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The Covid-19 pandemic, a catalyst in embracing the online mode of learning, is one of the key motivating factors for a paradigm shift in curriculum development due to the increased focus and reliance on technology. For the effective education of tertiary students globally, a revised curriculum development integrated with the Learning Management Systems and other eLearning platforms or tools that support asynchronous learning play a key role. This study seeks to determine the influence of user experience and user interface design of e-learning platforms on learning experience in higher education. A systematic review of studies regarding usability of e-learning platforms at tertiary institutions was conducted to determine the common issues and successes. A snapshot of research over the last five years was used in a systematic review to determine the influence of UX/UI on eLearning concerning higher education. Using the ERIC and Google scholar databases of journals, and specific criteria for selection of publications, 25 articles were examined in this study. Findings indicate that focused attention on interface design and user experience of eLearning systems for effective learning is crucial.

COVID-19 has been observed as the Fifth Industrial Revolution (5IR), which has naturally advanced education five/ten years ahead of digitalisation. The COVID-19 revolution has obliged everyone to be a student needing to be educated about national lockdowns, personal hygiene practices, digital technologies, and vaccines. This study intended to explore lessons learned by higher education institution (HEI) students in Eswatini, Lesotho, the Republic of South Africa, and Zimbabwe during the COVID-19/5IR which helped them to complete their PhD studies. Using purposive with convenience sampling, this study selected twenty most accessible PhD students. The pragmatic paradigm, participatory action research (PAR), and natural identity were used to frame this study in order to guide reflective activities, Zoom focus-group discussions, and semi-structured interview data-generation methods. Findings indicated that students achieved good education on personal hygiene practices and digital technologies that assisted them to effectively deal/continue with their studies. However, education on vaccines remained a major concern because participants believed that the world was treating symptoms of COVID-19 by vaccinating humans more than dealing with the source/s of the virus before it affected humans. Consequently, this study recommends a good education that balances personal, societal, and professional needs to understand natural identities.

Leadership theories have underpinned significant leadership studies and practices which span decades. Despite the plethora of research on different leadership theories and styles, there is minimal research exploring the relationship between previous leadership theories and the ethical leadership style. Previous research has shown that the ethical leadership effect goes above and beyond other leadership styles and theories as the latter lack an exclusive ethical focus. Therefore, this paper aims to address the identified gap from a preliminary perspective of previous leadership theories as compared to the ethical leadership style. In addition, ethical leadership is the ‘only’ leadership style that is part of the King IV code and report on Corporate Governance in South Africa. The study is built on previous research conducted on leadership theories in relation to ethical leadership and corporate governance as per the King IV report. The method employed involved conducting a historical narrative review of research from more than 60 relevant sources obtained from different databases and search engines on this topic. The paper found that a relationship exists between historical and contemporary leadership theories, contemporary theories and ethical leadership style, and ethical leadership and corporate governance. Stemming from these results, a conceptual model of the relationship between leadership theories, ethical leadership style, and Ubuntu ethics is shown. It is hoped that different types of organizations in South Africa will benefit from this review paper since most need to comply with the King IV report and code. The focus should be on ethical leadership as it promotes better employee performance and positive organizational outcomes.

Undoubtedly, stock theft increased in most South African provinces during the lockdown period, thus, the objectives of this study were to provide a systematic discourse using news aggregators and seminal authors on this subject to showcase stock theft realities, and to establish the contributory factors thereof. The non-empirical research design: Systematic review methodology was used to analyse grey literature and primary research studies peer-reviewed and published, restricted from 2019-2020, as the Coronavirus disease-2019 (Covid-19) pandemic swept South Africa by an elusive heavy storm, with 1998-2022 directed studies on this scourge, however, none sequential preference was adopted. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Critical Appraisal Skill Programme (CASP) were employed to ensure the trustworthiness of the findings of this study. This study establishes that the current nature of policing in South Africa is regarded as one of the notable root causes of the stock theft problem and this crime will continue to hike during the lockdown and post-lockdown periods if concerted steps are not taken urgently by the top echelons of the South African Police Service (SAPS), their actions against this practice is currently compromised or emasculated, and the consequences are clear to see. This study recommends that to effectively respond to the identified study themes; an active discourse relating to the contributory of stock theft during lockdown should be prioritised by the South African government. This multi-agency approach should include reporting of this crime, brand-marking and tattooing of livestock, embracing technological advancements to combat it effectively.

Strategic leadership is crucial in today's complex, ever-changing global economy. To achieve wholesale pharmaceutical industry goals, all strategic leaders must be proficient in strategic leadership. Successful pharmaceutical wholesalers focus on strategic planning, process simplification, culture management, and human resource development. This exploratory research examined how strategic leadership can keep a Durban pharmaceutical company competitive in a changing industry. This paper examines how a pharmaceutical company in Durban, South Africa, used strategic leadership to gain a competitive advantage. This research included ten strategic pharmaceutical leaders. Semi-structured interviews were conducted with strategic leaders. The thematic analysis showed how strategic leadership skills and responsibilities keep a company competitive. The results showed that Alpha Pharma's competitive advantage in Durban was impacted by strategic thinking, emotional intelligence, diversity management, and collective leadership. This study confirms that strategic leadership involves establishing a course of action, dealing with business complexities, advocating for a new organisational structure, shaping the company's culture, and developing its human resources. Research about strategic leadership helps pharmaceutical companies build internal capabilities and adapt to a changing market.

