2025 Semester 1 Intake. Applications for Semester 1 intake are now open. Apply Now!.

Home / Digitising Higher Education 

Digitising Higher Education 

29 May 2020
Tags: digital education, digitizing education, education, education webinars, educational webinars, elearning, imm, imm graduate school, instructional design, online education, web conferencing

Digitising Higher Education 

Lessons shared by an institution that has been doing it for a while. 

1. Introduction 

The role of learning and teaching in a digital environment has been catapulted into the spotlight as  many educational institutions which have not paid much attention to it, are now grappling with where to start to put systems in place or brush up on their neglected or under-utilised learning management systems. The now clichéd expression ‘the new normal’ holds true for higher education as well. Digital education as part of a blended learning mode of delivery, is here to stay, has been waiting in the wings and is now coming into its own. Higher education can never go back to what was, nor relegate digital education to the dark recesses of educational minds again. The definition of mode of delivery needs to be overhauled and redefined.

Over the past number of years having been digitizing our programmes and drawing on technology to augment our learning and teaching activities, we have learnt many valuable lessons. Perhaps these lessons will assist those struggling to attune their thoughts to digital conversions of their learning programmes as turning digital is much more than putting webinars on a server and a must for education into the future as our clients in higher education are mostly digital natives who have never known a world without technology.

2. Lessons we have learnt. 

Here are some lessons we have had the luxury of time, to learn.

2.1 Educational Principles in Learning and Teaching in Virtual Space 

Learning and Teaching principles and theories must underpin the strategies which inform the digitization of educational programmes to achieve successful learning and teaching in the digital space. Cognitive theories indicate that student performance is linked to how learning is structured. Designing your digital education space cannot be a haphazard knee jerk reaction to a crisis and be left that way. It is imperative to bear in mind how students structure knowledge and to develop learning and teaching in the digital space in line with how students structure knowledge. Gagne, Wagner, Golas & Keller’s (2004) nine levels of learning, also relevant in a virtual world, should be a good starting point to consider in the design of instruction.

Digital education lends itself very well to the creation of individual learning pathways, which is a buzzword for future education, and blended learning which has been around in education for some time. Individual learning pathways meets the individual learning needs of students through a variety of methods, and the various types of blended learning which is a combination of teaching methodologies including contact and digital, synchronized and asynchronous online teaching combinations, remote access to classrooms, among others.

2.2 Questions to Consider

A number of questions need to be considered. What research will support your decision to include or exclude features in your design, e.g. a theory developed by Garrison, Anderson and Archer (2000) which still holds true today, discusses the 3 presences which should be evident in the virtual module. One of these is the social presence. How will you ensure that you have a sound social presence bearing in mind that many South African Students are field dependent learners? The cognitive styles of Field Dependent (FD) and Field Independent(FI) learners must be catered for in the design of digital learning spaces. Simplistically stated, FD learners have a strong need for structure and teacher guidance, whereas FI learners prefer a measure of autonomy. What will you do to reduce the anxieties of FD students especially if compounded by a lack of online learning experience?

What resources need to be included and why. How do resources need to be included? How does the lecturer increase their social presence in the module? How can a discussion forum increase opportunities for communication on the learning content, between lecturer and student? Is there a need for synchronized or asynchronous tutorials or both and what would be the frequency of such tutorials? How would all these resources integrate to create a coherent whole in the digital education space rather than be a cluster of uncoordinated learning resources? What teaching methodologies will be adopted? How skilled and experienced are teaching staff, in online learning and teaching?

2.2.1 Lecturer Skills and Student Centred Learning in the Digital Education Space 

Education in the 21st century needs to be student centred whether in a physical or virtual classroom. Lecturing to a passive group of students is teacher centred and not conducive to the inculcation of higher order thinking skills. The combination of lecturing in a synchronized or asynchronous tutorial and students who are field dependent, is a recipe for ineffective learning and teaching. At higher education level, the responsibility of the institution is to develop critical thinking and problem solving abilities in their students, not just focus on content. Lecturers that have been compelled in this difficult time, to turn to online webinars should consider what teaching methods to use to encourage participation. Tutorials which are purely in lecture mode are least effective.

