Why is holistic and sustainable leadership development such an essential building block in today’s organisations? For Dr Sharon King Gabrielides, this question became the foundation of a journey that continues to shape leaders, teams and organisational culture across South Africa and beyond.
When she began her doctoral studies at The DaVinci Institute, her goal was clear. She wanted to create value for her business, her clients and society at large. What drew her to DaVinci was its emphasis on applied learning, a philosophy that links academic insight with meaningful, practical impact.
“The reason I chose DaVinci was because of the applied nature of the learning. I wanted to be able to say, ‘This is the benefit to me, my business and my clients.’ Otherwise, I would not have invested the time and energy. It was never about the title; it was about creating something that truly adds value,” she explains.
Her research demanded depth and rigour. By the end of her studies, she had engaged two data analysts to process and triangulate extensive datasets, a commitment that added significant robustness to her findings. “It was demanding, but it was worth it,” she recalls.
From Learning to Practice
DaVinci’s doctoral programmes are built on the expectation that research should solve real organisational challenges. For Dr King Gabrielides, this principle has defined her professional path.
Soon after completing her studies, she was approached by a leading South African Bank to assist with the principles of holistic and sustainable development to support a company-wide culture transformation initiative. Her doctoral research was the perfect foundation.
“They knew my doctorate focused on holistic and sustainable development. I’d shared my framework, which was published in the International Journal of Management and Business by Rutgers University, deemed the gold standard in leadership, and they came back saying, ‘Can you workshop this with us?’”
The resulting engagement drew heavily on her DaVinci research and the holistic and sustainable development model she created. Seeing her work shift mindsets and practices in a large organisation affirmed exactly what Dr King Gabrielides had set out to achieve.
“It was so fulfilling to see how the research added such value and translated into real change. That is what I did my doctorate for. It is something I use every single day,” she says.
Living the DaVinci Philosophy
Dr King Gabrielides’ experience reflects DaVinci’s core educational philosophy: research should not remain on paper. It should transform systems, organisations and communities.
At DaVinci, the doctoral journey is designed to be personal, purposeful and practical, producing scholar-practitioners who apply knowledge meaningfully in their own contexts. Sharon believes a doctorate should be pursued not for prestige, but for its potential to drive systemic, sustainable change.
“It is disheartening when people see a doctorate as just another credential. I was attracted to DaVinci because the expectation is to resolve challenges systemically and holistically, to make a meaningful difference,” she reflects.
Co-Creating Sustainable Change
Today, Dr King Gabrielides continues to work passionately in the fields of leadership development, culture transformation and holistic growth strategy.
“I am excited because I love what I do. The doctorate gave me the tools to show the return on investment that our work at Key Steps provides for our clients and how we partner to tangibly make a difference. And that is what I plan to keep doing,” she adds.
Her journey stands as a powerful reminder of how DaVinci alumni transform research into living practice, creating sustainable value for individuals, organisations and society.
What does the identification of future technological operations in ICT and ISP look like? BCX’s Head: Field Operations and Logistics and The DaVinci Institute’s master’s alumnus, Frederik Raath’s study explored how organisations in the ICT and ISP sectors can identify the operational success criteria required to maintain a sustainable competitive advantage in an environment shaped by rapid technological evolution, shifting customer expectations, and increasing market competition. Using a qualitative research approach, the study focuses on understanding lived experiences, operational challenges, and cultural dynamics within organisations undergoing technological transformation.
The central research question investigated what kind of framework would ensure continuous operational success and customer value within ICT and ISP environments. Through extensive literature review and interviews with experienced industry leaders, the research concludes that culture forms the foundation of operational excellence. A strong, aligned organisational culture enables more effective change management, which in turn supports improved customer-centric operations.
Scope and Nature of the Study
The ICT and ISP sectors are characterised by high-speed technological innovation and escalating customer expectations. As customers become more informed and demand greater value at lower cost, organisations face increasing pressure to modernise their operations. Traditional models, designed for standardised services, struggle to keep pace with new, complex solutions such as IoT and customer-specific solutions (CSS).
Research Problem
The study identifies three primary operational challenges:
Execution and fulfilment barriers leading to customer dissatisfaction and unexpected costs.
Ineffective change management, with teams struggling to adapt outdated processes to new technologies.
Cultural misalignment, where employees resist change or lack the skills and mindset for future-oriented operations.
Aims and Objectives
The research aims to identify operational success criteria that enable organisations to continuously add value to existing and future customers. Objectives include:
Determining performance criteria for ongoing operational success.
Identifying organisational features that support effective change management.
Understanding the cultural elements required to sustain future operations.
Primary and Secondary Research Questions
The guiding question asks what framework ensures continuous operational success and customer value. Secondary questions explore performance criteria, change management characteristics, and cultural elements essential for organisational fit.
Theoretical Foundation and Literature Review
Current operational models used in ICT and ISP environments often rely on outdated, sequential business process frameworks that do not accommodate modern product diversity, such as IoT solutions. Traditional “cookie-cutter” execution approaches no longer work in environments where each customer may require a unique solution.
Key gaps identified include:
Lack of proactive customer visibility.
