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Smartphone security awareness, perceptions and practices: a Welsh higher education case study

Desireé Cranfield Orcid Logo, Isabella M. Venter, Rénette J. Blignaut, Karen Renaud

INTED2020 Proceedings, Pages: 3014 - 3023

Swansea University Author: Desireé Cranfield Orcid Logo

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DOI (Published version): 10.21125/inted.2020.0891

Abstract

Higher Education students are purported to be heavy users of technology; specifically, smartphones,which are “Internet of Things” devices. These have revolutionized every sector of public and personallife, including teaching and learning within Higher Education. The way students engage with each oth...

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Published in: INTED2020 Proceedings
ISBN: 978-84-09-17939-8 9788409179398
ISSN: 2340-1079
Published: Valencia, SPAIN IATED 2020
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URI: https://cronfa.swan.ac.uk/Record/cronfa53909
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2021-12-01T10:37:39.6154929</datestamp><bib-version>v2</bib-version><id>53909</id><entry>2020-04-07</entry><title>Smartphone security awareness, perceptions and practices: a Welsh higher education case study</title><swanseaauthors><author><sid>3f8fe4194470d374d18e4738089a6ab1</sid><ORCID>0000-0002-3082-687X</ORCID><firstname>Desire&#xE9;</firstname><surname>Cranfield</surname><name>Desire&#xE9; Cranfield</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2020-04-07</date><deptcode>BBU</deptcode><abstract>Higher Education students are purported to be heavy users of technology; specifically, smartphones,which are &#x201C;Internet of Things&#x201D; devices. These have revolutionized every sector of public and personallife, including teaching and learning within Higher Education. The way students engage with each other,with institutions of higher learning, and with their own education, has changed dramatically. Thesmartphone pervades all areas of their lives with a plethora of security issues accompanying its use.Cybersecurity perceptions are said to inform security practices and precautionary-related behaviours. Ifperceptions are skewed, the necessary security behaviours might be inadequate. The main objective ofthis quantitative study was to investigate the level of smartphone security awareness of HigherEducation students undertaking a Business degree at a Welsh University during the 2016-17 and 2018-19 academic years. Understanding whether students have acquired prior cybersecurity knowledgethrough formal means was key to understanding whether there was a link between security education,security awareness, smartphone security behaviours, perceptions and practices. This researchtherefore aimed to investigate: 1) The level of smartphone security awareness depicted in the attitudes,behaviours, knowledge and competences of these university students; 2) Any gender differences interms of attitudes, behaviours, knowledge and competences regarding smartphone security awareness;and 3) The importance of cybersecurity awareness &amp; training. Participants in this study were largelymale, with half of the participants having undertaken a prior information communication technologycourse. Almost all participants recognised that there were issues with social networking applications andlocation sharing. The majority did not deploy measures to prevent viruses, this being the case forsignificantly more females. More than half of the participants used mechanisms to protect their data.However, significantly more of the 2018-19 participant group, as compared to the 2016-17 participantgroup, did not do this. This study suggests that formal information communication technology trainingimproved awareness of the security risks and more secure behaviours. Even so, smartphone securityawareness is not as high as hoped. This study suggests that as technology and digital literacy gainimportance, smartphone security literacy training should not be left to chance. It is clear that educationand training should occur early in the education life cycle, and be a lifelong learning activity.Keywords: Smartphone, cybersecurity, life-long learning, higher education, mobile phone.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>INTED2020 Proceedings</journal><volume/><journalNumber/><paginationStart>3014</paginationStart><paginationEnd>3023</paginationEnd><publisher>IATED</publisher><placeOfPublication>Valencia, SPAIN</placeOfPublication><isbnPrint>978-84-09-17939-8</isbnPrint><isbnElectronic>9788409179398</isbnElectronic><issnPrint/><issnElectronic>2340-1079</issnElectronic><keywords>Smartphone, cybersecurity, life-long learning, higher education, mobile phone</keywords><publishedDay>18</publishedDay><publishedMonth>4</publishedMonth><publishedYear>2020</publishedYear><publishedDate>2020-04-18</publishedDate><doi>10.21125/inted.2020.0891</doi><url>https://library.iated.org/view/CRANFIELD2020SMA</url><notes/><college>COLLEGE NANME</college><department>Business</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>BBU</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2021-12-01T10:37:39.6154929</lastEdited><Created>2020-04-07T12:35:39.6527676</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Management - Business Management</level></path><authors><author><firstname>Desire&#xE9;</firstname><surname>Cranfield</surname><orcid>0000-0002-3082-687X</orcid><order>1</order></author><author><firstname>Isabella M.