Search results

Currently, one of the most significant challenges organizations face is that corporate data is being delivered to mobile devices that are not managed by the information technology department. This has security implications regarding knowledge leakage, data theft, and regulatory compliance. With these unmanaged devices, companies have less control and visibility, and fewer mitigation options when protecting against the risks of cyber-attacks. Therefore, the purpose of this study is to investigate how millennials' use of personal mobile devices for work contributes to increased exposure to cyber-attacks and, consequently, security and knowledge leakage risks.

This research used a mixed-method approach by using survey questionnaires to elicit the views of millennials regarding the cybersecurity risks associated with bring your own device policies and practices. Interviews were done with security personnel. Data analysis consisted of descriptive analysis and open coding.

The results indicate that millennials expect to have ready access to technology and social media at all times, irrespective of security and privacy concerns. Companies also need to improve and enforce bring your own device policies and practices to mitigate against knowledge leakage and security risks. Millennials increasingly see the use of personal devices as a right and not a convenience. They are expecting security measures to be more seamless within the full user experience.

This paper can help organizations and millennials to understand the security risks entering the workforce if the threats of using privately owned devices on the job are ignored and to improve organizational performance.

As employees’ adoption of Bring Your Own Device (BYOD) has increased, so has research interest into the impact of BYOD on human resources outcomes. The present study aims at understanding the relationship between BYOD and human resources outcomes.

The study employs the inductive data-driven content analysis approach to analyze the data collected through qualitative semi-structured interviews with a sample of 28 knowledge workers from different occupational sectors in Mauritius.

The results show the double-edged sword brought about by BYOD implementation. This trend is associated with perceived job performance, job satisfaction, organizational commitment and work motivation while also having an effect on work-life conflict and stress.

This study has implications for organizations that are concerned about formulating guidelines and policies in relation to workers' adoption of BYOD in the workplace. This trend permits employees to continue to communicate and work irrespective of new working conditions and social distancing since the Covid-19 pandemic has changed the way organizations operate around the globe.

Driven by the JD-R theory, themes and sub-themes were linked by the emerging relationships to present a conceptual framework to understanding employees' well-being since this is a pertinent research area for scholars and practitioners, as well as a topic of growing prominence for modern organizations.

Seeking to leverage on benefits of personal mobile device use, medical schools and healthcare facilities are increasingly embracing the use of personal mobile devices for medical education and healthcare delivery through bring-your-own-device (BYOD) policies. However, empirical research findings that could guide the development of BYOD policies are scarce. Available research is dominated by studies that were guided by technocentric approaches, hence seemingly overlooking the complexities of the interactions of actors in mobile device technologies implementation. The purpose of this study was to use the actor–network theory to explore the potential role of a BYOD policy at the University of Botswana’s Faculty of Medicine.

Purposive sampling was used to select the participants and interviews, focus group discussions, observations and document analysis were used to collect data. Data were collected from 27 participants and analysed using grounded theory techniques. Emerging themes were continually compared and contrasted with incoming data to create broad themes and sub-themes and to establish relationships or patterns from the data.

The results suggest that the potential roles for BYOD policy include promoting appropriate mobile device use, promoting equitable access to mobile devices and content, and integrating mobile devices into medical education, healthcare delivery and other institutional processes.

BYOD policy could be conceptualized and researched as a “script” that binds actors/actants into a “network” of constituents (with shared interests) such as medical schools and healthcare facilities, mobile devices, internet/WiFi, computers, software, computer systems, medical students, clinical teachers or doctors, nurses, information technology technicians, patients, curriculum, information sources or content, classrooms, computer labs and infections.

BYOD is a policy that seeks to represent the interests (presents as a solution to their problems) of the key stakeholders such as medical schools, healthcare facilities and mobile device users. BYOD is introduced in medical schools and healthcare facilities to promote equitable access to mobile devices and content, appropriate mobile device use and ensure distribution of liability between the mobile device users and the institution and address the implication of mobile device use in teaching and learning.

The BYOD policy is a comprehensive solution that transcends other institutional policies and regulations to fully integrate mobile devices in medical education and healthcare delivery.

This paper aims to (a) summarize the legal and ethical foundations of privacy with connections to workplace emails and text messages, (b) describe trends and challenges related to “Bring Your Own Device” (BYOD), and (c) propose legal and nonlegal questions these trends will raise in the foreseeable future.

Based on a review of legal cases and scholarship related to workplace privacy, implications for BYOD practices are proposed.

Primarily due to property rights, employers in the USA have heretofore been granted wide latitude in monitoring employee communications. The BYOD trend has the potential to challenge this status quo.

BYOD programs present discernable threats to employee privacy. Attention is also directed toward contributing elements such as wearable technology, cloud computing and company cultures.

The purpose of this paper is to triangulate qualitative and quantitative data with existing data to inform on the function and user experience of a newly created the “News Library,” and, further, to inform on the viability of “bring your own device spaces” (BYOD) in meeting the computing needs of Penn State University Park students through a multi-dimensional study.

