Author: Malema Seroba

Cybersecurity Awareness in Zambia’s Business Sector – Dr Goni Saar
The recent study by Dr Goni Saar, The DaVinci Institute’s doctoral alumnus, explored the growing cybersecurity challenges facing Zambia’s small and medium-sized enterprises (SMEs), emphasizing the urgent need for improved cyber awareness and practical solutions. As digital technology becomes integral to business operations, SMEs are increasingly vulnerable to cyber threats such as phishing, ransomware, and financial fraud. This vulnerability is compounded by a lack of formal cybersecurity strategies, limited employee training, and outdated IT infrastructure.
The Awareness Gaps of Cybersecurity
The research identified a critical gap in the level of cybersecurity awareness among SME employees and business leaders. Most respondents demonstrated limited understanding of cyber threats, with many businesses relying solely on basic antivirus programmes. Often, cybersecurity was viewed as a technical responsibility confined to IT departments or upper management, rather than a shared organisational duty.
This disconnect reflects broader systemic issues, including poor regulatory enforcement, limited cybersecurity education, and a lack of financial resources for implementing robust protective measures.
Research Methodology
Dr Goni Saar, a doctoral graduate of The DaVinci Institute.
Methodologically, the study has employed an interpretivist, qualitative approach. Through semi-structured interviews with 20 participants from Zambia’s SME sector and analysis of local and international cybersecurity frameworks, such as those provided by CISA, ENISA, and Zambia’s Data Protection Act, the research uncovered a nuanced picture of Zambia’s cybersecurity readiness.
The interviews revealed three dominant themes: general lack of knowledge about cybersecurity practices, organisational challenges in promoting awareness, and the absence of internal monitoring or policy enforcement.
Recommendations from The Study
To address these gaps, the researcher proposed a Cybersecurity Awareness Framework tailored to Zambia’s SME context. This framework is adapted from the “Cybersecurity Awareness and Education” model by Kortjan and Von Solms (2014), incorporating three practical layers, strategic, tactical, and monitoring.
It emphasizes integrating cybersecurity into business governance, establishing internal accountability units, regular employee training, and consistent monitoring of policy adherence.
The framework highlights five core elements: employee responsibility, actionable cybersecurity policies, training programs, employee behavior monitoring, and proactive action. This approach aims to shift cybersecurity from a reactive to a proactive practice embedded in daily operations.
The study also stresses the importance of cultivating a cyber-aware culture across all organizational levels and ensuring employees understand their role in protecting company data.
From a theoretical standpoint, this research contextualises global cybersecurity best practices within the realities of a developing country. It contributes to existing literature by focusing on human factors, especially employees’ perceptions, responsibilities, and actions, in cybersecurity effectiveness.
Methodologically, it pioneers a localised framework for awareness, while practically offering applicable recommendations that can influence national policy, as government stakeholders have shown interest in the findings.
Zambia’s broader socio-economic context also plays a role. Ranked 73rd globally and 10th in Africa on the Global Cybersecurity Index (2020), Zambia still lags in implementing comprehensive cybersecurity measures. Issues such as outdated laws, limited public education, and minimal investment in digital infrastructure further hinder progress.
Moreover, the country’s classification as a “developing” nation with a medium Human Development Index score underlines the structural challenges that affect the implementation of digital protections.
The Focus Area
Despite comprehensive research, some limitations exist. The study’s sample focused primarily on digitally enabled SMEs, potentially overlooking those in more traditional industries. Additionally, it relied on older demographic and economic data due to limited access to up-to-date records.
Finally, the study makes a compelling case for prioritising cybersecurity in Zambia’s business sector. It demonstrated that improving cybersecurity awareness is not merely a technological challenge, but it is a strategic, educational, and cultural issue. With the right policies, frameworks, and organisational commitment, SMEs in Zambia can become more resilient against cyber threats, ultimately contributing to national economic stability and digital trust.
