Guest Professor Dawie Bornman at Business School Pforzheim

“Living and working in another country forces you out of your comfort zone, and that’s where real learning begins – academically, professionally, and personally.” – Guest Professor Dawie Bornman from the University of Pretoria (South Africa)

Prof. Dr. Dawie Bornman is an Associate Professor in the Department of Business Management at the University of Pretoria specializing in international and intercultural communication management, as well as entrepreneurship. With an academic background in marketing, communication and entrepreneurship, he has taught and worked in several European countries, including Germany, Belgium, and Austria. A formative period of his career was spent in Leipzig, where he lived and worked for two years as a young academic while completing his Doctoral studies (PhD). This experience had a lasting influence on his academic development, worldview, and teaching philosophy.  
   

Prof. Dr. Bornman, thank you very much for taking the time for this interview. I appreciate the opportunity. I learned that your visit this year was your first time on our campus in Pforzheim. Would you share some of your first impressions of the campus, the city, and the people?

Yes, that’s correct – it was my first time in Pforzheim. Arriving there was actually quite a special experience for me. I landed very early in the morning while it was still dark. As we entered Pforzheim, the sun was coming up, and it almost felt like one of those “light‑bulb moments” – the city appeared as if it was glowing. Later, when I learned more about Pforzheim’s history and its connection to jewellery and craftsmanship, that first impression felt quite symbolic. 

Coming from South Africa, where it was over 30 degrees Celsius, the cold morning air was a big contrast, but the welcome on campus itself was very warm. The people were extremely friendly. On my first day, I was picked up by the International Office and shown around campus. Everyone I met there was welcoming, helpful, and very supportive. 

Another highlight was realizing how close the campus is to nature. We took a short walk to the bus stop, and from there we actually took our first steps into the Black Forest. It was beautiful to see the season changing, the light on the leaves, and the sun either rising or setting over the landscape.

What also really impressed me was how small, intimate, and calm everything felt. Coming from a large city like Pretoria, it was refreshing to be in a place where you could truly focus on the task at hand. 

What differences, if any, did you notice between university life in South Africa and Germany?

One of the first differences I noticed was how students get to campus. In South Africa, many students have cars or rely on carpools because they often live far away from campus. In Pforzheim, I really enjoyed seeing students walking, using public transport, and moving around campus so naturally.

The campus itself is much smaller than what I’m used to, which gives it a very homely, cozy and welcoming feeling. Another big difference for me was the Mensa (cafeteria). In South Africa, students usually eat at many different places, but here I saw how students gather at lunchtime, get affordable and good quality food, eat together, and spend time with friends. It creates a sense of closeness and community that I really appreciated. 

I also enjoyed seeing students spending time together outside of lectures – talking, laughing, and participating in student activities. 

You taught a course in International and Intercultural Communication Management. What originally sparked your interest in this field?

My interest comes from two parts: one is academic and one personal. Academically, my undergraduate studies were in marketing, where I quickly realized how important communication is. That led me to postgraduate studies in communication and eventually to working internationally with people from different cultures.

Through those experiences, I saw how powerful intercultural communication can be – not only in how I work with others, but also in how much you learn when you realize that your way of doing things is not the only way. Different approaches can still lead to very good results.

On a personal level, my interest started very early in life. When I was very young, I had just started speaking, my father encouraged a woman who helped in our home to only speak Setwana (her native language) to me. As a result, I grew up speaking Afrikaans (my native language), English and Setwana. Afrikaans was my main language at school, English was my second language, and the third language I learned more informally. 

Learning these languages taught me that language is a way of showing care and respect. When you try to communicate with someone in their language, even imperfectly, it changes the relationship. People feel more comfortable, more respected. You see this everywhere – even in Germany. When I tried to speak German, people were very friendly and supportive, even if I made mistakes. They laughed with me, not at me, and that creates connection.

Those experiences stayed with me and strongly shaped how I think about intercultural communication.

Did you notice any differences in classroom communication or student engagement while teaching in Germany?

Yes, very much so. I taught a small group of Master’s students, and one thing that really stood out was their openness. It was their final module, and you could tell that they knew one another well and genuinely wanted each other to succeed.

They were very engaged and didn’t need much encouragement to participate. During group work and presentations, they naturally included the whole class, asked for feedback, and shared ideas openly. With 16 students from many different nationalities, it was wonderful to see how they learned from one another and brought their different strengths into the classroom.

What I found especially meaningful was how openly they shared their experiences about job interviews. They talked about both successes and situations where things didn’t go as planned. This openness helped other students feel less anxious and allowed everyone to learn together. It showed a great deal of maturity and mutual support.

You also spent two years in Leipzig earlier in your career. How did that experience shape you?

My time in Leipzig had a profound impact on me academically, professionally, and personally. It was my first time leaving home and living in another country. I didn’t speak German at the time and knew very few people, which made the experience quite intimidating at first.

Academically, I was fortunate to work with leading scholars in communication management. Being younger than many of my peers motivated me to prove myself and contribute meaningfully. Personally, the experience taught me resilience and independence. It pushed me out of my comfort zone and broadened my worldview.

Over time, I became more open to learning the language, engaging with local culture, and fully immersing myself in the experience. Those years still influence how I teach, how I design courses, and how I approach international collaboration today.

Do you think digital communication tools help bridge cultural gaps, or can they also create challenges?

I think it’s a bit of both. Digital tools create amazing opportunities for international connection and collaboration. At the same time, they can lead to misunderstandings, especially when non‑verbal cues are missing.

In face‑to‑face communication, we rely heavily on body language and tone, especially in intercultural settings. Online, those signals are often limited, which can lead to different interpretations depending on cultural expectations. However, if we are aware of these differences, digital communication can be very effective. Overall, I try to remain positive and see technology as an opportunity rather than a barrier.

What do you enjoy most about your work as a lecturer and researcher?

For me, research and teaching are closely connected. Research keeps me informed about what is happening in the world and strengthens my teaching. However, standing in front of a class is where I feel I can make the greatest impact.

I strongly believe in making learning enjoyable. If I am enjoying the class, the students are more likely to enjoy it as well. I try to create an atmosphere that is educational but also engaging and memorable. Sometimes that means being a little unconventional, but those moments often stay with students long after the class ends.

Finally, what advice would you give to students considering a career in business management or an international, intercultural field?

I would encourage students to start building experience while they are still studying. Any form of work helps build confidence and networks. It’s also important to accept that there will be challenges and moments where things don’t go as planned.

Those moments are where real growth happens. Maintaining a positive attitude, being open to learning, and respecting others will take you far. To the students in Pforzheim especially, I would say: keep that positive energy. It will help you overcome challenges and recognise opportunities as you move forward.

Is there anything else you would like to add?

I would like to thank everyone at Pforzheim University for your support. Ein großes Dankeschön an Prof. Simone Huck-Sandhu and Prof. Felix Krebber for their trust and for inviting me as a guest lecturer at Pforzheim University.

Also a big thank you to the amazing assistance by Frau Vanessa Haberer, Herr Jochen Ebert and his International Office Dream Team.
   

Thank you very much for this opportunity to interview you, Prof. Dr. Bornman.

The University of Pretoria is one of South Africa’s leading public research universities, located in the country’s administrative capital. It is known for its strong academic reputation, high research output, and international engagement. The university offers a wide range of undergraduate and graduate programs across multiple departments and places a strong emphasis on innovation, interdisciplinary collaboration, and preparing graduates for leadership roles in a global context.