Customised Solutions FAQ

Customised solutions are organisation-specific development experiences co-created with our clients. Each programme is designed around your strategic priorities, people, and culture – integrating relevant theory, practice, and application to solve real-world business challenges.

They are designed for organisations – large or small – that want targeted, results-driven learning for defined groups of employees or leadership levels. Whether developing future managers, strengthening executive capability, or aligning culture and strategy, our customised solutions meet your precise needs.

Yes. We design for any scale – from SMEs seeking focused interventions to large corporates running multi-cohort programmes across departments or geographies.

Open short courses are open to the public and follow a set curriculum and schedule. Customised solutions are closed intakes, designed exclusively for your organisation, and shaped around your strategy, culture, and learning goals.

Ready-made short courses, also known as in-house solutions, are pre-designed learning experiences that can be deployed immediately, focusing on general leadership and management competencies. Customised solutions, by contrast, are built around your organisation – its strategy, culture, and development goals. Every element, from content and case studies to facilitation style, is adapted to your context to ensure the learning directly drives business impact.

Yes. Our ready-made short courses often serve as a foundation for customisation. We can integrate selected modules, assessments, or learning outcomes from these courses into a broader customised programme – adding contextual examples, internal case studies, and organisation-specific outcomes to create a seamless, fit-for-purpose learning journey.

Our customised solutions are distinguished by their depth of partnership, contextual relevance, and innovation, drawing on the latest thinking in leadership, management, and organisational development. We co-create every programme with clients, ensuring direct alignment to organisational strategy and values. Our faculty are practitioner-academics with experience across industries in Africa and beyond, and our delivery is flexible, experiential, and measurable — anchored in Stellenbosch University’s academic rigour and Stellenbosch Business School’s triple-crown accreditation.

We view every engagement as a partnership. Our role extends beyond delivery – we act as advisors, sounding boards, and collaborators who bring cross-industry insight. We aim to become an extension of your L&D team, not an external vendor.

Through trust, responsiveness, and consistent quality. Many of our partnerships span years because clients know they can rely on us for honest advice, rapid turnaround, and programmes that deliver measurable results.

Yes. We are committed to inclusivity and can accommodate accessibility needs – physical, digital, or learning-related – through prior arrangement. We also strive to ensure gender balance, cultural sensitivity, and diverse representation in our faculty and materials.

Because we combine the credibility of a world-class university with the agility of a business partner. Every customised solution we deliver is built on academic excellence, real-world insight, and a deep understanding of your organisation’s context – ensuring measurable learning impact and lasting transformation.

We begin with a discovery discussion(s) or scoping session(s) to understand your organisation’s context, strategy, and development needs. From there, we co-design a programme – selecting content, faculty, and delivery methods that align with your objectives. You review and refine the proposal until we have full alignment.

Every project begins with consultative scoping session(s). We ask probing questions, challenge assumptions, and share best practice insights drawn from multiple industries. This ensures your learning investment addresses the right priorities.

Absolutely. Some clients approach us with detailed briefs; others only know they need development support. We act as advisors – exploring focus areas such as culture, values, digital transformation, or leadership pipelines – to help define direction and outcomes.

From our side, typically the Business Development Manager and Programme Designer, otherwise known as our Proposal and Design Specialist, lead the session. On the client’s side, this usually includes the Human Resource or Learning and Development Manager, Programme Sponsor, and sometimes EXCO or line leadership representatives.

Depending on complexity and approval processes, design can take from two weeks to two months. We generally recommend allowing at least six weeks between signing an agreement and starting delivery.

While not a consultancy, advisory thinking is inherent to our customised approach. Our discovery and design conversations often include diagnostic discussions that help shape the right learning solution.

All customised learning content, case studies, and participant data are treated as confidential. We sign non-disclosure agreements (NDAs) when required and ensure all facilitators and subcontractors comply with university and POPIA data-protection standards.

Our customised learning is experiential and application-driven. We combine theory with real-world projects, simulations, immersions, and facilitated discussions to ensure learning is practical, relevant, and lasting.

We can integrate action learning, simulations, gamification, case studies, psychometric assessments, immersions, process hubs, nano-sessions, and business-driven action learning (BDAL) projects – among others – to match your objectives.

Because adults learn best by doing. Experiential approaches create safe spaces for experimentation and reflection, enabling participants to test new ideas, shift behaviour, and embed learning more deeply.

Yes. Many programmes incorporate elements that encourage reflection, empathy, and values-based leadership – helping leaders connect personal growth to organisational impact.

Yes. Wherever relevant, we integrate themes of responsible leadership, sustainability, and ethical business into programme design – reflecting both Stellenbosch University’s values and global business-school best practice.

Add-ons include (but are not limited to) executive coaching, psychometric assessments, leadership immersions, international study modules, guest speakers, and digital learning extensions. Each element reinforces learning and deepens impact.

Yes. Programmes can incorporate global case studies or study immersions across Africa and beyond – offering diverse perspectives and cross-cultural insight.

We can integrate refresher sessions, masterclasses, or coaching follow-ups to embed learning and sustain behavioural change long after completion.

