Author: Malema Seroba

  • Rethinking Doctoral Education In South Africa: Prof Flip Schutte

    Rethinking Doctoral Education In South Africa: Prof Flip Schutte

    Doctoral education plays a critical role in shaping knowledge production and societal advancement. However, growing concerns exist regarding the disconnect between academic research and real-world impact. There is a need for competencies required of effective supervisors, the systemic challenges within higher education, and the urgent need to reposition doctoral studies toward meaningful societal contribution. The Dean of Research and Head of the Institute for Postgraduate Studies at STADIO Higher Education in South Africa, Prof Flip Schutte, highlights the importance of human-centred supervision, post-graduation engagement, and a reorientation of academic culture toward community impact.

    In the evolving landscape of higher education, the role of doctoral supervision extends beyond guiding students toward thesis completion. It involves nurturing individuals through a transformative journey, from student to scholar, while ensuring their research contributes meaningfully to society. Despite increasing doctoral outputs aligned with national development goals, questions remain regarding the relevance, application, and visibility of doctoral research beyond academic institutions.

    The human-centred supervisor: beyond technical expertise

    According to Prof Schutte, effective supervision is not primarily defined by technical expertise in research methodologies, but by human competencies. A supervisor must demonstrate empathy, compassion, and the ability to build meaningful relationships. 

    “Doctoral supervision is a deeply personal and transformative process, requiring supervisors to ‘walk alongside’ students as they evolve intellectually and professionally,” shared Prof Schutte. 

    He added that while methodological knowledge remains essential, it is the supervisor’s interpersonal skills that determine the success or failure of the supervisory relationship. Without emotional intelligence and a genuine concern for student development, even the most knowledgeable academic may fall short.

    The academic paradox: knowledge production vs societal impact

    A persistent challenge within academia is the emphasis on research output over societal relevance. Academic careers are often evaluated based on publications, conference presentations, and citations. This has fostered a culture in which scholars prioritise publishing papers, sometimes with little to no real-world application.

    In many cases, research output remains confined to academic journals, with minimal engagement in industry, policy, or community contexts. This raises critical questions:

    • What is the value of research that is never applied?
    • How does it contribute to societal development?

    A balanced approach is required, one that integrates rigorous research with practical implementation in sectors such as commerce, healthcare, technology, and public policy.

    The missing voice: post-doctoral silence

    A notable gap in doctoral education is the lack of visibility and impact of graduates after completion. Many doctoral candidates disappear into obscurity after graduation, with their research neither implemented nor disseminated widely.

    “This reflects a limitation in current supervisory models, which often focus narrowly on thesis completion. Doctoral education should not end at graduation; rather, it should include post-graduation engagement, where supervisors support graduates in applying their research in real-world contexts,” shared Prof Schutte.

    Continuous supervision or mentorship beyond graduation could enable the implementation of research frameworks and models, industry engagement and collaboration and societal contribution through practical solutions.

    Rethinking doctoral admissions in the age of AI

    The rise of artificial intelligence presents new challenges for maintaining academic integrity and quality. He urged institutions to adopt more rigorous selection criteria for doctoral candidates, focusing not only on academic capability but also on purpose and intent.

    A critical question institutions should ask prospective candidates is:

    “What contribution will your research make to society?”

    Candidates who lack clarity on their intended impact may not yet be ready for doctoral study. Doctoral education should be purpose-driven, aligned with national priorities, and geared toward solving real-world problems.

    From qualification to contribution: a national imperative

    In the context of South Africa’s development agenda, increasing the number of doctoral graduates is not sufficient. The focus must shift from quantity to impact. Each doctoral study should contribute to societal advancement, whether through economic development, community upliftment, or organisational improvement.

    Institutions must track and demonstrate the impact of their graduates by answering:

    • Where are doctoral graduates applying their knowledge?
    • What measurable contributions have they made?

    Without such accountability, doctoral education risks becoming a costly exercise with limited return on investment.

    Breaking academic ego and embracing community engagement

    Two critical shifts are required within academia:

    Academic environments often encourage competitiveness and intellectual elitism. This can create barriers to collaboration and meaningful engagement. Scholars must move beyond the need to “prove intellectual superiority” and instead focus on collective impact.

    Prof Schutte said higher education must actively engage with communities, industries, and the broader society. This involves: listening to real-world challenges, conducting research informed by societal needs and integrating these insights into the curriculum and teaching.

    “This approach reverses the traditional model of knowledge production, moving from community-informed research rather than theory-driven assumptions,” he added. 

    Preparing for future doctoral candidates: a holistic approach

    He shared that the journey toward doctoral studies begins long before postgraduate education. Three foundational elements are critical: Strong reading, writing, and analytical skills developed at the school level are essential for academic success, participation in sports, hobbies, and teamwork builds resilience, discipline, and interpersonal skills, key attributes for research and leadership and engagement with current affairs through news and media enables individuals to identify real-world problems worth researching.

    “Doctoral education must undergo a paradigm shift, from producing theses to producing impact. Supervisors must prioritise human-centred mentorship, institutions must emphasise societal contribution, and academics must actively engage beyond the confines of academia,” Prof Schutte.

    The value of a doctorate lies not in the qualification itself, but in its ability to transform society. Without this focus, doctoral education risks becoming an insular exercise disconnected from the realities it seeks to address.

  • Rethinking Enterprise And Supplier Development In South Africa’s Mining Communities

    Rethinking Enterprise And Supplier Development In South Africa’s Mining Communities

    South Africa’s mining sector has long been positioned as a driver of economic development. However, for many mining host communities, the lived experience tells a different story. Despite the implementation of Enterprise and Supplier Development (ESD) initiatives, communities located near mining operations continue to face deep socio-economic challenges.

