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This research explores the implications for risk management of “People Risk.” In particular how online digital behaviors, particularly from young people entering the workplace for the first time, might impact on the work setting and how risk management might mitigate impact on the employee and organization.

A mixed methods approach was used to consider these implications and draws from a number of data sources in the United Kingdom including a database of self-review data around online safety policy and practice from over 2000 schools, a survey of over 1000 14–16 year olds and their attitudes toward sexting, and a survey of over 500 undergraduate students. In addition the work considers existing risk management approaches and the models therein and how they might be applied to people risk.

The dataset analyzed in this exploration show an education system in the United Kingdom that is not adequately preparing young people with an awareness of the implications of digital behavior in their lives and the survey data shows distorted social norms that might have serious consequences in the workplace.

This research should raise concerns for managers in the workplace who need to be aware of the changes in “normal” behavior and how these potentially harmful practices may be mitigated in the workplace.

The research provides a strong evidence base for a change in “acceptable” social behavior by children and young people alongside an education system not promoting effective awareness. These two datasets combined highlight potential new risks to the workplace.

This paper aims to investigate children interaction in cyberspace and their use of Web 2.0 technologies. It sought their perception of internet risks as well as their knowledge and experience with electronic safety (e-safety) measures. It also considered parents’, teachers’ and other stakeholders’ perception of internet risks, e-safety procedures and children’s practices while online.

The research adopted a mixed method approach which involved the use of questionnaires and semi-structured interviews. The results were presented and analysed using descriptive statistics, while the interviews utilised coding and data structuring.

This research highlighted that e-safety policies and procedures have not kept up to date with technological advances. Children were also developing an online presence, and because it was considered normative behaviour, they were not always cautious. Consequently, society was reactive when dealing with the internet risk issues. Hence, more resources were needed to educate parents and children on safe practices on the internet.

This is an exploratory study and further research should be conducted for broader generalisations.

The paper makes a number of practical recommendations for education providers and parents to raise awareness of internet risks and e-safety initiatives.

This paper further extends the body of theory on e-safety and provides new insights into the risks exposure of children on the internet. It also highlights the limitations of e-safety initiatives.

Greenford High School has been successful in their bid to John Lyon's Charity for their “E-safety for high schools” project to safeguard and educate young people from the increasing risks emanating from new technologies and the internet. The paper aimed at addressing the significant gap in e-safety provision across schools, the project will enable this school in West London to share and replicate their innovative model of good practice – recently commended by the Ealing Health Improvement Team – with three high schools as part of a three-year training and development programme.

This paper aims to provide some background to the project and outline its unique holistic and multifaceted approach to managing e-safety and cyberbullying, within the context of a broader social, behavioural and educational model rather than the narrowly defined ICT context within which it is traditionally perceived.

E-safety is a whole school issue and can only be effectively addressed through collective critical thinking and a social, cultural and educational approach.

This e-safety project is unique in promoting the opportunities afforded by technology through harnessing the positive role of the bystander and addressing e-safety through a broader, social model and multifaceted approach.

The purpose of this paper is to critically assess the newly created regulatory and policing regime for age-restricting access to pornography in the UK.

It examines the pivotal legislation, policy and strategy documents, consultation submissions and interventions from a range of stakeholders such as children’s charities, content providers and privacy advocates.

Even before its implementation, the regulatory regime betrays serious flaws and shortcomings in its framing and configuration. These difficulties include its inability to significantly curtail minors’ access to online pornography and risks of privacy violations and associated harms to legitimate users’ interests.

Remedial measures are available so as to address some of the problems identified. However, it is argued that ultimately the attempt to prohibit minors from accessing such content is set to fail, and that alternative approaches – such as better equipping children through education to cope with explicit materials online – need to be given greater prominence.

This paper provides the first criminological policy analysis of this latest attempt to regulate and police online behaviour, and offers an important critical response to such efforts.

This article aims to explore the role of online environments in children’s everyday life. We examine the meanings that children aged 11-13, parents and teachers derive from their understanding of online environments and make a typology of the perceived opportunities and risks of the online environments for children. The research questions are: how do children, parents and teachers experience the effect of online environments on children’s everyday lives, what opportunities and risks for children are noticed in online environments and what similarities and differences are there in children’s, parents’ and teachers’ point of views in terms of opportunities and risks? The theoretical framework of the study consists of the discussion on opportunities and risks of using online environments.

The data were collected by conducting semi-structured interviews in Finland in 2012. Altogether, 27 interviews were conducted with children, parents and primary school teachers. The interview data were analysed with content analysis.

