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

Online - Online Teaching 3 - 2022

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.

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Course Details

Course Code	COMMGMT 7023OL
Course	Business Data & Cyber Security (M)
Coordinating Unit	Management
Term	Online Teaching 3
Level	Postgraduate Coursework
Location/s	Online
Units	3
Available for Study Abroad and Exchange	N
Incompatible	COMMGMT 2508
Assessment	Projects, reflective journal and exam

Course Staff

Course Coordinator: Siyakha Mthunzi

Course Timetable

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

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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	CLO-1, 2, 3, 4
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	CLO-2, 3, 4
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	CLO-3, 4, 5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	CLO-2, 3, 4, 5
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	CLO-3, 5
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	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

No information currently available.

Workload

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Learning Activities Summary

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

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

Assessment Summary

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Assessment Detail

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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

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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.
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