July 29, 2025
DaVinci Alumnus Driving Digital Innovation in SA’s Healthcare
Matthew Chetty, an alumnus of The DaVinci Institute with a Master of Science in Management of Technology and Innovation, is playing a significant role in transforming South Africa’s public sector. As the Impact Area Manager for e-Government at the Council for Scientific and Industrial Research (CSIR), Chetty leads initiatives that modernise public services through integrated digital systems in the healthcare sector.
According to Chetty, technology should enhance service delivery, promote accessibility, and create equity. He envisions a future where governance and digital innovation align to address current challenges and anticipate emerging needs, ultimately leading to improved service delivery for all South Africans.
Matthew Chetty’s Role At CSIR
At the CSIR, Chetty is responsible for shaping strategy, engaging stakeholders, leading business development, and ensuring the delivery of digital solutions that support government priorities. One of its most impactful areas of work is healthcare, where the CSIR has developed foundational digital systems to support the implementation of the National Health Insurance (NHI), a programme designed to achieve universal health coverage.
Use of Technology to Support Government
Since 2011, Chetty and his team have worked closely with the Department of Health to create and deploy the Health Patient Registration System (HPRS), now active in over 3,000 clinics nationwide. This system serves as the national database of patient demographic information and generates unique patient identification numbers, a critical step for achieving interoperability and continuity of care within the health sector.
In addition to HPRS, Chetty oversaw the development of the Electronic Vaccine Data System (EVDS), used extensively during the COVID-19 pandemic. The system was operational across more than 4,000 vaccination sites, managing real-time scheduling and tracking of vaccine doses. This demonstrated the feasibility of implementing large-scale digital health solutions in both public and private sectors.
Chetty has also championed other essential healthcare tools, such as the Master Health Facility List, a national database of health facilities and their services and the Health Normative Standards Framework, which provides guidelines for achieving interoperability between diverse health information systems.
These digital solutions are vital for the success of the NHI, forming the backbone of the national health information platform. Another transformative system led by Chetty is the National Electronic Health Record System, designed to securely store and share patient data across provinces and institutions. This innovation allows for a seamless, patient-centred approach to healthcare across the country.
Data-Driven Solutions
Beyond healthcare, Chetty is committed to bridging the digital divide. For over two decades, the CSIR e-Government Impact Area has worked with various departments, including the Department of Agriculture, Land Reform and Rural Development and the Department of Science, Technology and Innovation, to implement ICT access solutions in rural communities. These include rural ICT centres, school laboratories, and Digital Doorways that aim to provide digital access and opportunities to underserved populations.
Through these efforts, Chetty continues to lead South Africa into a future where technology not only drives service efficiency but also ensures inclusivity and empowerment for all citizens.
Read more about Chetty’s story: https://www.publicsectormanager.gov.za/july-2025/regulars/profiles-leadership/matthew-chetty-leads-efforts-modernise-sa-healthcare-through
July 28, 2025
Public Sector Leadership’s Enhancement Within SETAs In The Era of 4IR – Dr Felleng Anacleta Yende
Dr Felleng Anacleta Yende‘s doctoral study explored how Public Sector Leadership (PSL) can be enhanced within the South African Sector Education and Training Authorities (SETAs) in the era of the Fourth Industrial Revolution (4IR). The study acknowledged that while 4IR technologies present significant opportunities for public sector efficiency and innovation, the leadership in South Africa’s SETAs has not fully adapted to or harnessed these advancements.
The Role of SETAs
SETAs, established under the Skills Development Act (No. 97 of 1998), were mandated to identify skill demands, implement training initiatives, and promote employment across sectors. According to Dr Yende, despite these noble intentions, their performance has been widely criticised due to governance challenges, mismanagement, inefficiency, and weak accountability.
Public Records
She referenced that Auditor-General reports and empirical studies indicate less than 40% of SETAs operate efficiently. This research investigated how PSL, when combined with 4IR technologies, can address these chronic issues.
Research Methodology
The study used a qualitative exploratory case study design, and the researcher engaged 11 key stakeholders from the Post School Education and Training (PSET) ecosystem. The study applied an eclectic theoretical framework incorporating systems theory, socio-evolutionary theory, and responsibility attribution theory to explore the interplay between leadership, organisational adaptability, and technological innovation.
