The rapid digitalisation of society has significantly increased the collection and processing of personal data, raising concerns about individuals’ privacy. The privacy paradox, where individuals express privacy concerns yet continue to disclose personal information, has been widely studied in Western and Asian contexts, but remains underexplored in the Arab world. This study investigates privacy attitudes and behaviors in the United Arab Emirates (UAE), a region at the crossroads of traditional Islamic values and Western influences. Using survey data from 216 Emirati university students, we tested a model that incorporates five constructs: peer interaction and influence, desire for privacy, privacy concerns, perceived privacy risks, and desire for efficiency and convenience, which are drawn on Privacy Calculus Theory (PCT) and Antecedents–Privacy Concerns–Outcomes (APCO) framework. Our findings reveal contradictions in privacy behavior and highlight the selective and context-specific nature of privacy behaviours across technologies. These insights provide a nuanced understanding of privacy behaviors in a region undergoing significant regulatory and technological transitions, offering implications for policymakers and technology providers that seek to balance innovation with individuals’ privacy.

Digitale Weiterbildung wird an Bedeutung zunehmen. Krankenhäuser, die sich in diesem Bereich professioneller aufstellen, zentralisieren ihre Angebote mittels Lernmanagementsystemen. Große Sprachmodelle vereinfachen und beschleunigen die Arbeitsweise mit diesen Systemen.

This paper sets out the author’s experience teaching an introductory cybersecurity module to undergraduate students at an Irish university. It describes an innovative authentic learning exercise, focusing on team-based cybersecurity attack and defence plans. Evaluation revealed strong student engagement, skill development, and positive learning outcomes despite some issues with group dynamics and peer participation.

In response to the COVID-19 pandemic, universities across the world were forced to move from a classroom-based delivery model to an online learning model which heavily disrupted the learning process for students. Despite proactive efforts for academic staff to embrace online teaching tools and techniques, the pressing urgency with which solutions were implemented raised concerns about the competence of academic staff to deliver online education effectively, the capabilities of digital tools and technologies required for different topics, and the quality of students' learning experiences. Within a university postgraduate setting, this research adopts the Community of Inquiry (CoI) framework to explore the social presence, teaching presence, and cognitive presence as essential elements facilitating the educational experiences of 100 students within an online learning environment. The findings expand current literature by proposing a revised CoI framework, the Digital Community of Inquiry Framework, to highlight an additional need, that of 'self-presence'.

PurposeThe privacy paradox refers to the situation where users of online services continue to disclose personal information even when they are concerned about their privacy. One recent study of Facebook users published in Internet Research concludes that laziness contributes to the privacy paradox. The purpose of this study is to challenge the laziness explanation. To do so, we adopt a cognitive dispositions perspective and examine how a person’s external locus of control influences the privacy paradox, beyond the trait of laziness.Design/methodology/approachA mixed method approach is adopted. We first develop a research model which hypothesises the moderating effects of both laziness and external locus of control on privacy issues. We quantitatively test the research model through a two-phase survey of 463 Facebook users using the Hayes PROCESS macro. We then conduct a qualitative study to verify and develop the findings from the quantitative phase.FindingsThe privacy paradox holds true. The findings confirm the significant influence of external locus of control on the privacy paradox. While our quantitative findings suggest laziness does not affect the association between privacy concerns and self-disclosure, our qualitative data does provide some support for the laziness explanation.Originality/valueOur study extends existing research by showing that a person’s external locus of control provides a stronger explanation for the privacy paradox than the laziness perspective. As such, this study further reveals the boundary conditions on which the privacy paradox exists for some users of social networking sites, but not others. Our study also suggests cognitive dissonance coping strategies, which are largely absent in prior investigations, may influence the privacy paradox.

Drawing upon direct interviews and secondary sources, this article presents a qualitative comparative analysis of 39 ransomware attacks, 26 of which occurred shortly before the outbreak of the COVID-19 pandemic and 13 of which took place during the pandemic. The research objective was to gain an understanding of how ransomware attacks changed tactics across this period. Using inductive content analysis, a number of key themes emerged, namely (1) ransomware attackers have adopted more sinister tactics and now commit multiple crimes to maximise their return; (2) the expanded attack surface caused by employees working from home has greatly aggravated the risk of malicious intrusion; (3) the preferred attack vectors have changed, with phishing and VPN exploits now to the fore; (4) failure to adapt common business processes from off-line to on-line interaction has created vulnerabilities; (5) the ongoing laissez-faire attitude toward cybersecurity and lack of preparedness continues to be a substantial problem; and (6) ransomware attacks now pose potentially severe consequences for individuals, whose personal data has become a central part of the game. Recommendations are proposed to address these issues.

This paper presents an analysis of student behaviour on a Learning Management System (LMS), as observed by means of learning analytics, and compares this against expected behaviour, as put forward by the Honey & Mumford Learning Styles Model (H&M LSM). The H&M Learning Styles Questionnaire (LSQ) was administered on-line to a class of 211 postgraduate students at an Irish university. A response rate of 25% was achieved, yielding 52 usable responses. Descriptive statistical analysis and hierarchical clustering was performed on the data, discovering ten clusters of learning styles, eight of which were distinct and could be quite clearly identified. The most common learning style found was ‘Reflector’ or variants thereof. Evidence of the existence of the ‘Pragmatist’, ‘Activist’ and ‘Theorist’ learning styles was also discovered. Overall, the study found sufficient evidence to suggest that the H&M LSM is a reasonable predictor of student behaviour on a LMS, notwithstanding its flaws and shortcomings.

