discomfort. Centre self-care in all you do. Success has no meaning if it eats into your health. Make time for fun, after all, it is a must have, hence it should be on your to-do list. Understand the university policies, systems and processes and importantly, be sensitive to the politics of where you are at.

A Letter to My Younger Self The future looks better than you think. You are able and you can do it. Look back on generations of women who have overcome despite the multiple oppressions they were exposed to, yet they didn’t stop dreaming and fighting for what they believed was right. You will be invited into rooms where decisions shape the future of generations to come—spaces your ancestors could only imagine in their hopes and prayers. Trust that your voice matters, that every early setback taught you resilience, and that you carry forward a legacy much greater than you could have imagined. You are the one you have been waiting for.

Transformational and Inclusive Leadership My leadership is grounded on Ubuntu: “I am because we are”. Ubuntu is more than a philosophy—it’s a way of leading that centres our shared humanity. As a leader, I believe in servant leadership, which requires one to listen, respect, be fair, humble and empathetic. It is a journey of continuous learning and co-creating with my team, yet giving them, power to be part of decision making. At the heart of this is having a shared vision, providing my team with tools and support

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for them to make meaningful change. To create a space to listen, centred on trust, a space to agree to disagree, to change the status quo for a greater good.

Vision for the Future I have a vision of universities that will advance deeper transformation, through diverse staff and student compositions, support provided, human-centric systems and processes, and spaces that allow engagement and building together. Where success is not defined by language, but by every opportunity given to enable all to succeed despite one’s race, age, gender, nationality and class. Where all shall hold positions of power and be seen, supported and heard. Where GBV, discrimination, and negative masculinity will be a thing of the past. A space where academic freedom propels new ideas, research and innovation. Where different opinions are not seen as dissent but a sign of a deeper transformation.

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PART

2 WOMEN LEADING STUDENT AFFAIRS AND STUDENTS LEADING THE CHANGE

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Chapter 6: Leading Student Affairs with a Holistic Perspective of Students Realities NONKOSI TYOLWANA Nonkosi Tyolwana is the Dean of Students. She joined CPUT in 2018, and previously held the position of Director: Centre for Diversity, Inclusivity and Social Change. Nonkosi worked as a teacher in high schools, lecturer at Rhodes university (Grahamstown) and in the Department of Women, Youth and Persons with Disabilities before joining CPUT. She holds a M.A (FS) in Transformation (with gender transformation research focus); and M.A(SU) in sociolinguistics. Moving from the basic premise that universities reflect society and do not exist in isolation. With over 18 years of experience in studentcentred services, Nonkosi championed women empowerment, gender equality, diversity, inclusion, Gender-based Violence (GBV) and transformative student development. She is a published author and has co-authored books through book chapters in publications such as Interpreting in the Community (Van Schaik Publisher), Voices of Our Own (Poetry) and Anthology of women stories (Women in Writing Publishing).

How Childhood and Positionality Shaped my Leadership Journey I was born in the Eastern Cape province but grew up and tasted the lived experiences of all nine provinces hence I understand most of the official languages except Xitsonga and Tshivenda. I grew up under

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the stewardship of my parents and my father was actively involved in missionary work under the Baptist Church Union of Southern Africa. I was mentored by my mother, together with my grandmother, aunts, mothers in my neighbourhood and from my church and community. The mentorship by these great women had an impeccable impact on the kind of a ‘woman/mother/aunt’/grandmother that I became. I attended a girls boarding secondary schools at an early age and that exposure empowered me to be independent and resilient. This was exacerbated by the fact that I studied in different multilingual and multicultural universities such as at Walter Sisulu University (undergraduate (B.A)- predominantly black institution), UWC (postgraduate-BA Hons- predominantly coloured university), Rhodes university (postgraduate-B.Ed. predominantly English university); Stellenbosch university (postgraduate M.A., predominantly Afrikaans university); Free State university (postgraduate-M.A., predominantly Afrikaans university). The above background and exposure influenced my career towards social sciences with a research focus in gender and transformation. Regarding my work experience, I have worked as an educator in high schools and at Rhodes university. I then moved to government in order to deal directly with vulnerable sectors of society, that is women, youth and persons with disabilities through various departments such as the Department of Social Development and the Department of Women, Youth and Persons with Disabilities in the Presidency before joining CPUT as the Director for Transformation, Social Cohesion and Diversity. Having worked with vulnerable women, youth and persons with disabilities across all nine provinces contributed to understanding

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and experiencing race, culture, class, gender, sexual orientation, socio economic conditions and other “isms” phobia. I am able to refer any student to any HoD of Social Development/Women, Youth and persons with disabilities in various provincial government. This also assists the university to ensure that students in distress do not relapse during vacations. Therefore, growing up and having been exposed in community settings of a village, township, small dorpies exposed and groomed me into the reality of “Ubuntu” as an African philosophy and made me embrace the African proverb that says, “It takes the whole village to raise the child”. I have seen, felt and socialised in that African philosophy; hence I fully understand when a student says “I am hungry/ I am spiritually unwell/ Something is disturbing me” as I have personally experienced their lived experiences. To be generic I can safely say the journey to leadership for any women in higher education is fraught with challenges. The “brokenrung” effect where women are less likely than men to be supported, hired or promoted into managerial roles – creates a bottleneck that compounds over time. While universities continue to make strides in ensuring gender equality and women empowerment, there is a second wave of patriarchy that is sweeping over them, silencing women’s voices, and disrupting their future. Additionally, women in higher education also experience what is commonly referred to as “double burden” (or double duty, double day) of managing both household duties and professional expectations. Women may experience feelings of isolation or exclusion due to the constant barrage of subtle discriminatory behaviours, which can have an impact on their mental health and well-being. Many women in higher

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education face micro-aggressions in their work life as situations where they are on the receiving end of a slight or put-down. Sometimes they are harassed in public other times, they are talked down as an inference of their assumed exclusion from the other group. These remarks undermine the legitimacy of mental health struggles and perpetuate stigmatization in the workplace.

Great inspiration and Paying it Forward My great inspiration is interaction with students from across the socioeconomic status. The majority of them have survived against all odds and have stories to tell -ranging from having succeeded academically, being ‘sisters and brother’s keepers’, the feeling of bringing their parents or guardians to the graduations, taking care of their siblings/ families while studying and numerous inspiring stories that brings a source of joy and inspiration to the next generation of students. Students’ stories and their success journeys inspire my leadership every day and I still have good relations with students that were here even eight years ago when I started at CPUT. I still mentor some of them in their career or study journey. I draw my superpower from my “amanyange” (ancestors) and God, who are my pillar of strength. I am also an avid reader. I frequently provide mentorship to other women who want to become leaders, as well as those already on their leadership journey as part of my professional and community involvement. I am a cheerleader for their accomplishments and a listening ear when they experience disappointments or frustrations. I encourage them to self-advocate for stretch assignments and pursue opportunities where they have transferable skills but limited direct experience. 46

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Message for Women Women leaders need to be themselves and not pretend to be someone they are not. We need to be proud of who we are and what we stand for in our lives. I have been supported by other women leaders during my career and believe that it is essential for women to help women. By setting high standards for myself, I have successfully been able to break the glass ceiling and have a deep passion for seeing other women, young or old, do the same thing! We need to use our voices to express opinions, ask questions and sometimes even demand answers. It is important to be respectful, yet firm, to everyone, establish boundaries and clearly communicate them, and ask for or create a seat at the table. If we are not present where decisions are being made, our perspective will likely never be considered.

Personal Success Framework In my career, I have witnessed the transformative power of storytelling in ushering in meaningful change. The stories we carry as women – of resilience, determination, and overcoming barriers – are far more powerful than any statistic or policy. These personal narratives, shared boldly, have the potential to inspire, to challenge, and to reshape how we think about leadership.

Transformational and Inclusive Leadership Empowering women at the workplace means that women can have more control over their lives. This means giving them the freedom to make their own programs, gain new skills, and gain autonomy.

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Women empowerment is created when the strengths that women bring to the workplace are accepted and used. Mentorship programs can provide invaluable support to aspiring women leaders. Having successful women leaders as mentors can offer guidance and inspiration, helping others navigate their professional journeys.

Showcasing Success Stories Highlighting success stories of women in leadership positions within the organization can serve as powerful motivators. Visibility of accomplished female leaders can challenge stereotypes

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Chapter 7: Strong-Willed Fearless Young Woman Student Leader: Breaking the Glass Ceiling SINELIZWI NOTSHIKILA Sinelizwi Notshikila, is a trailblazer. She is the second female President of the Central Student Representative Council (CSRC) at CPUT since its inception. Born and raised in a small village called Osborn in Mount Free, Eastern Cape, she is a distinguished individual who has carved her path towards academic excellence and leadership. At the age of 27, her perseverance and determination, have amplified the qualities that have propelled her towards her notable achievements. Currently pursuing a Master’s degree in Operations Management, she has dedicated herself to the pursuit of knowledge and expertise in the field. Her academic journey has been a reflection of her commitment to her intellectual growth and a desire to contribute meaningfully to the realm of Operations Management.

How Childhood and Positionality Shaped my Leadership Journey I was born in a very challenged village, with a few families that had educated individuals. It felt like it took a lot from them to explain the concept or importance of education, or maybe it was because they lived in a different city and came home once and could not really interact with all of us that were interested to know. Fortunately, I went to school at a time where teachers would preach “iskolo sibalulekile” as it determines your outcome.

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I remember when I was in primary there was a lady who came to give back to our school because she previously attended the school, and in her address, she made mention of how she wished we could experience the world and see the things she sees. She spoke of how honoured she was to sit at certain tables and I knew I wanted that for myself as well and I had a very supportive grandmother who would share her dreams and why she could not fulfil them. She would share how much she believed that I could do everything I put my mind up to. Additionally, my mother had just joined politics when I was maybe 10/11 and there were many things said about women in politics and people had different opinions and thoughts on why she joined, so I wanted to change the narrative.

Favourite Quote “Because true belonging only happens when we present our authentic, imperfect selves to the world, our sense of belonging can never be greater than our level of self-acceptance” – Brené Brown

Breaking Barriers, Resilience and Adaptability Firstly, I was the first female president in the history of the institution, that on its own shocked a lot of people especially men, there were a lot of questions: • Do you trust this person could do it? • How did she make it to the ballot? • We thought she was just a member, how long has she been with the organisation?

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What was also very shocking was learning that there were even women who were questioning my leadership capabilities, they even went as far as doing background checks on me. They investigated the kind of activities I took part in, which church I went to, I had people telling me that they were sent to monitor me, and some telling me that there were bets made that I would resign within the first three months of my appointment. Even with my colleagues I learnt that there were times, people did not show up or perform their duties so that I could be frustrated, act out of character and show emotions because that is what women do. I learnt to be firm, I had to remind myself that even at times I do not know what I am doing, nothing beats confidence and resilience. I learnt to rely on myself which meant I had to tell myself only positive things. I remembered why I was doing this; it was not just about me, but the people who had confidence in my leadership. More than anything I learnt to use the challenges as stepping stones and dealing with them made me wiser.

The Power of Authenticity I believe that sometimes you are put in a position to test your character, and for me I had decided that I would remain true to myself and values because I knew that it was a temporary position it does not define me, if I do good? Great then I am also willing to admit when I do not do well. I would not do anything to prove something that I am not. I had vowed to do right when it looked wrong, I was adamant in solving things the right way even if it meant dealing with the repercussions later.

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I led with men who always wanted to challenge my emotional intelligence, but I knew who I was and could separate personal battles from what I had been entrusted with and I did not allow anything to shift my focus. I am not going to lie and say it was a walk in the park, but I had to constantly remind myself that there were many people who could be chosen who could do it, that person is me now and it is entirely up to me, how I decide to lead these people and had to chin up. I had to take decision, confidently stand by views, and learn to work with people and deal with people.

Mentorship and Community Support Firstly, I had to learn to be intentional about everything that I do towards uplifting myself. You have to want to rise, it is not just a coincidence it does not just happen you have to allow it. I allow myself to learn from others and learn from the challenges I face. I learnt how to draw strength from others, to allow others to help me or lift me up while I learn from the experience. My greatest influence was the women in my life, I mean I did mention I grew up in a very challenged village, but they were just so adamant in doing things. My grandmother left school in grade 8 in today’s school language, but she was more than smart, she was wise. People seek counsel from her regarding important livelihood situations, my mom and aunt never had the opportunity to further their studies after matric, but they have challenged spaces and are now very active in politics. My male acquaintances in politics who always remind me that I am as much capable as the men in all the spaces I move in, who amplify my voice, who are sometimes my sounding board when I am uncertain

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about things. My department, ever since I joined the department couple of years back, have always believed in my capabilities and always offer support in my academics and other endeavour’s. My friends who have been my greatest source of strength, who have offered me unwavering support and always encouraged me. All of them have been a source of influence and constantly remind of my abilities and values.

Student-Life Balance and Well-being That is one thing I think we struggle with as students who try and challenge or navigate a different space. You want to excel in every aspect, but you do not realise you cannot do that with the same strategy, so you have to find a new way. It took me time, but I had to learn to balance my studies, the role I had assumed, my personal goals and my family responsibilities. Firstly, I had to learn to prioritize time management, I literally write things down now, that way I can commit and hold myself accountable if something has not been done. I set clear boundaries, because dealing with people requires one to, you have to bend only, when necessary, it is really hard, but I try and make space and time for rest. What has been helping me is that I have always been strict and organized if we agree on something at a specific time, then let it be so. Most importantly I reflect before I go to bed, put things into perspective with myself first, and spend time with loved ones to recharge.

Personal Success Framework A specific achievement I am particularly proud of was leading an entire institution, with more than 35 0000 students and different stakeholders as the first female president, with everyone having their

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different needs, wishing things could be done their own way, on the other hand different departments with different plans and targets for the year. Having to be part of different projects that are student centred, putting other people before, being in new spaces with different mindsets and different perspectives. I do not think I am yet successful, but I lean on these to achieve my goals: • Cultivating, self-awareness, empathy, and resilience, and opening myself up to new challenges and working on building new relationships in every space. • Remaining focused, I spend more time on things that build my professional and personal wellbeing, especially reflecting and learning. • Going after every opportunity for growth, I believe in stepping out of my comfort zone and to allow growth and try staying open to new experiences. • Keep showing up, I have learnt to regularly refine my strengths, the best way to do it, is to always show up, so that I could stay adaptable, and I invest in anything that enables me to grow and evolve.

Transformational and Inclusive Leadership My leadership perspective comes from having been a student all these years and I believe that besides being a woman it is also important to create a space where everyone feels empowered, has a voice and a room to show their abilities, this will help one recognise talent, creativity and who to call when it is time to work the ground. I believe in empathy, because it makes it easy for me to know who I am dealing with, how and where can I help them, how do I get them to confidently come forward, and also want to be part of helping others.

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My leadership style is characterized by a combination of vision, empathy, and a resolute focus on fostering positive change within the academic community. As the first CSRC President, I believe I have embraced the responsibility to represent the student body with diligence and dedication, ensuring that their voices were heard, and concerns addressed. It is not only my academic and leadership pursuits that drive me , but my deep connection to my roots ,which have instilled a profound appreciation for a community and a strong sense of responsibility towards uplifting those around me ,and I will not tire to actively seeks opportunities to give back , As I continue my journey towards academic excellence and community impact, it is my wish to leave an indelible mark on both the academic and social landscapes I engage with. I would like to think I am a landscaper or gardener; I believe in planting the zeal in others to want to grow into helpers as well, I do not want to give temporary solutions to problems, I want everyone to be present in every way they can, feel seen heard, that they make a meaningful contribution. I want to always encourage different perspective, maybe it is because I have been the other friend.

A Letter to My Younger Self I would say: “Trust in your abilities, do not be afraid to challenge the narrative voice matters, you inspire someone and remember that every challenge is an opportunity for growth, always be true to yourself even when it fells wrong and do not stop working on yourself.’’

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Highlights at CPUT It is my belief that my appointment as CSRC, did not only speak volumes about my leadership capabilities but also marked a significant moment in the institution’s history. I have attended many programmes that seek to make a difference in student lives, there is GCI, there is “EmpowerHer”, just to mention a few, maybe it is because I had the privilege to attend almost all. For me it has been all the women in leadership programmes which were a push in the right direction, broadened my perspective on leadership growth and personal growth trying to navigate different spaces, and how to present myself. My biggest inspiration has been other female leaders from the organisation, even though they have not reached presidency, but still offer valuable insight, leadership styles and have encouraged me to challenge the norms.

An Advice for Women To aspiring women leaders, I would advise them to: Stay curious, but true to themselves, be different, but never underestimate themselves. “There is no limit to what we, as women, can accomplish.” - Michelle Obama

A Vision for the Future on Women’s Leadership I hope to see women being exposed to more opportunities and being encouraged to take on leadership positions. I hope that the

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fight to create an environment where gender equity and inclusion are actively promoted continues, I hope that CPUT grows into a diverse community where women are not only celebrated but supported, because it, matters to see people behind your struggle and not only celebrating when you have conquered.

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Chapter 8: Redefining Disability: A Student Championing Diversity and Inclusivity MILKA BAZEKA Milka Bazeka is studying a National Diploma in Human Resource Management at CPUT, funded by DAFI bursar. She is the first female student with disability to become a Diversity and Inclusivity Champion and is currently serving on the Student Quality Desk. She is a digital content creator. In 2023, Bazeka won the best film award for “We Matter To” at the Raw Film Festival. A film about how disabled people lack transportation, based on her own experiences as a woman living with disability and how she navigates life. She is in the Ministry School and recently launched her Christian Store. A living proof that with God there are no limitations.

Reflexivity about my Childhood and how my Positionality Shaped my Journey I was born in Congo and came to South Africa at the age of six for medical reasons, as I was born with Osteogenesis imperfecta/ brittle bone disease, which needs special medical care. In South Africa, I stayed with my aunt as both my parents remained in Congo. I enrolled at Eros, a school with able bodied students with unseen disabilities, as well as physical disabilities. In 2021, I applied to study at Stellenbosch University, but I was not accepted, I was informed that the facilities at the University were not wheelchair accessible. I also applied at CPUT of which I was accepted for my studies.

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Breaking Barriers, Resilience and Adaptability In terms of my first year, it was quite difficult to get around the lifts, which were not always working. At times my first-year classmates, had to literally carry me with the wheelchair up and down the stairs. I could not stay at the residence too. I stayed off campus and luckily there were some online classes too. So, I travelled to and from campus using Ubers every day, and the environment at CPTU is quite healthy, especially with the lectures. I appreciate the extra time I get and the option to write my exams in a separate venue which has been very helpful. There are a few students on wheelchair visible on campus, and there are no desks designed for individuals using wheelchairs and I have to use the lecturer’s desk. Using the wheelchair, one has to wheel right around to go to another building to access a lift, fortunately I received an electrical wheelchair during my second year. 2024 was very hectic, as this was the year I participated in the diversity champion. I was not involved in all the programs because during the middle of the year my dad got sick. When he got sick, I was not really interested in anything that involved gatherings or crowds. I did not really involve myself in a lot of activities, I participated in the Africa Day celebrations and had a chance to speak, which was a very good experience for the first time in the country. Sadly, my dad passed on and I had to go back to Congo to bury him because I wanted to see him for the last time. When I returned, I spoke to Amanda, and Delicia from the Disability Unit, about it, because Amanda had noticed that I was not my usual self. I did not inform anyone and they were very surprised and shocked because when I came back, it was as if nothing had happened. I immediately wrote my exam and thank God, I passed. Amanda also

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gave me the certificate and congratulated me but stated that I had gone through a lot throughout the year. I like my independence; hence I believe that I can do all things through Christ who strengthens me. This is what makes me overcome any challenge I encounter. I just push through because I know where I want to be and I know no one is going to do it for me, until I do it for myself.

Community of Support I was involved in the diversity champion program. In the university, we do not really have the support of elderly disabled people. I understand that this maybe because we are mostly busy, therefore it was quite difficult getting everybody together. My support system is my sister, and I also have really caring friends who are a blessing and I count on them. My support system is made up of my church, the people in my family and my loved ones.

Student-Life Balance and Well-being I just love reading the Bible, looking at myself through the eyes of the word of God and, finding assurance in the word of God that everything is going to be okay. I like encouraging other people, so I embark on evangelization and I encourage myself with the words I use to encourage others. So that is what I love doing. I love content creation, like spreading the gospel and encouraging people. You might think I have all the strength in the world, but when I am doing that, I am actually directly encouraging myself as well. That is how I cope with certain issues in life, when I face challenges I speak with my sister and get advice from her which really helps as well.

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Personal Success Framework I believe you need to know where you want to be. I grew up in a boarding school and I was too young when I went there. Before that, I thought I was the only disabled person in the world, literally because in my family I was not exposed to any people with disability around me. When I went to school at Eros, I saw people with different disabilities and how resilient they were. I see a child almost without legs pushing herself. She was doing things that really encouraged me and I developed the mindset of there is nothing impossible. It is basically just knowing that but through that I would also see other children with disabilities thinking like they are not worth it and cannot make it. I would really see that, and I never wanted that for myself, to feel like, I will not reach my goals or the levels that I want to reach, so I have always set goals. I said that when I finish school, I am going to get into university. I want to finish university, so I would not allow anything that has come between that. My goals are the ones that pushed me to where I need to be and where I know I can be regardless of the situation.

A Message to People with Disability I always encourage them to pursue their career. When I was in high school, we were trying to get into university, I actually had my ablebodied classmates and disabled classmates agreed to apply and we all got accepted. There are limited universities that can accommodate people with disabilities. It is very difficult for one to spot someone in a wheelchair or that is disabled, which is kind of sad in this in this generation or in this world that we are living in. In as, much as there are schools, that are fighting for inclusion of black and coloured people, in a lot of spaces you still do not see people with different

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disabilities. I always encourage them to come into university, but again they still face worse challenges. One of the challenges I had was with my friend. We studied at the same school and she had to commute to come to university, which is expensive. Not staying on campus or close to campus is actually a difficult challenge and it is much worse for people with disability. She failed not because she is not smart, but because she had not been attending classes regularly. Even though her father tried to put money together she could not attend all her classes. It is very much understandable when someone gives up because they cannot overcome certain challenges. In relation to people who are able bodied, my advice today is that universities should teach students on how to relate to people with disability. Some able-bodied people have never been around disabled people, also, they do not know how to act around them, which is actually sad. We are studying at university but we are still close minded. Universities do not give students the experience or the knowledge that they need to survive in this world of work or in industries, because they are not exposed to people with disability. I would advise that courtesy is given to people using elevators in wheelchairs. Going into the elevators I have to wait, but I really cannot use the stairs unlike people who have an option to use them.

