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This paper aims to outline strategies for defence against social engineering that are missing in the current best practices of information technology (IT) security. Reason for the incomplete training techniques in IT security is the interdisciplinary of the field. Social engineering is focusing on exploiting human behaviour, and this is not sufficiently addressed in IT security. Instead, most defence strategies are devised by IT security experts with a background in information systems rather than human behaviour. The authors aim to outline this gap and point out strategies to fill the gaps.

The authors conducted a literature review from viewpoint IT security and viewpoint of social psychology. In addition, they mapped the results to outline gaps and analysed how these gaps could be filled using established methods from social psychology and discussed the findings.

The authors analysed gaps in social engineering defences and mapped them to underlying psychological principles of social engineering attacks, for example, social proof. Furthermore, the authors discuss which type of countermeasure proposed in social psychology should be applied to counteract which principle. The authors derived two training strategies from these results that go beyond the state-of-the-art trainings in IT security and allow security professionals to raise companies’ bars against social engineering attacks.

The training strategies outline how interdisciplinary research between computer science and social psychology can lead to a more complete defence against social engineering by providing reference points for researchers and IT security professionals with advice on how to improve training.

The purpose of this paper is to investigate differences in decision‐making processes between UK and non‐UK managers in the defence manufacturing industry.

A pilot study was conducted with a small number of firms in Yorkshire, UK. A large‐scale survey was conducted of 250 firms in the UK. The response rate was 60 per cent.

Decision making is kept team‐orientated in larger firms with decision making autonomy in place for each team. The research demonstrates that leading firms drive best practice and best practice research disseminates globally through industry‐academic collaboration.

Alliances with leading firms will lead to the evolution of team‐based, programme structured decision making in UK‐non‐UK strategic alliances.

Global managers learn from the experiences of team‐based programme structured decision makers.

This paper aims to make a case that with the appropriate use of human factors methods it is possible to design and develop a single crew commercial aircraft using largely existing technology.

From a review of the literature it is suggested that some of the functions of the non‐flying pilot would be better assumed by either onboard automation or ground‐based systems.

It is argued that the design of the flight deck and the role of the pilot require re‐conceptualising to accommodate the requirements for flying a highly automated aircraft single‐handed. With such re‐design, considerable efficiency gains will be achieved, but to fully realise these gains a system‐wide approach is required which extends beyond the design of the aircraft per se.

This is only a high‐level thought piece to stimulate debate. Much greater consideration of all the issues raised is required, as is a change in regulatory requirements.

If implemented, the single crew aircraft could result in a revolution in air transport, offering considerable cost savings, especially on shorter routes with relatively small passenger loads.

A first attempt to use human factors as a design driver to produce operational and economic efficiency by the novel use of existing technologies spun‐out from other areas of aircraft development.

If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy in recent years requires a more strategic and systems‐based approach. While all reusable learning materials have a value, both financial and educational, multimedia in particular is expensive to produce. Systematic production (based on ISO 14915 standards (2002a, 2002b, 2003) and evaluation of fitness for purpose, are paramount. Human‐centred design (HCD) methodologies, based on the ISO 13407 standard (1999), are now well‐established for ensuring that investments in technology result in benefits, and in particular lay heavy emphasis on the frequent use of evaluation. This paper reviews literature in educational multimedia production, interaction design, HCD, and pedagogy, and summarises ongoing attempts to standardise a definition of reusable learning objects (RLOs), with multimedia learning objects (MLOs) as a specific example. We conclude that evaluation must be central to the production and deployment of MLOs. We report on experiences applying an existing framework for effective production of multimedia learning resources, and propose revisions to this framework to add effective evaluation mechanisms.

Recognising current, significant rates of youth sexual violence and abuse (YSVA) and the need for more comprehensive prevention approaches to combat this social issue, new approaches are required to ensure that agency is given to the people who are most affected and who know their lives the best. This paper aims to report a youth-led (Young Voices United [YVU] Committee) participatory design approach aimed at delivering the highest level of engagement to understand what people agree is needed to reduce YSVA in their own communities.

