Da Vinci Prospectus 2014 / 2015 · Da Vinci Prospectus 2014 / 2015

Da Vinci Prospectus 2014 / 2015 ___________________________________________________________________________________________________________________________________________________________________________

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TABLE OF CONTENTS

THE DA VINCI INSTITUTE – BRIEF OVERVIEW MANAGEMENT OF 7

tECHNOLOGY 7

MANAGEMENT OF 7

INNOVATION 7

MANAGEMENT OF 7

PEOPLE 7

8 QUALIFICATIONS 8 9 THE Da Vinci COMPETITIVENESS FRAMEWORK 9 10 CERTIFICATE (MOTI): NQF LEVEL 5 10 (NEW HEQSF: NQF LEVEL 5) 10

DEMAND ..................................................................................................................................................................... 10

PURPOSE .................................................................................................................................................................... 10

LEVEL DESCRIPTORS .................................................................................................................................................. 11

ADMISSION CRITERIA ................................................................................................................................................ 12

DIPLOMA (MOTI): NQF LEVEL 6 13 (NO HEQSF: NQF LEVEL 6) 13

DEMAND ..................................................................................................................................................................... 13

PURPOSE .................................................................................................................................................................... 13

LEVEL DESCRIPTORS .................................................................................................................................................. 14

Innovation Management .................................................................................................................................. 15

Accounting Management ................................................................................................................................. 15

SHEQ Risk Management ................................................................................................................................... 15


16 BACHELOR OF COMMERCE (BUSINESS MANAGEMENT): NQF LEVEL 7 16 (NEW HEQSF: NQF LEVEL 7) 16

DEMAND ..................................................................................................................................................................... 16

PURPOSE .................................................................................................................................................................... 16


DEMAND ..................................................................................................................................................................... 19

PURPOSE .................................................................................................................................................................... 19

LEVEL DESCRIPTORS ................................................................................................................................................. 20

ADMISSION CRITERIA ................................................................................................................................................22

PhD (MOTI): NQF LEVEL 8+ 23 (NEW HEQSF: NQF LEVEL 10) 23

................................................................................................................................................................................... 23

................................................................................................................................................................................... 23

................................................................................................................................................................................... 23

DEMAND .................................................................................................................................................................... 23

PURPOSE ................................................................................................................................................................... 23

LEVEL DESCRIPTORS ................................................................................................................................................. 24

ADMISSION CRITERIA ............................................................................................................................................... 25

SCOPE ........................................................................................................................................................................ 27

PURPOSE ................................................................................................................................................................... 27

RESEARCH OFFICE .................................................................................................................................................... 27

28


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LANGUAGE POLICY 28 ................................................................................................................................................................................... 29

FEES AND DEPOSITS ................................................................................................................................................. 29

APPLICATION FEE ..................................................................................................................................................... 29

REGISTRATION FEE ................................................................................................................................................... 29

CANCELLATION FEE .................................................................................................................................................. 29

ACADEMIC TRANSCRIPT FEE .................................................................................................................................... 29

PAYMENT OPTIONS .................................................................................................................................................. 29

STUDENT FINANCIAL AID ......................................................................................................................................... 30

DIRECTORS OF THE Da Vinci INSTITUTE 31 Da Vinci BOARD 31 MANAGEMENT 32 ACADEMIC SUPERVISORS 35 Da Vinci FELLOWS 37 GOVERNANCE 39 Da Vinci COUNCIL 39

MEMBERS OF THE Da Vinci COUNCIL ................................................................................................................... 39

FUNCTIONS OF THE COUNCIL .................................................................................................................................. 40

THE Da Vinci ACADEMIC BOARD 41 FUNCTIONS ................................................................................................................................................................ 41

SUB-COMMITTEES 42 FUNCTIONS .............................................................................................................................................................. 42

THE Da Vinci INSTITUTIONAL FORUM 42 ACADEMIC RULES AND GUIDELINES 46 ASSESSMENT OF PROJECTS 49 ASSESSMENT OF DISSERTATIONS AND THESES 49 THE APPEAL PROCESS 49 THE AWARD OF A QUALIFICATION WITH DISTINCTION (CUM LAUDE) 50 STUDENT SUPPORT 50 CODE OF ETHICS 51

HIV/AIDS ................................................................................................................................................................... 54

WHAT MAKES THE DA VINCI APPROACH UNIQUE? 55 MANAGEMENT LEADERSHIP – THE PHILOSOPHY 55 CORPORATE SOCIAL RESPONSIBILITY 58

THE ANN VAN DYK CHEETAH CENTRE 58 GAUTENG OPERA 59

I WAS SHOT IN JOHANNESBURG 60


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The Da Vinci Institute (Da

Vinci) is a University of Work

offering Certificate, Diploma,

Masters and PhD qualifications

in the Management of

Technology and Innovation

(MOTI) and a Bachelors of

Commerce Degree in Business

Management.

As a management leadership

entity, Da Vinci prides itself

for state-of-the art thinking on

matters related to workplace

performance, focusing on

aspects of innovation, people,

technology and business

management.

Da Vinci also acts as a

catalyst for government and

leading industrialists by co-

creating new socio-economic

realities.

Da Vinci offers a truly

customised service to meet its

clients’ and students’ growing

needs, by providing innovative

opportunities to learn, develop

and master workplace related

competencies required to

deliver superior results and a

positive return on investment.

Da Vinci is located at Da

Vinci House and is situated in

the village of Modderfontein, within

easy reach of the Johannesburg city centre and Oliver Tambo International Airport, with easy access to

motorways to Pretoria and the rest of Gauteng.

Da Vinci House offers learners and guests a special experience where country life can be enjoyed

within a metropolitan hub.


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OUR MISSION

We are passionate about

developing learning related strategies and plans for our customers

building superior customer relationships, and ensuring the growth of customers enterprises

conducting best business education practices as an accredited CHE service provider

providing people with innovative opportunities to learn, develop and master the management

competencies required to deliver superior business results.

Forming a Partnership in Personal and Educational Development with each of our Employees for the

mutual benefit of the Individual and Da Vinci

Da Vinci believes that all managers, irrespective of their background, their discipline, their jobs or the

organisations in which they work, need to understand the concepts related to the management of

Technology, Innovation and People within a Systemic context.

The Da Vinci Institute is registered with the Department of Higher Education and Training as a private

higher education institution under the Higher Education Act, 1997. Registration Certificate No.

2004/HE07/003

LEGAL STATUS:

The Da Vinci Institute is a private company incorporated under the Companies act 1973(Act 61 of 1973)

with registration number 2001/009271/07.


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ACADEMIC OFFERINGS

Da Vinci has based its academic offerings on three key pillars:

The notion of MoTIP (the Management of Technology, Innovation and People), is a cornerstone of

Da Vinci's offerings. We believe that an understanding of the integration of the management of

technology, innovation and people is of foundational importance for our students if they are to

contribute meaningfully to change within their organisations. Our view is that this integration is a

prerequisite for any organisation to meet its global competitiveness objectives.

A collaborative arrangement between the late Prof Russell Ackoff of the University of Pennsylvania in

the United States of America and the Da Vinci Research operation precipitated a new blend of

Systems Thinking. This collaboration was founded on a desire to develop a process and tools to

enable managerial leaders to practically translate the excellent concepts of Systems Thinking into

applied value in their own work environments. The Ackoff Centre for Systems and Design Thinking

@ Da Vinci is actively engaged with a number of private and public sector organisations. (Refer to

Da Vinci Centres of Excellence on page 50).

Da Vinci uses business action driven learning as a foundation for the integration of learning

within the work environment, taking particular cognisance of the educational and social legacies of

society.

Throughout the world managerial leaders in governments and businesses face one common challenge:

The unrelenting imperative to achieve more with less in conditions of ever more stringent

scrutiny and accountability!


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Da Vinci's response to managing operations in an environment characterised by complexity and

continual change is to suggest an inextricable link between the followings four facets:

MANAGEMENT OF TECHNOLOGY, INNOVATION & PEOPLE IN A SYSTEMIC CONTEXT (TIPS™)

MANAGEMENT

OF

tECHNOLOGY

The Da Vinci TIPS ™ model refers to the ‘small t’ in technology and not technology in the traditional sense of software, engineering, cellular or information technology products but rather the application and management thereof.

Appreciate the impact of technology on business, society and the processes of change and how it can be best integrated in the pursuit of commercial success

Assess the technological competence of the business, its competitors and best practice exemplars in relation to both the context of the people and hardware involved

Identify technology needs in the context of the key business drivers and the means to access such technology through an understanding of the research and development process

Appreciate the benefits and principles of implementation of multifunctional organisation and team working in the development and integration of technological change

Appreciate the tools and techniques necessary to identify, assess and deliver technological change at an acceptable risk.

MANAGEMENT

OF

INNOVATION

Demonstrate your own understanding of the Management of Innovation and explain the potential thereof on your organisation

Conceptualise and explain innovation as a key business process

Access innovation barriers and enablers and develop strategies to overcome and/or enhance these in your organisation

Develop and describe a strategy to implement and embed an end-to-end innovation process in your organisation

Design a plan to develop an innovation culture and capture and drive creativity in your organisation

Explain the role of tools and technologies such as Information and Communications Technologies in driving and supporting innovation.

MANAGEMENT

OF

PEOPLE

Understand key issues in the behaviour of people in a work situation

Consider various options for designing appropriate organisational structures

Be aware of the people dynamics surrounding specific organisational architecture

Understand the individual behavioural requirements for high performing structures and teams

Integrate organisational wellness strategies operationally

Distinguish between effective transformational leadership and transactional management roles.

MANAGING

THE

SYSTEMS WAY

Conceptualise and explain the essential components of a system and key attributes with respect to its behaviour

Demonstrate your own understanding of systems through an ability to select appropriate models and develop a system’s model for your organisation

Interpret the impact of interventions, like new innovations, in the context of understanding the impact on different parts of the system and the system as a whole

Use a systems perspective in analysing problems and failures

Understand the basic constructs of chaos theory and their applicability in the work environment.