Key Study Findings – Dr Felleng Anacleta Yende
Key findings suggest a strong awareness among stakeholders of the importance of digital transformation in improving SETA performance. Stakeholders recognised that technology could streamline workflows, improve accountability, and reduce material mismanagement.
However, current leadership lacks the digital readiness and transformational competencies required for the 4IR era. The leadership models in place are largely outdated, hierarchical, and transactional, thus misaligned with the collaborative and agile leadership required in the 4IR context.
The study proposes a conceptual framework comprising seven pillars to enhance PSL in SETAs:
- Managing Organisational Complexity – Leaders must understand and manage systemic interdependencies.
- Responsiveness to Change – Adaptability is critical in navigating fast-paced technological and socio-economic shifts.
- Leadership Development – Investment in developing digital leadership competencies is essential.
- Transformational Leadership – Emphasising vision, innovation, and change agency over bureaucratic control.
- Ethics, Accountability, and Service Orientation – Rebuilding public trust through ethical, transparent leadership.
- Digital Transformation – Leveraging AI, data analytics, and ICT to enable performance and decision-making.
- Collaboration and Partnerships – Engaging stakeholders across public, private, and educational sectors to drive integrated development.
Key Findings
The study of Dr Felleng Anacleta Yende concluded that Leadership 4.0, an approach integrating digital transformation with leadership strategy, is essential for SETAs to fulfil their mandate effectively in the 4IR context. This leadership style supports innovation, participatory decision-making, and continuous learning.
Further, the study identifies several gaps in current practices, including poor monitoring and evaluation systems, lack of performance tracking, and insufficient collaboration between SETAs and industries. It emphasised the role of adaptive leadership and systems thinking as critical enablers of a functional skills development ecosystem.
In terms of methodology, the study used desktop content analysis, document reviews, and semi-structured interviews. It acknowledged the limitations brought by COVID-19 lockdown restrictions and the partial participation of key decision-makers like SETA CEOs.
In conclusion, this research contributed to academic and practical discourses on public sector innovation. It recommended that future research on implementing the proposed framework, particularly within specific SETAs or broader PSET environments, to assess its applicability and impact. Want to enquire about one of our of our programmes? Fill out this form and one of our DaVincians will reach out to you.
July 18, 2025
Challenges And Opportunities In Adopting Online Learning Technology – Dr Skhumbuzo Mtetwa
The doctoral study by Skhumbuzo Clement Mtetwa investigated the multifaceted landscape of online learning adoption within South African universities of technology. Impelled by the disruptions of the COVID-19 pandemic, which forced educational institutions to transition rapidly to virtual platforms, the research critically explored both the opportunities and challenges that emerged.
Despite a temporary shift to online learning, many institutions reverted to traditional face-to-face teaching post-pandemic, suggesting unresolved barriers to sustainable technology integration.
Challenges and Opportunities
The study identified a broad array of challenges that have hindered successful online learning adoption. These include inadequate ICT infrastructure, particularly in rural universities; poor Internet connectivity; high data costs; loadshedding; lack of government and institutional support; and insufficient technical resources.
Another critical issue is the limited technological proficiency among lecturers, many of whom are unfamiliar with learning management systems and digital teaching tools. Resistance to change, negative perceptions of online learning, and limited access to digital devices among students further complicate the transition.
These barriers reflect deeper systemic inequalities in the education sector, particularly between historically advantaged and disadvantaged institutions.
Policy Framework: Online Learning
Mtetwa’s research also emphasised the lack of comprehensive policy direction and empirical data on the efficacy of online learning in universities of technology. Previous studies often focused on general experiences or theoretical benefits without delving into practical implementation challenges or assessing the impact on academic performance.
Furthermore, the study indicated that while technology acceptance frameworks such as the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) have been frequently used, educational-specific models like Technological Pedagogical Content Knowledge (TPACK) remain underutilised.
Mixed-Methods Approach
In addressing these gaps, the study employed a mixed-methods approach, integrating both quantitative surveys and qualitative interviews. Surveys were distributed to students, while interviews were conducted with lecturers, curriculum developers, and policymakers across six South African universities of technology.
