Sefako Makgatho Health Sciences University (SMU) is recognising a significant academic achievement after its Transformation Manager, Dr Velencia Maupye, recently earned a Doctor of Social Work degree from the University of South Africa (Unisa). Her doctoral research focuses on developing strategies to prevent gender-based violence (GBV) in higher education institutions (HEIs), contributing to efforts to improve student safety, well-being and academic participation.
Dr Maupye’s thesis, entitled Experience of undergraduate female students regarding gender-based violence in higher education institutions: Developing preventative strategies, examines the lived experiences of undergraduate female students affected by GBV. The study explores how violence affects students’ emotional well-being, participation in academic activities and sense of safety within higher education environments.
Using a qualitative research approach, the study drew on semi-structured, face-to-face interviews with undergraduate female students and student counsellors. Guided by Afrocentric Theory, African Feminism and Empowerment Theory, the research sought to understand students’ experiences and identify prevention strategies suited to the South African higher education context.
The findings highlighted the multiple forms of GBV experienced by female students and their negative consequences for psychosocial well-being and academic functioning. The research recommends strengthened awareness and education programmes, improved reporting mechanisms, greater institutional accountability and capacity-building for frontline personnel. It also advocates integrating GBV education into the curriculum to strengthen prevention efforts. “Gender-based violence in higher education requires a comprehensive response that places students’ experiences, safety and well-being at the centre of institutional interventions,” Dr Maupye said.
A key contribution of the doctoral study is the development of a comprehensive GBV prevention strategy and a monitoring and evaluation framework specifically tailored to higher education institutions in South Africa. These tools are intended to support institutions in implementing prevention initiatives, assessing their effectiveness and strengthening accountability.
The research also contributes to social work scholarship and practice by providing evidence-based insights into the experiences of undergraduate female students. Its recommendations offer a foundation for developing responsive interventions that address institutional challenges while strengthening support for affected students.
Dr Maupye brings extensive professional experience in transformation management, gender mainstreaming, diversity and inclusion, employment equity and organisational change. Before her current role at SMU, she served as Head of Transformation at the University of Venda and previously held the position of Manager: Gender-Based Violence at SMU, where she led initiatives on campus GBV prevention, institutional policies, and stakeholder engagement.
Her academic qualifications include a Master of Arts in Social Work from the University of the Witwatersrand and a Bachelor of Arts in Social Work from the University of Limpopo. She also holds a Postgraduate Diploma in Project Management from MANCOSA and has completed professional development programmes in management, strategy execution and change management. “Research must translate into practical measures that strengthen prevention, improve institutional responses and create safer learning environments for students,” she said.
Dr Maupye’s doctoral achievement aligns with SMU’s commitment to excellence, accountability, respect and the promotion of a safe, inclusive university community. As a dedicated health sciences institution, SMU continues to recognise the importance of research and professional development in addressing social challenges and advancing the well-being of the communities it serves.
Her study reinforces the need for higher education institutions to treat GBV prevention as an institutional responsibility, supported by effective policies, accessible reporting systems and sustained interventions that protect students’ dignity and right to education.
By Tumelo Moila