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QUALIFICATIONS

The Da Vinci Institute is registered as a Private Higher Education Institution under the Higher Education

Act 1997, registration no 2004/HE07/003; is accredited by the Council on Higher Education and offers

Certificates, Diplomas, Masters and PhD qualifications in the Management of Technology and Innovation

and Bachelor of Commerce in Business Management.

The positioning of Da Vinci’s qualifications reflects a conscious decision to develop a skills profile that

goes way beyond the traditional business school approach in which operational and business decisions

are justified from a financial standpoint.

The critical cross-field outcomes indicate that students acquire the ability to:

identify and solve problems

work effectively with others as a member of a team / group / organization / community

organise and manage oneself and one's activities responsibly and effectively

collect, organise and critically evaluate information

communicate effectively using visual, mathematics and language skills in oral and written

presentations

use science and technology effectively and critically (showing responsibility towards the

environment and health of others)

demonstrate an understanding of the world as a related set of systems


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THE Da Vinci COMPETITIVENESS FRAMEWORK

Organisations and students alike want to know that their time and money invested will elicit a return on

investment that makes a difference. With the plethora of business education programmes available, the

value add derived from the learning experience must be highly visible and accessible from the beginning.

In recognising these needs, Da Vinci aims at delivering its programmes within a specific framework as

depicted below.


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CERTIFICATE (MOTI): NQF LEVEL 5

(NEW HEQSF: NQF LEVEL 5)

This Certificate qualification is aimed at developing people who have been earmarked for the

management stream within an organisation. Candidates are provided with the basic concepts of

managing innovation, technology, people and systems within a working environment.

DEMAND

The Certificate is specifically designed to enable members of an organisation, whose career paths have

not necessarily included gaining formal qualifications, to realise their true potential by:

developing them to understand their role in an organisational environment

preparing them to perform their job effectively within a modern organisational environment

providing personal development opportunities for them while they meet their job requirements

emphasising the integration of systems, technology, innovation and people development concepts

into each person’s individual performance within an organisation.

PURPOSE

People who achieve this Qualification will be able to:

define and apply a variety of management development theories within a systems thinking

framework

describe the knowledge and skills required for the effective management of technology, the

management of innovation and the management of people processes; and compile checklists of

performance indicators

communicate ideas, concepts and practical application of theories

apply technology, innovation, people and systems thinking concepts to transform individuals,

organisations and/or communities.

Certificate (MOTI) NQF 5

(New HEQSF: NQF

Level 5)

Applied Content

120 Credits


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LEVEL DESCRIPTORS

We provide a structured learning environment in which students develop the capacity to:

take responsibility for their own learning in a highly structured, supervised environment

take decisions about, and responsibility for, learning actions

evaluate their own performance against given criteria.

Within this environment, which includes the application of learning, students are required to translate

their theoretical understanding of the specific subject matter into standardised applications at the

workplace. In most cases they will follow strict guidelines concerning the

workplace application and be closely supervised throughout. They need to demonstrate their capacity to:

demonstrate an informed understanding of the core areas of one or more fields, disciplines or

practices, and an informed understanding of the key terms, concepts, facts, general principles, rules

and theories of that field, discipline or practice (Scope of knowledge)

demonstrate an awareness of how knowledge or a knowledge system develops and evolves within

the area of study or operation (Knowledge literacy)

demonstrate an ability to select and apply standard methods, procedures or techniques within the

field, discipline or practice, and to plan and manage an implementation process within a well-defined,

familiar and supported environment (Method and procedure)

demonstrate an ability to identify, evaluate and solve defined, routine and new problems within a

familiar context, and to apply solutions based on relevant evidence and procedures or other forms of

explanation appropriate to the field, discipline or practice demonstrating an understanding of the

consequences (Problem solving)

demonstrate an ability to take account of, and act in accordance with prescribed organisational and

professional ethical codes of conduct, values and practices and to seek guidance on ethical and

professional issues where necessary (Ethics and professional practice)

demonstrate an ability to gather information from a range of sources, including oral, written or

symbolic texts, to select information appropriate to the task, and to apply basic processes of analysis,

synthesis and evaluation on that information (Accessing, processing and managing information)

demonstrate an ability to communicate information reliably, accurately and coherently, using

conventions appropriate to the context, in written and oral or signed form or in practical

demonstration, including an understanding of and respect for conventions around intellectual

property, copyright and plagiarism, including the associated legal implications (Producing and

communicating information)

demonstrate an ability to operate in a range of familiar and new contexts, demonstrating an

understanding of different kinds of systems, their constituent parts and the relationships between

these parts, and to understand how actions in one area impact on other areas within the same

system (Context and systems)

demonstrate an ability to evaluate his or her performance or the performance of others and to take

appropriate action where necessary; and take responsibility for his or her learning within a structured

learning process and to promote the learning of others (Management of learning)

demonstrate an ability to account for his or her actions, to work effectively with and respect others,

and, in a defined context, to take supervisory responsibility for others and for the responsible use of

resources where appropriate (Accountability)


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The Certificate qualification measures the application of basic or fundamental processes and theories in

real applications at the workplace.

All Certificate qualifications can be customised to accommodate the client's work based needs to

improve business performance. Specialised customised examples include:

Business Development

Project Management, and

Business Performance Improvement.

ADMISSION CRITERIA

It is a requirement that all students must be employed in a position which will allow them the

opportunity to apply their learning in the workplace.

Qualification For Which Applying

Previous Academic

Qualifications

Appropriate

Work Experience

(years)

Employer Support

Conditions

Certificate (MOTI)

NQF 5

(New HEQSF: NQF Level 5)

Matriculation

or other relevant NQF

4 qualification

2

General

Not equivalent to NQF 4

4

Detailed assessment

Conditional on performance in

first three modules


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DIPLOMA (MOTI): NQF LEVEL 6

(NO HEQSF: NQF LEVEL 6)

The Diploma qualification is ideal for the development of middle managers. The accent is on inculcating

new thinking skills while developing in-depth understanding of the working environment.

DEMAND

The Diploma qualification is specifically designed to enable members of an organisation, whose career

paths have not necessarily included gaining formal qualifications, to realise their true potential by:

developing them to manage or contribute to multi-discipline teamwork aimed at business

improvement and socio-economic transformation

emphasising the implementation of technology innovations and people development practices to

improve the business performance of organisations.

PURPOSE

People who achieve this qualification will be able to:

describe and analyse management development theories within a systems thinking framework

apply knowledge regarding the effective management of technology, the management of innovation

and the management of people processes within a working environment

align and communicate ideas, concepts, and practical applications of theories

compare and align technology, innovation, people and systems thinking concepts to transform

individuals, organisations and/or communities.

Applied

content

Diploma (MOTI)

NQF Level 6 (No

HEQSF: NQF Level

6)

120 credits

Workplace

Application 120 credits

240

credits


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LEVEL DESCRIPTORS

At the Diploma Qualification Level, Da Vinci provides a structured learning environment within which

students develop the capacity to:

Identify their own learning needs

Evaluate their learning programme

Initiate appropriate learning processes and actions

Assist others to identify learning needs.

Within this environment, which includes application of learning, students are required to translate their

theoretical understanding of the specific subject matter into demonstrated applications back at the

workplace such that they show their ability to:

Demonstrate a detailed knowledge of the main areas of one or more fields, disciplines or practices,

including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules

and theories of that field, discipline or practice to unfamiliar but relevant contexts; and knowledge of

an area or areas of specialisation and how that knowledge relates to other fields, disciplines or

practices (Scope of knowledge)

Demonstrate an understanding of different forms of knowledge, schools of thought and forms of

explanation within an area of study, operation or practice, and an awareness of knowledge

production processes (Knowledge literacy)

Demonstrate an ability to evaluate, select and apply appropriate methods, procedures or techniques

in processes of investigation or application within a defined context (Method and procedure)

Demonstrate an ability to identify, analyse and solve problems in unfamiliar contexts, gathering

evidence and applying solutions based on evidence and procedures appropriate to the field,

discipline or practice (Problem solving)

Demonstrate an understanding of the ethical implications of decisions and actions, within an

organisational or professional context, based on an awareness of the complexity of ethical dilemmas

(Ethics and professional practice)

Demonstrate an ability to evaluate different sources of information, to select information

appropriate to the task, and to apply well-developed processes of analysis, synthesis and evaluation

to that information (Accessing, processing and managing information)

Demonstrate an ability to present and communicate complex information reliably and coherently

using appropriate academic and professional or occupational conventions, formats and technologies

for a given context (Producing and communicating information)

Demonstrate an ability to make decisions and act appropriately in familiar and new contexts,

demonstrating an understanding of the relationships between systems, and of how actions, ideas or

developments in one system impact on other systems (Context and systems)

Demonstrate an ability to evaluate performance against given criteria, and accurately identify and

address his or her task-specific learning needs in a given context, and to provide support to the

learning needs of others where appropriate (Context and systems)

Demonstrate an ability to work effectively in a team or group, and to take responsibility for his or her

decisions and actions and the decisions and actions of others within well-defined contexts, including

the responsibility for the use of resources where appropriate (Accountability)


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The diploma programme measures the application of the set of elements for full functions or disciplines.

It is essential that these then be applied fully at the workplace with an understanding of the internal

functional synthesis of parts; theories are relatively standardised and often standard processes are

followed with newly internalised relationships leading to self-developed evaluation criteria. The student

works under less supervision and also takes responsibility for helping others learn. Problem solving is

linear and uses well defined theories but solution processes may well differ – embracing limited change.

Standard systems are critiqued and improved.

The generic level descriptors attest to the fact that the student has attained the appropriate LEVEL

required by the National Qualifications Framework (NQF).