Our modular design enables knowledge to flow into future cohorts or related programmes, building a continuous learning pipeline aligned with your organisational strategy.

At SBS-ED, we offer a variety of delivery modes for organisations. Programmes can be delivered face-to-face, online (self-paced), remote via video-conferencing (typically Zoom or MS Teams), or through a blended or hybrid model combining various delivery modes. Many clients choose hybrid delivery for flexibility, cost efficiency, and minimal disruption to operations.

Anywhere from a one-hour nano-session to a twelve-month intervention. Most programmes include multiple study blocks or modules spaced over several months to support ongoing learning and application. Various interventions during the full programme can also differ in duration.

Yes. We regularly deliver across South Africa and internationally – remotely or in-person – through our network of partner institutions and facilitators.

Yes. Programme start and end dates, as well as the timing and duration of individual modules or interventions, can be aligned with your operational calendar. During the design phase, we work closely with you to determine an optimal schedule that minimises disruption to business operations while maintaining learning flow and continuity.

Absolutely. We can manage parallel cohorts with standardised content and customised context, ensuring consistency across large organisations.

Yes. SBS-ED delivers programmes globally through Stellenbosch University’s partner network and international business school collaborations, both remotely and in-person.

Once an agreement is signed, delivery usually begins within six weeks. The exact lead time depends on design complexity, faculty scheduling, and client approval processes.

We understand that business environments evolve. If structural or leadership changes occur during delivery, our programme managers and design specialists will work with you to realign objectives or adjust delivery to ensure continuity and value. Minor adjustments (up to ≈ 20%) can be accommodated in consultation with the client. Significant structural changes are reviewed for feasibility, cost, and academic compliance before being implemented.

Pricing depends on cohort size, duration, faculty requirements, delivery mode, and add-ons such as coaching or immersions. SBS-ED operates within university-approved margins to ensure fair value and quality outcomes.

We recommend a minimum of 15 participants for cost efficiency and a maximum of ≈ 30 for optimal engagement. Smaller groups may be referred to open short courses or alternative delivery formats. The ideal cohort size is 20 – 25 participants to ensure meaningful interaction. We can accommodate up to 30, but beyond 40, the learning quality and group dynamics may diminish.

Each participant is required to submit a valid identity document (ID) and a recent CV outlining professional and leadership experience. This ensures appropriate placement and alignment with the programme level. Additional information or assessments may be requested to complete enrolment, which can be determined during the scoping sessions.

For shorter or modular programmes, yes – depending on progress and available capacity. For structured multi-module interventions, late enrolments are generally discouraged to protect learning integrity.

Our programmes are led by a blend of academic faculty and industry practitioners. All facilitators are subject-matter experts with advanced qualifications – typically master’s level or higher – and practical leadership experience. This balance ensures that every session delivers both academic rigour and real-world application.

Faculty are carefully matched to each client’s industry, learning outcomes, and organisational culture. Selection is guided by the programme’s complexity, required competencies, and audience level. Every facilitator undergoes an academic onboarding and quality-assurance process before engagement.

They’re not lecturers – they are facilitators of transformation. Our faculty foster dialogue, critical thinking, and reflection through experiential and collaborative methods. Their role is to bridge insight and action, ensuring that every session connects learning directly to workplace performance.

Faculty are carefully selected for expertise, relevance, and facilitation skills. All hold at least a master’s qualification or are recognised industry specialists. Clients may request input on preferred faculty, subject to SBS-ED’s quality and registration processes.

Yes. Clients may suggest guest speakers, subject to SBS-ED’s quality and accreditation standards. We will source or onboard experts when appropriate to ensure relevance and alignment with learning objectives. Preferred facilitators may be selected from our network of approved Stellenbosch University and Stellenbosch Business School faculty members.

Absolutely. Senior leaders or subject-matter experts from your organisation can be integrated as guest contributors, panel members, or storytellers to reinforce internal context and learning relevance.

Yes. Guest speakers and senior leaders from your organisation can be integrated for contextual relevance, provided the academic standards of the programme remain intact.

We can integrate your facilitators into the learning journey, provided quality standards are maintained. Co-facilitation with SBS-ED faculty often enhances relevance and engagement.

Yes. While English is our primary language of delivery, we can source bilingual facilitators or provide translation and interpretation support where required – particularly for programmes delivered in other African regions.

We provide branded one-page flyers, session outlines, and orientation support to help you market the programme internally. We also offer remote orientation sessions to build enthusiasm and clarify expectations.

Yes. We guide clients on framing the learning journey as a developmental investment rather than a performance correction, ensuring participants join with motivation and clarity of purpose.

Yes. Clients can pilot a module, nano-session, or short masterclass to experience our facilitation style and learning impact before committing to a full rollout.

Our Learning Project Facilitators (LPFs) and dedicated Programme Managers (PMs) coordinate logistics, communication, and participant support throughout the programme to ensure a seamless experience.

Each customised solution is delivered under the auspices of Stellenbosch University and adheres to national and institutional accreditation standards. Programmes are quality-assured by Stellenbosch Business School and certified by Stellenbosch University. and are aligned to the National Qualifications Framework (NQF) where applicable, ensuring recognised quality and credibility.