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Chapter 9: The Beacon of Inspiration for People with Disability: Illuminating Path through Challenges DELICIA DE VOS Delicia De Vos started working at CPUT 16 years ago. I was desperately looking for another job. I was feeling so depressed, I was sure that I was meant to do something else, something meaningful with my life and then I started to work as an admin assistant in the Disability Unit. The Unit was established in October 2008, the previous year and it was the first time ever that CPUT had such a Unit, dedicated to supporting all students with all types of disabilities. When I started way back when, I was shy, and I dreaded public speaking. I was also very self-conscious and was not comfortable speaking about mine or other types of disabilities. All of this have changed over the years as I now use every opportunity to advocate for and to educate others about people with disabilities. Gradually, doing disability awareness and advocacy and helping our students through their studies, became my passion, the thing that drives me to want to make the world a better place for everyone, despite ability, race, or social class. Another highlight for me is the fact that I have obtained several degrees and diplomas, from UNISA and, I hold a Master’s degree in Disability Studies from UCT. I could not have done this without the support from the university and my colleagues and family.

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In 2016, the HoD of the Disability Unit, Dr Nina Du Toit, retired whilst we still had students to assist, and the daily work of the Unit to see to, so I stepped in. With the assistance of my colleague Lillian Fortuin, I took over the reigns as acting HoD until January of 2020. For me, this was a huge opportunity and honour as it allowed me to effect change through my leadership and the way in which I conducted myself. Since I started at CPUT, I have helped many students with disabilities reach their goal of graduating and finding employment so that they can give back to their families and communities. At present, I am part of the CPUT EMPOWER HER Mentors program where we aim to mentor our young female students to become proud and positive members of society once they graduate from the university. This program is aimed at all students at the university, including those with disabilities in the hope that they will one day give back and mentor the ones coming after them.

How my Childhood and Positionality Shaped My Journey I was born in a small “dorpie” in Namibia called Rehoboth. People there are family-oriented and care very much about their heritage and community. I left this community at the age of five to come and attend school in Bellville and for the next thirteen years I only visited home twice a year. I am the second of four children but the only one that was born with Albinism which causes me to have poor eyesight. This is the reason why I had to leave my family to attend school because at the time, Namibia did not have special needs schools that could cater for my disability.

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My mother raised the four of us by herself with the meagre earnings of a domestic worker. I remember when I was in Matric, during the early 1990’s she only earned R400 per month. We did not have much in terms of materialistic things, but my mom always made sure that we did not go hungry, that we were never cold and that we had the opportunity to get education. Because I had to come to Cape Town for my education, my mom had to take on extra jobs (doing people’s washing and ironing), so that they could “pay” her with their children’s clothing which was handed down to myself and my siblings. At school, everyone always commented on how well dressed I was, not realizing that I was wearing hand-me-downs. This did not bother me because I knew my mom was doing the best she could. Despite being so far away from my family, especially my mom, I enjoyed school and did well especially during my high school years.

Favourite Quote “I will praise thee for I am fearfully and wonderfully made…” Psalm 139:14

Inspiring and Supportive Mother My mom was always my inspiration as I wanted to make her proud and, in some way, pay her back for all the sacrifices she made for me. I also realized that education would be the one thing that could change my future and help me to create a better life for myself and my family. During my high school years, my teachers elected me as head girl and prefect. I guess they recognized my leadership qualities even back then.

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Encountering and Overcoming Barriers Growing up with Albinism, I endured a lot of bullying and teasing especially when I was outside of school. As a result of this, I became very self-conscious and shy and would always avoid big social events especially if I thought I would not know anyone at these events. After I matriculated, I moved to a college in Pretoria to equip myself with skills for the working world. It would take me three years to finally land my first employment as a debt collector. I did not know anything about debt collecting but I took the job anyway. After two years working in Namibia, I got a transfer back to Cape Town only to be retrenched a few months later. For the next eight years I worked as a receptionist/office manager for two different companies. During these years, I was subjected to discrimination, bullying and especially exclusion. At times this was at the hands of my seniors. It was difficult but I kept going because I was thinking of my children (I have two). All of that made me stronger, more resilient and in a way, I think that is why I am such a strong advocate for the rights of people with disabilities and why I am so passionate about helping others to achieve their goals.

Resilience and Adaptability I have first-hand experience of being excluded from spaces and positions because someone decided, based only on what they could see, that I was not capable, that I could not possibly be the right person for a specific role. What I have come to realize is that people judge that which they do not know. In my case, I have Albinism – a genetic “disposition” that affects my skin, eyes and hair colour. It only affects my ability to see, especially when I am outside, my brain and

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everything else are in perfectly working condition. Many people do not know this though, because they grew up listening to myths and misconceptions about people with Albinism and I guess, the same is true for other types of disabilities as well. The biggest barrier that I am facing and have faced over the years, has been people’s attitude. I have learnt to develop a thick skin and believe that it is only through education and conversations that attitudinal barriers will be broken that would affect positive changes in society. So now, every opportunity that I get to occupy a new space, to talk to new people, I educate, and I try to influence mind shifts. 1. I think my strongest attribute is my ability to be adjustable in the workplace. I am a fast learner, and I am always willing to challenge myself. I can work well in a team, and I can work without supervision. I am goal oriented, and I pride myself in my work. 2. My greatest career influence, I would have to say has been Dr Nina Du Toit. She was the first HoD of the Disability Unit, and she has been my role model and mentor since we started to work together in 2009. I have learnt so much from her and even as a retiree, she is still working tirelessly in the disability research landscape. Secondly, I would also have to say that the students that I have worked with and seen succeed over the years, have lifted my spirits so many times when I felt like giving up. Thirdly, I also must acknowledge the influence of lecturers, my own and those who lecture students with disabilities. Their willingness to learn and to adapt their teaching methods and the respect that

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they show for my work, inspires me to always want to give my best and to go the extra mile, to educate and improve myself so that I can give back. I became a student later in my life, after I was married and had two children. I had to make sacrifices, often I had to decline invitations to events to prepare for exams. Later on, when I was busy with my Master’s I had to cook, clean, help my children with their homework after a full day of work. Once the kids were asleep and the house was quiet, I would focus on my thesis until three or four in the morning, sleep for two or three hours, get up for work and start the whole cycle again. I had to learn that it was okay to admit that I was overwhelmed, and it was okay to ask for help. I had to realize that I was not in a race, and I had to learn to take care of myself and my mental health so that I could take care of others who relied on me. I joined a running club and found that those hours that I was out running, helped me to destress and it helped me to focus better. I also formed a study group with other students from my course and although we were at different points in the journey, we were able to encourage each other and found strength in the fact that others were going through the same struggles. Family support played the biggest role, that late night cup of coffee or the dishes being washed by the kids, or the washing being done, but most of all, the prayers and the encouragement along the way, that helped me to stay the course and to push through.

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Moment to Celebrate I think that I will always remember the feeling I had when I graduated for the first time. I was so overcome with emotions, I was elated because I passed Cum Laude, I was shocked because I did not think that I would be able to do it. I was crying because I was happy and proud to share that moment with my mother, after all she had sacrificed for my education. I was also so grateful for the opportunity I got through my work, to be able to make a childhood dream come true.

My Strategy for Success I would have to say: • know what you want to achieve • set up specific goals that would get you to your desired result • if something is too big and overwhelming, break it down into smaller, more manageable pieces and tackle those one at a time • be willing to make sacrifices now so that you can enjoy the fruits of your labour later • do not get in your own way and do not think that you always know everything • always be willing to listen to other people, you might learn something valuable • always stay humble and always be willing to work – do not take short cuts Someone once said “if your actions inspire others to dream, learn more, do more and become more, you are a leader” so, by that definition, I know that I am a leader. I chose this because I know that by showing up and by doing my work with the students and so that

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my family, especially my children can see, I am inspiring others to dream bigger and to work towards achieving their own goals. I would tell myself that no matter how dark and dreary things might seem, there will be light at the end of the tunnel and that challenges are God’s way to prepare us for bigger and better things to come. I will tell my younger self to dream big because anything is possible. Most of all, I would warn myself to not put so much value on the negative things that other people say to and about me because those negative things tend to pull a person down and to stop one from seeing their own worth.

An Advice to Aspiring Women Leaders To aspiring women leaders, I would say, do not allow other people to determine your path or your value. Go for your goals, be the type of leader that you wish you had. If you had good leaders and role models, try to be the best leader you can be by following their examples and to remember that there is no shame in pulling up your sleeves to work alongside your team.

My Hope for CPUT At CPUT, I hope to see more women in executive leadership roles, especially women leaders with disabilities, who have openly declared their disability status.

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Chapter 10: Springboard for Transformation in Information Technology and Design – Cracking the Code PROF TEMBISA NGQONDI Prof Tembisa Ngqondi is an Associate Professor, Dean of the Faculty of Informatics and Design, and a Postgraduate Supervisor in the Department of Information Technology at CPUT. Her career as an academic is embodied by her humanitarian character as she believes in human development and welfare. She obtained her doctoral degree at the University of Fort Hare in 2014. Her academic career journey presents a colourful suit of lecturing and leadership positions. As a researcher, her research interest focuses on Information and Communication Technology with a specific focus on Information and Communication Technology for Development (ICT4D) and Information Technology Governance (ITG). Her career and leadership resilience and survival are informed by the philosophy of interiority. Prof Ngqondi is an active community member who participates in diverse community engagement projects and embraces the philosophy of inclusiveness. Prof Ngqondi is an Award Winner of the HERS-SA Women in Academic Leadership Humanitarian Category in 2023 and was further shortlisted under top 10 nominee for other three categories (Women in Academic Administrative Leadership, Trailblazer and Lifetime Achiever).

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How Childhood and Positionality Shaped my Leadership Journey Tembisa Ngqondi’s childhood was exciting, as she was ambitious as early as when she was enrolled for grade 2 (Sub B), when she volunteered to be her class teacher helper. When she was in Standard 4, she was nominated by the principal, to count the school monies that were collected from different handwork and other projects. This kind of involvement contributed to building her character. Tembisa was inspired by her teachers in primary and high school where she always received affirmation that she would make a good teacher and a leader. Observing her parents’ entrepreneurial skills and principles of life though they were not learned, she was motivated to focus and choose a career that would improve the lives of her family and community. Tembisa’s journey has always been aligned with leadership as she joined a church community while she was very young where she played several leadership roles as a member and advisor in some roles. Tembisa had setbacks in life where she had a break in her studies, she worked as a general worker (maid, door salesperson and shoemaker) before getting her matric (standard ten). As a young girl she always had a dream of becoming a graduate. Her dream was a motivation to pursue her studies. Her field of study, which is male dominated helped her to build resilience, as there are very few women, especially black women in leadership. Being the only woman around many men in the boardroom helped her to realise that she is not less of a human being. That made her survive race, culture and gender discrimination.

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Favourite Quote “Treat people with respect and dignity and that becomes a lifetime secret of respecting yourself” – Tembisa Ngqondi

Breaking Barriers, Resilience and Adaptability The main challenges of being a woman in leadership is that your input will never be acknowledged, instead it will be credited to somebody else. Knowing your role and mandate that it is not about you, but the mandate of making change, you dismiss all the negatives and continue contributing. The secret of overcoming obstacles and gender bias etc, is to prepare for all your meetings and engagements, never give the opposition an opportunity to get you at a point of wanting. Her main strategy is to separate herself from work to avoid being personal.

The Power of Authenticity and Assertiveness I believe that one does not agree even if everyone is agreeing if something does not support your values. Make your voice heard and do not talk if you do not have anything to say, just listen. As a leader be predictive, let them know what you are going to say before they approach you.

Mentorship, Community Support and Paying it Forward I believe that my career’s greatest influencers are my parents first, then Miss Maki my physical science teacher and my first line manager Dr C March. My parents were not educated but they were meticulous

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in everything they were doing; they could buy books to learn new skills and order tools from overseas to perform any activity of interest to them. Ms Maki unleashed and natured the potential, while Dr Marsh trusted me with responsibilities, she mentored me through delegation and coaching. In the process of learning and improving myself, I adopted a strategy of learning together, whereby I guide and involve my faculty executive committee in the most strategic and operational activities to give them a space to grow. As a servant leader I partake in different mentorship programs for the purpose of building future leaders.

Work-Life Balance and Well-being Balancing life is a difficult exercise for a single woman, leader at work, home and church. Having a strict schedule for each of your roles is key, work always take a bigger slice. Setting aside time, dates and trying to be consistent helped me in my career journey. There is no equal share when it comes to balancing, setting priorities is important.

Personal Success Framework I was very proud when I obtained my PhD in 2014, this was one of the most difficult journey, where everything was not easy from the day of proposal defence to the day of the approval of my results. Dedication and focus became my pillar of strength. My journey was not challenged by the academic politics only, it also had four bereavements and a major operation, however I managed to finish on record time. My personal growth is founded on my motto which says, make sure you are prepared for the next opportunity before it comes, that is a base of my developmental strategy.

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A Steel Spring! I am a resilient individual and leader that can adopt and recover in a difficult environment but remain focused.

Highlights at CPUT Prof Ngqondi’s career and personal growth highlights at CPUT are attributed to the opportunity the university management granted her. She was granted an autonomy to develop the faculty strategy and plan to lead and grow the faculty operational and strategic activities. This enabled her to drive three main projects, namely a) the efficiency project (financial improvement strategy, staff establishment and rationalisation), b) transformation of academic and equity project (improve access of the first time entering students enrolment numbers, diversifying staff equity profile, integration of curriculum decolonisation, re-curriculation and entrepreneurial realisation) and c) research and partnership project (improve postgraduate supervision and publication, suggest and introduce projects that fosters collaborations and partnerships). These projects shaped her career as a leader as she learnt new management and leadership skills, negotiating and resilience. She collaborated with the Faculty Executive Committee and the Business Partner to achieve all these milestones. As a person the exercise taught her diverse communication skills with different audience. It is worth noting that Prof Ngqondi was received and guided by the great leaders that became her inspiration at CPUT, leaders such as Prof N Nduna, the former Director of Community Engagement and Work Integrated Unit. Professor Nduna modelled leadership through practical engagement with internal and

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external stakeholders, writing proposals for funding for the purpose of empowering young and old without compromising her academic values.

A Message to Aspiring Women Leaders To be successful in your career and leadership journey, be prepared for the next level of your career aspiration, learn the system and master the art of separation. Learn to listen and avoid talking when you don’t have much to say. Remember you are able, do not bend.

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Chapter 11: The Catalyst for Business and Management Sciences: Illuminating the Path for Success PROF MERCY MAKHITHA Prof Mercy Makhitha is the Dean of Faculty of Business and Management Sciences at CPUT. Her leadership journey started at UNISA, where she was appointed HoD and also acted in various other positions such as being the school director and Head of Tuition. Before joining UNISA, she was a senior lecturer at Vaal University of Technology (VUT) and a lecturer at UJ. While at UJ, she was a program manager for a short learning program. Prof Makhitha was involved in curriculum related activities at UJ and VUT. She was involved in various committees with the faculty and department, both at UJ and VUT. As a professor and HoD at UNISA, she mentored young women in research and supervised them to completion. She also mentored some women in academic leadership. She established a marketing academic forum which brings together marketing academics across SA universities as well as those in Africa and beyond. She was awarded a Women in Research funding while at UNISA, which was used to conduct research as part of the mentorship for young academics. She is also involved in another owner in research project at Unisa as a collaborator. She co-edited 10 marketing related prescribed textbooks used across universities in SA, including at UJ, Unisa and UCT. She contributed over 20 chapters to these books. She is also working on a scientific book on Sustainability Consumer Behaviour in Africa, to be released in early 2026. She is an accomplished researcher and has published widely in DHET accredited journals. She was a board member for the Marketing Association of South Africa.

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Favourite Quote “When you know where you are and where you want to go, everything become easy to achieve. All you need is an action plan”.

How Childhood and Positionality Shaped my Leadership and Research Journey I grew up in the rural areas in Limpopo. I went to school in the same village from Grade 1 (the then standard 1) to Grade 12 (standard 10). I have always had a dream to make it big in life but did not really know what it is I needed to do. One day, while in high school, I read a Sunday times newspaper advertising a marketing manager post and I decided I wanted to be a marketing manager. I then enrolled for a BCom degree at the University of Venda followed by an Honour’s degree at the University of Witwatersrand, where I started specialising in marketing. The BCom degree at the University of Venda was a generic one. I ended up becoming the HoD of Marketing, which made me believe that I became this because I dreamed of being a marketing manager in my youth. Whenever my family did not have something that I wanted or something that neighbours had, I would tell myself that I will get it for myself when I grow up. This created a desire in me to work hard so that I could get educated and have a good job to enable me to afford the things that the family could not. In the family I was one of the laziest when it came to household chores. My father would say- what kind of woman are you going to be, which man will marry you when you are this lazy. This was the way of thinking then, that a woman stays at home and cook and do household chores.

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I told him them that I will get an education and will have a maid who will work for me and will not need to do household chores. I kept this promise such that when I was busy with my PHD, I prayed that my father would be alive until I graduate. I wanted him to join me for the graduation and this happened as I prayed for. This was a memorable day, and it happened that on the day of graduation at UP, I was the only one with the red gown making it even more special. I did not want to be a teacher, as my attitude was that every other educated person is either a teacher or a nurse. I wanted to do something else, I found myself playing with boys and sports like soccer and other activities done by boys. My family wanted me to be a teacher, and I did not want to, I believed that working in Gauteng would open opportunities for me. My first job was in the industry, but I felt that it did not allow me to practice what I learned in class. I therefore ended up taking a lecturing job and currently hold the position of Dean of the faculty. I wanted to be different, to do things that were not done in the village, I also wanted to explore being in Gauteng where I believed there were opportunities for me to reach my dreams. That is when I decided to study at Wits for my postgraduate studies and to pursue my dreams of being a marketing manager.

How my Intersectional Identity Influenced my Leadership Experience Being a woman and an African one, by nature makes one to care about people, just as one cares for their children. This has become part of

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who I am in leadership, and it drives me to listen and accommodate people whenever needed. It helps me to understand people and their needs. But being a woman and an African one, could also be the reason why one is undermined and that’s where women have to become bold and not be afraid to make decisions that work for us. I have always had this attitude that I am not an affirmative action candidate, because I know, I am a competitive woman who can lead and have such abilities. Affirmative action was a strategy for dressing up organizations with black people and I am not one like that because I can lead just like any other person. When I wanted to study and work in Gauteng, my parents did not support it, mainly because I am a woman and that it was too risky to work in Gauteng. I however did not allow fear to affect my dreams. Having been in the Higher Education sector for about 30 years means I have been through it all, I am no longer learning about how things are done, I know and have been there.

Breaking Barriers, Resilience and Adaptability The moment people see a woman, they think they will get anything they want. They think that things will be easy for them because she is a woman, a black one, she cannot stop us. They also think that she cannot succeed and will not survive o thrive in the job, but we do last and stay longer. This drives us to excel and not to prove a point but to say we are capable and have what it takes to lead. And that is where they are wrong, a woman knows how to lead not with arrogance but with confidence because she knows. People

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always want to test a woman; they want her to prove that she knows. They do not see capability; they doubt she possesses the knowledge. As time goes, they realize that she is capable. It is as if we must prove ourselves first and then we are trusted and believed to be capable.

Values Driven Leader My personal values helped me to stay true to myself, they guide my decision making and how I approach things. I do not do what I am not comfortable with. I do not do what does not reflect as being me, it must speak to who I am and what I stand for otherwise I will not do it. I also believe that that I cannot do it alone and that I need people, especially the team to get things done. I involve people where they should be involved and listen to the team for their input before I make the decision. Self-leadership has helped me to know what it is I cannot do and that which I should do, how I behave and how I should not behave and places I can or cannot go. I am conscious of who I am and what I stand for and my belief systems. This helps in my leadership. It also helps me to reflect in decisions and actions that I make as well as what I should have done or should not continue doing, I learn and move on from there. I decided that I should not take things personal and that I should not bring emotions in decision making but to try my best and be objective

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Mentorship, Community Support and Paying it Forward I believe in creating opportunities for others to grow and reach their potential. I have people within and outside the family that are my role models whom I aspire to be where they are. This is one of the reasons I am here at CPUT because I always wanted to be like one of my uncles who was an ED and rector at UP and NWU. He is the person who drove me to success and reminded me that it is possible for someone like me to make it. My late brother has also been the best influencer, whatever achievement I made would make him the happiest person. When I became a professor, everyone in his circle knew about it and he made sure they knew that his sister is a professor. He supported me in many ways possible especially during my university days. Having grown up in the village also drives me to succeed, when you go back to the villages, people want to know what it is you have done for yourself. I am proud to be back at home since I have done something for my life. The promise I made to my father that I would get an education drove me to succeed because I wanted to prove to him that I meant what I said, I would be a success. I allow myself to ask people how they approach certain situations or ask them to share their experiences to help me in certain situations. I have a list of people I admire and trust that I will talk to if I feel I have reached the dead end- though I do not always use it, but it gives me confidence knowing that there are people out that I can talk to if I need some kind of support.

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Work-Life Balance and Well-being I set aside ‘me’ time - there are work related activities I do over the weekend, but I make sure that Friday evenings and Sundays are not about work and that it is my time to relax and rest and be with family. I also use the weekend to reflect on the week and what I need to do the following week, I always have time for family and for myself and church. I get to rest more on weekends, and this gives me greater satisfaction.