All Diploma qualifications can be customised to accommodate the client's work based needs to improve

business performance. Specialised customised examples include:

Project Management

ICT Management

Labour Law

Innovation Management

Accounting Management

SHEQ Risk Management

ADMISSION CRITERIA



Qualification for which Applying

Previous Academic

Qualifications

Appropriate

Work Experience

(years)

Employer Support

Conditions

Diploma (MOTI) NQF 6

(No HEQSF: NQF Level 6 )

Cert (MOTI) or Other

Relevant NQF 5 Certificate

3

General

Not equivalent to NQF 5 Qualification

5

Detailed assessment

Conditional on performance in

first three modules


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BACHELOR OF COMMERCE (BUSINESS MANAGEMENT): NQF LEVEL 7


This Bachelor of Commerce (Business Management) degree is aimed at the development of managers

who will understand the importance of socio-economic transformation for South Africa.

DEMAND

This Degree is specifically designed to afford prospective candidates with an opportunity to realise their

true potential by:

preparing them to perform their work effectively within a modern organisational environment

providing personal development opportunities for them while they meet prospective job

requirements within the business management domain

emphasising the integration of systems, technology, innovation and people development concepts

into individual performance within an organisation

developing them to understand their role in the organisational environment and their contribution

towards managing a system.

PURPOSE


define and apply a variety of management development theories within a systems thinking

framework

describe the knowledge and skills required to inform sustainable management and organisational

development practices

communicate ideas, concepts, and practical applications of theories related to management

development

apply technology, innovation, people and systems thinking concepts to transform individuals,

organisations and/or communities.

Bachelor of Commerce BCom (Business Management) NQF 7 (New HEQSF: NQF Level 7)

Applied Content

318 Credits

Workplace Application

42 Credits

360 Credits


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LEVEL DESCRIPTORS

We provide a structured learning environment in which students develop the capacity to:

identify their own learning needs

evaluate their learning progress

initiate appropriate learning processes and actions

assist others to identify learning needs.

Within this environment, which includes application of learning, students are required to translate their

theoretical understanding of the appropriate BCom subject material into demonstrated application at

the workplace, in respect of which a learner is able to:

demonstrate an integrated knowledge of the central areas of one or more fields, disciplines or

practices, including an understanding of and an ability to apply and evaluate the key terms, concepts,

facts, principles, rules and theories of that field, discipline or practice; and detailed knowledge of an

area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices

(scope of knowledge)

demonstrate an understanding of knowledge as contested and an ability to evaluate types of

knowledge and explanations typical within the area of study or practice (knowledge literacy)

demonstrate an understanding of a range of methods of enquiry in a field, discipline or practice, and

their suitability to specific investigations; and an ability to select and apply a range of methods to

resolve problems or introduce change within a practice (method and procedure)

demonstrate an ability to identify, analyse, evaluate, critically reflect on and address complex

problems, applying evidence-based solutions and theory-driven arguments (problem solving)

demonstrate an ability to take decisions and act ethically and professionally, and the ability to justify

those decisions and actions drawing on appropriate ethical values and approaches, within a

supported environment (ethics and professional practice)

demonstrate an ability to develop appropriate processes of information gathering for a given

context or use; and an ability to independently validate the sources of information and evaluate and

manage the information (accessing, processing and managing information)

demonstrate an ability to develop and communicate his or her ideas and opinions in well-formed

arguments, using appropriate academic, professional, or occupational discourse (producing and

communicating information)

demonstrate an ability to manage processes in unfamiliar and variable contexts, recognising that

problem solving is context- and system-bound, and does not occur in isolation (management of

learning)

demonstrate an ability to identify, evaluate and address his or her learning needs in a self-directed

manner, and to facilitate collaborative learning processes (management of learning)

demonstrate an ability to take full responsibility for his or her work, decision-making and use of

resources, and limited accountability for the decisions and actions of others in varied or ill-defined

contexts (accountability).


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The Bachelor of Commerce qualification measures the application of the set of elements for full functions

or disciplines. It is essential that these then be applied fully at the workplace, with an understanding of

the internal functional synthesis of parts. Theories are relatively standardised and often standard

processes are followed, with newly internalised relationships leading to self-developed evaluation

criteria. The student works under less supervision and takes responsibility for helping others learn.

Problem solving is linear and uses well-defined theories, but solution processes may well differ,

embracing limited change. Standard systems are critiqued and improved.

ADMISSION CRITERIA



The minimum entry requirement is a Matriculation Certificate or a National Senior Certificate with

Exemption and the appropriate subject combinations and levels of achievement, as defined in the

Minister's policy (Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor's

Degree Programmes Requiring a National Certificate, Government Gazette, Vol. 482, No. 27961, 18

August 2005).

Qualification for

which Applying

Previous Academic

Qualifications

Appropriate

Work Experience

(years)

Employer Support

Conditions

Bachelor of Commerce

BCom (Business Management) NQF 7


Matriculation Certificate with:

English First Language – 50%

English Second Language – 60%

Maths – 50%

Maths Literacy – 70%

Not Required

General if

Applicable

If admission requirements are

not met, an interview with

the student and a representative of

Da Vinci will be scheduled to obtain further

information for possible

provisional admission


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Msc (MOTI) NQF LEVEL 8 (NEW HEQSF: NQF LEVEL 9)

This Master of Science (MSc) qualification in the Management of Technology and Innovation is targeted

at senior and executive management. The programme is based on course work and a major research

topic. Candidates are expected to do a literature research on the most expert views of authors writing on

the research topic and use this newly acquired knowledge and skills to solve a work related problem.

DEMAND

The qualification is specifically designed to enable members of an organisation to realise their true

potential by

developing them to lead multi-discipline teams tasked to facilitate business improvement and socio-

economic transformation

acquiring the competence to lead a system (resources) and to develop technology and innovation

related activities to meet their business objectives

providing personal development opportunities for them to contribute significantly to the

development of wealth within the South African economy.

PURPOSE


initiate organisational change

integrate systemic principles in solving organisational problems

incorporate the management of technology, the management of innovation and the management of

people principles into business planning processes

transform communities by initiating sustainable development initiatives.

Masters of Science (MOTI) NQF Level 8 (New HEQSF: NQF

Level 9) MSc

Applied Content

120

Credits

Workplace Application

120 Credits

240 Credits


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LEVEL DESCRIPTORS

We provide a contextual learning environment in which students develop the capacity to:

operate in variable and unfamiliar learning contexts, requiring responsibility and initiative

accurately evaluate, identify and address their own learning needs

interact effectively within a learning group.

We require students to translate their theoretical understanding of the appropriate Masters Programme

subject material into demonstrated application at the workplace, such that they show their ability to:

demonstrate specialist knowledge to enable engagement with and critique of current research or

practices; and an advanced scholarship or research in a particular field, discipline or practice (Scope of

knowledge)

demonstrate an ability to evaluate current processes of knowledge production and to choose an

appropriate process of enquiry for the area of study or practice (Knowledge literacy)

demonstrate a command of and ability to design, select and apply appropriate and creative methods,

techniques, processes or technologies to complex practical and theoretical problems (Method and

procedure)

demonstrate an ability to use a wide range of specialised skills in identifying, conceptualising, designing and

implementing methods of enquiry to address complex and challenging problems within a field, discipline or

practice; and an understanding of the consequences of any solutions or insights generated within a

specialised context (Problem solving)

demonstrate an ability to make autonomous ethical decisions which affect knowledge production, or

complex organisational or professional issues, an ability to critically contribute to the development of

ethical standards in a specific context (Ethics and professional practice)

demonstrate an ability to design and implement a strategy for the processing and management of

information, in order to conduct a comprehensive review of leading and current research in an area of

specialisation to produce significant insights (Accessing, processing and managing information)

demonstrate an ability to use the resources of academic and professional or occupational discourses to

communicate and defend substantial ideas that are the products of research or development in an area of

specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field,

discipline or practice, to communicate to a range of audiences with different levels of knowledge or

expertise (Producing and communicating information)

demonstrate an ability to make interventions at an appropriate level within a system, based on an

understanding of hierarchical relations within the system, and the ability to address the intended and

unintended consequences of interventions (Context and systems)

demonstrate an ability to develop his or her own learning strategies which sustain independent learning

and academic or professional development, and can interact effectively within the learning or professional

group as a means of enhancing learning (Management of learning)

demonstrate an ability to operate independently and take full responsibility for his or her own work, and,

where appropriate, to account for leading and initiating processes and implementing systems, ensuring

good resource management and governance practices (Accountability).


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The Masters qualification requires integration, often across functions and very definitely systemically

within functions. The theories are applied cross-functionally in the workplace; and the integration of the

system as a whole becomes important. Processes are designed to meet specific requirements, and

students work at a fairly high conceptual level before translating theory into action. They work actively

through groups and develop solutions rather than solve problems. Problem solving is non-linear, often

chaotic and integrates sometimes obscure and abstract theories, but solution processes are designed to

meet constantly changing needs.

Da Vinci reserves the right to change specific content, and alter the delivery mechanics, based on an

on-going evolutionary and innovative design process. Students will be informed of any changes to

programme dynamics but should be aware that the qualification will always require 240 credits at exit

level 8 (New HEQSF: NQF Level 9).

All Master qualifications can be customised to accommodate the client's work based needs to improve

business performance. Specialised customised examples include:

Project Management Mining Management Labour Law Aviation Management ICT Management

Students who achieve a minimum of 75% for all components of the programme will be awarded the

qualification with distinction (CUM LAUDE).


Page 22 of 61

ADMISSION CRITERIA



Qualification for which Applying

Previous Academic

Qualifications

Appropriate Work

Experience (years)

Employer Support

Conditions

Master of Science (MOTI) NQF 8


Relevant

NQF 7 (New HEQSF: NQF Level 8) Qualification

5

General

Not Equivalent to

NQF 7 (New HEQSF: NQF Level 8) Qualification

7

Detailed

assessment

Provisional approval for

admission to the programme on

the following conditions:

Evidence of relevant

publications,

presentations or relevant

working experience that

could be considered for

Recognition of Prior

Learning at NQF Level 7

(New HEQSF Level 8).

Registration for the Da

Vinci Research

Workshops.

The acceptance of a Research

Proposal will convert your

provisional approval to full

approval into the programme.

**Recognition of Prior Learning (RPL) and the related processes as defined by Da Vinci will be made

available to prospective applicants.


