PROSPECTUS 2018 - The Da Vinci Institute
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PROSPECTUS 2018
CONTENTS
1 The Da Vinci Institute
Registered Name of the Institution 5
Details for Campus and Site of Delivery 5
Registered Programmes Per Site 5
Vision Statement 5
Mission Statement 5
Legal Status 5
Welcome to The Da Vinci Institute 6
Purpose, Dream, Principles and Brand Promise 7
Who are we? 8
Leadership 8
Governance 8
Executive Management 9
Faculty at Da Vinci 10
2 The Da Vinci Way
Business Leadership - The Philosophy 16
The Da Vinci Business Leadership Framework 17
Management of Technology 18
Management of Innovation 18
Management of People 18
Managing the Systems way 18
The Da Vinci Cooperative Framework 19
3 Qualifications
General Admission Requirements 20
Admission Procedures 20
3.1 Higher Certificate in Management of Technology and Innovation (MOTI)
Demand 21
Purpose 21
Level Descriptors 21
Admission Criteria 23
3.2 Diploma in Management of Technology and Innovation (MOTI)
Demand 24
Purpose 24
Level Descriptors 24
Admission Criteria 263.3 Bachelor of Commerce in Business Management
Demand 27
Purpose 27
Level Descriptors 28
Admission Criteria 29
3.4 Master of Management in Technology and Innovation
Demand 30
Purpose 30
Level Descriptors 30
Admission Criteria 32
3.5 Doctor of Management in Technology and Innovation
Demand 33
Purpose 33
Level Descriptors 34
Admission Criteria 35
4 Student Support
We Care 36
5 Governance
Governance at The Da Vinci Institute 38
The Council 38
Functions of the Council 38
The Academic Board 39
Functions of the Academic Board 39
The Research Committee 40
Functions of the Research Committee 40
The Examination and Assessment Committee 40
Functions of the Examination and Assessment Committee 41
The Ethics Committee 41
Functions of the Ethics Committee 41
The Institutional Forum 42
Functions of the Institutional Forum 42
The Board 42
Finance, Audit and Risk Committee 42
Functions of the Finance, Audit and Risk Committee 42
6 Academic Rules and Guidelines
Assessment 43
Submission and Assessment of Formative and Summative Assignments 43
General Regulationsfor the Assessment of Summative Assignments 43
Re-assessment and Appeals Process for Summative Assessments 44
Assessment of Research Projects 44
Assessment of Dissertations 44Assessment of Theses 44
The Appeals Process 44
Re-registration 44
The Award of a Qualification with Distinction (Cum Laude) 45
Plagiarism 45
Period of Study 45
Learning Experience 46
Recognition of Prior Learning, Credit Transfers and Articulation 46
Rules of Progression 47
Language Policy 47
Mode of Instruction 47
Student Contracts 47
Fees and Deposits 49
Application Fee 49
Admission Fee 49
Registration Fee 49
Cancellation Fee 49
Payment Options 49
Non-refundable Fees 49
International Students 49
Financial Aid 49
Student Code of Conduct 50
Ethical Conduct 51
Respectful Conduct 51
Responsible Conduct 52
Diligent Conduct 52
Disciplinary Procedures 52
Complaints Policy 53
Health and Wellness 54
Disability 55
HIV/AIDS 56
7 Da Vinci Awards
Business Innovation Awards Programmes 57
Da Vinci Alumni Awards 57
Da Vinci Social Architecture Award 58
8 Corporate Social Responsibility
Little Green Number 59
I was shot in Johannesburg 60
Gauteng Opera 61
9 Annexures
Annexure A - Payment Contract 62
Annexure B - Student Contract 64
Annexure C - Application Form 70
Annexure D - Corporate Partnerships 86THE DA VINCI INSTITUTE 1
REGISTERED NAME OF THE INSTITUTION
The Da Vinci Institute for Technology Management (Pty) Ltd is registered as a Private Higher Education Institution under
the Higher Education Act 1997, registration no 2004/HE07/003. The Institute’s qualifications are accredited by the
Council on Higher Education and recorded with the South African Qualifications Authority.
DETAILS FOR CAMPUS AND SITE OF DELIVERY
Da Vinci House, 16 Park Avenue, Modderfontein, Johannesburg, South Africa
T: +27 11 608 1331, F: +27 11 608 1380, I: www.davinci.ac.za, E: info@davinci.ac.za
REGISTERED PROGRAMMES PER SITE
Site Programme Accredited Status
Higher Certificate in Management of
Da Vinci House Accredited/ Active
Technology and Innovation
Diploma in Management of Technology and
Da Vinci House Accredited/ Active
Innovation
Bachelor of Commerce in Business
Da Vinci House Accredited/ Active
Management
Master of Management in Technology and
Da Vinci House Accredited/ Active
Innovation
Doctor of Management in Technology and
Da Vinci House Accredited/ Active
Innovation
VISION STATEMENT
To cultivate business leaders.
MISSION STATEMENT
To contribute to the development of a sustainable society.
LEGAL STATUS
The Da Vinci Institute for Technology Management (Pty) Ltd is registered as a private company in terms of Section 54(1)
of The Companies Act, 1973 (Act 61 of 1973) as amended. Registration No.2001/009271/07.
DA VINCI PROSPECTUS 2018 51 THE DA VINCI INSTITUTE
WELCOME TO THE DA VINCI INSTITUTE
The Institute was established in 2004 as a result of a own learning and to integrate such with that of people
decision by Warwick University to exit the education who represent a wide range of cultural backgrounds and
landscape in South Africa because of the then revised organisational realities.
regulatory requirements for overseas universities in the
country. With the support of Mr Nelson Mandela and Dr The Institute which is situated in the serene and peaceful
Ben Ngubane, the Marcus family decided to continue with suburb of Modderfontein, offer Higher Certificate, Diploma,
the work started by Warwick and as a result established Masters and Doctoral qualifications in the Management
what is now known as The Da Vinci Institute for Technology of Technology and Innovation, as well as a Bachelor in
Management. The Institute was provisionally registered Business Management.
with the Department of Higher Education in 2004. The
first Chief Executive Officer, Professor Benjamin Anderson, By integrating an overarching business leadership
joined The Institute during 2005. Under his leadership The framework which promotes the agility, alignment and
Institute received full registration and accreditation status engagement of people at work, The Institute is able to
from the Department of Higher Education and Training facilitate a truly Mode 2 learning experience for students
and the Council on Higher Education during 2006. The and sponsors alike.
first Institutional Audit was conducted during 2006 by the
Higher Education Quality Committee (HEQC).
