The DaVinci Institute Alumni Association is dedicated to co-creating with, and fostering connections between, our alumni community, ensuring alumni stay connected and continue with life-long learning.
This month, The DaVinci Institute honours the remarkable students who completed their programmes on 30th October. Among them is Jana Britz, who has graduated with a Postgraduate Diploma in Business Leadership, a milestone reflecting her dedication, perseverance, and vision for the future. Her project, “Greenwashing Marketing Tactics: The Effect of Greenwashing on Brand Confidence and Consumer Behaviour,” explores the impact of misleading environmental claims on consumer trust and brand perception, highlighting her keen insight into contemporary marketing challenges.
The Journey to Graduation
“This moment feels incredibly special, not only for the result, but for the journey it took to get here,” shares Britz.
Balancing her studies with work and personal life was challenging. There were late nights, early mornings, and moments when doubt crept in, questioning whether she was capable of reaching the finish line. Imposter syndrome often made an appearance, but Britz’s determination never wavered.
Support from Loved Ones
Britz emphasises that her family’s support was equally vital. “My husband and family made just as many sacrifices, saying no to Saturday rugby games, birthday get-togethers, midweek visits, and even shortened holidays. Their patience and support made this possible, and I am endlessly grateful,” she says.
Learning from Others
Along the way, Britz connected with incredible minds who reminded her that there will always be someone more skilled, more qualified, or more insightful. Rather than being intimidated, this became a source of motivation.
“As the saying goes, ‘you are the average of the five people you spend the most time with.’ I have been lucky to be surrounded by some exceptional ones,” she reflects.
Looking Ahead
With one chapter closing, another begins. Britz is now preparing to apply for her MPSA designation(Marketing Professional of South Africa) through the Marketing Association of South Africa (MASA), with the long-term goal of becoming a Chartered Marketer (CMSA).
It has been a journey of hard work, reflection, and growth, and this graduation marks not only an achievement but a stepping stone to even greater aspirations.
Dr Bheki Mdakane, could you please give us a brief overview of your career to date?
My career is quite interesting in the sense that I started as a clerk in the mines and I ended up in an executive position. I began in 1987 as a junior administrative clerk. I was later promoted to senior clerk, then I found myself taking on responsibilities that led me to become a supervisor, a superintendent and eventually a manager. I even served on some executive committees within the mining sector and I am also a teacher. That means I have had two careers running side by side.
There was also a legal aspect to my development because I completed my master’s with DaVinci in the domain of labour law in 2016. After COVID, my career took a dip but I now find myself in a new chapter.
In a few words, how would you describe your journey to completing your doctorate?
A mixed bag. The journey to completing the doctorate was truly a mixed experience. I started in 2018 and thought I would be done by 2021. Then COVID struck. I lost my data, including terabytes stored on Microsoft 360 cloud, because of load shedding.
The last document I retrieved after the data loss was not as updated as I believed it was. I took a sabbatical. I wanted to give up, but something inside me insisted I could not.
My first submission in 2023 felt correct because I picked up the work from where I thought I had left off, but behind the scenes many things were not up to standard. I only discovered this after I submitted. I was angry, of course, but I had to let it go and tell myself to take it on the chin and relax. I realised that trying to finish within my preferred timeline was only going to compromise the quality of the work.
When you consider that I submitted in 2023 and only graduated in 2025, you can see how much time it took. But I am glad it happened that way because I needed to step back, review everything and identify new angles, since things had changed. That kept me going because I reminded myself that I was not chasing a qualification, I was chasing education. I wanted to grow from the process rather than simply end up with a qualification that means nothing.
Can you share a moment or experience during your doctoral studies that changed your thinking, your approach to research or the way you resolve problems in your organisation?
Losing my data, as I mentioned, could easily have broken me. That experience shifted my entire paradigm. I told myself to relax because things would not end well if I insisted on doing everything according to my own timeline. You are not in control of the universe.
My thinking shifted and I became more grounded. Do not rush. Take things as they come. You may have a goal, but the universe might not allow you to reach it when you want to because you still need to be tested.
Another thing that changed me was the examination process, the back and forth between examiner one and examiner two. There is no way we can all think the same. It was painful to receive a “not proceed” because one examiner did not see the work the same way the other did or perhaps did not read it with the level of familiarity required.
Nevertheless, I had to take it on the chin and remind myself that this is academic rigour. I had to trust the process until we found a point of convergence. Eventually, we did and here I am today, having reached that point of alignment with all the examiners.