It is not a given that someone who is an experienced teacher or lecturer, will know how to conduct online learning and teaching. Many of our academics are from a generation a couple of times removed from the generations we find at higher education institutions at the present time. The chasm between those lecturers and students who effortlessly navigate through the elearning space and those who struggle with basic computer literacy is significant.

The reality is that many lecturers and students have little experience of online learning and teaching and frequently try to transfer the contact classroom methodologies to the online classroom. As mentioned, the danger is that real learning does not take place, real learning in the sense of teaching students higher order thinking and problem solving as part of their mastery of the learning content. The lecturer will need to think about and understand the link between effective teaching in a digital environment far removed from their students on the one hand, and the nurturing of higher order thinking among their students.

Then there are the peripheral aspects to bear in mind, such as how you introduce the tutorial. So many, forget a simple principle such as providing students with the objectives of the tutorial. Will the background behind the lecturer be a distraction? Duration of the tutorial is an important factor. Too long and students lose focus. Too short and students feel hard done by. Poor lighting and students can’t see the speaker’s face and they comment on that. Preventing disruptions such as pets, children and others interrupting the tutorial is another small but important aspect to consider.

The above suggest that there is a need to do ongoing skills training among teaching staff and evaluation of the quality of teaching. How do you train lecturers? Ongoing skills development sessions in virtual space, allows teaching staff to attend via their computer or cell phone or view recordings of training sessions. Teaching staff should also be given a voice through a dedicated discussion forum. How does one maintain the sense of community among the academic community of the institution? Create a dedicated space on the learning management system which will serve as their virtual meeting room.

2.2.2 Student Responsibilities in the Learning and Teaching Process 

How do you get students to participate in a tutorial, whether synchronized or asynchronous? We have learnt that few students participate in the live sessions and we have speculated, surveyed and read about the reasons for this. A couple of these reasons include, the time scheduled for tutorials, and students being reluctant to prepare for the tutorial where they may be required to participate. We have found that most students prefer to view the recordings.

Students who view recordings of lecturers view them passively and are disinclined to engage with learning content. How would you try to engage students even when no student has pitched up to the etutorial? How do you design your etutorial to encourage critical thinking and problem solving? How  will you assist your students to engage with learning content as they work through it?

What role will continuous assessment play in encouraging students to actively engage with learning content? In this day and age of immediacy, providing students with immediate feedback to short continuous assessment activities is an effective way for them to gauge how well they are achieving the module outcomes and provides them with immediate feedback and incentive to progress through the learning content.

2.2.3 Guidance to students 

Students too, need training on how to navigate the learning management system and how to respond to activities set for them. Short ‘how to’ clips placed strategically in relevant spaces in the digital module, providing clear instructions on how to use specific areas in the module can easily be produced with simple software such as screencast or other such software. This kind of guidance goes a long way to making students feel more secure and providing them with the direction they need.

2.2.4 Keeping in touch with your clients aka students 

The management of communication is key in the digital environment. In the physical space, information is often conveyed through students and staff sharing information incidentally during the course of their interaction within the physical space. Non-verbal cues assist in understanding the messages conveyed. This provides a context for the information. In virtual space, however, these incidental and non-verbal cues are often reduced or lost. There needs to be a balance between flooding students with information, on the one hand, and ensuring that everyone has all the information they need. The more balanced the dissemination of information is, the fewer questions born out of confusion, frustration, or insecurity, are generated, but without overwhelming students with information.

What communication strategy will you put in place to keep both teaching and support staff and all importantly, students, informed yet avoiding cluttering their mailboxes? What processes and digital means will you use to ensure that you are listening to your students and what they need? A number of strategies to be considered may include the following: Strategically timed announcements  keep students informed of changes, new developments and any other information they need to be cognizant of. Information and question and answer sessions, in virtual space between faculty and students, help students feel part of a community and that they concerns are heard.

Consider how you can integrate various social media , such as facebook, whatsapp, Linkedin and others, into the communication strategy. Slack and Team are further vehicles for communication and collaboration, which will no doubt enhance the field dependent student’s learning experience.