Insufficient operational readiness criteria.
Rigid opportunity-evaluation processes that slow down responsiveness.
Misalignment between market-leadership strategies and customer-experience expectations.
Change Management
Successful transformation requires seamless alignment between business functions, technical systems, and staff capabilities. The literature reveals that change-management failures often arise from siloed operations, limited staff buy-in, and inadequate support structures. Future change models must integrate mindset shifts, process redesign, and skills development.
Culture
Culture emerges as a dominant factor influencing both operational success and the ability to innovate. A winning culture requires clarity of purpose, psychological safety, accountability, and continuous learning. Organisations with stagnant or risk-averse cultures struggle to embrace new technologies or adapt to evolving customer needs.
Research Design and Methodology
A qualitative, phenomenological approach was used to capture leaders’ lived experiences in managing technological and operational transitions. Purposive sampling targeted experts such as CTOs and COOs with more than 15 years of industry experience. Semi-structured interviews provided rich insights into operational challenges, cultural barriers, and success factors.
Presentation of Findings
Theme A: Best Performance Criteria
Interview findings emphasise:
Clear customer visibility.
Flexible and responsive operations.
Defined operational readiness requirements.
Continuous review of fulfilment quality and cost structures.
Theme B: Effective Change Management
Key success criteria include:
Transparent communication across business units.
Clear ownership of processes.
Skills alignment for emerging technologies.
Metrics and tools to track change progress.
Theme C: Cultural Elements for Success
Participants identified the need for:
A culture of accountability.
Openness to learning and innovation.
Employee empowerment and ownership.
Breaking comfort-zone behaviours to adapt to new markets.
Recommendations and Action Plans
Culture
Building a winning culture is the foundation for operational transformation. Leadership must nurture psychological safety, support continuous learning, and create an environment where employees see themselves as contributors to future success.
Change Management
Change management should be an embedded, ongoing organisational function rather than a periodic project. Structures must support faster decision-making, skills development, and cross-functional collaboration.
Delighting Future Customers
Organisations must shift toward customer-centric delivery by:
Leveraging real-time data and predictive insights.
Redesigning business processes for agility.
Continuously redefining “customer value” in line with technology trends.
Further Research
Continuous research is needed into emerging customer-experience expectations and how technology innovations reshape operational success criteria.
On the 29-30 October 2025, The DaVinci Institute hosted its bi-annual President’s Dinner at The DaVinci House in Modderfontein and held its October graduation ceremony at the Midrand Conference Centre, celebrating the significant achievements of its graduates and marking 20 years of co-creative freedom in education.
The President’s Dinner
The President’s Dinner, hosted by the institute’s President,Edward Kieswetter, on the eve of graduation, served as a prestigious celebration of academic excellence and leadership. This year’s second dinner highlighted the achievements of 6 doctoral graduates, recognising the significance of their research contributions and innovative thinking in addressing real-world challenges within their professions, industries and communities.
The evening brought together members of the senate, faculty, partners, and industry leaders, reflecting DaVinci’s strategic intent, which is to strengthen the growth of agile, aligned, and engaged managerial leaders who co-create innovative ecosystems and sustainable transformational societies.
Why are doctoral graduates important?
In line with the National Development Plan (NDP), doctoral graduates are important to South Africa’s socio-economic development as they drive research, innovation, and the creation of new knowledge that fuels progress across industries. Given the state of the country and continent, doctoral graduates and their applied thinking expertise enable the country to address complex challenges, enhance productivity, and build globally competitive sectors.
The DaVinci Institute President’s words of encouragement
Speaking at the dinner, President Kieswetter congratulated the graduates for embodying the institute’s core principles and its dream of influencing the co-creation of humane, sustainable societies.
“This dinner is an immense honour for me, and I will never try to miss this, to share this smaller, more intimate and private moment with you. Of course, tomorrow you will wear your gowns and caps. There will be many visible symbols of your academic excellence and achievement, demonstrating your hard work, scholarly commitment, and dedication,” said President Kieswetter.
As the institute that dreams of influencing the co-creation of humane, sustainable societies, this contribution to increasing the number of the doctoral graduates is therefore cementing the value of strengthening South Africa’s innovation capacity, supporting evidence-based policymaking, and encouraging a knowledge-based economy that can sustain inclusive growth and development.
Doctoral graduates for October 2025
Dr Arnoldus Daniel du Plooy. Thesis: Developing an integrated business analytics framework to enhance the performance of capital infrastructure projects.
Dr Juliette Fourie. Thesis: A strategic framework for sector skills planning in the freight forwarding and customs clearing sector: a South African perspective.
Dr Wenzel Christőfel Kotze. Thesis: Early identification of individuals most suitable for leadership development through habit analysis.
Dr Bheki Mdakane. Thesis: Enterprise and supplier development for SMMEs in South African mining host communities: socio-economic and political experiences in the Northern Cape.
Dr Jerimaya Mundondo. Thesis: Exploring the effect of entrepreneurial effectuation and bricolage on intentions, behaviours, and perceived success among entrepreneurs in resource-constrained environments.