Personal Success Framework Earning a professor title was a great achievement, I have always believed that professors are males, especially white males. So, when I received the recognition as a professor- I celebrated and went to my father to share with him the good news. It is something I will always celebrate again if I have to. It was something I never thought I could ever become; I might lose the title when I retire but I will always be the professor in my mind.

Proven Formula for Achieving Personal and Professional Success I had a dream, one to become a dean, I had to work on that. Other than the leadership position I occupied I accepted acting positions, as I believed it would help me to build my CV for future use, and it did. I have also developed relationships with academics in various universities; some helped me to get where I am today. Taking initiatives

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in projects- research or collaboration also helped me. I like observing what other people do and sometimes I can even talk about it as if I have done it before, all I would have done is to observe and learn from others. I like learning from others by asking or just observing what they do. One also has to identify their career plan and have a list of to do things that will take them where they want to go. I try keep up to date with changes in higher education sectors, for example I attended the USAf HE conferences and also listened to their recording. I did so in 2021 and thought to myself, I will need this in my leadership career.

Transformational and Inclusive Leadership I am servant leader, I believe that I am not there as a leader to change people but to let them be who they are, provided they respect policies. My role then is to make sure that they perform and do what is expected of them and do so using the system and practices of the university. I allow people to be independent in what they do, using their own approaches guided by the policies and systems in place. I believe everyone can add value and that they must be given opportunities to do so.

A Call to Action for Individuals and Organisations I would like to see young women leaders in academia, and that challenges us to create opportunities for them to advance in their career. We must also have mentorship programs in place and

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succession planning that accommodates them. I want to see young academics who have the hunger to succeed, who take the path to success by e.g., studying further and attaining PHDs, being involved in academic related activities including leadership.

A Letter to My Younger Self I will say to her, know what you want and work hard. Give yourself time to learn and observe. I will advise her to create a clear plan, with steps she needs to take in order to reach her desired goal. I will say to her, there are people who walked your path, learn from them. I worked hard for my PHD because I knew that I need it to be in leadership and got it in 4 years part time.

An Advice for Aspiring Women Leaders I will say to a future leader, you can make it. You have what it takes for you to lead and do so successfully. Just be yourself, be open to new learning and learn from others.

What I Hope for the Future of Women Leaders at CPUT? I hope to see CPUT and especially FBMS creating opportunities for young and capable woman and developing them through succession planning and mentorship.

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Chapter 12: Touching Generations: Rewriting History PROF HANLIE DIPPENAAR Prof Hanlie Dippenaar holds a PhD from North-West University and a Postgraduate Certificate in Higher Education (PGCHE) from the University of Pretoria. She began her career as a high school English teacher at Potchefstroom Gymnasium, where she taught for ten years. She then joined the Faculty of Education at Vista University as an English lecturer, first at the Welkom campus and later at the Mamelodi campus. Following the amalgamation of Vista University with the University of Pretoria (UP) in 2004, she continued her academic career at UP’s Faculty of Education on the Groenkloof campus. In 2012, she joined the Academic Literacy Unit of Fundani at CPUT, where she served until 2013 before transitioning to a lecturing role in the Faculty of Education on the Wellington campus. In 2022, she was appointed Associate Professor and Assistant Dean of the Faculty of Education, as well as Campus Manager of the Wellington campus. Her research interests focus on the intersection of community engagement and language teaching within pre-service teacher education. She is currently a member of a collaborative research team investigating the retention and motivation of student teachers from their first year through to their professional practice, in partnership with the University of Passau in Germany. She also collaborates with academics from Chandigarh University in India and curriculum planners from the Western Cape Education Department (WCED) to support the professional development of pre-service English teachers.

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How Childhood and Positionality Shaped my Leadership Journey I was born in Polokwane in a family of teachers. Teaching has been part of my life since childhood. My mother and several aunts were teachers. Their values were instilled early in my life, and I salute them. In my mother’s era, she could not get a permanent position in teaching as a married female. I started my career as school teacher in the days when men were paid more than women, but I could not persuade a male colleague to drive the bus and ended up getting my own licence and driving my own learners around. Luckily those disparities are gone and today men and women are considered equal in the workplace, especially in teaching. We work in the field of education, which means we care about tomorrow, and about the next generation, and those who will come after them. The Massai greet one another with “Casserian Engeri”, which means “And how are the children?” They do not ask, “How are you?” or “How’s your day?” but rather ask about the wellbeing of the next generation because that is where their future lies. Kahlil Gibran pointed out that our children are “the sons and daughters of Life’s longing for itself... you may give them your love but not your thoughts, for they have their own thoughts. You may house their bodies but not their souls, for their souls’ dwell in the house of tomorrow, which you cannot visit, not even in your dreams…”. As I am nearing the end of my professional career, I am more and more aware of the ‘house of tomorrow, that I am not allowed to enter’. My motivation and strength are the love instilled in teaching since childhood, and the love for my own children and grandchildren who allow me a glimpse into the future. My dream is to make a difference in the lives of students and staff and to support them to develop to their full potential and have

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successful careers. I believe that is what teaching is about, to stimulate the thoughts and minds of our students, to build the world of tomorrow as ‘lifelong learners’ as Mr Mandela called for. I firmly believe in, and subscribe to the vision of ONE SMART CPUT, an institution where I have encountered unwavering support for lecturers and students from different support units and departments.

Favourite Quotes “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” - Maya Angelou “…no one can hurt or offend you without your consent...” – Mahatma Gandhi

Breaking Barriers, Resilience and Adaptability Losing both my siblings before and during covid, as well as the earlier loss of my parents, were probably the most difficult times I ever faced. Not a barrier on my road, but definitely a challenge, was the fact that I was a single mother with four children of various ages. It is very difficult to make time for all you need and want to do, without neglecting your children and without feeling guilty. Balancing work life and family life is not easy and is probably the biggest challenge. However, at CPUT there is support and guidance, so do not hesitate to make use of that, or to rely on friends and colleagues.

Mentorship and Community Support I have had many role models in my life, starting with my own parents,

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for whom I am very grateful. I am fortunate to know so many strong females, who have pathed the way for women and whom I still admire. I would like to celebrate and acknowledge them here, starting with my own mother who supported my father in his career, she was a teacher herself and raised three children. My husband’s mother raised four children as a widow and is now almost 101 years old. Her strength and tenacity are visible in the lives of all her children and even her grandchildren. During my career, I admired several competent colleagues, such as Sarah van der Merwe who was my Subject Head English at Potchefstroom Gymnasium, and who is now Subject Head English at Paarl Gymnasium, and Prof Rinelle Evans, whose power is infused in her academic excellence. Their energy and enthusiasm, as well as their competence and dedication to teaching have been admirable. I was also fortunate to work with incredibly strong deans at the University of Pretoria, and although I am focusing on females in this piece, I want to mention Prof Jonathan Jansen, whom I admire immensely and who was my first Dean at UP. His latest book “Breaking Bread’ portrays his own academic path and life journey. The females who had a major influence on my early academic career were my HoDs at University of Pretoria, Dr Laurel Becker, Prof Adelia Carstens and Prof Alta Vos, who is currently the editor of a well-known academic journal. Dr Becker always supported my ideas and gave me the freedom to explore new initiatives. Prof Carstens completed two PhDs and her academic journey and research record never fail to impress. Most important at the University of Pretoria, was my second Dean, Prof Irma Eloff, an academic who led with empathy and by example. I still use her values as a measurement of success and of quality. I was fortunate to start my career at CPUT in Fundani in 2012,

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where I worked closely with the best academics, I have ever had the privilege to work with and that is Prof Chris Winberg, and Prof Penelope Engel-Hills. These ladies are to me the epitome of scholarship and academic excellence. I continue to learn from them every time I attend a workshop or session led by them. We at CPUT, are privileged to have access to such superb minds and to learn through their examples. I have also worked closely with Dr Nosisana Mkonto in Fundani, and Jacqui Scheepers from whom I have learned much and still do. Currently I am still surrounded by incredible female academics who lead the way, such as Prof Driekie Hay-Swemmer who is the custodian of the Wellington campus. CPUT creates endless opportunities for professional development and growth for every student and staff member through a variety of professional development programmes, CHEC courses and funding opportunities such as the Research Exchange Programme and RIFTAL. Personally, I was privileged to work as Curriculum Officer in my faculty and was granted the opportunity to attend several national and international conferences. A major influence in my academic career is the privilege to work as a TAU Fellow in the Teaching Advancement for Universities (TAU) Programme funded by the DHET, where I represented CPUT in 2018, and have been involved ever since. On a daily basis, I am impressed by women who just keep going, never give up and strive for excellence, starting with Yvonne Choma, who is part of our Wellington Maintenance team. She is a lady who is always ready to make a difference day or night, takes action and is an incredible source of strength. In my own space, I cannot drive the Wellington project without the steadfast work of Nomalizo Mapasa, the best secretary I have even encountered and her colleague, Nadia Cloete, our Wellington receptionist, who are always ready and willing to take on yet another task. Our academic programme in Wellington,

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cannot function without our incredible Facility Officer, Mearl Williams, who supports staff and students on a daily basis. Saying that, all the other secretaries come to mind, and I see their dedication and commitment to their departments, colleagues and CPUT. I also think of the many incredible females who advance the academic programme, and who form part of our ONE SMART CPUT Team in Wellington. I specifically acknowledge the HoDs in Wellington, Dr Elna Barnard and Prof Lizette de Jager, who lead their departments by example, Prof Candice Livingston, who always looks for new and important research initiatives to advance the academic project, and colleagues who run community engagement projects on top of their own heavy workload, such as Joanne Arendse, our librarian, Dr Amanda Swart, Dr Elma Fleischmann, Zelda de Beer and Valencia Cloete, whose students work in correctional facilities. Others that come to mind, such as Dr Cisca de Kock and Dr Alettie van den Heever, whose students work in children‘s homes and Amanda Anker, Dr Carike Kriel, Dr Rolene Liebenberg, Sandra Swanepoel, Debbie Cilliers and their teams whose students tutor in schools. I would like to especially mention Dr Kobie Meiring, and Dr Adrienne van As, whose creativity and dedication to Art and History, has taken students to the Zeitz museum, the Suidoosterfees and our own Wellington Sit-stories, joined by Christel Oosthuizen, our librarian who is always ready to put in the extra mile and Lu-anne Kearns, our Afrikaans language lecturer. These colleagues do much more than is required, just to make a difference. I will probably leave out many important colleagues, but I need to acknowledge Dr Sanet Cox, whose dedication to FYE, creates a better first year experience for our students, as well as Wilna du Plessis whose dedication to the Waste Project will make a difference in many students’ lives, as well as to our planet. Then, I would like to mention Isabell Apollis, our WIL Placement officer, who never leaves

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her office before 17h30 in the afternoon, and who always supports students in their practical teaching experience. I also salute Dhuray Hendricks, who runs our printing office with dedication and always friendly, despite her workload and Sister Tania Maree, who always puts the clinic and students’ wellbeing first. I am also fortunate to be able to work on research projects with many of the colleagues mentioned above, as well as Dr Tanja Coetzer whose research competence amazes me constantly. Ms Humana-Chu our isiXhosa lecturer (She also helped with the Sit-Stories) and Ms Dampies from our Protection Services (She keeps us safe). Two other women are Dr Dorothy Essau (Teaching and Learning coordinator) and Ms Karen Petersen. Dr Jenead Zyster, another young mother who juggles her career and raising two young children with dedication and tenacity.

Highlights at CPUT As seen above, the Wellington campus is a team effort, and this celebration is a focus on the incredible women who dedicate their lives to education. These are all ladies who go beyond what is expected and dedicate their lives to education. I am very proud to be part of this team and continue to be inspired by them. I believe women have the power to multitask, and to balance their careers and family life in the delicate dance of life. Very important to me personally, is the diversity, equity, and inclusion of all and I learn more on this road every day.

A Letter to My Younger Self Live. Love. Learn. And never stop asking: “how are the children?” because your relationships with those around you is the most important part of life. You can never go back and spend more time with loved ones. Use your time wisely and treasure the people in your life.

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A Message for Everyone Social justice is a priority in this world of today and every human being should feel seen and heard. It is what I strive for, not always succeeding, but working towards. The power of women to enhance compassion in this world is very strong and this superpower of love, is the way to ensure a future for the next generation. However, it takes dedication and commitment, and a team effort, to remind one another of our responsibilities and our task. No one can change the world on his or her own. We need one another to be changemakers and to send a new force of changemakers into the future. I believe we need to learn tolerance and love for one another and learn to sort out our differences in an amicable and respectful manner. Every person has a voice and needs to be heard. My greatest achievement in life, is the four beautiful children I was privileged to raise. Each one with a journey of his or her own. I see myself in my daughters and I celebrate the male power I see in my sons; in the way they look after their families. Women are able to keep families together and that is their super-power. They do this, while juggling careers, households, and marriages. So many women further their studies in the dark hours of the night, after making sure their families are taken care of, children fed, and work responsibilities adhered to. Then they take the time to study and do their own research. With this month of celebrating women, I would like to celebrate every mother who sacrifices her own comfort, to provide a better future for her children, every mother who lies awake at night, worrying about her children and who creates a home for her family, including my own daughter who juggles a career, raising twins and

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studying towards her honours degree. I salute all these women, and all their mothers who set the path for them to do so. May all our women feel loved and treasured not only in this month of celebrating our women, but every day.

In Closing We need more leaders and professors, and especially more females. Do not miss an opportunity to attend a conference or heed a call to collaborate with colleagues or attend any of the exciting opportunities and workshops offered at CPUT. Each of these are stepping stones in your career and professional development. Build your niche but stay open to interdisciplinary growth. Aim to be transparent, fair, and authentic and most of all, be open to critique as that helps you to grow. CPUT has many excellent mentors – learn from them and eventually become one. Hold your space, even if you are the “only” - only woman, only young person, only person of colour so that you can be assertive, never apologetic, yet empathetic and respectful. Go for leadership roles, even if you feel only 60% ready. You learn as you go. And never stop learning, never stop reading and never stop writing.

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Chapter 13: The Guardian of the Ocean Heartbeat Protecting the Marine Life PROF RASHIEDA TOEFY Prof Rashieda Toefy joined the Department of Conservation and Marine Sciences in the Faculty of Applied Sciences, CPUT in July 2007. As a lecturer in the Department, I taught a variety of subjects in animal and biological sciences, ecology, and marine studies. Over the years, I coordinated programmes such as Fisheries Resource Management and later, Marine Science. I served as the HoD for seven years and currently hold the position of Acting Assistant Dean in the Faculty of Applied Sciences, a role I have fulfilled for the past two years.

How Childhood and Positionality Shaped my Leadership Journey My story begins in Durban, where I was born as the fourth of five children. Both my mother (a dressmaker) and my father (a builder) did not complete high school, but were determined that we pursue higher education, and so, instilled a sense of hard work in us. My siblings were much older than I, and watching their academic dedication inspired my pursuit of learning. From an early age, I knew I wanted to be a teacher. Although financial constraints made university seem out of reach, I was fortunate to receive a teaching bursary, which not only made higher education possible but also influenced my decision to pursue a teaching career.

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I had developed an interest in the biological sciences at high school, which led me to pursue a BSc in Biological Sciences, followed by a Higher Diploma in Education (HDE), with the aim of teaching in high school. However, I soon realised that high school teaching was not for me and moved to a lab technician position at UWC, where I discovered opportunities to further my studies. I completed my Honours, Master’s, and PhD degrees in Zoology on a part-time basis while working at the UWC. These qualifications shaped my research focus on marine pollution and ecology. The support I received during this period inspired my commitment to helping others reach their potential, and I remain passionate about creating opportunities and showing others what is possible when they are empowered. Looking back, I recognise that many of the barriers I perceived were self-imposed. Self-doubt often held me back, and if not for the support of those around me, I might not have achieved as much. During my studies, I was balancing the responsibility of being a wife and mother to three children, roles that are sometimes seen as conflicting with professional ambition, especially for women. Despite these challenges, my family’s encouragement was instrumental in my journey. I see myself as a nurturer, committed to helping others, whether students or staff, to reach their fullest potential. It is this purpose that continues to guide my journey

Becoming a Leader I did not consciously set out to become a leader or an academic manager. My initial focus was purely on academia. However, I gradually found fulfilment in planning, strategy, and supporting the growth of my department and faculty. I describe myself as a people-centred leader

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and a problem-solver, always seeking ways to improve situations. I have learned to recognise my limitations and to seek guidance and advice when needed. I believe in the importance of reflection, constructive criticism, and continuous improvement. I value team engagement and inclusive decision-making. Leadership, in my view, is not about perfection, but about adaptability and collaboration. Leadership is also not always easy, it requires strategy, resilience, and a shared vision to move people forward and drive transformation. I have come to recognise the reality that leadership for a woman brings unique challenges. There is often an unspoken expectation that women should not be ambitious or career oriented. As a result, we may hesitate or withdraw from opportunities. I believe that women often work harder and longer to prove their value. Thankfully, societal perceptions are beginning to change.

Standing on the Shoulders of Giants Throughout my career, I have been fortunate to receive support from many remarkable individuals. A standout in terms of support was my former HoD at UWC, a woman who encouraged my academic development and pursuit of further studies. When I joined CPUT, I immediately felt at home. The institution has provided me with countless opportunities for professional growth. Leaping from a permanent role to a short-term six-month contract at CPUT 18 years ago was a risk, but one I have never regretted. I often reflect on the words of a colleague who, upon retiring, said she wished she had said “yes” to more opportunities. Those words continue to resonate with me. I therefore take as many opportunities as are presented to me, as I do not want to have any regrets.

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Striking the Balance Balancing work and family have always been important to me. While I am deeply committed to my career, my family remains a top priority. The guilt many mothers carry, wondering if they have done enough for their children, is familiar to me. As my children have grown older, I have been able to dedicate more time to my professional development. I work evenings and weekends when needed, but I also ensure quality time with my family. Careful planning and time management allow me to maintain that balance without sacrificing either.

Success Framework and Celebrating Success Each stage of my journey has felt like an achievement. Success is hardly ever about a single achievement but is built on a number of small milestones, from achieving my first degree to completing my PhD, from my first teaching job to my current leadership position. I believe that every milestone should be celebrated as a success.

A Letter to My Younger Self I would say: “Be confident. Embrace ambition. Don’t be afraid or feel undeserving. This country has given us the opportunity to be equals, take every chance to grow and learn.”

Highlights at CPUT The main highlight at CPUT for me, though, is the graduation ceremonies, seeing students that I have taught walking across the stage, knowing and understanding their many struggles and that despite this, they have succeeded. I absolutely love the spirit at our

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graduation ceremonies and when I see the joy on the parent’s faces, it really brings me close to tears. Knowing that I have been a part of that achievement, makes me feel that I have achieved and made a difference. And this has been my main objective!

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Chapter 14: Trailblazer in Fluid Treatment Process Igniting New Ideas and Discoveries PROF VERUSCHA FESTER Prof Veruscha Fester is a qualified Chemical Engineer (D.Tech. Chem. Eng.), NRF C2-rated researcher. She currently serves as the Assistant Dean: Research, Technology, Innovation & Partnership in the Faculty of Engineering & the Built Environment. She is also an Associate Professor in the Flow Process & Rheology Centre, where her research journey spans over two decades. Her work in nonNewtonian fluid flow, especially in mining-related applications, has made her a respected voice in the field. But her curiosity didn’t stop there. In 2007, she pivoted to nanotechnology, focusing on developing metal oxide nanoparticles for textile wastewater treatment and heat transfer fluids. One of her most notable achievements is a South African patent for a fluid treatment process now scaled to a pilot plant, capable of treating up to 1,000 litres of wastewater per hour. She has successfully supervised Master’s degree and doctoral students. She holds one of South Africa’s patents for a Fluid Treatment Process. She previously held the position of Process Engineer and has over four years’ experience working with a chemical/ processing company in various aspects of process engineering and production management, focusing on highly specialised, dynamic and complex chemical processes which yielded niche products used in the textile industry. She was a founding member of the Southern African Society of Rheology in 2006 and served on the executive committee in various portfolios. She served as president of SASOR from 2017

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to 2018 and is currently the International Liaison Officer. She also serves as a member of the executive committee of the South African Nanotechnology Initiative (SANi).

Rooted in Humble Beginnings I was born and raised in De Aar; a small town tucked away in the Northern Cape. My family, especially my mother—played an incredible role in shaping the values I live by. Although my mother never earned a degree herself, she gave us something far more valuable: an unwavering belief in our potential. I’ll never forget her reaction at my master’s graduation. She looked around and asked, “Why are those people wearing red gowns?” When I told her they were doctoral graduates, she simply said, “Go fetch Mamma that red gown”. That moment has driven me ever since. In our home, excellence was expected—but never through comparison. My family’s support taught me to strive for greatness on my terms. After working as a process engineer in the chemical industry, I made my way back to my alma mater—then known as Cape Technikon— for postgraduate studies. Chemical Engineering couldn’t take me in at the time, so I was redirected to a newly formed research unit in Civil Engineering, led by Prof Paul Slatter. That unexpected pivot turned out to be a defining moment in my career. It was a time of transition, as South Africa’s Technikons were evolving into universities of technology. The shifting academic landscape gave rise to a research culture that emphasised transformation and redress—values that deeply aligned with my own.

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My professor was specifically looking at redress and equity. When he selected his students, he made sure he looked at the designated groups and he really had a passion for that. He had a passion for Africa, and he could see the vision. He always said that whilst he was busy doing his doctoral studies at UCT, others were part of the struggle. So, for him, it was his way of giving back and doing the right thing in the New South Africa. I was introduced to research, which is what I wanted to do. There was funding and problems in the industry, but never enough time to do it because time is money. I thought that if I came to academia, I would be able to sharpen my research skills and then I would have more time to ponder about problems and work on solutions without the type of pressures that we had in the industry and I was able to do that. I was soon introduced to the National Research Foundation (NRF), which funded the research; my professor applied for funding. My research has always been anchored in tackling real-world challenges. Shifting from polymeric surfactants to nanoparticle-based solutions for wastewater treatment wasn’t just a change in field—it was a complete transformation in how I approached problem-solving. A study visit to the University of Leeds introduced me to the world of nanotechnology. I initially thought I’d be handed nanoparticles to work with, but instead, I had to learn to synthesise them from the ground up. That deep, experimental dive shaped the way I engage with research. When I returned to CPUT, I established a nanotech lab where we moved from small-scale synthesis to pilot-scale applications. The results were astonishing—up to 30 times more efficient than conventional technologies. That innovation now plays a dual role: advancing postgraduate training while driving environmental sustainability.