Being a Mode 2 educational institution, The Institute
is focused on the creation of knowledge that is trans-
disciplinary in nature, socially relevant and of which the
intent is to solve work-based problems and to contribute
towards the professional development of the people
involved. It is in this context that The Institute facilitates a
journey of self-discovery for prospective business leaders
and entrepreneurs.
The Institute derives its passion from developing entre-
preneurs and future business leaders who will contribute
to the facilitation of a sustainable and socio-economic
transformed society. Together with its South African and
international associations, The Institute offers a spectrum
of learning solutions including aspects related to, amongst
others, entrepreneurship, business management, systems
thinking and business leadership. By offering students an
opportunity to participate in an international immersion
they could obtain a truly global perspective on business
leadership development as it presents itself in different
parts of the world. Students are able to participate in small
classes, affording them the opportunity to reflect on their
6 DA VINCI PROSPECTUS 2018THE DA VINCI INSTITUTE 1
DA VINCI PURPOSE, DREAM, PRINCIPLES AND BRAND PROMISE
The strategic intent of The Institute is
defined in terms of its purpose, dream,
principles, and brand promise as
outlined below.
Purpose
To cultivate business leaders
Dream
To contribute to the development of
a sustainable society
Principles
Seeking the truth (Curiosita)
Taking responsibility (Dimostrazione)
Sharpening awareness (Sensazione)
Engaging the shadow (Sfumato)
Cultivating balance (Scienza)
Nurturing integration (Corporalita)
Embracing holism (Connessione)
Brand promise
To co-create reality
DA VINCI PROSPECTUS 2018 71 THE DA VINCI INSTITUTE
WHO ARE WE?
LEADERSHIP (Board)
Chairperson and Non-Executive Director Prof Edward Chr. Kieswetter
CEO and Executive Director Prof Benjamin Anderson
Secretariat Ms Marizanne Burger
GOVERNANCE (Council)
Chairperson of Council Mr Sechaba Motsieloa
Vice-Chairperson of Council Dr Shirley Lloyd
President Prof Edward Chr. Kieswetter
Chief Executive Officer Prof Benjamin Anderson
Education Specialist Prof Moeketsi Letseka
Registrar Ms Louise Fuller
Secretariat Ms Sushie Padayachee
Executive: Academic Development Prof Niel Viljoen
Executive: Business Development Mr Tshepho Langa
Business Management Representative Ms Martine Maraschin
Alumni Representative Dr Shirley Lloyd
Student Representative Ms Janet du Preez
Legal Representative Mr Satish Roopa
8 DA VINCI PROSPECTUS 2018THE DA VINCI INSTITUTE 1
GOVERNANCE CONT’D
Executive: Operations Ms Marizanne Burger
Business Representative Dr Ivor Blumenthal
Technology Management Mr Derek Deyzel
EXECUTIVE MANAGEMENT
Chief Executive Officer Prof Benjamin Anderson
Doctorate in Psychology
Dean Executive: Academic Development Prof Niel Viljoen
(Masters of Commerce)
Executive: Business Development Mr Tshepho Langa
Bachelor of Arts
(Masters of Business Administration)
Executive: Governance (Registrar) Ms Louise Fuller
Bachelor of Arts
(Communication/Psychology)
Executive: Operations Ms Marizanne Burger
Bachelor of Accounting (Honours)
Executive: Secretariat Ms Sushie Padayachee
Diploma in Public Relations
DA VINCI PROSPECTUS 2018 91 THE DA VINCI INSTITUTE
FACULTY AT DA VINCI
The Academic Community of The Da Vinci Institute has substantial teaching and academic research experience in both
local and international universities while many also have vast business experience with expertise in their respective fields.
Their expertise in both the academic as well as in the business arena, enables them to support the students to contribute to
new knowledge as well as create and influence new applications within the world of business.
First name Surname Qualifications
MBA (UKZN), Post Graduate Diploma (UKZN) BSc Science (UKZN), National
Adolinda Ann Naicker
Diploma (DUT)
Adrienne Berkowitz BA (English) (WITS), Higher Ed Diploma (WITS), Marketing (IMM)
Abbyssinia Mushunje PhD (UFH),MSc (UFH), BSc Honours (UFH)
Alan Barnard PhD (Da Vinci), MSc (Da Vinci)
Allen Mutono PhD (Da Vinci), MSc (Da Vinci), BSc (MU)
Alexander Muzenda PhD (UJ), M Com (UJ)
Alexander Schieffer PhD (Da Vinci), Doctorate (USGS)
Ailsa Stewart PhD (UCT), MSc (UCT), BA (UCT)
MBL (UNISA), BSc Hons (Cum Laude) (USB), BSc (Cum Laude) (USB), Strategic
Andre Vermaak Planning Programme (Henley, UK), Personal Leadership Programme (Willow Creek
Institute)
Andries van de Linde PhD (UK), Mdip (NMMU), Postgrad Dip (UNISA)
Andy Brough PhD (Da Vinci),MSc (Regent University USA)
Anthony Gewer PhD (WITS), MSc (RAU), BA (RAU)
Anton Maneschijn PhD (US)
Aslam Ismail PhD (Da Vinci), MSc (HMC),
Attilio Dalvit MSc (UK),
Aunkh Chabalala PhD (Da Vinci),MSc (UP),BSc (UL)
Barry Urban CA (SA), BCompt Hons (UNISA), BCom (RU), BCom (UPE)
10 DA VINCI PROSPECTUS 2018THE DA VINCI INSTITUTE 1
Ben Burger MSc (Da Vinci)
PhD (UFS), MA (UFS), BA Hons (UFS),
Benjamin Anderson
BA (UFS), BTh (UFS), National Diploma in Theology (UFS)
Bianca Smith BA (UP), Payroll (Accsys)
Biddie Biddulph MBL (UNISA), BCompt Hons (UP)
Blondel Nyamkure PhD (UZ), MSc (NUST), MSc (NUST)
PhD (Da Vinci), MSc (UFH), MBL (UNISA), BCom Hons (UZ)
Bonile Jack Pama
Post grad Diploma (UZ),BSc (UFH)
Carin Stoltz-Urban PhD (Da Vinci), MSc (Regenesys), National Diploma (TSA)
Cecile Schultz PhD (TUT), MCom (UNISA), BCom Hons (UP)
PhD (NWU), MSc (CUT), DTech. (VUT), BBA (CUT), Adv. Dip.HE (UFS), Diploma
Chengedzai Mafini
(RAU, Certificate (RAU)
Dan Matsapola PhD (Da Vinci), MBA (DMU) (UK), BBA (NU) (UK)
Deon Van Zyl DPhil (UP), MA (UJ), BA Hons (UJ), BA (UJ)
Dumisani Magadlela PhD (WU)
Elizabeth Chinomona D-Tech (VUT), MSc (NCKU), B.Sc (UZ)
Elizabeth Mamukwa PhD (Da Vinci),
Esme Brits BCom (UNISA), Diploma (BTC).