Eine Studie hat die Einstellung von Pflegefachkräften gegenüber digitaler Technik untersucht. Die Ergebnisse der Online-Befragung liefern Pflegedienstleitungen Hinweise dazu, mit welchen Argumenten sie Pflegekräfte zur Nutzung von digitalen Geräten überzeugen können.

This paper reports on the experiences of using peer-assisted problem-based learning (PAPBL) in a very large class of postgraduate students for an assignment spanning two complementary modules (Database Technologies and Systems Analysis). Students worked in teams of three. They were provided with a realistic business case study and required to generate data flow diagrams, UML

Alle IT-Abteilungen in den deutschen Krankenhäusern müssen ihre KHZG-Förderprojekte mehr oder weniger zeitgleich umsetzen, zusätzlich zu den laufenden Projekten wie etwa der Telematikinfrastruktur. Wie die Kliniken mit dieser Situation umgehen und dennoch versuchen, die gesetzten Fristen einzuhalten.

Die für Anfang 2022 geplante Einführung des E-Rezepts wurde kurzfristig verschoben. Susanne Koch, Referentin für eHealth und Verbandsstrategie beim Bundesverband Gesundheits-IT (bvitg), erläutert die Hintergründe und Vorschläge, die künftig zu einem besseren Ablauf der TI-Projekte führen sollen.

Ein interdisziplinäres Team aus den Bereichen Informationssicherheit, Wirtschaftspädagogik und Interorganisationale Informationssysteme entwickelt im Projekt KISK ein Cybersicherheitstraining, das auf den einzelnen Krankenhausmitarbeiter zugeschnitten ist. Dr. Kristin Masuch von der Universität Göttingen erläutert die Hintergründe

There is a stark contrast between the state of cyber security of national infrastructure in Ireland and the efforts underway to support cyber security technologists to work in the country. Notable attacks have recently occurred against the national health service, universities, and various other state bodies, prompting an interest in changing the current situation. This paper presents an overview of the security projects, commercial establishments, and policy in Ireland.

Das Auslagern von IT-Bereichen wird allein schon wegen des akuten Fachkräftemangels zunehmen. Jörg Redmann, Partner im Beratungsunternehmen Curacon, erläutert im Interview, welche Bereiche sich für das IT-Outsourcing eignen und worauf Kliniken beim Auslagern achten sollen.

Online firms frequently increase profit by selling optional extras. However, opt-in rates tend to be low. In response, questionable design practices have emerged to nudge consumers into inadvertent choices. Many of these design constructs are presented using an opt-out design. Using eye tracking and think-aloud data techniques, this research investigates the impact of the framing and optionality of micro-decisions on user perceptions and error rates. Focusing on opt-out decisions, the study found: up to one in three users make errors in decision-making; there is a higher error rate for rejection-framed opt-out decisions; users widely misinterpret decision framing; and failure to read decision text results in rushed and unsighted decisions, even leading users to automatically construe un-ticked checkboxes as opt-in decisions. In talking afterwards about their experiences, users expressed strong negative emotions, feeling confused, manipulated and resentful. Many suggested they would, in practice, steer away from similar encounters toward more unambiguous and honest sites. These findings might alert managers and developers, tempted to use dark patterns, that such a strategy might backfire over time.

You have accessDas Change Management WorkbookJul 2022Das Change Management WorkbookVeränderungen im Unternehmen erfolgreich gestaltenMichael Lang, Reinhard WagnerMichael LangSearch for more papers by this author, Reinhard WagnerSearch for more papers by this authorhttps://doi.org/10.3139/9783446474413.fmSectionsAboutPDF ToolsAdd to FavoritesDownload CitationTrack CitationsCopy LTI LinkPDF ShareFacebookTwitterEmailLinkedIn next chapter FiguresReferencesRelatedDetails 2022Pages: I-XVPrint ISBN: 978-3-446-47263-1eISBN: 978-3-446-47441-3 Copyright & Permissions© 2022 Carl Hanser Verlag GmbH & Co. KGPDF DownloadLoading ...

This paper presents an analysis of various metrics of student engagement and academic performance, based on data extracted from a virtual learning environment (VLE) and other supporting technologies. The level of student activity on the VLE, as measured by hours and count of accesses to content areas, was found to be a strong indicator of engagement and impacted the level of performance. Participation in self-regulated optional learning activities was also found to be a strong indicator of engagement, which again impacted students’ scores. As regards gender comparisons, males and females demonstrated different study approaches but there was no difference in performance. Senior (final year) students out-performed sophomore (second year) students, and students on programmes with higher entry bars fared better. Interestingly, students who adopted a steady approach with consistent levels of activity through the semester achieved higher scores than those who procrastinated. The paper concludes with some recommendations on where learning analytics technologies need to go to truly be useful for teachers and students in higher education.

This research study observes how consumers are influenced by the design of decision constructs encountered during the online transactional process. The default values of decision constructs and how decisions are framed, set out the scope of the analysis. A multi-method approach is taken to examine error rates and attitudes of users when making micro-decisions. Eye tracking technology and Cued RTA interviews were used to gather both quantitative and qualitative data. Powerful techniques, namely heat maps and gaze plots, are used to visualise and inform the discussion. The study found: choice errors abound; consumers dither and vacillate during decision-making, extending dwell times; and that there are gender differences in outcomes.