Information security management and employees' security awareness : an analysis of behavioral determinants

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Changing the substrate specificity of arogenate dehydratases (ADTs) from Arabidopsis thaliana.

Phenylalanine (Phe), an essential aromatic amino acid, serves as a precursor for protein synthesis and a variety of secondary metabolites in plants. Two pathways are known for Phe biosynthesis. In the first, prephenate dehydratases (PDTs) convert prephenate to phenylpyruvate, which is transaminated to Phe. In the second, prephenate is transaminated to arogenate, which is converted to Phe by arogenate dehydratases (ADTs). ADTs and PDTs are structurally very similar, as are their substrates. Six ADTs (ADT1-ADT6) have been identified in Arabidopsis thaliana. ADT1 and ADT2 can recognize both prephenate and arogenate as substrates whereas ADT3-ADT6 are solely arogenate-accepting. Twenty ADT domain-swapping chimeras were generated through overlap extension PCR and were tested for PDT function in a pha2 complementation assay. Through targeted mutagenesis it was identified that a single substitution in ADT5 was sufficient to introduce PDT function to this previously solely arogenate-accepting ADT. This research represents the first identification of an amino acid that discriminates an arogenate-only ADT from an ADT that is able to accept prephenate

Personality Traits and Cognitive Determinants – An Empirical Investigation of the Use of Smartphone Security Measures

In the last years, increasing smartphones’ capabilities have caused a paradigm shift in the way of users’ view and using mobile devices. Although researchers have started to focus on behavioral models to explain and predict human behavior, there is limited empirical research about the influence of smartphone users’ individual differences on the usage of security measures. The aim of this study is to examine the influence of individual differences on cognitive determinants of behavioral intention to use security measures. Individual differences are measured by the Five-Factor Model; cognitive determinants of behavioral intention are adapted from the validated behavioral models theory of planned behavior and technology acceptance model. An explorative, quantitative survey of 435 smartphone users is served as data basis. The results suggest that multiple facets of smartphone user’s personalities significantly affect the cognitive determinants, which indicate the behavioral intention to use security measures. From these findings, practical and theoretical implications for companies, organizations, and researchers are derived and discussed

CRITICAL SUCCESS FACTORS FOR ADOPTION OF INTEGRATED INFORMATION SYSTEMS IN HIGHER EDUCATION INSTITUTIONS – A META-ANALYSIS

Integrated information systems continuously develop into a strategic instrument for higher education institutions. In contrast to private companies, specific characteristics of higher education institutions in regards to their organizational structure as well as their management and operations require a tailored project management approach. There is need for thorough research and practical recommendations for implementation of integrated information systems in higher education institutions. This paper provides a systematic meta-analysis and a state of the art overview of critical success factors for selection and implementation of integrated information systems based on the characteristic of the higher education sector. A qualitative content analysis is applied to receive a comprehensive list of critical success factors for higher education institutions. The mostly named critical success factors are stakeholder participation, business process reengineering and communication which align well with the peculiarities of the higher education sector

Understanding teacher learning in lesson study through a cultural–historical activity theory lens

Although lesson study (LS) is widely considered a promising approach to teachers' professional development, the variation in teacher learning in LS is not yet well understood. Using a cultural–historical activity theory lens, we identify aspects of LS as a learning activity of significance for teacher learning. Using mixed-methods analysis of questionnaire and interview data drawn from 17 secondary school teachers, we find multiple variables of relevance in relation to teacher learning. This study clearly shows that participants’ understanding of and attitude toward LS are at least as important as how LS is conducted