Page 23 of 61

PhD (MOTI): NQF LEVEL 8+


The Doctor of Philosophy (PhD) qualification in the Management of Technology and Innovation provides

a highly individualised learning environment within which students actually solve a meaningful business

problem of substance to their organisation. The PhD programme is aimed at senior managers and

executives and candidates are required to demonstrate their ability to develop new concepts that will

significantly improve their operations.

PhD applicants: It is compulsory for all students applying for enrolment for PhD study, to note that their

final thesis for assessment will only be received with a publish-ready article attached.

DEMAND

The Learning Programme is specifically designed to enable members of an organisation to realise their

true potential by:

Challenging them to initiate innovative solutions for business improvement and socio-economic

transformation

Acquiring the competence to design a system and to develop technology and innovation related activities

to meet transformational targets

Providing personal development opportunities for them to contribute significantly to the development of

wealth within the South African economy.

PURPOSE

Students who achieve this Qualification will be able to:

initiate innovation and change at a national and international level

integrate systemic principles into alternative designs and developments

incorporate management of technology, management of innovation and management of people

frameworks into new product/process designs and developments

make a contribution towards community development initiatives.

Doctor of Philosophy (MOTI) NQF Level 8+


Research

Thesis 360

Credits


Page 24 of 61

LEVEL DESCRIPTORS

At the Doctoral Programme Level, Da Vinci provides a highly individualised learning environment

within which students actually solve a meaningful business problem of substance to their organisation.

In this guided environment they develop the capacity to:

demonstrate specialist knowledge to enable engagement with and critique of current research or

practices; and an advanced scholarship or research in a particular field, discipline or practice (Scope of

knowledge)

demonstrate an ability to evaluate current processes of knowledge production and to choose an

appropriate process of enquiry for the area of study or practice (Knowledge literacy)

demonstrate a command of and ability to design, select and apply appropriate and creative methods,

techniques, processes or technologies to complex practical and theoretical problems (Method and

procedure)

demonstrate an ability to use a wide range of specialised skills in identifying, conceptualising, designing

and implementing methods of enquiry to address complex and challenging problems within a field,

discipline or practice; and an understanding of the consequences of any solutions or insights generated

within a specialised context (Problem solving)

demonstrate an ability to make autonomous ethical decisions which affect knowledge production, or

complex organisational or professional issues, an ability to critically contribute to the development of

ethical standards in a specific context (Ethics and professional practice)

demonstrate an ability to design and implement a strategy for the processing and management of

information, in order to conduct a comprehensive review of leading and current research in an area of

specialisation to produce significant insights (Accessing, processing and managing information)

demonstrate an ability to use the resources of academic and professional or occupational discourses to

communicate and defend substantial ideas that are the products of research or development in an

area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to

a field, discipline or practice, to communicate to a range of audiences with different levels of

knowledge or expertise (Producing and communicating information)

demonstrate an ability to make interventions at an appropriate level within a system, based on an

understanding of hierarchical relations within the system, and the ability to address the intended and

unintended consequences of interventions (Context and systems)

demonstrate an ability to develop his or her own learning strategies which sustain independent

learning and academic or professional development, and can interact effectively within the learning or

professional group as a means of enhancing learning (Management of learning)

demonstrate an ability to operate independently and take full responsibility for his or her own work,

and, where appropriate, to account for leading and initiating processes and implementing systems,

ensuring good resource management and governance practices (Accountability).

Within this guided and mentored environment, while we expect far more integration and independence;

we essentially require that students underpin their workplace excellence in solving a work based

problem of significance with a sound academic understanding of the appropriate theoretical subject

material. Their demonstration of good academic research practice and independent rigorous thought

will ensure their unique contribution to the body of knowledge, or alternatively offer a new synthesis of

existing benchmarks, thereby path-finding new approaches to applied business problems.


Page 25 of 61

ADMISSION CRITERIA



Qualification for which

Applying

Previous Academic

Qualifications

Appropriate Work

Experience

(years)

Employer

Support

Conditions

Doctor of Philosoph

y (MOTI) NQF 8+ (New

HEQSF: NQF Level

10)

Masters Degree Or other relevant NQF 8

(New HEQSF: NQF Level 9) qualification

10

General, but detailed

assessment by

Da Vinci

Not equivalent to a Masters Degree

15

Detailed

assessment by

Da Vinci

Prospective candidates can be provisionally approved on the following conditions: In the event that a candidate does not comply with the requirements for registration in the PhD programme, but does demonstrate relevant professional experience, consideration can be given to register such candidates in the PhD Programme at Da Vinci on the following conditions:

Demonstrate an understanding at NQF Level 8 (new HEQSF: NQF Level 9) (appropriate level descriptors will be used to guide the process).

Evidence of relevant publications, presentations or relevant working experience that could be considered for Recognition of Prior Learning at NQF Level 8+ (new HEQSF: NQF Level 9)

Registration for the four Research Workshops

Acceptance of a Research Proposal

On successful completion of the above, the provisional approval will be converted to full approval.

In the event that a student is unsuccessful in completing the above, the student will be de-registered for the relevant qualification.


Page 26 of 61

PROGRAMME DESIGN

All programme content is aligned and designed around four conceptual pathways that form the basis for

all our qualifications. The four conceptual pathways are illustrated below:

Content will comprise of a package of preparatory work, classroom activities and post workshop

activities. The objective is to expose students to the key learning of a subject domain, and then to enable

them to use and apply that theory in practice.


Page 27 of 61

RESEARCH

The Research Office of Da Vinci was established towards the middle of 2007 to support the Institute in

providing a fertile environment for research:

Its industry-focused mission, combined with an academic research focus encourages engagement

with students who face real-world challenges where there is real motivation and urgency for

achieving real academic solutions

The emphasis on real-world challenges liberates funding for such academic research; The Institute

houses a rich research environment, including the Technology Top 100 Awards programme

Da Vinci commands extensive networks, locally and internationally, which facilitate rich and

innovative research connections

Da Vinci 's eclectic student environment promotes rich internal exposure in the research

community, as facilitated by the regular 'Curiosita' forums

Historically, Da Vinci has enjoyed strong links with government in South Africa. This, in turn,

facilitates connections with international institutions seeking contact points within South Africa via

government, and promotes access to databases and information.

.

SCOPE

Da Vinci has over the past few years been involved in a wide spectrum of research activities,

including:

Diploma, MSc and PhD projects

Commissioned research projects for, e.g., the National Advisory Council on Innovation

Expert peer-evaluation of research projects

Contributions to national conferences

Curiosita forum.

PURPOSE

The primary purposes of the Research Office are the following:

Managing Da Vinci’s research, development and innovation (RD&I) strategy

Responsible for internal institutional RD&I capacity building

Coordination of the research component of post-graduate research projects

Coordinating in-house RD&I publications and other forms of communication

Promoting Da Vinci 's profile as a significant RD&I role player at the national level

Serving as an RD&I advisory service.

RESEARCH OFFICE

The Research Office is accessible weekdays between 08h00 – 16h00 and is contactable through the

switchboard, +27 11 608 1331. The Manager: Research is Dr Marthie de Kock, who can be contacted at

marthie@Da Vinci.ac.za.

mailto:[email protected]


Page 28 of 61

RECOGNITION OF PRIOR LEARNING

Da Vinci offers two entry routes for each qualification:

one based primarily on academic qualifications with a lower emphasis on work experience

the other minimising the requirement for prior qualifications, and placing high emphasis on

appropriate work experience.

This approach articulates Da Vinci’s vision of creating viable opportunities for a broad cross section

of South Africans to engage in formal tertiary education.

Irrespective of the general admission criteria, all admissions are subject to confirmation by the Academic

Board. It is a requirement that all students must be employed in a position which will allow them the


Prospective candidates who do not meet the above entry requirements but who have been working for

at least 10 years can apply to have their candidature evaluated in terms of their work experience.

LANGUAGE POLICY

The language of tuition is English.

MODE OF INSTRUCTION

Distance learning with face to face support.


Page 29 of 61

FEES

FEES AND DEPOSITS

Details of fees and deposits are contained in the current year's fee schedule, available on request.

APPLICATION FEE

All students must pay a non-refundable application fee which must accompany the student's application

form. It is an administration charge and is over and above any course fees.

REGISTRATION FEE

A registration fee is payable on the student's acceptance of the offer by Da Vinci for participation in a

programme. This is non-refundable, which is included in the student's total programme fees. The

registration fee must be paid before attending the first workshop.

The annual registration fee must be paid before commencement of each year of studies.

CANCELLATION FEE

Students who deregister from a programme two (2) weeks before the start of that programme shall

be liable for a 10% cancellations of all prepaid fees, excluding application fee.

Students who register are considered to have purchased a seat in a programme. Should the student

withdraw (in writing) within thirty days (30) after the registration date of the programme, the

student shall be liable for 50% of the fees paid. The Institute may deduct any other reasonable costs

from the refund.

Cancellation after thirty (30) days of registration shall result in the forfeit of all fees paid and the

student shall be liable for any reasonable costs. Notice of cancellation shall be given to The Institute

in writing.

Where refunds are applicable, such shall be made by The Institute not more than sixty (60) days after

receipt of the cancellation notice.

ACADEMIC TRANSCRIPT FEE

Any Da Vinci alumnus requiring an academic transcript shall be required to pay a prescribed

administration fee for this service.

PAYMENT OPTIONS

Details are available from the relevant Key Account Manager.


Page 30 of 61

STUDENT FINANCIAL AID

Students registered for business-to-business programmes are funded by their employers.

Students registered for the public programmes are assisted, wherever possible, to obtain student

loans, study bursaries and scholarships.

