This paper aims to examine the influence of response awareness on behavioral intent, and introduces instructional self-efficacy, a construct rarely examined within the…
This paper aims to examine the influence of response awareness on behavioral intent, and introduces instructional self-efficacy, a construct rarely examined within the context of information security (ISec).
A Web-based survey was conducted and a total of 211 valid responses were analyzed. The relationships among response awareness, instructional self-efficacy and behavioral intent were examined through a three-phase structural equation modeling analysis.
The results indicate that even at low levels, response awareness has a strong influential effect on the behavioral intent to perform the secure response and on the self-efficacy to instruct others to perform the response. Instructional self-efficacy was also found to be a significant predictor of behavioral intent to perform the response. Finally, evidence was found indicating instructional self-efficacy fully mediates the response awareness to the behavioral intent relationship.
Because of the characteristics of the population, the focus on a single ISec response and the dependent variable of behavioral intent rather than actual behavior, the generalizability of the findings is impacted.
The results contribute to practice by confirming the importance of response awareness and of instructional self-efficacy within an ISec context. Specific implications include the indication that informal communications about ISec issues among peers should be encouraged and that instructional self-efficacy should be targeted within ISec awareness training programs.
This paper’s parsimonious model defined response awareness as vicarious experience with a response and presented instructional self-efficacy, a construct novel to ISec studies that was found to be a significant influence within the relationship between response awareness and behavioral intent.
The purpose of this paper is to explore the experiences of a refugee family navigating complex disability and restrictive practice service systems. Living with disability…
The purpose of this paper is to explore the experiences of a refugee family navigating complex disability and restrictive practice service systems. Living with disability, or caring for someone with disability can compound the disadvantage and marginalisation already experienced by refugees. The nexus between disability and refugee status, particularly intellectual disability and restrictive practices, has received little scholarly attention and almost nothing is known of people’s experiences in this situation.
Thematic analysis of a case study is used to illustrate the experiences of a refugee family in this situation. The case study presented was part of a larger ethnographic study exploring the experiences of people of refugee background living with disability.
There were numerous barriers to accessing appropriate services. The family experienced high levels of stress simultaneously navigating the resettlement process and the disability service system. They were poorly informed and disempowered regarding the care of their loved one and the use of restrictive practices. Experiences in the country of origin, employment responsibilities, and unfamiliarity with the service system were key factors in this family’s difficulty in safeguarding the rights of their family member with disability.
This case study examines the complexity experienced when disability intersects with refugee background. Areas for additional research and significant gaps in service provision are identified. The case study clearly demonstrates the importance of understanding people’s pre- and post-settlement experiences to inform policy and service provision.