A Universal Cybersecurity Competency Framework for Organizational Users

The global reliance on the Internet to facilitate organizational operations necessitates further investments in organizational information security. Such investments hold the potential for protecting information assets from cybercriminals. To assist organizations with their information security, The National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework (NCWF) was created. The framework referenced the cybersecurity work, knowledge, and skills required to competently complete the tasks that strengthen their information security. Organizational users’ limited cybersecurity competency contributes to the financial and information losses suffered by organizations year after year. While most organizational users may be able to respond positively to a cybersecurity threat, without a measure of their cybersecurity competency they represent a cybersecurity threat to organizations. The main goal of this research study was to develop a universal Cybersecurity Competency Framework (CCF) to determine the demonstrated cybersecurity Knowledge, Skills, and Tasks (KSTs) through the NCWF (NICE, 2017) as well as identify the cybersecurity competency of organizational users. Limited attention has been given in cybersecurity research to determine organizational users’ cybersecurity competency. An expert panel of cybersecurity professionals known as Subject Matter Experts (SMEs) validated the cybersecurity KSTs necessary for the universal CCF. The research study utilized the explanatory sequential mixed-method approach to develop the universal CCF. This research study included a developmental approach combining quantitative and qualitative data collection in three research phases. In Phase 1, 42 SMEs identified the KSTs needed for the universal CCF. The results of the validated data from Phase 1 were inputted to construct the Phase 2 semi-structured interview. In Phase 2, qualitative data were gathered from 12 SMEs. The integration of the quantitative and qualitative data validated the KSTs. In Phase 3, 20 SMEs validated the KST weights and identified the threshold level. Phase 3 concluded with the SMEs\u27 aggregation of the KST weights into the universal CCF index. The weights assigned by the SMEs in Phase 3 showed that they considered knowledge as the most important competency, followed by Skills, then Tasks. The qualitative results revealed that training is needed for cybersecurity tasks. Phase 3 data collection and analysis continued with the aggregation of the validated weights into a single universal CCF index score. The SMEs determined that 72% was the threshold level. The findings of this research study significantly contribute to the body of knowledge on information systems and have implications for practitioners and academic researchers. It appears this is the only research study to develop a universal CCF to assess the organizational user’s competency and create a threshold level. The findings also offer further insights into what organizations need to provide cybersecurity training to their organizational users to enable them to competently mitigate cyber-attacks

Culturally Responsive Instructional Supervision: Further Analysis of a Leading Textbook

This study explores whether and how culturally responsive practices are embedded in the leading text for instructional supervisions, SuperVision and Instructional Leadership: A Developmental Approach (Glickman et al., 2018). Having identified a dearth of references to culture in most of the text, and a relative wealth of references to culture in two segregated chapters (Guerra et al., 2022), we explore how the cultural content-rich chapters address culturally responsive instructional supervision (CRIS) and how the lack of CRIS content influences the chapters that focus on the clinical supervision cycle. Employing Jacob’s (2014) framework for supervisors for social justice and critical intercultural communication studies we examined how references to culture intersected with knowledge, skills, and dispositions of CRIS. Findings revealed instances of hegemony-supporting language, an indifference to the influence of invisible culture, a segregated treatment of CRIS content, and lack of practical application tools. Instructional supervision preparation and practice requires new texts informed by diverse perspectives and centering CRIS

Viewing Health: Asclepia in their Natural Settings

In this paper, it is argued that there existed a Greco-Roman perception that the views of the surrounding landscapes from Greek healing sanctuaries contributed towards the heath of the pilgrim who visited the sites. Although much has been written about the religious aspects of the healing event in Asclepia, the physical environment of the sanctuaries has yet to be examined. It is, nonetheless significant, allowing us a further understanding of the pilgrims' experience in these places that extends beyond ritual practice. The Asclepia share similar views, facing the mountains, the sea or both. By comparing the orientation of healing sanctuaries with ancient medical and philosophical literature, it is demonstrated that part of the healing experience in a sanctuary involved the stimulation of the senses. For this study, the focus is on the sense of sight. Pleasant views had a calming effect on the mind, which in turn influenced the health of the viewer. Thus, the healing event was enhanced by the visitor's interactive relationship with the surrounding environment

Viewing Health: Asclepia in their Natural Settings

In this paper, it is argued that there existed a Greco-Roman perception that the views of the surrounding landscapes from Greek healing sanctuaries contributed towards the heath of the pilgrim who visited the sites. Although much has been written about the religious aspects of the healing event in Asclepia, the physical environment of the sanctuaries has yet to be examined. It is, nonetheless significant, allowing us a further understanding of the pilgrims' experience in these places that extends beyond ritual practice. The Asclepia share similar views, facing the mountains, the sea or both. By comparing the orientation of healing sanctuaries with ancient medical and philosophical literature, it is demonstrated that part of the healing experience in a sanctuary involved the stimulation of the senses. For this study, the focus is on the sense of sight. Pleasant views had a calming effect on the mind, which in turn influenced the health of the viewer. Thus, the healing event was enhanced by the visitor's interactive relationship with the surrounding environment

Instructional Supervision: Is it Culturally Responsive? A Textbook Analysis

The purpose of this study was to determine whether and to what degree textbooks are preparing aspiring principals as culturally responsive instructional supervisors. After evaluating multiple textbooks against selection criteria, SuperVision and Instructional Leadership: A Developmental Approach, was identified as the study’s unit of analysis. An audit of the subject index was conducted to answer: How are culturally responsive instructional supervision competencies addressed in this leading supervision textbook? Findings revealed content related to cultural responsiveness was concentrated in a chapter at the back of the textbook and the clinical supervision cycle, a powerful means of changing instructional practices (Gordon, 2016; Grissom et al., 2021), was all but devoid of references to culture. As future and current school leaders prepare to supervise a still predominantly White teacher population, with the aim of instructional improvement for an even more diverse student population, the need for supervision that is culturally centered is imperative

The Complexities and Discourse of Supervision for Equity and Justice in Teaching and Teacher Education

Supervision is essential to the preparation, support, and retention of teachers and other educational professionals. There are many models and responsibilities of supervisors at all levels. We discuss responsibilities of supervision during teacher preparation, within school contexts, and equity and freedom minded supervision. Additionally, we introduce this special issue. The special issue explores both the complexity and discourse found within situations and contexts pertaining to equity and social justice. Exploring cases of supervision allows for reflection, discussion, and problem solving. Each of these cases call for support and preparation for supervisors as they work within contexts and situations where equitable and just supervision is essential