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1 – 10 of 12Aderinola Ololade Dunmade and Adeyinka Tella
This paper aims to explore the role of libraries and librarians in promoting appropriate cyberethical behaviour among postgraduate students in Nigeria.
Abstract
Purpose
This paper aims to explore the role of libraries and librarians in promoting appropriate cyberethical behaviour among postgraduate students in Nigeria.
Design/methodology/approach
Using content analysis and a review of relevant literature, this study examines the challenges that librarians face in enforcing cyberethics and highlights the strategies that libraries can adopt to promote responsible online behaviour.
Findings
This paper identifies the lack of awareness among postgraduate students regarding cybersecurity risks and the need for training and resources for librarians as key challenges in promoting cyberethics.
Originality/value
This study recommends that libraries provide access to training resources and develop policies and guidelines to promote cyberethics among postgraduate students. Overall, this paper argues that libraries and librarians can play a critical role in promoting responsible online behaviour and ensuring the safety and security of postgraduate students in Nigeria.
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Deborah Richards, Salma Banu Nazeer Khan, Paul Formosa and Sarah Bankins
To protect information and communication technology (ICT) infrastructure and resources against poor cyber hygiene behaviours, organisations commonly require internal users to…
Abstract
Purpose
To protect information and communication technology (ICT) infrastructure and resources against poor cyber hygiene behaviours, organisations commonly require internal users to confirm they will abide by an ICT Code of Conduct. Before commencing enrolment, university students sign ICT policies, however, individuals can ignore or act contrary to these policies. This study aims to evaluate whether students can apply ICT Codes of Conduct and explores viable approaches for ensuring that students understand how to act ethically and in accordance with such codes.
Design/methodology/approach
The authors designed a between-subjects experiment involving 260 students’ responses to five scenario-pairs that involve breach/non-breach of a university’s ICT policy following a priming intervention to heighten awareness of ICT policy or relevant ethical principles, with a control group receiving no priming.
Findings
This study found a significant difference in students’ responses to the breach versus non-breach cases, indicating their ability to apply the ICT Code of Conduct. Qualitative comments revealed the priming materials influenced their reasoning.
Research limitations/implications
The authors’ priming interventions were inadequate for improving breach recognition compared to the control group. More nuanced and targeted priming interventions are suggested for future studies.
Practical implications
Appropriate application of ICT Code of Conduct can be measured by collecting student/employee responses to breach/non-breach scenario pairs based on the Code and embedded with ethical principles.
Social implications
Shared awareness and protection of ICT resources.
Originality/value
Compliance with ICT Codes of Conduct by students is under-investigated. This study shows that code-based scenarios can measure understanding and suggest that targeted priming might offer a non-resource intensive training approach.
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Bakhtiar Sadeghi, Deborah Richards, Paul Formosa, Mitchell McEwan, Muhammad Hassan Ali Bajwa, Michael Hitchens and Malcolm Ryan
Cybersecurity vulnerabilities are often due to human users acting according to their own ethical priorities. With the goal of providing tailored training to cybersecurity…
Abstract
Purpose
Cybersecurity vulnerabilities are often due to human users acting according to their own ethical priorities. With the goal of providing tailored training to cybersecurity professionals, the authors conducted a study to uncover profiles of human factors that influence which ethical principles are valued highest following exposure to ethical dilemmas presented in a cybersecurity game.
Design/methodology/approach
The authors’ game first sensitises players (cybersecurity trainees) to five cybersecurity ethical principles (beneficence, non-maleficence, justice, autonomy and explicability) and then allows the player to explore their application in multiple cybersecurity scenarios. After playing the game, players rank the five ethical principles in terms of importance. A total of 250 first-year cybersecurity students played the game. To develop profiles, the authors collected players' demographics, knowledge about ethics, personality, moral stance and values.
Findings
The authors built models to predict the importance of each of the five ethical principles. The analyses show that, generally, the main driver influencing the priority given to specific ethical principles is cultural background, followed by the personality traits of extraversion and conscientiousness. The importance of the ingroup was also a prominent factor.
Originality/value
Cybersecurity professionals need to understand the impact of users' ethical choices. To provide ethics training, the profiles uncovered will be used to build artificially intelligent (AI) non-player characters (NPCs) to expose the player to multiple viewpoints. The NPCs will adapt their training according to the predicted players’ viewpoint.
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