scholarly journals A Cybersecurity Executive DBA?

10.28945/3913 ◽  
2017 ◽  
Vol 2 ◽  
pp. 001-035
Keyword(s):  
Research University ◽  
Doctoral Programs ◽  
Practical Experience ◽  
The United States ◽  
Cyber Attacks ◽  
Graduate Courses ◽  
Department Of Labor ◽  
College Of Business ◽  
Human Side ◽  
The University

Grandon Gill, Academic Director of the Doctorate of Business Administration Program (DBA) at the University of South Florida’s (USF) Muma College of Business pondered the email he had just sent to Moez Limayem, the dean of the college (see Exhibit 1). In that email, he had raised the possibility of developing a version of the college’s highly successful DBA program specifically targeting cybersecurity professionals. He also noted the possibility of funding from the National Science Foundation (NSF) to help cover the costs of launching the program. The idea of starting the program sparked when Gill had attended an NSF principal investigator’s meeting earlier in the year. A key area of discussion in the meeting involved the serious shortage of terminally qualified faculty candidates to teach cybersecurity-related graduate courses at universities across the United States. These discussions were confirmed by subsequent research. Recent surveys by the U.S. Department of Labor found that the demand for cybersecurity graduates had increased by 27% in 2016 to reach a record high, and increasing number of data breaches and cyber-attacks highlighted the need for trained security professionals. Although there was a lot of practical experience out there in the cybersecurity arena, when a research university like USF wanted to hire faculty, candidates needed to have a terminal degree such as a PhD or DBA. These were much less common among the security experts that would be a good fit with business schools or MIS departments. Indeed, there were few doctoral programs in cybersecurity that focused on researching the human side of cybersecurity—increasingly important in the worlds of business and government. The Muma College of Business has experienced many challenges in its own efforts to hire cybersecurity faculty. What Gill also recognized was that much of the research content of the DBA program that he led could be quite applicable to nontechnical cybersecurity research. The possibility of initiating the new program was not a decision to be taken lightly. Indeed, it raised a series of related questions and decisions: 1) Would such a program be viable in the first place? 2) Should the launch of such a program be contingent on the acquisition of external funding to cover startup expenses? 3) Could the DBA program faculty and staff, already stretched thin by the DBA program’s larger than expected cohorts, support such an additional program? 4) At a university where responsibility for cybersecurity was spread across three colleges, what type of support or opposition could be anticipated for such a program?

scholarly journals A Cybersecurity Executive DBA?

10.28945/3925 ◽  
2017 ◽  
Vol 6 ◽  
pp. 09
Author(s):  
Utkarsh Shrivastava ◽  
Taufeeq Mohammed
Keyword(s):  
Research University ◽  
Doctoral Program ◽  
Practical Experience ◽  
The United States ◽  
Cyber Attacks ◽  
Department Of Labor ◽  
Successful Launch ◽  
College Of Business ◽  
Human Side ◽  
The University

After the successful launch of a DBA program for working executives, the program’s academic director ponders whether or not there might be an opportunity to create a cybersecurity doctoral program based on the existing program’s research core. Grandon Gill, Academic Director of the Doctorate of Business Administration Program (DBA) at the University of South Florida’s (USF) Muma College of Business pondered the email he had just sent to Moez Limayem, the dean of the college (see Exhibit 1). In that email, he had raised the possibility of developing a version of the college’s highly successful DBA program specifically targeting cybersecurity professionals. He also noted the possibility of funding from the National Science Foundation (NSF) to help cover the costs of launching the program. The idea of starting the program sparked when Gill had attended an NSF principal investigator’s meeting earlier in the year. A key area of discussion in the meeting involved the serious shortage of terminally qualified faculty candidates to teach cybersecurity-related graduate courses at universities across the United States. These discussions were confirmed by subsequent research. Recent surveys by the U.S. Department of Labor found that the demand for cybersecurity graduates had increased by 27% in 2016 to reach a record high, and increasing number of data breaches and cyber-attacks highlighted the need for trained security professionals. Although there was a lot of practical experience out there in the cybersecurity arena, when a research university like USF wanted to hire faculty, candidates needed to have a terminal degree such as a PhD or DBA. These were much less common among the security experts that would be a good fit with business schools or MIS departments. Indeed, there were few doctoral programs in cybersecurity that focused on researching the human side of cybersecurity—increasingly important in the worlds of business and government. The Muma College of Business has experienced many challenges in its own efforts to hire cybersecurity faculty. What Gill also recognized was that much of the research content of the DBA program that he led could be quite applicable to nontechnical cybersecurity research. The possibility of initiating the new program was not a decision to be taken lightly. Indeed, it raised a series of related questions and decisions: 1) Would such a program be viable in the first place? 2) Should the launch of such a program be contingent on the acquisition of external funding to cover startup expenses? 3) Could the DBA program faculty and staff, already stretched thin by the DBA program’s larger than expected cohorts, support such an additional program? 4) At a university where responsibility for cybersecurity was spread across three colleges, what type of support or opposition could be anticipated for such a program?