A strong student support department with dedicated well informed support staff assisting students timeously with queries is a vital component in assisting students with all kinds of queries. A dedicated communication channel, which is continually monitored, for students to query technical aspects, e.g. unable to upload an assignment on the learner management system, assists in reducing frustration and anxiety among students. A key component is the turnaround time for responses to student queries.

2.3 Technical aspects 

The choice of learning management system will be decided by what the needs of the institution, are. Will it be outsourced or maintained by the institution? What security features are built into the system? Will the management system be flexible enough to ‘bend’ and adapt to your learners’ specific needs without necessarily calling in the expertise of outside service providers, which will only serve to increase costs and force you to be dependent on them for any changes. Open source learner management systems are just as good if not better than many of the smaller, lesser known ones which have not been around for long and which may not always have the variety of features which the larger ones do. One also needs to ensure that you are certain of the longevity of the learning management system which you select. Will they be around in 20 years? Does their track record show that they are in tune with cutting edge developments in digital education? Are they constantly upgrading their features in line with the needs of the education? What is their support like?

Does the learning management system offer a mobile and desktop app version, which are imperative as there are very large disparities of access to technology and data accessibility among students. These apps often serve as a lifeline to those students who are in outlying areas as they provide students with offline access to their learning materials and uploading of assessments via smart phones and desktop apps.

Accessibility, privacy and security are all extremely important aspects to consider when selecting any software in education. Will you need to provide data to assist disadvantaged students to download the app on their smart phones?

’Traffic’ on the learning management system, provides valuable information and identifies students who are not visiting the learning material or visiting too infrequently. Data provided by the learner management system provides important information about students at risk, and allows teaching staff to be proactive rather than reactive through timeous interventions.

The choice of software for synchronous and asynchronous tutorials will depend on the purpose for which you need it. What security measures are there to ensure your tutorials won’t get hacked? Does the software company respond to the tightening of security features? From a learning and teaching point of view, does the software include a whiteboard feature? Can you share your screen? Does the software record videos, which you included in your tutorial? Does it have a chat feature? Can you conduct polls during the tutorial? Can students write on the whiteboard should you require of them to do so?

How does the uploading of interactive content impact on server capacity? How will your server cope if all your students access the online module at the same time to upload an assignment?

2.4 Other skills required in the development and maintenance of the digital education space 

Digital education is not only the domain of the academic. Apart from the academic input into the digital development of the module, consider the opinions of those who are more attuned to the marketing side of your learning management system. Other vital input from departments such as IT and administration contribute to the creation of coherent digital education space. These teams need to collaborate on a regular basis. Work closely with the IT department on server related issues especially when you introduce multi-media and other software such as plugins into your digital education space. How can administrative processes be adapted for greater automation? Listen to student observations. Is the learning management system, user friendly, i.e. is it easy to navigate? Is the space visually pleasing so that students want to visit the site and find it easy to find their way around it?

3. Conclusion 

Technology can enhance the facilitation of learning and teaching or hinder it. The secret in thorough planning in order to keep things simple, to keep your finger on the pulse of the dynamic nature of students’ needs in conjunction with best practice in online learning and teaching and adapt when necessary.

List of Sources 

Gagne R, Wagner W, Golas K, & Keller J, 2004, Principles of Instructional Design, (5th ed), Cengage Learning Inc.

Garrison, D. Anderson, T. & Archer, W. 2000, Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2, 87-105.

Martin M & Godonoga A, 2020, SDG 4 – Policies for Flexible Learning Pathways in Higher Education Taking Stock of Good Practices Internationally, UNESCO, International Institution for Educational Planning, https://unesdoc.unesco.org/ark:/48223/pf0000372817 Downloaded 24 April 2020

After all the frustration that I had experienced at other institutions, this was worth it. IMM gave me an opportunity to chase my dreams in acquiring a credible qualification in Marketing.
Completing this degree will open doors and birth opportunities that will see me grow in my career path and brings hope that one day I will become an entrepreneur.

Background

My journey with IMM started in 2010, at a time in my life where I thought I should give up on this thing called life. Let me paint my picture.