    This research by Dr Bheki Mdakane explored the social, economic, and political experiences of mining host communities in the Northern Cape, focusing specifically on how ESD initiatives impact local SMMEs and broader community development.

    A Qualitative Lens on Community Realities

    Dr Bheki Mdakane

    The study adopted a qualitative, interpretivist case-study approach, enabling an in-depth understanding of complex, real-world experiences. Through interviews with 18 participants, including SMME representatives within mining communities, the researcher captures nuanced perspectives that quantitative methods often overlook.

    By immersing himself in the community over several years, the researcher ensured that the findings reflect lived realities rather than abstract assumptions.

    Key Findings: Tensions, Misalignment, and Missed Opportunities

    1. Persistent Stakeholder Tensions

    The study highlights the ongoing conflict between three key stakeholders:

    • Government institutions
    • Mining companies
    • Host communities

    These tensions are largely driven by misaligned expectations and limited engagement, often resulting in protests and hostility from local SMMEs.

    2. A Critical Flaw: Defining “Community.”

    One of the most significant findings is that ambiguity in defining who qualifies as a “host community” undermines development efforts. This lack of clarity creates exclusion, resentment, and inequitable access to opportunities.

    3. Mixed Impact of ESD Initiatives

    While ESD programmes have introduced some benefits, their overall impact is inconsistent:

    • Positive: Skills development, training, and limited economic participation
    • Negative: Poor implementation, limited access, and lack of sustainability

    This results in uneven development outcomes across communities.

    4. Skills Development Misalignment

    Training and capacity-building initiatives often fail to align with:

    • Actual local economic opportunities
    • SMME needs
    • Market demands

    This disconnect reduces the effectiveness of development programmes and limits long-term impact.

    5. Absence of Conflict Resolution Mechanisms

    • A major structural gap identified is the lack of formal dispute resolution systems between mining companies and host communities.
    • Without such mechanisms, tensions escalate into protests, disrupting both community stability and mining operations.

    Beyond Mining: A Broader Development Challenge

    The study situates mining-related challenges within a wider socio-economic context. It argues that development failures are not only operational but systemic, shaped by:

    • Weak stakeholder coordination
    • Policy-practice gaps
    • Historical inequalities

    Importantly, the research notes that models from developed countries cannot simply be applied to South Africa, given its unique socio-political landscape.

    Towards a New Framework for Inclusive Development

    To address these challenges, the study proposes a more integrated and strategic approach, including:

    • Clear definition of host communities to ensure fair inclusion
    • Strengthened stakeholder engagement frameworks
    • Alignment of skills development with economic realities
    • Establishment of independent dispute resolution mechanisms
    • More accountable and context-specific ESD implementation

    These interventions aim to move beyond compliance-driven approaches toward genuine, inclusive economic participation.

    Conclusion: From Compliance to Co-Creation

    This research revealed that while ESD initiatives hold promise, their current implementation often falls short of transforming mining host communities. The solution lies not in more policies, but in better alignment, deeper engagement, and shared value creation.

    In the end, meaningful development in South Africa’s mining regions will require a shift from transactional relationships to collaborative partnerships between communities, industry, and government.

  • DaVinci Institute And SAPHE Host Second Research Capacity Workshop

    DaVinci Institute And SAPHE Host Second Research Capacity Workshop

    In a higher education landscape defined by complexity, rapid change, and rising societal expectations, the ability to conduct meaningful research is no longer optional but essential. In response, South African Private Higher Education (SAPHE) organised a second research capacity-building workshop, facilitated by The DaVinci Institute’s Executive Dean, Dr Gavin Isaacs, to strengthen the capabilities of its academic and professional community.

    The workshop brought together participants from institutions such as Eduvos, Milpark Education, IMM Graduate School, TSIBA, and the Independent Institute of Education (IIE), among others, reflecting a diverse and growing ecosystem of postgraduate learning in South Africa.

    From Qualification to Contribution

    A central theme that emerged was the need to move beyond viewing postgraduate study as a qualification, and instead understand it as a platform for contribution. Participants reflected on their motivations for pursuing advanced study, ranging from career advancement and specialisation to personal growth and intellectual curiosity.

    However, the workshop challenged a more fundamental question: What does it mean to produce research that matters?

    Through facilitated engagements, SAPHE members explored how research must extend beyond compliance and completion. It must engage real-world problems, anticipate future relevance, and contribute to knowledge that can influence practice, policy, and society.

    Developing the Research Mindset

    A key focus of the workshop was the transition from being a student to becoming a researcher. This shift requires more than technical knowledge. It demands a disciplined approach to thinking, a commitment to precision, and the ability to interrogate assumptions.

    Participants were encouraged to reframe their role, not as recipients of knowledge, but as active contributors. This included strengthening their ability to:

    • Clearly define and articulate research problems
    • Engage critically with existing literature
    • Produce structured, coherent, and academically rigorous writing
    • Reflect on the broader implications of their findings

    Importantly, the workshop emphasised that research is not a linear process. It involves iteration, uncertainty, and continuous refinement. Learning to navigate this complexity is part of developing research maturity.

    Collective Engagement

    One of the distinguishing features of the session was its conversational format. SAPHE members were not passive participants; they actively shared experiences, challenges, and insights from their own academic journeys.

    This collective engagement surfaced several important realities: many researchers experience imposter syndrome, particularly at advanced levels of study; the research process often takes longer and is more demanding than anticipated; and early engagement with peers, mentors, and industry experts can significantly strengthen outcomes.

    By creating a space for open engagement, the workshop reinforced the idea that research development is not an isolated pursuit. It is strengthened through collaboration, reflection, and shared learning.

    Aligning Method with Purpose

    Another critical discussion point, centred on research methodology. Participants examined the tendency to favour familiar approaches, whether qualitative, quantitative, or mixed methods.

    The workshop challenged this inclination, reinforcing a core principle: the research problem must determine the methodology, not the researcher’s preference.