The seven-step co-design (Trischler et al., 2019) process was implemented following ethical clearance. Over five months, 13 group co-design sessions involving 102 young people aged 12–25 years, 17 parents/caregivers (including young mums) and 9 teacher/guidance officers were conducted. Purposive sampling was undertaken to ensure that young people who had previously experienced YSVA or were most at risk of experiencing YSVA were overrepresented. Convenience sampling was used to gain wider community involvement in co-design. Four sessions were facilitated by YVU members, who were aged between 12 and 25 years, and more than 66 people helped the design team. Inductive thematic analysis identified emergent themes across completed co-design sessions.

New ideas and solutions to prevent YSVA can be identified by young people who have previously experienced violence, carers, other young people and community members. A core finding in this study is the need for positive relationship role models and an enhanced understanding of consent. Education and training, a community promotional campaign, sector involvement, capacity-building and consideration of the unique needs of different target audiences were key ideas emerging from youth-led co-design. The YVU Committee provided recommendations for resource prioritisation.

This youth-led co-design process empowered the community. Project stakeholders have since formed partnerships won funding and used that funding to co-design and trial a new programme aiming to provide a safe haven for young people at risk of YSVA. The pilot programme delivers a safe and supportive environment for young people delivered at a time when it is needed most. Other geographical areas are now seeking to replicate the programme. The co-design processes and tools detailed in this study can be adapted to the design of programmes for those already engaged with the youth justice system and should be considered as part of a public health approach to effectively prevent and respond to YSVA and other youth crimes.

This paper advances understanding, providing a practical approach that ensures youth views are given weight [audience and influence described in Lundy’s (2007) participatory framework]. This paper explains how the YVU Committee, established at the commencement of the project, oversaw the community co-design effort, which followed Trischler et al.’s (2019) seven-step co-design process. Ideas were generated, and consensus views were consolidated, delivering the highest level of engagement according to Willmott et al.’s (2022) methodology, agent of change, training and engagement taxonomy. The participatory design method led to high levels of community engagement, and the success of the project is attributed to the establishment of the YVU Committee and stakeholder support.

The purpose of this paper is to explore the emergence of innovation in smart service systems to conceptualize how actor’s relationships through technology-enabled interactions can give birth to novel technologies, processes, strategies and value. The objectives of the study are: to detect the different enablers that activate innovation in smart service systems; and to explore how these can lead dynamically to the emergence of different innovation patterns.

The empirical research adopts an approach based on constructivist grounded theory, performed through observation and semi-structured interviews to investigate the development of innovation in the Italian CTNA (Italian acronym of National Cluster for Aerospace Technology).

The identification and re-elaboration of the novelties that emerged from the analysis of the Cluster allow the elaboration of a diagram that classifies five different shades of innovation, introduced through some related theoretical propositions: technological; process; business model and data-driven; social and eco-sustainable; and practice-based.

The paper embraces a synthesis view that detects the enabling structural and systems dimensions for innovation (the “what”) and the way in which these can be combined to create new technologies, resources, values and social rules (the “how” dimension). The classification of five different kinds of innovation can contribute to enrich extant research on value co-creation and innovation and can shed light on how given technologies and relational strategies can produce varied innovation outcomes according to the diverse stakeholders engaged.

Much has been written about performance appraisal (PA) in terms of its outcomes: little however, has been focused on the mediation of actual practice, beyond simple descriptions informing its implementation. Seeks first to understand the historical implications of contemporary PA; second, examines the modern usage of PA with regard to its emphasis on managing and controlling the “image” of performance, which is then illustrated by the use of survey research, gathered from West Midlands organizations. Concludes that the original intentions of PA to manage physical performance have increasingly failed, and become superseded by the management of the “impression” of performance by both employers and employees.

In the nineteenth century, the comparative method was seen as essential, if not fundamental, to growth and production of knowledge in the human sciences. However, over time the categories that formed the basis of nineteenth century comparative research (civilized: savage for example) were discredited. And so, in time, was the comparative method itself.