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The purpose of this paper is to define and delineate cyber security culture. Cyber security has been a concern for many years. In an effort to mitigate the cyber security risks, technology-centred measures were deemed to be the ultimate solution. Nowadays, however, it is accepted that the process of cyber security requires much more than mere technical controls. On the contrary, it now demands a human-centred approach, including a cyber security culture. Although the role of cultivating a culture in pursuing cyber security is well appreciated, research focusing intensely on cyber security culture is still in its infancy. Additionally, knowledge on the subject is not clearly bounded and defined.

General morphological analysis (GMA) is used to define, structure and analyse the cyber security environment culture.

This paper identifies the most important variables in cultivating a cyber security culture.

The delineation of the national cyber security domain will contribute to the relatively new domain of cyber security culture. They contribute to the research community by means of promoting a shared and common understanding of terms. It is a step in the right direction towards eliminating the ambiguity of domain assumptions.

Practically, the study can assist developing nations in constructing strategies that addresses the key factors that need to be apparent in lieu to cultivating its envisaged national culture of cyber security. Additionally, the GMA will contribute to the development of solutions or means that do not overlook interrelations of such factors.

Delineating and defining the cyber security culture domain more precisely could greatly contribute to realizing the elements that collectively play a role in cultivating such a culture for a national perspective.

This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

The facility decision-making process (FDMP), as described in this paper, is a framework based on decades of proven effectiveness in analogous military applications. The purpose of this paper is to evaluate key factors which justify the need for the FDMP before describing the FDMP.

This paper conducts a literature review as it relates to facilities specific decision-making, puts forward a new concept for those processes and provides an abridged case study of the concept in application.

Facilities management is a key function for nearly every type of business or enterprise. As part of facilities management, many decisions are made about physical assets that a business or enterprise owns or maintains. Currently, there is no uniform decision-making framework, in literature or in practice, which enables consistency, robustness and scalability for facility management decisions. Such a framework would enable facility managers to effectively justify decisions related to capital and operational expenses.

The FDMP provides a robust procedure for facilities managers and engineers that enables enhanced strength in the face of business enterprise scrutiny as compared with the often-intuitive decision-making processes currently used in practice.

This novel conceptual process articulates the opportunity to provide for a comprehensive facilities decision-making process that enables better decisions especially as it relates to what are often ill-defined problem sets in facilities management.

The purpose of this paper is to understand how designers and engineers practice design while Making. Motivated by their roots in constructionist learning principles, Makerspaces are increasingly used as sites to learn design, especially in undergraduate engineering education programs. However, there has been little work on how trained designers Make and how design emerges in their Maker practices.

In this paper, a conceptual framework is constructed to identify design practices within Making informed by theories of human-centered design and designerly ways of knowing. The framework is used to analyze narratives of ten experienced designers and Makers to understand how they enact design while they Make.

The rich and compelling narratives of the participants support the proposed conceptual framework, providing qualitative evidence for how designers practice and know design while Making. This study also reports on a strong theme of realizing purpose and personal meaning while Making across the participants’ narratives that sheds light on the unique and educationally meaningful value of Making, as in Making being a venue for agentive constructivist learning.

As an educationally meaningful practice, Making can be explored from several lenses, and this research solely uses a design lens.

The motivations of the study are twofold. First, to understand how designers practice human-centered design and use design knowledge while Making. Second, to support the epistemological legitimacy of Maker knowledge by establishing connections with design knowledge.

This paper contributes to the limited body of scholarly work to conceptualize experienced designers’ Maker practices. Work in this area can inform learning outcomes and performance expectations in educational settings.

Work-based research is the applied form of work-based learning (WBL) and has been described as the systematic and methodical process of investigating work-related “problems”. Such problems can either be associated with specific workplaces and domains of practice or may more broadly be described as practical, social or real-world in nature. However, the specific characteristics of work-related problems for organisations and society have yet to be explained, and inadequate problem definition, multiple and competing goals, and lack of agreement on cause-effect relationships have hampered understanding. The purpose of this paper is to examine the nature of work-related problems and provides examples from real-world contexts in Australia.

The paper provides models and examples of standard and non-standard work-related problems based on prior research and current practice.

Research paradigms view work-related problems as either definable and solvable or ill-defined, complex, difficult to describe and not easily rectified. The former view is concerned with “high ground problems” associated with traditional research methods; the latter with “lowland, messy, confusing problems” more frequently associated with the social sciences. Irrespective of orientation and definition, work-related problems have one thing in common: they are typically messy, constantly changing and complex, and many are co-produced and wicked.

Despite difficulties with identifying and isolating the various types of work-related problem, the paper establishes the importance of doing so for the practitioner. The definition and examination of work-related problems contribute to an evolving formulation of WBL and its application to private organisations, government agencies and work more generally.

The nature of affect and creativity relationship has been under debate, with some studies pointing out that positive affect is conducive, while others arguing that positive affect is detrimental to creative performance. In order to clarify the complicated affect-creativity relationship, we examine several factors that have not been sufficiently looked at: the role of affect characteristics (e.g., temporal factors), neuro-cognitive mechanisms (e.g., set-breaking), and the type of creative task performed (e.g., requiring negative versus positive creativity). To improve our understanding of seemingly inconsistent previous findings, we offer a model that links affect, through a set of mediators and moderators, to creative performance in organizations, accompanying our analysis with a set of 14 testable propositions.

