The impact of bring-your-own-device on work practices in the financial sector

Bring-your-own-device (BYOD) refers to the practice of allowing the employees of an organisation to use their own computers, smartphones, or other devices for work purposes. This has brought a tremendous change in today's working environment. Organisations are faced with many technology trends which have the potential to create a competitive advantage in terms of both performance and efficiency. This paper follows a qualitative approach in which 15 interviews were conducted and a survey covering of 87 respondents was distributed. The findings show that the financial sector interpret s BYOD as a strategy that can create a competitive advantage to provide benefits of increased productivity, flexibility in the workforce, more autonomy, and contribute to the cost - efficiency of the business. There was also a disregard of policy formulation for BYOD from management which created a problem as employees became despondent that their personal devices were n o t allowed to access the corporate network. In addition, the findings revealed that work practices have to be re - defined and policies have to be drawn up in order to protect the company's assets and to provide guidelines. To guide the research in this emerging area, a review of several established theories that have not yet been applied to BYOD were used to form part of the proposed framework, which aims to provide a mechanism in the workplace to evaluate the impact of BYOD. This paper used exploratory analysis where six major influences of work practices were identified: 1) Change in behaviour; 2) Impact on workload; 3) Changes in motivation of individuals; 4) Re-definition of work practices; 5) Impact on overall performance; and 6) Approach required for industry. It was possible to associate them to several related constructs in IS literature which exposed possibilities for future theory-building efforts. The main influences on work practices are discussed with respect to the proposed framework

Are academics ready for smart learning?

Ownership of smartphones and tablets among the student population is growing. Students are using their devices to support their learning. Employers and employees are increasingly bringing their own smart devices into private and public organisations to support their business. This is leading to employees driving the Bring Your Own Device (BYOD) agenda in organisations. It is not clear the extent to which academics are embracing smart technology to manage their workload or to enhance the student experience of learning. This paper presents a qualitative study of how engineering academics are using their own BYOD or institutionally provided smart devices. A 6Cs (connect, communicate, collaborate, curate, create and coordinate) framework has been used to analyse the results. The findings indicate that academics are primarily using devices to create materials, second to coordinate their work and third to communicate with students about their learning. However, there are a number of inhibiting and enabling factors that need to be addressed by academic institutions to develop the effective adoption of smart technologies for academic practice. Infrastructure, including developing widespread access to WiFi, and the prioritisation of opportunities to support staff to learn how to apply the technology to enhance student learning and experience are key areas of necessary development

Governing information security within the context of "bring your own device" in small, medium and micro enterprises

Throughout history, information has been core to the communication, processing and storage of most tasks in the organisation, in this case in Small-Medium and Micro Enterprises (SMMEs). The implementation of these tasks relies on Information and Communication Technology (ICT). ICT is constantly evolving, and with each developed ICT, it becomes important that organisations adapt to the changing environment. Organisations need to adapt to the changing environment by incorporating innovative ICT that allows employees to perform their tasks with ease anywhere and anytime, whilst reducing the costs affiliated with the ICT. In this modern, performing tasks with ease anywhere and anytime requires that the employee is mobile whilst using the ICT. As a result, a relatively new phenomenon called “Bring Your Own Device” (BYOD) is currently infiltrating most organisations, where personally-owned mobile devices are used to access organisational information that will be used to conduct the various tasks of the organisation. The use of BYOD in organisations breeds the previously mentioned benefits such as performing organisational tasks anywhere and anytime. However, with the benefits highlighted for BYOD, organisations should be aware that there are risks to the implementation of BYOD. Therefore, the implementation of BYOD deems that organisations should implement BYOD with proper management thereof

Inclusion in an age of mobility

Learning with mobiles in UK universities is not new and is not novel. It is, in fact, at least 10 years old, well-documented and comparable to activity in universities elsewhere in Western Europe, America and Asia Pacific. Continued and dramatic changes in the ownership, access and expectations of mobiles amongst university students and equally across UK society have suddenly propelled learning with mobiles to centre-stage as a feasible proposition but, it is now argued, only if students can bring-your-own-device. This has already catalysed discussion about authority, agency and control within university settings but the equally significant and profound implications for the inclusion agenda have not been articulated. This paper begins that process. A theoretical framework for social inclusion in this context is considered, identified and discussed. The paper reviews the progress and problems of the substantial and unique programme of mobile learning across UK higher education since 2000 in relation to its stance on inclusion, where this is apparent. These are all well-documented in academic and official sources; the paper does however also draw on the author's involvement in many of the events and initiatives. The paper raises however significant questions about this programme's meaning and direction in a world where now there is more, better, cheaper, faster, newer but different digital technology in the hands of students, potential students and everyone else than there is routinely in the educational institutions themselves. This digital technology, mobile technology, now allows learners to create, own, transform, discuss, discard, share, store and broadcast ideas, opinions, images and information, and to create and transform identities and communities. The paper argues that this epistemological revolution may mean that universities and colleges are no longer credible and authoritative gatekeepers to knowledge and its technologies and so the meaning and relevance of inclusion are much less clear. The paper proposes a new stance on inclusion