Da Vinci is listed with both Standard Bank and ABSA as an accredited institution for student

loans. For more information:

STANDARD BANK

ABSA

www.standardbank.co.za www.absa.co.za

Tel: 0860 123 000 Tel: 0860 100 372

NEDBANK

FIRST NATIONAL BANK

www.nedbank.co.za www.fnb.co.za

Tel: 0860 555 111 Tel: 0861 40 40 40

EDULOAN

CAPITEC

www.eduloan.co.za www.capitecbank.co.za

Tel: 0860 55 55 44 Tel: 0860 10 20 43

http://www.absa.co.za/

http://www.fnb.co.za/

http://www.eduloan.co.za/


Page 31 of 61

MANAGEMENT, FACULTY and FELLOWS

The academic staff of Da Vinci has substantial teaching and academic research experience in both

local and international universities while many also have vast business experience with superlative

expertise in their respective fields. Their expertise in both the academic as business arena, enable them

to support the students to contribute to new knowledge as well as create and effect new application in

the world of business.

DIRECTORS OF THE Da Vinci INSTITUTE

Prof Benjamin Anderson (PhD Psychology)

Mrs Deirdre Marcus

Prof Roy Marcus (PhD Mech Eng)

Da Vinci BOARD

Prof R Marcus Chairman of The Da Vinci Institute Board (PhD Mech Eng)

Prof B Anderson Chief Executive Officer (PhD Psychology)

Mrs D Marcus Executive Director


Page 32 of 61

MANAGEMENT

Prof B Anderson Chief Executive Officer (PhD Psychology)

Mrs M Burger Operations Manager

Dr L Chipunza Registrar (D Phil et Litt)

Ms J Grundling Academic Development Manager (MPhil Adult Education)

Mr A Johnson Finance Manager (MSc MOTI)

Mr K Mabilisa Business Development Manager

Mrs C Scholtz-Urban Client Engagement Manager

Mr S Thomas Communications Manager

Prof N Viljoen Strategic Advisor (MCom Economics)

OPERATIONS TEAM

Mrs A Carney Accountant

Mrs C Botha Learning Designer

Dr M de Kock Research Manager

Mr M Dhliwayo Catering Manager

Mr S Gathua Key Account Manager

Mr P Kabeya Print Master

Ms T Lillienfeldt Key Account Manager

Ms O Maculube Personal Assistant / Receptionist

Mr V Moyo Key Account Manager

Mr T Naicker Key Account Manager

Mr F Ngwenya Administrator

Mr M Pheiffer IT Manager

Mrs S Padayachee Secretariat

Mrs B Serobatse Administrator

Mrs E Smit Administrator

Mrs H Smith Administrator

Mr P Swanepoel Operations Support

Mrs S Vania Key Account Manager

Mrs K Verster Project Coordinator


Page 33 of 61

ACADEMIC STAFF

Prof B Anderson PhD (Psychology)

Prof J Coetzee PhD

Dr M de Kock DLitt et Phil (Information Science)

Prof R Lessem PhD

Prof R Marcus PhD (MechEng)

Dr A Schieffer PhD

Dr R Siriram PhD (Industrial Psychology)

Dr R Viljoen DBL

Dr J Bosman PhD

Dr D Burger PhD

Dr P Paisley PhD

Dr S Shepard PhD

Dr D Shirley PhD

Mr J Bhengu MBA

Mr K Gevers MBA

Mr J Goldberg MBA

Ms J Grundling MPhil (Adult Education)

Mr D Hansen MSc

Mr F Knezevic Law (Germany)

Mr M Matsapola MBA

Ms J Naidoo MBA

Mr K Ramontja MCom

Dr B van Niekerk PhD

Mr R Derah MBA

Mr R Goddard BA

Mr W Longuiera BA (Education)

Mrs S McWha BA

Mr G Wilkinson LLB


Page 34 of 61

SENIOR FACILITATORS

Mr J Bengu (MBA HR)

Dr J Bosman (PhD)

Dr D Burger (PhD)

Mr S Carlin (MSc Industrial Psychology)

Dr M de Kock (DLitt et Phil Information Science)

Mr K Gevers (MBA)

MS J Grundling (MPhil Adult Education)

Dr M Mostert (PhD)

Dr B Peens (PhD Clinical Psychology)

Dr R Siriram (PhD Industrial Psychology)

Dr C Steyn (DBA, PhD)

Mr P Swanepoel (BA BEd THED)

Dr J van der Watt (PhD Management and Leadership)

Dr G van Rensburg (PhD Leadership)

Dr R Viljoen (BCom Industrial Psychology, MBL, DBL)

FACILITATORS

Ms P Bezuidenhout (LLM Corporate Law)

Ms T Chagonda (BA Industrial Psychology, Sociology and Social Work)

Mr H Coetzee (MA)

Mr R Derah (MBA)

Ms C Downing (MCur)

Mr D Ellappa (MBL)

Mr G Feinberg (BA Information Science)

Mr L Ferreira (MBA)

Mr M Gee (BSc, MBA)

Mr R Goddard (BA Management)

Mrs B Goddard (BA)

Mrs K Irvin (BA Honours in Psychology)

Mr Johan Kruger (BHons)


Page 35 of 61

Mr E Mafokoane (MBA, MM)

Mr L Makhurane (MCom)

Mr J Mlambo (BA Hons)

Mr T Mopeli (MTech)

Mr V Moyo (BSc Economics)

Mr C Nkoglolo (Cert)

Mr C Nkongolo (BSc Industrial Engineer)

Mr K Ramontja (MCom)

Mr A Schofield

Dr M Serfontein (PhD)

Ms B Theunisen (MA Industrial Psychology)

Dr E van Dyk (PhD)

Mr J van der Walt (BA)

Mr A Vermaak (MSc)

Mr G Wilkinson (LLB)

ACADEMIC SUPERVISORS

Prof B Anderson PhD

Dr S Armstrong PhD

Dr W Baker PhD

Dr A Barnard PhD

Dr J Bosman PhD

Mr A Botha MSc

Dr L Botha PhD

Dr T Brown PhD

Dr D Burger PhD

Dr M Bussin DComm

Prof O Busari PhD

Dr E Chetty DAdmin

Mr B Chikwiri MBA

Dr L Chipunza DLitt et Phil

Mr M Clark MSc

Dr R Clark PhD

Dr D Magadlela PhD

Mr A Mammanyuha MSc

Prof HC Marais PhD

Prof R Marcus PhD

Mr J Masson MBA

Dr G Matsabisa PhD

Mr M Matsapola MBA

Mr M Matsindi MBL

Dr L Meyer DBA, PhD

Dr M Mostert PhD

Dr J Muchineripi PhD

Dr P Naidoo PhD

Mr R Page-Shipp MSc

Dr P Paisley DProf

Mr N Pather MBA

Dr A Parker PhD


Page 36 of 61

Prof J Coetzee PhD

Prof F Coertze MSc

Ms L Coetzer MBA

Mr A Dalvit Msc

Dr N de Klerk PhD

Dr M de Kock DLitt et Phil

Prof VZ de Villiers PhD

Dr E Dixon PhD

Dr R Dominick PhD

Ms C Downing MCur

Prof D Dzansi PhD

Mr Du Plooy MSc

Mr B Engelbrecht MBA

Ms M Erasmus MSc

Mr L Fourie MSc

Mr H Fox MBA

Mr K Gevers MSc

Mr A Georgiev MSc

Dr W Goosen DBA, PhD

Mr W Graham MBA

Mr K Grey MBA

Dr M Gush PhD

Dr S Harris PhD

Prof M Herdoldt DPhil

Dr A Huss DPhil

Dr C Joubert PhD

Prof J Kriek PhD

Mr D Krueger MSc

Mr D Kruger MBA

Dr J Kruger PhD

Dr V Lawrence PhD

Prof R Lessem PhD

Mr E Litheko MBA

Ms B Loubser BProc

Mr N Pather MBA

Dr B Peens-Hartman PhD

Prof M-L Penrith PhD

Dr R Philips PhD

Dr R Pesic PhD

Dr W Pienaar PhD

Dr G Prinsloo PhD

Dr Lorraine Rajagopaul PhD

Prof N Romm DLitt et Phil

Prof A Schieffer PhD

Mr W Scholtz MBA

Prof W Schurink PhD

Dr M Serfontien PhD

Ms E Simpson-Kriel MCom

Dr R Siriram PhD

Mr D Smith Msc

Dr S Sproule PhD

Mr D Stanford MBA

Dr C Steyn DBA, PhD

Mr R Stoutesdyk MBL

Dr F Terblanche DLitt et Phil

Mr L Turner MCom

Dr A van der Linde PhD

Dr P van der Walt PhD

Dr G van Rensburg DTh

Prof B van Zijl DTh

Mr A Vermaak MBL, MSc

Dr R Viljoen DBL


Page 37 of 61

LOCAL AND INTERNATIONAL SPECIALIST FACULTY

Da Vinci has access to a wide range of academics and industry specialists through an extensive local and

international network

Ms L Barbour Franchize Directions (Franchise Management)

Dr J Beukes T-Systems (Change Management)

Dr J Bosman DMC Process Management (Supervisory Management)

Mr J Goldberg Global Business Solutions (Industrial Relations)

Mr D Hanson Technology Innovation Group, USA (Commercialisation)

Prof M Harold Synergetica (Wellness, Leadership, Chaos Theory)

Mr B Jack-Pama EPA (Business Management and Agricultural Economics)

Prof Kurt Jefferson Westminster College (Leadership)

Mr J Jones Global Business Solutions (Industrial Relations)

Dr S Lennon Eskom (Strategy)

Dr P M Muchineripi BTD Consulting, Zimbabwe (Social Innovation & Transformation)

Dr M Manley Mark Manley Associates (Leadership and Marketing)

Ms D Merdjan Camelot International (Spa Management)

Mr F Minaar Status Aviation (Aviation Management)

Dr P Paisley The Coaching Centre (Coaching)

Prof J Pourdehnad University of Pennsylvania (Design Thinking)

Mr K Romontja Bliss Education Marketing (Business Management, Marketing)

Dr A Schieffer Trans4M (Social Innovation and Transformation)

Prof S Shepard Marshall School of Business (Strategy & ICT)

Dr D Shirley Cornerstone Performance (Banking)

Mr Barry Spitz International Law and Tax Institute (International Taxation)

Dr C Stoltz-Urban CIPS (Supply Chain Management)

Dr B Van Biljon Commerce Edge (Supply Chain Management)

Dr B van Niekerk Commerce Edge (Supply Chain Management)

Mr P Van Staden Status Aviation (Aviation Management)

Mr S Visagie Stentor Consulting (Financial Management)

Ms C Yuill Life Coach (Coaching)

Da Vinci FELLOWS

Dr Y Boshyk (Canada)

Mr M Burridge (UK)

Prof J Coetzee (RSA)

Mr E Kieswetter (RSA)

Dr S Lennon (RSA)

Dr R Mashelkar (India)

Prof J Pourdehnad (USA)

Mr G Rothschild (RSA)


Page 38 of 61

Prof S Shepard (USA)


Page 39 of 61

GOVERNANCE

Da Vinci COUNCIL

In compliance with the registration as a private higher education institute, Da Vinci's academic offerings

are carefully monitored by experienced professionals. The Council comprises not solely of Institute

people, but of a mixture of practitioners, business people and academics. The Council is the custodian of

the academic strategy, integrity, and the quality of all learning.

