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Thembekile Myeni, an alumna at The DaVinci Institute, embarked on a study on post-apartheid South Africa. Broad-Based Black Economic Empowerment (BBBEE) has been a cornerstone policy aimed at addressing historical inequities and promoting socio-economic inclusion. Myeni’s master’s dissertation explored a critical yet under-researched area, the lived experiences of senior leaders implementing Affirmative Action as part of BBBEE strategies in the South African banking sector.

Context and Purpose

While BBBEE policies are often assessed through metrics like representation and procurement spend, Myeni’s study shifted the focus to leadership, the people driving transformation from within. Recognising the emotionally charged and politically complex nature of BBBEE, the research examined how executive leaders tasked with implementation perceive, experience, and make sense of this responsibility.

The study narrowed in on the “management control” element of the Financial Sector Scorecard, which includes Employment Equity. This focus is particularly relevant in the banking industry, where transformation efforts have shown measurable but uneven progress, especially at senior levels.

Research Approach

Adopting a qualitative, phenomenological methodology within an interpretivist paradigm, Myeni conducted in-depth, semi-structured interviews with 10 senior leaders (Black and white, male and female) from a large South African retail bank. The study aimed to surface nuanced insights into their perceptions, emotional responses, sense-making, and leadership development needs.

Key Findings

Three major themes emerged:

Mixed Perceptions of Affirmative Action

Leaders held diverse views; some saw Affirmative Action as necessary for redress and inclusion, while others expressed concerns about reverse discrimination or felt ill-equipped to drive meaningful transformation. Both white and Black leaders acknowledged the tension between transformation mandates and operational performance goals.

Emotional and Psychological Impact

The leaders often experienced emotional strain, uncertainty, and fatigue due to the complexity and sensitivity of implementing equity measures. Mental wellness emerged as a critical but overlooked factor influencing leadership effectiveness during transformational change.

Skills and Support Gaps

Many participants felt they lacked the necessary skills to lead transformation successfully, such as emotional intelligence, conflict resolution, change management, and strategic communication. Leadership development initiatives often failed to address these gaps, leaving leaders to navigate complex racial dynamics without sufficient guidance.

Contribution and Implications

The study offered leadership practice and development guidelines aimed at supporting more effective implementation of BBBEE strategies. It suggests that transformational change leadership must be intentional, values-driven, and supported by tailored leadership development that includes wellness, emotional resilience, and systems thinking.

From a theoretical standpoint, the research expanded the body of knowledge on transformational change and leadership within socio-politically complex environments. Practically, it called for a shift from compliance-based transformation to authentic, inclusive leadership that fosters belonging and drives systemic change.

Conclusion

The success of BBBEE, particularly in high-impact sectors like banking, relies not just on policies and scorecards but on the people leading these efforts. Myeni’s research underscores the importance of listening to those voices, leaders navigating the frontlines of transformation and equipping them to lead with empathy, strategy, and courage.

Dr Ronél Burger’s doctoral research investigated the leadership characteristics and styles of Heads (principals) in private schools in South Africa. The motivation stemmed from her extensive career in education and her personal experience in establishing new private schools. She observed that successful leadership in private schools demands a unique blend of educational expertise and business acumen, unlike public schools, where financial viability is not a key concern for principals. 

With private schooling expanding rapidly post the 2008 global financial crisis, identifying the right leaders became critical for sustainable success. This study sought to define traits and leadership styles that would increase the likelihood of success for Heads of private institutions..

Problem Statement and Objectives

The central problem identified was the absence of clear criteria or tools to assess and predict the success potential of school Heads in the private sector. Many initial appointments failed due to mismatched leadership qualities, leading to significant financial and educational consequences. The study aimed to discover whether certain common traits or leadership styles exist among successful Heads and whether these could inform a potential decision-making tool for recruitment.

The Main Objectives

• Examining leadership theories and constructs related to traits, characteristics, and styles.
• Identifying which traits or styles are common to successful private school Heads.
• Compiling a list of criteria that can predict successful leadership.
• Exploring the development of an assessment tool for employers.
• Determining how these leadership characteristics influence school success.