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Breaking Barriers, Resilience, and Adaptability I grew up during a time when aspirations were shaped by what was available to you. There were moments that made those barriers painfully clear. I remember applying to be an air hostess, driven by a desire to see the world beyond my small hometown. I met all the requirements, but was told I couldn’t travel internationally; I would be stationed on the ground. That shattered the dream and revealed a system that still placed limits based on race. I recall being unable to enter certain restaurants in my town. These experiences were a quiet but persistent reminder that some doors were closed to me, not because of who I was, but because of what I represented in a divided society. As a child, I was too young to fully grasp the harsh realities of apartheid. By the time I began to understand its impact, South Africa was transitioning into a new era of democracy and possibility. As South Africa began to open up and remove those barriers, I felt a deep responsibility to step into the new space with courage and purpose. I had access to opportunities that weren’t available before, and I committed to making the most of them—not just for myself, but for everyone whose sacrifices made those moments possible. I carried with me the conviction that progress means pushing forward, even when the road is unfamiliar. I chose to view life through a lens of possibility. Instead of seeing obstacles, I saw challenges waiting to be overcome. That perspective has shaped every step of my journey. It taught me to be resourceful, resilient, and deeply intentional about the path I walk—because the freedom I enjoy today was earned through generations of struggle, and I live each day in tribute to that legacy.

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In my entire career, I have not faced the challenges that many women faced in engineering. So, I think having three brothers prepared me. I was probably a little bit overprotected, but they also taught me to stand my ground against the boys and they gave me space to do that. Somewhere between that, allowing me independence, and also all the love and care that I receive, resulted in the confidence in me! I do not believe that, as women, there are limitations on what we can do because of our gender. I feel very free and there is a scripture in the Bible that says in Christ there is now no more male nor female. So, it means that the playing field is level and I think if we look at your abilities and what we can bring to the table, then nobody is going to care whether you are male or female.

Authenticity and Faith My strength lies in authenticity and faith. I often say that my superpower is my faith in God—it anchors me beyond the shifting opinions of others and keeps me rooted in who I truly am. I’ve discovered that I thrive under pressure, especially in environments that lack structure. Chaos doesn’t intimidate me; in fact, I tend to do my best work there. Still, stepping into leadership taught me to adapt. Not everyone flourishes in disorder like I do. As Assistant Dean, I’ve learned to appreciate structure and policy—it’s helped me grow and support others more effectively.

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Mentorship, Community Support and Paying it Forward I never actively sought out mentors; the guidance I received came organically and often unexpectedly. During my internship at South African Nylon Spinners, I had the privilege of working under Mike Tolner. He gave me the freedom to grow and explore. I was eager—often knocking at his door for more— and he trusted me with extra responsibilities. One thing he said that left a deep impression: that during your first two years in a company, you’re not yet a true contributor. You’re learning, absorbing. That understanding taught me humility and emphasised that simply holding a position doesn’t mean you’re adding real value. Mike also had a sign in his office that read, “If you work only for the sake of earning money, you are miserably poor.” That message settled deep within me. To this day, I believe I cannot be bought to do something I don’t truly believe in. Work for me has always been about contribution, purpose, and meaning—never just the pay cheque. That mindset has shaped how I approach every new opportunity, striving to be intentional and focused on impact. Professor Paul Slater played an extraordinary role in shaping my journey into academia. As my supervisor and mentor, he taught me to appreciate the meaning and impact of research, not just in results but in reflection, growth, and contribution. Throughout my academic journey, I was influenced by many brilliant minds. Prof Rainer Haldenwang, my PhD colleague, brought structure and precision that helped me balance my more

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unstructured approach. Prof Raj Chabra, a collaborator and expert in non-Newtonian fluids, embodied a rare blend of intellect and humility. Discovering that he was one of my PhD examiners was both humbling and affirming. These individuals never explicitly called themselves mentors, yet through their wisdom, example, and generosity, they gave me the confidence to grow, choose wisely, and forge my path in both research and life. To pay it forward, my energy goes into student recruitment and mentoring—matching the right student with the right research topic, recognising their unique abilities, and giving them space to grow. Letting go of my expectations to allow the student to shape the project can be challenging, especially when deadlines loom. But I’ve come to realise that real growth happens when students discover their voice in the research process—not just the final output. My goal has always been to uplift those around me. That means helping people find clarity, confidence, and meaning in their work. Whether it’s a student discovering their research passion or a team member navigating new expectations, I try to be the person who both corrects and empowers—who fills in the gaps and makes space for growth. It’s not about perfection—it’s about progress with purpose.

Balancing Work, Life, and Purpose I’ve always felt fortunate to have clarity in my path. Back in Grade 10, I wrote a detailed list of everything I wanted to achieve in life. My mother found that list, and at the very bottom, I had noted, “I might consider getting married—but I don’t really want children.” Looking back now, that sentiment has largely held true. I prefer doing one

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thing at a time with full focus, and that choice has allowed me to pursue my studies without distraction. After leaving my job to dedicate myself entirely to postgraduate studies, I gave up my salary and financial security because I didn’t have the responsibilities that others have. I don’t have children of my own, but I’m deeply conscious of the trade-offs that come with choosing between career and family. I truly admire women who manage to do both with grace and resilience. If I’d had children, I know I would have wanted to be a stay-at-home mom. That level of presence and intention, especially during those early years, means so much to me.

No Formula for Success I don’t have a formula for success. What drives me is knowing at the end of each day that I’ve done the best I could. That’s the standard I hold myself to, and it’s what gives me a sense of satisfaction and joy. For me, success has never been about titles, accolades, or the size of my output—it’s always been about integrity and impact. Each night, I pause and ask myself, “Have I done my best today?” That simple question is my compass. It’s the measure by which I gauge success, and it keeps me grounded in purpose.

Transformative Leadership I believe that true leadership isn’t defined by competition—it’s about meaningful contribution. The ability to solve problems, empower others, and create impact which speaks louder than titles or hierarchy. For me, the measure of a leader is their capacity to bring clarity, courage, and integrity to complex situations.

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My leadership style is thoughtful and grounded in empathy. I focus on helping others shine. I don’t always shower people with praise, but I do correct, guide, and support them toward making their best contribution. Sometimes that means letting go of my expectations and trusting their unique journey. Honestly, if you’re solving problems well, people don’t care whether you’re male or female—they care that you’re capable. That’s what matters. It’s not about proving yourself louder; it’s about showing up consistently and making a difference in the spaces you occupy.

Advice for Aspiring Women Leaders My message to young women: “Run your race.” I never felt limited as a woman in engineering because I never went out to compete with men. Focus on developing your skills, contribute meaningfully, and the respect will follow.

Highlights at CPUT What has stood out to me throughout this journey was the freedom and trust CPUT offered. They didn’t just encourage innovation; they actively supported it. I was able to establish a lab, mentor students, and lay down the foundation for meaningful research. One of my doctoral students, trained within this very niche, has now gone on to create the Functional Materials Research Unit—proof of how these opportunities continue to grow and evolve. He is now reaping the same support I received because he understands something vital: if you remain focused, use the right

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approach, and aim to make a meaningful contribution to CPUT, the university will stand behind you. That ethos of encouragement—of empowering researchers who genuinely want to make a difference— is a hallmark of CPUT. I’m deeply thankful for the way CPUT has consistently enabled me to build capacity, explore new ideas, and push boundaries. It’s more than just institutional support—it’s a belief in what’s possible. And for that, I remain truly grateful.

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Chapter 15: The Research and Innovation Lighthouse: Leading with Heart and Mind PROF RENITHA RAMPERSAD Prof Renitha Rampersad (DPhil) is an Assistant Dean Research and Innovation in the Faculty of Business and Management Sciences. Her specialist research focus has been to ensure transformation of the socio-economic environment which aligns with national and international imperatives including SDG 8 (decent work and economic growth). She has developed niche areas to incorporate themes which are relevant to transformation aspects affecting business in South Africa, i.e., strategies for business, transformation in the business sector and quality management systems for the management of HIV-AIDS. She has published and collaborated with universities locally and internationally in this niche and other areas and developed master’s and doctoral students through various sub research areas. She has in excess of 15 years of postPhD experience and is the lead researcher on an NIHSS funded project on transformation of the socio-economic environment in the Global South with various sub themes which aligns with SDG 8, in collaboration with African and International Universities. She firmly believes in mentoring as support in the development of African women’s academic career trajectories and has established a women mentorship programme in the FBMS, which shows her commitment to assisting women to achieve personal fulfilment and professional success.

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How Childhood and Positionality Shaped my Career The following words by Chimamanda Ngozi Adichie, are very important to us as women leaders. ‘Our histories cling to us, we are shaped by where we come from’. Born in Durban to progressive thinking parents, I assessed the struggles of my parents who lived in a marginalised community, with limited access to quality education and opportunities. My parents’ influence on gender roles and education strongly impacted my career aspirations. “My parents placed huge value on education, ensuring I had access to the best opportunities from an early age. Their unwavering support and constant encouragement instilled in me a strong drive to succeed and a deep respect for learning”. This realisation of issues of access and equity influenced my leadership priorities, which now enables me to lead the faculty, where I make a difference to the lives of students and staff. Making a difference in the lives of others has been my resolve from an early age. Being involved with the Girl Guide Association of South Africa, allowed me to make a difference in the lives of young girls. I became the leader of the regional division of the Girl Guide Association and a few years later at the age of 18, I went on to become the Divisional Commissioner and proudly assisted in empowering and developing young women in that community. Over the years, I have grown both personally and professionally, developing a wide range of academic, administrative, and leadership skills. However, I believe that growth is a continuous journey.

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Favourite Quotes “If you get a seat at the table, part of your job is to make more seats available. We must reach down as we climb up” Judy Dlamini “You may encounter many defeats, but you must not be defeated. Encounter the defeats, to know who you are, what you can rise from and how you can come out of it.” - Maya Angelou

Breaking Barriers, Resilience and Adaptability I have been an academic for the past 30 years. For the first 20 years I worked in an academic setting where domination and power struggles, all in the circle of women, were prominent. These barriers certainly tested my resolve and were key in my decisions to make a change. I subscribe to the principles of ethics of care, which include qualities which are important for people to come together to take shared responsibility and care of each other. Some of these qualities, communication, trust, respect, and caring, grounded me as an African woman, and I took that leap to break the glass ceiling. History has taught me better, and today, I include the qualities of ethics of care in my everyday life and, more especially, in mentoring women to see their potential and advance their careers. I have learned to take stock of my life and to keep exploring and succeeding in new realities.

The Power of Authenticity, Emotional Intelligence, Confidence, and Assertiveness • Gaining legitimacy while retaining authenticity • Leading with integrity and staying true to personal values • Self-confidence shaping influence and decision-making

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Leading with Both Mind and Heart I am resilient and adaptive to change. I believe in being accountable and leading by example and in building a community by creating connection and fostering an environment where diverse voices are heard and supported. I lead with integrity, simplicity and humility.

Mentorship, Community Support and Paying it Forward I have been employed at CPUT since January 2020, as Assistant Dean: Research and Innovation, but have been an academic for more than 30 years. In this short space at CPUT, I had the opportunity to prove my leadership ability and act as Dean between 2024/2025. One of the highlights in this five-year journey has been the launch of the FBMS Women mentorship programme in 2023. As I advance in my academic career, I hold tightly to the principle that my success is not just mine to carry - I have always believed that it is an opportunity to create space and strengthen others. For me the phrase “lifting as you rise” is more than a metaphor; it is a personal and professional commitment. I have risen in a system that has not always been built with women, especially women of colour and other marginalized identities. I understand, first-hand, the unseen labour, the doubting of one’s legitimacy, and the pressure to “prove” oneself again and again. These experiences have shaped how I show up - not only in my research and everyday work but in the behind-the-scenes work for those whose voices are often missing from the table. I lift by mentoring emerging scholars with honesty and care - by listening deeply to their

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goals and helping them navigate institutional structures and ensuring they are seen. My greatest influencers are fellow Women academics who have succeeded in HE Education. Women who broke the glass ceiling to become Deputy Vice Chancellors, Professors, and Deans. These strong women have played a critical role in my career growth by providing individual but balanced forms of support. They have mentored me with providing a guiding hand, firm advice, and shared knowledge, assisting me to navigate my career path. More importantly they provided allyship, by using their privilege in senior positions to stand up and support me. This collectiveness has certainly provided the support which has enabled me to advance, build confidence, and achieve long-term success.

Work-Life Balance and Well-being I prioritise a balanced work and personal life and ensure self-care by practicing mindfulness and physical self-care by spending time in nature and taking long walks.

Personal Success Framework Being an Assistant Dean of Research and Innovation and Acting Dean of the FBMS has proved that I was entrusted with responsibility, and I am thankful to CPUT for creating this enabling environment. Being resilient and leading with humility and strength means having the courage to make tough decisions, build trust and strengthen teams. I use these traits to uplift others.

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Transformational and Inclusive Leadership I describe myself as an inclusive leader, providing guidance and assisting in maintaining a well-lit path, offering direction while empowering others to navigate their own paths. As a leader, my aim is to remain calm, resilient, dependable, and honest and to assist my team and others to stay focused.

A Letter to My Younger self The decision you made to move to a new city approximately 1600 km away, was the best you ever made. It gave you a sense of freedom in the academic space and allowed you to work with people who see your potential and you for the person you are. It has also allowed you to develop your skills in a leadership role, which was one of your goals. You are committed to your job and advancing others around you, and you always put others before yourself. You strive for the best and have high expectations of yourself, do not be defeated!

An Advice to Aspiring Women Leaders Empower yourself, challenge yourself to work on your personal goals and to further enhance your leadership skills and bring renewed energy and creativity to your work and personal life. Remember to surround yourself by people who motivate you and never be the leader that does not see the worth in others.

What I Hope for the Future of

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Women Leaders at CPUT To show up and be seen. For others to see the strength and opportunity in all women, and to not reduce this but rather elevate these strengths.

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Chapter 16: Water and Agricultural Scientist Trailblazer: Breaking New Grounds PROF BONGANI NCUBE Prof Bongani Ncube is a water and agricultural scientist with over 30 years of experience in research, academia, and non-profit organisations. I have been a full professor at CPUT since March 2025. With a BSc in Agriculture Honours in Soil Science from the University of Zimbabwe, I worked in the public sector from 1995 to 1998. After pursuing an MSc in Water Resources Engineering and Management (1999-2000), I worked at the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) in Bulawayo, Zimbabwe. After obtaining a PhD in Production Ecology and Resource Conservation from Wageningen University, I then joined WaterNet in 2007 and oversaw the multidisciplinary Limpopo Basin Challenge Programme on Water and Food Project until 2009. After moving to the United Kingdom, I worked for three years for non-profit organisations before moving to South Africa in 2013. Since April 2022, I have led the SARChI Research Chair in Governance and Economics for Water and Sanitation Sector Institutions, focusing on water security, governance, equity, and financial viability. I have over 100 publications and have graduated ten postgraduate students since 2016. We currently have 30 students. I am a NRF -rated researcher. I review for several journals and serve as an adviser for Water Research Commission projects. I am also on the Editorial Board of the WaterSA Journal.

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How Childhood and Positionality Shaped my Research Journey I was born in Kezi, Matobo District, South of Bulawayo in Zimbabwe. I am number seven, born after five boys. So, my name really means Thank God! My father was a shopkeeper for a white family in Kezi, and he came home every weekend. We lived with my mother in the village. During the peak of the liberation war, my three brothers, my mum, and I had to live with my fathAer at his workplace for about two years (1978-79). My only sister (eldest) lived in Bulawayo, while our two older brothers had ‘crossed’, which meant they left the country because of the war. I was about 9-10 years old then. My best memories at my father’s workplace were getting a sweet from the shop owner each time I went to my father and playing mini soccer with my brothers all weekend. We had figured out how to play it with one ten-cent coin all day! I was almost the same height as the minisoccer table, and it was so much fun! After independence in 1980, we moved back home. My middle brother attended teacher training, while my two brothers and I returned home with mum to continue primary school. We were one year behind, but that was almost everyone, so there were no issues. There were a lot of older students because primary education was now free. My mother raised us the same. There were no chores for women or men in our family. We all worked the same (fetching water, cooking, washing, and working in the fields), and my mum was the manager and the farmer. She planned all the fieldwork, and my father helped over the weekend. We were not rich, so our livelihood mostly came from farming, and we all helped. I played football with my brothers, and I was just one of them. During this time school was also a lot

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of fun, we were so good in school with my brothers. Mr Grade 5 teacher, Mr Dube, used to send me to his wife to receive a prize of 25 cents each time I got 100% in Maths, and it was every maths test. By 1983, my two brothers had gone to boarding (high) school, so I was responsible for chores such as tending livestock and helping in the fields. I loved the rainy season, the green fields and chasing after butterflies. Political disturbances broke when I was in my last primary school year. My parents were both badly injured, and my mum was hospitalised for three months. Somehow, my sister managed to convince the authorities to come and rescue her young daughter and me. That is how I left home in February 1984, and I have never returned except once or twice. I ended up in a primary school in the Midlands. I still excelled in class and got distinctions in the exams at the end of 1984. There was no money to send me to secondary school, but my headmaster somehow took me to Dadaya High School, where his children went, and negotiated with them to accept me to start school without paying fees. Coincidentally, that year, my brothers, who had gone to war, both returned, and they had studied overseas. My teacher, brother, and the returnees then took over our schooling and started paying our boarding fees. In high school, I was so competitive, always striving to be in the top ten because our class was typically full of nerds. Number one was not for one person. Our school had issues with the headmaster when I was in my final high school year, and I ended up doing one year of A-level at Northlea High School in Bulawayo in 1991. I got good marks that qualified me for university, and I chose the University of Zimbabwe. The loan and grant system carried me throughout my university studies.

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I selected Pharmacy and Agriculture as my university courses and was accepted to the latter. I selected Agriculture because of the prospects of being in nature, and my childhood had also prepared me for it. I ended up in a class of 9 Soil Science students: 8 boys and myself. No big deal there because I was used to classes dominated by boys at high school. We were 6 in the end; two failed in the first year, and one passed on in the second year. We were close because Soil Physics showed us flames, and we did all the assignments together. I know where all the former five classmates are even now!

Favourite Quotes “For with God nothing will be impossible” – Luke 1:37 In the last few years, I have added Isaiah 26:3, ‘You will keep him in perfect peace, whose mind is stayed on You because he trusts in You.’ There was a lot against me when I was younger, but I knew that God would see me through. I still face a lot of challenges, but I always ask God to give me peace within the storms.

Breaking Barriers and Resilience as a Researcher I worked for the Department of Natural Resources as a Provincial Ecologist in my home province, Matabeleland South, when I finished university studies. That is where I had my first encounter with prejudice and structural difficulties. My male colleagues struggled to accept a young woman scientist full of ideas. I was often told that whatever I was saying was too academic. My work used to be hidden so that I would miss deadlines, and my phone calls to Head Office, where I reported, were monitored. In the field, I was told to sit at the back

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of trucks since I was trying to be a man. I would gladly jump into the back, though. Others tried to fall in love with me, resulting in evident hatred in some cases. One guy who was responsible for overseas training made sure I did not go anywhere because I had turned him down. At one point, I shared an office with an expatriate colleague, and he used to sit and say I should ask him questions so that he would tell me what to do. Of course, I refused because he was a project advisor, and I did not report to him. There were also exciting moments during my time at Natural Resources. We had to solve the issue of fish dying due to colliery effluent. Once, a big mine tailings dam was breached, and I was part of the Provincial Committee that dealt with environmental problems. I visited waste disposal sites, including some in Victoria Falls. We also had an annual exhibition at the Bulawayo International Trade Fair, and at one time, I was the stand spokesperson, and I appeared on National Television discussing our exhibition. The HoD at that time was Mr Fuyane, who I called my father because he was so supportive. I had always wanted to go back to school. I was encouraged by our undergraduate female lecturer, who was Belgian. In 1998, a pamphlet with the Belgian Embassy scholarship opportunities landed on my desk. I grabbed the chance and applied. I was one of the five who received the scholarships to study Water Resources Engineering and Management at the University of Zimbabwe in 1999. Once again, I found myself in a class of eight (8) male civil engineers and myself as the only female. One of them asked if I was there because of affirmative action, as he had never studied with a female at university. I was offended and could only prove him wrong through my grades. I think 1999 was my most challenging school year, and I even vowed not to go to school again.

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In 2000, I joined the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT). One of my first surprises at the institution was the salary disparity for the same job. In 2002, a PhD opportunity arose. It was not meant for me at first, but my supervisor, the late Dr Steve Twomlow, somehow ended up offering the opportunity to me. This was another trying time because he was told he could not send me overseas because our role was to collect data and give it to scientists, not to study. He argued that he had come to Africa to develop Africans. So, we took the risk, and I travelled to the Netherlands and kept my job. This had never happened in the 15 years of the organisation’s existence, and I found myself being an enemy of even those I had nothing to do with. I worked full-time and studied simultaneously, and there was nothing my supervisor could do. I even tried to quit the PhD, but one of the senior scientists, Dr Geoff Heinrich, encouraged me to hold on. I met him at a conference in 2024 and still thanked him for that advice. I also had great support from Dr John Dimes and the late Dr Joseph Rusike. My colleagues also carried me by doing some of my fieldwork. I learnt the great value of teamwork at the institution. The colleagues I worked with are still part of my circle, and we still marvel at Dr Twomlow’s contribution because we eventually all ended up doing postgraduate studies. After completing my PhD, I was supposed to leave ICRISAT within a year. I left earlier than that for a perfect job at WaterNet, which required all my academic qualifications. I had a wonderful time leading an international project while mentoring 7 PhDs and 30+ asters students. I had plans to stay, if possible, but two years later, I noticed that a younger white male colleague who was reporting to me was being groomed for the Executive Manager’s position. I was very frustrated because no one noticed I was also qualified for the job. So, when the

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sitting Manager resigned, I followed a few months later. At that time, the economic situation in my country was also at its worst, and I had to think about my child’s future. My eldest brother, who had lived overseas, encouraged me to leave before turning 50, and I did. I migrated to the United Kingdom and lived in London for 3.5 years. Unfortunately, I did not really settle. I worked for a nonprofit for a year and loved the job. When my contract ended, I started doing work I did not enjoy. I did a lot of soul searching and realised that my passion lay in smallholder farming systems research, a field where I worked at ICRISAT and did my PhD. So, when an appropriate opportunity arose, I applied, which is how I ended up at CPUT. It was a very tough landing, but I am still here more than 12 years later.

