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Challenges And Opportunities In Adopting Online Learning Technology – Dr Skhumbuzo Mtetwa
The doctoral study by Skhumbuzo Clement Mtetwa investigated the multifaceted landscape of online learning adoption within South African universities of technology. Impelled by the disruptions of the COVID-19 pandemic, which forced educational institutions to transition rapidly to virtual platforms, the research critically explored both the opportunities and challenges that emerged.
Despite a temporary shift to online learning, many institutions reverted to traditional face-to-face teaching post-pandemic, suggesting unresolved barriers to sustainable technology integration.
Challenges and Opportunities
The study identified a broad array of challenges that have hindered successful online learning adoption. These include inadequate ICT infrastructure, particularly in rural universities; poor Internet connectivity; high data costs; loadshedding; lack of government and institutional support; and insufficient technical resources.
Another critical issue is the limited technological proficiency among lecturers, many of whom are unfamiliar with learning management systems and digital teaching tools. Resistance to change, negative perceptions of online learning, and limited access to digital devices among students further complicate the transition.
These barriers reflect deeper systemic inequalities in the education sector, particularly between historically advantaged and disadvantaged institutions.
Policy Framework: Online Learning
Mtetwa’s research also emphasised the lack of comprehensive policy direction and empirical data on the efficacy of online learning in universities of technology. Previous studies often focused on general experiences or theoretical benefits without delving into practical implementation challenges or assessing the impact on academic performance.
Furthermore, the study indicated that while technology acceptance frameworks such as the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) have been frequently used, educational-specific models like Technological Pedagogical Content Knowledge (TPACK) remain underutilised.
Mixed-Methods Approach
In addressing these gaps, the study employed a mixed-methods approach, integrating both quantitative surveys and qualitative interviews. Surveys were distributed to students, while interviews were conducted with lecturers, curriculum developers, and policymakers across six South African universities of technology.
This transdisciplinary approach provided a nuanced understanding of institutional, pedagogical, and technological dynamics. It revealed how the interplay between infrastructure, user attitudes, policy frameworks, and digital literacy levels influences the success or failure of online learning systems.
Opportunities Identified
On the opportunities front, the research highlighted several benefits associated with online learning. Flexibility in scheduling allows students to learn at their own pace and from any location. It reduces travel time and associated costs, increases access to a broader range of courses, and enhances opportunities for career advancement.
Online platforms also encourage collaborative learning through virtual discussions and group projects, promoting peer interaction and lecturer engagement. Furthermore, lecturers gain access to professional development resources, while institutions can expand their reach and optimise teaching schedules.
Another significant advantage is the potential for repeated access to lecture recordings, allowing students to reinforce their understanding. Online learning fosters global communication and curriculum integration, enabling institutions to align with international standards.
Moreover, when implemented effectively, it can improve student attendance, boost motivation, and enhance digital competencies, preparing students for a technology-driven workforce.
The Hypothesis
The research tests three hypotheses. The first investigated whether the availability of technology affects students’ willingness to adopt online learning. The second explored the relationship between lecturers’ perceptions of online learning drawbacks and their attitudes towards it.
The third examined whether reluctance to adopt online technology impacts student performance. Results confirm that both access to technology and positive perceptions significantly influence adoption and academic outcomes.
Study Findings: Online Learning
Findings from the study suggest that effective online learning adoption is contingent on multiple factors. These include institutional investment in ICT infrastructure, comprehensive training for students and staff, active stakeholder engagement, and continuous policy support.
Mtetwa proposes a tailored framework to guide universities in implementing sustainable online learning models. This framework emphasises systems thinking, integration of technology with pedagogy, managerial leadership, and the creation of a digitally inclusive academic environment.
Study Recommendations
- The thesis also presents recommendations at various levels. For institutions, it calls for hybrid learning models, digital inclusion initiatives, backup power solutions, and enhanced online security.
- For policymakers, the study advocates increased government funding, revision of online learning policies, and the development of leadership and management frameworks focused on digital education.