Theoretical Framework

Dr Ronel Burger: Assessing leadership characteristics and styles of heads in private schools in SA

The research was framed using the Head, Heart and Hands model, which integrates cognitive, emotional, and practical aspects of leadership. The Head represents strategic thinking and vision-setting; the Heart relates to emotional intelligence, interpersonal relationships, and inspiring others, while the Hands focus on execution and implementation. This framework was chosen for its comprehensive applicability in assessing leaders beyond traditional management competencies.

Additionally, the study reviewed a broad spectrum of leadership theories, including Transformational Leadership, Servant Leadership, Trait Theory, Situational Leadership, and Emotional Intelligence. It noted that leadership remains a complex and often contested domain, with no universal agreement on what defines success.

Research Methodology

A qualitative research design was employed, given the exploratory nature of the study. Nine participants, all successful Heads of private schools with proven track records, were purposefully selected through a combination of stratified and judgmental sampling. Data collection was multi-faceted, including psychometric assessments (Herrmann Brain Dominance Instrument – HBDI and Gibson Cognitive Test) and personality questionnaires.

The Grounded Theory approach guided data analysis, allowing themes and patterns to emerge inductively from the data. Responses were analysed through the lens of the Head, Heart and Hands framework, and participant insights were coded and color-coded accordingly.

Findings

The analysis revealed a dominant reliance on both the Head and the Heart aspects of leadership among the participants. Strategic thinking, emotional intelligence, and inspirational motivation emerged as significant contributors to successful school leadership. However, there was no singular or universal combination of traits that guaranteed success. Each leader brought a unique mix of qualities suited to their context, suggesting that adaptability and self-awareness are as important as any fixed set of traits.

Despite the variation, the importance of authenticity, emotional intelligence, and purpose-driven leadership was repeatedly underscored. The study concluded that although a decision-making tool may not produce definitive predictions, it could still aid employers in making more informed leadership appointments.

Conclusion and Recommendations

The study affirmed that successful private school Heads exhibit a blend of strategic (Head) and emotional (Heart) competencies, supported by a strong ethical foundation and the ability to inspire teams.

While it was not possible to isolate a fixed set of traits that guarantee success, several recommendations were made:

• Institutions should include psychometric and personality assessments during recruitment.
• Employers should prioritise emotional intelligence and strategic thinking in their criteria.
• Leadership development in private schools should focus on cultivating authentic, purpose-driven leaders.
• Burger recommended further research to expand the data pool and possibly refine an evidence-based decision-making tool. She also highlighted the need for leadership frameworks that are context-sensitive and adaptable to the unique challenges of private education in South Africa.

The DaVinci Institute master’s alumnus Naledi Kgofelo embarked on a study to explore how Human Resource Development (HRD) practices influence the performance of public sector organisations. The study focused specifically on the Media, Information and Communications Technology Sector Education and Training Authority (MICT SETA), a South African public institution mandated to promote skills development within the media and ICT sector.

The Study Objectives

The primary aim of the research was to assess the extent to which HRD practices contribute to employee and organisational performance. It sought to determine the relationship between these practices and employee output, examine how aware employees were of HRD efforts within their organisation, and evaluate the implementation and effectiveness of existing HRD strategies.

Research Approach 

Quantitative research design was employed, supported by some qualitative elements to provide additional context. Data collection was conducted through questionnaires and focus group discussions involving 86 employees out of the 96 staff members at MICT SETA. 

Statistical analysis tools such as SPSS and STATA were used to ensure the reliability of the findings, with Cronbach’s Alpha employed to measure internal consistency.

The Key Findings 

The study found that although performance appraisal mechanisms were in place, they were not always perceived as fair or effective by employees. While the organisation had made some effort to recognise and reward high performance, issues such as limited transparency, lack of follow-up, and inadequate alignment between appraisal results and rewards were noted. 

Training and development were acknowledged as essential but were hindered by insufficient structuring and underfunding. Furthermore, career and organisational development strategies were either weak or not clearly communicated, leading to a sense of disconnection and low motivation among staff.

Another critical finding was that employees’ understanding of HRD practices varied significantly, indicating a gap in communication or training around the importance and role of HRD. Additionally, there appeared to be a lack of commitment from management in ensuring that performance management systems were applied consistently and meaningfully. Overall, the HRD practices at MICT SETA were found to have potential but were not optimally executed.