Leadership theories have underpinned significant leadership studies and practices which span decades. Despite the plethora of research on different leadership theories and styles, there is minimal research exploring the relationship between previous leadership theories and the ethical leadership style. Previous research has shown that the ethical leadership effect goes above and beyond other leadership styles and theories as the latter lack an exclusive ethical focus. Therefore, this paper aims to address the identified gap from a preliminary perspective of previous leadership theories as compared to the ethical leadership style. In addition, ethical leadership is the ‘only’ leadership style that is part of the King IV code and report on Corporate Governance in South Africa. The study is built on previous research conducted on leadership theories in relation to ethical leadership and corporate governance as per the King IV report. The method employed involved conducting a historical narrative review of research from more than 60 relevant sources obtained from different databases and search engines on this topic. The paper found that a relationship exists between historical and contemporary leadership theories, contemporary theories and ethical leadership style, and ethical leadership and corporate governance. Stemming from these results, a conceptual model of the relationship between leadership theories, ethical leadership style, and Ubuntu ethics is shown. It is hoped that different types of organizations in South Africa will benefit from this review paper since most need to comply with the King IV report and code. The focus should be on ethical leadership as it promotes better employee performance and positive organizational outcomes.

COVID-19 has been observed as the Fifth Industrial Revolution (5IR), which has naturally advanced education five/ten years ahead of digitalisation. The COVID-19 revolution has obliged everyone to be a student needing to be educated about national lockdowns, personal hygiene practices, digital technologies, and vaccines. This study intended to explore lessons learned by higher education institution (HEI) students in Eswatini, Lesotho, the Republic of South Africa, and Zimbabwe during the COVID-19/5IR which helped them to complete their PhD studies. Using purposive with convenience sampling, this study selected twenty most accessible PhD students. The pragmatic paradigm, participatory action research (PAR), and natural identity were used to frame this study in order to guide reflective activities, Zoom focus-group discussions, and semi-structured interview data-generation methods. Findings indicated that students achieved good education on personal hygiene practices and digital technologies that assisted them to effectively deal/continue with their studies. However, education on vaccines remained a major concern because participants believed that the world was treating symptoms of COVID-19 by vaccinating humans more than dealing with the source/s of the virus before it affected humans. Consequently, this study recommends a good education that balances personal, societal, and professional needs to understand natural identities.

The role of strategic leadership in ensuring organisational survival and success has attracted much attention among researchers worldwide. However, more research needs to be conducted on the practice of university strategic leadership in Zimbabwe, especially in times of environmental turbulence. This conceptual paper examines extant literature on strategic leadership to propose a situated strategic leadership framework for research and practice in universities in Zimbabwe. A background literature review on models and frameworks of strategic leadership was conducted in several peer-reviewed journals to identify the dimensions and significance of the higher education institutions (HEIs) in Zimbabwe. The findings show that university strategic leadership requires individual and organisational capabilities, collective sense-making processes, and inclusive envisioning of the future in turbulent times. Three competencies of leading self as a university strategic leader involve strategic thinking, building personal social capital, and ethical competence. Additionally, five organisational-level capabilities include (1) setting and pursuing direction, (2) leading to drive strategy and results, (3) agility in leading strategic change, (4) building and using human capital, (5) and promoting an entrepreneurial and resilient culture. Based on the above components, an integrative framework of strategic leadership is proposed, which hinges on a holistic and systemic balance of the needs of multiple stakeholders, collective sense-making and inclusive envisioning of the future of a university. The paper concludes that university strategic leadership in turbulent times is complex and multi-dimensional and integrates individual and organisational capabilities and processes to reshape Direction, Alignment and Commitment (DAC).

Retracted Paper The need to train learners to think critically has been stressed and it has become a key concern among scholars in recent years. Although there is strong evidence demonstrating the benefits of critical thinking as well as proposals for its integration in schools, scholars are still looking for evidence demonstrating how teachers instill critical thinking in the classroom and the obstacles they face. Furthering this argument necessitated lecturers’ feedback on the obstacles to teaching critical thinking in the classroom. Data was collected from academics at a South African university of technology using interpretative phenomenological analysis approaches. The lecturers identified several obstacles that inhibited them from inculcating critical thinking in the classroom. The first one is time, according to the lecturers there is not enough time to inculcate critical thinking since the average lesson last for fifty minutes. The second is the large population of students. The third is the learners themselves who according to the lecturers are indifferent, unwilling to engage. Finally, the educational system according to the lecturers is based on rote learning and memorisation at all levels, which hinders creative, unique, and logical thinking. The findings of this study could have significant consequences for the auditing profession, as teachers are frequently pushed to come up with new approaches to help students improve their critical thinking abilities.

The Covid-19 pandemic, a catalyst in embracing the online mode of learning, is one of the key motivating factors for a paradigm shift in curriculum development due to the increased focus and reliance on technology. For the effective education of tertiary students globally, a revised curriculum development integrated with the Learning Management Systems and other eLearning platforms or tools that support asynchronous learning play a key role. This study seeks to determine the influence of user experience and user interface design of e-learning platforms on learning experience in higher education. A systematic review of studies regarding usability of e-learning platforms at tertiary institutions was conducted to determine the common issues and successes. A snapshot of research over the last five years was used in a systematic review to determine the influence of UX/UI on eLearning concerning higher education. Using the ERIC and Google scholar databases of journals, and specific criteria for selection of publications, 25 articles were examined in this study. Findings indicate that focused attention on interface design and user experience of eLearning systems for effective learning is crucial.