    For SAPHE members, this was a call to expand their methodological agility, ensuring that their research design is driven by relevance and rigour rather than comfort.

    Strengthening the Role of Supervision

    The workshop also highlighted the importance of effective supervision in shaping research outcomes. Supervisors play a pivotal role not only in guiding the technical aspects of research but also in supporting the intellectual and professional development of students.

    Participants reflected on the value of:

    • Clear and consistent feedback
    • Accessibility and responsiveness
    • Constructive challenge that strengthens thinking

    At the same time, there was recognition that students themselves carry responsibility for driving their research forward, engaging proactively, and embracing the learning process.

    Advancing the SAPHE Community

    By bringing together members from across institutions, the workshop demonstrated the strength of the SAPHE network as a platform for capacity building. The diversity of perspectives enriched the conversation, enabling participants to learn from experiences beyond their immediate contexts.

    For The DaVinci Institute, this initiative reflects a broader commitment to developing leaders who are not only academically qualified but also capable of navigating complexity, generating insight, and creating impact.

    Towards Research That Matters

    As higher education continues to evolve, the demand for relevant, high-quality research will only intensify. Workshops such as this play a critical role in preparing academics and professionals to meet that demand.

    For SAPHE members who participated, the experience was more than a training session. It was a reminder that research is a journey of growth, discipline, and contribution.

    The goal is not simply to complete a degree, but to produce work that matters, work that informs, influences, and ultimately contributes to the advancement of society.

  • DaVinci’s DBL Candidate Is Rethinking Digital Transformation In Municipalities

    DaVinci’s DBL Candidate Is Rethinking Digital Transformation In Municipalities

    In South Africa, conversations about transformation often begin with policy. Strategies are drafted, frameworks are approved, and ambitions are clearly articulated. Yet, as many citizens experience daily, the gap between intention and execution remains wide, especially at the level where it matters most, local government.

    This gap is not new. What is changing is how it is being understood and addressed. Increasingly, it is being approached not only as a policy or technical challenge, but as a systems and leadership question. This shift sits at the heart of the Doctor of Business Leadership offered by The DaVinci Institute, where the focus extends beyond academic achievement toward real-world impact.

    For Tshegofatso Gama, a DBL candidate and business development professional in the higher education sector, this is not an abstract idea. It is the foundation of her work.

    Her journey into doctoral studies began at a deeply personal moment. Fresh from maternity leave, with a three-month-old baby, she decided many would consider it unconventional.

    “I wanted a better life for myself and for my child. I knew this was the time. It was a challenge, but I am someone who rises to challenges,” she explains.

    That decision has evolved into a research journey that reflects the DaVinci philosophy of linking learning to impact, and personal ambition to societal contribution.

    From Academic Study to Systemic Impact

    Gama’s work moves beyond traditional academic boundaries. Rather than producing a narrow case study, her research is focused on developing a scalable framework for digital public service transformation. In response, the study proposes the Leadership-Centred Municipal Digital Readiness and Public Value Model as an integrative explanatory framework. The model reframes digital transformation from a linear technology implementation sequence to a leadership-mediated decision process shaping capability development, adoption behaviour, and governance outcomes across municipalities.

    Her study currently examines five municipalities, including Bela-Bela, Mossel Bay, Dr Beyers Naudé, eThekwini, and Midvaal. However, these serve as entry points into a broader question of how governments can strengthen digital readiness in ways that are practical, transferable, and context sensitive.

    “My intention is not to produce a case study. It is to develop a transferable model, one that can help governments improve digital readiness and service delivery in real, practical ways,” she says.

    This approach reflects a core principle of the DBL, where research is expected to contribute beyond the individual and speak to industry, society, and national development.

    Reframing the Digital Transformation Challenge

    A central insight emerging from Gama’s work is that digital transformation is often misunderstood.

    “It is not primarily a technology problem. It is a leadership and systems problem,” she explains.  Transformation does not fail because systems are absent, but because they are not led, integrated, or sustained.

    This perspective underpins the Leadership-Centred Municipal Digital Readiness and Public Value Model, which positions leadership as the central coordinating mechanism in digital transformation efforts.

    Many municipalities already have access to digital tools. Yet these tools are frequently underutilised, poorly integrated, or disconnected from decision-making processes. The result is not a lack of systems, but systems that fail to produce value.

    “We do not lack policies or frameworks. We struggle with implementation, alignment, and accountability,” she says.

    This reframing shifts attention away from simply introducing new technologies toward building the institutional conditions that allow those technologies to function effectively.

    Building the Competencies That Enable Change

    Through her research, Gama identifies three critical areas that determine whether digital transformation efforts succeed or fail. These dimensions are conceptualised within the Leadership-Centred Municipal Digital Readiness and Public Value Model, which integrates leadership, institutional capability, and data governance as mutually reinforcing drivers of transformation.

    Leadership and Strategic Alignment

    Policies often remain disconnected from execution. Without coordinated leadership and alignment across departments, initiatives struggle to gain traction.

    Institutional and Technical Capability

    Access to digital tools is not enough. Municipalities require the skills, governance structures, and operational systems needed to implement and sustain these tools.

    Data-Driven Decision-Making

    While data is generated, it is not consistently used to inform planning or monitor performance in real time. This limits responsiveness and weakens accountability.

    “When these competencies are not aligned, transformation becomes fragmented. When they are integrated, we begin to see meaningful change,” she notes.

    This integrated perspective reflects a systems thinking approach that is central to the DaVinci model of leadership development.

    A Systems View of Public Value

    Gama’s doctoral journey has reshaped how she understands the relationship between institutions and outcomes.

    “What we experience as citizens is often a consequence of internal institutional failures. If the internal system is broken, the output will always be poor,” she reflects.

