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Purpose: Small and medium enterprises (SMEs) are the most significant contributors to maximum employment generation, the gross domestic product (GDP) of many countries, and the overall global economy. It is also evident that cyber threats are becoming a big challenge for SMEs, which is directly impacting global economy.

Methodology: Existing research inputs were accessed to understand current cyber threats for SMEs and their cybersecurity posture. Additionally, this research has collected the latest insights by taking direct inputs from SMEs and conducting a well-designed research survey. It has provided a few direct inputs to designing solutions for the SME segment. For analysis and recommendations, cybersecurity best practices and core cybersecurity concepts are considered at the centre of the solution.

Findings: Implementing existing cybersecurity standards or frameworks is not easy for SMEs, as they generally have limited resources and different priorities for their business when it comes to the implementation of any cybersecurity controls. Currently, many cybersecurity standards are not able to support the implementation of business domain-specific controls.

Practical implications: Along with the research findings shared in this chapter, as a resolution to the problems faced by SMEs, the authors will propose a new framework as a solution. This framework is designed using core concepts of cybersecurity such as confidentiality, integrity, and availability (CIA triad) as well as defence in depth (DiD) mechanisms in each layer of organisation. The authors will also share a high-level idea about how reliable artificial intelligence-based software can help identify recommended controls for particular SMEs.

Creating a mindset for research, including the development of professional research skills and critical thinking, is of the utmost importance in preparing students for the business world. To help faculty with this mindset, we discuss novel approaches for incorporating professional research and interactions into the undergraduate classroom, although the recommendations can apply to the entire curriculum. We describe three scenarios where our recommendations might apply – research/financial, tax, and accounting information system courses. Using a professional accounting research course and a financial course as examples, we start out broadly discussing a practitioner-coauthored professional case study approach that is applicable to any course, at any level. We then present a capstone undergraduate tax research course followed by an introduction of a specific project in an accounting information systems course. We include suggested syllabi, projects, and assessment rubrics throughout the discussion.

This performance autoethnography may or may not be interpreted as a continuation of a conversation regarding the experiences of those with devalued statuses in academic settings. The authors rely on “strange accounting” to consider their experiences in the academy from various standpoints: before and after promotion, before and after leaving academia. While reflecting on our past experiences, we introduce the concept of “everyday precariousness” as a way of explaining the normalization of instability, insecurity, and negative affect that is part of everyday life for those with devalued statuses in academic settings and beyond. Everyday precariousness is an embodied experience for those in vulnerable positions. Normalized exposure to risks, such as discrimination, harassment, bullying, or structural instability, produces an undercurrent of threat that permeates academic culture. Our stories of everyday precariousness span race, ethnicity, class, academic roles, and gender boundaries (among many others). Analyzing these experiences furthers previous work on the uses of strange accounting as well as the dynamics of status silencing. In the final analysis, unresisted and unabated, everyday precariousness and status silencing can lead to institutional failure and resonance disasters.