Dr Gabapelo Phillip . Thesis: A knowledge management framework for competitive advantage in Botswana’s selected mobile network operators
Graduations at the Midrand Conference Centre
The day following the dinner, The DaVinci Institute conferred qualifications across its diverse programmes, which range from a Higher Certificate to Doctoral Degrees. Each graduate’s journey reflected the institute’s unique cooperative framework, which connects businesses and education through a practical and systems-thinking approach. Therefore, this framework helps businesses and industries understand how the management of technology, innovation, people, and systems work together to solve real-world challenges. By encouraging collaboration and measuring real impact, it ensures learning and projects create real value for individuals, businesses, and communities.
The DaVinci Institute Top Achiever Awards
Undergraduate
The DaVinci Institute recognises Higher Certificate in Management of Technology and Innovation students who have distinguished themselves amongst their peers in the following modules:
Roan Fourie, Management Fundamentals: Technology, People and Innovation Management.
AshtonRampersad, Management and Leadership Development Problem-Solving, Creative Thinking and Decision-Making Development of a Personalised Learning Strategy.
Lucille Starkey, Management of Technology
The DaVinci Institute recognises Bachelor of Commerce in Business Management student who have distinguished themselves amongst their peers in the following module:
Riaan Van Der Schyff, Business Management 3
Postgraduate
The DaVinci Institute recognises student who have distinguished themselves amongst their peers in the Postgraduate Diploma of Business Leadership:
Jana Britz
The DaVinci Institute recognises Master of Management in Technology and Innovation students who have distinguished themselves amongst their peers in the following:
Shayne JohnMitchell, Management of Technology, Self, Other and Social Contexts.
AubreyRamaphosa, Management and Leadership Development
Thulile PaulineTshabalala, Management of Innovation
The DaVinci Institute recognises student who have distinguished themselves amongst their peers in the Master of Business Leadership:
Samuel Lunga Mziwake
The DaVinci Institute Senate Awards (2025)
The DaVinci President’s Award Winner
Dr Regan Berry
The DaVinci Community Engagement Award
Dr Sara Bint Moneer Khan
The DaVinci Mandala Research Award Winner
Dr Isheunesu Amon Chaka
Doctoral Academic Excellence Award Winner
Dr Hester Catarina Welman
The Benjamin Anderson Award Winner
Ms Johani Liebenberg
Postgraduate Diploma Top Achiever Award Winner
Ms Jenaine Reddy
The 2025 October graduation ceremony marked another milestone in The DaVinci Institute’s ongoing pursuit of excellence in higher education and its commitment to shaping humane and sustainable societies by empowering leaders to co-create positive and lasting change.
The DaVinci Institute Alumnus and new Convocation Executive Member, Bram Meyerson’s professional career began in the late 1980s, when information technology was rapidly evolving. After studying Computer Science and Applied Mathematics at the University of the Witwatersrand, he began his career in 1987 at a consulting firm that operated at the interface between business and technology.
Unlike traditional firms, the consultancy focused on IT strategy and systems design, helping organisations translate strategic intent into effective technology solutions. By 1992, Meyerson had gained enough confidence to start his own company, Quantimetrics, which brought a unique methodology to South Africa, quantitative measurement for software development projects, similar to quantity surveying in construction.
Through this approach, he was able to measure software project size and complexity, benchmark software-delivery efficiency across companies, and help clients estimate costs and performance outcomes. Over time, his work expanded to include operational benchmarking across banks, asset managers, and insurance companies, enabling organisations to compare performance anonymously and identify efficiency gaps.
Measurement and Systems Thinking
Meyerson’s interest in benchmarking evolved into a deeper curiosity about systems thinking, the understanding of cause-and-effect relationships within organisations. This curiosity led him to pursue a master’s degree at The DaVinci Institute, where his dissertation focused on “The Role and Relevance of Benchmarking in Information-Intensive Organisations.”
“The key takeaway from my time at DaVinci was learning to think systemically. After completing a benchmarking study, I could facilitate a workshop and use systems thinking to show clients how different levers influence outcomes of operational strategies, what causes these outcomes, and where to intervene,” he recalls.
This systems-based approach now underpins much of his work in IT management, cost evaluation, forensic analysis, and risk management, all disciplines that rely on quantifiable data and systemic insight. Meyerson’s mantra now is to help his clients ensure that they get “value” from their technology investments.
Governance, Risk, and Automation
Over the years, Meyerson’s professional interests have expanded to include corporate governance and risk management. He is a member of the Institute of Directors South Africa (IoDSA). His governance expertise includes serving as the independent Chairperson of the ITC Steering Committee within a government entity that forms part of the DTIC Group, the Department of Trade, Industry, and Competition.
More recently, he has ventured into automation, leading a Pan-African distributorship for an Australian software company that automates complex finance processes. Unlike traditional Robotic Process Automation (RPA), which replaces low-skill manual tasks, this platform automates high-value processes managed by skilled professionals, reducing turnaround times from days to minutes while retaining human oversight.
However, Meyerson is quick to emphasise a balanced approach to technology adoption.
“We must be careful not to use technology to replace people. Automation should free people from repetitive work so they can focus on analysis, decision-making, and value creation,” he cautions.