This transdisciplinary approach provided a nuanced understanding of institutional, pedagogical, and technological dynamics. It revealed how the interplay between infrastructure, user attitudes, policy frameworks, and digital literacy levels influences the success or failure of online learning systems.
Opportunities Identified
On the opportunities front, the research highlighted several benefits associated with online learning. Flexibility in scheduling allows students to learn at their own pace and from any location. It reduces travel time and associated costs, increases access to a broader range of courses, and enhances opportunities for career advancement.
Online platforms also encourage collaborative learning through virtual discussions and group projects, promoting peer interaction and lecturer engagement. Furthermore, lecturers gain access to professional development resources, while institutions can expand their reach and optimise teaching schedules.
Another significant advantage is the potential for repeated access to lecture recordings, allowing students to reinforce their understanding. Online learning fosters global communication and curriculum integration, enabling institutions to align with international standards.
Moreover, when implemented effectively, it can improve student attendance, boost motivation, and enhance digital competencies, preparing students for a technology-driven workforce.
The Hypothesis
The research tests three hypotheses. The first investigated whether the availability of technology affects students’ willingness to adopt online learning. The second explored the relationship between lecturers’ perceptions of online learning drawbacks and their attitudes towards it.
The third examined whether reluctance to adopt online technology impacts student performance. Results confirm that both access to technology and positive perceptions significantly influence adoption and academic outcomes.
Study Findings: Online Learning
Findings from the study suggest that effective online learning adoption is contingent on multiple factors. These include institutional investment in ICT infrastructure, comprehensive training for students and staff, active stakeholder engagement, and continuous policy support.
Mtetwa proposes a tailored framework to guide universities in implementing sustainable online learning models. This framework emphasises systems thinking, integration of technology with pedagogy, managerial leadership, and the creation of a digitally inclusive academic environment.
Study Recommendations
- The thesis also presents recommendations at various levels. For institutions, it calls for hybrid learning models, digital inclusion initiatives, backup power solutions, and enhanced online security.
- For policymakers, the study advocates increased government funding, revision of online learning policies, and the development of leadership and management frameworks focused on digital education.
- Furthermore, the study underscores the importance of preparing students and faculty for the digital era through training and high school initiatives that build foundational ICT skills.
- Mtetwa’s research makes a significant contribution to the discourse on digital education in developing contexts. It adds empirical evidence to an underexplored area and offers actionable insights for stakeholders.
- The study not only evaluated the current state of online learning in South Africa’s universities of technology but also charts a roadmap for future implementation, ensuring educational continuity amid technological disruption.
In a nutshell, the thesis illustrates the complex reality of online learning adoption in South Africa. While significant barriers remain, the potential for transformation is immense. With targeted investment, policy reform, and strategic leadership, universities of technology can harness the benefits of digital education to foster inclusive, accessible, and high-quality learning experiences for all students.
July 16, 2025
Education Exposes Us To New Possibilities – Radio Veteran Thabo Mokwele
Education is the key to unleashing human potential, and Thabo Mokwele, a well-known South African radio veteran, is a testament to this. Currently pursuing his Doctorate in Management with a focus on Technology and Innovation at The DaVinci Institute, Mokwele embodies the spirit of lifelong learning.
How Thabo Mokwele Gives Back
Despite having access to resources and opportunities, Mokwele believes it is important to think about what he is contributing in return.
“As individuals, we give in different ways, and some people may recognise our contributions, but deep down, we often feel like there is more we can do,” Thabo Mokwele says.
For Mokwele, sharing knowledge and expertise with others is a way to give back and make a positive impact.
Pursuing Knowledge and Giving Back
Pursuing a higher education qualification like a doctorate, individuals can develop expertise and contribute to their field. Mokwele believes that contribution is essential to creating a better world.
“When we contribute to our communities, we’re not just giving back; we’re also building stronger, more resilient communities,” he emphasises.
Why Thabo Mokwele Chose DaVinci’s Doctoral Programme
When asked why he decided to pursue his qualification with DaVinci.
