Biography
Gabi is a Senior Lecturer in the School of Management and Governance at UNSW Business School. She holds a PhD in Higher Education Studies from Rhodes University.
Gabi’s research explores how educational and organisational systems can support more just, humane, and sustainable ways of working and learning. She is particularly interested in professional identity, academic roles, and the ethics of care and kindness within institutional...view more
Gabi is a Senior Lecturer in the School of Management and Governance at UNSW Business School. She holds a PhD in Higher Education Studies from Rhodes University.
Gabi’s research explores how educational and organisational systems can support more just, humane, and sustainable ways of working and learning. She is particularly interested in professional identity, academic roles, and the ethics of care and kindness within institutional contexts.
As an educator, Gabi teaches in the areas of ethics and sustainability in business, with a strong focus on developing responsible, reflective, and socially aware business professionals. Her teaching is informed by her research and underpinned by a commitment to relevance, equity, and transformation.
My Research Activities
Michelow, P., Fainman, G. and Nudelman, G., 2023. Communicating during a Pandemic: A South African University’s Use of Social Media during the COVID-19 Crisis. International Journal of African Higher Education, 10(1), pp.130-159.
Nudelman, G., Kalil, C., Navarro-Astor, E. and English, J., 2022. Perceptions of student teamwork in professional programmes in higher education: a comparative study of Spain and South Africa. Journal of Teaching and Learning for Graduate Employability, 13(1), pp.94-108.
Nudelman, G., 2021. Using agential morphogenesis to track professional identity development in higher education. Critical Studies in Teaching and Learning, 9(1), pp.78-94.
Nudelman, G., 2020. The hidden curriculum in two employability skills development courses in a South African electrical engineering degree programme. Journal of Education and Work, 33(5-6), pp.360-374.
Nudelman, G., 2020. Understanding engineering education system responsiveness through the lens of social realism. European Journal of Engineering Education, 45(3), pp.393-404.
Nudelman, G. and English, J., 2019. Ethical dilemmas experienced by engineering students during their vacation work. Journal of Professional Issues in Engineering Education and Practice, 145(2), p.05019001.
English, J. and Nudelman, G., 2018. Assessment of communicative modes used by engineering and built environment professionals. Southern African Linguistics and Applied Language Studies, 36(4), pp.301-312.
Nudelman, G.R., 2017. Engineering identity: Analysing e-portfolios in a professional communications course. South African Journal of Higher Education, 31(2), pp.211-225.
Nudelman, G. and English, J., 2016. Language Enrichment revisited: evolving theories and practice in Professional Communication Studies. Southern African Linguistics and Applied Language Studies, 34(1), pp.17-26.
Sulcas, G. and English, J., 2010. A case for focus on professional communication skills at senior undergraduate level in Engineering and the Built Environment. Southern African Linguistics and Applied Language Studies, 28(3), pp.219-226.
Conference publications:
Nudelman, G., 2020, April. Work in Progress: Exploring teamwork and inclusivity amongst engineering students at a South African university. In 2020 IEEE Global Engineering Education Conference (EDUCON) (pp. 46-50). IEEE.
Nudelman, G., 2019, July. The development of engineering identity in an electrical engineering degree programme. In Proceedings of the Eighth Research in Engineering Education Symposium, Cape Town (pp. 10-12).
Nudelman, G., 2017, June. ‘It’s not just working on a plant for 20 years’: Students’ perceptions of engineering professionalism. In Fourth Biennial SASEE Conference (pp. 232-240).
Nudelman, G., 2015, June. Reconceptualising employability skills: constraints and enablements to discursive identity development in electrical engineering students. In Third Biennial SASEE Conference (pp. 150-158).
Contact
ORCID as entered in ROS
https://orcid.org/0000-0003-3237-1255