Leadership Styles, Ethics Institutionalization, Ethical Work, Climate, and Employee Attitudes toward Information Technology Misuse in Higher Education: A Correlational Study

Information technology (IT) misuse is a complex problem facing institutions of higher education in the United States. As institutions of higher education become more dependent on technology to increase access to programs and services, organizational leaders must rely on employees to utilize a variety of technology resources. Yet, the misuse of these resources often results in serious financial losses and increasing security and ethical incidents for institutions. In an effort to ensure more ethical work environments and reduce the incidents of IT misuse, a key component is the consideration of leadership styles of top management. The purpose of this research was to determine whether a relationship exists between certain leadership styles in higher education and the institutionalization of ethics, whether there is a relationship between institutionalization of ethics and the development of an ethical work climate, and whether there is a relationship between the ethical work climate and employee attitudes toward information technology misuse. This study used questions from existing surveys to measure leadership styles, the institutionalization of ethics, and ethical work climate, and a researcher developed instrument to measure employee attitudes toward IT misuse. The sample included currently employed faculty at institutions of higher education in the University System of Georgia. The results of this study found that significant relationships exist between leadership styles and both implicit and explicit forms of ethics institutionalization. In addition, significant relationships were found between both implicit and explicit forms of ethics institutionalization and the ethical work climate. The relationship between ethical work climate and employee attitudes toward IT misuse was found to be only marginally significant

Social Capital and Violence across Racial and Ethnic Samples of Adolescents

Using a national sample of adolescents, results of this study demonstrate the important role family and school social capital plays in protecting both White and selected non- White students against violent outcomes. For example, parent-child relationship was associated with reduced violence for Black and White adolescents but not for Hispanics. School affiliation was significant in models for Hispanic and White adolescents but not in models for Black students. Sports participation was associated with greater violence among Hispanics and Whites, but not Blacks. Interestingly, club participation was significant for Whites, but, like sports, it was associated with greater violence. Parental monitoring and religious participation were significant only for Whites while neighbor involvement was significant only for Blacks

AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY

This study used inferential statistics to investigate the differences between the mean GPA for a traditional education program in Information Technology and a fully online program of the same courses at a public four year college in the Southeastern United States. Great efforts were taken to ensure that the online program is as similar as possible to the face-to-face Bachelor of Science in Information Technology program. The sample included 308 traditional students and 71 fully online students. The results of study found no significant difference in student success measured by GPA in the fully online program and the traditional program

Web Development

This Grants Collection for Web Development was created under a Round Two ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/compsci-collections/1001/thumbnail.jp

Web Programming

This Grants Collection for Web Programming was created under aRound Two ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/compsci-collections/1000/thumbnail.jp

DEVELOPMENT OF A DIGITAL FORENSICS LAB TO SUPPORT ACTIVE LEARNING

The curriculum of a program in Information technology must be current and competitive to remain relevant and valuable. The authors of this paper explored the research related to the rationale to supplement higher education theoretical knowledge of digital forensics with opportunities for students in technology related programs to gains some hands-on experience. The paper also used the widely accepted learning theories of active learning and constructivism to assist in the decision to build a hands-on digital forensics lab environment. An explanation of the processes, opportunities, challenges, and outcomes are available in the Lab design section. Finally the paper concludes with implications for students and recommendations for other higher education institutions that are considering enhancing theory with practical hands-on learning opportunities