This study leverages several methodologies for data collection, including observation, survey, flip chart prompts, interviews and focus groups.

Findings suggest that the News Library accommodates users’ social needs. However, it does not accommodate their communal needs well. The majority of students at the Penn State University Park campus, own laptops and bring them to the library when they intend to study. Personal device usage is preferable to library-provided computers per a familiarity with their personal device, access to personal files and independence of workspace.

As this is a case study, the findings are not generalizable. This study was conducted in one library, on one campus at a 24-campus institution with over 30 libraries.

The mixed-methods study provides multiple views into user behaviors and expectations. The authors propose guidelines for informing the design of BYOD spaces.

Over the past few years, technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of information and communications technology-enabled education, further questions have been raised in terms of equity of information literacy and learning outcomes. For the past three years, the authors have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, the authors present the findings of a longitudinal investigation into the BYOD project, which offers new insights into the digital divide issues in the context of evolving teaching and learning practices across three levels, namely, digital access, digital capability and digital outcome.

This study is an empirically grounded longitudinal case research conducted over a three-year period in one secondary school in New Zealand. This research has included a number of methods, including surveys, interviews and classroom observations, to gather qualitative data from various stakeholders (teachers, students and parents).

The findings from the study of the BYOD project inform of digital divide issues in the context of evolving teaching and learning practices across formal and informal spaces. The authors explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely, digital access, digital capability and digital outcome. The result sheds light on key issues affecting the learning process to contextualise factors in the three-level digital divide for the BYOD technology adoption process in classroom settings.

The study presents findings from an ongoing investigation of one secondary school, an early adopter of the BYOD policy. While the authors have followed the school for three years, more in-depth studies on how teaching and learning practices are evolving across formal and informal spaces will be further qualified in the next stages of data collection.

The study contributes to new knowledge on how digital inclusion can be supported beyond mere access to meaningful use of technology to reinforce student learning and their overall skill development.

While the bring-your-own-device (BYOD) trend provides benefits for employees, it also poses security risks to organizations. This study explores whether and how employees decide to adopt BYOD practices when they encounter information security–related conflict.

Using survey data from 235 employees of Chinese enterprises and applying partial least squares based structural equation modeling (PLS-SEM), we test a series of hypotheses.

The results suggest that information security–related conflict elicits information security fatigue among employees. As their information security fatigue increases, employees become less likely to adopt BYOD practices. In addition, information security–related conflict has an indirect effect on employee's BYOD adoption through the full mediation of information security fatigue.

This study provides practical implications to adopt BYOD in the workplace through conflict management measures and emotion management strategies. Conflict management measures focused on the reducing of four facets of information security–related conflict, such as improve organization's privacy policies and help employees to build security habits. Emotion management strategies highlighted the solutions to reduce fatigue through easing conflict, such as involving employees in the development or update of information security policies to voice their demands of privacy and other rights.

Our study extends knowledge by focusing on the barriers to employees' BYOD adoption when considering information security in the workplace. Specifically, this study takes a conflict perspective and builds a multi-faceted construct of information security–related conflict. Our study also extends information security behavior research by revealing an emotion-based mediation effect, that of information security fatigue, to explore the mechanism underlying the influence of information security–related conflict on employee behavior.

This paper describes a small research project undertaken in a technical college in Qatar on the use of iPads in the classroom. iPads were trialed for a semester each in mathematics and physics classes; students completed pre- and post-surveys. Classroom observations were carried out and interviews were conducted with both faculty (N=3) and students (N=19). Over 80% of students reported positively on the iPad as being “helpful” to “very helpful” for learning new things and course materials, for increasing their interaction with online course materials and getting course information and for exploring additional material related to course topics. Faculty perceptions of iPad use in class were also positive.

The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors’ report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest adopters of one-to-one learning devices in New Zealand.

Using a socio-cultural ecological lens for analysis, a longitudinal study has investigated aspects of how digital/information literacy, computer self-efficacy, and nature of technology usage are transforming school and classroom curriculum practices.

Findings of this study reveal a significant shift in social and academic boundaries between formal and informal learning spaces. One-to-one learning devices provide the link between school and home, as students take more ownership of their learning, and teachers become facilitators. Curricula changes and proper technological support systems introduced in the school structures have given agency to students resulting in greater acceptance of the BYOD policy and extensions to learning beyond formal classroom spaces. Digital divide amongst learners has evolved beyond equity in access and equity in capabilities to become more inclusive, thereby paving the way for equity in learning outcomes.

This study has been conducted in a school which is located in a relatively high socio-economic region. To achieve a more holistic view, there is a need for further studies to be conducted in schools from low socio-economic communities.

This paper adds to the existing literature by sharing teacher reflections on their use of innovative pedagogies to bring changes to classroom curricular practice.