scholarly journals Contribution to the development of pedagogical learning in international entrepreneurship

2018 ◽  
Author(s):  
Latifa HORR
Keyword(s):  
Training Program ◽  
Small Businesses ◽  
International Entrepreneurship ◽  
The United States ◽  
Point Of View ◽  
Behavioral Models ◽  
Production Technologies ◽  
College Of Business ◽  
The University ◽  
Pedagogical Learning

In order to understand and describe the internationalization behavior of companies, the first research carried out before the 1970s focused on large multinationals whose internationalization strategies were made possible by heavy investments. Other research on the internationalization of SMEs, conducted in the United States and Europe in the early 1980s, has given rise to behavioral models in stages where size is a barrier to internationalization. However, we find that very small businesses (TPE), newly created, inexperienced and with limited resources, internationalize and thwart the classic models of internationalization by scrambling the stages. Age, size and resources are no longer barriers to internationalization. This makes Cavusgil (1980) say that the gradual internationalization of companies has become obsolete. Veilleux and Ferro (2010) confirm that today, between 1 and 2% of new businesses are international when they are created and 76% have export prospects in the first two years. And the majority of research carried out since the 1990s deals with the precocity and rapidity of this internationalization from a point of view external to the company such as the saturation of local and / or national markets, the liberalization of international markets or the aid provided by governments, competitive pressure; and from an internal factors point of view such as the role of the manager and his various experiences, the support of his social networks, the use of new communication and production technologies, the characteristics of the product. However, there are very few works that address the internationalization of these VSEs through pedagogical learning in international entrepreneurship; learning mediated by the University, quickly enabling these companies to position themselves on an international market. The object of this research is precisely the questioning of the relevance of this learning; and this, through our participation in the training "International Entrepreneurship and Development of the Global Enterprise" initiated by the "College of Business" of the University of Indiana (ISU). It is a training program, offered by the ISU "College of Business", bringing together Universities from four other continents: Europe, America, Asia, Africa & l 'Oceania. A mixed group of teacher-researchers and researchers from these different universities benefited from this training program.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

scholarly journals Patron-Driven Acquisition of E-Books Satisfies Users’ Needs While Also Building the Library’s Collection

2013 ◽  
Vol 8 (3) ◽  
pp. 58 ◽  
Author(s):  
Giovanna Badia
Keyword(s):  
American Literature ◽  
Research University ◽  
Standardized Test ◽  
The United States ◽  
User Preferences ◽  
Complete Collection ◽  
Research Areas ◽  
Academic Publications ◽  
Library Catalogue ◽  
The University

