Amanda Hlengwa

Multifaceted Senior Lecturer with a PhD in Higher Education Studies and proven disciplinary expertise. Taught rigorous post graduate-level courses at a research-lead university. Strong subject matter knowledge and excellent communications skills enabled achievement of optimum outcomes.

• Botswana, 2014-2016, Executive committee member and facilitiator on the Southern African Universities Learning and Teaching (SAULT) Forum. This is a regional network which aims to support dialogue and collaboration for the development of teaching and learning in higher education in Southern Africa. The collaboration supports research into teaching, student learning, higher education policy relevant to the contexg of the region, supports emergence of new national educational/academic development networks in the member countries.
• Botswana, Egypt, Kenya, Morroco, Rwanda, Tanzaina, Zambia and Zanzibar, 2010-2012, African co-ordinator of SIDA funded Mainstreaming Enviornmental and Sustainablity in African Universities programme.

• 2013, Rhodes University, Education Department, South Africa, PhD in Education
• 2004, University of Melbourne, Education Department, Australia, Master’s in Education
• 2000, Technikon Natal, Department of Child and Youth Care, South Africa, Bachelor of Technology in Youth Work
• 1998, Technikon Natal, Department of Child and Youth Care, South Africa, Diploma in Residential Child Care

• Hlengwa, A. 2010a. Infusing service-learning in curricula: a theoretical exploration of infusion possibilities. Journal of Education. 48:155-168.
• Hlengwa, A. 2010b. Institutionalising service-learning. The journal of independent teaching and learning. 5:24-33.
• Hlengwa, A. 2015. Employing Safe Bets: Reflections on Attracting, Developing and Retaining the Next Generation of Academics. In Tabensky, P., & Matthews, S. (Eds) Being at Home: Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press.
• Lotz-Sisitka, H., Hlengwa, A., et al. 2015 (Eds), Mainstreaming Environment and Sustainability in African Universities: Stories of Change. Grahamstown: Rhodes University Environmental Learning Research Centre.
• Lotz-Sisitka, H. , Agbedahin, A.V.; Hlengwa, A. 2015. ‘ Seeding Change’. Developing a change-orientated model for professional learning in ESD in Higher Education Institutions in Africa. In Lotz-Sisitka, H,, Hlengwa, A., et al. (Eds), Mainstreaming Environment and Sustainability in African Universities: Stories of Change. Grahamstown: Rhodes University Environmental Learning Research Centre.
• Hlengwa, A. & McKenna, S. 2017. Dangers of generic pedagogical panaceas: implementing service-learning differently in diverse disciplines. Journal of Education. 68: 129-148.
• Hlengwa, A., McKenna, S., Njovane, T. 2018. The lenses we use to research student experiences. In Ashwin, P., & Case, J. (Eds) Higher Education Pathway: South African Undergraduate Education and the Public Good. Cape Town. African Minds.
• Hlengwa, A. 2019. How are institutions developing the next generation of university teachers? Critical Studies in Teaching and Learning. 7(1) 1-18.

• Academic staff development; facilitate modules in Postgraduate Diploma in Higher Education; teaching and learning consultations with academic staff
• Curriculum development and curriculum review
• Conceptual framing of service learning modules
• Postgraduate supervision in Higher Education studies
• Framing and implementing university early career development (academics) programme, i.e. New Generation of Academics (nGAP), Nurturing Emergent Scholars Programme (NESP)
• National implementation project leader (NESP)
• Co-ordination of Rhodes University mentorship program for early career academics
• National collaborative project- Teaching Advancement in Universities (TAU) project: academic advisor, curriculum developer, operations committee member
• Executive member and chairperson of Higher Education Learning and Teaching Association of Southern Africa (2008-2016)

• Date of Birth: 04/05/77
• Nationality: South African

Publications

Njovane, T., Hlengwa, A. 2025. Transformation beyond the Surface: Race, Power and Young Academics after #RhodesMustFall. In Schramm, K., & Ndlovu-Gatsheni, S. (eds) Knowing - Unknowing African Studies at the Crossroads. Boston. Brill Publication.

McKenna, S., Hlengwa, A., Quinn, L., & Vorster, J. A. (2022). From affirmative to transformative approaches to academic development. Teaching in Higher Education, 27(8), 1005–1017. https://doi.org/10.1080/13562517.2022.2119077.

Hlengwa, A. 2019. How are institutions developing the next generation of university teachers? Critical Studies in Teaching and Learning. 7(1) 1-18.

Hlengwa, A., McKenna, S., Njovane, T. 2018. The lenses we use to research student experiences. In Ashwin, P., & Case, J. (Eds) Higher Education Pathway: South African Undergraduate Education and the Public Good. Cape Town. African Minds.