Let us talk about the Da Vinci Institute’s TIPS framework. Do you find it helpful?
Yes. The TIPS framework is very interesting because my study focused mainly on the P, the people aspect. My research explored the mining host community’s perspectives and experiences, and the P relates directly to stakeholder engagement in my thesis.
The framework I developed for my study was built from the TIPS model, so integrating it was both relevant and exciting.
What advice would you give to incoming doctoral students who will be studying with us?
Unfortunately, no two journeys are ever the same. We may travel together to the garage, but we are not necessarily travelling the same road. It may look like the same road, but you might have more steps to take than I do. Someone else might have fewer steps even though we left the same place at the same time. There is no one size fits all.
We are all different and we all have different archetypes. My advice is that every prospective PhD student needs to understand themselves. You need to know what makes you tick, what you are made of and the character you bring into the process.
As you progress, there will be examination processes and feedback that may not align with what you expected. If you do not know yourself, that kind of feedback could make you give up. That is why I say, there is never the same journey for anyone.
The key is self understanding. The research you undertake is your study. A professor, whether an examiner or supervisor, is a guide. At the end of the day, it is your work. It is not about the professor because you are the one who conceptualised everything in your own mind. Therefore, you need to stand your ground.
Dr Arnoldus Daniel du Plooy, Could you please give us a brief overview of your career to date?
I began my career with Eskom in 1980 at Matla Power Station, which was still under construction at the time. I started as a chemical analyst in the chemical environment. From there, I moved to Eskom Research Investigation, where I conducted research within the water environment, working on several projects, including Morepule Power Station.
Later, I transitioned to the Primary Energy Division, which is responsible for coal supply to power stations. During this period, I was asked to assist the Human Resources Department, an unexpected move since my background is in chemical engineering. However, that experience opened my eyes to one of the organisation’s biggest challenges: a shortage of skills.
It was during this time that I engaged with Professor Roy Marcus, and together we initiated and helped fund the start-up capital for what would become The DaVinci Institute. From a corporate and organisational perspective, I was instrumental in helping establish the institution, sourcing students, contributing to curriculum development, and supporting the design of courses to be presented.
In a few words, how would you describe your journey to completing your qualification?
To be honest, it was a challenging journey, primarily because of the immense workload I carried. At Eskom, I was responsible for assessing capital projects. I was also involved in several international collaborations and presentations in countries such as Wales, the United Kingdom, and Canada.
Balancing these responsibilities left little time for academic work. However, during the COVID period, I finally had the opportunity to focus. I put my head down and committed to completing my doctorate.
One of the main challenges I faced was limited interaction during my doctoral journey compared to earlier degrees. The PhD experience is different, it requires far more self-direction. I also faced challenges with supervisory alignment, as my topic was deeply technical and my supervisor had a demanding schedule. Still, we worked through it, and the experience taught me the value of perseverance and patience.
Can you share a moment or experience during your doctoral studies that had a profound impact on your thinking or approach to your research?
Absolutely. Having been part of The DaVinci Institute from its early days, I’ve witnessed how it challenges traditional ways of thinking. My experience as both a practitioner and scholar changed how I approached research, it moved me away from narrow academic thinking to a broader, systems-based view of the world.
At DaVinci, learning is not confined to handbooks or linear thinking. It’s about breaking boundaries, questioning assumptions, and understanding systems as interconnected. This mindset shaped both my research and my professional approach. It encouraged me to look beyond technical frameworks and see how theory, technology, and people interact in a real-world context.
How did you incorporate The DaVinci Institute’s TIPS™ Framework into your study, and what value did it add?
The TIPS™ Framework, which stands for Technology, Innovation, People, and Systems, was central to my research. It allowed me to approach my work holistically, connecting the technological and human aspects of organisational systems.
Technology evolves at an incredible pace, and my thesis was built on the backbone of Artificial Intelligence (AI). The TIPS™ approach gave me the structure to explore how technological and process changes can support decision-making and innovation within large organisations.
My model combines four types of analytics, diagnostic, descriptive, predictive, and preventative, into one integrated system. This was the first time these dimensions had been combined into a single model. The system identifies what went wrong, why it happened, and how best to prevent it from recurring. It acts as both a learning and assessment tool, guiding project teams in real time and during post-project evaluations.