Fransie Terblanche DLitt Phil (UNISA), MBibl (UNISA), Hons BBibl (UNISA),BEd (UNISA)
Gerhard Janse v Rensburg DTh (UNISA), MCom (UKZN), BA (UP)
George Mavunga MBA (University of Zimbabwe)
Godwin Shamuyarira BAcc Hons (University of Zimbabwe)
Graeme De Bruyn MSc (WITS), BEd Hons (UNW), Diploma (STCE), Certificate (BC)
Greg Tosen MSc (WITS), BSc (UP), Dip. (TUT)
DA VINCI PROSPECTUS 2018 111 THE DA VINCI INSTITUTE
Heather Goode M.Ed (UP), PGCHE (UP), BCom Hons (RU), BCom (RU)
Hendrien Van Zyl MBA (UP), BCom Hons (UP) HED (UP), BCom (UP)
Henra Mayer MBL (UNISA)
Isaiah Engelbrecht MCom (WITS), MBA (WU), BTech (TUT), National Diploma (TUT)
Jacques Velleman BCompt Hons (UNISA), BCom (UNISA)
Jan Bosman PhD (UFS), MA (US), MA (UPE), BA Hons (UFS), BA (UFS)
Jayesh Reddy MSc (Da Vinci), BSc (UKZN)
Jean Dickinson PhD (Da Vinci), MSc (WITS), BCom (UNISA)
Jean Grundling M.Phil (SU), HRM (Technikon SA)
Joel Chigada PhD (UNISA), MBL (UNISA), BBA honours (GIM)
John Mgwenya PhD (Da Vinci)
Johann Burden PhD (UJ), MA (Potch)
John Siti MSc (Da Vinci), BSc Hons (UNISA), BSc (MGI)
Joshua Enslin BA Hons, (PU for CHE), BA Hons (PU for CHE)
Judy Molefi BA (UNISA), Diploma (Allenby), Certificate (UNISA)
Juliette Fourie MSc (Da Vinci), BCom Hons (UNISA), BCom (Industrial Psychology) (SU)
Kerryn Irvin BA Hons (UJ), BA (UJ)
Linda Chipunza D Phil et Litt (UNISA)
Loffie Naude PhD (UP)
Lucky Madikiza MBA (US), B.Journ (RAU)
Makgopa Tshehla PhD (UNISA), MSc (UP), MSc (UKZ), Dip. (UKZ)
Mark Fuller MBA (Milpark), Diploma (Damelin)
12 DA VINCI PROSPECTUS 2018THE DA VINCI INSTITUTE 1
Marianne Engelbrecht PhD (US),MPhil (SU)
Mario Landman PhD (TUT), MA (UNISA), B.A. (UNISA), BA (UNISA), National Diploma (TUT)
Martin Owusu PhD (WITS), MBA (Kwame Nkrumah University), BA (Kwame Nkrumah University)
Marius Herholdt PhD (Calvary), PhD ALT MED (UAM), MSc (COP)
Marizanne Burger CA (CSA), BAcc (Hons) (UFS), BAcc (UFS), CTA Certificate Theory of Accounting
Merusha Reddi BEd Hons (UP), BEd (UP)
Michele Serfontein PhD, BSc (SU)
Mlungisi Duma PhD (UJ),MSc (UJ), BS (UJ)
Mokgethi Selebego MBL (UNISA), BCom (UNW)
PhD (Da Vinci), MBA (UKZN), PGDip (UN), Diploma (EC), Diploma (ICSSA),
Mthandazo Ncube
Diploma (ICB)
Nicholas Cooke PhD (Da Vinci), MSc (RAU), BSc (RAU)
Niradna Bechoo B.A. (Hons) (UNISA), BA. (UNISA, Dip. (Varsity College, IIE)
Nkqubela Ruxwana PhD (NMMU), MBL (UNISA),MSc (WITS), BTech (TUT)
Norman Chiliya PhD (UJ), BCom Hons (UFH), BCom (UFH)
Olivia Nyahokwe MCom (UFH), BCom (Hons) (UFH), BCom (UFH)
Patricia Roper MBL (UNISA), BCom (UNISA)
Pat Naidoo PhD (Da Vinci), M.B.A (SU USA), B.Eng (UDW)
Phillip Parsons PhD (CT), M.Tech HRM (CT), B.A STD (UCT)
MBL (UNISA), BCom Hons, BCom, Guest House Management Diploma
Pieter Du Toit
(SMME, Technikon SA), Air Traffic & Mission Control (SAAF)
BA (Hons) (UPE), Postgraduate Certificate in Business Management (RAU),
Pieter Joubert
BA (UP)
DA VINCI PROSPECTUS 2018 131 THE DA VINCI INSTITUTE
Rabelani Dagada PhD Information Systems
Rashid Abrahams PhD (Da Vinci), MSc (MCSA),
PhD (Ecole Supérieure Robert de Sorbon, France), MSc Computer Science,
Ratnik Pesic
BSc Organisation and Management
Raymond Toga M.Com (UFH), B.Com. (UFH), B.Com (UFH),
Renaldo De Jager MBA (Regent)
Rex Van Ost B.Sc. (WITS), MBL (UNISA)
Rica Viljoen PhD (UNISA), MBL (UNISA)
Richard Chinomona PhD (NCUT), MSc (UZ)
Richard Goddard BEd Hons (UNISA), BPrim Ed (WITS)
Robert Clarke PhD (Da Vinci), MBA (Edinburg University)
Robin Stoutjesdyk PhD (Da Vinci), MBA (Regenesys)
Roger Snelgar BA (UCT), Diploma (UCT), Professional Business Coaching Programme (UP)
Ronald Mlalazi MSc (USW), Diploma (CIPS-UK), Higher National Diploma (CIPS-UK)
PhD (UP), MEd (UP), BA (UNISA), Post-Grad Diploma in HE (Royal Melbourne
Ronel Blom
Institute of Technology), Teaching Diploma (Goudstad Onderwys kollege)
Rooksana Rajab PhD (Da Vinci)
Ross Saunders MSc (Da Vinci)
PhD (WITS), MSc Engineering-Mechanical (WITS), BSc Engineering-Mechanical
Roy Marcus
(WITS)
Rudy Phillis PhD (Da Vinci), PhD (UP), MSc (Warwick University), B.Sc. (WITS)
Postgraduate Diploma (UNISA), BA (UJ), Leadership Development Programme
Ryan Parker
(US)
Sandra Van Esch MED (WITS), Tax Law Programme (UNISA)
14 DA VINCI PROSPECTUS 2018THE DA VINCI INSTITUTE 1
Sarel Visagie MCom (RAU), BCom Hons (RAU), BCom (UFS)
Satish Roopa MPhil (US), LLB (UNISA), BJuris (UNISA)
Schalk Gerber MTh (UP), BA Hons (UP), BTh (UP), BA (UP)
Shaun Ruysenaar PhD (UE), MSc (WITS), BSc Hons (WITS), BSc (WITS)
Siddiah Muthee BA Hons (UJ), PGDip (Milpark), BA (UJ)
Sidney Shipham DSc (UP), MBA, MBL
Soraya Barry BA Hons (UPE), BA (UPE)
MBA (UP), BSc Hons, BSc, Dip. (USA), Senior Management Agribusiness
Theo Potgieter
(Harvard, USA), Advanced Programme in Management (Henley)
Thulani Madinginye MCom (UCT), Bachelor of Business Science (UCT)
MBA (USB), BCom (Accounting) (UKZN), Advanced Diploma in Economic
Tshepho Langa
Policy (UWC), Programme in Public Procurement and Supply (UNISA)
MBA (UP), BA (WUMC, USA), Diploma (RAU), Certificate in Management:
Tumi Pitsie Management Advancement Programme (WITS), Thebe Leadership Development
Programme (WITS)
Unathi Mntonintshi MSc (UP), MBA (UP), BTech (Peninsula Technikon)
PhD (Da Vinci), MBA (Princeton University, USA), BBA (Princeton University,
Vulumuzi Bhebhe
USA),
Welmoed Geekie MSc (UP), BSc Dietetics (UP), Certificate in ETD (UJ)