The Power of Authenticity, and Assertiveness Research with vulnerable communities is a very delicate space that requires honesty and integrity. A lot of trust-building is needed to gain the confidence of the people that one works with. I was privileged to be trained by the best in my research journey. My ICRISAT supervisors and my PhD supervisor, Professor Ken Giller, worked with communities in ways that taught us to give ourselves to communities rather than to take. Sitting with farmers under a tree, listening to their stories and learning from their struggles are privileges I have experienced throughout my career. I worked with 30 farmers for my PhD, and we became one big family. We could not go into the field at some point because of political issues. However, when we returned three months later, I found my experiments intact because the farmers understood that we needed the harvest for my studies. They trusted the local enumerators who worked with us when they asked them to wait for us.

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I was the first to be employed as a Scientific Officer in our team at ICRISAT. I was allowed to be part of the interviews for the colleagues who came after me. We built such a strong team that during my PhD, my colleagues would travel to my field sites, and I would watch their on-station experiments to allow me to focus on my studies. Not many people can do that. I was not a postgraduate supervisor when I started at CPUT, even though I already had mentorship experience. However, when I decided to supervise, I made it a mission to look for postgraduate students whenever I travelled. Half the time, we do not have student funding, but together we survive. When I receive photos of new cars, new jobs, or PhD acceptances, I thank God because that is a mission accomplished for me. I also have colleagues who support me in this mission by sending students my way and co-supervising with me. My CPUT colleagues, Prof James Odendaal, Dr Sandra Williams, Prof Rozenda Hendrickse and Dr Patrick Bukenya, are very supportive. Prof Mudhara from the University of KwaZulu-Natal, and from the Water Research Commission (WRC), Prof Sylvester Mpandeli, Dr Samkelisiwe-Hlophe Ginindza, Dr Luxon Nhamo and Mr John Dini have walked with me for a while. I am grateful to Dr Backeberg for supporting my first project at WRC. I have established local and international partners, including colleagues in the United Kingdom, CIRAD (France) and the Swedish University of Agricultural Sciences. The success of these partnerships results from my ability to read the room, engage in deep conversations, and have a genuine interest in other people’s work. I can tell from a few discussions when a person genuinely engages or wants to tick a box.

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Mentorship, Community Support and Paying it Forward I was lifted by many on my way to this level, so lifting is part of me. At ICRISAT, I learnt how to work in teams and have kept it to this day. My supervisor, Dr Steve Twomlow, was British, and he identified postgraduate opportunities for the six of us who worked under him (May his soul rest in eternal peace). From 2007 to 2009, I worked for WaterNet, mentoring 7 PhDs and 30+ masters students. So, I arrived at CPUT with that background. Since 2016, I have graduated 10 postgraduates and mentored many more, including undergraduate students and other researchers. The recently graduated Dr Bramley Lemine and the postdoc Dr Evans Shoko are two young men who are growing into great researchers. Recently, a former agricultural undergraduate student wrote publicly on LinkedIn that she is the best at soil evaluation because of me. Oh, I was proud! There are very few women in my family. My mother was, therefore, my pillar and my first mentor. She was not privileged to go to school like me, but she learnt how to read and write. From a very young age, she told me about the value of education and how it would give me the freedom to be who I want to be. She also firmly believed in God and could worship Him in hymns all day. That is how I learnt to lean on God. Shortly before she died, my mum wrote a letter advising me to go to God with all my challenges. I received it two weeks after we buried her. My second family mentor is my sister-in-law, Roswitha, a German lady who was married to my brother. People used to think she was my friend because we are both short. She taught me authenticity and how to love people beyond colour and culture. She ensured

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my brother’s government (and later municipal) salary covered all my school fees and provisions while supporting their family and other relatives during my high school years. That is a sacrifice I will never forget. She remembers my birthday every year, and she still checks on me. We are very close to this day, and she remains a pillar of support. When we visit her, the time feels short because there is always so much to discuss and laugh about. I lost both my parents when I was in my twenties, and later lost two of my brothers (one in 2024). So, I have known pain and tragedy most of my life. However, my siblings have supported me in various ways: paying my school fees, encouraging me to go to school, or looking after my son while I was doing my PhD. My brother Mbonisi became the mother and father of my child while I was in the Netherlands. Not many people can do that; I will forever be grateful. Now my son is grown up, and he is my biggest cheer leader and supporter. I owe the Full Professor application success to him because when I declared defeat on the day of submission, he stood with me and ensured I submitted it on time. I have met great women in my path, but I have always been in maledominated environments, which make women compete instead of supporting each other. I am grateful to Prof Fester and Dr HolmesWatts because if they had decided we could not meet the Research Chair application deadline, I would have probably left CPUT by now. I was touched recently when Prof Fester once again sat with me for hours, even late into the evening, to apply for the National Science and Technology Forum (NSTF) Awards nomination. Ms Brightness Mangolothi is new at CPUT but has her eyes on other women. We need more women like these who can hold the hands of other women when opportunities arise.

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Gender equality remains a challenge for women, especially for us in male-dominated fields. I am grateful to my ICRISAT and PhD supervisors for cultivating conducive environments for growth without discrimination. I have tried with my teamwork mindset to work with some colleagues within CPUT, only to realise they want to use me or steal my ideas. It is so disappointing. I am collaborating with male colleagues from other institutions because it feels as though colleagues in my institution view me as a competition rather than an ally. But thank God for the few men supporting me in the Research Chair. We are building and co-supervising together, and I look forward to growing with them. Prof James Odendaal, Dr Bramley Lemine and Dr Conrad Sparks have genuinely come to the table, and I am grateful for the support.

Work-Life Balance and Well-being Work-life balance is a tricky one for me. When I left home in 2009, I had reached the peak of my career because I worked at the management level and was also an experienced researcher. Unfortunately, that experience level has made me a threat wherever I have worked. I had no intention of being in a high position when I left home because I had seen it all. When I started at CPUT, I was comfortable focusing on my fieldwork and doing research. However, I was in an externally funded position; my salary remained stagnant and was not guaranteed. That is how I ended up lecturing in the Department of Agriculture and later Civil Engineering and Geomatics. Unfortunately, this meant I had to do two full-time jobs, research and lecturing, while being paid for one. Work-like balance became a dream because I had to meet project funder obligations and teaching duties. This came at a high price. In 2021, I was so ill that I spent days in intensive care in hospital, literally almost dying. One may wonder why I work this hard. It is a matter

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of survival for me. From 2019 to 2021, I was repeatedly on one-year contracts that could only be extended if I brought in external funding. That stressed me so much. I am still working on contracts, and the expectations are high now that I am a Research Chair. So, work-life balance is tricky to describe because I have to survive. However, because I am Christian, I have learnt to set aside one day per week to focus on myself and God. It is not perfect, but I try. I also walk whenever I can to keep my heart fit. Sustainability in my research requires a lot of planning ahead of time and building strong internal and external networks. I am privileged that my background allows me to work across disciplines. My strength lies in building genuine relationships and maintaining integrity when working with others.

Personal Success Framework There is no straight path to excellence in research. In my research fields, competition is very high, and funding is limited. It almost looks like survival of the fittest. I approach this with a sober mind and clear intentions. Honesty and integrity are my standards. I try to cultivate these values in my students, too. At the beginning of the year, I email my students, outlining our expectations for simple things such as when to send emails and how best to communicate. We also run a monthly seminar in addition to individual communication to ensure that we build a team and have a common understanding of our work. It is not perfect, but it helps to create structure, healthy boundaries, and trust.

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When time permits, I attend relevant training, both professional and personal. I attend webinars on the environment, water and agriculture. I also get opportunities to share my work and to learn from my peers, locally and internationally. We have established a strong team of internal and external partners, and we plan together at the beginning of the year. Around October, we also gather again in a Research Chair-focused special session to share our research with external audiences. I am pleased with our achievements so far.

Transformational and Inclusive Leadership I work in competitive, complex fields that are male dominated. I do not try to compete or dominate, but I continuously cultivate teamwork. I try to inspire all my male and female students by providing them with equal opportunities. However, sometimes, with females, I have to go the extra mile when I notice discouragement creeping in. I do not lie to them, but I genuinely share my experiences.

Highlights at CPUT When I arrived in South Africa in 2013, I did not think I would last even a year at CPUT. However, the Director of the Centre for Water and Sanitation Research, Prof Lagardien, who worked with me, allowed me to explore and thrive. It was not easy initially because I needed to raise funds to survive. The current Vice Chancellor, Prof Nhlapo, my second Line Manager then, also supported us in raising extra funds through teaching in the Department of Agriculture for three years. When I started fieldwork in South Africa, there were many unanswered questions in the water sector, especially around access to agricultural

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water for smallholder farmers. I applied and succeeded in my first Water Research Commission project in 2014. There were few women in the space. In 2015, the Department of Water and Sanitation and Water Research Commission produced a book featuring Women in Water (Amakhosazana Amanzi), and I was one of them. I think that is where the recognition for my research began to take shape. Since then, I have obtained funding for five more big research projects. In 2021, I applied for the SARChI Research Chair position with the support of Prof Veruscha Fester, Prof David Phaho, and Dr Tania Holmes-Watts. It was a huge application, and we did not have enough time, but we pulled out several sleepless nights and succeeded.

Vision for the Future: Women’s Leadership Tomorrow I am a woman who has experienced it all: pain, struggle, rejection, being invisible and being ignored. But I am also a woman who has risen to great heights, not because I am very clever, but because God is good and faithful. When the time comes to uplift me, God shows up in unexpected ways. As I write this, I am a National Science and Technology Forum (NSTF)-South32 Awards finalist. I would not have imagined this ten years ago because my focus was on survival and my next contract. It still is, but my attitude is different. Looking back, I think I should have given myself a bit more grace and learnt to put down my tools to play occasionally. Women researchers need to step up and uplift other women. We cannot wait until we have given all the accolades to male colleagues and then start thinking, let’s also find some women. There are so many capable women at CPUT. Let us recognise them, uplift them,

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mentor them and give them the same privileges that we tend to reserve for male colleagues. Let me conclude by thanking the men who are fighting for women at CPUT, the ones who do not see us as competition but support us in thriving, starting with the Vice Chancellor, Prof Chris Nhlapo. My previous Line Manager, Dr Phaho, gave me space to thrive. Thank you.

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Chapter 17: Creating an Inclusive Bridge in a Male Dominated Technology Industry DR TABISA NCUBUKEZI Dr Tabisa Ncubukezi is a distinguished academic and researcher in the field of Information Technology, currently serving as the Acting Head of the Department of Information Technology at CPUT. She has cultivated a robust research portfolio focusing on various research areas in the field of IT. Tabisa’s scholarly contributions include numerous publications addressing critical issues in cybersecurity, communication networks, risk management, artificial intelligence, ICT4D, and the digital divide’s impact on higher education. Beyond research, Tabisa is deeply committed to academic development and mentorship. She has played a pivotal role in curriculum development, postgraduate supervision, and fostering community engagement within the academic sphere. Tabisa’s leadership at CPUT reflects a dedication to advancing both technological innovation and inclusive education. Tabisa has been a mentor and a coach for all her students, including young ladies from churches and young academics. She also made a major academic contribution to the TVET spaces. Her leadership has been recognised in international conferences, academic programme reviews, and national programmes such as SkillingSA.

How Childhood and Positionality Shaped my Research Journey I was born and raised in a village where resources were limited, but resilience was abundant. As a young girl growing up in a predominantly

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patriarchal society, I became aware of the social and cultural norms that shaped gender expectations. While boys were often encouraged to explore, speak out, and lead, girls were expected to be obedient, nurturing, and quiet. Despite this, I was fortunate to have parents who believed deeply in education, commitment, and self-determination. My mother instilled in me the idea that I could achieve more than what society had outlined for me. One of the most defining moments of my childhood was when I was selected to represent my school at a regional maths fair. That experience sparked my interest in problemsolving and left me with a mix of pride and pressure. It was not just to succeed academically, but to prove that girls belonged in spaces traditionally reserved for boys. The experience planted the seeds of both my career and leadership journey. Growing up under uncertain economic circumstances, I often had to find creative ways to study, communicate, and engage with society. This later became central to my leadership style, which is empathetic and driven by impact rather than authority. My experiences also taught me to value humility and service principles, which I carry into my professional environments. As a woman in higher education, especially in the IT sector, which is a space historically dominated by men, I have often had to navigate layered challenges related to gender and age. I was younger than my peers when I assumed a leadership role, which meant constantly having to work double while simultaneously advocating for inclusive and ethical practices. My cultural background taught me respect and responsibility, which I have learned to combine with professional standards. Today, I can say my leadership is not just individual work but a collective responsibility. I am deeply aware that I stand on the shoulders of many women before me who pushed boundaries and opened doors. That awareness fuels my passion for mentoring young women and creating more equitable spaces in education and technology.

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Favourite Quote “If you can see it, you can have it.”

Breaking Barriers, Resilience and Adaptability My journey into leadership has been marked by persistence, intentional growth, and learning to navigate spaces that were not originally designed with women in mind. Early in my education and career journey, I often found myself being one of the few women, if not the only one. This visibility came with immense pressure, which is not just to perform, but to represent the gender. When I advanced in my studies, we were a minority in a male-dominated environment. Again, when I started my career in higher education, I became the only woman in my stream (Communication Networks). At some point, I became the only woman in class when I was developing myself with the specialised courses as demanded by the IT field. This exposure to the male-dominated industry taught me that resilience should be my compass. I have learned to lean on mentors, women who walked similar paths before me. Their stories reminded me that progress often comes in quiet, stubborn steps. In the process, I learnt that adaptability is always crucial. I had to evolve from being the one who worked in the background to the one who voices solutions and holds systems accountable. My main strategy was to invest in continuous learning through leadership training, coaching, observing, and refining my approach. In addition, I have come to believe that breaking barriers is not always about force but rather about a vision, persistence, and creating doors where there were once only walls. I always hope to make it easy for the next generations to rise, too.

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The Power of Authenticity One of the most profound lessons I have learnt in leadership is that authenticity is a superpower. Staying true to my values, background, and leadership style has not only differentiated me but also anchored me. In my leadership journey, I realised that I do not need to mimic any leadership styles, but instead, I leaned into emotional intelligence. This ability to connect with people, even in high-pressure environments, earned me legitimacy. Confidence, for me, is about being grounded. I drew strength from knowing my values, my purpose, and the bigger picture I work toward. Self-assurance allowed me to speak up when it mattered, make decisions aligned with integrity, and take risks when others hesitated. This means leading with integrity is non-negotiable. It means saying no to shortcuts, owning mistakes, and choosing fairness even when it is inconvenient. People may not always agree with decisions, but they will respect consistency and principles. Selfleadership has been the foundation of my growth. I have learned to manage my energy, reflect regularly, and lead myself before leading others, embrace vulnerability, and be open to feedback.

Mentorship, Community Support and Paying it Forward For me, lifting as I rise is more than just a principle. It is a commitment that guides how I lead, teach, and serve. As I progress in my own journey, I carry a deep sense of responsibility to create pathways for others. These would be young professionals and underrepresented voices in the academic and technology spaces. I lift by intentionally giving technical guidance, emotional support, and visibility to emerging leaders. I always make time to listen, share lessons from

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my own journey, and encourage others to see possibilities where they may only see barriers. Mentorship is not a once-off gesture but a long-term investment in someone else’s potential. I lift by leading with vulnerability and authenticity. When I share my challenges, I create space for others to be real about their own journeys. I want others to know that they do not have to be perfect to lead, but they must be committed, courageous, and supported. For me, true leadership is not about rising alone but rising together. I believe there is no one who becomes a leader in isolation. Behind every step I have taken in my career stands a group of mentors, role models, and loved ones who believed in me. They have been my fierce warriors and my pillars of strength that are rooted and full of quiet wisdom. My mother was my first mentor, though she never wore the title. She modelled strength with grace, raised me to value education, and taught me the quiet power of resilience. Her sacrifices lit the path I now walk. As I entered academic and professional spaces, I was fortunate to encounter women mentors who paved the way through their own battles. They shared knowledge generously, reminded me that I belonged, and encouraged me to sit at tables where decisions were being made. I also value the men who have supported gender equality through inviting me into strategic spaces, crediting my contributions, and listening when it mattered the most. My colleagues and academic peers have formed an invaluable support network. We share ideas, opportunities, and encouragement, but more than that, we create spaces where vulnerability and ambition coexist. These relationships remind me that leadership is not just about power, but it is about connection. I also credit my students, who constantly inspire and challenge me. They are the reason I strive to grow, not just for myself, but so I

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can model what is possible, especially for those from disadvantaged backgrounds. Through mentoring them, I have learnt as much as I have taught. Perhaps the greatest enabler of my growth has been the sense of community that surrounds me. A circle that believes in shared success, where one woman’s victory becomes a victory for all. They have helped me rise by holding me accountable and lifting me up. Leadership, to me, is not a solo act. It is a chorus of voices past and present, echoing strength, hope, and possibility. And I am here because of them.

Work-Life Balance and Well-being Leadership is demanding, and when layered with academic responsibilities, family commitments, and community expectations, the pressure can become overwhelming. As a woman who wears many hats (leader, mother, colleague, daughter, friend, mentor, etc), I have realised that sustainability is a leadership necessity. I learnt that leadership without wellness leads to burnout. I believe that well-being should not be negotiable. I become intentional about setting work hours and space for rest. To maintain mental health, I practice stillness through journaling, mindfulness, or prayer. These practices ground me and help me process the pressures of leadership with clarity and composure. Another strategy I rely on is prioritization. Not everything requires immediate attention. I have learned to delegate, to trust others, and to give myself permission to pause. Leadership is not about doing it all at once but doing the right things with intention. Family and loved ones remain a central source of strength and balance. I also surround myself with a circle of supportive peers who are people who understand the juggle and offer both accountability and compassion. Balancing work, study, and life is an ongoing journey.

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Personal Success Framework Success, for me, has never been about a title but an impact, consistency, and alignment with purpose. With time, I created a personal framework about emotional intelligence, intentional routines, and a deep commitment to learning. This helped me to sustain and evolve in ever-changing environments. One achievement I am particularly proud of was leading the successful programme review in the department of IT. This project demanded agile leadership, collaboration, teamwork, and unwavering focus. What made this moment significant was the teamwork, collaboration, clear communication, and feedback. That experience confirmed for me the power of mindset, which is the ability to remain optimistic, adaptive, and composed under pressure. My personal success formula includes continuous development, emotional intelligence, planning, time management, consistency, and commitment, as well as leaning into my core strengths

Transformational and Inclusive Leadership: How Women Lead with Vision, Inspire Change, and Foster Innovation As a woman to lead particularly in spaces not originally designed for us, is to carry vision, voice, and responsibility. For me, leadership is about transformation through inclusion. It is about seeing potential where others see limits, and building futures where others see barriers. I believe that meaningful leadership is not defined by control, but by the capacity to inspire, to innovate, and to uplift, which our faculty leader models. Women leaders drive change differently; we listen deeply, and we bring others along. I have also learned

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that transformational leadership requires courage to speak truth, to let go of outdated practices, and to stand firm when the path is unclear. One should invite feedback and lead with a sense of shared purpose. If I were to choose a metaphor to describe myself as a leader, I would be a bridge because the bridge connects people, places, and possibilities. It spans gaps between departments, between vision and execution, between exclusion and belonging. As a leader, I see myself as someone who helps others cross to new opportunities, who holds space during times of transition, and who ensures that no one is left behind. The bridge is designed to carry weight yet remain grounded.

A Letter to My Younger Self To me, I say: You are stronger than you know. There will be times when the path ahead feels lonely, and when your voice feels too small for the rooms you enter. But do not shrink, speak anyway. There is power in your perspective, even if it does not echo what others are saying. You belong in every space you find yourself in. To the women rising through the ranks now, I say: You are not alone. There is a growing network of women who are paving new paths and breaking old patterns. Step forward with confidence. Leadership is not about having all the answers but rather asking the right questions and creating space for others to shine. I believe in investing in yourself. Prioritizing your growth and never stopping learning. At CPUT, I envision a future where women’s leadership is not the exception but the norm. A future where we no longer speak about “breaking into” leadership spaces because the doors are already

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open, the structures are already inclusive, and the systems are already just. I hope to see more women at the helm of departments and faculties, driving innovation in labs, shaping institutional policies, and mentoring the next generation of thinkers, academics, and changemakers. I dream of a CPUT where leadership is defined by collaboration, empathy, and vision, and where women feel not only welcome but empowered to lead boldly.

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Chapter 18: A Word Weaver: Charting Literary Landscape PROF CANDICE LIVINGSTON Prof Candice Livingston is an NRF C3-rated Associate Professor, TAU Fellow, and currently serves as the Research and Language Coordinator in the Faculty of Education at CPUT. My academic life is rooted in literacy studies, language across the curriculum, digital storytelling, and the reimagining of African fairy tales. As Chair of the Faculty Language Committee and of the Education Association of South Africa (EASA), I have the privilege of contributing to institutional and national conversations on multilingualism, inclusivity, and transformation. Nationally, I serve academia through my roles with the Academy of Science in Southern Africa (ASSAf), PanSALB, and the English Academy of Southern Africa. I am also a member of, The bua lit Language and Literacy Collective. Through these roles, and as a supervisor and mentor, I strive to lift others, fostering research cultures grounded in equity, care, and critical engagement. My academic and leadership journey centres on equity, inclusion, and the contextual realities of South African education.