I was previously a student at another institute. After completing 2 years of my BCom, I experienced financial difficulties in the year 2007, my 2nd year tuition fees were outstanding, and my mother was still in debt for my 1st year fees. Although we struggled, I didn’t qualify for NFSAS because my mother was a state employee. So the obvious route for me now was to seek employment.

Fast forward to the year 2010, my fees are finally cleared, I still wanted to go back and complete my qualification. Then I was told that I didn’t notify the institution that I was on recess, therefore the time to complete my qualification had lapsed. I tried to fight this, and find a way of finishing off what I had started, but I didn’t win.

I remember driving home with my mother, with a broken heart, when I spotted an IMM billboard. Naturally, I went into Google, and looked up the institution. It was at that point that I now set my heart on starting afresh, and saw myself being relevant in society. We got home and I sat my mother down, told her that I now want to register with IMM and study towards my Diploma in Marketing.

Two and a half years later, I was so proud to have completed my diploma, and so excited to be graduating. After all the frustration that I had experienced at other institutes, this was worth it. IMM gave me an opportunity to chase my dreams in acquiring a credible qualification in Marketing.

What’s next for me? This was a thought that crossed my mind, sitting in the auditorium during my graduation proceedings in March 2013. I want to sit there, looking at the honours students.

February 2014, I registered to study towards a BPhil Hons in Marketing Management. This was not an easy journey. I registered 4 modules, and passed all 4.

Then came a rocky year, 2015. I had a bit a financial challenge, but persisted nonetheless. I registered for 3 modules and for the 1st time, I failed. My heart sunk. Now with only 2 modules remaining, I had to finish this qualification.

In 2016, I fell pregnant, gave birth, and my son passed on after a day, emotionally I was a mess. There was no way that I could have registered for that year.

Then came 2017, I had to press the reset button. I called the institution to confirm if I could still complete my BPhil, and yes, I had until 2019 to do so. Alright, so there’s still time, I thought. I started saving. I was left with the 2 most costly modules (Advanced Marketing Res: Report 402 and Advanced Marketing Application Report) and this time, I could not afford to fail.

In 2018 January, I registered again. Half way through the semester, I was not coping. These 2 modules were both time demanding and I felt that I was going to neglect one and end up failing again. So I wrote to the registrar, to move one module to the 2nd semester. This request was approved. I went on to pass my Advanced Marketing Res: Report 402. And I was happy. Second semester I registered for the Advanced Marketing Application report. With this semester came a challenge where I recently started a new role at work – Marketing Coordinator, and I was having trouble to commence with my Practicum work/logs.

Above all this, I was a single mom to an 8-year-old son who requires a lot of my attention for his school work and is relying on me to cook and clean for him as well. On the side, I still needed to go for counseling regularly, because losing a child that lived one day, is the most horrific encounter that I have to live with. Before I knew it, it was time to submit my report. And somehow, I knew that I hadn’t given 100% but I had to submit. Again, I failed.

But failing this time didn’t put me down. Instead, it reignited something inside of me. Now more than ever, I knew I had to finish this qualification. Again, I wrote to the registrar, to request for one final extension. And she made it clear, that if I fail again, my entire qualification goes down the drain. So yes, in 2019, again, I registered for my Advanced Marketing Application report. This time, I put my blood, sweat and tears into this paper. And finally, I submitted in May 2019. And on the 20th of June 2019, I received a message that I had passed. I cried. Finally, I have completed my qualification. There’s no words to describe how I felt.

Where am I today?

When I registered for the last 2 modules of this qualification, there was something in me that reignited hope. The focus for my work enables me to re-channel my thoughts, and emotions into something that is ultimately tangible and will reflect my own hard work, not just academically but financially too.

Completing this degree means so much to me. It will bring so much change to my life. I will be the first person in my family to have studied this far and I intend on furthering my marketing studies.

Completing this degree will open doors and birth opportunities that will see me grow in my career path and brings hope that one day I will become an entrepreneur.

Completing this degree will reaffirm the faith in my God to give me the strength to still be able to keep my head up, even in the worst circumstances.