Technology and the Informal Economy
Reflecting on South Africa’s socio-economic challenges, Meyerson acknowledges the limitations of current manual systems and the need for technology-driven insights. Yet, he warns against viewing automation solely as a tool for efficiency.
“The challenge is not whether the technology exists, but how we use it responsibly. The solution lies in designing what he describes as “the capable enterprise”, which includes repurposing people into new roles.
For Meyerson, ethical technology management, a theme aligned with the new King V governance principles, must go hand-in-hand with people development. Without clear communication and proper change management, he warns, employees can feel threatened and even resist digital transformation.
Balancing Industrialisation and the Creative Economy
When asked about the tension between industrialisation and the creative economy, Meyerson points to the importance of attitude and education. He contrasts the digital appetite, based on his experience in automation adoption in Kenya, which he believes has an emerging innovation-driven mobile-first attitude. In South Africa, the supply of digital skills from formal education is not keeping pace with demand.
“Governments need to provide educational pathways that match the skills required by the economy,” he alludes.
Reimagining DaVinci’s Role and the Future of Learning
As a newly appointed member of The DaVinci Institute’s Convocation Executive Committee, Meyerson is eager to contribute to strengthening the bridge between academia and industry. He praises the applied learning philosophy of DaVinci but believes the institute can go further in aligning student research with real-world industry challenges.
He also sees opportunities to refresh the research methodology component, making it more engaging and practically oriented, and to embed governance and sustainability themes more deeply into the TIPS™ Framework.
From Mode 1 to Mode 2 and Beyond
Having studied in a Mode 1 (traditional) environment before experiencing Mode 2 (applied, transdisciplinary) learning at DaVinci, Meyerson appreciates the stark contrast and the need for both.He believes that schools and universities should promote STEM, Science, Technology, Engineering, and Mathematics curriculum and that students should also have broader exposure to disciplines like psychology, economics, and politics, subjects that help students understand how the “world works,” he reflects. Many of South Africa’s skill challenges result from an overreliance on Mode 1 education, which prioritises theory over application. He advocates for a broader, more holistic approach to learning, one that equips graduates to think critically, adapt to change, and navigate complex systems.
Closing Remarks
Bram Meyerson’s journey has pivoted from the foundations of technology management to a future defined by systems thinking, ethical leadership, and responsible innovation. Bram views technology as a transformative enabler that empowers people, unlocks human potential, and propels organisations toward purposeful, sustainable growth
Is there a social return on investment in higher education? Dr Cornelia Carol September’s doctoral study examined whether South Africa’s substantial public investment in Technical and Vocational Education and Training (TVET) colleges yields tangible social and developmental benefits. The research is framed within the context of South Africa as a developmental state, one that uses education as a strategic tool for transformation, equality, and economic growth.
Background and Rationale
Despite substantial budgetary allocations, including over R10 billion to the TVET sector in 2018/19, questions persist about the efficiency, accountability, and outcomes of this investment. While access has increased through free tuition, transport, and allowances, challenges such as low completion rates, limited labour market absorption, and poor institutional prestige undermine social and economic returns.
The study is motivated by the need for a Social Return on Investment (SROI) framework, an approach that goes beyond financial metrics to include social, economic, and community benefits derived from education.
Theoretical Framework
Grounded in Marxist dialectical materialism, the research views education as a mechanism for societal transformation rather than a mere economic tool. Marxist theory asserts that education should reproduce social equity and collective advancement, aligning with the aims of a developmental state.
Research Aim and Objectives
The study sought to:
Examine the rationale behind increasing TVET funding.
Analyse existing policy frameworks and their ability to demonstrate ROI.
Investigate the usefulness of SROI in shaping funding policies.
Develop a conceptual framework for measuring SROI in South Africa’s college sector.
Research Methodology
A qualitative, grounded theory approach was adopted. Nineteen participants, including government officials, TVET principals, policy experts, and international specialists, were interviewed. Data was collected through online platforms due to COVID-19 restrictions.
The analysis was interpretive, relying on inductive reasoning and thematic categorisation to build theory from participant experiences and policy review.
Key Themes and Findings
Seven core themes emerged from the data:
Aspiring Developmental State
South Africa’s investment in TVET should strengthen state capability and technical capacity. However, governance gaps and fragmented implementation hinder progress toward a mature developmental state.
Finance for Responsive Change
Funding mechanisms are misaligned with social outcomes. Instead of focusing on enrolment numbers, financing should reward qualitative improvements such as employability and social inclusion.
Judging TVET Policy in Real Life
Policy frameworks appear progressive but lack translation into practical, measurable outcomes at the institutional level.
Comparators and Dimensions
International benchmarks (e.g., Korea and Singapore) highlight how coordinated policies, industry partnerships, and data-driven governance can yield higher returns.
Agility and Efficiency towards Greater Quality
TVET institutions remain underfunded and struggle to adapt to economic changes. Participants emphasised the need for agility, flexibility, innovation, and responsiveness to enhance quality and prestige.
