The recent student protests in South African Higher Education have highlighted both the opportunities and challenges of blended/online learning in higher education. This article describes two lecturers' attempts at continuing teaching online during the 2016 campus closure at a large University of Technology in South Africa. Using Tronto's Ethics of Care lens and in particular her moral characteristics of care, namely attentiveness, responsibility, competence, responsiveness and solidarity, we reflect on the ethics of our practices when moving towards more open educational practices. Recommendations on academic staff development that promotes ethical open practices conclude the article.

No abstract

No abstract

The COVID19 pandemic thrust emergency remote teaching (ERT) into the global spotlight and thereby undeniably changed aspects of the higher education (HE) landscape. For a developing country such as South Africa (SA), the use of the mobile instant messaging (MIM) application (app) called Telegram represents a practicable solution to overcome historical socio-economic challenges faced by certain demographic groups of limited or restricted access to devices and data. Against this backdrop, a Telegram teaching intervention was developed by two lecturers in the Engineering Faculty at a University of Technology (UoT) in SA to deliver curriculum content and engage with students in a low-tech, low-cost/low-data usage manner, and consequently to widen access to education, promote inclusivity and thereby facilitate student access, retention and success. This study explored student perceptions of the MIM app being used as a primary vehicle to deliver succinct instructional materials and facilitate class activities to offset the lack of faceto-face classes in a multimodal and flexible curriculum delivery approach. Following the completion of the Telegram teaching intervention, a mixed method approach was used that included two online surveys measuring different aspects of the same project (n=34 and n=32) and a focus group interview (n=6). Three research lenses suggested by Fraser (2008) were used to evaluate student perceptions of the usefulness and (dis)advantages of Telegram. These lenses were: (1) redistribution (of resources), ( 2) recognition (related to social status) and ( 3) representation (who can act/say/ challenge in an academic environment). Ethical clearance was obtained from Cape Peninsula University of Technology's Ethics committee. Initial results indicate that using the Telegram app for teaching and learning was successful. Significantly, the app allows for the emergence of a socially just online classroom environment and an inclusive and enabling learning experience for the students during a very disruptive and fearful time in the world's history.

This study presents a comparative literature examination of the pharmaceutical industry in Japan, Europe, and the United States, focusing on quality culture, which historically has impacted operations in these regions. It aims to highlight generic pitfalls that result from cultural influences so that these can be avoided when designing a conceptual model of quality management practices for South African organisations. Simultaneously, the literature illuminates areas where culture promotes operational excellence (OpEx) in production. Quadrants of the organisational cultural analysis instrument (OCAI) are used to collect and examine research data from 72 literature sources. An activity theory research approach is adopted to perform a comparative study to ensure a consistent formal examination of the three geographical regions. During this analysis, industry traits presumed to be supported by culture types are highlighted and examined. Findings from this examination will be used in a future study to develop an OpEx model for South Africa, based on quality culture. Keywords Pharmaceutical Manufacturing; Operational Excellence; Quality Culture