Objective – To present the initial results of an academic library’s one-year pilot with patron-driven acquisition of e-books, which was undertaken “to observe how user preferences and the availability of e-books interacted with [the library’s] traditional selection program” (p. 469). Design – Case study. Setting – The University of Iowa, a major urban research university in the United States. Subjects – Original selection of 19,000 e-book titles from ebrary at the beginning of the pilot in October 2009. To curb spending during the pilot, the number of e-book titles available for purchase was reduced to 12,000 titles at the end of December 2009, and increased to nearly 13,000 titles in April 2010. Methods – These e-book titles were loaded into the library’s catalogue. The goal was for the University of Iowa’s faculty, staff, and students to search the library catalogue, discover these e-book titles, and purchase these books unknowingly by accessing them. The tenth click by a user on any of the pages of an e-book caused the title to be automatically purchased for the library (i.e., ebrary charged the library for the e-book). Main Results – From October 2009 to September 2010, the library acquired 850 e-books for almost $90,000 through patron-driven acquisition. The average amount spent per week was $1,848 and the average cost per book was $106. Researchers found that 80% of the e-books purchased by library patrons were used between 2 to 10 times in a 1-year period. E-books were purchased in all subject areas, but titles in medicine (133 titles purchased, 16%), sociology (72 titles purchased, 8%), economics (58 titles purchased, 7%), and education (54 titles purchased, 6%) were the most popular. Two of the top three most heavily used titles were standardized test preparation workbooks. In addition, 166 of the e-books purchased had print duplicates in the library, and the total number of times the print copies circulated dropped 70% after the e-versions of these books were obtained. The authors also examined usage data for their subscription to ebrary’s Academic Complete collection from September 2009 to July 2010, which consisted of 47,367 e-books. Together with the 12,947 book titles loaded into the catalogue for the patron-acquisition pilot, there were a grand total of 60,314 ebrary e-book titles in the library catalogue that were accessible to the Iowa University community. The study revealed that 15% of these titles were used during this 11-month period, and the used titles were consulted 3 or more times. The authors sorted the user sessions by publisher and found that patrons used e-books from a wide variety of publishing houses, of which numerous university presses together constituted the majority of uses. The five most heavily used e-books were in the fields of medicine, followed by economics, sociology, English-American literature, and education. Conclusion – The authors’ experience has shown that patron-driven acquisition “can be a useful and effective tool for meeting user needs and building the local collection” (p. 490). Incomplete coverage of academic publications makes patron-driven acquisition only one tool among others, such as selection by liaison librarians, which may be employed for collection development. According to the authors, patron-driven acquisition “does a good job of satisfying the sometimes unrecognized demand for interdisciplinary materials often overlooked through traditional selection methods,” (p. 491) and alerts librarians to new research areas.

scholarly journals Educating nurse leaders to think globally with international collaborative learning

2019 ◽  
Vol 39 (4) ◽  
pp. 186-190
Author(s):  
Helga Bragadóttir ◽  
Teddie Potter
Keyword(s):  
Cultural Sensitivity ◽  
The United States ◽  
Nurse Leaders ◽  
Global Awareness ◽  
University Of Minnesota ◽  
Nursing Administration ◽  
Graduate Courses ◽  
Short Article ◽  
Rapid Pace ◽  
The University

Given the rapid pace of change and globalization, leaders in healthcare must be educated to think globally even if they only act locally. This short article discusses the experience of a collaborative online international learning (COIL) project between the University of Iceland (UI) and the University of Minnesota (UMN) in the United States. The project was embedded into graduate courses in nursing administration and leadership. COIL courses require substantial collaboration but, when done well, COIL transforms teaching so that global awareness of students and faculty is enhanced and widens their horizons as well as their cultural sensitivity.

The Healthy DiplomaTM and Healthy Titans: Two Innovative Campus Programs for Progressive Student, Profession, and Community Outcomes

2016 ◽  
Vol 5 (4) ◽  
pp. 269-275
Author(s):  
Lisa Hicks ◽  
Dan Schmidt
Keyword(s):  
Healthy Lifestyle ◽  
Well Being ◽  
Practical Experience ◽  
The United States ◽  
Health And Wellness ◽  
Entry Level ◽  
University Of Wisconsin ◽  
Community Outcomes ◽  
The University ◽  
University Settings