Working with a software development team in Europe, I’m now in the process of automating this model, which demonstrates how academic research can translate directly into practical business innovation. The framework also highlights inclusivity and access, ensuring that even those from rural or under-resourced backgrounds can benefit from tools that guide learning and problem-solving.
What advice would you give to incoming doctoral students?
Read, read, and read some more. Spend more time reading than writing, because reading gives you the depth of knowledge and perspective you’ll need. Before you begin your doctoral journey, decide what you want to achieve, have clarity on your purpose.
You must also understand the challenge you’re addressing. Be able to distinguish between a genuine research problem and a perceived one. That distinction will guide your work. My own research drew from over 227 academic sources, which gave me the lens to see things differently, to look at systems from a core fractal perspective. That ability to see patterns, connections, and deeper meaning is what truly defines a scholar.
Dr Jerimaya Mundondo, could you please give us a brief overview of your career to date?
My career began as a factory chemist with a chemical manufacturing company, where I worked for about four years. I then moved into quality auditing and quality systems. After that, I joined an international beverage company as a quality assurance chemist and quality systems auditor, which allowed me to travel widely.
As the organisation focused strongly on marketing, I eventually shifted into the marketing department and became a marketing development manager. I later progressed to country manager, overseeing operations in two countries.
After leaving that company, I joined a local organisation in my home country, first in supply chain and later as head of the commercial division. In 2021, I decided to leave corporate work and start my own company. The economic turbulence at the time sparked my interest in understanding how entrepreneurs survive and start businesses in resource constrained environments, which ultimately became the basis of my research.
How would you describe your journey towards completing your doctorate?
The journey was arduous, and it required a great deal of grit and determination. It was challenging, but also deeply rewarding and fulfilling. I enjoyed it, I learned a great deal, and I am grateful that I pursued it.
What was the most significant challenge you faced during your doctoral studies?
I began my programme in 2019, just before the impact of the COVID 19 pandemic. The uncertainty at the time was disheartening. However, the institution, my supervisor, and fellow students remained in contact, which kept me encouraged. It was a difficult period, and some students did not continue because of those challenges.
Was there a moment during your research that had a profound impact on your thinking or approach?
Yes. After completing my research and submitting my thesis, I encountered difficulties during the defence. It did not go smoothly at first, but the feedback I received proved invaluable. I used it to expand and strengthen my thesis considerably, particularly by adding statistical elements that had not been included previously.
Engaging more deeply with the faculty and the panel enriched my understanding. Had everything gone smoothly the first time, I do not think I would have gained that level of insight into their approaches, expectations, and values.
Dr Jerimaya Mundondo, did you find the DaVinci TIPS™ Framework helpful?
Very much so. It integrates technology, innovation, people, and systems, which aligned well with the managerial framework I developed. My study looked at resourceful behaviour in constrained environments, and capability, innovation, and people all played important roles. The framework helped me situate my study and make it more practical.
What is your advice for incoming doctoral students?
First, be clear from the beginning about the problem you are researching. It helps if the topic is practical and connected to something you are passionate about, because that passion will sustain you through difficult moments. Solving a real problem makes the journey far more rewarding.
Second, engage actively with the faculty. Attend seminars, make presentations, and take every opportunity to share your work. Even feedback that feels negative is still valuable. It helps you correct your direction early, rather than discovering issues when it is too late to address them effectively.
My research taught me that entrepreneurs can overcome almost any challenge with the right tools and mindset. Working in a resource constrained environment is possible, and I am excited to implement the managerial framework I developed, particularly with innovation hubs and similar organisations that support emerging entrepreneurs.
Dr Juliette Fourie, could your please provide a brief overview of your career to date?
I began my academic journey in 1996 when I enrolled for a BCom in Industrial Psychology, driven by a fascination with how people behave, perform, and succeed in their professional lives. This interest led to my first job in the freight forwarding industry, where I gained a practical understanding of operations, international trade, and the complexities of freight forwarding and customs.
After completing my Honours degree, I developed a deep passion for skills development. By 2006, I founded Metro Minds, a training and development company focused on building skills within the logistics and freight sector. This venture allowed me to bridge industry practice with education and to witness first-hand the challenges organisations face in developing talent.
In 2016, I completed my Master of Science (Cum Laude), applying my research through workplace simulators to help many candidates perform better, particularly first-time job entrants. This hands-on approach not only shaped future leaders but also earned recognition through multiple innovation awards and a place among the Top 100 Most Influential Women in Supply Chain in Africa.