From a theoretical perspective, the findings reinforce the importance of HRD as a strategic function within organisations. The study suggested that HRD can drive performance and service delivery when aligned with broader organisational objectives. Practically, the research highlighted the need for public institutions to adopt inclusive and transparent HRD strategies that empower employees through training, career progression, and fair performance assessments.

Recommendations

To address the identified challenges, the study recommended that MICT SETA strengthen its HRD systems by recruiting capable human resources personnel, conducting regular skills audits, improving systems for training and compliance, and ensuring proper linkages between performance and reward. 

These efforts should be part of a long-term strategic plan that treats HRD not as an administrative function but as a critical driver of organisational excellence.

In conclusion, the study provided valuable insights into how HRD practices affect performance in the public sector. It called for a more structured, well-resourced, and employee-centred approach to human resource development, one that can contribute to better service delivery, improved staff morale, and stronger organisational outcomes in public institutions like MICT SETA.

The voice of students at The DaVinci Institute is a key priority. Through the Student Representative Council (SRC), the students at DaVinci can voice their issues and make contributions to the development of the institute. The mandate of the committee is clear, to advocate for students’ rights and to remain their voice throughout their academic journey.

Speaking to SRC President, Partrick Mugumo, he indicated that when their term started in 2024, their mandate was clear and ambitious: to advocate for students’ rights, foster a culture of inclusivity and transparency, and enhance the overall student experience at The DaVinci Institute. 

“We were tasked with bridging the gap between students and institutional leadership, ensuring effective communication, and addressing concerns promptly and constructively,” stated the SRC President.

Challenges SRC Faced

Mugumo stated that there have been challenges managed by the SRC office since their term started. Students faced several challenges, notably financial constraints, academic pressures, mental health concerns, and limited access to resources. 

“Our office addressed these issues by reaching out to the institution to prioritise accessible channels for academic support,” stated Mugumo. 

The DaVinci’s SRC is in the process of strategic development to transition from a reactive to an initiative-taking approach, including finding ways to provide financial support to students and implementing a mental health awareness programme. This is a positive direction to prioritise the needs of the students at DaVinci. 

Mugumo’s Reflection on the Term

Reflecting on his term thus far, serving as the SRC President has been profoundly rewarding and insightful for Mugumo. It is not easy to be the voice of a diverse student community; however, this experience has taught him the importance of empathy, active listening, and decisive action. It has also underscored the crucial role of collaboration and open dialogue in fostering positive change.

Before concluding their term, as SRC, they aim to enhance student wellness programmes, implement comprehensive financial aid structures and advocate for policy improvements to support academic excellence and inclusivity. 

“We aim to strengthen alumni-student networks to foster long-term engagement and mentorship,” stated Mugumo. 

Policies Driven By Current SRC

Reflecting on the policies driven by the current SRC team, since the election, they have advocated for and influenced several policies, including enhanced learning and teaching, expanded mental health services, and improved guidelines for online and hybrid learning environments. 

“These policies are designed to address student needs and directly improve academic outcomes,” stated SRC President. 

Mugumo indicated that student well-being remains a top priority in our efforts. As SRC, they are planning regular feedback loops, including surveys, focus groups, and Class rap meetings, to ensure that students’ voices inform their actions. In addition, he elaborated that feedback indicates significant improvements in support services, although continuous efforts are still needed to address persistent challenges, such as financial stress and academic workload pressures.

Message for 20^th Anniversary

In closing remarks, President Mugumo has wished the institute a happy 20 years of remarkable work.

“We commend the bold visionaries who laid the foundation for this journey, the resolute academics who guided it with passion and wisdom, and the inspiring students whose commitment and curiosity continue to drive meaningful change in our society,” he stated. 

In the dynamic and often unpredictable world we live in, particularly within a chaotic structure environment, the need for structured thinking has never been greater. During the session for Economics, held on 22 July 2025, The DaVinci Institute’s students were encouraged to look beyond rote learning and begin forming a coherent, interconnected understanding of their academic content.

The facilitator, Dr Chris Harmse, encouraged students during the session to begin a deeper journey, one that situated theoretical knowledge within real-world complexities.