    This insight points to a deeper structural reality. Improving service delivery is not only about external interventions but about strengthening the internal capabilities, processes, and alignment within institutions.

    At the same time, she recognises a growing shift.

    “There is increasing pressure to modernise and more conversations about digital transformation. The opportunity now is to move from isolated initiatives to coordinated, system-wide transformation,” she says.

    Value Creation as a Guiding Principle

    At the core of Gama’s work is a strong orientation toward value creation. This perspective, shaped during her earlier studies, continues to inform how she approaches both research and practice.

    “If the value you create is greater than the reward you receive, then you are doing something meaningful. I want to make an impact wherever I go,” she says.

    This mindset reflects a broader shift from qualification-driven learning toward contribution-driven leadership. It aligns with a DaVinci ethos that views knowledge not as an endpoint, but as a tool for enabling impact.

    While her research is still in progress, she is already exploring ways to translate her insights into practical solutions that can operate within real institutional environments.

    A New Expression of Leadership

    Gama represents a new generation of scholar-practitioners who are redefining what it means to pursue doctoral study. Her work is not centred on academic recognition alone, but on building systems that function, institutions that deliver, and solutions that scale.

    “I do not just want to study the problem. I want to be part of solving it,” she says.

    This orientation reflects the intent of the DBL to develop leaders who can operate across boundaries, integrate knowledge, and contribute meaningfully to complex societal challenges.

    From Research to Execution

    South Africa does not lack ideas or frameworks. The persistent challenge lies in execution that is aligned, accountable, and effective. What Gama’s work represents is a shift in how this challenge is approached. It moves the conversation from designing solutions to enabling systems that can deliver those solutions consistently.

    If realised, her contribution has the potential to influence not only how municipalities approach digital transformation, but how public value is created in an increasingly digital society.

    By advancing the Leadership-Centred Municipal Digital Readiness and Public Value Model, her work offers a structured pathway for municipalities to move beyond fragmented initiatives toward coordinated, value-driven digital transformation.

    Her work not only interrogates the challenges of digital transformation, but it also provides a model for how municipalities can lead, implement, and sustain it.

  • tt100 Project Manager Reflection: Structured Incubated Entrepreneurial Development Programme Success

    tt100 Project Manager Reflection: Structured Incubated Entrepreneurial Development Programme Success

    Early in 2025, the tt100 Business Innovation Awards Programme, in partnership with The DaVinci Institute and key stakeholders from government and the banking sector, initiated the Structured Incubated Entrepreneurial Development Programme. The programme focused on developing youth in the agricultural sector across four provinces: North West, Free State, Gauteng, and KwaZulu-Natal.

    According to the tt100 Project Manager, Tebogo Thabethe, the programme created moments of reflection that extended far beyond the formal learning activities.

    During the closing celebration of a recent youth leadership programme, Thabethe found himself making an unexpected remark while serving as Programme Director.

    “Standing before participants and community members in the North West, I said that the community should consider adopting me,” he said.

    The statement was not intended as humour. It was a sincere reflection of the connection he felt after spending time engaging with participants and communities throughout the programme. Their warmth, openness and strong sense of community left an impression on him.

    As the tt100 Project Manager, Thabethe has been involved in numerous initiatives aimed at developing leaders, contributing to innovation and organisational excellence. However, this programme provided an experience that shifted his understanding of the agricultural sector and its importance to South Africa’s future.

    Understanding the purpose of the programme

    Tebogo Thabethe

    The initiative was designed as a youth leadership programme aimed at broadening young South Africans’ understanding of agriculture and its role within the national economy. Rather than focusing only on farming activities, the programme exposed participants to the wider systemic view that shapes the sector, including agricultural communities, supply chains, technological innovation, sustainability, and economic development. Through this approach, participants were encouraged to see agriculture not simply as production, but as a complex industry with opportunities across entrepreneurship, logistics, food security and innovation.

    Participants were drawn from different regions across the country, bringing with them diverse experiences and perspectives. This diversity enriched the learning environment and created opportunities for meaningful dialogue about the challenges and opportunities facing the sector.

    The relevance of such initiatives must also be understood within the broader socio-economic context of South Africa. Youth unemployment remains one of the country’s most pressing challenges, with the official rate estimated at approximately 45.5%. This statistic represents a significant portion of the population whose potential remains underutilised.

    At the same time, agriculture continues to present opportunities for growth and employment. Yet the average age of farmers in South Africa is estimated to be around 57 years, highlighting the need to cultivate a new generation of individuals who understand the complexities of the industry and are prepared to contribute to its development.

    Learning through direct engagement

    From a project management perspective, coordinating and leading this programme presented both rewarding and challenging moments. The initiative required careful planning, stakeholder engagement and the ability to adapt to the dynamics of different communities and regions.

    Throughout the programme, participants travelled across several provinces, engaging with diverse agricultural environments and community contexts. These experiences allowed them to see firsthand how agriculture operates within different local realities.

    While the programme included presentations, discussions and structured learning activities, many of the most valuable insights emerged from direct engagement with community members and practitioners working within the sector.

    “Observing the dedication of individuals involved in agriculture, listening to local experiences, and understanding the realities faced by farming communities provided participants with perspectives that cannot easily be replicated in a classroom environment,” said Thabethe.

    These engagements highlighted the resilience, commitment and innovation that exist within the agricultural sector, often in circumstances that require individuals to adapt continuously to economic and environmental pressures.

    The importance of challenging young people

    According to Thabethe, one of the most significant lessons from the experience is the value of exposing young people to environments that challenge their thinking and expand their perspectives.

    Young leaders often develop the most when they are presented with opportunities that push them beyond familiar surroundings and require them to engage with complex, real-world issues.

    Programmes of this nature create spaces where participants can explore industries they may not previously have considered, while also gaining a deeper appreciation for the role these sectors play in the national economy.