Lastly, completing this degree will be an example to my son, that his mom has made something of her life despite life’s challenges.

It was also the technological advancements made to the online platform by IMM which saw an improvement in my marks. The online study system and virtual classrooms offered a new way of learning which enabled me to engage with other students, consult lecturers for help and access online study material. This just made it easier to study and do well, so thank you IMM.

Background

My journey with IMM Graduate School of Marketing Management started in August 2012. I registered for a BBA Marketing degree when IMM still operated from a small house in the Musgrave area of Durban- and today they have a big, beautiful office space with a student library and exam/lecture rooms.
When I received the email from IMM congratulating me on my graduation, I was a bag of mixed emotions, elated that I had finally reached the end of a long journey, but also sad that my time as a IMM student had come to a close.
During my studies there were so many moments I wanted to give up and I often felt ashamed that a 3-year degree was taking me so much longer to complete. This was partly due to finances however it was my lack of commitment and effort in the early stages of my degree, which reflected my poor results.
I really struggled to prioritize my studies at first, self-study requires a whole lot of self-motivation and discipline and meeting up with a friend for coffee or a beach day often won.
After failing a few modules, I got a wakeup call, I changed my priorities and attitude towards my studies which helped turn my performance around. While studying part time and working as an au pair in 2018 I discovered my passion for entrepreneurship. I started up two passion project businesses, Move fitness and Nel’turally Protein & Energy Balls. The beauty of this was twofold. I was able to apply textbook marketing and management principles to start up and grow my own businesses while also equipping myself with real life business experience to help me understand the complex textbook concepts in my assignments and exams, and this is when I realized just how valuable an education is!
It was also the technological advancements made to the online platform by IMM which saw an improvement in my marks. The online study system and virtual classrooms offered a new way of learning which enabled me to engage with other students, consult lecturers for help and access online study material. This just made it easier to study and do well, so thank you IMM.
A special part of my time with IMM is that as they grew so did I. I am no longer ashamed of my 8year journey to gain a 3 year degree, I learnt so much about myself, I got to explore my inner entrepreneur, discover my strengths, weaknesses and who I am as a business women during those years.
I have been able to experience the growth of this amazing institute and can vouch that the online experience and services offered to students today, is a game changer.
Before I close, my story is not complete without the mention of two pillars of strength throughout my journey: My father, Ronnie, who supported me from day one of 2012 to end date in 2019. He celebrated every pass and helped with the extra encouragement needed when I failed. He continued investing and encouraging me to pursue to the end, for this I will be forever grateful, I know many do not have a father figure like this amazing man.
And my husband, Jay, who offered himself as a lecturer and helped finance my studies. He gave the tons of emotional support and stayed up with me the many late nights that it took for me to be graduating.
It’s ultimately the support system from my family and IMM that helped carry me across the finish line and graduate this year at the KZN IMM graduation of 2020.

Where am I today?

Today I look forward to starting a new journey as a marketing coordinator at the new and exciting Umhlanga Arch, while also continuing my side hustle businesses, Move fitness and Nel’turally

What I learned through studying at IMM helped me achieve my KPIs and helped me to focus on the bigger picture by building a strong team to help the company and myself achieve our goals. My degree has added so much value to my life and it is definitely showing in my work.

Background

Near the end of 2015 the company I work for, Fidelity ADT, offered me a full bursary to complete my BCom Management and Marketing degree through IMM. I was elated and couldn’t believe I would finally have the opportunity to complete my studies. I trusted the Lord for this opportunity and was favoured to push for my dream.

