Category: DaVinci Alumni

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.”

The DaVinci Institute’s alumnus in Master of Management in Technology and Innovation, Karl Tischlhauser, embarked on a study to investigate the effectiveness of e-learning in Africa using data from the Google IYF soft skills development programme, implemented in Kenya, Nigeria, and South Africa through Coursera. The programme aimed to equip unemployed young people with skills in Project Management, IT Support, and UX Design. 

The research focused on understanding how five key factors, study context, tools, language, time, and learner experience, affect learner performance.

Key Findings

• Significant Correlation: The study finds statistically significant relationships between learner performance and the identified independent variables (context, tools, language, time, experience).
• Digital Divide Impact: Rural learners, particularly in South Africa, struggled more due to infrastructure and digital access, which impacted success rates.
• Language & Communication: Language barriers and digital literacy were critical issues, especially in multilingual and under-resourced regions.
• Time Allocation & Routine: Structured time management and consistent routines improved learning outcomes.
• Positive vs Negative Experiences: Positive learning experiences lead to improved future engagement, while negative ones require corrective strategies.

Research Design

• Approach: Quantitative, mono-method study using secondary data from the programme.
• Methodology: Regression and correlation analysis across datasets from 2021–2023.
• Sample Size: Targeted 1,500 learners annually (500 per country), with analysis based on actual participation data.

Conceptual & Theoretical Framework

The study drew on learning theories (classical, operant, cognitive, social), andragogy, and adult learning principles. It also used Illeris’s learning dimensions (cognition, emotion, sociality) and DaVinci’s TIPS™ framework (Technology, Innovation, People, Systems) to contextualise findings and recommendations.

Recommendations:

• Customised Learning Approaches: Programmes must be tailored to learners’ linguistic, cultural, and technological contexts.

• Technology Access & Support: Invest in infrastructure and low-data-use platforms to close the digital divide.
• Flexible Learning Structures: Provide time-flexible learning modules to accommodate different paces.
• Language Inclusivity: Offer multilingual support and consider mother-tongue education strategies.
• Experience Enhancement: Design programmes that build positive, motivating experiences.

Outcome

The research culminated in a framework for improving similar future e-learning programmes in Africa. It highlighted the need for context-sensitive, inclusive, and empirically informed digital education models.

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

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.

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 

Dr Portia Heynes, can you share a moment or experience during your doctoral study that had a profound impact on your thinking or the approach to your research?

Dr Portia Heynes: The profound moment was the pressure. Also, I had a mum who was unfortunately ill and the profound effect of my research was to motivate me to finish, which was my mum. And then just the journey to say I have gone this far and I have a little bit further to go. And I remember posting the choo-choo train, you know, just going up the hill slowly and getting there. I think for me, the profound moment was just the time pressure and things around me that motivated me to get to the end of this journey.

What was the most significant challenge that you faced during your doctoral training at the institute and how did you overcome that?

Dr Portia Heynes: The most difficult time or challenge was the time pressure, as mentioned. However, what I had to do was to say, this is the moment I need to push to the end. And how I overcame that is I had to make time and take a sabbatical, which is what I did, and put everything aside and focus and every day sat with a doctorate as far as possible to the end. It had its challenges because, as you know, we all have to work and live, so there were times it was challenging to say no to people who I cannot actually do this or that and that my doctoral focus was where I had to be.

I think just coming through the academic journey was already a big, big milestone and I think having come from days of boycotts, you know, the lack of education. I think for me, going through the academic journey is something that I am proud of myself for achieving. And I did not know that I had it in me, given the context of the past. But I think through the resilience and focus and support of individuals who motivated me to compete, that was what stood out for me.

Can you please give us an overview of your career and how you think this qualification will assist you and enhance your contribution to the industry?

Dr Portia Heynes: My doctoral topic is the sum of my career. I boycotted in 85, did not have a proper education, and here we find ourselves with digitalisation impacting people’s jobs. And in terms of career, the trajectory of how to navigate the job world, how to navigate skills, competencies, and networks. My topic lends itself to explore my journey, phenomenologically, as well as looking at how others need to embrace their journey, given this new context. The topic itself was a testament to what is to come, just with the context of the digitalisation.

Do you find Mode 2 Knowledge Production relevant and appealing to well-experienced professionals?

Dr Portia Heynes: I think the main reason I came to DaVinci was because of Mode 2, the transdisciplinary nature, and it took me five years to find a university that approached the research using Mode 2. So, the research and the topic lend themselves to real-world problems, which is where I found myself in and I do not think the interdisciplinary approach would have done my studies any justice.

What does it mean to graduate after facing one of life’s biggest setbacks? For Siphiwe Mngomezulu, a 2025 BCom graduate from The DaVinci Institute and Premium Banker at FNB, it means everything.

“Graduating with my BCom is more than just an academic achievement, it is a huge personal life achievement,” Siphiwe shares. “It’s a symbol of resilience, faith, and growth.”

Having survived a serious accident while studying, Siphiwe’s journey is not just about a qualification, it’s a testimony of inner strength, community support, and staying focused on the goal.

Studying at The DaVinci Institute

For Siphiwe Mngomezulu, enrolling at The DaVinci Institute was a turning point.

“My experience at The DaVinci Institute has been transformative,” he says. “The environment was not just academic, but eye-opening.”

He credits the Institute’s unique approach to learning, which combines practical thinking with real-world application, for giving him the tools to thrive in both his career and personal development.

“The support from the lecturers and the collaborative nature of the learning made it a place of growth and inspiration.”

The Power of Support and Purpose

After the accident, Siphiwe faced both physical and emotional hurdles. But he never considered giving up.

“My motivation came from a deep sense of unfinished business,” he says. “I wasn’t willing to let the accident define or derail my journey.”

His wife’s encouragement played a major role in keeping him on track.

“Her encouragement and patience meant everything,” he reflects. “That inner drive, combined with external support, kept me going.”

Balancing Work, Recovery and Studies

In addition to recovering from his accident, Siphiwe was working full time at FNB while completing his degree. So how did he manage?

“I learned to be intentional with my time and energy,” he explains. “I developed a strict routine, prioritised tasks, and asked for help when I needed it.”

Support from his family and friends, along with flexibility from his manager at FNB, helped him stay afloat.

“Mentally, I leaned on faith, reflection, and staying connected to my journey.”

Applying the TIPS™ Framework in the Workplace

The DaVinci Institute’s TIPS™ Framework (Technology, Innovation, People, Systemic thinking) shaped Siphiwe’s approach to leadership and teamwork.

“I used systemic thinking to better understand the broader impact of changes within the department’s internal processes,” he says.

Innovation and people-focused strategies helped him lead collaborative efforts at FNB, driving better ways of working across teams.

Words of Wisdom for Other Students

Siphiwe Mngomezulu has advice for students facing tough times during their studies.

“Take it one day at a time. Ask for help, lean on your support system, and never lose sight of your journey.”

He adds, “It’s okay to pause and regroup, but don’t give up. Progress isn’t always linear. What matters most is that you keep moving forward.”

Looking Ahead

Siphiwe is not done learning. In fact, this achievement has only ignited more ambition.

“Further studies are definitely on the horizon,” he says. “I’m also exploring leadership roles at work and looking forward to mentoring others going through difficult times.”

In true DaVinci spirit, Siphiwe is using his journey not only to advance his own goals, but to uplift those around him.