MEMBERS OF THE Da Vinci COUNCIL

Mr Edward Kieswetter (President) (Alexander Forbes)

Prof Bennie Anderson (Vice-President)

Mr Sechaba Motsieloa (Chairperson) (McDonald’s SA)

Dr Morne Mostert (Vice-Chairperson)

Ms Claudia Cutelli (Alumni President)

Ms Jean Grundling

Mr Alex Johnson

Mrs Shirley Lloyd (Student Representative)

Prof Roy Marcus

Mr Khomotso M Molabe (Standard Bank)

Mrs Susan Reichel

Mr Jeremy Sampson (Interbrand)

Mr Dean Strooh (MTN)

Mr Piet Swanepoel

Mr Anderson Tshaya (Business Owner)

Prof Niel Viljoen


Page 40 of 61

FUNCTIONS OF THE COUNCIL

The function of The Council is to provide input regarding the strategic direction of Da Vinci in meeting

its academic objectives as determined by the Higher Education Act, 1997 (Act 101 of 1997). The role and

responsibilities of The Council include, inter alia:

providing direction on the identification of the academic needs of South Africa, and the

contributions Da Vinci can make in meeting those needs

approving the quality of academic services and programmes offered by Da Vinci

approving new academic programmes designed and developed by Da Vinci

approving the academic results and programme outcomes provided by the academic board

approving recommendations from the academic board regarding the conferment of

qualifications

approving the appointment of academic staff to Da Vinci

approving proposals by Da Vinci for academic collaboration and/or partnering with outside

organisations

monitoring, through management information systems, the performance of Da Vinci,

particularly in terms of its academic activities.

approving the implementation of learning management systems required by Da Vinci to

perform its academic duties as an accredited higher education provider

approving policies and procedures required to implement an integrated quality management

system (QMS) for Da Vinci

suggesting areas of research which could be of benefit to industrial organisations and to the

academic development of Da Vinci

contributing towards the overall performance of Da Vinci with particular reference to its

academic offerings, and its image as a national and international academic role player.


Page 41 of 61

THE Da Vinci ACADEMIC BOARD

The Academic Board of Da Vinci is mandated by the Da Vinci Council to be the custodian of the

academic strategy, integrity, and the quality of all learning and as such reports to Da Vinci Council.

FUNCTIONS

The Da Vinci Academic Board is accountable to Council for the academic and research functions of

Da Vinci and must perform such other functions as may be delegated or assigned to it by Council.

The Da Vinci Academic board:

advises Council and makes recommendations, where appropriate, on the academic strategic

directions and practices of The Institute;

assists Council in the formulation of the academic objectives and goals of The Institute and the

actions necessary to sustain and develop such objectives and goals and, where appropriate, advises

Council on the impact of proposed organisational change on the academic aims of The Institute;

assists in the development, progress monitoring and achievement of The Institute’s teaching and

learning, research and information technology plans and strategies;

advises Council and makes recommendations, where appropriate, on quality assurance of

programmes and research;

approves, on delegated authority of Council, all new programme developments and significant

changes to existing programmes;

formulates and approves, on delegated authority of Council, academic, research and information

technology policies, guidelines and procedures;

determines, on delegated authority of Council, the requirements to be satisfied by candidates for the

award of degrees, diplomas or certificates;

advises Council of a list of graduands;

confers, on delegated authority of Council, academic awards;

determines the requirements to be satisfied by a student disciplinary hearing;

approves, on delegated authority of Council, establishment of research structures and collaborative

centres; and

advises Council and makes recommendations on policies concerning the academic aspects of the

conditions of appointment and employment of academic, research and information technology staff.


Page 42 of 61

SUB-COMMITTEES

THE Da Vinci EXAMINATION COMMITTEE

The Da Vinci Examination Committee is a subcommittee of the Academic Board and is mandated by

the Da Vinci Academic Board to be the custodian of the examination process of Da Vinci and as

such reports to The Da Vinci Academic Board.

FUNCTIONS

Reviews the performance of candidates who have completed all of the requirements for the award

of a qualification for which Da Vinci is accredited by the Council on Higher Education.

Advises the Academic Board of its recommendations for the award of qualifications.

Advises the Academic Board on policies and procedures in relation to the examination and

assessment process.

Advises the Academic Board on policies and procedures in relation to the appointment and

remuneration of external examiners and moderators.

THE Da Vinci INSTITUTIONAL FORUM

FUNCTIONS

The Da Vinci Institutional Forum is accountable to advise Da Vinci Council and must perform such

other functions as may be delegated or assigned to it by Da Vinci Council, including:

The implementation of the private higher education act and the national policy on higher education:

the implementation of this Act and the national policy on higher education;

race and gender equity policies;

the selection of candidates for senior management positions;

codes of conduct, mediation and dispute resolution procedures; and

the fostering of an institutional culture which promotes tolerance and respect for fundamental

human rights and creates an appropriate environment for teaching, research and learning; and

perform such functions as determined by the council.


Page 43 of 61

RESEARCH COMMITTEE

The Research Committee is accountable to Da Vinci Academic Board for the diploma, masters and

doctoral research functions of all programmes and must perform such other functions as may be

delegated or assigned to it by The Academic Board.

The Research Committee:

advises The Academic Board and makes recommendations, where appropriate, on new masters and

doctoral research strategic directions and practices, assists in the development and monitoring of

research training workshops, guidelines and student research strategies and plans

advises The Academic Board and makes recommendations, where appropriate, on quality assurance

of student research, supervision and outcomes;

advises The Academic Board and makes recommendations on policies concerning appointment and

employment of academic and field supervisors for masters and doctoral students

assists The Academic Board in reviewing Research Office objectives and goals for all masters and

doctoral programmes/qualifications and the actions necessary to sustain and develop related

objectives and goals

advises The Academic Board on the approval of topics of investigation and research, and the

approval and appointment of academic and field supervisors

advises and assists The Academic Board on monitoring and approval practices and procedures for the

registration of supervisors and external examiners and the satisfactory progress of candidates

advises The Academic Board on the monitoring, approval and progress of candidature, changes to

such candidature; and approval of examination and classification of dissertations and theses

assists and advises The Academic Board in the nomination of Council awards;

advises the Academic Board on the overseeing and implementation of strategic policy and quality

assurance procedures relating to diploma, masters and doctoral research training, including skills

training for supervisors and research students and, research and presentation forums

advises The Academic Board on student, supervisor and staff publication activities and opportunities,

publication training and workshops, peer reviewing and NRF communication

Advises The Academic Board on coordinate ways to support the candidate’s research experience

leading up to his/her dissertation or thesis assessment.


Page 44 of 61

ETHICS COMMITTEE

The Da Vinci Institute (The Institute) is an academic institution, and carries out academic and

administrative activities typical of an internationally recognised academic institution. The Institute, being

registered as a Private Higher and Distance Education Institution in terms of the Higher Education Act

(Act No. 101 of 1997) ensures that all activities meet relevant statutory requirements as required by the

Department of Education.

The Ethics Committee of The Institute is mandated by The Institute Council (The Council) to be the

custodian of academic ethics, integrity, and quality of all learning and as such reports to Academic Board

of Institute.

These Terms of Reference is based on the following documentation:

The Institute Code of Ethics

Plagiarism Policy

Student Representative Policy

Purpose of the Ethics Committee

The Ethics Committee is there tasked to:

reflect the Institute Code of Ethics which expects students to display professionalism,

responsibility and integrity in all of their dealings with The Institute.

Uphold and monitor the values of The Institute. These values do not replace, but informs the

policies, procedures and processes of The Institute.

Ensure a learning environment in which students are able to derive benefit from the growth and

learning opportunities offered by The Institute.

Increase the element of professional ethos within students.

Where required, address acts of unprofessionalism, unethical behaviour resulting in

educational/ethical conflicts by means of Ethics Hearings. (Referring to The Ethical Code of

Conduct, it lists unethical conduct under various headings and also against this list positive

conduct to be promoted).

Deal with multiple behaviours which may give rise to conflicts.

The Ethics Committee will in cases lodge complaints, hear and resolve complaints, grievances and

appeals. This should be carried out in the same degree and professionalism required for all other aspects

of admission, by:

responding to the complaint in a timely fashion;

giving credence should to the opinions taken and evidence put forward by the complainant or

accused;

treating the complaint/accusation as a confidential matter were possible;

resolving to carry the complaint/accusation process through to completion;

deciding the outcome and penalty if applicable and

reporting the outcome of the investigation to the Academic Board


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Composition of Ethics Committee

The Ethics Committee has been composed as representatively as possible and comprises of the following

members:

The Registrar (ex officio)

Academic Development Manager(Chairperson)

A representative of The Examination Committee(excluding the Registrar)

Respective Key Account Manager

A Student Representative

Secretariat


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ACADEMIC RULES AND GUIDELINES

Each learning programme offered by Da Vinci has specific assessment requirements that students should

adhere to. Each student should submit a PMA as part of the assessment requirements per registered

module. These requirements are outlined in a learning programme schedule which is provided before

the first workshop.

