THE ROLE OF SOCIAL MEDIA PRIVACY CONCERNS IN PREDICTING USERS’ RISK BELIEFS

Social media utilization continues to grow and people are using these platforms to keep in contact with others, conduct business, get news, and more. The purpose of this paper was to examine the role of social media privacy concerns SMPC (collection, secondary usage, errors, improper access, control, and awareness) in predicting risk beliefs. The researchers used multiple regression to analyze data from a sample of 138 students. Results showed that collection, error, and awareness were influential in predicting users’ risk beliefs

The Importance of Acquiring the Security Domains\u27 Knowledge and Skills in Students\u27 Educational Experience

The primary purpose of this study was to gather information about students\u27 opinion regarding the importance of acquiring security domains\u27 knowledge and skills in their educational experience. These students were males and females with various age groups studying in a four-year information technology program with a concentration in information assurance and security in a medium-sized institution in the southeast USA. Collected data were analyzed and results are presented. Conclusion and recommendations complete the paper

Panel: The Challenges of Cybersecurity Curriculum

Cybersecurity is defined as: 1) measures to protect information technology; the information it contains, processes, and transmits and associated physical and virtual elements (which together comprise cyberspace) ; 2) the degree of protection resulting from application of those measures; and 3) the associated field of professional endeavor Fischer (2005). A Frost & Sullivan Market Survey in 2011 sponsored by (ISC)2 revealed a thorough insight into the critical trends and opportunities rising in the information security profession worldwide. The key findings were: 1. Application vulnerabilities represent the number one threat to organizations. 2. Mobile devices were the second highest security concern for the organization 3. Professionals aren’t ready for social media threats 4. Cloud computing illustrates a serious gap between technology implementation and the skills necessary to provide security 5. Information security professionals weathered the economic recession very well 6. Developing countries illustrated opportunities for growth with an experienced and more educated workforce 7. The information security workforce continues to show signs of strong growth 8. A clear skills gap exists that jeopardizes professionals’ ability to protect organizations in the near future The underlining trend affecting all these key issues is the lack of appropriate skills being demonstrated by information security professionals for protecting cybesecurity treats against organizations and that ... the information security profession could be on a dangerous course, where information security professionals are engulfed in their current job duties and responsibilities, leaving them ill-prepared for the major changes ahead, and potentially endangering the organizations they secure. (Ayoub, 2011) Smith, Koohang & Behling (2010) stated that higher education has a responsibility in designing and re-designing cybersecurity curriculum that prepare graduates with necessary knowledge and skills to become competent cybersecurity professionals. These knowledge and skills must also set the foundation for these graduates to become certified cybersecurity professionals. The purpose of this panel is to discuss two themes. They are as follows: Theme 1 - Cybersecurity curriculum: What is a sound cybersecurity curriculum that can prepare graduates with necessary knowledge and skills to protect organization\u27s cybersecurity treats? What should the curriculum entail regarding continuous improvement given the ever-changing nature of cybersecurity? How does a cybersecurity curriculum aligned with curriculum models (e.g., IS 2010, IT 2008) and special accreditation bodies (e.g., ABET). Theme 2 - Cybersecurity certification: Do graduates need to pass cybersecurity certification? What role does the university curriculum play in preparing graduates for taking and passing these certificates

THE HYPE OF USING SOCIAL NETWORKING AS A TOOL FOR LEARNING IN E- LEARNING

ABSTRACT This paper examines the hype about using social networking as a tool to promote learning in elearning environments. Specifically, the validity of the following assertions are delineated and discussed: 1) constructing knowledge using social networking, 2) creating learning communities using social networking, and 3) building communities of practice using social networking

Exploring the Darkverse: A Multi-Perspective Analysis of the Negative Societal Impacts of the Metaverse

The Metaverse has the potential to form the next pervasive computing archetype that can transform many aspects of work and life at a societal level. Despite the many forecasted benefits from the metaverse, its negative outcomes have remained relatively unexplored with the majority of views grounded on logical thoughts derived from prior data points linked with similar technologies, somewhat lacking academic and expert perspective. This study responds to the dark side perspectives through informed and multifaceted narratives provided by invited leading academics and experts from diverse disciplinary backgrounds. The metaverse dark side perspectives covered include: technological and consumer vulnerability, privacy, and diminished reality, human–computer interface, identity theft, invasive advertising, misinformation, propaganda, phishing, financial crimes, terrorist activities, abuse, pornography, social inclusion, mental health, sexual harassment and metaverse-triggered unintended consequences. The paper concludes with a synthesis of common themes, formulating propositions, and presenting implications for practice and policy

“So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy

Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, this article brings together 43 contributions from experts in fields such as computer science, marketing, information systems, education, policy, hospitality and tourism, management, publishing, and nursing. The contributors acknowledge ChatGPT’s capabilities to enhance productivity and suggest that it is likely to offer significant gains in the banking, hospitality and tourism, and information technology industries, and enhance business activities, such as management and marketing. Nevertheless, they also consider its limitations, disruptions to practices, threats to privacy and security, and consequences of biases, misuse, and misinformation. However, opinion is split on whether ChatGPT’s use should be restricted or legislated. Drawing on these contributions, the article identifies questions requiring further research across three thematic areas: knowledge, transparency, and ethics; digital transformation of organisations and societies; and teaching, learning, and scholarly research. The avenues for further research include: identifying skills, resources, and capabilities needed to handle generative AI; examining biases of generative AI attributable to training datasets and processes; exploring business and societal contexts best suited for generative AI implementation; determining optimal combinations of human and generative AI for various tasks; identifying ways to assess accuracy of text produced by generative AI; and uncovering the ethical and legal issues in using generative AI across different contexts

“So what if ChatGPT wrote it?”:Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy

Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, this article brings together 43 contributions from experts in fields such as computer science, marketing, information systems, education, policy, hospitality and tourism, management, publishing, and nursing. The contributors acknowledge ChatGPT’s capabilities to enhance productivity and suggest that it is likely to offer significant gains in the banking, hospitality and tourism, and information technology industries, and enhance business activities, such as management and marketing. Nevertheless, they also consider its limitations, disruptions to practices, threats to privacy and security, and consequences of biases, misuse, and misinformation. However, opinion is split on whether ChatGPT’s use should be restricted or legislated. Drawing on these contributions, the article identifies questions requiring further research across three thematic areas: knowledge, transparency, and ethics; digital transformation of organisations and societies; and teaching, learning, and scholarly research. The avenues for further research include: identifying skills, resources, and capabilities needed to handle generative AI; examining biases of generative AI attributable to training datasets and processes; exploring business and societal contexts best suited for generative AI implementation; determining optimal combinations of human and generative AI for various tasks; identifying ways to assess accuracy of text produced by generative AI; and uncovering the ethical and legal issues in using generative AI across different contexts

DIRECT ASSESSMENT OF STUDENT OUTCOMES: A SYSTEMATIC APPROACH

ABSTRACT This paper presents a systematic approach to direct assessment of student learning that is adopted by an Information Technology program accredited by ABET. The focus is on the systematic process for regularly assessing and evaluating the extent to which the direct assessment of the student outcomes are being attained. This paper also describes how the results of the process are being utilized to effect continuous improvement of the program