- Furthermore, the study underscores the importance of preparing students and faculty for the digital era through training and high school initiatives that build foundational ICT skills.
- Mtetwa’s research makes a significant contribution to the discourse on digital education in developing contexts. It adds empirical evidence to an underexplored area and offers actionable insights for stakeholders.
- The study not only evaluated the current state of online learning in South Africa’s universities of technology but also charts a roadmap for future implementation, ensuring educational continuity amid technological disruption.
In a nutshell, the thesis illustrates the complex reality of online learning adoption in South Africa. While significant barriers remain, the potential for transformation is immense. With targeted investment, policy reform, and strategic leadership, universities of technology can harness the benefits of digital education to foster inclusive, accessible, and high-quality learning experiences for all students.
July 16, 2025
Education Exposes Us To New Possibilities – Radio Veteran Thabo Mokwele
Education is the key to unleashing human potential, and Thabo Mokwele, a well-known South African radio veteran, is a testament to this. Currently pursuing his Doctorate in Management with a focus on Technology and Innovation at The DaVinci Institute, Mokwele embodies the spirit of lifelong learning.
How Thabo Mokwele Gives Back
Despite having access to resources and opportunities, Mokwele believes it is important to think about what he is contributing in return.
“As individuals, we give in different ways, and some people may recognise our contributions, but deep down, we often feel like there is more we can do,” Thabo Mokwele says.
For Mokwele, sharing knowledge and expertise with others is a way to give back and make a positive impact.
Pursuing Knowledge and Giving Back
Pursuing a higher education qualification like a doctorate, individuals can develop expertise and contribute to their field. Mokwele believes that contribution is essential to creating a better world.
“When we contribute to our communities, we’re not just giving back; we’re also building stronger, more resilient communities,” he emphasises.
Why Thabo Mokwele Chose DaVinci’s Doctoral Programme
When asked why he decided to pursue his qualification with DaVinci.
“I am drawn to the specificity of DaVinci’s doctoral programme. When I reviewed the prospectus, I appreciated the clear direction and focus it provides. Unlike some doctoral programmes that allow you to explore without a clear direction, DaVinci’s programme offers a structured approach that I find appealing,” he stated.
Mokwele believes that pursuing his doctorate is about three key things. Firstly, to want to add to the body of knowledge. Secondly, he expects to grow as a person, as the experience will challenge him to think beyond his current limitations. His views are that sometimes, people get tunnel visioned, but being part of an institution that encourages broad thinking can open doors to new possibilities.
Thirdly, and most importantly, he is driven by a desire to give back. As a philanthropist at heart, he believes we need to do more for our communities, particularly for black people, with the resources we have.
“We have been survivalists for too long, and I want to understand why we are not giving back more. My doctorate is about exploring this question and finding solutions. Education is a beautiful thing, it exposes us to how much we do not know, and that is what makes it so valuable,” he stated.
Rethinking Education
Education plays a critical role in shaping the future of individuals and societies. However, the current system often focuses on theoretical knowledge, neglecting practical skills and vocational training. Mokwele suggests that the country needs to rethink its approach, focusing on providing students with practical skills and vocational training that prepares them for the workforce.
“The problem is that people often view education as a means to get a job. But education is a platform, a stepping stone to greater things. It is a tool that can open doors and broaden your horizons. Instead of limiting yourself to a specific role or desk job, use your education as a springboard to explore new opportunities,” stated Mokwele.
He believes the current education system often tries to box people into specific roles, but that is not what education is about. Education is about exposing yourself to new ideas, perspectives, and possibilities. It is about developing a deeper understanding of the world and finding what interests and motivates you.
“I recall my experience with the Executive Development Program (EDP) at UNISA SBL, where I took a course on change management. I was fascinated by the subject and even scored a distinction,” he stated.
His passion for change management led him to consider starting a clinic or laboratory, and his lecturer encouraged him to pursue it. He went on to land facilitation projects with Discovery and Landbank and even secured a change management contract with the Philippine Publications Board.