Understanding Social Return on Investment
SROI measures the broader value of education, including community well-being, civic participation, and equity, rather than just financial returns. Participants agreed that adopting this framework would strengthen accountability and evidence-based planning.
International Approaches
The study drew lessons from Russia’s and Australia’s models, which enforce shared responsibility between government, industry, and students through contractual commitments that ensure employability and reinvestment in education.
Conclusions
The research concluded that while public funding for TVET colleges has expanded, South Africa has not yet achieved measurable social returns proportional to the investment. A disjuncture exists between funding inputs and developmental outcomes, with limited data integration and weak monitoring systems.
A Social Return on Investment (SROI) framework is proposed to:
Align financial expenditure with qualitative outcomes.
Promote shared accountability among stakeholders.
Embed social value in policy, planning, and evaluation.
Recommendations
Develop an SROI-Based Funding Model: Shift from quantitative (enrolment-driven) to qualitative (impact-driven) financing.
Strengthen Partnerships: Establish formal agreements between government, industry, and students to ensure mutual accountability.
Enhance Data Systems: Integrate social, health, and employment data to evaluate real community impact.
Capacity Building: Equip TVET colleges with tools to measure and report social value effectively.
Limitations and Future Research
The study was limited to public colleges reporting to the Department of Higher Education and Training (DHET), excluding those under other departments. Future research should broaden the scope and test the proposed SROI framework through pilot projects in selected TVET institutions.
Contribution to Knowledge: Higher Education
This study contributed to policy and academic discourse by linking education financing, social justice, and developmental state theory. It offers a framework for measuring the social value of education investment, thereby shifting the national conversation from “how much money is spent” to “what difference the spending makes.”
How can monitoring and evaluation as a governance tool enhance accountability in SETAs? Dr Pheaga Jacob Moasa‘s study explored monitoring and evaluation (M&E) as a vital governance mechanism for enhancing accountability within South Africa’s Sector Education and Training Authorities (SETAs). SETAs are tasked with advancing skills development and contributing to national socioeconomic goals.
However, several have struggled with corruption, weak governance, and ineffective implementation of training initiatives. The research aimed to develop a framework that integrates M&E into governance structures to ensure transparency, accountability, and effective service delivery.
Background and Rationale
Despite significant public investment in skills development, SETAs have been marred by mismanagement, maladministration, and poor oversight. Billions in training levies are disbursed annually, yet the return on investment in terms of skills outcomes remains limited. The researcher identified the lack of structured and credible M&E systems as a key factor undermining accountability. Consequently, this study sought to determine how M&E can function as a governance tool to improve decision-making and reduce corruption within SETAs such as the BankSETA, INSETA, and W&RSETA.
Theoretical Framework
The study is grounded in governance theory and the Theory of Change, linking effective oversight to outcomes and impact. Key concepts discussed include:
Return on Investment (ROI) and Social Return on Investment (SROI) – assessing the value derived from training interventions.
Value for Money (VfM) – balancing economy, efficiency, and effectiveness.
Results-Based Management (RBM) – ensuring activities produce measurable outcomes aligned with strategic goals.
Methodology
A qualitative research approach was adopted. Data were collected through document analysis and semi-structured interviews with executives and staff members from three SETAs. The sample of 14 participants provided rich, in-depth insights into the institutionalisation of M&E practices.
Key Findings
1. Weak M&E Implementation
M&E practices across the SETAs were fragmented and underdeveloped. Only W&RSETA had a dedicated M&E division, while others embedded M&E within project management structures. There was limited automation and data reliability, constraining meaningful reporting.
2. Link Between M&E and Governance
The study confirmed a strong relationship between effective M&E and good governance. Where M&E systems were active, they improved oversight, accountability, and financial management. M&E also helped detect corruption risks and ensure proper use of discretionary grants and learner stipends.
3. Governance Challenges
Common governance weaknesses included:
Inadequate consequence management
Poor communication and policy enforcement
Lack of compliance culture
Weak risk management and record-keeping
Minimal collaboration between governance structures
These issues hindered accountability and reduced SETAs’ capacity to deliver skills effectively.
4. Willingness but Low Capacity
While SETA leadership showed a willingness to adopt results-based systems, technical and human resource limitations delayed implementation. The absence of automated tools and trained personnel further constrained progress.
Proposed M&E Governance Framework
Moasa introduced a Tailored Integrated Performance and Skills (TIPS) Framework, designed to align M&E with strategic, operational, and accountability processes in SETAs. The framework emphasises:
Continuous monitoring through all project stages
Integration of M&E with risk management and auditing functions
Building M&E capacity and institutional culture
Using M&E findings to inform strategic planning and policy refinement
Conclusions: Monitoring And Evaluation
The research concludes that M&E is indispensable for credible governance in SETAs. When applied systematically, it enhances transparency, reduces corruption risks, and ensures that public funds for skills development yield tangible socioeconomic outcomes. The study recommends:
Strengthening institutional M&E capacity
Automating monitoring tools for accuracy and consistency
Embedding M&E within governance and accountability frameworks
Regular auditing of performance data to uphold reliability
Contribution
The study contributed a practical governance-oriented M&E framework tailored for South Africa’s skills development sector. It provided actionable insights for policymakers, SETA boards, and management to embed accountability and performance measurement within the skills ecosystem, thereby advancing the broader goals of the National Development Plan (NDP) and National Skills Development Plan (NSDP).