“I am drawn to the specificity of DaVinci’s doctoral programme. When I reviewed the prospectus, I appreciated the clear direction and focus it provides. Unlike some doctoral programmes that allow you to explore without a clear direction, DaVinci’s programme offers a structured approach that I find appealing,” he stated.
Mokwele believes that pursuing his doctorate is about three key things. Firstly, to want to add to the body of knowledge. Secondly, he expects to grow as a person, as the experience will challenge him to think beyond his current limitations. His views are that sometimes, people get tunnel visioned, but being part of an institution that encourages broad thinking can open doors to new possibilities.
Thirdly, and most importantly, he is driven by a desire to give back. As a philanthropist at heart, he believes we need to do more for our communities, particularly for black people, with the resources we have.
“We have been survivalists for too long, and I want to understand why we are not giving back more. My doctorate is about exploring this question and finding solutions. Education is a beautiful thing, it exposes us to how much we do not know, and that is what makes it so valuable,” he stated.
Rethinking Education
Education plays a critical role in shaping the future of individuals and societies. However, the current system often focuses on theoretical knowledge, neglecting practical skills and vocational training. Mokwele suggests that the country needs to rethink its approach, focusing on providing students with practical skills and vocational training that prepares them for the workforce.
“The problem is that people often view education as a means to get a job. But education is a platform, a stepping stone to greater things. It is a tool that can open doors and broaden your horizons. Instead of limiting yourself to a specific role or desk job, use your education as a springboard to explore new opportunities,” stated Mokwele.
He believes the current education system often tries to box people into specific roles, but that is not what education is about. Education is about exposing yourself to new ideas, perspectives, and possibilities. It is about developing a deeper understanding of the world and finding what interests and motivates you.
“I recall my experience with the Executive Development Program (EDP) at UNISA SBL, where I took a course on change management. I was fascinated by the subject and even scored a distinction,” he stated.
His passion for change management led him to consider starting a clinic or laboratory, and his lecturer encouraged him to pursue it. He went on to land facilitation projects with Discovery and Landbank and even secured a change management contract with the Philippine Publications Board.
The Role of Entrepreneurship Education
The Department of Basic Education’s initiative to include entrepreneurship education in basic education is a step in the right direction. Mokwele believes that this will foster creativity, innovation, and problem-solving skills in learners.
The Future of Education Amid AI
As Artificial Intelligence (AI) continues to transform the world, it is essential to adapt our education systems to prepare students for the changing landscape. Mokwele emphasises the need to prioritise skills like critical thinking, creativity, and problem-solving.
Looking ahead to 2050, he believes that AI will play an even more significant role in education, and we must prioritise the development of uniquely human skills.
Mokwele’s journey is a testament to the power of education. He is embracing lifelong learning and contributing to the community; he is making a positive impact. As we look to the future, it is important to prioritise the development of skills that are uniquely human and adapt our education systems to prepare students for the changing landscape.
July 15, 2025
Dr Dana Gampel Advocates For An Applied Learning System
In today’s fast-paced, knowledge-based economy, the traditional approach to education is being reevaluated. Dr Dana Gampel, The DaVinci Institute’s first doctoral graduate, argues that the current system is not equipping students with the skills they need to succeed. Instead, she advocates an approach that emphasises curiosity, creativity and practical application.
DaVinci’s Uniqueness
In the last 20 years, applied learning has kept DaVinci relevant and unique from other higher education institutions. According to Dr Gampel, dependency should not be a criterion for sustainability. One needs to bring something to the economy, to the market, which can stand on its own two feet and wash one’s face.
When DaVinci was developed, it was with that kind of thinking. What can we do to create a differentiator, if you will, so that the institute can stand on its own two feet?
What do we bring that is sufficiently different from some of the other private institutions out there? Can they stand on their own two feet? A lot of them are very dependent on several other factors.
While other institutions can offer customised courses for business and can accredit them. But what makes them distinctive? It is a little according to Dr Gampel.
“An MBA is an MBA and in many cases, sadly, not worth the paper it is written on. It is formulaic. People come out with an MBA and they are all thinking the same way. What you need today, in a knowledge-based economy, is creative thinking, applied thinking. It is thinking that can solve a problem,” stated Dr Gampel.