There is a tremendous need for wellness programming at all university levels as well as the United States as a whole. Healthy lifestyles benefit the workplace through lower healthcare costs, lower rates of injury and absenteeism, higher productivity, and improved morale and retention. This paper describes two innovative programs in higher education, the Healthy DiplomaTM and Healthy Titans, which are designed to improve the health and well-being of both students and employees. Two universities addressed the health and wellness of students (Healthy DiplomaTM) and employees (Healthy Titans) by utilizing the strengths of their respective kinesiology department students and faculty members. The Healthy DiplomaTM program was designed to lead university students to a healthy lifestyle while enhancing their postgraduation contributions as healthy entry-level employees. The Healthy Titans program was designed to provide University of Wisconsin Oshkosh employees and their families an affordable fitness program with an onsite clinical setting for kinesiology students to gain practical experience with fitness programming. Students were provided the opportunity to gain personal health and wellness skills and competencies, and practice their future profession in an applied, yet highly-supervised setting. Practitioners were provided current research and best profession practices. These two programs at two different universities further illustrate both the practicality and advantages of faculty and student collaborations for campus-wide wellness. Programs addressing wellness at the university level have demonstrated appropriateness as well as benefits for students, employees, and community members, and suggest expansion of similar programs to other university settings.

The Academic Vocation

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Research University ◽  
The United States ◽  
Faculty Members ◽  
University Education ◽  
Knowledge And Skills ◽  
College And University ◽  
Teaching History ◽  
The One ◽  
The University ◽  
Number Of Classes

In this chapter, I shall try to advance our thinking about college and university education in the United States through a critical study of contemporary conceptions of the academic vocation. Current reflection upon the state of higher learning in America makes this task at once more urgent and more difficult than it has ever been since the rise of the modern research university. Consider, for example, former Harvard President Derek Bok’s 1986–87 report to the Harvard Board of Overseers. On the one hand, Bok repeatedly insists that universities are obliged to help students learn how to lead ethical, fulfilling lives. On the other hand, he admits that faculty are ill-equipped to help the university discharge this obligation. “Professors,” Bok writes, “. . . are trained to transmit knowledge and skills within their chosen discipline, not to help students become more mature, morally perceptive human beings.” Notice Bok’s assumptions. Teaching history or chemistry or mathematics or literature has little or nothing to do with forming students’ characters. Faculty members must therefore be exhorted, cajoled, or otherwise maneuvered to undertake this latter endeavor in addition to teaching their chosen disciplines. The pursuit of knowledge and the cultivation of virtue are, for Bok at least, utterly discrete activities. To complicate matters still further, the Harvard faculty, together with most faculty members at other modern research universities, would very probably resist the notion that their principal vocational obligation is, as Bok suggested, to transmit the knowledge and skills of their disciplines. They believe that their calling primarily involves making or advancing knowledge, not transmitting it. How else could we explain the familiar academic lament “Because this is a terribly busy semester for me, I do not have any time to do my own work”? Among all occupational groups other than the professoriate, such a complaint, voiced under conditions of intensive labor, is inconceivable. Among university faculty members, it is expected. Never mind the number of classes taught, courses prepared, papers graded, and committees convened.

scholarly journals Sci-Hub provides access to nearly all scholarly literature

eLife ◽  
2018 ◽  
Vol 7 ◽  
Author(s):  
Daniel S Himmelstein ◽  
Ariel Rodriguez Romero ◽  
Jacob G Levernier ◽  
Thomas Anthony Munro ◽  
Stephen Reid McLaughlin ◽  
...  
Keyword(s):  
United States ◽  
Research University ◽  
The United States ◽  
The Other ◽  
University Of Pennsylvania ◽  
Major Research ◽  
Scholarly Literature ◽  
Internet Connection ◽  
The University ◽  
First Time