In 2022, I embarked on my PhD journey, the culmination of years of dedication to education, skills development, and the professionalisation of the freight forwarding and customs clearing sector. Throughout this journey, I have worked at the intersection of business, education, and leadership, guided by a belief that skills form the foundation of both personal growth and national competitiveness.
In a few words, how would you describe your journey to completing your qualification?
It has been transformative, disruptive, and deeply personal. The experience taught me resilience and intellectual humility. Completing my doctorate was not just an academic exercise, it was a process of unlearning, reframing, and integrating. It pushed me to connect theory with lived experience and to turn disruption into innovation.
What was the most significant challenge you faced during your doctorate at The DaVinci Institute, and how did you overcome it?
Balancing academic depth with business realities was my greatest challenge, along with maintaining a healthy personal and professional balance. The examination feedback at DaVinci is rigorous, and while it is not always easy to receive, it pushes you closer to excellence.
I overcame these challenges by leaning into the DaVinci community of practice, which provided both intellectual guidance and emotional grounding. I also learned to view challenges as data, every obstacle became a system to understand, not merely to survive.
Can you share a moment or experience during your doctoral studies that had a profound impact on your thinking or approach to your research?
A defining moment came during the data analysis phase, when I began coding interview transcripts through a systems-thinking lens. I realised how fragmented the sector’s approach to skills planning was, as stakeholders often operated in silos while speaking about integration.
That realisation crystallised my understanding that alignment is not an event, but an ecosystem. It shifted my focus from studying problems to designing frameworks for sustainable solutions. The key insight was that continually asking “why” leads to the truest form of evidence.
How did you incorporate The DaVinci Institute’s TIPS™ Framework into your study, and what value did it add?
The TIPS™ Framework: Technology, Innovation, People, and Systems, was not just an add-on, it became the backbone of my research. I used it to structure a strategic framework for sector skills planning, ensuring that the study addressed current gaps while preparing the industry for future technological and social shifts.
Each TIPS™ dimension strengthened the study’s relevance, ensuring it was both diagnostic and forward-looking. It addressed digitalisation, innovation, and sustainability as integral parts of the sector’s evolution.
By combining interpretivism, systems thinking, and the TIPS™ Framework, my research introduced a new way of conceptualising sector skills planning, one that is holistic, participatory, and future-focused. This integration represents a novel contribution to both theory and practice, moving the conversation beyond compliance towards a strategic, systemic, and future-oriented approach to skills development.
South Africa’s post-school education and training (PSET) sector faces a serious crisis of access and capacity. Despite millions of young people aspiring to further their studies, universities and colleges cannot accommodate them. Researchers such as Blom (2015) and Buthelezi (2015) highlight how the contraction of public colleges has left universities to carry the burden, while 3.4 million youths between 18 and 25 remain excluded from tertiary education. The DaVinci Institute’s alumnus, Dr Allen Mutono, in his study developed a framework for mobile learning in South Africa’s Post-School Education and Training Sector.
The Promise of Mobile Learning
Mobile learning (m-learning), defined by Traxler (2016) as knowledge production that occurs “anywhere and at any moment with the help of a mobile device,” offers a potential solution. With over 60 million mobile phone users in South Africa and 700 million across Africa, the widespread availability of devices presents a unique opportunity to extend education beyond traditional institutions.
Research Gap and Objectives
While e-learning and distance learning have been explored, the absence of a structured framework for implementing mobile learning has slowed adoption in the PSET sector (Meyer, 2016). This study sought to:
Investigate factors influencing the adoption of mobile learning.
Examine learners’ readiness and acceptance of mobile technologies.
Identify success factors for framework design.
Validate a model for mobile learning implementation
Methodology and Investigations
The research employed quantitative methods, guided by the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). Three core investigations were undertaken:
Learners’ preparedness for mobile learning.
Learners’ acceptance of mobile learning.
Validation of a proposed framework with learners and facilitators
Key Findings: Post-School Education
The study revealed both opportunities and challenges:
Many learners welcomed mobile learning due to its flexibility, access to study resources, and potential for collaboration.
Barriers included limited readiness, resistance from facilitators, device compatibility issues, and infrastructure constraints.
Cost, training, and usability emerged as crucial pre- and post-implementation factors
The Framework for Implementation
The developed framework outlines critical considerations before and after implementation, including:
Pre-implementation: cost, device availability, compatibility, and user requirements.
