Refine
Document Type
- Conference Proceeding (9)
- Article (2)
- Doctoral Thesis (1)
Language
- English (12)
Keywords
- Ausbildung (1)
- Behavior Change Support System (1)
- Designwissenschaft <Informatik> (1)
- Führungskraft (1)
- Gesellschaft (1)
- Globalisierung (1)
- Higher Euducation (1)
- Hochschulbildung (1)
- Informationssystem (1)
- Krise (1)
Toward a higher resilience against cyberattacks: two new impulses for awareness training programs
(2024)
Effective information security awareness programs are crucial for building resilience against cyberattacks, and they are thus, a major part of an organization’s security investments. However, studies reveal that they are often ineffective and perceived to be burdensome. Thus, we share insights from two new approaches that are effective in both, building information security awareness and motivating participants to engage with information security learning content profoundly.
The increasing prevalence of digital and blended learning scenarios in higher education fosters the need for students to have strong self-regulated learning competencies. However, in particular, in digital learning environments, many students struggle to develop effective learning behaviors but often avoid seeking support. To address this issue, Behavior Change Support Systems (BCSS) in form of smartphone apps can provide valuable guidance towards self-regulated learning. While BCSS have been successfully implemented in the health context, research in the educational context is limited. This study addresses this research gap by presenting the development of a BCSS targeting self-regulated learning and investigating its ability to promote students' use continuance through two motivational design principles (rewards vs. social comparison). Using the Perceived Persuasiveness Questionnaire, significant differences are found in students' perceived effectiveness and perceived social support of the BCSS versions. Social comparison is identified as more effective than rewards for high use continuance.
Our increasingly complex and dynamic environment demands comprehensive self-regulatory skills from university graduates. Self-regulation summarizes the ability to set goals, monitor progress, and adopt behavior purposefully. In an increasingly technology-enhanced learning environment, IS research has already explored approaches to promote self-regulation in students' learning activities. However, it is unclear whether this self-regulated learning (SRL) prepares students for leadership roles. To address this research gap, we gather survey data and apply multiple regression analysis to examine how SRL strategy usage is linked to self-leadership (SL) strategy usage. Our results suggest that behavioral SL strategies are related to the usage of SRL strategies, e.g., the SL strategy “self-rewarding” to the SRL strategy “repeating”. In contrast, SL strategies such as “mental imagery” are unrelated to SRL. Based on these findings, we suggest a target-oriented use of digital technologies to foster SL and reveal the need to promote SL strategies like “mental imagery” separately.
Learning is crucial in today's information societies, and the need for comprehensive and accessible support systems to enhance learning competencies is increasingly evident. In this context, this dissertation provides descriptive knowledge about the demands for such a system, aiming to train higher education students and equip them with learning competencies. Drawing on design science research, the dissertation addresses the identified demands, considers technical frameworks and psychological models to design technology-based artifacts. Against this background, the dissertation provides a pragmatic contribution through novel artifacts in form of Behavior Change Support Systems targeting self-regulated learning in higher education. The evaluation of these artifacts extends prior design knowledge through specific recommendations, including design principles, that can guide the implementation of Behavior Change Support Systems and further technology-based interventions in higher education. These recommendations aim to promote the development of necessary competencies within the higher education context.
To counteract the high academic stress of students and subsequent health problems, a behavior change support system (BCSS) for self-regulated learning is developed. Since use continence is a prerequisite for the system’s supporting effects, this study examines design requirements that promote its use continuance. While previous studies on BCSS’s use continuance are mostly quantitative using pre-defined constructs, this study additionally considers qualitative statements to exploratively identify additional requirements. Analysis of statements from 54 students and quantitative data from 25 students identifies 19 design requirements, which can be synthesized into ten meta requirements. These findings support the integration of already defined design principles, e.g., self-monitoring, but also reveal new requirements, e.g., a low-threshold character or the promotion of learning about the targeted behavior. The data also suggest that the design of the BCSS does not affect all students equally, but that perceptions of use continuance are dependent on individual preferences.
Our environment is increasingly characterized by digitalization and crisis. Consequently, the competence requirements for executives are changing. Since they are critical to the success of companies, identifying talents and developing necessary leadership competencies is essential. To accomplish this in a targeted manner, a competency overview is needed that considers digitalization and crisis. However, current literature indicates that digital and crisis leadership are investigated separately. To address this research gap, this study develops a competence overview based on a systematic literature review considering both research streams. The analysis of 38 studies reveals 21 competence areas. For a structured analysis, these competence areas are considering the competence categories of self-, people-, and business management. The literature review shows that there is overlap in the two areas regarding competencies related to decision-making, communication, and learning. Differences occur, for example, regarding leaders' health awareness or technical literacy, which are only addressed in digital leadership.