What do sports coaching realities look like in South Africa? Dr Desiree Vardhan’s doctoral thesis, “Sports Coaching Realities in South Africa: An Exploratory Study,” investigated the lived experiences of national athletes, sports coaches, and sports coaching leaders within the South African context. Conducted through The DaVinci Institute, it aimed to construct a grounded framework for developing an inclusive and professional sports coaching system suited to developing socio-economic contexts.
Purpose and Methodology
The study sought to understand the dynamics shaping sports coaching realities in South Africa. Using a qualitative, grounded theory approach, Vardhan collected data from 515 participants, including athletes, coaches, and leaders, through semi-structured interviews and focus group discussions. The analysis employed software to code, categorize, and derive key themes, ultimately informing the creation of a conceptual framework for systemic coaching development.
Key Findings and Themes
The study revealed five dominant themes reflecting the aspirations and challenges of South African sports coaching:
1. Developing an Inclusive, Fit-for-Purpose Coaching System
Participants emphasized the necessity of a system that is athlete-centred and coach-led, ensuring inclusivity, diversity, and access to education and employment opportunities. There was strong support for aligning coach development pathways with athlete development pathways and formalizing professional structures.
2. Cooperation and Collaboration Among Stakeholders
Stakeholders called for greater synergy between government bodies, sports federations, educational institutions, and funding agencies. Improved collaboration was seen as vital for ensuring resource distribution, policy alignment, and sustained professional growth.
3. Professionalisation of Coaching Practices
The research underscored the urgent need for professional standards, ethical codes of conduct, and formal recognition of coaching as a legitimate career. Participants advocated for national accreditation systems, peer-review mechanisms, and stronger leadership accountability.
4. Addressing Barriers to Professionalisation
Persistent barriers such as inadequate funding, policy gaps, lack of education opportunities, and poor implementation of frameworks were identified. Many stakeholders remained unaware of or disengaged from the South African Coaching Framework, highlighting a gap between policy intent and practice.
5. Embracing Global Coaching Practices
Participants stressed the importance of international benchmarking and knowledge exchange. They advocated integrating global best practices while maintaining local relevance, particularly through mentorship, networking, and continuous professional development.
Conceptual Framework for Sports Coaching Development
Vardhan proposed a systemic framework incorporating the five themes above. This model promotes open interaction between subsystems—such as education, funding, governance, and athlete development—illustrating a dynamic and interconnected ecosystem. The framework encourages self-improvement, sustainability, and global engagement, positioning coaching as both a profession and a developmental catalyst.
Conclusions and Recommendations
The study concluded that South Africa’s sports coaching environment requires a transformational shift toward inclusivity, professionalism, and sustainability. It recommends:
Legislative review to support professional regulation.
Capacity-building programmes for coaches and administrators.
Integration of coaching education across formal and informal learning spaces.
Strengthened collaboration between local and international sports bodies.
Implementation of continuous professional development pathways.
Significance of Sports Coaching
Dr Vardhan’s work contributes significantly to the discourse on sports development and management in Africa. By situating coaching within socio-economic realities, it provides a contextually grounded roadmap for reforming the sports ecosystem, bridging gaps between policy, practice, and lived experience.
In a world that is increasingly undefinable, Dr Morne Mostert embodies the reimagining of education’s purpose and practice. A long-time advocate for thinking as the highest form of human capability, he stands at the forefront of this transformation. In an interview with The DaVinci Institute doctoral alumnus, Dr Mostert explores the evolving purpose of education, the nature of applied learning, and the profound implications of artificial intelligence (AI) on human consciousness, creativity, and capability.
His reflections invite us to think beyond compliance-driven education and to cultivate learning systems that enable students not merely to know, but to think, imagine, and design for a shared future. Dr Mostert’s doctorate focused on an integrated approach to leadership development through systemic leadership learning.
The Future of Learning and the DaVinci Philosophy
Asked about DaVinci’s contribution to contemporary education, Dr Morne Mostert began by situating the institute within a broader global shift.
“The DaVinci Institute is not just another institution of higher learning. It represents a significant thinking movement, a deliberate effort to redefine learning as the process of expanding capability rather than accumulating information,” he said.
He shared that DaVinci’s focus on applied learning challenges the industrial-era assumption that theory precedes practice. At DaVinci, it is the reverse hierarchy. Practice is not a lower form of knowledge; it is simultaneously knowledge in action and generative of new knowledge
Dr Mostert argued that such an approach is essential in an age where the half-life of knowledge continues to shrink exponentially. Knowledge now expires faster than institutions can validate it. That means that education can no longer be thought of as transmission; it must be conceived of as transformation.
Thinking as a Capability
Throughout the conversation, Dr Mostert returned to the theme of thinking not as a generic skill but as a disciplined capability.
“When I speak about thinking, I do not mean merely cognition or logic. Thinking, particularly for senior executives, is the ability to make meaning in context, to integrate, to discern, to connect, and to imagine alternatives,” he shared.