The Role of Entrepreneurship Education
The Department of Basic Education’s initiative to include entrepreneurship education in basic education is a step in the right direction. Mokwele believes that this will foster creativity, innovation, and problem-solving skills in learners.
The Future of Education Amid AI
As Artificial Intelligence (AI) continues to transform the world, it is essential to adapt our education systems to prepare students for the changing landscape. Mokwele emphasises the need to prioritise skills like critical thinking, creativity, and problem-solving.
Looking ahead to 2050, he believes that AI will play an even more significant role in education, and we must prioritise the development of uniquely human skills.
Mokwele’s journey is a testament to the power of education. He is embracing lifelong learning and contributing to the community; he is making a positive impact. As we look to the future, it is important to prioritise the development of skills that are uniquely human and adapt our education systems to prepare students for the changing landscape.
July 15, 2025
Dr Dana Gampel Advocates For An Applied Learning System
In today’s fast-paced, knowledge-based economy, the traditional approach to education is being reevaluated. Dr Dana Gampel, The DaVinci Institute’s first doctoral graduate, argues that the current system is not equipping students with the skills they need to succeed. Instead, she advocates an approach that emphasises curiosity, creativity and practical application.
DaVinci’s Uniqueness
In the last 20 years, applied learning has kept DaVinci relevant and unique from other higher education institutions. According to Dr Gampel, dependency should not be a criterion for sustainability. One needs to bring something to the economy, to the market, which can stand on its own two feet and wash one’s face.
When DaVinci was developed, it was with that kind of thinking. What can we do to create a differentiator, if you will, so that the institute can stand on its own two feet?
What do we bring that is sufficiently different from some of the other private institutions out there? Can they stand on their own two feet? A lot of them are very dependent on several other factors.
While other institutions can offer customised courses for business and can accredit them. But what makes them distinctive? It is a little according to Dr Gampel.
“An MBA is an MBA and in many cases, sadly, not worth the paper it is written on. It is formulaic. People come out with an MBA and they are all thinking the same way. What you need today, in a knowledge-based economy, is creative thinking, applied thinking. It is thinking that can solve a problem,” stated Dr Gampel.
DaVinci was built on the idea that individuals should be able to wash their own face, that is, contribute value independently without relying on external factors. This philosophy is reflected in the institute’s focus on applied learning, which encourages students to think creatively and develop practical solutions to real-world problems.
The Importance of Curiosity and Exploration
Dr Gampel highlighted the importance of curiosity and exploration in the learning process. She encourages students to ask questions, experiment and learn from failure, to develop a deeper understanding of the subject matter and develop critical thinking skills.
This approach is exemplified by Leonardo da Vinci, who, through his observations and experiments, was able to make groundbreaking discoveries and innovations.
Applied Learning in Action – Children In Bethel
Dr Gampel cites the example of children in Bethel, a town with a history of pumps and motor mechanics, who developed a comparative advantage in this field due to their exposure to practical skills from a young age. A natural wetland. The mines had to pump water out continuously from those shafts. It makes sense that workers who went back into those townships that were dedicated to supporting those industries knew how to do that.
She alluded that the kids used to watch. They had a comparative advantage over many of their white counterparts and over many of their African counterparts in other parts of the country when they went to school because they already had first-hand experience of how the system worked. They did not know the formula.
They did not know the first principles of engineering. But they knew that the best pump and motor mechanics were coming from there.
“This illustrates the power of applied learning, where individuals can develop expertise through hands-on experience and observation,” stated Dr Gampel.
Reforming the Education System
To create a more effective education system that is a more knowledge-based economy, Dr Gampel suggests that we need to focus on three key components that include encouraging students to take things apart and put them back together to develop a deeper understanding of how they work, developing a sense of curiosity in students allowing them to explore and learn at their own pace and providing opportunities for students to apply theoretical knowledge in practical contexts, developing their problem-solving skills and creativity.