Post-implementation: service quality, availability of learning materials, usability, training, and ongoing evaluation
Recommendations and Future Directions
The study recommended investment in infrastructure, stakeholder training, and inclusive engagement beyond students and facilitators to include administrators, policymakers, and managers. Expanding research to diverse institutions across South Africa and Africa will further strengthen the model’s applicability
Conclusion
Mobile learning presents a practical and scalable alternative to traditional education in South Africa’s constrained PSET sector. By implementing a structured framework, policymakers and institutions can harness mobile technologies to extend learning opportunities, address systemic inequalities, and meet the needs of millions of excluded youths
On the 27th of August, The DaVinci Institute’s doctoral candidate, Juliette Fourie, stood before her examiners, heart racing and mind focused, as she defended her PhD thesis. Just a few days later, the email she had long been waiting for arrived.
“Dear Juliette, Congratulations! I am pleased to inform you that there was unanimous support for the awarding of a Doctorate to you.”
For Fourie, those words carried the weight of years of dedication, sacrifice, and resilience. As she shared on social media, “To describe what I am feeling is overwhelming.”
Her story is not just about academic achievement; it is about community, family, and the power of perseverance.
Acknowledging the Journey
True to her character, Fourie insists that this milestone was never a solo accomplishment. She turned the spotlight on those who supported her from the very beginning.
“I cannot take praise for this alone, so here is my full acknowledgement as it appears in my thesis,” she explained.
In her words of gratitude, she highlighted the role of The DaVinci Institute.
“There is no greater pleasure than giving thanks and appreciation to all those who supported me through this humbling and enjoyable journey. To The DaVinci Institute, which continues to be remarkable, it is an honour to be associated with you as a student and soon as an alumna. Your support has been instrumental in my journey, and I am proud to be part of a community that values and nurtures its students. You are undoubtedly carrying the flag of remarkability high and proud,” she shared.
Transforming the Transport Sector
Fourie’s research was not only academically rigorous, but it was also deeply impactful. Supported by the South African Express and Parcel Association, through the Transport Sector Education Authority, her work tackled pressing challenges in South Africa’s transport sector.
“Thank you to the South African Express and Parcel Association, through the funding of the Transport Sector Education Authority, for providing me with a bursary to publish such vital research. Your support has been crucial in better aligning skills in South Africa’s transport sector, and I am grateful for the opportunity to contribute to this important field. Sponsoring someone is one thing, believing they can complete a PhD is another,” she says.
Her gratitude speaks to the importance of collaboration between education, industry, and research.
Guided by Mentorship
Every doctoral journey requires a steady hand to guide the process, and for Fourie, this came in the form of her supervisor, Dr Shirley Lloyd.
“To my supervisor, Dr Shirley Lloyd, for your unwavering support and words of wisdom. Your passion for education greatly assisted in achieving the final words of this thesis. Your insight and incredible support helped me think differently and enjoy the research journey more than I ever anticipated,” she says.
This mentorship shaped her research into more than just an academic exercise; it became an enriching and transformative experience.
The Pillars of Support
Behind Juliette Fourie’s academic triumph is a web of family and friends who carried her through the most challenging times.
“My friends, family, and colleagues, thank you for always supporting me. Your presence has made this journey more enjoyable and meaningful. Even though you did not always understand why I would take on such enormous projects during challenging times, you still stood by me, and for that, I am truly grateful,” she acknowledges.
She reserved a special tribute for her mother, Christie Louw, and her brothers, Rudolph and Pieter, who also played their part in her journey.
“To both my late father, Boeta, and father-in-law, Thys, I know you would have been proud, and I longed for you to read all my work and ask me random questions about it,” says Fourie.
Family as the Foundation
Fourie’s deepest gratitude belongs to the three people closest to her heart: her husband and children. “To the other three members of the fabulous Fourie’s: my husband, Cobus Fourie, my daughter, Colette Fourie, and my son, Julian Fourie. You are my whole life. With your support, help, and encouragement, you always turned the impossible into the easy, and you are my biggest cheerleader. This journey never felt lonely with you by my side. May you always be the best you can be, have fun while doing it and go beyond your limits.”
Her acknowledgement captures the essence of what sustains many scholars: love, encouragement, and the belief of those they hold dearest.
A Journey of Faith
For Juliette, this was more than an academic pursuit, it was also a spiritual journey. She concluded her reflections with a heartfelt note: “May God bless you as He has blessed me.”
