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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.

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.

Higher education (HE) institutions create, disseminate, share and exchange knowledge through relationships among people, processes and technologies. Knowledge sharing (KS) in academia enables people within the institute to develop practices which allow them to collect and share what they know. This often leads to actions that improve services and outcomes. Despite the opportunities, this sharing is not without implications as it exposes the knowledge sharer and recipient to a number of vulnerabilities and risks, which hinders the knowledge-sharing process. The paper aims to discuss these issues.

This paper adopted a constructivist approach, which utilised focus group discussions within three UK universities. These were identified to improve the usefulness and effectiveness of the knowledge-sharing process.

The paper concluded by purporting that by developing an understanding of the risks and opportunities of sharing HE, institutions will continue to grow, regenerate and develop knowledge. The results highlighted the plethora of risks and opportunities resulting from KS. These were further grouped into the political, social and organisational culture.

This paper addresses the gap of risks perceptions of KS in HE institutions.

The purpose of this paper is to discuss a case study which examines and analyses a information communication technology training programme conducted using an e‐learning platform at the Dartmoor National Park Authority, UK.

The research adopted a mixed method approach which involved the use of questionnaires and semi‐structured interviews. Data analysis for the survey was accomplished using descriptive statistics and cross‐tabulation, while the interviews utilised coding and data structuring.

The results indicate that an analysis of user's needs prior to training is essential. This should involve both trainee and manager to help ensure their commitment to the training. In addition, the provision of sufficient information prior to training is necessary to allay any concerns trainees may have, likewise mentors should be used to reduce user resistance. Knowledge of the characteristics of trainees would also be useful.

For companies offering an online e‐learning training programme, it is imperative that they identify trainee concerns quite early in order to minimise drop‐out rates and resistance to future training programmes. Further studies need to be conducted on academic qualifications and the likelihood of drop out among trainees.

The paper makes a number of practical recommendations that organisations could use to help mitigate barriers to future e‐learning programmes.

This paper further extends the body of theory on e‐learning and provides new insights into the barriers of e‐learning.

The purpose of this paper is to present a study of the understanding and usage of social networking sites (SNS) as a knowledge management (KM) tool in knowledge‐intensive enterprises.

In terms of research approach, the study has taken an interpretitivist framework, using a higher education (HE) institution as the case‐study, which is characterised by the need to generate process, share and use knowledge on a daily basis in order to remain competitive. The case study was analysed using qualitative research methodology, composed of interviews and utilised narrative analysis as a means of data analysis, thus deriving a characterisation of understandings, perceptions and acceptance of SNS as a KM tool.

The study provides evidence that even in HE, where it is generally acknowledged that there is a need to adequately capture, store, share and disseminate knowledge, as this can lead to greater innovation, creativity and productivity, participants were suspicious of the nature of the technology and the fact that it could intertwine their professional and social life. As a result, they were not prepared to invest the relatively high effort required in employing SNS as a KM tool as they also have difficulty in establishing the added value. Consequently, in order to employ SNS for KM purposes cultural, behavioural and organisational issues need to be tackled before even considering technical issues.

The paper provides an insight into KM and social networking in HE. This also highlights issue for international HE.

The purpose of this paper is to present a study of knowledge management understanding and usage in small and medium knowledge‐intensive enterprises.

The study has taken an interpretitivist approach, using two knowledge‐intensive South Yorkshire (England) companies as case studies, both of which are characterised by the need to process and use knowledge on a daily basis in order to remain competitive. The case studies were analysed using qualitative research methodology, composed of interviews and concept mapping, thus deriving a characterisation of understandings, perceptions and requirements of SMEs in relation to knowledge management.

The study provides evidence that, while SMEs, including knowledge intensive ones, acknowledge that adequately capturing, storing, sharing and disseminating knowledge can lead to greater innovation and productivity, their managers are not prepared to invest the relatively high effort on long term knowledge management goals for which they have difficulty in establishing the added value. Thus, knowledge management activities within SMEs tend to happen in an informal way, rarely supported by purposely designed ICT systems.

This paper proposes that further studies in this field are required that focus on organisational and practical issues in order to close the gap between theoretical propositions and the reality of practice.

The study suggests that in order to implement an appropriate knowledge management strategy in SMEs cultural, behavioural, and organisational issues need to be tackled before even considering technical issues.

KM seems to have been successfully applied in large companies, but it is largely disregarded by small and medium sized enterprises (SMEs). This has been attributed primarily to a lack of a formal approach to the sharing, recording, transferring, auditing and exploiting of organisational knowledge, together with a lack of utilisation of available information technologies. This paper debates these concepts from a research findings point of view.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The role of information communication technology (ICT) to increase corporate and individual performance has gained significant review in recent years. Nevertheless, for these improvements in performance to be realized it is not enough to just invest in technology, it is also essential to invest in the organization's human resources.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

Provides strategic insights and practical thinking that can have a broader social impact.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.