As a result, we found four types of perceived effects that represent opportunities and risks: learning and socialization, sense of community and empowerment, antisocial behaviour and threat to security. According to this study, children, parents and teachers agree with each other in many issues concerning children’s use of the online environments. On the other hand, children also have issues and problems that parents and teachers may not be aware of, or they do not view them as important.

This qualitative study focused on how children, parents and teachers described their subjective feelings about the effects of using the online environments. Thus, this study provides a new viewpoint on the research that has mostly relied on querying parents or teachers about children’s use of the Internet, neglecting children’s often different perspectives on the risks of the Internet.

The purpose of this paper is to propose an effective educational system to help students assess Web site risk by providing an environment in which students can better understand a Web site’s features and determine the risks of accessing the Web site for themselves.

The authors have enhanced a prototype visualization system for helping students assess Web site features and use them to identify risky Web sites. The system was implemented with our graphical search interface for multi-attribute metadata called “Concentric Ring View” and was tested using 13,386 actual and dummy Web sites and 11 Web site attributes.

The testing revealed several distinguishing attributes of risky Web sites, including being related to “play”, having monotone colors, having many images, having many links and having many pages with much text in smaller font size. A usability test with 12 teenaged female students demonstrated that they could learn to identify some features of risky Web sites.

As students cannot live in a safe cyberspace environment forever, they should be taught how to identify risky Web sites. We proposed an educational system to help students assess Web site features and identify high-risk Web site and verified the effectiveness of this system.

Today’s world of digital and mobile media does not require actual physical contact, between the suitable target and the motivated offender, as with traditional crime. In fact, as Mesch (2009) contended that the internet is not merely an information channel but it creates a new space of activities for children, where they are exposed to motivated offenders and the actors of fourth party. Therefore, for the sake of children’s safety, the practice of parental mediation control is increasingly becoming more pertinent everyday. Thus, the purpose of this paper is to examine how parental mediation control in Sri Lanka is influenced by their internet self-efficacy, their experience as online victims and their trust in online users.

This paper uses a unique data set of computer and internet users from Sir Lanka to examine parental intervention in their children’s online activities. Specifically, the data set contains 347 responses from computer and internet users. To analyze the data, the authors use a binary dependent (probit) model.

The results show that such factors alter the baseline probability of parental intervention. However, some differences are found between younger and older parents, with the latter group responding more to trust in online users and victimization experience while the former is mainly driven from computer self-efficacy. In particular, the older group is less likely to trust online internet users in terms of never adding unknown persons in the social media. Finally, being self-employed and an older parent has a positive effect on the likelihood of adopting parental controls, possibly because of the non-pecuniary attributes of self-employment.

This study adds to the emerging parental mediation control literature by looking at the likelihood of younger and older parents who were victims of cybercrimes, who have greater internet self-efficacy and lower online third-party trust to adopt parental mediation control behaviors. Also another contribution to the literature is the role of occupation type on parental monitoring behaviors.

This chapter reports on the innovative and developing use of a virtual world environment to support the training and professional development of pre-service teachers of information and communications technology (ICT), information technology (IT) and computing. The findings show that the online experience promotes confidence and competence in virtual world activity. It also stimulates thinking about the potential of alternative methods for teaching and learning in schools. The case study participants were 16 trainee teachers aged between 21 and 55 years old, with varying backgrounds including those with careers in the computing industry, those straight from university and those having spent considerable time in schools as unqualified teachers. In Second Life they experienced a number of environments and discussed the potential of virtual worlds. The tutors believe that Second Life can offer a valuable environment to promote engagement by pre-service teachers in innovative and imaginative methods of teaching and for them to better understand the affordances of virtual worlds.

The knowledge about a specific product develops self-confidence among consumers and facilitates them to share and search for information. This study aims to highlight the effects of consumer’s self-esteem on search and share intentions of information. Furthermore, this relationship was analyzed through the mediation of subjective knowledge (SK).

The data were collected from 1,136 Chinese respondents having a perception of purchasing cellphones. To analyze the data, check its normality and validity, analysis of moment structures (AMOS) was used. However, to inspect the relationship of study variables, “structural equation modeling” and Hayes and Preacher’s (2014) model were used to mediate the analysis.

The study results revealed that consumer’s self-confidence (information acquisition confidence, persuasive knowledge confidence, personal outcome decision-making and market interface confidence) affect the information search and share the intention of consumers. Additionally, the presence of SK significantly and positively mediates this relationship.

This study intends to investigate the role of all practical aspects of consumer’s self-confidence in searching and sharing information by mediating the role of SK. Moreover, it used all the possible and useful dimensions, which were ignored by previous studies.