The website Sci-Hub enables users to download PDF versions of scholarly articles, including many articles that are paywalled at their journal’s site. Sci-Hub has grown rapidly since its creation in 2011, but the extent of its coverage has been unclear. Here we report that, as of March 2017, Sci-Hub’s database contains 68.9% of the 81.6 million scholarly articles registered with Crossref and 85.1% of articles published in toll access journals. We find that coverage varies by discipline and publisher, and that Sci-Hub preferentially covers popular, paywalled content. For toll access articles, we find that Sci-Hub provides greater coverage than the University of Pennsylvania, a major research university in the United States. Green open access to toll access articles via licit services, on the other hand, remains quite limited. Our interactive browser at https://greenelab.github.io/scihub allows users to explore these findings in more detail. For the first time, nearly all scholarly literature is available gratis to anyone with an Internet connection, suggesting the toll access business model may become unsustainable.

scholarly journals Building A Health Administration Program: Strategies For Success

2005 ◽  
Vol 2 (8) ◽  
Author(s):  
Kathleen H. Galbraith ◽  
Margaret Gillingham ◽  
Manuel Dieguez ◽  
Rosalie Hallbauer ◽  
Dana A. Forgione ◽  
...  
Keyword(s):  
Retention Rate ◽  
Practical Experience ◽  
The United States ◽  
Management Program ◽  
Health Administration ◽  
Bachelor Of Science ◽  
Regional Markets ◽  
Associate's Degree ◽  
Radiology Technicians ◽  
The University

Nearly 200 students have now graduated from the University of Baltimore’s (UB’s) six-year-old undergraduate Health Systems Management program (HSMG). With a total student enrollment of 113, the program is one of the larger health administration programs in the United States. The program, an affiliate member of the Association of University Programs in Health Administration, is a unique weekend program that allows working professionals with an Associate’s degree to complete a Bachelor of Science degree in 2½ years. The students have, on average, 10–15 years of experience in the heath industry either as nurses or radiology technicians, thus bringing extensive practical experience to the classroom. By any academic measure, the program has been a success. Recruitment is strong and steady, the retention rate and graduation rate (over 80 percent) is high compared to both the university and national averages, and over 90 percent of the graduating students finish in the 2½ years. The purpose of this paper is to discuss the issues and strategies involved in implementing the program, as well as some of the unique features of this program. We believe our success can be replicated in other university and program settings. The health care employment market in the greater Baltimore region provided a significant student population base from which we were able to draw for enrollment in our HSMG program. Other regional markets can be addressed in a similar fashion to meet the educational needs of students and enhance the achievement of university enrollment goals.

scholarly journals The Model of Professional Development School (PDS) as a Practice of Partnership University-Schools in Teacher Education: A Multi-year Evaluation Study in Israel

1970 ◽  
pp. 453-469
Author(s):  
Nava Bar
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Learning Communities ◽  
Research University ◽  
Professional Development School ◽  
Evaluation Study ◽  
The United States ◽  
Partnership Model ◽  
The University

The article presents in its first part the partnership model – PDS (Professional Development School) for teacher education that developed in the 1970s in the United States following criticism and re- search findings that indicated lack of satisfaction with the traditional teacher education programs. In its second part the article presents findings and discussion of a multi-year study conducted over seven years, from 2010 to 2016, in the first and up till now the only PDS partnership incorporated into teacher training program in research university in Israel. The multi-year study focused on stu- dent teachers’ evaluation of the contribution of the teacher training components of the university- school partnership model (PDS) to their learning of teaching: the practice teaching in the school and the school mentors; the groups of student colleagues as learning communities and their weekly meetings and the university coordinators. From the perception of the PDS partnership as a dynamic and developing process and from the approach of evidence-based practice, the importance of this multi year study lies in the identification of the essential strengths in the process of the practical experience expressed in the partnerships for their empowerment. In addition the importance of this research is in the identification of the essential weaknesses and challenges, for the purpose of en- quiry and learning in the learning communities who take part in the PDS partnerships, and the rais- ing of the necessary courses of action and changes. The importance of the research study in the in-ternational aspect lies in the presentation of an additional profile of partnership for the extension of the shared discussion about dilemmas and challenges that arise from the implementation of different partnerships in the training of teachers.

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