Key Takeaway

A key takeaway was that structure is not a luxury, it is a necessity. Yet, the act of structuring knowledge itself can be seen as a form of privilege in an uncertain and fragmented world. This idea was deliberately provocative, inviting students to explore not just what they are learning, but why and how they are learning it.

Thematic Integration and Real-World Application

Students were challenged to draw links between macroeconomic theory and present-day realities, including pressing issues such as inequality, unemployment, and institutional reform. The conversation touched on South Africa’s economic landscape and extended to broader African and global contexts.

Students were reminded that economics is not just an academic discipline; it is a lens through which we can understand and possibly shape the world around us. With this mindset, themes such as economic systems, policy interventions, and global integration were no longer abstract topics but part of a live conversation about development, justice, and sustainability.

Shifting the Role of the Student

Central to the session was a shift in learning philosophy. DaVinci students are not viewed as passive recipients of content, but as co-creators of knowledge. The facilitator repeatedly underscored the idea that the real power of the tuition programme lies in student engagement, through questions, discussion, reflection, and the courage to challenge existing assumptions.

This call for the agency went beyond lecture participation; it was also a prompt for students to take full responsibility for their academic journey. 

A Structured Path Ahead

The facilitator indicated to students that as the programme moves toward its final stages, the focus will now shift to a systematic breakdown of each of the seven themes. These will be explored using real-world case studies, past paper questions, and facilitated group discussions. Students were encouraged to prepare actively and contribute meaningfully to these sessions. 

In DaVinci, we believe students are knowledge co-creators, not consumers; they are expected to challenge convention.

The facilitator also invited students to begin drafting their thematic frameworks, personal maps that connect economic theories to contemporary issues they care about. This exercise is not only a form of revision but a way to personalise their academic journey and strengthen their ability to communicate complex ideas.

Learning Approach At DaVinci

Sessions like these are a significant turning point in how learning is approached within DaVinci’s programmes. With a blend of academic structure, reflective inquiry, and practical application, students are equipped to move forward with purpose. As facilitator, Dr Harmse reminded them, success will not come from memorising answers, but from developing a deep and structured understanding of the world around you. This message is particularly relevant in today’s fast-changing, often chaotic environment. 

The DaVinci Institute’s doctoral alumnus conducted a study exploring systemic challenges in township education, drawing on over a decade of practitioner experience with a primary school in Alexandra Township, Johannesburg, referred to pseudonymously as “Sekolo.” Despite post-apartheid reforms aimed at educational equity, these schools remain deeply disadvantaged due to ongoing systemic, infrastructural, and psychosocial issues. The thesis unpacks these complexities and offers a practical, holistic solution.

Research Methodology

The study used a constructivist grounded theory approach with a constructivist ontology and interpretivist epistemology. It combines multiple qualitative methods:

• 18 semi-structured interviews
• Autoethnography
• Document analysis
• Two listening posts

Theoretical Framework

Three key theories shape the study’s analytical lens:

• Ecological Systems Theory (Bronfenbrenner) – to understand the layers of influence (microsystem to macrosystem) affecting township schools.
• Spiral Dynamics Theory – to explore the worldviews and collective value systems of school stakeholders.
• Systems Psychodynamic Theory – to examine unconscious group behaviours and social defences that protect communities from trauma and anxiety.

Key Findings and Themes

The research identified nine key areas impacting the core task of learning and teaching:

School Leadership and Governance, Vision and Strategy, Boundaries, Policies, Processes, and Systems, Equipping and Empowerment, Supportive Networks, Infrastructure and Resources, Containment (providing emotional safety) and Organisational Culture.

These were synthesised into a practical transformation framework guiding how township schools can transition from dysfunction to hope and resilience. The framework includes both the “what” and the “how” of change, integrating psychosocial, organisational, and educational dimensions.

Impact of COVID-19

A significant portion of the thesis also reflects on how the pandemic exacerbated existing inequalities and strained every domain of school functioning, leadership, infrastructure, culture, and emotional well-being.

Autoethnographic Insights

The researcher weaves in her own emotional, ethical, and professional journey throughout the transformation process. Her reflections lend depth to the theoretical and practical discussions, particularly on the psychological toll of transformation and the importance of hope and relational leadership.