“Incorporating these elements, we can create an education system that prepares students for the challenges of the 21st century and uncover their human potential,” stated Dr Gampel.
DaVinci’s Applied Learning
As DaVinci is celebrating 20 years of remarkability, Dr Gampel views the institute’s philosophy of applied learning as a relevant and powerful approach to education that can help individuals develop the skills and knowledge they need to succeed in today’s fast-paced economy.
She emphasised that curiosity, creativity, and practical application can help develop a deeper understanding of subject matter and develop critical thinking skills. Applied learning comes from action learning.
“When kids used to watch their parents tinker with machines because they had to fix it or they were going to have to pay even worse, be disciplined. They had first-hand experience of how to do things, how to fix things, how stuff worked. Because they would sit and watch and help. Fathers and grandfathers, in many cases, it was men, not women, but later on, women also would say pass me that spanner so that I can fix this thing. Applied learning comes from action learning. It comes from watching,” stated Dr Gampel.
June 30, 2025
Celebrating 20 years with Dr Mmboneni Muofhe
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.
June 12, 2025
DaVinci Alumnus, Thomas Van Niekerk Champions Safer Workplaces Globally
Did you know Mode 2 learning encourages students to challenge traditional academic boundaries and solve real-world problems as part of their studies? That’s what drew Thomas Van Niekerk to The DaVinci Institute, a place where theory meets practice, and knowledge is immediately applied.
Thomas graduated in 2017 with a BCom in Operational Risk Management. Today, he serves as National Training Manager at IRCA Group, a role he’s held for over a year and a half, helping shape safer workplaces across the globe.
Inside the World of IRCA Group
Founded in 1993, IRCA operates under a clear philosophy: assess, advise, assist. “We help organisations understand where they are in their risk management journey, then guide and support them in improving it,” Thomas explains.
With offices in Brazil, Australia, Dubai, and Saudi Arabia, their reach is international. But their impact is personal. “Our focus is people. You can raise awareness, but if behaviour doesn’t change, you still have a problem.”
Why DaVinci Was the Right Fit
Asked if DaVinci prepared him for his current role, Thomas Van Niekerk answers without hesitation:
“Yes. At traditional universities, you’re confined to set textbooks. At DaVinci, you get to explore, research, and apply real-time knowledge. You’re never boxed in, that’s a big advantage.”
Thomas believes DaVinci saw the future long before it became mainstream.
“AI is now a buzzword, but DaVinci has always focused on critical thinking and application. Back then, we used Moodle, and academic integrity was key. You had to show your own understanding – there were no shortcuts.”
TIPS That Make a Difference
One of the most powerful tools he used at DaVinci was the TIPS Framework™. “It’s structured in a way that helps you think through problems, plan your approach, and reflect on outcomes. It helped me approach challenges with confidence.”
Thomas Van Niekerk didn’t just study, he shaped his learning around his interests.
“My focus has always been operational risk and safety, how we keep people alive at work. The electives helped me drill into that, while the core subjects like economics and stats prepared me for the leadership side.”
A Message to DaVinci at 20
His final word is one of heartfelt congratulations: “A huge congratulations to DaVinci. The number of students they’ve taken through their programmes, and what those students have achieved – is remarkable. Their success speaks volumes. I believe their next 20 years will be even more impactful.”
June 12, 2025
Profiling The Remarkable – Dr Goni Saar
Dr Goni Saar, what was the most significant challenge that you faced during your doctorate at The DaVinci Institute? And how did you overcome it?
The biggest challenge I faced was identifying a research topic. At DaVinci, you do not get assigned a supervisor upfront; instead, you receive one after your proposal is accepted and approved. This was my biggest hurdle. I explored various options extensively, and it took me about a year to formalise and finalise my proposal, as far as I recall.
In a few words, how can you describe your journey to computing for quantification?
My journey was interesting because I live in Zambia and I needed to find out the most interesting thing because Zambia I was not studying that much and also I’m coming from the cyber security domain so I just kind of combined everything all together into one topic and then I need to engage this business sector of Zambia explaining the importance of that.
