93,674 research outputs found

    Multinational perspectives on information technology from academia and industry

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    As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

    People Are the Answer to Security: Establishing a Sustainable Information Security Awareness Training (ISAT) Program in Organization

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    Educating the users on the essential of information security is very vital and important to the mission of establishing a sustainable information security in any organization and institute. At the University Technology Malaysia (UTM), we have recognized the fact that, it is about time information security should no longer be a lacking factor in productivity, both information security and productivity must work together in closed proximity. We have recently implemented a broad campus information security awareness program to educate faculty member, staff, students and non-academic staff on this essential topic of information security. The program consists of training based on web, personal or individual training with a specific monthly topic, campus campaigns, guest speakers and direct presentations to specialized groups. The goal and the objective are to educate the users on the challenges that are specific to information security and to create total awareness that will change the perceptions of people thinking and ultimately their reactions when it comes to information security. In this paper, we explain how we created and implemented our information security awareness training (ISAT) program and discuss the impediment we encountered along the process. We explore different methods of deliveries such as target audiences, and probably the contents as we believe might be vital to a successful information security program. Finally, we discuss the importance and the flexibility of establishing a sustainable information security training program that could be adopted to meet current and future needs and demands while still relevant to our current users

    Engineering at San Jose State University, Winter 2014

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    https://scholarworks.sjsu.edu/engr_news/1012/thumbnail.jp

    VCU Media Lab

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    We propose the establishment of a VCU Media Lab – a professional creative media technology unit whose mission is to support the development, design, production and delivery of innovative media, multimedia, computer-based instruction, publications and tools in support of VCU education, research and marketing initiatives. This centrally administered, budgeted and resourced facility will acknowledge, refine, focus and expand media services that are currently being provided at VCU in a decentralized manner

    A comparative study of teaching forensics at a university degree level

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    Computer forensics is a relatively young University discipline which has developed strongly in the United States and the United Kingdom but is still in its infancy in continental Europe. The national programmes and courses offered therefore differ in many ways. We report on two recently established degree programmes from two European countries: Great Britain and Germany. We present and compare the design of both programmes and conclude that they cover two complementary and orthogonal aspects of computer forensics education: (a) rigorous practical skills and (b) competence for fundamental research discoveries
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