Contributions of the Study

• Theoretical: Offers a novel integration of systems psychodynamics, Spiral Dynamics, and ecological theory in an educational context.
• Practical: Provides a usable framework for school leaders, policymakers, and NGOs working in education.
• Personal/Reflective: Highlights the importance of practitioner reflexivity and relational engagement in transformative work.

The study asserted that transformation in township schools is possible but requires deep systemic understanding, psychological safety (containment), and long-term commitment. It ends with a hopeful message, encouraging educators and leaders to act with resilience and relational wisdom.

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.

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.

Dr Mmboneni Muofhe is a passionate champion of inclusive innovation and Deputy Director-General for Socio-Economic Innovation Partnerships at the Department of Science and Innovation (DSI).

From leading national strategies to working on global platforms, Dr Muofhe’s influence stretches far and wide. His journey, deeply grounded in both research and policy, reflects the spirit of DaVinci’s TIPS™ framework: Technology, Innovation, People and Systems.

Bridging the Innovation Chasm

Dr Muofhe’s doctoral thesis explored the persistent gap between research and market-ready innovation, a challenge long acknowledged in South Africa.

“It’s more than just one thing,” he says. “But addressing each of them, skills, support instruments, institutional ecosystems, and culture, in a coordinated way narrows the gap effectively. For years, we thought funding alone was the missing piece, but it’s a combination of several levers that must be pulled in sync.”

Turning Research Into Real-World Change

His research has already reshaped how innovation is supported within the DSI. One standout example is the shift in how funding instruments are aligned to support innovation across the entire value chain.

“We discovered that many funding instruments were scattered and uncoordinated,” he explains. “Most had a ‘wait to be approached’ model. We changed that, now, we actively track innovation pipelines, advise on suitable instruments, and help projects graduate to the next stage.”

This work directly influenced the development of the Sovereign Innovation Fund, a game-changer in supporting commercialisation of local innovation.

Making Innovation Inclusive

Innovation shouldn’t be confined to labs and lecture halls, Dr Muofhe insists. For him, true transformation means involving people from all walks of life, especially those in rural and township settings.

“We focused too much on R&D-driven innovation, excluding grassroots solutions born out of necessity. Many young graduates leave institutions with ideas, but no access to labs, funding or mentorship. We need to cast the net wider and nurture these overlooked innovations.”

Lessons from Abroad: Ecosystems Matter

During his studies, Dr Muofhe visited innovation hubs in countries known for their thriving ecosystems. What struck him most was their proactive approach.

“They don’t wait. They build active partnerships with universities, guide innovations through structured stage-gate processes, and are bold enough to pull the plug when necessary. We need that clarity and courage here too.”

Inspired by Pioneers: The Mae Jemison Effect

Meeting Dr Mae Jemison, the first African-American woman in space, was a turning point for Dr Muofhe.

“She’s not just about incremental change. She believes in disrupting the norm. From our first meeting, she reminded me that dreaming big isn’t enough, you must follow through. Her influence still shapes my thinking.”

He’s since spoken at her 100 Year Starship Conference in Houston and Silicon Valley, deepening his commitment to bold, imaginative leadership.

The TIPS Legacy

The TIPS™ framework, central to DaVinci’s philosophy, remains a daily compass in Dr Muofhe’s leadership.

“TIPS made me realise the importance of co-creation and systemic thinking. I now see goals as temporary states. Once you reach one, you must innovate yourself into the next. It’s how progress is sustained.”

A Future Where Success Feels Normal

Looking ahead, Dr Muofhe’s vision for South Africa’s innovation landscape is not just ambitious, it’s deeply human.

“Success will look and feel normal. When we’ve conquered crime, corruption, poverty, and inequality, people will simply feel that life is working. Jobs, food security, and good leadership won’t feel extraordinary, they’ll be expected.”

But he adds a word of caution: “Our choices matter. We can just as easily flip this the other way.”

As The DaVinci Institute celebrates 20 years of impact, Dr Muofhe’s journey reminds us that real innovation is not just about science or technology, it’s about people, purpose, and the courage to build what doesn’t yet exist.