Leadership Development Programme in Management of Technology and Innovation

PURPOSE

The Da Vinci Institute for Technology Management provides a structured management development programme that has creditworthy components that could lead towards a Masters (NQF 8) in the Management of Technology and Innovation.The purpose of this programme is to recognise those who have the required competence to serve in transformation management and leadership positions in organisations (public and private, including self owned businesses) and the community at large.

A further purpose of this programme is to produce life-long learners who are equipped to initiate socio-economic transformation within South Africa. This should contribute towards the development of individuals, organisations and the community and equip them to deal with challenges related to the management of technology, entrepreneurship, project management, the management of innovation, the management of people and systems thinking.

At the Masters Programme Level, 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.

OBJECTIVES

The Learning Programme 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.

Programme Level Descriptors

At the Masters Programme Level, Da Vinci provides a structured learning environment within which students develop the capacity to:

• Operate in variable and unfamiliar learning contexts, requiring responsibility and initiative
• Accurately self-evaluate, identify and address their own learning needs
• Interact effectively within a learning group.

Within this contextual environment, while we expect far more integration, we still require that students translate their theoretical understanding of the specific subject matter into demonstrated application back at the workplace such that they show their ability to:

• Integrate a well-rounded and systematic knowledge base in one or more disciplines or fields
• Provide detailed knowledge of some specialist areas
• Develop a coherent and critical understanding of one or more discipline’s or field’s terms and rules:
  • Advanced concepts, principles and theories
  • Conceptual thinking around the discipline or field
  • An ability to map new knowledge onto a given body of theory
  • An acceptance of a multiplicity of “right”, even “possible” answers
  • Effectively select and apply:
  • The central methods of enquiry and research in a discipline or field
  • The essential procedures, operations and techniques of a discipline or field, and
  • A knowledge of at least one other discipline or field’s mode of enquiry 
  • Deal with unfamiliar concrete and abstract problems and issues using evidence-based solutions and theory-driven arguments
• Display well-developed information processing:
  • Information retrieval skills
  • Critical analysis and synthesis of data
  • Quantitative and qualitative methodologies
  • Data presentation skills following prescribed formats
  • Using IT skills appropriately
• Present and communicate both information and their own ideas and opinions in well-structured arguments:
  • Showing awareness of audience, and
  • Using academic or professional discourse appropriately.

The Masters programme 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.The generic level descriptors attest to the fact that the student has attained the appropriate LEVEL required by the National Qualifications Framework (NQF)

This programme covers the following key areas:

• Developing a critical self awareness to underpin business and professional relationships and networks
• Examining models of appropriate business and professional behaviour and bridging the life skills required

This business driven action learning programme intends to clarify the contexts and perspectives required to take on more complex management and leadership challenges within Altech.