William Chiliya MSc (UFH), BCom (UFH)
Wilma Guest-Mouton DEd (RAU), MA (RAU), BEd (UNISA), Higher Educational Dip. (UP)
Yzette Oelofse BCom Hons (UNISA), BCom (UP)
DA VINCI PROSPECTUS 2018 152 THE DA VINCI WAY
BUSINESS LEADERSHIP – THE PHILOSOPHY
Over the years, the approach to the development of Focus on the Business Leadership - Organisations that
managers has been the subject of much debate. More strive to be globally competitive need to be managed
recently, there is increasing evidence of a growing dis- by people who have a profound understanding of the
illusionment among employers that business school complexities of managing an environment in which
graduates are simply not equipped to return to the work technology, innovation and people have a pervasive
environment and make a meaningful contribution. In view impact on competitive advantage. The Institute
of this apparent lack of ‘fit for purpose’ programme design, specialises in the development of business leaders
The Institute has developed an innovative approach to who are equipped with decision-making skills as
managerial leadership development. The approach is related to the above
based on the following aspects:
In-company Solutions - In the event of company
Students are assessed by way of both formative and sponsored programmes, each assessment is linked
summative assessments, as well as research projects, to work-related assignments in which candidates are
dissertations and theses, where applicable expected to use their newly acquired skills to find
conceptual solutions to work based challenges
Use of Case Studies - While examples from other
operations (both successes and failures) are often Cooperation with students - Active associations
cited and deemed important to learning, The Institute between The Institute and various private and
(as many international academic institutions) utilises public sector operations has afforded The Institute
the case study approach as the fundamental learning the opportunity of working in a diverse range of
process organisations. The success of its programmes ema-
nates from effective cooperation where there is
Application of Action Learning - Learning through joint responsibility for the full integration of learning
experiences in other environments is perceived to within the student’s work environment. The Institute
be an important element in the development of new graphically represents its Business Leadership
skills. This concept encourages candidates to take Framework as follows:
experiences from environments very different from
their own and to ’laterally link’ the learning to their
own environment
16 DA VINCI PROSPECTUS 2018THE DA VINCI WAY 2
THE DA VINCI BUSINESS LEADERSHIP FRAMEWORK
T
Tools/Metrics
to Achieve
Differentiation
Performance
and Value AL Workplace
TY
Returns
IGN Integration
ILI
ME
AG
S
NT
Organisation
System
I P
Ideation - to Human
Create Value Interface
ENGAGEMENT
Performance Output
DA VINCI PROSPECTUS 2018 172 THE DA VINCI WAY
T THE MANAGEMENT OF TECHNOLOGY (MOT) In linking and integrating the domains (MOT, MOI, MOP
and MOS) with each other, The Institute argues that people
Here we argue that we are all technologists, every one of should be able to demonstrate the following behaviours:
us who knows how to do something in a certain way and
uses tools to do it, be they pencils or personal computers, BEING AGILE
machine tools or video screens. Teachers, auto designers, Integrating the dynamics of the management of technology
builders of factories or financial planners, whether we use and the management of innovation such that, as the
language labs or lasers in whatever we do, we participate organisation develops, improves and adapts its technology
in the management of technology of our age. needs, appropriate amounts of innovation are applied to
generate real market value and profitability.
I THE MANAGEMENT OF INNOVATION (MOI) BEING ALIGNED
Integrating the management of technology and the
This is essentially about how an organisation firstly capitalises management of people by ensuring that the organisation
on the ideation process to develop an innovative product, upskills (by acquisition or development) the appropriate
service, process of system and as a result to commercialise human capabilities to match and ideally exceed the tech-
and implement such innovation. nological needs at any one time.
BEING ENGAGED
P THE MANAGEMENT OF PEOPLE (MOP) Integrating the management of people and the management
of innovation by way of evaluating the commitment and mo-
This is about the understanding of the human bridge in tivation of people at the workplace. It is measured in terms of
implementing organisational processes and how the the total incentive cost within the organisation.
organisational human factor is leveraged, showing how
and where people make the real difference in sustaining
organisational growth and competence.
S THE MANAGEMENT OF SYSTEMS (MOS)
Here we focus on the synthesis of all organisational
activities and performances systemically, in an attempt
to solve unique problems. The re-design of a competitive
landscape may result in being hyper competitive. It also
assumes that one perceives reality as a combination of
known, knowable, complex and chaotic dimensions.
