scholarly journals A Holistic Cybersecurity Maturity Assessment Framework for Higher Education Institutions in the United Kingdom

2020 ◽  
Vol 10 (10) ◽  
pp. 3660
Author(s):  
Aliyu Aliyu ◽  
Leandros Maglaras ◽  
Ying He ◽  
Iryna Yevseyeva ◽  
Eerke Boiten ◽  
...  
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Best Practices ◽  
Assessment Tool ◽  
Assessment Framework ◽  
Self Assessment ◽  
Maturity Models ◽  
Capability Maturity ◽  
The United Kingdom ◽  
Maturity Assessment

As organisations are vulnerable to cyberattacks, their protection becomes a significant issue. Capability Maturity Models can enable organisations to benchmark current maturity levels against best practices. Although many maturity models have been already proposed in the literature, a need for models that integrate several regulations exists. This article presents a light, web-based model that can be used as a cybersecurity assessment tool for Higher Education Institutes (HEIs) of the United Kingdom. The novel Holistic Cybersecurity Maturity Assessment Framework incorporates all security regulations, privacy regulations, and best practices that HEIs must be compliant to, and can be used as a self assessment or a cybersecurity audit tool.

scholarly journals Implementation of Smart Manufacturing Maturity Assessment Framework：A Socio-Technical Perspective

2020 ◽  
Vol 179 ◽  
pp. 02023
Author(s):  
Lei Yue ◽  
Zhou Wang ◽  
Yifang Fang ◽  
Zhonghua Han
Keyword(s):  
Smart Manufacturing ◽  
Future Research ◽  
Assessment Framework ◽  
Maturity Models ◽  
Capability Maturity ◽  
Industrial Enterprises ◽  
Maturity Assessment ◽  
Specific Assessment ◽  
Activity Models ◽  
Dimensional Assessment

Smart manufacturing capability maturity assessment has been widely carried out in order to help enterprises to identify the direction and route of smart transformation by stationing in enterprises. However, many maturity models for industrial enterprises can not reflect their industrial realities more accurately. Therefore, the aim of this paper attempts to make the smart manufacturing maturity assessment operational, and implement a specific assessment framework based on an existing general conceptual framework. This implementation involved two top-down approaches that one is socio-technical system as a top-level design of factors, and the other is refining assessment domains based on lifecycle and activity models. Results of this implementation showed a two-dimensional assessment framework instance and collections of definitions for capability maturity levels. To conclude, this implementation may be a reference for work specification of smart manufacturing maturity assessment. Three possible future research in the area was suggested at last.

scholarly journals Cybersecurity maturity assessment framework for higher education institutions in Saudi Arabia

2021 ◽  
Vol 7 ◽  
pp. e703
Author(s):  
Iman Almomani ◽  
Mohanned Ahmed ◽  
Leandros Maglaras
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Data Privacy ◽  
Gap Analysis ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Assessment Method ◽  
Security Level ◽  
Assessment Framework ◽  
Maturity Assessment

The Saudi Arabia government has proposed different frameworks such as the CITC’s Cybersecurity Regulatory Framework (CRF) and the NCA’s Essential Cybersecurity Controls (ECC) to ensure data and infrastructure security in all IT-based systems. However, these frameworks lack a practical, published mechanism that continuously assesses the organizations’ security level, especially in HEI (Higher Education Institutions) systems. This paper proposes a Cybersecurity Maturity Assessment Framework (SCMAF) for HEIs in Saudi Arabia. SCMAF is a comprehensive, customized security maturity assessment framework for Saudi organizations aligned with local and international security standards. The framework can be used as a self-assessment method to establish the security level and highlight the weaknesses and mitigation plans that need to be implemented. SCMAF is a mapping and codification model for all regulations that the Saudi organizations must comply with. The framework uses different levels of maturity against which the security performance of each organization can be measured. SCMAF is implemented as a lightweight assessment tool that could be provided online through a web-based service or offline by downloading the tool to ensure the organizations’ data privacy. Organizations that apply this framework can assess the security level of their systems, conduct a gap analysis and create a mitigation plan. The assessment results are communicated to the organization using visual score charts per security requirement per level attached with an evaluation report.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

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