DaVinci was built on the idea that individuals should be able to wash their own face, that is, contribute value independently without relying on external factors. This philosophy is reflected in the institute’s focus on applied learning, which encourages students to think creatively and develop practical solutions to real-world problems.
The Importance of Curiosity and Exploration
Dr Gampel highlighted the importance of curiosity and exploration in the learning process. She encourages students to ask questions, experiment and learn from failure, to develop a deeper understanding of the subject matter and develop critical thinking skills.
This approach is exemplified by Leonardo da Vinci, who, through his observations and experiments, was able to make groundbreaking discoveries and innovations.
Applied Learning in Action – Children In Bethel
Dr Gampel cites the example of children in Bethel, a town with a history of pumps and motor mechanics, who developed a comparative advantage in this field due to their exposure to practical skills from a young age. A natural wetland. The mines had to pump water out continuously from those shafts. It makes sense that workers who went back into those townships that were dedicated to supporting those industries knew how to do that.
She alluded that the kids used to watch. They had a comparative advantage over many of their white counterparts and over many of their African counterparts in other parts of the country when they went to school because they already had first-hand experience of how the system worked. They did not know the formula.
They did not know the first principles of engineering. But they knew that the best pump and motor mechanics were coming from there.
“This illustrates the power of applied learning, where individuals can develop expertise through hands-on experience and observation,” stated Dr Gampel.
Reforming the Education System
To create a more effective education system that is a more knowledge-based economy, Dr Gampel suggests that we need to focus on three key components that include encouraging students to take things apart and put them back together to develop a deeper understanding of how they work, developing a sense of curiosity in students allowing them to explore and learn at their own pace and providing opportunities for students to apply theoretical knowledge in practical contexts, developing their problem-solving skills and creativity.
“Incorporating these elements, we can create an education system that prepares students for the challenges of the 21st century and uncover their human potential,” stated Dr Gampel.
DaVinci’s Applied Learning
As DaVinci is celebrating 20 years of remarkability, Dr Gampel views the institute’s philosophy of applied learning as a relevant and powerful approach to education that can help individuals develop the skills and knowledge they need to succeed in today’s fast-paced economy.
She emphasised that curiosity, creativity, and practical application can help develop a deeper understanding of subject matter and develop critical thinking skills. Applied learning comes from action learning.
“When kids used to watch their parents tinker with machines because they had to fix it or they were going to have to pay even worse, be disciplined. They had first-hand experience of how to do things, how to fix things, how stuff worked. Because they would sit and watch and help. Fathers and grandfathers, in many cases, it was men, not women, but later on, women also would say pass me that spanner so that I can fix this thing. Applied learning comes from action learning. It comes from watching,” stated Dr Gampel.
June 30, 2025
20 Years of DaVinci: Satish Roopa Reflects
As The DaVinci Institute marks two decades of purposeful co-creation, Satish Roopa, who has served on the council for many years, extends heartfelt congratulations to every individual who has contributed to this remarkable journey. The Institute stands as a beacon of innovation, transformation, and leadership in higher education.
Envisions The Future
Satish Roopa said the next 20 years may be defined by continued courage to challenge convention, unwavering commitment to societal impact, and a deepened spirit of collaboration.
“One of the most significant achievements has been the institute’s ability to remain agile and future-focused while maintaining academic integrity and quality. The development of a learning ecosystem that places the student at the center, integrating business, innovation, and societal transformation, has made DaVinci a distinctive player in higher education,” stated Roopa about the uniqueness of DaVinci.
Quality Doctoral Contribution
He further elaborated on the successful accreditation and growth of DaVinci’s postgraduate programmes, particularly the doctoral offering, which stands out as a hallmark accomplishment.
Roopa said that the institute has evolved from a boutique academic provider into a respected institution with national relevance and growing international influence.
“I witnessed the maturation of its governance structures, the strengthening of its research capacity, and the deepening of its community engagement,” he stated.