    Such exposure is essential if young people are to see themselves as future contributors to sectors that are vital to national development.

    The need to expand such initiatives

    The experience also highlighted the importance of expanding programmes that combine leadership development with practical exposure to industry environments.

    While initiatives such as this one have demonstrated their value, their reach remains limited. If South Africa is to address both youth unemployment and the long-term sustainability of key sectors such as agriculture, greater efforts must be made to scale these opportunities.

    Providing young people with access to structured leadership and industry exposure programmes should be viewed not as an optional intervention, but as a strategic investment in the country’s future workforce.

    A role for industry and institutions

    Achieving this objective will require collaboration between educational institutions, industry stakeholders and community organisations. Educational initiatives can provide the framework for leadership development, but industry participation is essential in ensuring that learning remains connected to real-world challenges and opportunities.

    Organisations operating within the agricultural value chain have an opportunity to contribute by supporting programmes that expose young people to the realities of the sector. Such collaboration can help bridge the gap between education and industry while creating pathways for the next generation of leaders.

    Looking ahead to the future

    “This programme reinforced an important insight for me as a tt100 Project Manager: the leadership potential South Africa requires already exists within its communities,” said Thabethe.

    Young people across the country possess the curiosity, determination and capacity to contribute meaningfully to sectors that are critical to national development. What they require are platforms that allow them to learn, engage and develop their capabilities within real-world environments.

    Programmes that combine leadership development with practical exposure can play a vital role in creating those opportunities.

    “For me personally, this initiative did more than deliver a successful programme. It provided a renewed appreciation for the agricultural sector and for the communities that sustain it,” he said.

    It also reaffirmed a simple but important truth: meaningful leadership development occurs when learning moves beyond theory and connects directly with people, industries and the realities of everyday life.

  • Free State Programme Close-Out: South Africa’s Breadbasket Is Growing Something New

    Free State Programme Close-Out: South Africa’s Breadbasket Is Growing Something New

    Congratulations to the Free State group for completing the Structured Incubated Entrepreneurial Development Programme. Their achievement marks not only the end of a demanding developmental journey, but also the beginning of a new chapter as emerging and established entrepreneurs within South Africa’s agricultural economy.

    The Free State has long been recognised as the agricultural heartland of South Africa. Producing a significant share of the country’s maize and wheat, and contributing strongly to sunflower seed, sorghum, and soybean output, the province has earned its reputation as the nation’s breadbasket.

    Yet the true value of this agricultural powerhouse lies not only in its land and production capacity, but also in the opportunity it presents to develop the next generation of agricultural entrepreneurs.

    As South Africa’s agricultural sector evolves, the need for the youth who can participate meaningfully in the value chain has become increasingly urgent. The future of the sector will not only depend on those who work on the land, but on those who can build sustainable agricultural enterprises, manage costs, ensure quality, and develop businesses that compete in modern markets.

    With its rich farming heritage and productive landscape, the Free State provides the ideal environment to cultivate this next generation of agripreneurs.

    Why the Free State, Why Now

    From the outset, the need in the Free State was clear: young people involved in agriculture require structured development, not unstructured support.

    The programme, therefore, focused deliberately on Food Production and Food Manufacturing, recognising that meaningful economic participation in agriculture extends beyond primary farming. The ability to recognise value through processing, packaging, and market positioning is increasingly central to building profitable agricultural enterprises.

    A key partner in the delivery of the programme was the Free State Department of Agriculture and Rural Development (FSDARD). Their support enabled the programme to be hosted at Glen College of Agriculture, a historic institution with deep roots in farmer development.

    The partnership carried both practical and symbolic importance. Glen College has long served as a training ground for agricultural excellence, and its use as the programme venue reinforced the broader vision of revitalising the institution as a hub for developing future agricultural leaders.

    During the close-out ceremony, Tshepo Mabilo, Head of Department for Agriculture, Rural Development and Environmental Affairs in the Free State, encouraged participants to pursue entrepreneurship as a pathway to job creation and economic participation. He emphasised the importance of resilience in building businesses and navigating the inevitable challenges of entrepreneurship.

    His message reinforced the central aim of the programme: not merely to train participants, but to shift how young people see themselves, from aspiring farmers to entrepreneurs capable of building sustainable enterprises.

    Building Entrepreneurs, Not Just Producers

    The Structured Incubated Entrepreneurial Development Programme is designed to move participants beyond informal trading into structured leadership business development.

    The programme integrates practical and academic learning to equip agribusiness owners with the tools required to operate competitively within agricultural economy.

    Its delivery is built on seven interconnected components:

    • Academic Modules: Five modules from a Higher Certificate at NQF Level 5
    • Business Simulation: Practical exercises that mirror real-world business decisions
    • Masterclasses: Sessions with industry experts across the agri-food ecosystem
    • Trend Workshops: Exposure to evolving consumer markets and emerging opportunities
    • Value Chain Workshops: Understanding how value is created, captured, and lost within agricultural systems
    • Business Coaching: Individualised support tailored to each participant’s enterprise journey
    • Business Proposal Development and Food Festival: A culminating showcase where participants present their products and business concepts to stakeholders and potential partners

    The objective is clear: participants must leave the programme with the ability to operate sustainable businesses that trade consistently, grow profitably, and participate confidently in agricultural markets.

    The Close-Out: Proof of Progress

    The Structured Incubator programme concluded with a graduation and food festival that demonstrated the tangible progress made by participants.

    Entrepreneurs showcased their products and business ideas to a room filled with government representatives, industry stakeholders, and community partners. The event provided both recognition of individual achievement and evidence of the programme’s impact.

    More importantly, it demonstrated the potential for structured entrepreneurial development to strengthen agricultural participation among youth. The event also generated interest from new partners who recognise the importance of building a pipeline of capable young agripreneurs.