18 DA VINCI PROSPECTUS 2018THE DA VINCI WAY 2
THE DA VINCI COOPERATIVE FRAMEWORK
The Da Vinci Institute uses business driven action learning as the foundation for the integration of learning with particular
reference to and cognisance of the socio-economic context of its students.
Reframing
Self, Other, Social Context and Problem Solving
Strategic
Understanding
Understanding the System and Developmental
Clarifying Roles/Functions Challenge
The Student’s Reality Management of Technology - MOT
Decision
Management of Innovation - MOI
Making
Management of People - MOP
Return on Implementation of a Value
Investment - ROI Proposition
DA VINCI PROSPECTUS 2018 193 QUALIFICATIONS
GENERAL ADMISSION REQUIREMENTS
As a result of South Africa’s historical imbalances, there are The admission requirements of The Institute are in line with
disparities in income and occupations which our clients the policies and regulations promulgated by the Department
seek to redress. In view thereof, our student numbers are of Higher Education and Training.
also informed by requests from the workplace, with a strong
equity focus to eliminate unfair discrimination in seeking to The Da Vinci Institute offers the following alternative route
achieve a diverse and broadly representative workforce. for each qualification:
Access through Recognition of Prior Learning (RPL)
In so doing, Da Vinci seeks to promote the Constitutional
right of equality and promote economic development
by its contribution as a good educational steward of ADMISSION PROCEDURE
transformation.
A completed application form must be submitted by all
It is a condition of enrolment for a Da Vinci qualification that: prospective Da Vinci students to the Admissions office,
a student must have access to technology (internet together with the required supporting documentation. The
access and computer), as studying through The Da Admissions office will communicate the specific process
Vinci Institute is dependent on online engagements and dates related to the relevant programme which has
a student may register at The Da Vinci Institute on been applied for.
condition that the student is not presently registered
at any other institution for another qualification
Applicants must meet the minimum statutory requirements
of the relevant qualification in addition to any requirement
specified in the admission criteria of the qualification. The
admission requirements are indicated under the admission
criteria for each qualification.
20 DA VINCI PROSPECTUS 2018QUALIFICATIONS 3
3.1 HIGHER CERTIFICATE (MOTI): SAQA ID 96742 120 CREDITS Programme duration 2 years
The Higher Certificate qualification, is aimed at developing Communicate ideas, concepts and practical
people who have been earmarked for junior management application of theories
positions within their organisation. Candidates are provided Apply technology, innovation, people and systems
with core concepts of Business Leadership as related to thinking concepts to transform individuals, orga-
the Management of Technology, Innovation, People and nisations and/or communities
Systemic Thinking.
LEVEL DESCRIPTORS
DEMAND
By enrolling on the Higher Certificate programme, students
The qualification is designed to include members of an should be able to transform theoretical understanding of the
organisation, whose career paths may not have necessarily specific subject matter into demonstrable application back
included gaining formal qualifications, in order to realise their into the workplace in terms of:
true potential by: Scope of knowledge, in respect of which a learner is
Assisting them to understand their role in an orga- able to demonstrate an informed understanding of
nisational environment the core areas of one or more fields, disciplines or
Preparing them to perform their job more effectively practices, and an informed understanding of the key
within a modern organisational environment terms, concepts, facts, general principles, rules and
Assisting them to apply programme content within theories of that field, discipline or practice
their own working environment Knowledge literacy, in respect of which a learner is
Emphasising the integration of systems, technology, able to demonstrate the awareness of how knowledge
innovation and people development concepts or a knowledge system develops and evolves within
into their individual performance as a prospective the area of study or operation
business leader. Method and procedure, in respect of which a learner
is able to demonstrate the ability to select and apply
standard methods, procedures or techniques within
PURPOSE the field, discipline or practice, and to plan and
manage an implementation process within a well-
People who achieve this Qualification should be able to: defined, familiar and supported environment
Define and apply a variety of management develop- Problem solving, in respect of which a learner is able
ment theories within a systems thinking framework to demonstrate the ability to use a range of specialised
Describe the knowledge and skills required for the skills to identify, analyse and address complex or
effective management of technology, the management abstract problems drawing systematically on the body
of innovation and the management of people of knowledge and methods appropriate to a field,
processes and compile checklists of performance discipline or practice
indicators
DA VINCI PROSPECTUS 2018 213 QUALIFICATIONS
Ethics and professional practice, in respect of which Accountability, in respect of which a learner is
a learner is able to demonstrate the ability to take able to demonstrate the ability to account for his
account of, and act in accordance with, prescribed or her actions, to work effectively with and respect
organisational and professional ethical codes of others, and, in a defined context, to take supervisory
conduct, values and practices and to seek guidance responsibility for others and for the responsible use
on ethical and professional issues where necessary of resources, where appropriate
Accessing, processing and managing information, in
respect of which a learner is able to demonstrate The Higher Certificate qualification is offered with
the ability to gather information from a range of electives in:
sources, including oral, written or symbolic texts, Banking
to select information appropriate to the task, and Business Analysis
to apply basic processes of analysis, synthesis and Community Safety
evaluation on that information Customer Centricity
Producing and communicating information, in respect Customs Brokerage
of which a learner is able to demonstrate the ability Essential Process Leadership Practices
to communicate information reliably, accurately Inclusive Design and Universal Access
and coherently, using conventions appropriate to Key Account Management
the context, in written and oral or signed form or in Leadership Acceleration
practical demonstration, including an understanding Management Fundamentals
of and respect for conventions around intellectual Project Management
property, copyright and plagiarism, including the Principle-based Leadership™
associated legal implications Safety, Health, Environmental, Risk and Quality
Context and systems, in respect of which a learner (SHERQ) Management
is able to demonstrate the ability to operate in a Sales Process Management Environment
range of familiar and new contexts, demonstrating Supervisory Employees and Management Environment
an understanding of different kinds of systems, their Small and Medium Enterprises
constituent parts and the relationships between Wellness Coaching
these parts, and to understand how actions in one
area impact on other areas within the same system
Management of learning, in respect of which a
learner is able to demonstrate the ability to evaluate
his or her performance or the performance of others,
and to take appropriate action where necessary;
to take responsibility for his or her learning within
a structured learning process; and to promote the
learning of others
22 DA VINCI PROSPECTUS 2018QUALIFICATIONS 3
ADMISSION CRITERIA
Higher Certificate in Management of Technology and Innovation (MOTI)
(SAQA ID – 96742)
Minimum Admission Requirements
• National Senior Certificate (NSC) - A minimum of 30% in English; OR
• National Certificate (NC) V with Higher Certificate Admission - A minimum of 40% in English on
either First Additional Language or home language level, with a minimum of 30% in Mathematics or
Mathematical Literacy, a minimum of 40% in Life Orientation and a minimum of 50% in four vocational
subjects; OR
• An SC (without endorsement) or equivalent – A minimum 33.3% in English.