A Legacy of Remarkability
Juliette’s achievement is not just personal, it reflects the mission of The DaVinci Institute to empower leaders who will shape industries and communities. Her story is a reminder that research is not only about knowledge creation, but also about building futures, transforming sectors, and inspiring others to pursue their dreams, no matter how impossible they may seem.
Her words echo with humility and joy, and her journey stands as a beacon for future DaVinci graduates.
Content note: this testimonial touches on a serious mental health struggle. If you are finding things difficult, you can call the South African helpline 0800 567 567 or SMS 31393 for support.
From a young age, The DaVinci Institute’s Higher Certificate in Management of Technology and Innovation alumna, Reina Ntombezodwa Mnisi, dreamed of serving in government, even imagining herself one day joining the military. Growing up in Johannesburg after moving from Lebowakgomo, Limpopo, she was deeply shaped by her family’s dreadful experiences. That experience became fuel for her determination to build a purposeful life.
Education while Experiencing Challenges
At school, Ntombezodwa Mnisi was the quiet, shy learner who spoke through topics of love and faith in her assignments and speeches. After matric, her first choice was to study at one of the leading universities in Gauteng, but her father’s insistence that she live at home pushed her to explore private colleges. After weighing options, she chose to pursue her studies at a college for its digital, self-paced setup. Unfortunately, her studies were cut short when her father stopped paying her fees. She had to abandon her qualification despite completing bookkeeping up to a junior trial balance.
Searching for work in bookkeeping brought no success, leading her instead to a brief stint at a call centre. But her unwillingness to compromise her values or “fight for survival” in a toxic environment led her to leave.
Life Complications
In 2020, while studying at DaVinci, her challenges took a dramatic turn. Living under this constant threat took a heavy toll. She failed several subjects, spilled tea on her laptop during a breakdown, and reached a crisis point where she saw no way forward. She was also unable to attend her graduation ceremony because of the situation she faced during her studies.
Finding Hope at DaVinci
Despite the chaos faced in her personal life, she describes DaVinci as a place of spiritual comfort and support. She felt genuinely cared for, even if not always in physical presence. Counselling from DaVinci’s Student Support, Dr Linda Chipunza, who gave her advice she could write down and practice, became a lifeline.
“Being sensitive, I could feel the love and encouragement from some people here, which helped me to be more open and talkative,” she recalls.
Her studies in the Management of Technology and Innovation eventually gave her both confidence and opportunity. The qualification’s versatility means she now sees potential careers in engineering, accounting, business advising, or government service. Unlike traditional institutions, DaVinci prepared Ntombezodwa for multiple paths rather than locking her into one.
Lessons in the Process
What should have been a one-year Higher Certificate stretched into three years because of the tough life experiences. Instead of defeat, the experience left her with gratitude.
“It is important to stay positive, holding onto God’s promises, and never giving up. Challenges often come when you are close to a breakthrough, so perseverance is key,” says Mnisi.
Looking at South Africa’s youth, she believes unemployment and the demand for prior experience are crushing young people’s hopes. While DaVinci equips students with practical tools, she argues that more employers must create internships and volunteering opportunities rather than setting impossible requirements.
Mnisi’s future wishes
Today, her dream of serving in government still burns strong. She sees herself possibly joining the police service or the South African Reserve Bank. Past hope of becoming a flight attendant has faded with age restrictions, but her ambitions remain rooted in service and contribution.
Ntombezodwa Mnisi also hopes to continue studying at DaVinci if she can secure funding. With her notes and videos still at hand, she believes the knowledge she has gained will carry her forward when opportunities come.
Her journey is a testimony of resilience in the face of overwhelming adversity. What began with anger and personal struggle has become a story of perseverance, faith, and growth. For her, the institute was more than an academic institution; it was a place of hope, support, and a stepping stone toward a brighter future.
The entrepreneurship framework is central to tackling South Africa’s persistent unemployment and systemic challenges in healthcare delivery. Dr Christo Scheepers’ doctoral research (2022) addressed these intersecting crises by developing an entrepreneurship framework tailored to the healthcare industry. The study recognised that while healthcare is critical for societal well-being, it also holds untapped potential for job creation if entrepreneurial opportunities are strategically cultivated.