    One such organisation, Farmers Lovers, has expressed interest in exploring collaboration with tt100 and The DaVinci Institute to expand the reach and impact of the initiative. This alignment reflects a growing recognition that the future of South African agriculture will depend on coordinated efforts across government, industry, and educational institutions.

    The Work Continues

    While the close-out marked an important milestone, it is not the end of the journey. The work now shifts toward deepening partnerships, strengthening market access, and expanding opportunities for youth to build sustainable businesses within the agricultural economy.

    Developing capable agripreneurs is not a short-term project. It is a long-term investment in the economic resilience of rural communities and the productive capacity of South Africa’s agricultural regions.

    The Free State has always fed the nation. Now, a new generation is emerging, one that will not simply inherit this legacy but build on it, innovate within it, and expand it. The breadbasket is growing something new, and the harvest is only just beginning.

  • Successful Completion Of DSV’s Higher Certificate Cohort

    Successful Completion Of DSV’s Higher Certificate Cohort

    On 25 February 2026, a DSV cohort completed the Higher Certificate in Management of Technology and Innovation at The DaVinci Institute. Their completion represents not only the final months of academic work, but also the beginning of a new phase of professional growth where learning is translated directly into organisational impact.

    Applied Learning Through Work-Based Challenges

    The programme concluded with participants presenting their work-based challenges, a core component of the DaVinci learning model. These projects required students to identify real operational opportunities within their own working environments and develop practical, evidence-based solutions that could contribute to improved performance.

    The presentations demonstrated how applied learning can translate into tangible organisational value. Participants explored initiatives aimed at improving operational efficiency, identifying potential cost savings, strengthening workplace collaboration, and enhancing the conditions that enable employees to perform at their best. By addressing real business challenges, the projects highlighted how education can produce measurable return on investment when organisations actively support the development of their people.

    Integrating Theory With Workplace Application

    For The DaVinci Institute, this approach reflects a broader philosophy of learning that goes beyond academic completion. Programmes are designed to integrate theory with workplace application, ensuring that every student is able to contribute meaningfully to their organisation while building the strategic and leadership capabilities required in an increasingly complex business environment.

    Throughout the presentations, the DSV cohort demonstrated strong analytical thinking, practical problem-solving skills, and a clear understanding of how innovation can support organisational growth. Their work reflected not only the knowledge gained during the programme, but also the commitment of employees who are motivated to improve the environments in which they work.

    Organisational Insights And Industry Collaboration

    Representatives from DSV expressed their appreciation for the insights presented during the challenge sessions. The research and recommendations shared by the participants offered valuable perspectives that could inform operational improvements and support the organisation’s continued development. In many cases, the ideas presented have the potential to be implemented within existing systems and processes, allowing the organisation to benefit directly from the learning journey of its employees.

    This collaboration highlights the growing recognition among forward-thinking organisations that investing in employee development is a strategic priority. As industries evolve and new technologies reshape the way businesses operate, organisations increasingly require individuals who are able to think critically, adapt to change, and contribute innovative solutions to complex problems.

    Leadership And Innovation In A Transforming Logistics Sector

    Nowhere is this more relevant than in the transport and logistics sector. Global supply chains, digital transformation, automation, and shifting customer expectations are rapidly reshaping the industry. Organisations operating in this environment must continually strengthen their leadership and innovation capabilities to remain competitive and resilient.

    Educational frameworks that integrate systems thinking, innovation, and strategic leadership, therefore, play an important role in preparing employees to navigate these changes. At The DaVinci Institute, the TIPS™ Framework underpins this approach, equipping participants with competencies that support integrative thinking, problem-solving, and responsible decision-making in complex organisational contexts.

    From Academic Completion To Workplace Impact

    By applying these capabilities to real workplace challenges, students develop the confidence and insight required to influence positive change within their organisations. The result is a learning experience that benefits both the individual and the institution they serve.

    While the DSV cohort now looks forward to their formal graduation in May 2026, the real impact of the programme will be measured in what happens next. The ideas generated during their work-based challenges have the potential to shape operational improvements, inspire innovation, and strengthen collaboration within their teams.

    More importantly, the graduates return to their workplaces equipped with a mindset that values continuous learning, critical thinking, and responsible leadership. These are the qualities that organisations increasingly need as they navigate uncertainty and transformation.

    Investing In People To Strengthen Organisational Capability

    For DSV, supporting employees through programmes such as the Higher Certificate in Management of Technology and Innovation reflects a commitment to building long-term organisational capability. By investing in the development of its people, the organisation strengthens its ability to respond to emerging challenges and to identify new opportunities for growth.

    The journey of this cohort demonstrates that when organisations create space for learning and innovation, the benefits extend far beyond the classroom. Purposeful investment in people has the power to unlock new ideas, strengthen organisational performance, and build the leadership capacity required for the future.

  • The DaVinci Institute Statement On The 2026 Budget Speech

    The DaVinci Institute Statement On The 2026 Budget Speech

    26 February 2026, Johannesburg: The DaVinci Institute notes that the 2026 Budget Speech delivered by Finance Minister Enoch Godongwana marks a clear shift in South Africa’s fiscal trajectory from crisis management toward stabilisation, structural reform and long-term growth. South Africa has spent recent years grappling with fiscal stress, energy instability, and high debt-to-GDP ratios. The 2026 Budget Speech emphasizes measures aimed at reducing fiscal deficits and containing public debt growth.

    Gross Government Debt

    The budget projects gross government debt stabilising at 78.9% of GDP in 2025/26 before gradually declining, while the consolidated budget deficit narrows to 4.5% of GDP and is expected to fall to 3.1% over the medium term. These indicators signal a clear transition from fiscal repair toward an execution phase focused on growth.

    The Institute acknowledges the government’s commitment to stabilising debt, accelerating infrastructure investment, improving spending efficiency and strengthening state capability, which reflects a more disciplined and reform-oriented fiscal approach.