Reflexivity and Early Influences I grew up in a multilingual, working-class family in the North West Province, I was surrounded by storytellers and avid readers, who shaped my love for language, even when some stories remained unspoken. These childhood experiences and the intersectional positionalities I navigate as a woman in academia have made me deeply reflective about voice, representation, and belonging. I carry

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with me a deep respect for everyday resilience and the power of lived experience. My academic journey has always been as much about the personal as the professional. I ask: whose voices are amplified in education? Whose knowledge is validated? As a woman, growing up during the tail-end of apartheid, and navigating academia as a mother and educator, has all deeply informed my leadership and research. Outside of work, I am grounded by the quiet rhythms of nature and care, storytelling, the joy of my daughter, Kristin. I find joy in gardening, walking my dog, and creating space for reflection through rest and reading. I value slow, intentional living and believe that rest, like research, is a radical act of self-preservation. These personal practices sustain me and allow me to lead and live with purpose, empathy, and joy. My work-life balance is a dynamic process. I have learned to prioritise mental health and holistic well-being, as I have lived through burnout and now honour boundaries as acts of resistance and survival. Sustainable research leadership requires deep self-care and an ecosystem of support. It is not balance; it is constant negotiation. I have learnt to protect rest like I protect deadlines. Self-care is now a practice, not a luxury and I no longer glamorize burnout but normalize boundary-setting.

Authenticity, Confidence, and Emotional Intelligence My leadership style is shaped by emotional intelligence and a fierce commitment to authenticity. Whether coordinating service-learning research, acting as a course coordinator, or advocating for inclusive language policies, I bring my whole self to the work. I have found that real influence is built through listening, strategic empathy, and

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clarity of purpose. Self-leadership is not about perfection; it’s about presence, values, and accountability.

Mentorship and Networks of Support I have been mentored by formidable women and supported by colleagues, both female and male, who have modelled ethical leadership. Professors like Eunice Evala, Daniela Gachago, Agnes Chigona and Hanlie Dippenaar have shown me that leadership can be relational, not hierarchical. Male allies like Prof Piet van Avermaet (Ghent University) and Prof Quentin Williams (UWC) have also been instrumental in supporting cross-continental collaboration rooted in justice. As a mentor, I hope to create spaces for others to grow, question, and thrive. I am especially proud of mentoring novice teachers and postgraduate students, co-creating knowledge grounded in lived experience and critical reflexivity.

Milestones and Success Framework One of my proudest achievements is when I led the South African team in a collaborative international project on “Training the Teachers of the Future,” where language policy met social justice. This was an international collaboration between Ghent University, the UWC and the CPUT. My commitment to transformative and contextually responsive pedagogy has been recognised through multiple teaching excellence awards. In 2021, I received the Institutional Teaching Excellence Award from CPUT, following the Faculty Teaching Excellence Award in 2019. I am also a TAU Fellow. These honours reflect my dedication to fostering inclusive, innovative, and student-centred learning

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environments, whether through integrating digital tools, reimagining curriculum content and decolonisation, or mentoring novice teachers. They affirm the value of pedagogical approaches that centre care, authenticity, and critical engagement in higher education. My success rests on three pillars: 1) Purposeful mentoring, 2) Research integrity, and 3) Deep cultural and contextual grounding. I say yes to work that aligns with my soul, and no to what drains it. I have delivered a wide range of invited lectures, seminars, and workshops both nationally and internationally, reflecting my expertise in language, ethics, decolonisation, and digital pedagogy. My engagements include multiple guest lectures at the University of Ghent, Belgium, on topics such as Voices of Identity: Exploring Language and Self through Autoethnography, Decolonising White, and South African perspectives on language and diversity. I have also contributed to seminars on multilingualism, multiculturalism, and teacher education at institutions such as Yokohama City University (Japan), the University of Fort Hare, and UWC. I have also presented a number of keynotes and workshops on the ethical and pedagogical dimensions of AI in education, having presented on the use of ChatGPT for academic writing and assessment at CPUT, Stellenbosch University, and within the African Digital University Network (ADUN). My invited ethics training seminars include sessions for the SEA Ethics Committee (UAE), CPUT Research Ethics Day, and the 2nd Research and Information Literacy Skills Seminar. Additionally, I have presented on digital storytelling and holistic educator wellbeing at UCT and EduFocus Projects, and served as speaker and mentor in digital literacy initiatives with SADiLAR and North West University. I am currently involved in a digital storytelling project with the University of Michigan Dearborn, where we are exploring the narratives on students’ personal literacy journeys, in South Africa and the USA.

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I am actively involved with community engagement through my work at the Cape Teaching and Leadership Institute (CTLI) at the Western Cape Education Department, where I offer training for in-service teachers on how to teach writing and reading in both primary and secondary schools. I am also part of a Community of Practice for Postgraduate Education and Scholarship (CoPPGES) and for English Language Teaching within the PrimTed National project.

Vision for the Future If I were to write a letter to my younger self, I would say: You are enough. Speak boldly. Love your contradictions. Do not become what others expect. To aspiring female researchers, I would say: find your rhythm, question everything, and write your own canon. Always research what sets your heart on fire and remember that lifelong learning is key. My hope for CPUT is that it will remain a university where African research is valued not only rhetorically but structurally. Where care is policy, and excellence is redefined through justice.

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Chapter 19: An Emerging Researcher Feeding Innovation: Creating New Paths in Food Research DR TSHINAKAHO NYATHELA-SUNDAY Dr Tshinakaho Nyathela-Sunday is the Acting Director at the Cape Town Hotel School (CTHS), part of the Faculty of Business and Management Sciences at CPUT. Her acting role’s mandate is to drive the strategic goals of the institution through the CTHS and ensure the viability and sustainability of the academic and operations entities. She holds a Doctorate in Food Service Management and has over 15 years of academic, research, and leadership experience. Her areas of expertise include hospitality management, food and nutrition, food and beverage management, sustainability, and research ethics. Dr Nyathela-Sunday chairs the Faculty Research Ethics Committee (FREC) and serves on several institutional committees promoting research integrity and postgraduate development. She leads research, community engagement and internationalisation. She has led and collaborated on numerous funded projects, including national studies on tourism employment and domestic tourism. She is currently working on sustainability in hospitality as her niche area. She serves at the South African Association of Women Graduates and is a board member of COOKtastic. Her academic footprint spans South Africa, Namibia, Lesotho, Portugal, Germany and beyond. She has successfully graduated postgraduate students and is currently supervising masters and doctoral students. She is an engaged scholar who externally examined master’s and doctoral theses and moderated both undergraduate and postgraduate qualifications and academic reviews. 148

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How Childhood and Positionality Shaped my Research Journey I was born in Venda, Limpopo, located in the north-eastern part of South Africa. “A garden of Eden” blessed with rich soil yielding the best produce. I grew up in a place that was rooted in culture, respect, great minds and hardworking people: strong family values, resourcefulness, and deep-rooted respect for education shaped my early experiences. Raised by agile and supportive parents, who were powerful Christians and prayer warriors who embraced hard work and education, I observed the strength of women in my mother and women in the community who worked tirelessly to care for their households and others through care and support. Their central role is food preparation, care, and cultural preservation. Their practices such as a standard approach to welcoming visitors, providing food and a comfortable sleeping place ignited my passion for hospitality. I witnessed my mother waking up early in the morning to produce eateries from traditionally baked scones to homemade jam through authentic preparation methods. This ignited my passion for food and innovation. These factors propelled me to pursue a food and beverage qualification at Vaal University of Technology, culminating in a doctorate in food service management and a career path in hospitality management. My parents’ favourite saying was “khofhe dzi disa malanga”, meaning you gain nothing from sleeping. We woke up early in the morning to go farming and also take care of the household. From primary to high school, I woke up early, mostly at 04:40, to prepare and catch a bus to school. Education and hard work were seen as a form of liberation in my household and the surrounding communities, and that belief became my compass. Part 4: Women Leading Research and Emerging Researchers

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I identify myself as a black Venda woman from a modest socioeconomic background, which has influenced not only my career path and “strive to succeed” but also my leadership lens. Gender, age, race, and culture intersected throughout my journey, sometimes posing challenges but also anchoring my authenticity and drive. My upbringing continues to inform my career growth in the higher education space.

Favourite Quote “Do not wait for leaders; do it alone, person to person.” – Mother Teresa

Breaking Barriers, Resilience & Adaptability From the rural area of Limpopo to the “big city life”, my path was not without significant barriers. Transitioning from cultural and socioeconomic challenges, my academic and personal journey was tried and tested, but I remained standing, focusing my “eyes on the ball”. God has been my pillar and director. Societal perceptions regarding career paths made certain careers seem valueless, and mine is one of those. Community members, relatives, and peers would always say, “Na to manga ugudela bika,” meaning out of all the courses out there, you chose the one to learn how to cook. But the support from my parents and lecturers kept me going. Somehow, I had the power and mindset to continue seeing beyond what they saw, and I started sensitising some of them. I “hustled” to get extra cash for my needs during my undergraduate and postgraduate studies. Although my father supported me financially, I always had an independent mindset of sustaining myself. I did community work, research fieldwork for researchers

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at the university, and a bank consultation job, to name a few. The experience and exposure I obtained from these prepared me for my future journey. Transitioning the hospitality industry into academia, I encountered systemic biases, cultural differences, racial challenges, and a lack of female representation in decision-making spaces. These challenges demanded resilience, adaptability, and a proactive attitude toward professional development. My positive response was to upskill, collaborate across institutions, and amplify the voices of the underrepresented. International exposure—through conferences and academic visits to countries enabled me to broaden my academic perspective. I persisted through research rejections, administrative challenges, and capacity constraints by building a network of allies and mentors. My story exemplifies that resilience is not about avoiding challenges but about transforming them into platforms for growth and advocacy.

Authenticity, Emotional Intelligence and Confidence I believe that authenticity in leadership fosters trust and long-term impact. My leadership is grounded in values, integrity, and relational awareness. I do not mimic leadership styles I see but rather refine my own through reflection and strategic self-awareness. Emotional intelligence allows me to empathise with my students, colleagues, and stakeholders, creating inclusive and safe academic spaces. Emotional intelligence to mentor students, manage diverse teams, and contribute meaningfully to ethics and academic matters. Assertiveness in decision-making has enabled me to direct research strategies aligned with ethical and academic standards confidently.

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My assertiveness is guided by purpose rather than ego. In research ethics, postgraduate supervision, and academic strategy, I have learnt to make bold decisions while remaining open to feedback. This balance of confidence and humility has enabled me to lead teams, facilitate ethical compliance, and steer collaborative research projects with clarity and vision.

Mentorship and Community Support I have numerous mentors who have supported me throughout my journey to date. The ones who set the foundation for my career were my parents, who valued education and seeing beyond my eyes. Then, I met mentors such as Prof. Wilna Oldewage-Theron and Prof. Selepe, as well as various professionals from whom I benefited greatly from mentorship and support. These relationships taught me the value of guidance, patience, and strategic thinking. As I grew in my career, I prioritised paying it forward by mentoring BTech, Postgraduate Diploma, master’s, and doctoral students across South Africa and beyond. CPUT provided opportunities to attend programmes such as HERS-SA, coaching, and leadership, which created a community of information exchange and shared experiences and practices. I received great mentorship through these programmes to navigate the challenging workspace and career journey. I was privileged to be based at the Centre of Sustainable Livelihood while studying for my doctorate. The centre focused on community upliftment projects in the rural areas. My involvement in these projects enlightened me about the value of uplifting others, and since then, I have become passionate about assisting others in my academic journey. I mentor postgraduate diploma, master’s, and doctoral

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students while championing interdisciplinary research and community engagement. I created structures within the CTHS to enable the capacitation of colleagues and students in research, learning and teaching, community engagement and internationalisation, as well as leadership. I collaborate with various institutions to build academic capacity, co-publish with emerging researchers, and integrate mentorship into research projects. Through platforms such as SAAWG and SAAFECS, I advocate for gender equity and empower young scholars across South Africa. I integrate community engagement into curricula and research, positioning students and staff to become agents of change. I continue to champion mentorship within communities, and this afforded me an opportunity to be a board member of COOKtastic, which uplifts talented youth from disadvantaged backgrounds. I regard MY mentors, colleagues, family, and community as MY warriors, ancient trees, and guiding stars.

Work-Life Balance and Well-being Being a mother of two under 6 years old, a wife, a daughter, a sibling, a Financial Management committee Chair at church, in a leadership role at work and other organisations, a sister and supporter to many, I use a balance wheel of life as a reference for my activities. This assists me in managing my academic role, family life, other activities, and wellness. Balancing these roles with academic leadership is a continuous act of intentionality for me. I practice mindfulness, prioritise family routines, and maintain professional boundaries to sustain my well-being.

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Supportive partners and family members play an instrumental role in ensuring that I do not walk the journey alone. I model a sustainable professional engagement for my mentees by prioritising boundaries and self-care. I model work-life balance to students and staff by promoting selfcare, planning, and reflection. My leadership style encourages delegation, collaboration, and rest—especially in high-demand environments. Academic excellence should not come at the cost of physical or emotional health, and sustainable success stems from inner alignment and external support.

Personal Success Framework I see personal success as a “journey of self-discovery and goal achievement, encompassing both personal growth and the realization of individual aspirations”. My personal success is underpinned by lifelong learning and key values such as excellence, trust, integrity, commitment, consistency, resilience, patience, and passion, to name a few. I continuously invest in upskilling myself, be it through formal programmes, research collaborations, or leadership coaching and I avail myself for opportunities. My commitment to development is evident in my graduation of multiple master’s students, supervision of doctoral candidates, and success in national research projects. Furthermore, I was invited to be an industry advisory board member by various institutions to chair curriculum reviews, a keynote speaker, and a panel member in prominent events nationally and beyond. One notable achievement was leading the Department of Tourismfunded project on employment profiling in hospitality, which produced

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two master’s graduates and several publications. My formula includes building collaborative teams, aligning research with societal impact, and mentoring researchers to become independent scholars. I see success not just in titles or output but in the transformation, I foster in others.

Transformational and Inclusive Leadership I see myself as a “gardener”—a patient cultivator of people and ideas. I invest time in nurturing emerging talent and creating an ecosystem where knowledge, skills, and ethics flourish. My leadership includes pruning outdated systems, planting seeds of innovation, and ensuring that each ‘plant’—each student or colleague—receives what they need to grow. I continue to look for opportunities to be impacted so that I can continue to influence others. Inclusivity is central to my approach. I have spearheaded efforts to integrate decolonial frameworks into hospitality curricula and have advocated for student-centred learning that respects diverse identities and backgrounds. My transformational leadership has translated into increased postgraduate engagement, inter-institutional partnerships, and a culture of ethical scholarship at the Cape Town Hotel School and beyond.

A Letter to My Younger Self “You belong. You are enough. Your roots are not a limitation but a foundation. Speak boldly and walk confidently, for the world needs your voice.” I would encourage her to embrace the unknown, trust her instincts, and seek wisdom beyond fear.

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Highlights at CPUT CPUT has enabled me to leverage my position to transform the research and teaching landscape within hospitality. The opportunity that CPUT afforded me played a pivotal role in my career development in the areas of curriculum development, the supervision of postgraduate students, and the coordination of research ethics processes. Confcom and departmental findings have been great initiatives for me, and these gave me an opportunity to travel and explore and, furthermore, engage at a global level, which resulted in lifelong partnerships assisting me to navigate into the academic space. A key highlight includes spearheading the collaborative project on the impact of COVID-19 on South Africa’s hospitality sub-sector, involving five universities. This initiative capacitated emerging researchers and produced multiple outputs. I also held a session during international week and co-chaired several conferences, demonstrating my commitment to academic excellence. I continue to foster a space for intellectual growth and collaboration.

To Aspiring Women Researchers Pursue excellence unapologetically, but with wisdom and humility. Believe in building legacies, not just careers. Women should intentionally create networks, claim leadership space, and contribute to knowledge production that transforms society.

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My Hope for the Future of CPUT To become a globally recognised hub for women-led innovation grounded in African excellence. I envision a future where women researchers drive impactful policy, lead interdisciplinary scholarship, and mentor the next generation with courage and compassion.

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Chapter 20: Emerging Education Researcher: Seedling Change and New Possibilities DR AMY PADAYACHEE Dr Amy Padayachee is a lecturer at CPUT. She has a Ph.D. in Education Management and Leadership from the University of the Free State, South Africa. She has research interests in the management and leadership of South African schools, particularly the management of discipline in South African schools. She is an associate of the Six Degree Shift. Her research investigates systemic issues in South African schooling, with school leadership under neoliberal policy pressures, and the impact of gangsterism and violence in education.

Early Ages: Positionality and Research Journey I grew up in a middle-class area, in a very small town in KwaZuluNatal. The post-apartheid dispensation was still very new, yet my father, due to his position at work, was allowed to move us from a designated Indian residential area to a coloured residential area. I was too young to know it then, but the stark contrast between being the only Indian child in the neighbourhood versus going to school with children who looked like me planted the earliest seeds of curiosity about identity, belonging, and representation. These early moments in the discourse of life moulded my understanding of how context and culture can significantly influence a child’s sense of self and place in the world. As I grew, I began to make sense of this and understand that those experiences were political, as much as they were personal. They revealed how these systems of separation shaped our social

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worlds, even in subtle ways. In my adulthood, that very contrast, between isolation and inclusion, triggered my curiosity to question who is seen, whose voices are heard, and most importantly, whose knowledge is valued. These questions served to underpin my research journey. They made me become curious about systems of exclusion in all areas of life, albeit the education space. The possibilities and occurrences of transformation through representation, mentorship, and inclusive leadership captured my attention and paved the way for critical enquiry. This is how my childhood background poured into my identity as a researcher, one who became committed to social justice, critical reflexivity, and challenging the status quo in all spheres of life.

Breaking Barriers, Resilience and Adaptability All through my career in education, I have worked diligently, oftentimes exceeding expectations in the academic and professional space. At an early point in this journey, I earned the highest academic achievement nationally. Despite this achievement, I was not awarded a bursary to further my studies. This served as a brutally harsh lesson in how merit is not always congruently rewarded, most especially for women and, to be more precise, women of colour. Very early on in my academic journey, it became apparent that two factors, systemic prejudice and rigid gatekeeping practices, often prevent women from attaining the support they deserve, even when they excel. Despite working hard and being committed, it was evident that societal perceptions of leadership were more often than not coded as male. I decided to refuse to let these barriers define me or my life’s trajectory. Rather, I pursued my academic journey, earning my MEd and PhD in Education Management and Leadership, driven by an intense professional interest

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in the various complexities and profound possibilities of transformation of educational leadership. This strengthened my academic voice but also provided a lens through which to interrogate institutional biases that are often perpetuated at various stages of the journey. Resilience, for me, has meant refusing to shrink and fit into spaces that were not authentically designed for me. It has also meant using the tools of scholarship, critical reflection, and perseverance to challenge a system that often leaves women at the backfoot. It is in this resistance that I continue to rise, lead, and create space for others who have been faced with the same barriers as me.

The Power of Authenticity, Emotional Intelligence, Confidence, and Assertiveness Having spent 18 years in education, I have learnt to distinguish between effective and ineffective leadership. These observations have been shaped by my experience in basic and higher education and have informed how I currently define and embody leadership. I have witnessed first-hand how ego-driven, hierarchical leadership fast erodes morale and how, contrarily, authentic and emotionally intelligent leadership can foster trust, accountability, boost morale and make a long-term impact. This understanding has facilitated the process of my intentionally investing in my own leadership development. I have also reflected and found that in a sector where legitimacy is often equated with status, titles, or conformity to dominant norms, I choose to lead with authenticity. This comes from learning that a requirement of leadership is not the abandonment of one’s values in pursuit of validation, as most believe. This journey has made me see that authenticity, far from being a liability, is what sustains leadership, despite the status quo. This mindset keeps me grounded, reminds me

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to remain purposeful, and helps me stay committed to transforming spaces without losing the essence of my being in the process.

Mentorship and Community Support This journey into leadership and academia, although personal, has not been one of solitary pursuit. I can confidently say that it has been moulded and shaped by the unwavering support of mentors who have poured volumes into me when I had very little left, if anything to give. They are the ancient trees whose roots have helped me remain rounded and whose branches have propelled me higher than I could have thought possible. My MEd and PhD supervisor was the first to earmark me as a scholar and leader in the making. Her mentorship served beyond the boundaries of postgraduate academic supervision. She exposed me to leadership spaces that expanded my capacity and knowledge. Her mentorship, grounded in the African philosophy of Ubuntu, fostered leadership with capacity, embracing generosity and purpose. In the higher education space, Dr Samantha Kriger has served as the prime example of servant leadership, quiet strength and unwavering support. She has been my compass in the academic space where mentorship, particularly amongst women, is often rare. Her continued support, most evident in navigating institutional structures, has pushed me to propel into the leadership space with confidence. Beyond these mentors, I have established strong professional and personal networks. These include women who elevate, challenge, and hold me accountable when it matters the most. They serve as a community of practice and care. From them, I have come to appreciate the reminder from exemplified behaviour that leadership

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is not a competition, but a collective. Nonetheless, I must not fail to recognise the value of male allyship. In spaces that are still heavily patriarchal, the advocacy and unreservedness of male colleagues who affirm women’s leadership and progress are instrumental in shifting institutional culture.

Work- Life Balance and Well-being I feel that managing the demanding workload of lecturing, research, and administration is the most challenging aspect of my professional journey. Being in academia is intellectually stimulating, but the work that comes with it is relentless. Lecture preparation, marking, supervision of postgraduate students, administration, and producing a fair amount of research outputs feel like parallel full-time jobs. It requires a continuous and concerted effort at a balancing act, which can easily lead to burnout if not managed with intention. At times, the pressure of the workload is overwhelming. A key strategy that I employ is structured time management by setting definitive boundaries between work, research, and my personal life. I am of the view that honouring these boundaries is a form of self-respect. I have also quite recently embraced the value of rest, and a learning point for me is that rest is not a reward but a necessary condition for sustainability. Essentially, balance for me does not always mean equal distribution of time but being fully present in each of the roles that I occupy.

