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OpenPGP is one of the two major standards for end-to-end email security. Several studies showed that serious usability issues exist with tools implementing this standard. However, a widespread assumption is that expert users can handle these tools and detect signature spoofing attacks. We present a user study investigating expert users' strategies to detect signature spoofing attacks in Thunderbird. We observed 25 expert users while they classified eight emails as either having a legitimate signature or not. Studying expert users explicitly gives us an upper bound of attack detection rates of all users dealing with PGP signatures. 52% of participants fell for at least one out of four signature spoofing attacks. Overall, participants did not have an established strategy for evaluating email signature legitimacy. We observed our participants apply 23 different types of checks when inspecting signed emails, but only 8 of these checks tended to be useful in identifying the spoofed or invalid signatures. In performing their checks, participants were frequently startled, confused, or annoyed with the user interface, which they found supported them little. All these results paint a clear picture: Even expert users struggle to verify email signatures, usability issues in email security are not limited to novice users, and developers may need proper guidance on implementing email signature GUIs correctly.
A COMPREHENSIVE ACTIVE-BASED LEARNING ENVIRONMENT FOR MANAGEMENT EDUCATION: AN EVALUATIVE STUDY
(2017)
There seems to be a strong distinction between what most business schools prepare their students for and what practicing managers actually do in their professional life [1]. Business education, in general, sees management as analytical and scientific, when empirical evidences indicate that the practicing manager repertoire is comprised not only of analysis but mainly of the development of solutions to illdefined problems [2].
Moreover, the globalization of the economy and the shift from a manufacturing to an informationbased society have led to significant changes in the conditions of work; with post-industrial economies
living an era of continuous market change and creative destruction [3], [4]. This scenario increases the array of responsibilities of higher education institutions which, in addition to providing disciplinary knowledge, should develop in students non-disciplinary competences such as decision-making, problem-solving, interpersonal communication, etc. As argued by Zlatkin-Troitschanskaia, et al. [5],
the development of such competences - sometimes referred as transversal or generic - are increasingly relevant in a society facing constant changes, since they are adaptable to various contexts enhancing the relevancy and the employability of students.
Under this perspective, a change in management education is needed. It should be oriented less on the training of business analysts and more on preparing future managers for solving the ill-designed
problems of real business practice. It is suggested that the focus of business education should move from ‘simply’ providing a body of domain-specific knowledge to give students the opportunity to apply
that knowledge under realistic contexts which better resembling management practice and foster the development of generic competences. In that respect, literature suggested that active-based learning
methods are best fitted for the ‘task’ [6]. More specifically, it points out to a series of ‘desirable’ elements that should be present if one wants to accurately replicate a management learning
environment. This author condensed those elements to form a theoretical proposition: that to build powerful management learning environments one needs to offer students the opportunity to
collectively engage in a series of continuous real-world experiences in a process permeated by careful reflection in and on the action.