As a child, my father taught my sister, and I that the only way to make your dreams a reality was through dedication and hard work. He and my mother tried their best to give us everything they could afford, but could not afford to pay for me to study after finishing high school. I got a job after school, but circumstances never aligned to allow me to study further. My parents always took pride in the achievements my sister and I achieved in our careers and I won’t ever forget how proud my father was when I told him I had the opportunity to enrol to study my degree.
During my first year of study, I received the devastating news that my father was murdered. My world fell apart in an instant that I had never expected. I was so new to the world of studying and with this news, I completely missed submission deadlines as I scrambled to finalise funeral plans, his estate and the shock and grief of all that happened. I was so grateful to IMM who supported me at the time and allowed me to cancel the subject and retake it the following semester. When I started studies in 2016 I was working as a Business Development Manager for Fidelity ADT and in 2017 I started working for the company as the Sales Manager in the company call centre. The content of my studies and all that I learned through IMM empowered me to be a better employee, a team player and a better leader. I was privileged to see and experience the day-to-day practical side of my studies every day which really helped me to better understand and comprehend the theoretical aspects behind my job that I was learning. Subjects like Project management, Business Statistics and Marketing Research were my favourites. These especially helped me in my line of work to gain an advantage in overcoming some of the challenges faced daily.

Where am I today?

What I learned through studying at IMM helped me achieve my KPIs and helped me to focus on the bigger picture by building a strong team to help the company and myself achieve our goals. My degree has added so much value to my life and it is definitely showing in my work. I was soon offered a new portfolio in the call centre and now oversee the sales, technical and client retentions.
On the flip side, studying with a full-time job, and going home to being a mother of two, a wife and a church women’s group leader was tough to say the least. There were many long weekends I remember where I would lock myself in a room and my family would only see me once or twice throughout the day as I studied. It was challenging but worth it. Finally being able to say “I did it” makes me feel more accomplished in a sense. I would never have been able to do all of this without the cheerleaders in my life like my mother, my sister, my parents in law, family, friends and of course my massively supportive husband and children. Trying to study without someone in your corner to help urge you on and motivate you, I think, would definitely make the journey almost impossible.
I now sit with a renewed sense of purpose, anxiously and excitedly looking forward to my graduation day, updating my CV and looking forward to making my family and the company I work for proud. My only disappointment in all of this is knowing that my father’s face won’t be in the crowd smiling and congratulating me on graduation day. What a journey it’s been and if I could do it all over again, I definitely would

So for those who don't think it's possible.... ITS MORE THAN POSSIBLE if you are disciplined and set your mind to it. Thank you IMM!

Background

I matriculated in 2013 with receiving 3 distinctions and an overall average of 76%. I was very excited to keep going in my studies however life throws us obstacles.
In 2014 my dad fell very ill and I had to become the breadwinner in the family which meant..... No money to study.
In 2015, my dad passed away and all my savings were depleted.
I came across IMM in 2016 and thought let me try my best to get a bursary and with lots of prayers I received my very first bursary! And then..... Second year and third year I gracefully received bursaries.
If it weren't for IMM, I would not be here today.... And it has been such a great journey. 

Where am I today?

3 years later, 3 bursaries and a wonderful Cum Laude!
To celebrate, I went overseas last year to work as a manager in a well known restaurant and got to see a few magnificent places. 

I am now even more excited to complete my BPHIL in Marketing Management at IMM. 

So for those who don't think it's possible.... ITS MORE THAN POSSIBLE if you are disciplined and set your mind to it. 

Thank you IMM!

I needed this qualification to show to myself that I am worthy

Background

I got pregnant at a young age and had to give up on my dreams of studying. All the money I had, had to go to my child and surviving. Within a year I was a single mom with no child support coming in and needing to survive.
Somewhere in the back of my head I always wanted to better myself, I always wanted a certificate or something.
I needed this qualification to show to myself that I am worthy. But I could never just get the money to start this journey that I was longing for.

Where am I today?

My son is 12 this year, my graduation for the Higher Certificate in Marketing would have been on the 16th of April 2020 but because of Covid-19 it was postponed.
I don't care about the ceremony or what other people say. I showed myself that I could do it! I am now a married woman, mother and full time employed. I made the sacrifices needed. The worst part for me was realising how much time I had, how much time I wasted on nothing. I was a great example to my son. As I did not just nag him to do his homework, I sat and did mine with him! My husband also started studying. We are taking it one step at a time. My husband works shifts, so his study schedule differs from mine but it works for us and it is something we can share. Something that makes our bond stronger. We are the only ones that understand our circumstances and sacrifices. We are working on a better future for our family.

I am so thankful for IMM and am already going back and fourth about what I could do next!