Personal Success Framework An affirming milestone in my personal academic journey to this point has been receiving an NRF research grant. Securing this competitive

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funding was very intentional and has been the outcome of consistent dedication and commitment to working on a project of such a large scale. It was primarily also the willingness to step beyond my comfort zone. I have found that emotional intelligence has helped me to face rejection without feeling defeated, refine my thinking, and stay committed to my long-term goals. Seizing opportunities has also been central to my growth. My success framework is deeply grounded in the clarity of purpose, disciplined execution, and the mindset to believe that my voice through my work and my research matters.

Transformational and Inclusive Leadership As a woman in academia, my vision is to lead with the intention of transforming structures, minds and possibilities. My leadership is visionary and sustained by the belief that inclusion is not a charitable effort, but rather an imperative for institutional relevance and social justice. I hold true to the idea that meaningful change always begins with who enters the room and remains, who is heard, and who is supported to lead. As a researcher, I describe myself as a catalyst because the lens through which I view research is one that focuses on the dynamic process that initiates critical dialogue, one that is thought-provoking and one that inspires systemic change.

A Letter to My Younger Self I would say, “Your worth is never determined by how others perceive you, but rather by the purpose that drives you. Know that you belong in every room you walk into, even if you are going to have to build the table yourself, for yourself.”

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Highlights at CPUT As a fairly new staff member at CPUT, two initiatives stand out for me. The first of which is the First-Year Experience (FYE) programme. As the Mowbray FYE coordinator, I have been a witness to the amazing benefits of structured mentorship, academic support, and most importantly, student leadership development. I do believe that this experience has solidified my resolve to student success and leadership. The second, more recent highlight has been serving as the Curriculum Officer. This initiative has allowed me the opportunity to contribute meaningfully to curriculum development. I am certain that this role is strengthening my leadership capacity. A key inspiration for me has been Dr Samantha Kriger. Her passion for education, dedication, commitment to research, and generous mentorship have significantly impacted my academic journey. Her mentorship sends a powerful message of how women can lead with both intellect and heart. As with Bonang Mohale’s philosophy, I too lead by serving. I lift as I rise by embodying courageous, values-driven leadership that places people first. Through purposeful engagement, collaboration, and integrity, I try to create spaces where others, including my students, feel seen, supported, and empowered to lead boldly and ethically.

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A Message for Aspiring Women Researchers To the aspiring women researchers out there, I offer this, Embrace the power of your narrative. Also, do not wait for permission to lead or for validation to begin from where you are at. As we look toward the future, I am optimistic that CPUT will develop into a model institution for supporting and advancing women researchers through intentional mentorship initiatives and research capacity development.

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Chapter 21: A Journey from Prelude to Promise: An Emerging Woman Researcher in Full Voice DR SAMANTHA KRIGER Dr Samantha Kriger is a passionate education specialist who lectures undergraduate pre-service teachers and postgraduate teachers from various school contexts. Her research and practice include teacher education from preschool through to higher education, teaching practice within schools, educational inequality, music education, and its impact on language literacy development and integration across the curriculum. She conducts mixed methodological work exploring how music, race, language, and culture impact students’ learning in diverse classrooms. Sam holds a Bachelor of Music, Higher Diploma in Education, Honours and Master’s degree in Primary Education from UCT. Her PhD was completed in 2021 at the University of Stellenbosch.

How Childhood and Positionality Shaped my Research Journey Growing up on the Cape Flats, my entire schooling took place at the local school designated for learners whose parents were racially legislated by the Group Areas Act by South Africa’s apartheid regime. From humble beginnings, I was fortunate to have the opportunity to study music at the prestigious university on the slopes of Table Mountain and upon graduating could not find a teaching post in the

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underprivileged community that I wanted to serve. Instead, music posts were only available in ‘white’ schools where I continued to feel the marginalisation of minority groups in full force. This barrier of racial marginalisation in my early career has been replaced by intersectional marginalisation as a female academic, being excluded from both leadership recognition and the institutional networks shaped by a degree of cronyism. Rita Pierson’s powerful words: “Every child deserves a champion – an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be”, have resonated deeply with me throughout my career. As a teacher at heart, this belief in connection, care, and unwavering support has shaped both my years in the classroom and my transition into Higher Education. This quote affirms that meaningful engagement within the academy must be grounded in compassion, belief in one another, and a shared commitment to success. In this context, mentors and lecturers become “champions” when they hold high expectations, foster authentic relationships, and create inclusive spaces where students and colleagues alike can thrive, especially those navigating social, economic, and psychological challenges. My 25-year school teaching career, much of it spent in previously white schools, was marked by profound adjustments. These institutions often preserved colonial traditions and offered few spaces where I truly felt I belonged. As a marginalised music teacher in environments where transformation was slow and representation minimal, I frequently bore the burden of proving myself. These unequal spaces created a lingering sense of discomfort and exclusion. Stepping into higher education, however, I was encouraged by the greater diversity and the promise of a more inclusive institutional culture, one

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where the values of collaboration, connection, and equity could be meaningfully pursued. I came to academia as a late bloomer, and as I navigated this unfamiliar terrain, it was my dearest baby sister who became my sounding board. Her encouragement, guidance, and unwavering support illuminated a path I had not initially envisioned for myself. She had completed her PhD four years before I did, graduating with her one-year-old on her hip and having just emerged from a difficult divorce. Her journey demonstrated what was possible, even under the most demanding circumstances. As a young, single mother and emerging academic, she juggled the pressures of home and professional life with strength and grace, setting a powerful example of resilience and determination.

Mentorship, Community Support and Paying it Forward My journey within HE, would not have been possible without the secure and supportive inner circle that surrounded me. My family has been my anchor, and my sister, who understood the environment, and was my biggest champion, played a central role in my personal and professional growth. I miss her deeply. We both understood the many roles that had to be juggled, namely, academic, mother, aunt, amateur runner, and we shared in the rhythms of those experiences. We celebrated one another’s milestones, whether it was publishing in an international journal or crossing the finish line of a marathon. Having her as a partner in both academia and life gave me the impetus to grow, to push further, and to believe that balance, achievement, and joy could coexist.

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Highlights at CPUT My highlights within my lecturing career, centre around going into classrooms across the Cape Flats and watching our pre-service teachers in action. Most times I am amazed at the level of enthusiasm and creative work that they bring into their teaching and into the classroom space. Additional highlights include the few various staff members who are always around to support, encourage and assist with teaching, learning and sharing. Some staff have become friends, which is great! We are a community of practice. This support continues to encourage me as a teacher and an academic. For me, in the education faculty, CPUT blends practitioners and academics well. You cannot be an academic if you are not familiar with the classroom. My 25 years within diverse classrooms that has prepared me for where I am now. Yet, the academic envy within the research space has been an eye-opening experience. In my case, I believe that peer mentorship within higher education has been beneficial for developing and sustaining working relationships and inadvertently building friendships. This friendship not only gives a social community for engagement, but it can also provide the necessary impetus for growth. I believe in the power of collaboration, and this has been my mode of lift as you rise. All the current projects and research that I am busy with, include collaborating with colleagues across institutions. For me, this has brought about great learning within my profession and has also allowed me to get more insight across disciplines and how other institutions perform. One would think that fellow colleagues are keen

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to learn and collaborate with each other, but what has surprised me is the lack of enthusiasm from those in the same profession as me. In addition, the poor guidance, non-existent mentorship and leadership I have received after seven years within the institution has flawed me. No mentoring has been forthcoming, and I find myself being a ‘makeshift’ mentor to new staff, purely by default. What has been amazing is that I have learnt so much from the new staff and that has been encouraging.

Leading Transformation In my current faculty, there appears to be a lack of proactive leadership and strategic direction, which may be partly attributed to leadership roles being assumed by default rather than through a clear vision for departmental growth. This has resulted in limited momentum for collective advancement and professional development within the department. Notably, while the staff complement is predominantly female, a dynamic that could foster collaboration and mutual support, this potential for solidarity has not been fully realised. It is disheartening that a space which could thrive on collegiality and shared purpose instead reflects a missed opportunity for cultivating a more supportive and empowering academic environment. After seven years I still have to battle getting recognised for the work I do within my institution. I continue to have one of the heaviest teaching loads within the department together with 2 demanding administrative portfolios. I have asked for some reprieve and relooking at my teaching load but that has continued to fall on deaf ears from management. All this while, I have manged to produce a substantial amount of research outputs and continue to be the PI (Primary Investigator) on a number of projects. I have presented papers at prestigious

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education conferences locally and internationally, which has put the institution on the map and these interactions have allowed for networking opportunities. My community engagement projects have also flourished and continue to give me such joy. Yet, I feel that I receive very little acknowledgement for this. The question remains: What is missing and how do women drive meaningful change and foster innovation together with leading with diversity, equity, and inclusion at the forefront? Firstly, you cannot change leaders who are ‘lone rangers’ and ‘I’ specialists. They work alone and just think about themselves. Shocking how I have come across this type of leadership far too often and especially within this institution. Like I have told my own grown kids, you work hard and produce substantial work until they cannot ignore you. While this moto gives me drive and impetus, it is still disheartening when you are overlooked for various posts or have to work twice as hard to actually get some recognition. I read this recently: “Leadership is not about the leader alone; it’s about the community they nurture. The true measure of a leader is not the weight of their own crown, but the strength and growth of the people they lead. Effective leadership thrives on collective effort. A leader’s role is to create an environment where everyone can grow, contribute, and succeed”. Within the current workspace this is sadly lacking. While the institution had an induction ceremony, that is where it stopped for me. No coaching and no mentoring. My trajectory within the institution has been because of my late sister’s encouragement

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and the modelling of extensive research I received from my PhD supervisor. Whenever I see him the first question, I get asked is: What current research are you working on? Despite these challenges, I remain hopeful that change within the faculty is possible. I believe that with intentional efforts to foster open communication, shared leadership, and mutual respect, we can begin to shift the culture of our department. By recognising the strengths each colleague brings and working collectively towards a shared vision, we can create a more inclusive, supportive, and dynamic academic environment. It starts with small acts of encouragement, authentic engagement, and a willingness to lead by example. I am committed to being part of that change and to nurturing spaces where collaboration, growth, and solidarity can flourish.

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Chapter 22: Seasonal Blooming Flower: Germinating and Flourishing in the Radiology Field DR MARIA HARTNICK Dr Maria Hartnick obtained her National Diploma in Diagnostic Radiography from the Peninsula Technikon (now CPUT) in 1994 and completed a BTech degree in Diagnostic Ultrasound in 1998. In 2001, she completed a certificate in Echocardiography at the American College of Cardiology in Washington, D.C., USA. In 2004, her academic career at CPUT began when she was appointed as a junior lecturer. That same year, she married her husband, Marlon Hartnick, also a proud CPUT alumnus and together they have two children, Mark and Rebekah. After obtaining her Master’s degree in 2015, she was promoted to the position of lecturer. Her research journey was further shaped when she was invited by Prof Jeanine Marnewick to join the Applied Microbial and Health Biotechnology Institute as part of a multidisciplinary research team. In 2020, she enrolled for her Doctor of Radiography degree at CPUT and successfully completed it in December 2024, graduating at the age of 51 years. Currently, she supervises several emerging research students and remains committed to advancing knowledge in the fields of diagnostic ultrasound and cardiovascular disease prevention.

How Childhood and Positionality Shaped my Research Journey I was born in George, a town along the Garden Route in the Western Cape, as the fifth of ten siblings. Raised in a large family, I was shaped

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by the values of hard work, perseverance, and the belief instilled by my parents that each of us had the potential to become someone of significance. My parents, though not highly educated, were deeply committed to ensuring that their children would rise above the limitations imposed by their socio-economic circumstances. Growing up in a typical Coloured community, I witnessed first-hand the deep inequalities that existed, especially in access to education, healthcare, and career opportunities. There was an unspoken belief that certain careers, particularly in the medical field, were reserved for white individuals. This made the dream of becoming a healthcare professional or academic feel distant and, at times, unattainable. But those barriers also fuelled my determination. In our community, chronic illnesses such as cardiovascular disease were widespread, and many families could not afford the long-term medication required to manage these ailments. My earlier experiences sparked a desire in me to make a difference in people’s health, not just through treatment, but through education and prevention. When I was invited to join a research group investigating the potential of Rooibos (Aspalathus linearis) in modulating the risk of cardiovascular disease, it felt deeply personal. I was excited not only because of the scientific opportunity but because I knew the impact such research could have on communities like the one, I grew up in. To date, my involvement in this research has reached and benefited many individuals. I have had the privilege of sharing these findings on various radio and television platforms, helping to raise awareness about affordable, natural interventions for chronic diseases. My career is not only a profession, but it is a personal mission rooted in where I come from and the people I represent.

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Favourite Quote “Live for a purpose bigger than self”

Breaking Barriers, Resilience and Adaptability as a Researcher My journey toward becoming a recognised researcher began quite late in my academic career. For many years, I saw myself purely as an educator who is passionate about teaching, mentoring, and shaping the next generation of healthcare professionals. The idea of pursuing research felt distant, almost reserved for others whose paths had been different from mine. I began my academic career on a satellite campus where research was not a strong focus. There were few, if any, discussions around scholarly inquiry or academic publishing. It was not until my department relocated to the main campus that I was exposed to a vibrant research culture. This transition opened a door that had long been closed or perhaps one I did not even know existed. I realised I did not have to choose between being an excellent teacher and a researcher, I could be both. But stepping into this new identity was not without challenges. The mindset shift was difficult. There were moments of doubt, fear of inadequacy, and the imposter syndrome that so many late-entry researchers face. I had to overcome not just external barriers but also deep internal ones. What made the difference was the powerful presence of strong women who walked this journey with me. Prof. Tandi Matsha Erasmus, who supervised me during my master’s studies, believed in me before I fully believed in myself. She continues to inspire

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me with her leadership and unwavering commitment to academic excellence. Prof. Penelope Engel-Hills, who supported me through both my master’s and doctoral studies, taught me the discipline and vision that research and ethical standards requires. And Prof. Jeanine Marnewick, my doctoral supervisor, became a mentor and anchor, guiding me through the often-overwhelming terrain of PhD work. Without these women’s mentorship, their encouragement, their belief in my potential, I may have given up. Their resilience became the foundation for my own. And today, as I continue this path, I carry their lessons with me, determined not only to contribute meaningfully through my research but to be that source of strength and guidance for others who dare to dream, even when it feels too late.

The Power of Authenticity, Emotional Intelligence, Confidence, and Assertiveness One of the greatest obstacles I had to overcome was self-doubt, a lack of self-belief and insecurities that could have easily held me back. Recognising these challenges, I made a conscious decision not to isolate myself but instead to reach out to others. I was never afraid to admit when I did not know something. Instead of hiding behind uncertainty, I knocked on the doors of strong confident women I admired and asked for guidance. Their wisdom, encouragement, and presence helped me grow not only as a professional but as a person. I also invested in myself by attending empowerment workshops and development programmes. These experiences strengthened my emotional intelligence and gave me the tools to navigate challenges with greater resilience and empathy. I learned to lead myself first, to be accountable, self-aware, and open to growth. That has become the foundation of how I lead and support others.

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Confidence, I have learnt is often built-in community. Surrounding myself with confident, inspiring individuals gave me permission to step into my own strength. That is the power of self-leadership, not only rising but also reaching back to lift others as we grow.

Mentorship and Community Support Several remarkable individuals have shaped my life and career in profound ways. From the beginning, my parents were my greatest role models. My father, in particular, inspired me deeply. Even as I pursued my Doctoral degree, he remained my source of strength, especially during the most difficult moments, until his passing in 2021. His words still echo in my heart: “Finish strong.” That encouragement continues to fuel my determination. My husband and children have also been my unwavering support system. Their belief in me has given me the courage to break through barriers. One of my greatest motivations has been to model resilience and ambition for my children. To show them that despite racial inequalities or societal limitations, they can rise, achieve, and lead in any area of their lives. Another powerful influence in my academic journey was the retired Dr Patricia Smit. I used to call her Professor Smit, even though she never officially held that title, to me, she embodied all the qualities of a professor and more. She was instrumental in introducing me to seasoned researchers and creating spaces where I could learn, grow, and be mentored. More than anything, she taught me the true meaning of resilience, how to keep going, how to rise again after setbacks, and how to believe in what I was capable of becoming. Prof Jeanine Marnewick and Prof Penelope Engel-Hills continue to

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be strong pillars in my journey, offering guidance and support in an ongoing mentorship capacity.

Work-Life Balance and Well-being To strike a healthy balance between my professional, research, and personal life has always been a conscious priority. My Christian faith has always been an anchor and guiding compass in my life as it helped me navigate life with perspective, grace, and purpose. I believe in surrendering control to God, trusting His timing, and leaning on His wisdom in all areas of my life has helped me to maintain a sound mind most of the time. My walk with God has given me clarity and helps me to set boundaries with confidence. My family is also central to who I am. My husband and children are not just my support system, they are my why. I have made it a principle not to allow my work or research commitments to overshadow quality time with them. I have learnt that protecting time for family, rest, and faith is not a weakness but a strength. It renews me and fuels my ability to show up fully in my professional spaces. I plan my commitments intentionally in the way I communicate openly with my family about my commitments and ensure that my personal and professional world are balanced and aligned.

Personal Success Framework One of the most defining moments of my journey came shortly after completing my Doctoral studies. When the outcomes of my research were released, I was invited to share my findings on

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several radio stations and national television news channels. While this was an incredible opportunity, it was also deeply challenging, particularly because English is not my first language, and I had very little experience with public speaking at the time, other than lecturing students. Despite the anxiety I felt before and after each interview, the tools and confidence I had developed throughout my research journey equipped me to step into this unfamiliar space. This experience not only helped me overcome my fear of public speaking, but it also taught me the invaluable skill of promoting both myself and my work, something I previously found intimidating. What I am most proud of is how this milestone transformed the way I view collaboration and visibility in research. I have become more open to working with others, initiating partnerships, and contributing meaningfully to broader conversations in my field. Most importantly, I have learnt to step forward even when I felt unsure.

Transformational and Inclusive Leadership I see myself as a late-blooming tree yet deeply rooted, resilient, and full of purpose. For nearly two decades I served as a lecturer at CPUT, wholeheartedly committed to teaching, but unaware of the deeper impact I could make through research. It was not until I was 51 years old that I obtained my Doctoral degree and fully stepped into my identity as a researcher. Some may view that as “late,” but I see it as right on time. Like a tree that flowers in its own season, I have come into full bloom with a clarity of purpose: to contribute meaningfully to society through science, and representation.

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Age should never be a barrier to impact. In fact, the richness of my experience, especially as a woman navigating race, gender, and socioeconomic realities makes our contributions to research more relevant, inclusive, and powerful. My leadership style is grounded in empathy and a deep desire to take people forward with me.

A Letter to My Younger Self While I sometimes wish I had learnt certain lessons earlier, I want to start by honouring you for your commitment to your students, and your quiet determination to keep showing up. The years you gave in service to others were not wasted. You planted seeds in classrooms long before you realised that you too, were a seed one capable of growing into something great. But I would also whisper gently to you, step out of your comfort zone. Seek out women whose strength intimidates you and ask them to walk with you. Do not be afraid to not know. Be afraid only of not trying. You were never meant to journey alone. Surround yourself with bold, visionary women, mentors who will remind you of who you are and what you can become. Let go of fear and believe more. All the trees around you? They started as seeds, small, fragile, with no guarantee of survival. And yet, here they stand. So will you. Just keep going. Keep growing.

An Advice to Aspiring Women Researchers • Your voice matters. Do not wait for permission to explore and to branch out.

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• Visibility is not vanity. Learn to share your work, your vision, and your passion. Representation matters. • Collaboration is power. The future of research depends on your contributions.

A Call to Action Become great Mentors. Invite others. Uplift. Don’t assume she knows she belongs, tell her that she is powerful.

Highlights at CPUT I joined the CPUT Black Academic Women Partnership (BAWP) initiative in 2021, an experience that has significantly shaped my academic trajectory. This programme is specifically designed to support the development of early- and mid-career academics, with the goal of increasing the representation of Black women among established researchers. Participation in this initiative has been instrumental in enhancing my academic and research profile, from having no publications at the outset to now nearing the completion of four peer-reviewed articles. The programme has also enabled me to engage with established scholars who served as mentors, offering critical guidance in my journey toward becoming an independent and recognised researcher. Through writing retreats and structured support, BAWP has fostered a collaborative environment that has allowed me to form valuable academic relationships and networks. I am deeply appreciative of Dr Patricia Smit, whose vision and leadership opened the door for my involvement, and to Dr H. Bester for her continued mentorship and empowerment of emerging scholars like me. Their support has not only advanced my career but

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also inspired me to contribute meaningfully to the development of future researchers. As I continue to grow in my academic and professional journey, I am increasingly aware that there are many colleagues especially women walking similar paths, who simply need someone to guide, encourage, and affirm them along the way. My own development has been deeply enriched by the mentorship and support I received through the BAWP. This experience has shown me the power of intentional support, and I now consider it both a responsibility and a privilege to extend that same support to other women in my department and beyond. For more than 20 years, my primary focus was on empowering students to become competent and confident radiographers. While that remains a passion, I have come to realise the importance of also empowering myself to grow and to lead well so that I can be more effective in empowering others. The more I invest in my own development, the greater my capacity becomes to invest in others. These are the questions that I continually ask myself as part of this journey: Maria, how visible are you? Have you truly contributed to transforming the environment around me? In what ways are you shaping the future of those who follow? Do not let your age stop you from influencing others. I remind myself countless times that we as women must be the change agents who open doors, pull others through, and change what leadership looks like in higher education.

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To CPUT: Fund her. Promote her. Create flexibility, nurture her so that she can thrive without sacrificing who is she.

My Hope for CPUT That we become a place where every woman regardless of her race, age, or background sees herself reflected in leadership and at the heart of ground-breaking research. That we continue to nurture the kind of excellence that does not demand silence or sacrifice, but instead, celebrates diversity. That we celebrate each other’s achievement and not compete with each other.