He suggested that higher education often mistakes compliance for capability. Many institutions have become agents of obedience rather than agents of curiosity. Students learn to satisfy institutional criteria, but not necessarily to deploy thinking. That is why DaVinci’s emphasis on critical, creative, and systems thinking is so important. It restores learning as a deep human act of exploration.
According to Dr Mostert, the future belongs not to those who know the most, but to those who think best in ambiguity. In complex systems, prediction is impossible. What matters is the ability to sense, interpret, intuit and respond; to navigate meaningfully when certainty is no longer available. That is the advantage of thinking.
Artificial Intelligence and the Meaning of Human Learning
Turning to the rise of AI, Dr Mostert described it as both an opportunity and a profound philosophical challenge.
“Artificial intelligence already outperforms humans on many cognitive tasks. The question, therefore, is not whether we can compete, but whether we can collaborate and, more importantly, whether we can rediscover what is distinctly human,” said Dr Mostert.
As technology becomes pervasive, it is stirring the uncomfortable realistion that we may not know much about the nature, art and science of being human.
He noted that while AI excels at processing data, it cannot yet engage in contextual meaning-making. AI can simulate language, but it cannot experience. It can predict, but it cannot imagine with meaning. It can connect information, but it cannot connect emotion. That distinction between computation and consciousness is one of the new frontiers of education.
For Dr Mostert, this has radical implications for curriculum design. If machines can already do what institutions train students to do, then education must investigate what machines cannot: reflection, ethics, judgment, creativity, and the capacity to design alternative, more preferable futures.
On Systems Thinking and the Fifth Industrial Revolution
Dr Mostert emphasised that education must now be understood within a systems context.
“We are entering what some call the Fifth Industrial Revolution, an era that integrates technology with humanity. But this integration will succeed only if we think systemically, understanding that every action, every innovation, exists within a web of increasingly invisible relationships,” he said.
He elaborated that systems thinking is not about drawing circles and arrows. It is about perceiving wholeness, seeing how elements interact dynamically to produce emergent realities. It is the discipline of intellectual humility.
When asked how DaVinci embodies this approach, Dr Mostert highlighted its integrated model of Management, Leadership, and Innovation. He said DaVinci does not teach these as separate disciplines. It stimulates emerging insights through interdependent modes of thinking, managing complexity, leading meaningfully, and innovating responsibly.”
He added that this orientation prepares students for the ethics of the new economy.
“We cannot talk about innovation without discussing consequences. Systems thinking compels accountability, the recognition that every design has circular ripple effects. That is what distinguishes a technologist from a responsible innovator,” he said.
Purpose, Curiosity, and the Co-Creation of Knowledge
At the heart of Dr Mostert’s philosophy is the belief that education should be a co-creative process.
“Institutions do not own knowledge, but knowledge is co-created in dialogue, between learner and facilitator, between theory and practice, between self and society,” he explained.
He noted that DaVinci’s learning model encourages curiosità, a Leonardo-inspired concept of disciplined curiosity. When asked how learners can cultivate this balance, Dr Mostert emphasised the importance of bold curiosity and humble self-direction. He added that to direct yourself is to take responsibility for your learning journey, to interrogate assumptions, to frame your own challenges, and to pursue meaning rather than mere achievement.
The Role of the Educator in a Changing World
On the evolving role of educators, Dr Mostert was clear that in the new paradigm, the educator is not a transmitter of knowledge but a designer of learning experiences. The task is to create conditions where higher-order thinking can occur.
“This means educators must themselves become thinkers able to model curiosity, critical reflection, and ethical judgment. You cannot teach thinking if you are afraid of ambiguity. The educator’s power now lies not in having the answers but in framing stimulating questions,” he said.
Dr Mostert also warned against the commodification of education; adding that when learning becomes a product, curiosity dies. True education is not transactional; it is transformational. It is about awakening capability, the capacity to generate new possibilities in a rapidly changing world.
Reimagining the Future of Education
Asked to imagine the future of higher education, Dr Mostert responded thoughtfully. The future will not be defined by buildings, timetables, or credentials. It will be defined by networks of thinking, communities of practice united by curiosity and purpose.
He envisaged learning environments where technology supports contextual intelligence rather than replaces it.
“AI will not be the teacher; it will be the mirror, reflecting our thinking to us. It will challenge us to ask better questions,” he said.
Finally, he believes that the future of education depends on our ability to re-humanise learning. The next revolution is not digital; it is existential. He added that we must decide what kind of species we want to be in a world of intelligent machines. Education is the instrument through which that decision is made.
Closing Reflection: Dr Morne Mostert
Dr Morne Mostert’s reflections remind us that the true frontier of education lies not in technology, but in thought. As The DaVinci Institute continues to nurture thinkers, innovators, and leaders capable of navigating complexity with wisdom and care, its challenge is both timely and profound: to reclaim education as the art of thinking, the discipline of meaning-making, and the moral practice of designing a humane future.
The DaVinci Institute proudly congratulates Sinaye Mgolombane, one of our faculty members, on his appointment to the GAPPS Board of Directors, effective 1 July 2025. This significant milestone reflects his exceptional leadership and dedication to advancing the project management profession, both in South Africa and on the global stage.