SUBMISSION OF POST MODULAR ASSIGNMENTS (PMAS)

The programme schedule outlines all dates of workshops as well as the PMA submission dates. Please

note that it is the students responsibility to adhere to these dates.

GENERAL REGULATIONS FOR SUBMISSION OF THE PMA APPLY

Each schedule indicates two submission dates for each module:

The first submission date, is the compulsory submission date.

The second date indicates the late submission date. This option can only be used twice for the

duration of the respective learning programme per year, where relevant.

This implies that students have to submit PMAs by the compulsory (first submission) date.

In cases where the student did not manage to submit by the compulsory date, he/she has an

option to make use of the late submission option or pay a late submission penalty fee of R250-00

(incl. VAT) per PMA.

PMAS – RESUBMISSION, RE-ASSESSMENT AND APPEALS PROCESS

Resubmission

If a student receives a not yet competent result (below 50%) for a PMA, he/she is given one opportunity

per module to resubmit the PMA. The revised PMA should focus on applying the recommendations and

comments shared by the assessor. In this case the PMA will be re-assessed and the highest mark will be

recorded. This will be done at no additional cost.

Re-Assessment For Improvement Of Marks

A student may apply for re-assessment of a PMA, if the PMA was passed, but they wish to

improve the result by rewriting, amending or adding to the content.

One re-assessment opportunity is allowed per module. A re-assessment fee of R250-00 (incl.

VAT) is applicable.

The result obtained after the re-assessment process, will be regarded as the final and official

result.


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Appeals Process

A student may request an appeal against a PMA result. In this case the PMA will be assessed by a

moderator to submit a third independent mark.

One appeals opportunity is allowed per PMA and an appeals fee of R400-00 (incl. VAT) will be

applicable.

If the appeal is successful, the fee will be reimbursed to the student. If not there will not be any

reimbursement.

PLAGIARISM

Plagiarism is an extremely serious offence and all role-players associated with Da Vinci, (facilitators,

assessors, moderators and students), should be aware of what constitutes plagiarism and the possible

consequences, if plagiarism is suspected and proven.

In particular, the following should be noted:

‘Plagiarism’ means any attempt to benefit oneself, or another, by deceit or fraud. This shall

include:

Deliberately reproducing the work of another person or persons without due

acknowledgement.

A significant amount (approximately 10%) of unacknowledged copying shall be

deemed to constitute prima facie evidence of deliberate copying.

In such cases the burden of establishing otherwise shall rest with the student against

whom such an allegation is made.

Plagiarism constitutes actions, which:

Weaken the educational process, such as shameless copying of any aspect of the

programme; and

Demonstrate dishonesty such as quoting from books, handouts or the work of other

students without explicitly stating that this was done.

These actions are firmly discoursed by Da Vinci and its Student Code of Conduct.

The detailed Plagiarism Policy is available from our offices and on Registation

Part of the on-line learning process, students will be required to read and confirm understanding of the

Plagiarism Policy.


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Period of Study

As a registered private higher and distance education provider, Da Vinci aligns its period of study

accordingly. Indicated below is the maximum period of registration allowed for a

programme/qualification.

Should a student not complete the programme/qualification within the maximum specified

timeframe, the student will be required to re-register for the programme/qualification at

additional cost.

The re-registration fee is determined by credit values.

Programme Duration

Programme

Duration Of Programme

(Years To Complete)

Customised Programme

One (1) Year

BCom (Business Management)

Five (5) Years Part time

Certificate (MOTI)

Two (2) Years

Diploma (MOTI)

Four (4) Years

MSc (MOTI)

Four (4) Years

PhD (MOTI)

Six (6) Years

GRADUATION CERTIFICATES

Copies of graduation certificates will be issued at cost.

Students will only be issued with a duplicate academic transcript or statement of results.


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ASSESSMENT OF PROJECTS

The project work within the Diploma qualification will be assessed by means of:

a written evaluation of the written submission by the designated tutor

there could be a presentation component which shall also be assessed.

ASSESSMENT OF DISSERTATIONS AND THESES

a written evaluation by the academic and field supervisor on the quality of the work and permission

to submit the final dissertation/thesis is received by the Research Office

a written assessment of the final submission by an external professional according to specified

cognitive assessment criteria, as received by the Research Office

written assessments by two external examiners according to specified cognitive assessment criteria

for the PhD thesis are received by the Research Office

a written assessment of the oral presentation/oral defense of the work by the academic, field

supervisor and an external examiner is completed.

After final evaluation, as indicated above, the result will be disclosed as either complete or incomplete

until ratification of marks by the Da Vinci Council.

A distinction has to be obtained for the dissertation in order to receive an MSc qualification cum laude.

Being successfully awarded a PhD qualification is a distinction in itself and therefore no mark or cum laude

will be allocated.

THE APPEAL PROCESS

Any of the above decisions can be taken to appeal according to the Appeals Policy. An appeal must be

submitted in writing within two weeks of receipt of the decision, addressed to the Registrar, and

accompanied by the appropriate supporting documents. An appeals fee is applicable. If the appeal is

successful, the fee will be reimbursed to the student. If not there will not be any reimbursement.


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PERIOD OF REGISTRATION

on expiry of the years for completion for each of the programmes, a re-registration fee will be

applicable on a yearly basis

extension beyond the maximum time requires a written motivation from the student supported

by the student's Academic and Field Supervisors and sponsor where appropriate.

THE AWARD OF A QUALIFICATION WITH DISTINCTION (CUM LAUDE)

Students (with the exception of those registered for PhD qualification), who achieve 75% average

for the entire qualification will be awarded the qualification with distinction (cum laude).

A distinction has to be obtained for the written dissertation in order to receive a MSc qualification

cum laude

A distinction for Certificates and Diplomas is obtainable when a student has an average mark of

75% or more

in exceptional circumstances, students who receive credits towards a qualification as a result of

achievements in other programmes are not able to obtain a Da Vinci qualification with

distinction as such credits are awarded a 50% mark. Students have the option to submit the

relevant assignment to obtain a higher grade.

STUDENT SUPPORT

Da Vinci has a fully computerised Learner Management System.

Da Vinci provides counselling services and personal mentoring and tutoring on an 'as and

when needed' basis. Students are encouraged to contact their Key Account Manager to discuss

academic assistance if required

a student who demonstrates difficulty in completing the modules in the minimum time, may be

invited to attend an interview at which his/her continuation on the programme will be discussed

and a rehabilitation plan developed where appropriate

Da Vinci cannot guarantee that every module for which a student registers can be offered

sequentially. If a student is required to re-register for a module, the date for the attendance for

the same, or equivalent, or substitute module will be provided as early as possible

Da Vinci provides access to an Information Commons which has internet connected

computers and a number of core books as well as membership of the VUT Library.


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DA VINCI INSTITUTE STUDENT CODE OF ETHICS

The Da Vinci Institute for Technology Management operates within an ethos of mature students from

active roles in the global workplace. As such, students are required to take full responsibility for their

own progress within the course of their studies.

The Institute Management, academic and administration staff and students further underwrites the

seven Leonardo Da Vinci principles:

Seeking the truth (curiosita)

Taking responsibility (dimostrazione)

Sharpening awareness (sensazione)

Engaging the shadow (sfumato)

Cultivating balance (scienza)

Nurturing integration (corporalita)

Holism (connessione).

Purpose of the Code of Ethics Within this context, the purpose of the Code of Ethics is to:

reflect the values of The Institute and, therefore, does not replace but informs the policies,

procedures, processes of The Institute;

create a safe and conducive learning environment in which all students are able to derive full

benefit from the growth and learning opportunity presented by The Institute; and

increase awareness of their own professional conduct, thus equipping or honing within

students this fundamental element of practical business ethos.

General Ethics Students shall display high levels of professionalism, responsibility and integrity in all of their dealings with The Institute and therefore students shall endeavour not to:

disrupt or attempt to disrupt teaching or study or research or the administrative or other

activities of The Institute;

disrupt or attempt to disrupt the lawful exercise of freedom of speech by members, students

and employees of The Institute or by visiting speakers;

obstruct or attempt to obstruct any officer, employee or agent of The Institute in the

performance of his or her duties;

damage, misappropriate or destroy any property of, or in the custody of the Institute or of

any member, officer, employee or agent of The Institute, or knowingly misappropriate such

property;

occupy or use or attempt to occupy or use any property or facilities of the Institute except as

may be expressly authorised by the relevant Institute's authorities concerned;

forge, alter, falsify or misuse any Institute qualification or certificate or similar document or

knowingly make false statements concerning standing or results obtained;

engage in actions which are likely to cause injury or to impair safety;


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engage in violent, indecent, disorderly, threatening, or offensive behaviour or language;

disobey a reasonable instruction given within their authority by one of the authorities of The

Institute;

engage in any dishonest behaviour in relation to The Institute;

refuse or knowingly disclose/furnish false information to The Institute or its staff;

engage in the harassment of any member, visitor, employee or agent of The Institute and

fail to comply with any other policy, procedure or rule of The Institute.

Students Are Required To:

switch off cell phones in class and at all formal programme related events;

use electronic technology, if available, in class to capture comments and insights during

workshop presentations by the facilitator;

be punctual; that is students should be seated in class at the official start time of the

workshop and should not leave the class except at the official breaks, unless express

permission to do otherwise has been granted in advance by the facilitator and

channel all concerns or suggestions regarding the Institute’s delivery of the product to the

student to the Key Account Manager or formally to The Institute via the Student

representatives on the Examination committee, Institutional Forum or Academic Board.

Ethical Conduct Includes:

Promoting:

the policies, rules and laws of the country and The Institute;

ethical treatment of people and the environment;

ethical practices including fulfilling obligations of teaching/learning

fair and accountable assessment, research and supervision

ethical use of resources and property.

Preventing:

plagiarism and all forms of intellectual dishonesty;

favouritism and nepotism; and

violation of confidentiality.