This paper sets out to present a reappraisal on advanced planning and scheduling (APS) systems in industrial settings and propose an effective approach for APS implementation.

A case study approach is adopted, and a research framework comprising human‐, technological‐, and organizational‐dimensions is developed to analyze the evidence database which includes business flows, system design documents, archival records, post‐system assessment, participant‐observation and semi‐structured interviews.

The findings indicate that real‐world production planning problems are ill‐defined, complex and dynamic. A post‐implementation evaluation reveals major pitfalls in the technology‐dominant approach, whose negative ramifications are usually overlooked. Besides, these APS implementation pitfalls are found to be attributable to the real‐world context, human factors and organizational aspects.

Despite advances in information technology (IT) and computer modeling techniques, humans still play critical roles in the production‐planning processes – especially in a complex and dynamic manufacturing environment where incomplete, ambiguous, inconsistent and untimely data make automatic planning unrealistic. A rational human‐computer collaboration scheme under an effective organizational structure would be in a better position to take advantage of the IT.

This paper presents a humans‐technology‐organization‐framework of real planning systems, which is employed to analyze a case of APS implementation. Practical insights are extracted as a result of this field research, and a realist approach is proposed to cope with the problems and pitfalls of APS implementation in industrial settings.

The purpose of this paper is to present the transdisciplinary case study (TCS) as a learning framework based on what we call functional socio‐cultural constructivism and project‐based learning (PBL). In doing so, the paper attempts to illustrate the applicability of TCS to learn competencies and skills necessary to research problems of sustainable development.

TCS is considered a learning framework based on the principle of self‐regulated learning; i.e. students must actively deal with the requirements as well as plan and execute their project work within their own worldviews and goals. TCS methods are essential as we tackle complex real‐world problems.

The paper discusses challenges and obstacles of such an approach and present lessons learned since 1994, on both the viewpoints of students and of teachers. It conclude that case study learning is a demanding task, especially in a transdisciplinary context where more challenges emerge than in PBL, since goals of teachers, case agents, and students have to be balanced.

TCS or courses like it are important for universities at the present time. Under present budget restrictions and a wide‐ranging mistrust of society toward universities, there is a necessity for a new contract between society and research: students should learn to take over responsibility in societal contexts and be able to communicate beyond the “ivory tower”.

The learning goals of TCS differ from the goals of most university courses. They are more comprehensive and include complex problem solving, societal context, and group processes. The ambitious goal is that students become enabled to tackle complex, real‐world problems.

Problem solving skills (PSS), an important component of learning outcomes, is one of the desirable skills in engineering graduates as stated by many employers, researchers and government bodies in India for a strong foothold in professional world. There is a need to develop comprehensive understanding and integration of theory (concept) and practice (process) of PSS in the context of experiential learning (EL).

The present study is qualitative in nature using a conceptual research design focussing on synthesis and model building framework. The key elements of the study are PSS, EL and their integration. The study seeks to develop conceptual integration of PSS across multiple theories and perspectives. It offers an enhanced view of a concept of PSS by summarising and integrating extant knowledge. It presents the complete and comprehensive meaning/definition of PSS. Subsequently, it also explores EL and synthesises the different variants of EL that can be used to develop PSS. Finally, the study builds a theoretical framework that proposes integration and interplay between PSS and EL.

Problem-solving operates at three levels: problem concept (nature and context), process (stages with strategies) and solution (open-ended). EL can be used as a tool to develop PSS in an integrated manner. It is found that EL and problem-solving interplay with each other as both are cyclic in nature and have commonalities strengthening each other.

The proposed framework can be adopted in engineering education for making the engineering graduates job ready.

The study proposes a framework based on integration of EL and problem-solving focusing on specific aims and goals of the course, learning approaches, learning strategies and authentic learning (learning environment). This integration would bridge the gap between engineering education and industry requirements. EL integrated problem-solving focus on pedagogical knowledge (knowing how to facilitate discussion among learners and curricular knowledge) and instructional knowledge (knowing how to introduce, organise different methods and assess).

This study explores a pedagogical approach to teaching students a collaborative information delivery process in the context of BIM. The objectives were to understand how students approach this complex, open-ended problem of planning their collaborative process and then identify strategies for improving their process through a plan-do-check-act cycle and reflecting on the applicability of industry standards.

The authors present a longitudinal case study based on qualitative data from the 3 consecutive years of teaching a senior undergraduate course in a construction engineering program.

The findings offer a rich picture of how students approached this collaborative process and emphasize the complex nature of teaching BIM as information management process. The authors present instances of how students made sense of BIM standards through applied experience. The findings also demonstrate the value of an outcome-based approach whereby knowledge is gained through an iterative plan-do-check-act cycle. Here, the BEP and model deliverables served only as vehicles to test and apply a range of skills by making them more explicit.

The research contributes to the literature on mechanisms that support students in planning, managing and improving collaborative information strategies in a BIM context. Specifically, the authors illustrate a tension in how to pedagogically deploy industry-oriented process planning methods to establish relevance for students in order to effectively engage in interdisciplinary teams.

In this paper, the authors argue that teaching students how to plan, design and enact effective BIM collaboration information delivery is firmly nested within pedagogical management and communication skills. The authors illustrate with examples how students make sense of BIM approaches by making them concrete and meaningful to their own experience.