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.

  • General Course Information
    Course Details
    Course Code COMMGMT 7023OL
    Course Business Data & Cyber Security (M)
    Coordinating Unit Adelaide Business School
    Term Online Teaching 3
    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: Siyakha Mthunzi

    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)

    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

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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

    No information currently available.

    Assessment Detail

    No information currently available.

    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

    Counselling for Fully Online Postgraduate Students

    Fully online students can access counselling services here:

    Phone: 1800 512 155 (24/7) 

    SMS service: 0439 449 876 (24/7) 

    Email: info@assureprograms.com.au

    Go to the Study Smart Hub to learn more, or speak to your Student Success Advisor (SSA) on 1300 296 648 (Monday to Thursday, 8.30am–5pm ACST/ACDT, Friday, 8.30am–4.30pm ACST/ACDT)

  • 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.

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