Hlengwa, A. & McKenna, S. 2017. Dangers of generic pedagogical panaceas: implementing service-learning differently in diverse disciplines. Journal of Education. 68: 129-148.

Lotz-Sisitka, H., Hlengwa, A., et al. 2015 (Eds), Mainstreaming Environment and Sustainability in African Universities: Stories of Change. Grahamstown: Rhodes University Environmental Learning Research Centre.

Lotz-Sisitka, H. , Agbedahin, A.V.; Hlengwa, A. 2015. ‘ Seeding Change’. Developing a change-orientated model for professional learning in ESD in Higher Education Institutions in Africa. In Lotz-Sisitka, H,, Hlengwa, A., et al. (Eds), Mainstreaming Environment and Sustainability in African Universities: Stories of Change. Grahamstown: Rhodes University Environmental Learning Research Centre.

Hlengwa, A. 2015. Employing Safe Bets: Reflections on Attracting, Developing and Retaining the Next Generation of Academics. In Tabensky, P., & Matthews, S. (Eds) Being at Home: Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press.

Hlengwa, A. 2010a. Infusing service-learning in curricula: a theoretical exploration of infusion possibilities. Journal of Education. 48:155-168.

Hlengwa, A. 2010b. Institutionalising service-learning. The journal of independent teaching and learning. 5:24-33

Selected Conferences and Symposia

Hlengwa, A;, &Luckett, K. 2024. Using theoretical challenge and dissonance to enhance the self-formation of doctoral students as critical, reflexive researchers. Higher Education Close Up 11. Grahamstown, South Africa.

Hlengwa, A. 2022. Is mentoring higher education’s novice academics a safety mechanism against transformation?Higher Education Close Up 10. Lancaster, UK.

Hlengwa, A. 2018.Institutional Change: voices, identities, power and outcomes. International Consortium of Educational Development. Atlanta, USA

Hlengwa, A. 2016. Ethics, Care and Quality in Educational Development. International Consortium of Educational Development. Cape Town, South Africa.

Hlengwa, A. 2013. Using discipline knowledge to engage with poverty alleviation. American Educational Research Association. San Francisco, USA

National and international work

• 2020.Co-author of national commissioned report: Early career researcher mobility in higher Education-A critical review of the nGAP mobility scheme
• 2021.Co-author of national commissioned report: nGAP the early years: A critical reflection of the first three years of a systemic academic staffing initiative
• 2013-2016.Chairperson of Higher Education Learning and Teaching Association of Southern Africa (HELTASA)
• 2015-2019 Teaching Advancement in Universities (TAU): Advisor, Operations Committee, Reference group
• 2020-2024 National collaborative project manager Nurturing Emerging Scholars (NESP)
• 2014 NRF Advisory panel: Community Engagement Programme
• 2015 NRF Advisory panel: Thuthuka Education and Learning Research
• 2017 Co-editor: Critical Studies in Education special edition
• 2018 Co-editor: Scholarship Of Teaching and Learning in the South Journal Vol 2
• 2016 Chapter reviewer “ A critical response to curriculum reform in higher education: undoing cognitive damage (Sense publishers)
• 2021 CHE book chapter: Theme leader of Access and Success: Performance of Higher Education System 25 years in Democracy
• 2010-2012 Africa co-ordinator of Swedish International Development Cooperation funded project: International Training Programme of Education for Sustainable Development
• 2014-2016 International Consortium of Educational Development Executive Board member

Supervision

Dr Carina Mwatunga PhD 2024

Dr M. Hlatshwayo PhD 2019

Dr V. Agbedahin PhD 2016

Ms A. Allcock Master’s thesis 2017

Ms L. Mohoto Master’s thesis 2017

External examination

Dr Precious Bupe Sipuka PhD 2020 UJ

Ms Z. Zondo Master’s Thesis 2019 UJ

Ms M. Adebulehin Master’s Thesis 2018 UCT

Ms N. Misser Master’s Thesis 2016 RU

Dr N. Singh PhD Thesis 2015 WITS

Mr P.O. Merisi Master’s Thesis 2015 UKZN

Mr R Mukwambo Master’s Thesis 2013 RU

Ms NM Manaka Master’s Thesis 2011 RU

Peer reviewing

Arts and Humanities in Higher Education

Critical Studies in Teaching and Learning

Journal of education

Higher Education

Referees

Professor Chrissie Boughey

Centre for Postgraduate Studies

Rhodes University

c.boughey@ru.ac.za

Mobile: 27 82 802 8085

Professor Sandile Khamanga

Dear: Pharmacy Faculty

Rhodes University

s.khamanga@ru.ac.za

Mobile: 27 82 547 9383

Ms Mandisa Cakwe

Director for the University Capacity Development Directorate

Department of Higher Education and Training

Cakwe.M@dhet.gov.za

Mobile: 27 83 960 2395