Discussed with the employees themselves, and this is my journey. Eventually, I started small with interviews, this was my methodology, just interviews, and then I found out how much interest and benefit there is in this research, so I expanded it even more, and I needed to expand my research to contain a lot of guidance from official agencies of the United States and Europe, and then also on top of that, and top of the interviews, I needed to add the legal framework of Zambia.
So now every business that uses that in Zambia has a whole framework for it to comply with the Zambian law and to increase their cybersecurity and cyber awareness
And this is just for me, this is the first stage. I am already talking to the government and businesses about how to implement that in the businesses, how to officially help the businesses in Zambia to implement that, and to secure the Zambian economy, which is struggling a lot.
The DaVinci Institute’s TIPS™ Framework, do you find it helpful?
I come from a background of policing. I was a police officer for a lot of years, many years. And during this policing career, I studied for my bachelor’s degree and my master’s. And then I moved to the private sector. I am doing cybersecurity for governments mostly.
I had a lot of subordinates under me, hundreds. So DaVinci TIPS™ is unique. I did a lot of it without knowing the framework itself, but of course, I adopted things from that to my journey and my career forward.
Dr Goni Saar, what advice would you give to someone, or an upcoming doctoral candidate, who is thinking, Should I do it?
You must have the passion to study, because otherwise it takes a lot of time. You need to sacrifice a lot of your time, family time. You need to think big and not just do it. You need to be extremely interested in that and make an impact. There are things that will make an impact on society.
June 11, 2025
Harnessing Employee Retention through High-Performance Culture
What if the answer to employee retention? The high employee turnover continues to waste company resources, create stagnation, and hinder growth.
An undergraduate student of DaVinci set out to solve this problem uniquely and built on the concept of high-performance culture to address the workplace performance “gaps.” They provided a compelling academic argument as well as business measurable value.
The Challenge
Most businesses are familiar with the retention problem. In certain ecosystems, staff turnover was abnormally high, there was perpetual onboarding, and output was minimal. One organisation, for example, spent approximately R26,000 on replacement and training for every existing employee.
The student noted that this problem underwent a culture shift that needed to promote accountability, engagement, and leadership at all organisational tiers to enhance retention rates.
The Solution
Based on external existing concepts of leadership and high performance, the student created and proposed a comprehensive guide for the development of high-performing employees. It involved redefining performance indicators, enhancement of feedback loops, and cascading leadership development programmes to all teams.
What was more powerful about the research was that it was anchored with business priorities.
The Impact Of Employee Retention
In the first half of the year after the implementation of changes, the company was able to improve their employee retention by 25%, which impacted churn and costs significantly. The company was saving R26,000 with every additional employee retained, which meant they were poised to save hundreds of thousands of rands every year.
Their effects were not just monetary however. Socially, the changes brought about marked improvements in the employees’ self-esteem and ability to lead and build a strong foundational workforce that the organisation was looking for. This social return on investment, or SROI, added even more value to the already financially beneficial project.
Personal Transformation
Apart from the changes to the business, the student reported enhanced self-esteem, leadership, and problem solving abilities, along with improved communication. Coupled with the ability to encounter real life business hurdles using academic strategies, this marked a turning point in the individual’s life.
Conclusion
The story serves as an example of the effects that targeted student research can have when they are paired with business needs. Not only is the research beneficial from a social and financial perspective, but it provides incredible outcomes when the students are thoughtfully guided and collaborated with businesses.
June 10, 2025
PROFILING THE REMARKABLE – Dr Skhumbuzo Clement Mtetwa
Dr Skhumbuzo Clement Mtetwa, please give us a brief overview of your career to date and whether the studies will be able to assist in terms of the development of your career or bring solutions to what you are seeking to achieve?
After my primary and secondary education. I pursued a diploma in Information Technology at the Bahá’í University of Technology. My academic journey continued as I obtained an MBA from MANCOSA and participated in several executive programs at the University of Pretoria and GIBS.
