For students, university life is about more than just academics – it is about growth, exploration, and discovery. At Sefako Makgatho Health Sciences University (SMU), the institution’s commitment to the quality of student life is evident in every aspect of campus life. From high-quality education to supportive staff and faculty, SMU strives to create an environment that fosters academic success, social connection, and overall well-being. For one dedicated staff member, Joseph Mnisi, this commitment has been the driving force behind his over two-decades-long career at SMU.

 

Mnisi has been a steadfast pillar of student life at SMU. As the Coordinator of Student Residences 1B and 1C, he has shaped not only the physical living conditions of students but also the culture of respect, support, and inclusivity within the university’s housing system. As he prepares for retirement, he reflects on his journey, the challenges he has faced, and the impact he hopes to leave behind.

 

For students, university life is about more than just academics – it is about growth, exploration, and discovery. At Sefako Makgatho Health Sciences University (SMU), the institution’s commitment to the quality of student life is evident in every aspect of campus life. From high-quality education to supportive staff and faculty, SMU strives to create an environment that fosters academic success, social connection, and overall well-being. For one dedicated staff member, Joseph Mnisi, this commitment has been the driving force behind his over two-decades-long careers at SMU.

 

Mnisi has been a steadfast pillar of student life at SMU. As the Coordinator of Student Residences 1B and 1C, he has shaped not only the physical living conditions of students but also the culture of respect, support, and inclusivity within the university’s housing system. As he prepares for retirement, he reflects on his journey, the challenges he has faced, and the impact he hopes to leave behind.

 

Born on 8 August 1960 in Edenvale, within the Ekurhuleni Municipality, he later relocated to Sthame Section in Tembisa before pursuing his education in Bushbuckridge (Mpumalanga). He attended Malwana Primary and Mugena High School but left school in grade 11. Determined to further his education, he later completed his matric at Magwagwaza High School. His early career saw him working as a warehouse clerk at African Tubes and Pipes from 1983 to 1986. His passion for education led him to Setotolwane College of Education, where he earned a teaching certificate. He briefly worked as a clerk at Masana Hospital in Bushbuckridge from 1988 to 1990 before transitioning into teaching at Mugena High School from 1991 to 1995, dedicating himself to shaping young minds.

 

Mnisi’s path to student residence management was not a conventional one. “While working as a laboratory assistant in the Biology department during the Medunsa era in the early 2000s, I developed a dream of becoming a Student Residences Coordinator, which was then known as a Warden,” he shares. His passion for working with students was rooted in his experience as a secondary school teacher at Mugena High School (Mpumalanga) in the early 1990s, where he taught History, Biblical Studies, English, Xitsonga, and Agriculture (Years 8–12).

 

His transition into residence management was driven by a deep-seated desire to engage with students beyond academics. “As a father of five, I believed my fatherly qualities would enable me to excel in this role,” he explains. Over the years, he has witnessed the evolving challenges of student housing, particularly concerning gender-based violence (GBV) and mental health.

 

Looking back on his career, Mnisi takes pride in the personal and professional growth of the students he has mentored. “I feel a deep sense of fulfilment. I was often entrusted with students who were considered troublesome, yet through guidance and support, they transformed into responsible individuals. Many of them are now respected professionals.”

 

Mnisi’s role extends far beyond managing buildings. “Counselling is a major part of my role. Many students trust me with sensitive personal issues, and I provide guidance while maintaining confidentiality. They often refer to me as ‘Baba’—a sign of trust and respect.”

 

A typical day for him involves engaging with residence coordinators, liaising with departments, and addressing student concerns. To enhance his effectiveness, he pursued additional qualifications in management, human resources, and industrial relations.

 

Ensuring students feel supported both academically and personally has been another critical aspect of his role. “I conduct thorough assessments of student needs and liaise with relevant departments to provide resources. I also engage student leaders through house committee meetings to ensure collective decision-making.”

 

Mental health has also been a key focus. “I encourage students to report issues before they escalate, ensuring they receive the necessary support. Collaboration with academic services, health services, and student counselling has been vital in addressing students’ emotional and psychological well-being.”

 

As retirement approaches, Mnisi is reflective yet satisfied with his contributions. “Transforming residence culture, enhancing infrastructure, and ensuring students have a supportive environment are among my greatest accomplishments.”

 

When asked how he hopes to be remembered, he responds humbly: “As a dedicated leader who put students first and created a positive, lasting impact.” His advice to his successor is clear: “Lead with compassion, be open to student concerns, and prioritise continuous improvement.”

 

Looking ahead, he plans to spend more time with his family, travel, and explore new opportunities. However, his passion for student affairs remains. “I may offer mentorship and advisory services, but I also look forward to enjoying a well-deserved break.”

 

Working with students has profoundly shaped Mnisi’s perspective on life. “It has made me more patient, empathetic, and solution-oriented,” he shares. His philosophy is simple yet profound: “Learning is a process. You can receive knowledge from anyone, regardless of age. A point is a point.”

 

Among the many students he has impacted, the most rewarding stories are those of individuals who turned their lives around after struggling initially. While he acknowledges there is always more to be done, he is content with the progress made.

 

As he steps into the next chapter of his life, the SMU community will undoubtedly feel the absence of a leader who has dedicated his career to creating a safe, inclusive, and supportive environment for students. His legacy will live on in the countless lives he has touched—one conversation, one initiative, and one act of kindness at a time.

By Tumelo Moila