Mature Age Exemption/ RPL
Mature Age Exemption:
• Candidates having attained the age of 23 before or during the first year of registration with a Senior
Certificate with a minimum of 40% in at least four higher or standard grade subjects, at least three of
which shall have been passed simultaneously and one of which shall be a higher grade subject; OR
• Candidates must have attained the age of 45 before or during the first year of registration.
Recognition of Prior Learning:
Conditional acceptance (if applicable) is at the Senate’s/Academic Board’s discretion on a case by case
basis.
For more details contact the Registrar.
DA VINCI PROSPECTUS 2018 233 QUALIFICATIONS
3.2 DIPLOMA (MOTI): SAQA ID 59450 240 CREDITS Programme duration 4 years
The Diploma qualification is ideal for the development LEVEL DESCRIPTORS
of prospective middle managers. The emphasis is on
inculcating new thinking skills while developing an in-depth At the Diploma Qualification level, The Da Vinci Institute
understanding of the business leadership requirements for provides a structured learning environment within which
modern workplaces. students develop the capacity to:
Identify their own learning needs
Evaluate their learning programme
DEMAND Initiate appropriate learning processes and actions
Assist others to identify learning needs
The Diploma qualification is specifically designed to enable
members of an organisation, whose career paths have Within this environment, which requires that students
not necessarily included gaining formal qualifications, to think of how they would apply their learning the students’
realise their true potential by: theoretical understanding of the specific subject matter is
transformed into demonstrable applications by being able to
developing them to manage or contribute to multi- do the following:
disciplinary teamwork aimed at business improvement Scope of knowledge, demonstrate a detailed
and socio-economic transformation knowledge of the main areas of one or more fields,
emphasising the implementation of technology disciplines or practices, including an understanding of
innovations and people development practices to and an ability to apply the key terms, concepts, facts,
improve the business performance of organisations 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
PURPOSE how that knowledge relates to other fields, disciplines
or practices
People who achieve this qualification will be able to: Knowledge literacy, demonstrate an understanding
describe and analyse management development of different forms of knowledge, schools of thought
theories within a systems thinking framework and forms of explanation within an area of study,
apply knowledge regarding the effective management operation or practice, and an awareness of knowledge
of technology, the management of innovation and the production processes
management of people processes within a working Method and procedure, demonstrate an ability to
environment evaluate, select and apply appropriate methods,
align and communicate ideas, concepts, and practical procedures or techniques in processes of investigation
applications of theories or application within a defined context
compare and align technology, innovation, people and
systems thinking concepts to transform individuals,
organisations and/or communities
24 DA VINCI PROSPECTUS 2018QUALIFICATIONS 3
Problem solving, demonstrate an ability to identify, Context and systems, demonstrate an ability to evaluate
analyse and solve problems in unfamiliar contexts, performance against given criteria, and accurately
gathering evidence and applying solutions based on identify and address his or her task-specific learning
evidence and procedures appropriate to the field, needs in a given context, and to provide support to
discipline or practice the learning needs of others where appropriate
Ethics and professional practice, demonstrate an Accountability, demonstrate an ability to work
understanding of the ethical implications of decisions effectively in a team or group, and to take responsibility
and actions, within an organisational or professional for his or her decisions and actions and the decisions
context, based on an awareness of the complexity of and actions of others within well-defined contexts,
ethical dilemmas including the responsibility for the use of resources
Producing and communicating information, demon- where appropriate
strate an ability to evaluate different sources of
information, to select information appropriate to The Diploma qualification is offered with electives in:
the task, and to apply well-developed processes of Project Management
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 occu-
pational conventions, formats and technologies for a
given context
Context and systems, 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
DA VINCI PROSPECTUS 2018 253 QUALIFICATIONS
ADMISSION CRITERIA
Diploma in Management of Technology and Innovation (MOTI)
(SAQA ID – 59490)
Minimum Admission Requirements
• National Senior Certificate (NSC), with Higher Certificate admission - A minimum of 30% in English
coupled with a an achievement rating of 3 (40%-49%) or better in four (4) NSC 20 credit subjects; OR
• National Certificate (NC) V with Higher Certificate Admission - A minimum of 40% in English on
either First Additional Language or home language level, with a minimum of 30% in Mathematics or
Mathematical Literacy, a minimum of 40% in Life Orientation and a minimum of 50% in four vocational
subjects; OR
• An SC (without endorsement) or equivalent – A minimum of 33.3% in English coupled with a an
achievement rating of 3 (40%-49%) or better in four (4) NSC 20 credit subjects; OR
• If the candidate offered a mix of SC, NSC and SC 20-credit subjects and passes an achievement rating
of 3 (40-49%) or better in at least four subjects, which must be Higher Grade SC and/or NSC and/or SC
subjects, provided that a candidate may complete one standard Grade SC subject at 50% or better in
place of one Higher Grade SC subject at 40% or better.
• Alternatively a Higher Certificate or Advanced Certificate in a cognate field.
Mature Age Exemption/ RPL
Mature Age Exemption:
• Candidates having attained the age of 23 before or during the first year of registration with a Senior
Certificate with three years’ work experience and a proven ability relating to the proposed programme as
well as adequate communicative skills; OR
• Candidates must have attained the age of 45 before or during the first year of registration.
Recognition of Prior Learning:
Conditional acceptance (if applicable) is at the Senate’s/Academic Board’s discretion on a case by case
basis.
For more details contact the Registrar.
26 DA VINCI PROSPECTUS 2018QUALIFICATIONS 3
3.3 BACHELOR OF COMMERCE (BUSINESS MANAGEMENT)
SAQA ID 84767 360 Credits Programme duration is 6 years
The Bachelor of Commerce (Business Management) management and administration. This takes cognizance of
degree is aimed at the development of managers who the complex inter-relationship of a number of elements that
need to understand the importance of socio-economic will contribute to, and enhance, sustainability of business
transformation for South Africa. ventures, including: the management of technology; the
management of innovation; and, the management of
people, within a systems thinking framework.