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Chapter 23: Emerging Researcher in Medical Microbiology Rising Stronger Despite Challenging Beginnings DR YVONNE PRINCE Dr Yvonne Prince is a passionate academic, researcher, and mentor. She began her professional journey working in the NHLS Tygerberg Hospital Microbiology Laboratory, where she dedicated over a decade before transitioning into academia in 2012. Currently a Senior Lecturer in the Department of Biomedical Sciences at CPUT, Yvonne holds a PhD in Biomedical Science, which she completed in 2021 with the support of the Improvement of Qualifications Programme (IQP) grant. She has received several accolades throughout her career, including two Departmental Teaching Awards for Excellence (2015, 2021), and was promoted to Senior Lecturer in 2022. She is also a recipient of the SAMRC Self-Initiated Research (SIR) grant, which enabled her to lead independent research focused on public health. Deeply rooted in faith and community service, Yvonne continues to mentor emerging researchers, especially women from disadvantaged backgrounds. Her journey stands as a testament to resilience, determination, and the power of lifting others while rising.

Journey of Growth to Greatness I was born in Ravensmead, Cape Town—a community that, despite being deeply affected by unemployment, poverty, and crime, has always had a strong spirit of unity and resilience. I grew up in a modest two-bedroom home with my parents and ten siblings, I

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witnessed first-hand the impact of poverty and sacrifice, which fuelled my determination to pursue education as a tool for transformation. Space was tight, but the love and support we shared were abundant. It was in this crowded home that the seed of ambition was planted in me. While most of my older siblings did not have the opportunity to continue their studies, they were unwavering in their support when I expressed a desire to pursue mine. They contributed both financially and emotionally, allowing my youngest brother and me to become the only two among our siblings to receive higher education. My father was the sole breadwinner at the time, and my mother helped support the family by selling snoek and fresh produce. I remember vividly how my older sister left school early to work and support the family—a common expectation then for the eldest children. These sacrifices kept me focused on completing high school and determined to reach university, despite overwhelming obstacles. I experienced the harsh reality of financial exclusion first-hand. In my first year at university, I was removed from class because I had not paid my fees. That moment of shame became fuel—I knew I had to succeed, not only for myself but for those who had made sacrifices so I could be there. Balancing part-time work, studying, and commuting without proper funding was not easy, but my faith and community gave me strength. Raised in a Christian home, I was actively involved in church from a young age, eventually taking up leadership as a Sunday School teacher and later as a coordinator. This role gave me the opportunity to serve underprivileged children in my community and build the leadership qualities I would later need in academia. My husband, who serves in the South African Navy, was frequently deployed, and I relied heavily on my sister for support in raising my children. These experiences required faith, resilience, and grace.

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My journey into academia began in June 2012, when I transitioned from the laboratory after 10 years at NHLS to pursue lecturing. This was a defining moment for me, allowing me to shape future scientists while also carving my own academic path. I was honoured to receive Departmental Teaching Awards for Teaching Excellence in both 2015 and 2021, affirming my passion and dedication to education.

Breaking Barriers, Resilience, and Adaptability as a Researcher The path of a researcher is rarely linear. Breaking barriers often means challenging long-standing systems or ideas, sometimes being the only voice advocating for a different approach or representing a demographic that is underrepresented in your field. It requires a combination of courage and conviction. I have learned that true resilience is built not in the absence of adversity, but through it. Research demands patience, repeated effort, and the ability to pivot when things do not go according to plan. Adaptability, in particular, is one of the most important traits a researcher can have—being open to new methods, feedback, and even changing your hypothesis based on evidence. For women and emerging researchers, the road may have extra hurdles, from limited access to networks, to balancing multiple roles. But each challenge overcome becomes part of the strength you bring to your work. The key is to stay grounded in your purpose, to surround yourself with a supportive community, and to never stop believing in the impact your work can have. The resilience and adaptability you develop as a researcher will not only define your career but also contribute to a more inclusive, innovative, and impactful academic community.

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Favourite Quote “Do not wait for leaders; do it alone, person to person.” – Mother Teresa This quote reminds me that change does not always start with grand gestures—it begins with individual action, small steps, and the courage to move forward even when the path is unclear.

Mentorship and Community Support A major turning point in my academic career was being mentored by Professor Tandi Matsha Erasmus, a remarkable African woman whose commitment to research excellence and mentorship changed my life. When she offered me a PhD research opportunity, I embraced it wholeheartedly. Professor Glenda Davison also played an instrumental role in my journey—her mentorship, moral support, and belief in me gave me the strength to keep going. These two phenomenal women, supported by a dynamic and inclusive research team, created an environment where I could thrive. In 2019, I was awarded the Improvement of Qualifications Programme (IQP) grant, which allowed me to take sabbatical leave and focus on completing my PhD, which I successfully obtained in 2021. Following this, I received an Ad Hominem Promotion to Senior Lecturer in 2022, marking another significant milestone in my academic career. Further advancing my independent research, I received a grant through the SAMRC Self-Initiated Research (SIR) Programme, which enabled me to lead my own research project. This funding not only allowed me to contribute to the scientific community but also created

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opportunities to mentor emerging researchers and drive impactful public health research.

Personal Success Framework My journey is a testament to the strength of women, the power of community, and the belief that with hard work, support, and opportunity, greatness is not just possible—it is inevitable. My research career has been shaped by resilience, faith, and a strong support system. I believe in “lifting as I rise,” and I am committed to empowering others, especially young women from disadvantaged backgrounds. The journey towards obtaining my PhD has been a transformative experience, both professionally and personally. Along the way, I have learnt valuable lessons that continue to shape my approach to research, collaboration, and mentorship: I have learnt to be resilient and adaptable as research is not always a linear process. Each unexpected result or failed experiment taught me to adapt, refine my methods, and persist with renewed perspective and determination. Time Management and Prioritization: Balancing research demands with academic responsibilities and personal commitments required discipline. I developed strong project management skills, learnt to set achievable goals, and prioritized tasks efficiently to maintain momentum. Critical Thinking and Scientific Rigor: Through rigorous data analysis and constant questioning, I honed my ability to think critically and evaluate evidence systematically. This mindset has become central to my scientific reasoning and decision-making. These lessons were instrumental in the successful completion of my PhD and continue to guide my contributions to the field of health research and education.

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A Letter to My Younger Self If I could speak to my younger self, I would say: “You are more than your circumstances. The struggle is real, but so is your strength. Keep going—your story will inspire others one day.”

At CPUT, I Envision a Future… For HoD’s to support emerging researchers and especially to increase the representation of women in leadership and research at CPUT. I would like to see more implementation of a comprehensive mentorship and development program such as Sisonke supervision mentoring programmes. Sisonke has provided structured mentorship pairings, information on targeted funding opportunities, and leadership training initiatives that are intentionally inclusive. Sisonke has created a supportive environment where young researchers—particularly women—can thrive requiring intentional policy shifts, such as offering flexible work schedules for those balancing family and academic responsibilities, promoting equitable access to research funding, and recognizing diverse forms of research impact beyond publications alone. It would also be encouraging to see more platforms where women researchers can showcase their work, network, and inspire others, such as conferences, research days, and women-in-science panels.

A Message to Aspiring Young Researchers To aspiring young researchers: your voice and your curiosity matter. Research is not just about finding answers, but about being brave enough to ask questions no one else is asking. You may face

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moments of doubt, rejection, or even failure—but these moments are part of the journey, not the end of it. Stay true to your passion, seek mentorship, collaborate widely, and most importantly, never underestimate the value of your perspective. The future of science and knowledge creation depends on fresh minds like yours—minds that challenge the status quo and bring about meaningful change. Keep learning, remain open to feedback, and be persistent; research is a marathon, not a sprint.

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Chapter 24: Breaking Barriers to Bridging Waters: The Journey of an Emerging Woman Researcher in the Water Sector DR THANDAZILE NTOMBIE MHLONGO Dr Thandazile Ntombie Mhlongo is a Coordinator at the Centre for Postgraduate Studies, where she also serves on numerous institutional committees. She holds a PhD in Environmental Science (UNISA) and an M-Tech in Civil Engineering (TUT). Her career began in the water sector, with over 12 years of experience as a Water and Wastewater Treatment Supervisor before transitioning into academia. She also served as a Lecturer and Programme Leader in the Department of Environmental Sciences in UNISA and taught civil engineering modules at DUT both academic experiences totalling 10 years. Her research focuses on water quality and health, with emphasis on pollutants, pathogens, and sustainable treatment methods. Her key research areas include microplastics, chlorination dynamics, water treatment technologies and emerging aquatic pathogens such as fungi, Cryptosporidium, Giardia, and Plasmodium spp. A published scholar, a regular conference contributor, and recipient of UNISA’s Excellence Award for Student Support. She leads an international postgraduate support group actively involved in teaching and mentoring postgraduate students in different universities from different countries. Her work reflects strong collaborations with both local and international scholars, reinforcing my contribution to global academic networks. A qualification accreditation expert for EWSETA and the Department of Water and Sanitation, impacting on policy, research, and academic development.

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How Childhood and Positionality Shaped my Leadership and Research Journey I was raised in Mbabane after my parents relocated to Swaziland during the apartheid era, where my early childhood challenges stemmed from language barriers. The language spoken at home differed from that used at school and in the local community. I had to learn adaptability that deepened my appreciation for cultural and linguistic diversity. Surprisingly, my career journey began by coincidence but one that ultimately aligned with my childhood dream of becoming a teacher. I had originally applied to study teaching, but the admissions officer, noticing my strong high school grades in mathematics, recommended that I consider a Diploma in Water Technology which had a few applicants, under the Faculty of Civil Engineering and Construction, a field I soon grew to love. After qualifying, I worked as a Water and Wastewater Treatment Supervisor. In that role, I became involved in public education through trade fairs and radio talks, where I explained water and wastewater processes and addressed community concerns. University students often visited our facility, and I would offer lectures, an experience that reignited my passion for teaching. One university lecturer, impressed by my depth of knowledge, encouraged me to further my studies and mentored me through the next steps of my academic journey. My interest in research began while trying to understand why our wastewater systems were failing. With permission from my employer, I conducted a small research project and submitted a report. That experience sparked a lifelong interest in research. At just 23, I was appointed as a supervisor in a male dominated environment in a water sector. This was a significant and challenging

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milestone for me, especially within a culture that traditionally confined women to domestic roles and expected their voices to be subservient to men. It was not easy for the men to take instructions from such a young woman, but I quickly learnt to lead with a balance of humility and authority. I ensured collaboration while firmly upholding the company rules and policies, earning respect not just through my position but through consistency, fairness and a willingness to work side-by-side with my team. The industry’s culture and expectations required me to constantly navigate, adapt, and prove my competence, and over time, I was able to develop a leadership style that has been both inclusive and impactful, driven by experience and a strong commitment to empowering others.

Favourite Quote “Excellence in academia is not measured by output alone, but by the lives we uplift, the students we inspire, and their futures we help shape through continuous support and leadership.” - Thandazile Mholngo

Breaking Barriers, Resilience and Adaptability as a Researcher While pursuing one of my postgraduate degrees, I encountered a deeply discouraging experience that revealed the persistent gender bias and structural challenges women often face in academic spaces. I was placed in a group with senior male dominated colleagues who openly mocked the quality of my work and presentation skills right in front of my surprisingly female supervisor, who not only failed to intervene but appeared to enjoy the spectacle. Despite having

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practical field experience, years of lecturing, and having presented at international conferences, I found myself dismissed and undermined. Rather than letting this experience break me, I used it as fuel. I worked even harder to prove my knowledge and capabilities. The pressure and stress accompanied by bullying and harassment took a toll as I once collapsed from the same supervisor’s office and woke up in hospital. That moment was a turning point as I realized that I could no longer remain silent, I had to voice out my feelings and assert my rights as a postgraduate student firmly but with respect and humility. Speaking up empowered me and helped redefine my path as I promised myself that when I became a supervisor, I would create a better, more supportive environment for my postgraduate students’ and I have done just that while upholding academic integrity. This experience shaped my leadership philosophy and taught me the importance of empathy, resilience, and advocating for equity in research and academic spaces. I now lead with intention, striving to ensure that no student under my supervision ever feels diminished but rather empowered to achieve more.

The Power of Authenticity, Emotional Intelligence, Confidence, and Assertiveness My experiences have contributed to shaping my self-leadership and emotional intelligence. I am a result-oriented person and stay true to my capabilities. I always seek advice when necessary and I am committed to continuous learning. My passion for excellence drives me and consistently meeting deadlines reinforces and sharpens my self-confidence and decision making. I strive to maintain authenticity while earning legitimacy through my involvement with Sisonke that has allowed me to leverage my personal experiences, transitioning

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from a postgraduate student to a supervisor as it has been a platform that has enabled me to bring an authentic voice to the program to help others.

Mentorship, Community Support and Paying it Forward Three remarkable mentors have significantly shaped my academic and research journey. Professor Timothy Sibanda from Wits University, who was based in Namibia during my research and served as my cosupervisor, became my pillar of strength. He spoke to me with such belief and reassurance that I began to see the potential in myself through his eyes. His mentorship was rooted in integrity, humility, and faith, guiding me not only academically but spiritually as well. He consistently uplifted me, offering wisdom and calm in challenging moments. We are now supervising a Doctoral student together at Wits. Equally influential is Prof. Chioma Blaise Chikere from the University of Port Harcourt, a distinguished researcher and international scholar who has been instrumental in positioning me for global collaborations. She has always seen me as a star in the making, introducing me to powerful networks, opportunities, and platforms that have elevated my academic presence. At CPUT, Prof Tembisa Ngqondi has been a beacon of inspiration and a true example of leadership excellence. Her tireless dedication, work ethic, and generous spirit have made her an invaluable mentor. Her ability to guide with both warmth and wisdom helped me find my footing and confidence within the institution. These three leaders exemplify the power of true allyship and sponsorship. Through their unwavering support, they have helped me thrive, stay grounded, and believe in my leadership potential. They are living proof that when mentorship and allyship are done with heart and intention, they can transform careers and lives. Lastly, my son, Maqhawe

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Seith Dlamini, has been one of my greatest sources of strength. He has witnessed my lowest moments and celebrated my highest achievements, always seeing in me a strong woman. His prayers during my struggles and the warm hugs he still gives me today are constant reminders of the love, support, and belief he has in his “Dr. Mom.” He inspires me to keep rising, not just for myself, but to show him the true meaning of resilience, purposeful living through God’s grace. I also lift others by actively mentoring and supporting postgraduate students and colleagues. A key part of this, is my leadership role in an inter-university postgraduate support group that meets biweekly on Saturdays, where we provide guidance, encouragement, and resources to students from various institutions with most of the colleagues and students from CPUT. Through these efforts, we foster a collaborative and inclusive academic community, empowering others to grow and succeed alongside.

Work-Life Balance and Well-being I am someone who strives for excellence and meeting deadlines in all I do. At one stage of my academic and research journey, I struggled to balance work and family life. I often worked late into the night or slept in the office to meet research and work demands, unintentionally neglecting my son. When he started misbehaving, it became a wakeup call. I realized I had to adjust my work and research schedule to also prioritize our family time. Since then, I have developed a better time management practice where I plan, set a clear work schedule plan and ensure I dedicate quality time with him. This strategy has helped me maintain both my professional excellence and a better family life.

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Personal Success Framework A significant highlight of my academic journey was receiving an award for Innovative Research Support Group for Effective Learning for M&D Students in an Open Distance E-Learning Environment. This recognition led to my selection to further present at the UNISA 150Year Celebration Webinar in 2023, where I spoke on “TechnologyEnhanced Innovative Research Student Support in an Open Distance E-Learning Environment.” Later, I was invited to present at the CAES Environmental Day Celebration 2023, a presentation that led to the development a community engagement proposal that was approved just after I had left UNISA. Impressively, the Director of Tuition Support and Facilitation of Learning, recognizing the impact of my student support initiative requested that I must not publish my portfolio but instead work with the university to co-create a framework for postgraduate student support. I unfortunately left for CPUT before this collaboration could materialize, the experience profoundly reinforced the value of my structured, student-centred support systems, a principle that continues to inform my current work in postgraduate development.

Transformational Research Leadership As a researcher, I see myself as a bridge-builder over turbulent waters. My journey has always been about connecting and linking theory to practice, research to community, and students to opportunities. I started my career working in the technical spaces of water and wastewater treatment, where I gained deep, hands-on experience. Later I transitioned into academia where I used my practical foundation to guide my teaching, mentoring, and research.

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A Letter to My Younger Self Dear Younger Ntombie, I am writing this letter to tell you that you are enough. Remember this as you face doubts, challenges, and sleepless nights that these tough times are building your character. One day you will walk through doors you never imagined, not because it will be easy, but because you never stopped believing in excellence no matter how hard it gets. Remember this, your passion is your compass. Pursue excellence with humility and never be afraid to take up space. When the world tries to quiet your voice, speak louder not in anger, but with respect and purpose. Do not shrink to fit in, instead reshape the space to reflect your true self and what you can offer. Always seek mentors, remain teachable, and always lift others as you rise. You will one day become that guiding light for other women who are just beginning their journey. With love, Your Future Self

Highlights at CPUT My time at CPUT has been a truly inspiring and empowering journey, largely shaped by my active involvement as a committee member for the Sisonke Mentoring Programme. Being part of Sisonke has significantly deepened my understanding of inclusive postgraduate supervision and how to further create a supportive environment for postgraduate students. Equally fulfilling is my upcoming role in the Supervisor Short Course Writing initiative. I will work along dedicated

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colleagues to develop a training course designed to enhance postgraduate supervision across the institution. Within CPUT, Prof Tembisa Ngqondi has been a significant source of inspiration for me. While she is recognized for her academic and strong work ethic, Prof Ngqondi is also extremely kind and approachable. Beyond her scholarly excellence, she always offers invaluable mentorship and guidance that has greatly aided my integration and professional development at CPUT and to overcome some challenges.

Vision for CPUT Women Researchers The future, I dream of a CPUT where women researchers are not just present, but are empowered to lead, inspire, and drive lasting change. A place where sisterhood in academia and strong support will truly shape the future of research.

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References Anderson, E. A. B., Tayviah, M. M., Bimpeh Asiedu, H., Yakubu Nyaaba, A., Nimoh, M., Ofosuhene, F., & Nwanze, R. (2024). The feminization of student’s leadership in the universities: the election of the first female SRC president in KNUST. International Journal of Leadership in Education, 1–20. https://doi.org/10.1080/13603 124.2024.2392548 Haber-Curran, P. & Tillapaugh, D. (2017). Gender and Student Leadership: A Critical Examination. Special Issue: Critical Perspectives on Gender and Student Leadership, 154: 11-22 Mirza, H. S. 2018. “Decolonizing Higher Education: Black Feminism and the Intersectionality of Race and Gender.” Journal of Feminist Scholarship 7 (Fall): 1-12. https://digitalcommons.uri.edu/jfs/vol7/ iss7 Nene, N. N. (2019). Accessibility issues and challenges facing students living with disabilities in institutions of higher education and training: The case of the University of KwaZulu-Natal’s Pietermaritzburg campus. University of KwaZulu-Natal. Nutefall, J.E. & Branch, N.A. (2025). “I’m Over the Patriarchy”: The Importance of Resisting Metaphors to Build Feminist Academic Library Leadership, Journal of Library Administration, 65:4, 464472, DOI: 10.1080/01930826.2025.2475705 Ramohai, J. & Marumo, K. (2016) Women in Senior Positions in South African Higher Education: A Reflection on Voice and Agency. Alternation 23: 135 – 157.

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Randell, S. & Yerbury, H. (2020). An Exploration of the Metaphors and Images Used to Describe Leadership in Two Different Cultural Contexts. Frontiers in Education, 5 DOI=10.3389/ feduc.2020.00151 Tumahole, L. 2025. Disability Students Unions a voice for the disabled in higher education institutions. The Ster, 31 January. https:// www.citizen.co.za/sedibeng-ster/news/news-news/2025/01/31/ disability-students-unions-a-voice-for-the-disabled-in-highereducation-institutions/

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DESIGN CONCEPT & LAYOUT Bridgette Hunt bahunt@wol.co.za

Books have a way of arriving precisely when we need them most. This one is no exception. When Brightness Mangolothi first shared the idea for this book, I immediately saw its potential to not only recognise the many CPUT women who have made significant contribution to the university’s mission, but also to showcase the resilience of the CPUT women featured in this commemorative book of CPUTs’ 20th anniversary as the only university of technology in the Western Cape, South Africa. This commemorative book singularly accomplishes women resilience, fortitude, determination, resolve to challenge and upend the norms and myths which falsely have given men the erroneous belief of being preordained to lead university departments, research centres, faculties and universities. This could not be further from the truth. The book further provides critical insights in the dynamic of nature-nurture debate by surfacing the many influences (family, siblings, peers, mentors, life circumstances), life and work experiences which have played a vital role in the life histories of the many women covered in this book. Their passion and perseverance throughout its development have been nothing short of inspiring. As someone who has worked alongside the editor, and some of the authors whilst championing transformation at CPUT, I can relate to the depth of thought, reflectivity, honesty, and relevance captured in these pages. What sets this work apart is how it speaks directly to the lived experiences of student leaders, academics and professional staff in public universities, offering not just information, but connection and clarity. Whether you’re a seasoned professional, a curious student, or simply someone eager to grow, the insights here will resonate. The stories, reflections, and research are timely— and at times, transformative. I invite you to approach this book not just as a reader, but as a fellow traveller. Let its stories inspire you, its questions challenge you, its wisdom guide you, and its tone keep you company. Cherish this much needed resource, which fills a void in this genre. If you read this book, chances are you won’t want to put it down as you will be riveted in the inspiring stories laced with a never give up attitude. A common thread which runs through this book is reminiscent of Maya Angelou’s poem, “Still, I Rise” or what Felicia MabuzaSuttle refers to as “preferment”. The clarion call from this book is for all of us in whatever line of work/study/life’s journey we undertake to always “lift as we rise”. The Centre for Diversity, Inclusion and Social Change deserves commendation for this great initiative. Enjoy the journey. George Mvalo Director: Social Justice and Transformation, Vaal University of Technology