The Behavioral Roots of Information Systems Security:Exploring Key Factors Related to Unethical IT Use

Unethical information technology (IT) use, related to activities such as hacking, software piracy, phishing, and spoofing, has become a major security concern for individuals, organizations, and society in terms of the threat to information systems (IS) security. While there is a growing body of work on this phenomenon, we notice several gaps, limitations, and inconsistencies in the literature. In order to further understand this complex phenomenon and reconcile past findings, we conduct an exploratory study to uncover the nomological network of key constructs salient to this phenomenon, and the nature of their interrelationships. Using a scenario-based study of young adult participants, and both linear and nonlinear analyses, we uncover key nuances of this phenomenon of unethical IT use. We find that unethical IT use is a complex phenomenon, often characterized by nonlinear and idiosyncratic relationships between the constructs that capture it. Overall, ethical beliefs held by the individuals, along with economic, social, and technological considerations are found to be relevant to this phenomenon. In terms of practical implications, these results suggest that multiple interventions at various levels may be required to combat this growing threat to IS security

Developing a mobile learning solution for health and social care practice

In this article we share our experiences of a large‐scale five‐year innovative programme to introduce mobile learning into health and social care (H&SC) practice placement learning and assessment that bridges the divide between the university classroom and the practice setting in which these students learn. The outputs are from the Assessment & Learning in Practice Settings (ALPS) Centre for Excellence in Teaching & Learning (CETL), which is working towards a framework of interprofessional assessment of Common Competences in the H&SC professions. The mobile assessment process and tools that have been developed and implemented and the outcomes of the first‐stage evaluation of the mobile assessment tools are discussed from the student perspective