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Assoc. Prof 

Mdiniso­, Joyce Mnesi

Faculty: Faculty of Humanities and Social Sciences
Department: Anthropology & Development Studies
ORCID: https://orcid.org/0000-0001-9618-4956
Research Interest(s): Rural development, Socio-economic development, Eco-tourism, Environmental management.
Active Community Engagement: Member of XX ISA Congress of Sociology Association
Biography: Assoc. Prof Joyce M. Mdiniso is employed as a Senior Lecturer in the Department of Anthropology and Development Studies within the Faculty of Humanities and Social Sciences at the University of Zululand. She has published and co-published with various authors and postgraduate students in both national and international accredited journals. She has reviewed book chapters and journal articles, presented papers, and chaired sessions at local, national, and international conferences. Assoc. Prof Mdiniso has supervised and successfully graduated postgraduate students at Honours, Master’s, and PhD levels. She has also been involved in notable international collaborative projects, including the Erasmus+ SUCSESS Project and the Nelson Mandela Children’s Fund Project. Her excellence in academia has been recognised through several awards, including the Vice-Chancellor’s Excellence Awards for Teaching and Learning (2019), Supervision (2021), and Community Engagement (2023), as well as the 2025 Faculty Excellence Award in Supervision at the University of Zululand.
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20221
Subject: Historically black universities ×
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    Transition to emergency online learning in SA: reflection of historically black universities
    2022
     | Adonis & Abbey Publi...
    The year 2020 witnessed an unprecedented and rapid change in education due to the COVID-19 pandemic. It has forced almost all learning institutions to make an abrupt transformation to a remote learning pedagogy due to health precautions to control the spread of COVID-19 and save the academic year. Despite the evidence that remote learning makes work easier, this new content delivery method caught most universities off guard, especially those referred to as Historically Black Universities in South Africa. An in-depth literature review of the existing body of knowledge was applied to investigate HBUs and their ability to navigate the transition from face-to-face learning to remote teaching and learning. Results indicate that lecturers and students in HBUs encountered several challenges in adapting to remote teaching & learning due to constrained resources and severe lack of access to data and skills in using teaching and learning technologies. Therefore, it is recommended that academic staff undergo technology-related professional development to ensure successful integration and improved pedagogical practices. Additionally, improvements in ICT infrastructure among HBUs post-COVID-19 remain critical and should be considered in the transition to online teaching and learning.
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