Learning that builds leaders
Nearly two decades of curiosity-driven, experiential teaching — bridging the gap between classroom theory and workplace reality, and turning retail students into confident, ethical leaders.
Curiosity is the compass
Dr Frazer's teaching grew out of a revelatory moment in a corporate sales-training room, watching a colleague's understanding crystallise as decisions rippled through a business simulation. That spark became a career: creating transformative learning experiences that bridge theory and practice.
Her practice is grounded in constructivism, andragogy and systems theory — the conviction that students build understanding through experience, not memorisation, and that higher education operates as a complex system interacting with industry, society and community. Retail, as an applied and practice-based discipline, demands graduates who can make rapid, evidence-informed decisions; her lectures, simulations and reflective assessments are deliberately designed to mirror that reality.
The goal is not only competent professionals, but self-leading, adaptable, emotionally intelligent and reflective leaders — the four core capabilities at the heart of her doctoral framework.
"I inspire creative thinking and ignite curiosity that turns traditional learning into extraordinary, meaningful experiences — empowering students, peers and communities to become adaptable, ethical and responsible leaders who shape the future."
— Dr Frazer's purpose statement
Five core values
Every teaching strategy, assessment and student interaction traces back to these five principles.
How Dr Frazer teaches differently
The retail simulation journey
A pedagogy Dr Frazer championed for almost two decades — from an idea once deemed "unviable" to a signature feature of UJ's retail qualifications.
The spark (2007)
Inspired by board-based simulations she first met in corporate sales training, she proposed simulations to the department. All academics saw the value — but cost saw the idea shelved as "unviable."
Proving it in industry
Undeterred, she ran the simulations for corporate clients including Pick n Pay and Massmart, and built mini-simulations into her own modules. Participants saw how their store decisions rippled across departments.
The evidence
Research with Prof Marius Wait validated the approach — retention, workplace transfer and improved learner mood — producing three accredited publications and the case for adoption.
Into the curriculum
The 2014 Advanced Diploma in Retailing built in a student levy and outcomes designed around simulation. Post-COVID, an online retail simulation joined the board-based original.
What students say about the simulation
Feedback gathered after the full-day retail simulation, drawn from module evaluations and recorded student reflections.
The simulation supports high-level critical thinking, and it felt like a combination of everything we have been learning throughout the year.
It makes what we’re studying a reality.
Absolutely amazing programme. I wish to bring this kind of training to my professional organisation.
Every student deserves a chance to tackle retail problems practically, and this will prepare them for the real world.
Technology-enhanced teaching
Digital tools that make experiential, reflective learning possible — technology as an enabler, never the focus.
Retail Resolve
A hybrid physical–digital role-playing game Dr Frazer developed for conflict-management and communication skills — physical cards enhanced with QR-linked video scenarios, digital scoring and reflection forums.
"Retail Resolve provided a safe space to practice and refine my conflict management skills." — Student
Dare to Lead & leadership journals
Brené Brown's Dare to Lead audiobook paired with digital leadership journals and the online Daring Leadership Assessment — a continuous loop between self-assessment and reflection.
"After reading Dare to Lead, I can now have difficult conversations and stand up for my values without fear." — Student
"Who Moved My Cheese?"
An online change-management simulation that lets students navigate resistance in a risk-free environment — fail fast, learn quickly, retry — building an intuition for change dynamics in retail organisations.
AI in planning & engagement
Large language models and tools like Brisk, Mentimeter and QR-embedded activities generate bespoke case studies, quizzes and discussion prompts aligned to module outcomes — with the educator's judgement always in the loop.
Industry & interdisciplinary partnerships
Markham in-store immersion
Advanced Diploma students spend a full week inside Markham stores, working a real industry challenge through a structured logbook and reflection. Store managers sit on the final evaluation panel.
Applied Information Systems project
Digital Marketing students partner with AIS students to build app prototypes for societal challenges — design-thinking workshops, cross-functional teams, an expert panel and R30,000 in student prizes.
Emotional intelligence with PsyCaD
Workshops with UJ's Centre for Psychological Services and Career Development build teamwork, emotional regulation and self-awareness — leadership tools that extend well beyond the module.
"My heart melts knowing that we have contributed positively towards more young South Africans… nothing gives me more joy than contributing towards our nation-building."
— Markham partner, on the in-store immersion collaboration
What the results show
"Great assessment that has tested critical thinking and application of digital marketing. Well thought-out paper."
A post-COVID dip to 63% in 2023 became the catalyst for compulsory academic-integrity and literacy interventions — success rates recovered to 95% (2024) and 94.7% (2025).
Students also graduate with stackable, industry-recognised micro-credentials — Coursera and HubSpot certifications earned alongside their studies. The board-game learning research underpinning this practice is published in Acta Commercii. Read the research (DOI) ↗
In their own words
Recurring themes from anonymous module evaluations — most recently from the 2026 Digital Marketing cohort.
Quotations are drawn from anonymous module evaluation surveys and are reproduced without any identifying details.
Guiding the next generation of researchers
Dr Frazer describes herself as a "tour guide" in supervision — sharing the map and pointing out the landmarks, but celebrating when students choose their own adventure. She provides just enough structure through frameworks and methodological guidance while trusting students to take ownership, drawing on her industry connections to help them find topics that retail professionals genuinely grapple with.
Her Honours students have earned recognition including a nomination for the CBE Research Poster Competition (2025).
"Her supervisory approach fostered my academic writing and my ability to engage critically… support that was both intellectually rigorous and professionally encouraging."
— Norman Mafuratidze, MCom (co-supervised)
View all supervised postgraduate projects
Awards and institutional impact
Teaching recognition
- Faculty Award for Continuing Education Programmes (2013)
- Nominations for Undergraduate Teaching & Learning Awards (2012 & 2013)
- “Innovative Teaching Practices in Developing Leadership Skills Among Retail Students” — featured chapter in Teaching Innovation for the 21st Century: Showcasing UJ Teaching Innovation Projects 2024. Read the chapter ↗
Programme & sector leadership
- Programme Coordinator — Advanced & Postgraduate Diplomas in Strategic Retailing
- Chairperson, W&R SETA Higher Education Qualifications Management Body (2017–2021)
- Instrumental in securing UJ's hosting of the W&R Leadership Chair