DEMAND
The qualification is thus structured in such a way that it
The BCom Degree is specifically designed to afford introduces individuals to the core competencies needed
prospective candidates an opportunity to realise their true to identify and leverage business opportunities (including
potential by: opportunities provided through social enterprises);
Preparing them to work effectively within a modern and establish practices that will enhance the viability of
organisational environment ventures.
Providing them with personal development oppor-
tunities while they meet requirements within the These competencies will include the latest in local and
business management domain global trends in business management, administration
Emphasising the integration of systems, technology, and leadership within a business and/or social enterprise
innovation and people development concepts into environment.
individual performance within an organisation
Developing them to better understand the managers’ Persons who attain this qualification will be empowered
role within a socio-economic environment and to contribute to the personal, social and economic
improve their capacity to contribute towards managing development of a community and/or a country.
a system.
The qualification is directed towards prospective individuals
who intend to take up junior and middle management
PURPOSE positions within both private and public business sector
organisations and social enterprises.
The Bachelor of Commerce in Business Management is a
foundational programme that will prepare future business The foundation of the curriculum is built on a combination
leaders for the multi-faceted world of work as referred to of widely acknowledged Business Management disciplines
above. (general Business Management, Financial Accounting,
Economics, Business Research) with the option to
The Bachelor of Commerce in Business Management develop a Business Leadership focus within a selected
seeks to promote the development of knowledge, skills area of expertise (including Marketing Management,
and capabilities required within varied management, Retail Management, Risk-Integrated Management, Project
administration and leadership contexts. Management, Financial Services Management).
The programme focuses on the business leadership
discipline posited against the overarching field of business
DA VINCI PROSPECTUS 2018 273 QUALIFICATIONS
LEVEL DESCRIPTORS
By enrolling on the BCom qualification students should ability to justify those decisions and actions drawing
develop the capacity to: on appropriate ethical values and approaches within
Identify their own learning needs a supported environment
Evaluate their learning progress Accessing, processing and managing information,
Initiate appropriate learning processes and actions in respect of which a learner is able to demonstrate the
Assist others to identify learning needs ability to develop appropriate processes of information
gathering for a given context or use; and the ability to
Within this environment, which requires that students independently validate the sources of information and
think of how they would apply their learning, the students’ evaluate and manage the information
theoretical understanding of the specific subject matter is Producing and communicating information, in
transformed into demonstrable applications by being able respect of which a learner is able to demonstrate
to do the following: the ability to develop and communicate his or her
Scope of knowledge, in respect of which a learner ideas and opinions in well-formed arguments, using
is able to demonstrate integrated knowledge of the appropriate academic, professional, or occupational
central areas of one or more fields, disciplines or discourse
practices, including an understanding of and the Context and systems, in respect of which a learner is
ability to apply and evaluate the key terms, concepts, able to demonstrate the ability to manage processes
facts, principles, rules and theories of that field, in unfamiliar and variable contexts, recognising that
discipline or practice; and detailed knowledge of an problem solving is context and system bound, and
area or areas of specialisation and how that knowledge does not occur in isolation
relates to other fields, disciplines or practices Management of learning, in respect of which a
Knowledge literacy, in respect of which a learner is learner is able to demonstrate the ability to identify,
able to demonstrate an understanding of knowledge evaluate and address his or her learning needs in a
as contested and the ability to evaluate types of self-directed manner, and to facilitate collaborative
knowledge and explanations typical within the area learning processes
of study or practice Accountability, in respect of which a learner is able
Method and procedure, in respect of which a learner to demonstrate the ability to take full responsibility
is able to demonstrate an understanding of a range of for his or her work, decision-making and use
methods of enquiry in a field, discipline or practice, of resources, and limited accountability for the
and their suitability to specific investigations; and decisions and actions of others in varied or ill-
the ability to select and apply a range of methods defined contexts
to resolve problems or introduce change within a
practice The BCom qualification is offered with electives in:
Problem solving, in respect of which a learner is Aviation Management
able to demonstrate the ability to identify, analyse, Banking
evaluate, critically reflect on and address complex Management of Innovation
problems, applying evidence-based solutions and Risk-Based Integrated Management
theory-driven arguments Supply Chain Management
Ethics and professional practice, in respect of which Information and Communication Technology
a learner is able to demonstrate the ability to take Management
decisions and act ethically and professionally, and the
28 DA VINCI PROSPECTUS 2018QUALIFICATIONS 3
ADMISSION CRITERIA
The minimum entry requirement is a Matriculation Admission Requirements for Higher Certificate, Diploma
Certificate or a National Senior Certificate with Exemption and Bachelor’s Degree Programmes Requiring a National
and the appropriate subject combinations and levels of Certificate, Government Gazette, Vol. 482, No. 27961, 18
achievement, as defined in the Minister’s policy (Minimum August 2005).
Bachelor of Commerce (Business Management)
(SAQA ID - 84767)
Minimum Admission Requirements
• National Senior Certificate (NSC) with Degree Admission - A minimum of 30% for English coupled with
a minimum of 50% in four NSC 20 credit subjects; OR
• NC(V) with Degree admission – A minimum of 60% in English on either First Additional Language or
Home Language level AND Mathematics or Mathematical Literacy AND Life Orientation, with a minimum
of 70% in the four vocational subjects is required; OR
• SC (with endorsement) or equivalent with a minimum of 33.3% in English; OR Alternatively, a Higher
Certificate, an Advanced Certificate, 240 or 360 credit Diploma in a cognate discipline coupled with
minimum of 50% in four (4) NSC 20 credit subjects; OR
• If the candidate offered a mix of SC, NSC and SC 20-credit subjects, and passes an achievement rating
of 4 (50-59%) or better in at least four subjects, which must be Higher Grade SC and/or NSC and/or SC
subjects.
Mature Age Exemption/ RPL
Mature Age Exemption:
• Candidates having attained the age of 23 before or during the first year of registration with a Senior
Certificate or equivalent with a minimum of 40% in at least four higher or standard grade subjects, at
least three of which shall have been passed simultaneously and one of which shall be a higher grade
subject; OR
• Candidates must have attained the age of 45 before or during the first year of registration.
Recognition of Prior Learning:
Conditional acceptance (if applicable) is at the Senate’s/Academic Board’s discretion on a case by case
basis.
For more details contact the Registrar.
Additional Entry Requirements
All applicants to the BCom programme must comply with the following minimum requirements: English
First language: 50% English Second Language: 60% and Mathematics: 50%; Maths Literacy: 70%.