Mode 2 Knowledge Production
According to Satish Roopa, one of the most impactful developments was the refinement of its co-creation model, ensuring that students, industry, and academia interact constructively to solve real-world challenges.
“As a Council member, I contributed to strategic oversight and policy direction that helped enable this evolution,” stated Roopa on the evolution of DaVinci.
Challenges DaVinci Faced
Similarly, with many other institutions in South Africa, DaVinci navigated a complex regulatory environment, resource constraints, and the broader challenges of access and transformation. With Satish Roopa’s experience, one major challenge for The DaVinci Institute was balancing rapid growth with the need to uphold academic standards.
He added that through focused governance, risk mitigation strategies, and an unwavering commitment to quality assurance, the DaVinci council then played a pivotal role in supporting leadership to navigate these challenges successfully.
“DaVinci has made a unique and meaningful contribution to doctoral education by offering an alternative that is both rigorous and responsive to real-world problems. Its doctoral programme empowers scholars to generate context-specific knowledge that is immediately applicable in their industries and communities,” stated Roopa.
This approach aligns well with South Africa’s need for transformative leadership and socially responsive research.
Message To Leadership And Students
To the leadership, remain bold in your vision, continue fostering innovation, and always uphold the values that define DaVinci’s identity, integrity, relevance, and transformation. To the students, embrace the co-creation journey with curiosity and purpose. You are not just earning a qualification; you are part of a movement shaping the future of Africa and beyond. Protect that privilege and use it to lead with compassion, insight, and impact.
June 17, 2025
DaVinci Maintains Its Unique Identity – Prof Neil Viljoen
The DaVinci Institute celebrates its 21st anniversary, a remarkable milestone in the domain of higher education. Sustaining an independent institution for over two decades without government funding has been challenging work. Prof Neil Viljoen, the strategic advisor to DaVinci and one of the long standing members of the institute, currently serves on the FAIR committee. He extends a heartfelt message of support to both the institute and its lively community.
Prof Neil Viljoen said it has been his privilege to be associated with The DaVinci Institute for more than a decade.
“It has been a journey that I regard as one of the most gratifying and meaningful of my career,” he stated.
21 Years Journey of Remarkability
Giving a picture of DaVinci’s journey, he said, during the 21 years of its existence, the institute has developed from a small, unknown entity that, in the South African context, has a novice approach and is learning to be a significant role player that is internationally recognised.
Over the years, DaVinci has expanded in scope and depth, all while remaining true to its unique identity.
“The fact that DaVinci could achieve this without any funding or assistance from the government speaks volumes for the quality of its offerings and the foresight, skill and determination of the leadership and colleagues involved,” stated Prof Viljoen.
Challenges In 21 Years
Prof Viljoen said that during its existence, DaVinci had to deal with some serious challenges. Some of the more difficult challenges were educating the public to a better understanding of the process of learning, a hostile government, a tertiary environment and the COVID-19 epidemic.
All these challenges were successfully dealt with, never wavering from its founding principles.
Agent Of Change
Today, DaVinci is rightfully acknowledged as a respected change agent in the tertiary sector and their learning principles have found widespread application in other institutions of higher learning.
The challenge for the DaVinci Institute will always be to remain faithful to its ethos, guiding each student on a unique path of discovery, learning, and insight, rather than simply teaching.
”My very best wishes accompany DaVinci. I know you will continue to change students’ lives,” he stated.
Embracing Challenges
Despite all the challenges faced during the last two decades, the institute will remain an agent of change to the industries and our society at large. There have been a lot of achievements the institute has achieved over the years. We are embarking on a renewed journey of co-creation with the next generations of innovators.
June 17, 2025
PROFILING THE REMARKABLE – Dr Kholekile Ntsobi
Dr Kholekile Ntsobi,what was your most significant challenge that you faced during your doctorate journey at the DaVinci Institute, and how did you overcome it?
Look, the doctorate itself is a journey. And one of the issues was allocation of time, because one engages in business and studying, you know. I think for me, it was most important that I had to find discipline within the structure of the course itself. But what I found to be useful was also the support that was provided, even if you missed some of the key issues, you still have access to it through available resources.