Undoing the Factory Model: A Practical Field Test in Blended Learning

The successful implementation of e-learning strategies into the learning process is not a new idea. Education was first introduced to the concept of digital natives using technological tools to learn over a decade ago now, and yet we remain a nation struggling to come to terms with the educational potential of technology. It is true, that the past ten years has seen a significant integration of hardware into the classroom; the question must be asked however, whether this has been wastefully accomplished by many schools, without predetermined planning or the development of strategic outcomes for its use. Merely, introducing these new technologies into the classroom does little to address the needs of students -- while it might create a welcome instructional environment for them, it does not address the compelling elephant in the room. Being able to orchestrate a student-centered, technology-rich lesson requires much expertise on the part of the teacher and a system-wide universally acknowledged educational technology plan. This study will examine the paradigm shift required of teachers and the practical reality of adopting a blended learning environment to meet the needs of a diverse school district

Genres of Inquiry in Design Science Research: Applying Search Conference to Contemporary Information Systems Security Theory

This dissertation investigates the core subject of knowledge in design-science research (DSR). In contrast to natural and social sciences that are more explanatory in nature, design-science research is concerned with solving complex practical problems that are ill-defined or of a “wicked” nature. At the same time, as in any research activity, design-science research is also concerned with the production of knowledge. In the process of design-science research, the researcher must act as both designer and scientist. Design knowledge is distinct from scientific knowledge, however, and must be evaluated against a different set of criteria. Since the DSR process is iterative the scope of DSR knowledge can evolve, abstracting general (nomothetic) knowledge from situated (idiographic) artifacts or, alternately, applying abstract knowledge to situated settings. General knowledge is different from situated knowledge and must be evaluated accordingly. In the current design-science literature, situated (idiographic) knowledge is associated with design, and abstract (nomothetic) knowledge is associated with science. This dissertation proposes that design can be abstract and that science can be situated in scope. The purpose of the dissertation is to identify the problems with the current conceptualization of contributions in DSR, offer an alternative view of the design-science paradigm as one having multiple genres of inquiry, provide the criteria for framing and evaluating design-science contributions, and describe how this will help address some of the current debate and clarify the current discourse. The dissertation is structured in three parts. Part I employs a theoretical argument to develop a framework for these genres of inquiry in design-science research and demonstrates how the evaluation criteria for design-science research studies change as the research moves from one genre to another. Part II is an empirical study that uses a search conference method to apply the bindpoint model (Baskerville and Lee 2013), an explanatory design theory to the problem of information security risk resulting from consumerization and BYOD (bring your own device). Part III reflects on the learning from the theoretical and the practical discourse and provides the contributions and opportunities for future research. This dissertation contributes to the design-science field by providing a more nuanced understanding of the contributions and evaluation criteria of design-science research. It contributes to the Information Systems (IS) security field by providing a design theory for managing BYOD security. Lastly, it contributes to Information Systems research methods by introducing the search conference method as a viable approach for theorizing and for evaluating design-science contributions

A framework for implementing bring your own device in higher education institutions in South Africa

Although the concept of Bring Your Own Device (BYOD) was only first introduced in 2009, organisations and higher education institutions have shown an increasing interest in and tolerance for employees and students using their own mobile devices for work and academic purposes, to such an extent that it is predicted that BYOD will become the leading practice for all educational environments by the year 2017. Although mobile device usage is increasing in higher education institutions, it has been found that currently no generally recognised framework exists to aid South African higher education institutions with the implementation of BYOD. The problem is further worsened as research suggests that the number of new mobile vulnerabilities reported each year has increased. The primary objective of this study is to develop a framework for implementing BYOD in higher education institutions in South Africa. This primary objective is divided into several secondary objectives, which collectively aim to address the proposed problem. Therefore, the secondary objectives are to understand BYOD in organisations and the challenges it brings; to determine how BYOD challenges differ in higher education institutions; to determine the key components for implementing BYOD in higher education institutions; to determine the extent to which the BYOD key components relate to a higher education institution in South Africa; and to validate the proposed BYOD framework, verifying its quality, efficacy and utility. At first, a comprehensive literature study is used to determine and understand the benefits, challenges and key components for the implementation of BYOD in both organisations and higher education institutions. Thereafter, a case study is used to determine the extent to which the components, identified in the literature study, relate to an educational institution in South Africa. The findings from the case study, in combination with the key components, are then triangulated and a preliminary framework for implementing BYOD in higher education institutions in South Africa is argued. Furthermore, elite interviews are used to determine the quality, efficacy and utility of the proposed BYOD framework. To address the proposed problem, this research proposes a stepby- step holistic framework to aid South African higher education institutions with the implementation of BYOD. This framework adds a significant contribution to the work on this topic, as it provides a foundation upon which further such research can build. It is believed that such a framework would be useful for higher education institutions in South Africa and would result in the improved implementation of BYOD