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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
ADMISSION CRITERIA ................................................................................................................................................ 15
16 BACHELOR OF COMMERCE (BUSINESS MANAGEMENT): NQF LEVEL 7 16 (NEW HEQSF: NQF LEVEL 7) 16
DEMAND ..................................................................................................................................................................... 16
PURPOSE .................................................................................................................................................................... 16
ADMISSION CRITERIA ................................................................................................................................................ 18
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
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
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
(NEW HEQSF: 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
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 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
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.
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
(New HEQSF: NQF Level 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
People who achieve this qualification will be able to:
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).
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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
Master of Science (MOTI) NQF 8
(New HEQSF: NQF Level 9)
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.
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PhD (MOTI): NQF LEVEL 8+
(NEW HEQSF: NQF LEVEL 10)
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+
(New HEQSF: NQF Level 10)
Research
Thesis 360
Credits
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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.
Da Vinci Prospectus 2014 / 2015 ___________________________________________________________________________________________________________________________________________________________________________
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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
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.
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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.
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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.
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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
opportunity to apply their learning in the workplace.
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.
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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.
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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
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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
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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
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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
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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)
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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
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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
Da Vinci Prospectus 2014 / 2015 ___________________________________________________________________________________________________________________________________________________________________________
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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)
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Prof S Shepard (USA)
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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
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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.
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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.
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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.
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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.
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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
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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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