    With more than R1 trillion in public infrastructure investment planned over the medium term, the Institute notes that South Africa’s growth outlook will depend heavily on execution capacity across national, provincial and municipal institutions.

    South Africa’s Biggest Constraint

    “The 2026 Budget confirms that South Africa’s biggest constraint is no longer policy design, but execution capacity. Developing leaders who can translate reform into delivery is now an economic priority.”

    The Institute further notes that the budget reinforces the central role of education and skills development in enabling economic reform. In a constrained fiscal environment, the focus must shift from access alone to measurable outcomes. This requires stronger alignment between higher education, industry and the evolving demands of the economy, ensuring that graduates are equipped not only with knowledge, but with the capability to lead, innovate and deliver impact within complex organisational and societal contexts. Education must therefore be understood not as a social expenditure, but as a critical driver of economic productivity, institutional effectiveness and long-term growth. This places increased importance on applied, work-integrated learning approaches that translate knowledge into measurable value within organisations and society.

    The Budget’s Total Spending

    The budget’s total spending of R2.67 trillion, with the social wage accounting for more than 60% of non-interest expenditure and supporting approximately 26.5 million grant beneficiaries, reinforces the state’s redistributive role while highlighting the importance of institutional effectiveness.

    At the same time, capability pressures remain significant. The budget notes that 63% of municipalities are in financial distress, alongside major infrastructure backlogs, such as the estimated R64 billion water investment gaps in Johannesburg. These realities show the need for leadership, governance reform and stronger operational capacity across the public sector.

    The Skills Ecosystem

    The Institute further notes that reforms to the skills ecosystem, digital infrastructure, payments modernisation and regional trade integration point to a future economy that will require leaders able to navigate the complexity we face ahead, work across sectors and implement large-scale change.

    DaVinci commends the continued performance of the South African Revenue Service (SARS), whose revenue administration improvements remain central to fiscal sustainability and the state’s ability to fund development priorities.

    The Institute believes the 2026 Budget reinforces three realities for South Africa:

    • Economic reform is inseparable from leadership and skills development.
    • Infrastructure investment requires innovation capability and systems thinking.
    • Fiscal sustainability depends on institutional effectiveness.

    As South Africa enters a phase where implementation will determine economic and societal outcomes, collaboration between government, industry, higher education institutions and other key stakeholders is critical. As a higher education institution, The DaVinci Institute contributes through applied research, executive and leadership education, and industry partnerships that build leadership capability, strengthen innovation ecosystems and enable the translation of policy into measurable impact within organisations and society.

    Furthermore, it is worrisome that there is high social spending against weak capital expenditure execution; this reduces future growth capacity and increases long-run fiscal risk. 

    “The speech then points to fiscal management as the mechanism to close the gap between budgets and outcomes. Municipal infrastructure grants are being reformed due to persistent underspending, misuse of funds and capacity constraints,” said Dr Tinaye Mahohoma, a Discipline Lead.

    The 2026 Budget hints that the foundation for growth is being rebuilt. The defining question for South Africa is no longer whether reform is required, but whether we have the leadership capability to implement it at scale. Strengthening that capability will determine the country’s ability to translate policy into measurable economic and societal impact.

  • From HR Function To Strategic Sense-Maker: Activating Adaptive Leadership At Krones

    From HR Function To Strategic Sense-Maker: Activating Adaptive Leadership At Krones

    In an era defined by complexity, ambiguity, and accelerating change, the role of Human Resources (HR) is undergoing a fundamental shift. No longer confined to policy, process, or compliance only, HR is increasingly called upon to act as a strategic sense-maker within the organisations, connecting people, purpose, performance, and ecosystem dynamics.

    This was the central premise of a recent leadership activation session facilitated by The DaVinci Institute’s Chief Executive Officer, Prof Ben Anderson, delivered to Krones HR professionals. Rather than offering prescriptive models or best-practice checklists, the session created a reflective space for HR leaders to interrogate how they think, decide, and lead within a complex organisational system.

    Self-Leadership as the Starting Point

    The workshop opened with a deliberate focus on self-leadership activation, positioning HR professionals not merely as service providers but as strategic business partners. Prof Anderson challenged participants to reflect on their prevailing thinking patterns and leadership posture, asking a critical question: Are we merely collecting dots, or are we meaningfully connecting them?

    This distinction proved pivotal. Collecting dots speaks to data accumulation, policies, metrics, and reports. Connecting dots, by contrast, requires interpretation, judgement, and courage, the ability to see patterns, relationships, and implications across the organisation. For HR, this marks the transition from operational responsiveness to intentional, strategic leadership.

    He further challenged the participants to decide whether they want to identify as nine dots or nine dots plus professional, who will go out of their way and beyond what is known to resolve complex challenges. 

    Sense-Making as a Strategic HR Capability

    Building on this foundation, the session explored sense-making as a core HR capability. In complex organisations like Krones, workforce realities are rarely linear or self-explanatory. Data alone does not equal insight.

    Prof Anderson emphasised that HR’s strategic value lies in its ability to interpret human and organisational signals, engagement trends, leadership behaviours, cultural tensions, and capability gaps and translate them into coherent strategic meaning. Sense-making enables HR leaders to move beyond reacting to symptoms and instead address underlying systemic dynamics.

    Whole-Brain Decision Performance: Cynefin Framework

    A critical element of the session focused on whole-brain decision performance. Participants examined how different modes of brain functioning, cognitive, emotional, and intuitive, shape decision-making and influence stakeholder outcomes.

    The insight here was not about choosing emotion over logic, or vice versa, but about integration. HR decisions that ignore emotional and relational dimensions risk resistance and disengagement; decisions that neglect analytical rigour risk misalignment and inefficiency. Optimising performance, therefore, requires conscious awareness of how decisions are formed and experienced across the organisation.