Respectful Ethical Conduct Includes:

Promoting:

human rights and social responsibility;

equity and equal opportunity;

academic freedom and freedom of expression;

honesty

integrity

fairness

courtesy and

respect for differences of people's ideas and opinions.


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Preventing:

discrimination on the basis of race, gender, religion, disability, sexual orientation or age;

the abuse of power;

sexual, racial or other forms of harassment and

disrespect for persons and property.

Responsible Ethical Conduct Includes:

Promoting:

transparency;

inclusivity;

accountability;

good practice;

conducive to safety, security, health and well-being and

mutual responsibility for maintenance of an ethos and environment

Preventing:

misuse of personal and Institute's information and property and

the name of The Institute;

improper financial dealings and improper conflicts of interest;

practices threatening safety, security, health or well-being and

political action which impinges on the rights of others

Diligent Conduct Includes:

Promoting:

efficiency;

effectiveness ;

excellence in performance;

competence and

the proper use of time.

Preventing:

misuse of time and resources;

inefficiency;

ineffectiveness and

unprofessional conduct


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HIV/AIDS

Da Vinci recognises the magnitude and severity of the HIV/AIDS epidemic in South Africa, and the

complex problems it may present for students. It holds all medical information to be confidential. The

HIV status of an infected student may not be divulged to anyone without the written and informed

consent of the student concerned.

Students who have a life-threatening disease will be treated with sensitivity and compassion. Infected

students are encouraged to seek assistance from company and established community support groups

for medical treatment and counselling services.

Dr ali Bacher. Da Vinci’s most recent Laureate recipient for his contribution to social architecture is the

Chairman of the HIV / AIDS foundation, Right to Care.


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WHAT MAKES THE DA VINCI APPROACH UNIQUE?

MANAGEMENT LEADERSHIP – THE PHILOSOPHY

Over the years, the approach to the development of managers has been the subject of much debate.

More recently, argument has been re-opened as many international business schools have drastically

reviewed their approach to manager development. There is increasing evidence of a growing

disillusionment among employers that business school graduates are simply not equipped to return to

the work environment and make a meaningful contribution.

Key differentiators between the conventional manager-development philosophy and The Institute

approach are:

There are no exams, students are assessed on the post module assignments and research

projects where appropriate.

Use of Case Studies - While examples from other operations (both successes and failures) are

often cited and deemed important to learning, The Institute (like many international academic

institutions) eschews the case study approach as the fundamental teaching process. The actual

workplace is seen as the most effective venue for case studies.

Application of Action Learning - Learning through experiences in other environments is perceived

to be an important element in the development of new skills. This concept encourages

candidates to take experiences from environments very different from their own and to ’laterally

link' the learning to their own environment. Candidates are required to complete a post-module

assignment based on the solution of a workplace problem.

Focus on the Management of Technology, Innovation, People and Systems (TIPS™) - Any

organisation that strives to be globally competitive needs to be managed by people who have a

profound understanding of the complexities of managing an environment in which technology,

innovation and people have a pervasive impact on competitive advantage. The Institute

specialises in the development managers who are equipped with decision-making skills among

which financial considerations are only one component.

In-company Solutions - Using Da Vinci’s integrated approach, each intervention is linked to

work- related assignments in which candidates are expected to use their newly acquired skills to

solve problems in the workplace.

Flexibility - Da Vinci has a depth of experience in customising programmes for South African

operations.

Collaboration with the client - Active partnership between The Institute and South African private

and public sector operations has afforded The Institute the opportunity of working in a diverse

range of organisations. The success of its programmes emanates from effective partnerships

where there is joint responsibility for:


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The design of the programmes

The delivery of the programmes

The quality control of the programmes

The design of in-company assignments

The full integration of the learning within the client operations.

Collaboration with the Student - Da Vinci engages with the student via a formal learning contract.


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Da Vinci Design Collaboratory

In addition to its formal academic offerings, Da Vinci also comprises a Design Collaboratory assisting

students in professionalising their understanding of concepts related to management leadership. Other

focus areas include Youth Development, Entrepreneurship Development and Technology

Commercialisation. This division is also responsible for the TT100 awards programme and the Accenture

Innovation Index Awards and Innovation Capacity Creation consulting, training and strategy formulation

for corporates. Through GOCO, a collaboration between The Technology Innovation Group, Texas USA

and TT100, Da Vinci is able to assist with Incubation, Business Development, Technology

Commercialisation and access to markets, both local and international.

The Da Vinci Design Collaboratory include:

The Technology Top 100 Awards programme (TT100) - South Africa's premier business

management awards programme endorsed by the Department of Science and Technology that has

been lauding South African organisations for their business prowess

TT100, now in its 22nd year uses the Da Vinci Management of TIPS™ as a platform for scoring its

entrants. TT100 also provides a ‘Teaching Companies’ programme where previous and current

entrants, winners and qualifiers share their expertise and mentor students in various industries from

manufacturing to technology, engineering, software development, to list just a few

The Ackoff Centre for Systems and Design Thinking @ Da Vinci is actively engaged with a

number of private and public sector organisations. Its founding principles are based on the seminal

work conducted by the late Professor Russell Ackoff.

In the “Design Thinking” approach, it is assumed that the organisation is a multi-purpose system,

and that the thinking, designing and planning process should take into account the objectives

of all stakeholders, including customers, providers, suppliers, employees, management, business

partners, competitors, the containing whole, and society in general. The significance of the

concept is the ability for all members of a team to actively participate in co-creating a

new model.

Accenture Innovation Index - 2013 Saw the launch of the first Innovation Index of its kind – in

the World, by Accenture South Africa where 190 Companies entered. The process saw entrants go

through a detailed questionnaire to evaluate whether they were demonstrating Innovation Mastery.

An Innovation Showcase of the Top 20 Concepts was hosted to recognise ‘Innovation Masters’ at an

awards event including an interactive panel discussion with Accenture Chief Executive William

Mzimba, The Honourable Minister of Science and Technology Derek Hanekom, Discovery Holdings

CEO Adrian Gore and The Da Vinci Institute Chairman, Professor Roy Marcus, and to present the

research findings.


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CORPORATE SOCIAL RESPONSIBILITY

Da Vinci has identified key projects in which we believe we can make a meaningful

contribution to people and organisations:

THE ANN VAN DYK CHEETAH CENTRE

Anyone who has seen a cheetah up close, heard it purr, or had the rare opportunity to touch it

will ever forget the experience.

This is one of the fundamental

precepts upon which the

erstwhile De Wildt Cheetah and

Wildlife Trust's Outreach

Education Programme was

based.

Ann van Dyk, founder of the

Cheetah Centre, says, "Hand-

raising a cheetah for this

purpose was not an easy

decision to make, but the

cruelty that cheetahs are

subjected to due to a lack of

understanding, convinced me

that a Cheetah Ambassador

would create awareness about

the plight of cheetahs."

The mission of the Outreach

Education Programme is to create environmental awareness and community development

through education and the sense of touch. School presentations, where Ambassador Cheetahs

are actually taken into schools comprise a comprehensive, interactive lecture and presentation

on the environment. The highlight of this interaction, which uses the cheetah as a basis, is the

opportunity to meet and touch the ambassador cheetah.


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GAUTENG OPERA

At Da Vinci , we believe that action learning comes in many shapes and facets and we do not

believe in binding down any form of management that can be developed, albeit in a workshop

or on a stage and we place great value on artistic expression as much as we do on business

science.

Despite having faced adverse operating conditions during the economic downturn, the Gauteng

Opera, an opera production company, formally known as The Black Tie Ensemble, founded in

1999 by legendary soprano diva, Mimi Coertse, continues to develop performers from

disadvantaged communities and showcasing them on both South African and international

stages. Such an organisation cannot rely on its performing talent alone and the running of the

production company is met with organisational challenges as any other business.

Da Vinci also looks at the balanced needs of its students and in light of this we are proud

sponsors of not only two very talented GAUTENG OPERA Tenors but we have also provided a

bursary for a Master’s Programme (MOTI) to Gauteng Opera’ artistic director. The approach

remains in an action learning framework in that this qualification will require the student to

apply his knowledge in the Gauteng Opera Production Company. Learn more about Gauteng

Opera at www.gautengopera.org

http://www.gautengopera.org/

http://gautengopera.org/


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I WAS SHOT IN JOHANNESBURG

Da Vinci is proud to be involved with the ‘I Was Shot in Johannesburg’ Project that provides a

platform for youth at risk to learn skills and generate an income.

The iwasshot FOUNDATION is a direct assault on homelessness. The iwasshot FOUNDATION

provides Skills Development Programs, with photography as the medium, to children living on

the streets of our Urban Centers.

The Foundation is a non-profit, non-government organization aimed at strengthening the

potential of individual lives - educating, recognising and caring for children who hold on to the

smallest light of hope for a better future. The Foundation stands independent of discrimination

of religion, race, culture and gender boundaries.

‘IWasShot’ operates in close collaboration with shelters that provides a safe environment for

these children. The Foundation makes use of existing infrastructures as far as possible and

builds upon them. The programs are implemented by Bernard Viljoen, registered architect and

professional photographer, through direct contact with the children. The ‘iwasshot’ Foundation

initiates community-based projects that focus on the personal development and enrichment of

children who might otherwise not have had the opportunity to explore their creativity.

The focus of the project lies within the inner cities where children are constantly exposed to the

darker side of humanity. Iwasshot FOUNDATION works within communities affected by

homelessness and highlights the vibrancy, paradoxes, multiplicity and talents of children who

should be at play. The aim is to change the perspective of street children and re-empower them

through innovative programs within their communities, to educate and enhance positive

awareness.

Prof Bennie from the Da Vinci Institute provides master sessions not only from a photographic

and creative angle but from a management leadership perspective.


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CONTACT US

Da Vinci House PO Box 185 Tel: +27 11 608 1331 16 Park Avenue Modderfontein Fax: +27 11 608 1331 Modderfontein 1645 Email: [email protected] Gauteng www.davinci.ac.za

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Documents

Da Vinci Prospectus 2014 / 2015 · Da Vinci Prospectus 2014 / 2015