Being NQF-aligned means the programme content and outcomes meet the standards of South Africa’s National Qualifications Framework (NQF). This alignment ensures that the learning is credible, outcomes-based, and comparable to formal qualifications in terms of complexity and depth – typically at NQF Levels 7-8, equivalent to senior management or postgraduate learning.

Yes. All Stellenbosch Business School Executive Development (SBS-ED) programmes are accredited by the Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE) under the auspices of Stellenbosch University. As a public higher-education institution governed by an act of parliament, Stellenbosch University is not subject to the accreditation requirements that apply to private providers. The HEQC does not issue accreditation numbers to universities, as they are legally constituted and quality-assured through the CHE. Selected, region-specific programmes are also registered with the Botswana Qualifications Authority (BQA) and the Mauritius Qualifications Authority (MQA).

All customised programmes follow Stellenbosch Business School and Stellenbosch University’s rigorous academic quality assurance process. Every element – learning outcomes, assessment design, faculty selection, and credit allocation – is reviewed, approved, and registered through the university’s governance structures before delivery.

Programme proposals are reviewed by SBS-ED’s Academic Department and approved by the university’s academic committees, led by the appointed Academic Quality Assurer. Faculty are briefed to deliver against the approved curriculum and standards throughout the learning journey.

Credit allocation is based on the level of learning, notional hours, and assessment components. One credit represents ten notional hours of learning, including contact sessions, assignments, and self-study. Programmes with 30 or more credits may also qualify participants for Stellenbosch Business School Alumni Association membership on successful completion. Some programmes may also qualify participants for credit exemption for Recognition of Prior Learning (RPL) on successful completion.

While customised programmes are not formal degree pathways, they provide a recognised foundation for continued learning through SBS-ED’s open short courses and leadership programmes, many of which articulate into higher-level qualifications with partner institutions.

Depending on the programme design and assessment requirements, participants receive either a Certificate of Attendance (non-assessed) or a Certificate of Competence (assessed and graded). Both certificates are issued and endorsed by Stellenbosch University and carry its academic seal.

A Certificate of Attendance confirms participation; no formal assessment is required. A Certificate of Competence includes a graded assignment(s) that must meet university standards (minimum 50%). Both certificates are issued by Stellenbosch University through SBS-ED.

Yes. A certificate from Stellenbosch University carries strong academic and professional credibility – especially as our Business School is one of the few globally to hold all three major accreditations (AACSB, EQUIS, AMBA).

Programmes carrying at least 30 credits at NQF Level 6 or higher may qualify participants for alumni status through Stellenbosch Business School.

Each credit equals 10 notional hours of learning, combining contact time, self-study, research, and application. A 30-credit programme equates to roughly 300 hours of learning.

Participants could, following an approval process, join a global alumni community with access to ongoing learning, networking events, and advanced short courses — encouraging lifelong development and collaboration.

Many clients evolve from single-programme engagements to multi-level learning pathways, integrating customised, open, and masterclass formats to support career-long growth.

Yes. Many of our customised learning programmes qualify as recognised training interventions under the Skills Development Act. This means they can contribute toward your organisation’s Skills Development Levy claims and Workplace Skills Plan submissions.

Yes. Where applicable, customised programmes are aligned to the NQF to ensure recognised standards of learning. NQF alignment also supports reporting and compliance with SETA and skills development requirements.

Yes. Upon request, we provide supporting documentation such as learning outcomes, programme outlines, attendance registers, and certificates to assist with SETA reporting and claim submissions. We do not, however, submit to SETA on behalf of the client.

Eligibility depends on your organisation’s specific SETA criteria and the programme’s structure (e.g. credit-bearing vs. non-credit-bearing). We’ll guide you on which programmes meet the necessary standards for funding or levy recovery.

Once the scope and proposal are approved, we issue a formal service agreement that outlines deliverables, timelines, costs, and responsibilities. The agreement is signed between Stellenbosch University (through SBS-ED) and the client organisation, in line with public higher education procurement regulations.

Yes. We provide all necessary company documentation – such as BBBEE certificates, tax clearance, and registration details – upon request to support vendor onboarding.

Yes. We are an approved supplier on the Central Supplier Database (CSD) to national, provincial, and municipal government departments as well as state-owned enterprises.

Yes, on request. We can design benchmarking or impact-tracking exercises to measure pre- and post-programme change. These are resource-intensive and require joint planning, but they offer valuable insight into organisational progress.

They align learning with your organisation’s values and behaviours, reinforcing culture through practical application. When employees see their own context reflected in the learning, engagement, and cultural alignment strengthen.

Customised solutions address your organisation’s specific capability gaps and future talent needs. By developing employees at different leadership levels, these programmes strengthen internal pipelines, support succession readiness, and enhance retention. The learning journey equips individuals with the competencies, confidence, and cultural alignment needed to step into more senior roles – ensuring business continuity and sustainable growth

Yes. We can assist HR and L&D teams in linking learning outcomes to KPIs, talent frameworks, or performance discussions – ensuring that the learning translates into measurable business value.