Stakeholder involvement, motivation, responsibility, communication: How to design usable security in e-Science

e-Science projects face a difficult challenge in providing access to valuable computational resources, data and software to large communities of distributed users. Oil the one hand, the raison d'etre of the projects is to encourage members of their research communities to use the resources provided. Oil the other hand, the threats to these resources from online attacks require robust and effective Security to mitigate the risks faced. This raises two issues: ensuring that (I) the security mechanisms put in place are usable by the different users of the system, and (2) the security of the overall system satisfies the security needs of all its different stakeholders. A failure to address either of these issues call seriously jeopardise the success of e-Science projects.The aim of this paper is to firstly provide a detailed understanding of how these challenges call present themselves in practice in the development of e-Science applications. Secondly, this paper examines the steps that projects can undertake to ensure that security requirements are correctly identified, and security measures are usable by the intended research community. The research presented in this paper is based Oil four case studies of c-Science projects. Security design traditionally uses expert analysis of risks to the technology and deploys appropriate countermeasures to deal with them. However, these case studies highlight the importance of involving all stakeholders in the process of identifying security needs and designing secure and usable systems.For each case study, transcripts of the security analysis and design sessions were analysed to gain insight into the issues and factors that surround the design of usable security. The analysis concludes with a model explaining the relationships between the most important factors identified. This includes a detailed examination of the roles of responsibility, motivation and communication of stakeholders in the ongoing process of designing usable secure socio-technical systems such as e-Science. (C) 2007 Elsevier Ltd. All rights reserved

Complexity in the Context of Information Systems Project Management

Complexity is an inherent attribute of any project. The purpose of defining and documenting complexity is to enable a project team to foresee resulting challenges in a timely manner, and take steps to alleviate them.The main contribution of this article is to present a systematic view of complexity in project management by identifying its key attributes and classifying complexity by these attributes. A “complexity taxonomy” is developed and discussed within three levels: the product, the project and the external environment.Complexity types are described through simple real-life examples. Then a framework (tool) is developed for applying the notion of complexity as an early warning tool.The article is intended for researchers in complexity, project management, information systems, technology solutions and business management, and also for information specialists, project managers, program managers, financial staff and technology directors

Agile methods for agile universities

We explore a term, Agile, that is being used in various workplace settings, including the management of universities. The term may have several related but slightly different meanings. Agile is often used in the context of facilitating more creative problem-solving and advocating for the adoption, design, tailoring and continual updating of more innovative organizational processes. We consider a particular set of meanings of the term from the world of software development. Agile methods were created to address certain problems with the software development process. Many of those problems have interesting analogues in the context of universities, so a reflection on agile methods may be a useful heuristic for generating ideas for enabling universities to be more creative

Managing Climatic Risks to Combat Land Degradation and Enhance Food security: Key Information Needs

This paper discusses the key information needs to reduce the negative impacts of weather variability and climate change on land degradation and food security, and identifies the opportunities and barriers between the information and services needed. It suggests that vulnerability assessments based on a livelihood concept that includes climate information and key socio-economic variables can overcome the narrow focus of common one-dimensional vulnerability studies. Both current and future climatic risks can be managed better if there is appropriate policy and institutional support together with technological interventions to address the complexities of multiple risks that agriculture has to face. This would require effective partnerships among agencies dealing with meteorological and hydrological services, agricultural research, land degradation and food security issues. In addition a state-of-the-art infrastructure to measure, record, store and disseminate data on weather variables, and access to weather and seasonal climate forecasts at desired spatial and temporal scales would be needed

Involving External Stakeholders in Project Courses

Problem: The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner to make the project relevant and help students acquire professional skills. In addition, an increasing push towards education that is aligned with industry and incorporates industrial partners can be observed. However, the involvement of external stakeholders in teaching moments can create friction and could, in the worst case, lead to frustration of all involved parties. Contribution: We developed a model that allows analysing the involvement of external stakeholders in university courses both in a retrospective fashion, to gain insights from past course instances, and in a constructive fashion, to plan the involvement of external stakeholders. Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysis of stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate the collaboration). The guideline provides questions that the teachers should answer for each of these activities. In the constructive use, the model allows teachers to define an action plan based on an analysis of potential stakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identify issues that appeared during the project and their underlying causes. Drawing from ideas of the reflective practitioner, the model contains an emphasis on reflection and interpretation of the observations made by the teacher and other groups involved in the courses. Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible to reveal hitherto implicit risks and assumptions and to gain a better insight into the interaction...Comment: Abstract shortened since arxiv.org limits length of abstracts. See paper/pdf for full abstract. Paper is forthcoming, accepted August 2017. Arxiv version 2 corrects misspelled author nam

