COMMGMT 7023OL - Business Data & Cyber Security (M)
Online - Online Teaching 3 - 2024
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General Course Information
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, COMMGMT 7023 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 .
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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 OutcomesCode
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, 660-671Module 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
In this course, you will learn about a broad range of topics dealing with data, their use and value, and lay a foundation for understanding multiple aspects of cyber and information security. A core focus of this course is being able to understand the field from multiple perspectives and be able to communicate well – about both data and security of data – to a range of audiences from non-technical executive management to technophobic employees or clients. A strong secondary focus is learning how to manage your own ongoing learning, including how to recognise and sift quality information to stay current in a rapid-obsolescence field.
The course is structured in six modules, each of which is intended to be completed over the course of a week:
Module 1: Data and Government, Business and Private Uses
Module 2: Data and Ethical Issues
Module 3: Human Vulnerability and Social Engineering
Module 4: Data in Business (Applications)
Module 5: Data and Technology
Module 6: Communicating Cyber Security
Throughout this course you will
- undertake a systemic approach to a broad and multi-disciplinary field
- work through a series of inter-related topics, learning how to integrate them
- develop your ability to both research and communicate in a rapidly evolving field
- layer and build a depth of understanding as you revisit topics throughout the six weeks
- build a powerful inter-disciplinary glossary of lay (non-technical) explanations of technical terms
- cement your knowledge and understanding through reflective journaling, learning how to take ownership of your knowledge for real-world application
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
As a general rule, you should be spending 20 to 25 hours per week on the work in this courseLearning Activities Summary
What you will do during the course
In this course, you will be required to complete the activities and readings for each module. You are encouraged to work through the content systematically, as it has been designed so that the content builds upon itself within each module, and from module to module. Please note that you will have opportunities throughout the course to share your work, and your views, by posting to various discussion threads. These are optional, but nonetheless, will be very helpful for you as your work your way through the material.
The course has also been designed such that the content within all six modules will enable you to complete the three assessment tasks. It is strongly recommended that you commence work on all three assessment tasks from early in week one, as they all require consistent work over a number of weeks.
You are also strongly encouraged to attend the online tutorials as they will be predominantly devoted to offering support for the assessments through Q&A, guidance, and clarification. -
Assessment
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
When you submit an assessment via the online submission page, you declare that your submission is entirely your own work.
Assessment task 1: Reflective Journal
Due: Due end of each week, Sunday 11:59pm
Percentage of grade: 35%
Module 1 Reflective journal
Module 2 Reflective journal
Module 3 Reflective journal
Module 4 Reflective journal
Module 5 Reflective journal
Module 6 Reflective journal
Assessment task 2: Team Teaching
Due: End of Week 5, Sunday 11:59pm
Percentage of grade: 30%
Assessment 2: Team Teaching
Assessment 2: Individual Contribution to Team Statement
Assessment task 3: Research Project
Due: End of Week 6, Sunday 11:59pm
Percentage of grade: 35%
Type: Research ProjectAssessment Detail
Your course assessment details are below. Full detail about each assessment and its rubric, including submission details, is found in the downloadable Assessment Brief document in the course MyUni site. This document will be made available when the assessment is released for publication.
Each assessment task will have an 'Assessment task discussion board' to post your questions about the assessment. Your tutor will host a Zoom session specifically addressing the assessment in the week preceding the assessment due date.
All assessments adhere to the 成人大片 Assessment for Coursework Programs PolicyLinks to an external site..
When you submit an assessment via the online submission page, you declare that your submission is entirely your own work.
Assessment task 1: Reflective Journal
In this assessment you will be required to review your Lesson Notes and your thinking each week, reflect on what you have learned and challenges you recognise regarding your knowledge, attitude and behaviour, then write up your reflections in your journal. Each week’s journal entry should build upon and reference previous entries, including reflection on the progress and outcome of recorded challenges.
Due: Due end of each week, Sunday 11:59pm
Percentage of grade: 35%
Module 1 Reflective journal
Module 2 Reflective journal
Module 3 Reflective journal
Module 4 Reflective journal
Module 5 Reflective journal
Module 6 Reflective journal
Assessment task 2: Team Teaching
In this assessment you will be required to work in a team with 2–4 other students. You will select a topic from a list, create a lesson plan consistent with the template provided, and then deliver an interactive class session on this topic.
Due: End of Week 5, Sunday 11:59pm
Percentage of grade: 30%
Assessment 2: Team Teaching
Assessment 2: Individual Contribution to Team Statement
Assessment task 3: Research Project
In this assessment you will be required to select a research topic from a provided list, submit a research proposal for approval and then create a research report using your preferred presentation style, again selected from a list.
Due: End of Week 6, Sunday 11:59pm
Percentage of grade: 35%
Type: Research ProjectSubmission
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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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 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)
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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