Information Systems in University Learning

The authors of this article are going to bring into light the significance, the place and the role of information systems in the university education process. At the same time they define the objectives and the target group of the subject named Economic Information Systems and state the competence gained by students by studying this subject. Special attention is given to the curriculum to be taught to students and to a suggestive enumeration of a series of economic applications that can be themes for laboratory practice and for students’ dissertation (graduation thesis).Information System, Academic Partnership, Curriculum, General Competence, Specific Competence, Open Systems

Understanding and Specifying Information Security Needs to Support the Delivery of High Quality Security Services

In this paper we present an approach for specifying and prioritizing information security requirements in organizations. It is important to prioritize security requirements since hundred per cent security is\ud not achievable and the limited resources available should be directed to satisfy the most important ones. We propose to explicitly link security requirements with the organization’s business vision, i.e. to provide business\ud rationale for security requirements. The rationale is then used as a basis for comparing the importance of different security requirements.\ud Furthermore we discuss how to integrate the aforementioned solution concepts into a service level management process for security services, which is an important step in IT Governance. We validate our approach by way of a focus group session

Actions speak louder than words: designing transdisciplinary approaches to enact solutions

Sustainability science uses a transdisciplinary research process in which academic and non-academic partners collaborate to identify a common problem and co-produce knowledge to develop more sustainable solutions. Sustainability scientists have advanced the theory and practice of facilitating collaborative efforts such that the knowledge created is usable. There has been less emphasis, however, on the last step of the transdisciplinary process: enacting solutions. We analyzed a case study of a transdisciplinary research effort in which co-produced policy simulation information shaped the creation of a new policy mechanism. More specifically, by studying the development of a mechanism for conserving vernal pool ecosystems, we found that four factors helped overcome common challenges to acting upon new information: creating a culture of learning, co-producing policy simulations that acted as boundary objects, integrating research into solution development, and employing an adaptive management approach. With an increased focus on these four factors that enable action, we can better develop the same level of nuanced theoretical concepts currently characterizing the earlier phases of transdisciplinary research, and the practical advice for deliberately designing these efforts