    Navigating Agreement, Disagreement, and Tension

    As the session progressed, attention turned to social engagement dynamics, particularly the role of agreement and disagreement in organisational life. Rather than treating conflict as a dysfunction, Prof Anderson reframed it as a natural and often productive feature of adaptive systems.

    HR leaders were encouraged to build capacity for managing tension, holding divergent views, and facilitating alignment without forcing consensus. This capability is increasingly critical in environments where transformation, restructuring, and innovation place pressure on relationships and trust.

    Participants were urged to embrace the shadow and know themselves and whether their strengths are. 

    Thinking Ecosystemically at Krones

    A key shift occurred as participants began mapping HR’s influence across the Krones ecosystem. Moving beyond functional boundaries, the discussion explored how energy, decision-making, and cultural signals flow across roles, teams, leadership layers, and geographies.

    This ecosystemic perspective reframed HR as a systemic enabler, shaping conditions for performance, learning, and adaptation rather than controlling outcomes. It reinforced the idea that HR’s impact is often indirect but deeply influential.

    Adaptive Leadership and Mode 2 Thinking

    The session culminated in a deep dive into adaptive leadership in complexity, drawing on Mode 2 thinking, a way of engaging challenges where problems are ill-defined, solutions are emergent, and cause-and-effect relationships are unclear.

    For HR professionals, this means resisting the urge to prematurely simplify complexity or default to familiar tools. Instead, adaptive leadership requires experimentation, reflection, dialogue, and the capacity to act without full certainty. It is less about having the right answers and more about asking better questions.

    A Strategic Repositioning of HR

    Taken together, the session facilitated by Prof Ben Anderson represented more than a leadership workshop. It marked a strategic repositioning of HR, from function to sense-maker, from administrator to adaptive leader, and from siloed expertise to ecosystemic influence.

    For Krones HR professionals, the session reinforced a critical truth: in complex organisational environments, the future of HR lies not in doing more, but in seeing more clearly, thinking more deeply, and leading more consciously.

  • North West Close-Out Marks Success For Structured Incubated Entrepreneurial Development Programme

    North West Close-Out Marks Success For Structured Incubated Entrepreneurial Development Programme

    As part of the tt 100 Business Innovation Awards, the Structured Incubated Entrepreneurial Development Programme for Food Producers and Food Manufacturers has reached its close-out phase in the North West province, marking a meaningful milestone in strengthening youth-led agribusiness across Tswaing Local Municipality and Ratlou Local Municipality.

    More than a programme conclusion, the close-out represents a shift in how emerging food producers understand and operate their businesses, moving from project activity to structured enterprise thinking.

    A Programme Designed For Real Business Growth

    Across South Africa’s agricultural sector, many emerging farmers face a familiar challenge. Progress is often limited not by effort or technical ability, but by gaps in strategic thinking, business literacy and confidence. Entrepreneurs frequently begin with strongly underfunded agreements, yet struggle to sustain operations beyond the first year.

    This programme was intentionally designed to close that gap.

    Through a structured, execution-focused approach, participants developed stronger strategic thinking, clearer business positioning, improved financial and operational discipline, and deeper systems awareness across agricultural value chains. Rather than relying on theory alone, the programme encouraged entrepreneurs to run their ventures such as real businesses, building structure, decision-making capability and long-term sustainability.

    Evidence Of A Mindset Shift

    During the North West close-out engagement, participants presented their agribusinesses with noticeably stronger clarity, structure and confidence. Product showcases and business presentations reflected measurable progress in how entrepreneurs position, communicate and manage their enterprises.

    Participant reflections highlighted this transformation.

    “I see things differently now. Engaging with other students and teachers made me realise that we learn every day. Some things I have been doing are wrong compared to what others do in their business,” said Puseletso Joyce Lipali, working across crop production, livestock and poultry.

    For many participants, the shift was not only technical, but it was also cognitive.

    “The programme has been a total mindset shift for me. I am more strategic, confident, and aware of my strengths. It pushed me out of my comfort zone, and I am seeing the results in my business and personal life,” said Teboho Mofolo, an emerging crop and livestock farmer.

    The close-out demonstrated that structured entrepreneurship development can change how entrepreneurs think, not just what they know.

    Partnership-Driven Delivery

    The programme’s impact was strengthened through coordinated collaboration between municipal, provincial, academic and community stakeholders. Key partners included student business coach JP Le Roux, the North West Department of Agriculture, the Department of Agriculture, Land Reform and Rural Development, the African Farmers’ Association of South Africa (AFASA), North-West University (Animal Science), the North West Department of Health (Ratlou Sub-District), and Khunwana Community Library.

    The engagement took place at Setlagole Farm Guest House, reinforcing the programme’s community-embedded and practical learning approach.

    From Learning To Market Visibility

    Running since March, the programme concludes in February with a Food Festival and Graduation, a market-facing milestone connecting entrepreneurs to buyers, development partners and support networks.

    This final phase converts learning into visible business evidence. It shows enterprises that are trading more consistently, refining their pricing strategies, strengthening their market positioning, and building customer relationships. The close-out, therefore, signals a clear transition from training to execution.

    Strengthening Rural Economies Through Structured Entrepreneurship

    The Structured Incubated Entrepreneurial Development Programme contributes to broader rural development priorities by supporting businesses capable of consistent participation in local and regional food systems.

    It strengthens youth entrepreneurship pathways, stimulates local economic activity, supports sustainable agribusiness development and contributes to community food security. The North West close-out ultimately demonstrates what becomes possible when entrepreneurship development is structured, collaborative, and execution focused.

    It reflects a growing recognition that rural enterprise ecosystems are strengthened not only through funding or skills training, but through disciplined business thinking, enabling emerging food producers to build enterprises that endure, grow and contribute meaningfully to their communities.