These educational experiences have significantly shaped my professional path, particularly in my collaborations with scientists and technology professionals. I am deeply passionate about empowering young people, especially those from rural backgrounds to access quality education. Education is the key to transforming lives.
As I embark on my PhD journey, I am committed to leveraging my knowledge and experiences to give back to my community. My goal is to inspire and support the next generation, ensuring that young individuals can pursue their studies and improve their circumstances.
What is the most significant challenge you have faced during your doctoral journey at The DaVinci Institute and how did you overcome it?
One of the most significant challenges I faced was achieving a work-life balance. This task can be particularly demanding, especially for someone who is a family person and a husband. Balancing work responsibilities, parenting, and academic pursuits can be exceedingly difficult. Initially, I struggled to adjust and find balance in my life.
However, a conversation with a friend proved enlightening. He advised me that even dedicating just one page a day to my studies would be sufficient. Inspired by this advice, I began waking up each day at 2:00 am and dedicating the two hours from 2:00 am to 4:00 am to my academic work. By committing to this routine, I realised that focusing on just one page a day could enable me to complete my PhD within three to four years. This approach not only made my goals more manageable but also instilled a sense of accomplishment in my daily life.
Dr Skhumbuzo Mtetwa, how did your journey impact the way you think as you were starting your PhD?
Well, it has changed a lot from just engaging with your peers. A simple thing is responding to a question in a meeting. People can tell that this guy has an incredibly good knowledge, your opinion matters, especially when you speak with empirical evidence, people can listen to you. You are also able to pay more attention to detail. You can be able to substantiate your answers with evidence. It changes the way you do things, the way you talk, and the way you address people.
It changes a lot, and the respect that you get from your peers as well, because when you are doing a PhD, it is no child’s play. Yes, of course. I mean, doing a PhD in management of technology and innovation,
One of the key frameworks there is TIPS™, because it is the management of technology. You are not only producing innovative ways, but you also need to understand how technology can be managed. My study was about the implementation of the different technologies in the higher education sector. Looking at the current challenges that the higher education sector is facing in terms of intake, and just to adopt these technologies, we have quite a bit of them. The TIPS™ framework must be implemented as part of the studies so that the management of technology is well taken care of, so that the students and the lecturers, going forward, including the institutions, can be able to implement these technologies.
Dr Skhumbuzo Mtetwa, what advice would you give to someone or incoming doctoral students who are embarking on this journey, based on the experience that you have gained from your studies?
I know studying for a PhD sounds like a big thing, or that now you must stop your life, focus on studying. No, you can still do everything else that you do while you are studying for a PhD. You just need to dedicate an hour per day to your studies. That is enough. You will be able to finish. So, you can still balance your life. You do not have to stop everything. Balance your life but just dedicate some time. Every day, just dedicate one hour to take the minutes, to read, to get in the journal, all that again. You will be able to accomplish your studies.
June 5, 2025
DaVinci Alumna Masters Life’s Many Roles
Few people embody versatility and purpose like Thuso Mojatau, a proud DaVinci alumna. She is a mother of two, wife, and Office Support Manager at FNB’s real estate division. She somehow finds time to host a radio show, manage large-scale events, and release spiritually-inspired music, all while earning her BCom in Project Management, a journey that culminated in her graduation on 29 May 2025.
Meet Thuso Mojatau: DaVinci Alumna and FNB Manager
We caught up with Thuso shortly after the graduation ceremony, and her enthusiasm was infectious.
“Honestly, I feel proud,” she said, pausing slightly as if taking it all in. “Project management has always been part of what I do, but this degree puts a name to the work I’ve been doing for years.”
Just weeks before graduating, she was deep in preparations for the Africa Rising music concert, a major event she managed from beginning to end. It’s this kind of juggling act that seems almost impossible on paper, but for Thuso, it’s simply her way of life.
