Covid-19 customer experiences of self-service technology across pharmacies in South Africa

Using time-series data over a period of twelve months, Atlas.ti was employed to analyse the data extracted from Hello Peter, a South African online customer review and business platform, to assess Covid-19 customer reactions to e-services across South African pharmaceutical retailers. The focus was on the two largest retailers as they formed the bulk of the complaints. Multiple variables were grouped into relevant output variables. Content analysis was used as a guide in answering the research questions. Results showed that online pharmaceutical retailers had an attitude of no replies, equally ghosting customers. The study contribution is based on the understanding of customer reactions to the incidents of unacceptable online retailing services. The findings highlighted the profound implications on retailers to comprehend the importance of providing quality customer services to achieve customer satisfaction, leading to the establishment of profitable relationships, while also acknowledging that the implications were caused by the pandemic and could have been different. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

Academic library services extension during the COVID-19 pandemic: considerations in higher education institutions in the Gauteng Province, South Africa

Purpose: This paper aimed to determine the extent to which academic libraries and information services were extended due to the emergence of COVID-19 in the Gauteng Province, South Africa. Design/methodology/approach: Founded on a pragmatism paradigm, the sequential explanatory research design was adopted to engage with participants and respondents on their experience of library services extensions to support users during the COVID-19 pandemic. Data were collected using online questionnaires and interviews. Cluster and purposive sampling were used and data for the quantitative part were analyzed using the Statistical Package for the Social Sciences (SPSS), whilst qualitative data were analyzed manually. Findings: Findings revealed that academic libraries operating in a higher education environment provided extensive support to remote users during the COVID-19 pandemic. This was done through the utilization of a variety of technology utilization, ranging from traditional e-mail support to the use of technology related to Artificial Intelligence such as the BOTsa, which is a Chatbot aimed to assist users in receiving speedy responses to library-related inquiries. Originality/value: This study is unique in that it focuses on academic libraries that operate in higher education environments where support for achieving academic endeavors becomes imperative to ensure the smooth execution of teaching and learning activities within the restrictions put in place due to the COVID-19 pandemic. Adaptions and improvements to academic library services during and post-COVID-19 era were successful in ensuring that remote users could obtain similar services and access to information as was the case before the outbreak of the COVID-19 pandemic. © 2022, Tinyiko Vivian Dube and Lorette Jacobs.

The COVID-19 Pandemic as Potential Catalyst for Comparative and International Education

The aim of this chapter is to investigate the potential of the disruption brought about by the COVID-19 pandemic to break the stagnation in the field of comparative and international education, detected on many fronts of the field by various scholars in the field. The chapter commences with a survey of the historical evolution of the field of comparative and international education, showing how the field has historically come to be defined by contextually induced discourse. At the same time, the historically trodden furrows have resulted in the field becoming trapped by historical forces, resulting in some stagnation in the field. It is argued that impediments to progress in the field of comparative and international education are the severance from practice, the “black box” syndrome of paying more attention to the societal context than to education, the tenacious attachment to the nation-state as the sole geographic level of analysis, the lack of an autochthonous theory, persistent Northern hegemony, and the regression of space and infrastructure at universities. Thereafter, the outbreak of the COVID-19 pandemic and the impact thereof on education are discussed. In conclusion, the potential of the disruption brought about by the pandemic for the revisitation of comparative and international education is assessed.

Measles, Mumps, and Rubella Booster Immunization Practices

Reported cases of mumps infection in the United States (U.S.) have dropped since the introduction of the single-component mumps vaccine in 1967. After introduction of the multi-component measles, mumps, rubella (MMR) vaccine, cases in the U.S. and worldwide fell to the point where the International Task Force for Disease Eradication identified mumps for eventual global eradication. By 1991, all military recruits received an MMR vaccine. By 2010, the Department of Defense (DoD) had adopted a policy of immunizing recruits with MMR vaccine only if their antibody titers to measles or rubella had dropped below threshold levels established by the commercial testing laboratories as indicative of immunity. As part of a 2010 Defense Health Board (DHB) review of MMR immunization practices by the Department of the Navy, the DHB recommended that the Navy continue the practice of MMR immunization based on serosurveillance, but that universal MMR vaccination be re-instituted in the event of an increased risk of a mumps outbreak.

Adapting a Capacity-Development-in-Higher-Education Project: Doing, Being and Becoming Virtual Collaboration

In November 2019, scholars and practitioners from ten higher education institutions celebrated the launch of the iKudu project. This project, co-funded by Erasmus[superscript +], focuses on capacity development for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL) virtual exchange. Detailed plans for 2020 were discussed including a series of site visits and face-to-face training. However, the realities of the COVID-19 pandemic disrupted the plans in ways that could not have been foreseen and new ways of thinking and doing came to the fore. Writing from an insider perspective as project partners, in this paper we draw from appreciative inquiry, using a metaphor of a mosaic as our identity, to first provide the background on the iKudu project before sharing the impact of the pandemic on the project's adapted approach. We then discuss how alongside the focus of iKudu in the delivery of an internationalised and transformed curriculum using COIL, we have, by our very approach as project partners, adopted the principles of COIL exchange. A positive impact of the pandemic was that COIL offered a consciousness raising activity, which we suggest could be used more broadly in order to help academics think about international research practice partnerships, and, as in our situation, how internationalised and decolonised curriculum practices might be approached.