The Problem
Despite significant investment, the South African healthcare system struggles with inefficiencies, resource shortages, and unequal access. At the same time, unemployment, particularly among youth, remains one of the country’s most pressing socio-economic challenges. The research argues that aligning healthcare innovation with entrepreneurship can open pathways for sustainable employment creation.
Research Approach
Dr Scheepers adopted a systems thinking and exploratory research methodology, combining literature reviews, interviews, and case studies. The study analysed global healthcare entrepreneurial models, local policy gaps, and the realities of South Africa’s healthcare sector. From this, critical enablers and barriers were identified, ranging from regulatory constraints to funding limitations and skill mismatches.
Key Findings: Entrepreneurship Framework
Healthcare as a job creator – Beyond medical professionals, the sector can generate opportunities in digital health, supply chain management, support services, and community-based care.
Barriers to entry – Red tape, limited access to capital, and fragmented policy hinder healthcare entrepreneurship.
Skills gap – Training and education must integrate both clinical and business skills to prepare entrepreneurs.
Collaboration is crucial – Stronger partnerships between government, private sector, and academia are essential for scalable solutions.
Entrepreneurship Framework
The proposed Entrepreneurship Framework for Healthcare Employment provides a structured approach to:
Identify entrepreneurial opportunities within healthcare.
Strengthen policy and regulatory support.
Build funding pipelines for healthcare ventures.
Develop human capital through blended health-business education.
Promote innovation hubs and public-private partnerships.
Contribution
This research makes both an academic and practical contribution by bridging the gap between healthcare delivery and entrepreneurship. By reframing healthcare as an engine for job creation, policymakers, investors, and practitioners can create a roadmap for reducing unemployment while improving health outcomes.
A Postgraduate Diploma from The DaVinci Institute can be a transformative step for those seeking to lead and create lasting impact. In a changing world, institutions like DaVinci play a crucial role in shaping leaders who not only succeed professionally but also positively influence society. Known for its focus on innovation, systems thinking, and human-centred solutions, DaVinci equips students to bridge the gap between academic theory and real-world application. Its unique learning model encourages resilience, adaptability, and the ability to tackle complex societal challenges, skills that ripple beyond individual careers to strengthen communities and industries.
Quality of DaVinci’s Postgraduate Diploma
The DaVinci Postgraduate Diploma (PGDip) is a crucial stepping stone for professionals seeking to improve their leadership, innovation, and problem-solving capabilities. Designed with working adults in mind, it blends strategic thinking with practical projects, enabling students to address challenges within their organisations while they study.
This applied learning approach ensures graduates are not only academically equipped but also industry-ready, capable of influencing policy, shaping business strategy, and driving societal change in an era defined by complexity and technological disruption.
From East Rand to Success
Growing up in the East Rand, our PGDip student, Courtney Melissa Mako, was the kind of student who made her teachers proud. Hard work and recognition for excellence marked her schooling years, but it was the influence of her father, a travelling engineer for Ericsson, MTN, and other leading companies, which shaped her ambition. Witnessing his early success, confidence, and determination gave Mako a living example of what was possible.
After matriculating, Mako entered the legal field as a Legal Officer, completing an NQF 5 Paralegal Certificate to complement her role.
“Returning to studies after an eight-year break was daunting, but with company-sponsored tuition and my inner drive, I quickly excelled,” she explains.
Turning Point of Mako’s Career
Her turning point came through an email from her manager about a learnership. While many institutions offered only certificates and diplomas, The DaVinci Institute stood out for its degree pathways. For Mako, this meant not just a qualification, but a future with more opportunities. She earned her Bachelor of Commerce (BCom) in Financial Service Management and, true to her collaborative nature, mentored a peer who joined later in the programme.
Graduation
Today, Mako is in the final stages of her PGDip in Risk Management, on track to graduate eight months earlier than expected.
“That is my proudest academic achievement so far,” she says, with October 2025 circled on her calendar.
Mako’s Experience at DaVinci
Her time at DaVinci has been marked by support, innovation, and a focus on practical application.
“It taught me to be innovative, resilient, and to think outside the box, and most importantly, how to connect my studies directly to my career,” she explains.
For Mako, education is both a personal stepping stone and a tool for impact. She aims to live a financially stable life while creating opportunities for others in her community and across South Africa.
Advice to DaVinci’s Students
Her advice to future DaVinci students is simple yet powerful:
“Plan your days well and be resilient. If you commit to the process and stay disciplined, you will surprise yourself with what you can achieve.”