Background

I finished school in 2009 but could not decide what to study. Instead I went straight into working as an Au Pair, administrator and bar tender (yes 3 jobs!)
Once I had saved up enough money, I embarked on my gap year to be an Au Pair in America. I stayed in New York and looked after 2 wonderful boys.
When I returned, I was too used to all my independence I went straight back to work, thankfully just 1 admin job this time.
Long story short, I finally ended up in a company that pushed their staff to study and that's when I started doing my research and found IMM.
I still remember going in to the Durban office and feeling so welcomed by all the staff, they were all so passionate about the courses they offered.
Being me, I would not settle for anything less than a degree so I chose my course BBA Degree and got started.
Studying part time after being out of school for so long was not easy. There were moments when I thought I would not make it but every pass motivated me to move forward! I finally passed my final exam mid-2019 and the feeling is amazing! Unfortunately, due to COVID19 my graduation ceremony has been postponed indefinitely, but I still celebrated at home – because it is a huge achievement and no one can tell you otherwise :)
I am so thankful for IMM and am already going back and fourth about what I could do next!

Where am I today?

I am the regional manager of KZN for DCB Logistics, a courier company moving freight around the country.
I am apart of the sales team and assist with our digital marketing as well!

My journey has been nothing short of rising to the top. I believe that you are only a success at the moment you perform a successful act. You have to continuously do it in order to stay at the top and climb ladders.

Background

I knew that to make an impact and make my mark in marketing excellence I had to identify an industry that did not pay much attention to marketing. I found myself in the South African education industry. Since I started, my goal has been to implement marketing at its highest level for growth and development for South Africa.

I began coaching my childhood favourite sport, hockey. I excelled in playing for Zimbabwe and provincial school teams in my high school days. After securing a hockey portfolio at Windhoek High School, I accompanied the school’s 1st team boys to their first ever Cape Town Brothers International tournament in 2016.

This trip yielded positive results for me as I managed to secure a bursary and a coaching position at Reddam House Constantia, Cape Town.

Having migrated to the Western Cape in South Africa, I did not stop there. My passion for networking saw me widen my horizon, joining the membership and professional development program of The Marketing Association of South Africa (MASA).

I made the most of my time at Reddam, as I brushed shoulders with the school’s administration staff and hierarchy.
This is where I figured out that there was a gap within marketing a school.
I continued to take advantage of my bursary by furthering my studies in the direction of marketing, enrolling with IMM Graduate School.

With my eagerness and drive to learn, I jumped at the opportunity to reunite with the Reddam House brand again. This time in the fast lane of Gauteng at a newly built Reddam House Helderfontein, located in Fourways.

With a new campus in need of a marketing powerhouse, I knew this was my time to make my mark and a name for myself.

I began to settle in after having been appointed the online and media portfolio for the campus by the head, Colleen Traviss-Lea. I admit that I did not always make the right decisions but learnt on the job and from mistakes I made.

I expressed new and innovative marketing ideas to further establish the campus around the community.

Where am I today?

At this moment, I am also involved in consultancy work. I am the founder of Newcorn Branding, a Marketing Consultancy Aide named after my father’s business ventures.
Newcorn offers new and upcoming companies innovative marketing structures and assists in brand identity.
I find drive and motivation by businesses and I intend to revive the Newcorn brand in its business ventures such as farming, construction and retail at a later stage in my life.

As for now, I am happy and content with where I am. I plan to reach the Chartered Marketer title and one day complete an MBA in Strategic thinking in Business overseas. So fingers crossed.

My journey has been nothing short of rising to the top. I believe that you are only a success at the moment you perform a successful act. You have to continuously do it in order to stay at the top and climb ladders. I am not surprised by how far I have come and the places I have been, I come from a family with politicians, well respected war veterans and pastors to say the least. So Manjengwa is not only a name but a brand.

It often seems impossible until it's done!

Background

My IMM Diploma gave me the confidence to achieve in my career and to go back to University to further my education part-time. These achievements gave me the tools to be able to emigrate to the USA.

Where am I today?

I am a Product Manager for a global automotive parts manufacturer in Illinois, USA