DA VINCI PROSPECTUS 2018 293 QUALIFICATIONS
3.4 MASTER OF MANAGEMENT IN TECHNOLOGY AND INNOVATION:
SAQA ID 59469 240 Credits Programme Duration 4 years
The Master of Management qualification, is based both on A further purpose of this qualification is to produce life-
modular work and a dissertation. Candidates are expected long learners who are equipped to initiate socio-economic
to utilise their newly acquired knowledge and skills related transformation within South Africa. This should contribute
to Business Management and Business Leadership towards the development of individuals, organizations and
as reflected within the Management of Technology, the community and equip them to deal with challenges
Innovation, People and Systemic Thinking frameworks. related to the management of technology, entrepreneurship,
project management, the management of innovation, the
DEMAND management of people, and systems thinking.
The qualification is specifically designed to enable more People who achieve this Qualification will be able to:
senior members of an organisation to realise their true Initiate organizational change.
potential by: Integrate systemic principles in solving organizational
problems.
Developing them to lead multi-disciplinary teams Incorporate the management of technology, the
tasked to facilitate business improvement and socio- management of innovation and the management of
economic transformation people principles into business planning processes.
Acquiring the competence to lead a system Transform communities by initiating sustainable
(resources) and to develop technology and innovation development initiatives.
related activities to meet their business objectives
Providing personal development opportunities
for them to contribute significantly to the social LEVEL DESCRIPTORS
economic development of a country.
The Institute provides a contextual learning environment in
which students develop the capacity to:
PURPOSE
Operate in variable and unfamiliar learning contexts,
The purpose of this qualification is to recognize those who requiring responsibility and initiative
have the required competence to serve in transformation Accurately evaluate, identify and address their own
leadership positions in organisations (public and private, learning needs
including self-owned businesses) and the community at Interact effectively within a learning group
large, by enabling them to obtain a nationally registered
and recognised Qualification.
30 DA VINCI PROSPECTUS 2018QUALIFICATIONS 3
Students are required to translate their theoretical processes in specialised contexts in order to develop
understanding of the appropriate subject matter into creative responses to problems and issues
demonstrable applications within the workplace by being Producing and communicating information, in
able to do the following: respect of which a learner is able to demonstrate
Scope of knowledge, in respect of which a learner is the ability to present and communicate academic,
able to demonstrate knowledge of and engagement professional or occupational ideas and texts
in an area at the forefront of a field, discipline effectively to a range of audiences, offering creative
or practice; an understanding of the theories, insights, rigorous interpretations and solutions to
research methodologies, methods and techniques problems and issues appropriate to the context
relevant to the field, discipline or practice; and an Context and systems, in respect of which a learner is
understanding of how to apply such knowledge in a able to demonstrate the ability to operate effectively
particular context within a system, or manage a system based on an
Knowledge literacy, in respect of which a learner is understanding of the roles and relationships between
able to demonstrate the ability to interrogate multiple elements within the system
sources of knowledge in an area of specialisation and Management of learning, in respect of which a
to evaluate knowledge and processes of knowledge learner is able to demonstrate the ability to apply,
production in a self-critical manner, learning strategies which
Method and procedure, in respect of which a learner effectively address his or her professional and on-
is able to demonstrate an understanding of the going learning needs and the professional and on-
complexities and uncertainties of selecting, applying going learning needs of others
or transferring appropriate standard procedures, Accountability, in respect of which a learner is able
processes or techniques to unfamiliar problems in a to demonstrate the ability to take full responsibility
specialised field, discipline or practice for his or her work, decision-making and use of
Problem solving, in respect of which a learner is resources, and full accountability for the decisions
able to demonstrate the ability to use a range of and actions of others where appropriate
specialised skills to identify, analyse and address
complex or abstract problems drawing systematically
on the body of knowledge and methods appropriate The Master of Management qualification is offered with
to a field, discipline or practice electives in:
Ethics and professional practice, in respect of Coaching
which a learner is able to demonstrate the ability to Labour Law
identify and address ethical issues, based on critical Sports Coaching
reflection on the suitability of different ethical value
systems to specific contexts
Accessing, processing and managing information,
in respect of which a learner is able to demonstrate
the ability to critically review information gathering,
synthesis of data, evaluation and management
DA VINCI PROSPECTUS 2018 313 QUALIFICATIONS
ADMISSION CRITERIA
Master of Management in Technology and Innovation
(SAQA ID – 59469)
Minimum Admission Requirements
• Relevant NQF Level 8 qualification
RPL
Provisional acceptance on the following conditions:
• Demonstrate an understanding at NQF Level 8 via guided RPL assessment and evidence gathering
process (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
• Registration for The Institute’s Research Workshops on successful completion of the guided RPL
assessment and evidence gathering process
• Successful completion of a Research Proposal with a minimum of 60% after which the provisional
acceptance will be converted to full acceptance
• In the event that a student is unsuccessful in completing the above, The Institute will discuss alternative
options with the candidate.
32 DA VINCI PROSPECTUS 2018QUALIFICATIONS 3
3.5 DOCTOR OF MANAGEMENT IN TECHNOLOGY AND INNOVATION:
SAQA ID 59489 360 Credits Programme Duration 6 years
The Doctor of Management qualification in the Ma- PURPOSE
nagement of Technology and Innovation provides a highly
individualised learning environment within which students The purpose of this Qualification is to recognize those who
actually solve a meaningful business problem of substance have the required competence to serve in transformation
to their organisation. The Doctor of Management leadership positions in organisations (public and private,
programme is aimed at senior managers and executives. including self owned businesses) and the community at
Candidates are required to demonstrate their ability to large, by enabling them to obtain a nationally registered
develop new concepts and application that will significantly and recognised Qualification.
improve their operations.
A further purpose of this Qualification is to produce life-
long learners who are equipped to re-direct existing
DEMAND thinking frameworks to facilitate sustainable socio-
economic transformation. This should contribute towards
The qualification is specifically designed to enable members the development of individuals, organizations and
of an organisation to realise their true potential by: communities and equip them to deal with challenges related
Challenging them to initiate innovative solutions to the management of technology, entrepreneurship, the
for business improvement and socio-economic management of innovation, the management of people,
transformation and systems thinking.
Acquiring the competence to design a system and to
develop technology and innovation related activities Students who achieve this Qualification will be able to:
to meet transformational targets Initiate innovation and change at a national and
Providing personal development opportunities for international level
them to contribute significantly to the socio-economic Integrate systemic principles into alternative designs
development of a country. 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
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