The MSc qualification, is based both on modular work and a dissertation. Candidates are expected to utilise their newly acquired knowledge and skills related to the Management of Technology, Innovation, People and Systems to solve a work-related challenge.
The qualification is specifically designed to enable more senior 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; and
- Providing personal development opportunities for them to contribute significantly to the development of wealth within the South African economy.
People who achieve this qualification should 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; and
- Transform communities by initiating sustainable development initiatives.
The Institute provides 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; and
- Interact effectively within a learning group.
Students are required to translate their theoretical understanding of the appropriate subject material offered at Master’s level, into demonstrable application at the workplace and are able to do the following in terms of:
- Scope of knowledge, in respect of which a learner is able to demonstrate knowledge of and engagement in an area at the forefront of a field, discipline or practice; an understanding of the theories, research methodologies, methods and techniques relevant to the field, discipline or practice; and an understanding of how to apply such knowledge in a particular context.
- Knowledge literacy, in respect of which a learner is able to demonstrate the ability to interrogate multiple sources of knowledge in an area of specialisation and to evaluate knowledge and processes of knowledge production.
- Method and procedure, in respect of which a learner is able to demonstrate an understanding of the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice.
- Problem solving, in respect of which a learner is able to demonstrate the ability to use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to a field, discipline or practice.
- Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to identify and address ethical issues, based on critical reflection on the suitability of different ethical value systems to specific contexts.
- Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to critically review information gathering, synthesis of data, evaluation and management processes in specialised contexts in order to develop creative responses to problems and issues.
- Producing and communicating information, in respect of which a learner is able to demonstrate the ability to present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.
- Context and systems, in respect of which a learner is able to demonstrate the ability to operate effectively within a system, or manage a system based on an understanding of the roles and relationships between elements within the system.
- Management of learning, in respect of which a learner is able to demonstrate the ability to apply, in a self-critical manner, learning strategies which effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others
- Accountability, in respect of which a learner is able to demonstrate the ability to take full responsibility for his or her work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate.
The Master’s qualification requires integration, often across functions and very definitely systemically within functions. The theories learnt should be 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.
The Da Vinci Institute reserves the right to change or adapt specific content, and alter the delivery mechanics, based on an on-going evolutionary and innovative design process.
The Master’s qualification can be aligned to accommodate the client’s work based needs in order to improve business performance.
Specialised applied examples include, but are not limited to:
- Sports Coaching
- Consulting Engineering
|Qualification for which applying||Previous Academic Qualifications||Appropriate Work Experience (years)||Status||Conditions|
|Master of Science (MOTI)||Relevant NQF 7 (new HEQF: NQF 8) qualification||5||Full acceptance||None|
|-||Not equivalent to NQF 7 (new HEQF: NQF 8) qualification||7||Provisional acceptance||Provisional acceptance on the following conditions:
This school offers programs in:
Last updated May 25, 2017