Recognising an Accomplished Leader
Mgolombane is a distinguished Project Management Professional, Business Executive, Digital Transformation Champion, and Environmentalist based in Johannesburg. With over two decades of experience across sectors including transport, financial services, construction, defence and petrochemicals, he has successfully led complex and large-scale strategic programmes that have shaped industries and driven meaningful impact. Beyond his role at The DaVinci Institute, he serves as the Chairman of the Board of Directors for PMSA, where he continues to champion excellence and innovation in the field.
Championing Project Management in Africa
A passionate advocate for project management in Africa, Mgolombane has authored widely read articles such as “The Impact of AI in Infrastructure Development” and “Strategic Project Governance in a Non-Projectized Environment: A South African Perspective”, published in the PM World Journal. He has also delivered thought-provoking talks on topics such as strategy implementation through projects, inspiring professionals across the continent.
About GAPPS and Its Global Role
The Global Alliance for the Project Professions (GAPPS) is a nonprofit organisation that provides independent benchmarks for project management standards and assessments. Since 2003, it has brought together government, industry, professional associations, qualification bodies and academic institutions to build a shared global framework for project management. PMSA is one of GAPPS’s founding members, and this appointment further strengthens the connection between African leadership and the global project management community.
Through this directorship, Mgolombane will help advance the international recognition of PMSA designations and contribute to shaping global standards for the profession.
“I am honoured to join the GAPPS Board of Directors and look forward to contributing to its continued success. I am particularly drawn to the organisation’s commitment to thought leadership in project, programme and portfolio management, and I am eager to work alongside the talented team to achieve its objectives,” he shared.
The DaVinci Institute celebrates this remarkable achievement and extends heartfelt congratulations to Sinaye Mgolombane. His appointment is a source of pride for our academic community and a reflection of the calibre of leaders who form part of The DaVinci Institute.
Monica Palesa Mofokeng’s success story is one of DaVinci’s proud contributions. She enrolled with The DaVinci Institute back in April 2022 as a Higher Certificate student. At the time, her focus was mainly on pursuing her studies. However, she would later see an opportunity to join the institute as an intern.
At The DaVinci Institute, internships are not just opportunities; they are launchpads. The institute has a unique way of absorbing talented interns into permanent roles, creating real opportunities for young people to grow their careers. By bridging academic learning with workplace experience, DaVinci plays an active role in tackling youth unemployment, ensuring that skills gained in the classroom are not only applied but also nurtured in a professional setting.
Journey From Student to Staff Member
When Mofokeng joined The DaVinci Institute in April 2022 as a Higher Certificate student, she had no idea just how much it would change both personally and professionally. From day one, Mofokeng was drawn to DaVinci’s unique approach to education, one that blends innovation, critical thinking, systems thinking, technology, and real-world application.
“As I progressed in my studies, I was offered an internship. That’s when my journey truly began to transform. I was thrown into projects across different departments, gaining hands-on experience and building relationships that still mean a lot to me today. What struck me most was that DaVinci’s values weren’t just printed in brochures, they were lived out daily, in every conversation and decision,” she shares.
Coming from the corporate world, the culture shift was refreshing. Challenges were met with creativity and empathy. Collaboration was not just encouraged; it was a way of life that she found in DaVinci.
Lessons That Shaped Monica Mofokeng
During her internship, she sharpened skills she still relies on today, including clear communication, active listening, academic writing, and modern IT knowledge. Having completed her qualification in 2011, Mofokeng had not had many opportunities to use her academic skills until DaVinci gave her the platform to relearn and adapt to a changing digital world.
“A pivotal figure in my growth was Alpheus Smit, who patiently guided us through DaVinci’s systems and operations. His mentorship deepened my understanding and made me love my work. When he unexpectedly left, I had to step up fast. With limited knowledge, I kept things running. It was daunting, but it taught me resilience, problem-solving, and self-belief,” she explains.
One defining moment was when I was asked to train my new line manager on the system. That’s when it hit me: I had mastered most administrative processes, could troubleshoot on my own, and resolve 98% of logged tickets. That confidence made my transition from intern to permanent staff in 2024 feel natural and earned.
Inside DaVinci’s Work Culture
Four things stand out about DaVinci’s culture:
Personal and academic development go together here.
From day one, I felt like part of a team that valued mentorship and knowledge-sharing.
Even as an intern, my work mattered.
New ideas are welcomed, and many of mine were put into action.
Life Now
“Today, I work across academic, operations, and marketing departments, helping ensure that everything we do has real impact. I am not just a graduate; I am part of the team shaping the institute’s future,” Mofokeng explains her journey.
Looking Forward
She wants to deepen her leadership, innovation, and human-centred design skills while staying true to values like empathy, integrity, and curiosity. She hopes to inspire others through action, just as she was inspired when she first walked through DaVinci’s doors.
“My journey from student to intern to permanent staff shows what can happen when opportunity meets dedication. At The DaVinci Institute, I didn’t just earn a qualification. I found my purpose,” she says.