And for me, time was the most difficult issue that I had to maintain during the duration of my study. And that was overcome by putting discipline within myself to undertake the courses.
Can you share a moment or experience during your doctoral studies that had a profound impact on your thinking and approach to your research?
You know, when we were introduced to the TIPS™ Framework, I was among the few students who were almost anti-TIPS™ Framework. I thought it was just streamlining it, but during the course, we look at how you approach technology in enhancing your studies, how you apply it in terms of your normal daily work, which has provided you know, an input in my thinking in the way I run my business, in the way I foresee my business.
Integrating technology and applying systems thinking has had a positive impact on my business personally. And in a few articles that I have written as well, I have seen the impact of the ethics module as provided by government systems.
Dr Kholekile Ntsobi, given time and opportunity, do you think you would go on this journey again?
Yes, it is a yes and no question. But I think I will do something higher than that. When I say higher, learn more in terms of what is being developed within the institution itself. I find it to be very constructive as well. So, I want to further explore and look at what the key developments are and all that. But in doing the whole course, never at any stage did I feel lonely, but looking at my age, I would not even try. But my thinking and understanding of learning and development are being embedded and encouraged by the support I got from the institution.
Dr Kholekile Ntsobi, what advice would you give to an incoming doctoral student considering your own experience and the insight that you have gained during your journey?
I think, you know, any student that wants to undertake a study must allocate time, make use of the available resources that are available, make use of the lectures that are given online, and do not miss them, because you will find that sometimes during your time of study, you have to go back and say, I think I have missed this part of the lecture. Or, in fact, even towards the end of the exam, when you are getting your results, you could see a gap, like I did not actively listen to that.
I would say, give yourself time to study. Use the supporting material that is given. Look at the previous students’ submissions. Look at the comments. Go onto the internet and look at the views, how they responded. That helped as well. And speak to former students that have undertaken the course, their experiences, and what they think. And that also helped me as well.
To my advantage, my brother was also here, so I had the advantage of finding out exactly what the challenges were, and I managed to navigate my way through them.
June 12, 2025
DaVinci Alumnus, Justin Nash Driving Global Business Growth
Justin Nash, Group CEO of IRCA Global, has undertaken a transformative journey of discovery, development, and growth through the Institute’s unique Mode 2 Knowledge Production.
Nash’s experience was nothing short of remarkable. With a background as a Planning and Costing Technician, he pursued a customised programme in Operational Risk Management, specialising in Health and Safety. The practical, hands-on approach of The DaVinci Institute’s learning model resonated well with him, allowing him to apply theoretical concepts to real-world challenges.
Growth and Innovation – Justin Nash
Nash said that throughout his studies, he witnessed significant growth, not only in his knowledge but also in his professional capabilities. DaVinci’s assignments and work-based challenges pushed Nash to think critically and innovate, applying what he learned to his workplace. Nash stated that with the TIPS™ framework, he implemented new approaches to project management, costing, and sales, highlighting the versatility and impact of DaVinci Institute’s programmes.
“My journey culminated in a remarkable career progression, from Planning and Costing Technician to Sales Director, and eventually, the Group CEO of the company,” revealed Nash.
Nash’s experience with The DaVinci Institute equipped him with the skills and confidence to excel in leadership roles, driving innovation and growth within their organisation.
Words of Inspiration From Justin Nash
For those embarking on a similar journey, Nash offers words of encouragement.
“Focus on the end goal, and do not be discouraged by challenges. Mode 2 Knowledge Production has its difficulties, but the practical approach and application of knowledge make it exceptionally rewarding. Apply what you learn in your workplace, and you will find that it enhances your role and service delivery,” stated Nash, the Group CEO of IRCA Global.
The DaVinci Institute’s Legacy
Nash’s story is a testimony to the institute’s commitment to innovation, technology, and prosperity. As the institute celebrates its 20th anniversary, we honour the dedication and perseverance of our students, faculty, and staff members who have contributed to its legacy. Here is to many more years of shaping the future of education and empowering individuals to achieve their full potential.
June 10, 2025