Enhancing project-related behavioral competence in education

The workforce has increasingly been demanding an educational model that produces students experienced in real project management (PM) practices. This includes producing technically competent students--one who can manage real-world project constraints of cost and schedule but also possess critical project related behavioral competence. Such soft skills are essential if a project is to run smoothly and eventually succeed. In this paper, we describe an educational framework grounded in outcomes based education to enhance project-related behavioral competence. Instructors can leverage this framework to augment their existing courses and develop the critical career skill sets of graduating students

Towards a Formalism-Based Toolkit for Automotive Applications

The success of a number of projects has been shown to be significantly improved by the use of a formalism. However, there remains an open issue: to what extent can a development process based on a singular formal notation and method succeed. The majority of approaches demonstrate a low level of flexibility by attempting to use a single notation to express all of the different aspects encountered in software development. Often, these approaches leave a number of scalability issues open. We prefer a more eclectic approach. In our experience, the use of a formalism-based toolkit with adequate notations for each development phase is a viable solution. Following this principle, any specific notation is used only where and when it is really suitable and not necessarily over the entire software lifecycle. The approach explored in this article is perhaps slowly emerging in practice - we hope to accelerate its adoption. However, the major challenge is still finding the best way to instantiate it for each specific application scenario. In this work, we describe a development process and method for automotive applications which consists of five phases. The process recognizes the need for having adequate (and tailored) notations (Problem Frames, Requirements State Machine Language, and Event-B) for each development phase as well as direct traceability between the documents produced during each phase. This allows for a stepwise verification/validation of the system under development. The ideas for the formal development method have evolved over two significant case studies carried out in the DEPLOY project

Formative Evaluation of Job Clubs Operated by Faith- and Community-Based Organizations: Findings From Site Visits and Options for Future Evaluation

Over the past several decades, job search support groups, commonly referred to as “job clubs,” have evolved into one of several important activities used by the public workforce system and faith- and community-based organizations to enhance worker readiness and employability, as well as to provide ongoing support to unemployed and underemployed individuals as they search for jobs. The U.S. Department of Labor\u27s (DOL) Chief Evaluation Office (CEO) contracted in September 2012 with Capital Research Corporation, Inc. and George Washington University to conduct an assessment of job clubs sponsored by faith-based and community-based organizations (FBOs/CBOs). The overall purpose of this evaluation effort was to systematically describe the key characteristics of job clubs being offered by a range of faith- and community- based organizations, document how they differ from and are similar to the job clubs operated by publicly-funded workforce agencies (such as at American Job Centers [AJCs]), and identify potential approaches that might be used for more rigorous formal evaluation of impacts and effectiveness. Findings from the telephone interviews with stakeholders and in-person interviews with facilitators during the site visits indicate that job clubs operated by FBOs, CBOs and public workforce agencies are alike in many ways, with all of them emphasizing the critical importance of: (1) networking during the job search; (2) offering ongoing peer support and sharing of similar experiences among participants; and (3) providing instruction and guidance on the basics of the job search process (e.g., elevator pitches, resume development, job interview practice). Noteworthy differences between the FBO/CBO job clubs and those operated by public workforce agencies are related to staffing patterns and available resources for program operations and services. While public workforce agency job clubs are led by paid professional staff, supported by the full complement of workshops, activities, and other services typically available through AJCs/One-Stop Centers, FBO/CBO job clubs, in most cases, operate with limited budgets or no funding whatsoever. Additionally, compared with public sector agencies, FBOs/CBOs typically collect little in the way of participant-level data, such as participant identifiers, demographic characteristics, service receipt, or outcomes. Finally, although this report suggests several approaches to future rigorous experimental/non-experimental and process/implementation evaluation of FBO/CBO-sponsored job clubs, there are likely to be formidable challenges to implementation of rigorous evaluation methods because these job clubs rarely collect identifying information on participants, such as Social Security numbers, and are generally opposed to random assignment for their programs