“I live by my schedule,” she said with a chuckle. “I colour-code everything, plan out my days to the last detail. But here’s the thing, you must genuinely love what you’re doing. That’s what makes the balancing act possible.”
Between career, family, and creative projects, it’s clear she’s not just multitasking, she’s weaving together different parts of her life in a way that feels intentional and grounded.
The TIPS™ framework
One of the biggest tools that shaped her journey? The TIPS™ framework at DaVinci, short for Technology, Innovation, People and Systems Thinking.
“It really changed the way I see things,” she explained. “Whether I’m preparing for a radio show or working on a corporate presentation, I find myself thinking in systems. It’s not something I switch off when I leave campus. It’s with me all the time.”
Mode 2 Learning
Another game-changer was Mode 2 learning, a fresh concept for her, but one that quickly made sense.
“Before DaVinci, I’d never come across Mode 2. But it clicked fast. We were asked to write about real issues, things like the economic impact of COVID-19 or what’s happening in South Africa right now. That’s when learning becomes real.”
Her academic research, in fact, came straight from her heart. It explored how spirituality in the workplace can uplift morale and boost performance, something she believes companies should embrace more.
“My paper didn’t aim to solve a problem,” she said, thoughtfully. “It was more of an invitation to explore. What happens when employees have a space to step away, reflect, pray, or just breathe? Regardless of one’s belief system, that moment of spiritual reconnection can have a powerful impact on work culture,” said the DaVinci alumna.
As a recording artist in the Afro-house genre, though classically trained, Thuso says her music carries the same spirit as her research: joyful, rooted, and meaningful.
Encouragement From DaVinci Alumna to Students
But like most stories of success, hers isn’t without moments of doubt.
“In my first year, I had to repeat academic literacy,” she admitted. “I was embarrassed. I thought, maybe this isn’t for me. I nearly gave up. But something told me to keep going. And I’m glad I did.”
Her advice to others?
“Just stay. Even when it’s rough. Even when you feel alone. It takes time, but eventually, you start understanding what this learning model is about. Then it stops feeling hard and starts feeling alive.”
With her degree now in hand, Thuso Mojatau joins the growing number of DaVinci alumni who are not only excelling in their careers but living out their purpose, in full colour.
June 2, 2025
DSV Employee Uses DaVinci Thinking Daily
Mushtaq Alli, Head of Inventory and Logistics Operations at DSV, is a firm believer in the DaVinci Thinking. Since enrolling for his Higher Certificate in Leadership at the DaVinci Institute, he’s not only seen a shift in how he thinks, but also in how he operates both at work and at home.
“It does not make sense for you being in the class, learning and not being able to apply it in the workplace,” Mushtaq says. “So it goes hand in glove, what we learn here we apply in the workplace, and some of the things is that you even apply it unintentionally without you knowing that you are doing it because you’ve learned it in class.”
TIPS in Action at Work and Home
It’s been just six months since he joined DaVinci, but Mushtaq says his development has been “leaps and bounds”. He explains, “It just opens your mind up to a certain level of thinking, you no longer think of limitations, you think beyond that. That’s what DaVinci actually teaches you, it teaches you to think outside the box. And even removes the box, and there is no box. So your thinking is unlimited.”
Before DaVinci, TIPS was a foreign concept. Today, it’s part of how Mushtaq navigates life. “Before I came here I knew nothing about TIPS, but right now I can find TIPS in almost everything. From school to work,” he says.
DaVinci Thinking At Home
One of the most powerful moments comes from home, where he uses the TIPS framework to support his nine-year-old daughter’s learning. “Her curriculum at this level is very high, but I am able to instil TIPS principles when I teach her at home because I spend a lot of time with her. I feel it’s critical thinking, it’s mind boggling. And it’s a pity I only got to experience it at 40.”
As Mushtaq continues his DaVinci journey, his story is a reminder that leadership is not confined to the office. It starts with a mindset, stretches across every part of life and, with the right tools like TIPS, becomes a lifelong habit.
May 31, 2025