COMMGMT 7023OL - Business Data & Cyber Security (M)

Online - Online Teaching 1 - 2021

Business Data & Cyber Security will prepare future professionals for negotiating the constantly changing use of data and information in a business world that requires constant cybersecurity awareness and vigilance. Value and vulnerability of business data for decision making and problem solving are a core focus. Information and cyber security awareness and methods are embedded throughout. Graduates of this course will have the skills required to apply cyber secure practices to their use of business data; analyse and communicate business information needs.

  • General Course Information
    Course Details
    Course Code COMMGMT 7023OL
    Course Business Data & Cyber Security (M)
    Coordinating Unit Adelaide Business School
    Term Online Teaching 1
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Available for Study Abroad and Exchange N
    Incompatible COMMGMT 2508
    Course Description Business Data & Cyber Security will prepare future professionals for negotiating the constantly changing use of data and information in a business world that requires constant cybersecurity awareness and vigilance. Value and vulnerability of business data for decision making and problem solving are a core focus. Information and cyber security awareness and methods are embedded throughout. Graduates of this course will have the skills required to apply cyber secure practices to their use of business data; analyse and communicate business information needs.
    Course Staff

    Course Coordinator: Dr Cate Jerram

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    BDCS-OL Course Learning Outcomes

    Code

    Description

    Mapped to PROGRAM LOs

    CLO-1

    Articulate the different roles of data, information, & knowledge in business & management.

    PLO 1, PLO 3

    CLO-2

    Determine data and security needs to address specific business problems.

    PLO 2

    CLO-3

    Identify and communicate appropriate quality sources and resources to address the determined needs.

    PLO 2, PLO 4

    CLO-4

    Identify common cyber-attack vectors and the human factors that render them effective or ineffective.

    PLO 1, PLO 2

    CLO-5

    Articulate the impacts of differing practices and legal and ethical issues around data, information and cyber security in personal, organisational, and international contexts.

    PLO 3, PLO 4

     
    Graduate Certificate in Cyber Security Program Learning Outcomes

    Code

    Description

    Mapped GAs

    PLO-1

    Demonstrate knowledge and understanding of the technical practice of Cyber Security, and its application within industry contexts.

    GA -1,GA- 4, GA-7

    PLO-2

    Apply the principles of Cyber Security within real-world contexts, in an area of specialisation.

    GA- 1, GA-2, GA-3,GA- 4, GA-7

    PLO-3

    Demonstrate professional attitudes, standards and values.

    GA -4,GA- 5,GA- 6,GA- 8

    PLO-4

    Use interpersonal skills to enable effective communication with a range of audiences.

    GA- 3, GA-4, GA-5, GA-6,GA- 8

     

     

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    CLO-1, 2, 3, 4
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    CLO-2, 3, 4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    CLO-3, 4, 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    CLO-2, 3, 4, 5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    CLO-3, 5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    CLO-3, 5
  • Learning Resources
    Required Resources

    Module 1

    There will be multiple occasions upon which you are directed to search for, access, assess, and use readings of your own choice. A core feature of this course is learning to find appropriate readings and use solid criteria to assess their quality, value, and relevance.
    Module 1 has no pre-set readings.

    Module 2

    El-Atms, S & Barnes, R 2018, ‘GDPR—What it means for Australian Business’, blog post, August, 22 May.

    Pienta, J, Bennet, T, Johnston, A 2020, ‘Protecting a whale in a sea of phish’, Journal of Information Technology, 3 June.

    Module 3

    Manisha Mathur. (2019). Where is the Security Blanket? Developing Social Media Marketing Capability as a Shield from Perceived Cybersecurity Risk, Journal of Promotion Management, 25:2, 200-224, DOI: 10.1080/10496491.2018.1443310

    Oltramari, A., Henshel, D., & Cains, M. & Hoffman, B. (2015). Towards a Human Factors Ontology for Cyber Security. Proceedings of the Tenth Conference on Semantic Technology for Intelligence, Defense, and Security, Fairfax VA, USA, November 18-20, 2015.

    Module 4

    Berry C & Berry R 2018, ‘An initial assessment of small business risk management approaches for cyber security threats (Links to an external site.)’, International Journal of Business Continuity and Risk Management 8(1):1 DOI: 10.1504/IJBCRM.2018.10011667

    Dynes S, Goetz E, Freeman M 2008, ‘Cyber Security: Are Economic Incentives Adequate?’, In: Goetz E, Shenoi S.(eds) Critical Infrastructure Protection. ICCIP 2007. IFIP International Federation for Information Processing, vol 253. Springer, Boston, MA.

    Kritzinger, E & Von Solms, SH 2010, ‘Cyber security for home users: A new way of protection through awareness enforcement’, Computers & Security 29(8):840-847 November 2010

    Tao H, Huiyan MZA, Raman MA, Wang G, Wang T, Ahmed MM, Li J 2019, ‘Economic perspective analysis of protecting big data security and privacy’, Future Generation Computer Systems. Volume 98, September 2019, 660-671

    Module 5

    Ferra, F 2020, ‘Challenges in assessing privacy impact: tales from the front lines’, IEEE security & Privacy, vol. 3, no. 2, p. e101. ISSN: 1540-7993 , 1558-4046; DOI: 10.1002/spy2.101

    Lam, PTI & Ma, R 2019, ‘Potential pitfalls in the development of smart cities and mitigation measures: an exploratory study', Cities, vol. 91, August, Pages 146–156

    Rowe, F 2020, ‘Contact tracing apps and value dilemmas: a privacy paradox in a neo-liberal world’, International Journal of Information Management, 30 June, pp. 102–178

    Di Stephano, M, 2017, ‘Here’s what happened when a Liberal donor’s business got caught dumping people’s private information’, Buzz Feed News, 25 January

    Optional readings
    Agrawal, A, Gans, J & Goldfarb, A 2018, Prediction machines: the simple economics of artificial intelligence, Harvard Business Review Press, Boston, Massachusetts.

    Barratt, T, Veen, A & Goods, C 2020, ‘Algorithms workers can’t see are increasingly pulling the management skills’, The Conversation, 24 August.


    Module 6

    Christiano, A & Neimand, A 2017, ‘Stop raising awareness already’, Stanford Social Innovation Review, Spring.

    Ramirez, R & Choucri, N 2016, ‘Improving interdisciplinary communication with standardized cyber security terminology: a literature review’, IEEE Access, vol. 4, pp. 2216–2243. DOI 10.1109/ACCESS.2016.2544381

    Wulgaert, T 2017, ‘6 reasons why awareness programs fail even when following best practices’, CSO Australia, 24 October.

    Byers, J 2020, ‘Australian Police: XAMN helped solve armed robbery’, MSAB, 10 February.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    In this course, you will learn about a broad range of topics dealing with data, their use and value, and lay a foundation for understanding multiple aspects of cyber and information security. A core focus of this course is being able to understand the field from multiple perspectives and be able to communicate well – about both data and security of data – to a range of audiences from non-technical executive management to technophobic employees or clients. A strong secondary focus is learning how to manage your own ongoing learning, including how to recognise and sift quality information to stay current in a rapid-obsolescence field.

    The course is structured in six modules, each of which is intended to be completed over the course of a week:

    Module 1: Data and Government, Business and Private Uses
    Module 2: Data and Ethical Issues
    Module 3: Human Vulnerability and Social Engineering
    Module 4: Data in Business (Applications)
    Module 5: Data and Technology
    Module 6: Communicating Cyber Security

    Throughout this course you will

    • undertake a systemic approach to a broad and multi-disciplinary field
    • work through a series of inter-related topics, learning how to integrate them
    • develop your ability to both research and communicate in a rapidly evolving field
    • layer and build a depth of understanding as you revisit topics throughout the six weeks
    • build a powerful inter-disciplinary glossary of lay (non-technical) explanations of technical terms
    • cement your knowledge and understanding through reflective journaling, learning how to take ownership of your knowledge for real-world application
    • .
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a general rule, you should be spending 20 to 25 hours per week on the work in this course.
    Learning Activities Summary
    What you will do during the course

    In this course, you will be required to complete the activities and readings for each module. You are encouraged to work through the content systematically, as it has been designed so that the content builds upon itself within each module, and from module to module. Please note that you will have opportunities throughout the course to share your work, and your views, by posting to various discussion threads. These are optional, but nonetheless, will be very helpful for you as your work your way through the material.

    The course has also been designed such that the content within all six modules will enable you to complete the three assessment tasks. It is strongly recommended that you commence work on all three assessment tasks from early in week one, as they all require consistent work over a number of weeks.

    You are also strongly encouraged to attend the online tutorials as they will be predominantly devoted to offering support for the assessments through Q&A, guidance, and clarification.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    When you submit an assessment via the online submission page, you declare that your submission is entirely your own work.

    Assessment task 1: Reflective Journal

    Due: Due end of each week, Sunday 11:59pm
    Percentage of grade: 35%
    Module 1 Reflective journal
    Module 2 Reflective journal
    Module 3 Reflective journal
    Module 4 Reflective journal
    Module 5 Reflective journal
    Module 6 Reflective journal

    Assessment task 2: Team Teaching

    Due: End of Week 5, Sunday 11:59pm
    Percentage of grade: 30%
    Assessment 2: Team Teaching
    Assessment 2: Individual Contribution to Team Statement

    Assessment task 3: Research Project

     Due: End of Week 6, Sunday 11:59pm
    Percentage of grade: 35%
    Type: Research Project
    Assessment Detail
    Your course assessment details are below. Full detail about each assessment and its rubric, including submission details, is found in the downloadable Assessment Brief document in the course MyUni site. This document will be made available when the assessment is released for publication.

    Each assessment task will have an 'Assessment task discussion board' to post your questions about the assessment. Your tutor will host a Zoom session specifically addressing the assessment in the week preceding the assessment due date.

    All assessments adhere to the University of Adelaide Assessment for Coursework Programs PolicyLinks to an external site..

    When you submit an assessment via the online submission page, you declare that your submission is entirely your own work.

    Assessment task 1: Reflective Journal

    In this assessment you will be required to review your Lesson Notes and your thinking each week, reflect on what you have learned and challenges you recognise regarding your knowledge, attitude and behaviour, then write up your reflections in your journal. Each week’s journal entry should build upon and reference previous entries, including reflection on the progress and outcome of recorded challenges.

    Due: Due end of each week, Sunday 11:59pm
    Percentage of grade: 35%
    Module 1 Reflective journal
    Module 2 Reflective journal
    Module 3 Reflective journal
    Module 4 Reflective journal
    Module 5 Reflective journal
    Module 6 Reflective journal

    Assessment task 2: Team Teaching

    In this assessment you will be required to work in a team with 2–4 other students. You will select a topic from a list, create a lesson plan consistent with the template provided, and then deliver an interactive class session on this topic.

    Due: End of Week 5, Sunday 11:59pm
    Percentage of grade: 30%
    Assessment 2: Team Teaching
    Assessment 2: Individual Contribution to Team Statement

    Assessment task 3: Research Project

    In this assessment you will be required to select a research topic from a provided list, submit a research proposal for approval and then create a research report using your preferred presentation style, again selected from a list.

    Due: End of Week 6, Sunday 11:59pm
    Percentage of grade: 35%
    Type: Research Project
    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.