</firstname><surname>Venter</surname><order>2</order></author><author><firstname>R&#xE9;nette J.</firstname><surname>Blignaut</surname><order>3</order></author><author><firstname>Karen</firstname><surname>Renaud</surname><order>4</order></author></authors><documents><document><filename>53909__17023__339b5f1e3034489dbcb7cdcc777b0d41.pdf</filename><originalFilename>891-Welsh Case Study.pdf</originalFilename><uploaded>2020-04-07T12:47:31.7729144</uploaded><type>Output</type><contentLength>295779</contentLength><contentType>application/pdf</contentType><version>Accepted Manuscript</version><cronfaStatus>true</cronfaStatus><documentNotes>Released with the permission of the publisher.</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language></document></documents><OutputDurs/></rfc1807>
spelling 2021-12-01T10:37:39.6154929 v2 53909 2020-04-07 Smartphone security awareness, perceptions and practices: a Welsh higher education case study 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2020-04-07 BBU Higher Education students are purported to be heavy users of technology; specifically, smartphones,which are “Internet of Things” devices. These have revolutionized every sector of public and personallife, including teaching and learning within Higher Education. The way students engage with each other,with institutions of higher learning, and with their own education, has changed dramatically. Thesmartphone pervades all areas of their lives with a plethora of security issues accompanying its use.Cybersecurity perceptions are said to inform security practices and precautionary-related behaviours. Ifperceptions are skewed, the necessary security behaviours might be inadequate. The main objective ofthis quantitative study was to investigate the level of smartphone security awareness of HigherEducation students undertaking a Business degree at a Welsh University during the 2016-17 and 2018-19 academic years. Understanding whether students have acquired prior cybersecurity knowledgethrough formal means was key to understanding whether there was a link between security education,security awareness, smartphone security behaviours, perceptions and practices. This researchtherefore aimed to investigate: 1) The level of smartphone security awareness depicted in the attitudes,behaviours, knowledge and competences of these university students; 2) Any gender differences interms of attitudes, behaviours, knowledge and competences regarding smartphone security awareness;and 3) The importance of cybersecurity awareness & training. Participants in this study were largelymale, with half of the participants having undertaken a prior information communication technologycourse. Almost all participants recognised that there were issues with social networking applications andlocation sharing. The majority did not deploy measures to prevent viruses, this being the case forsignificantly more females. More than half of the participants used mechanisms to protect their data.However, significantly more of the 2018-19 participant group, as compared to the 2016-17 participantgroup, did not do this. This study suggests that formal information communication technology trainingimproved awareness of the security risks and more secure behaviours. Even so, smartphone securityawareness is not as high as hoped. This study suggests that as technology and digital literacy gainimportance, smartphone security literacy training should not be left to chance. It is clear that educationand training should occur early in the education life cycle, and be a lifelong learning activity.Keywords: Smartphone, cybersecurity, life-long learning, higher education, mobile phone. Conference Paper/Proceeding/Abstract INTED2020 Proceedings 3014 3023 IATED Valencia, SPAIN 978-84-09-17939-8 9788409179398 2340-1079 Smartphone, cybersecurity, life-long learning, higher education, mobile phone 18 4 2020 2020-04-18 10.21125/inted.2020.0891 https://library.iated.org/view/CRANFIELD2020SMA COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2021-12-01T10:37:39.6154929 2020-04-07T12:35:39.6527676 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 Isabella M. Venter 2 Rénette J. Blignaut 3 Karen Renaud 4 53909__17023__339b5f1e3034489dbcb7cdcc777b0d41.pdf 891-Welsh Case Study.pdf 2020-04-07T12:47:31.7729144 Output 295779 application/pdf Accepted Manuscript true Released with the permission of the publisher. true eng
title Smartphone security awareness, perceptions and practices: a Welsh higher education case study
spellingShingle Smartphone security awareness, perceptions and practices: a Welsh higher education case study
Desireé Cranfield
title_short Smartphone security awareness, perceptions and practices: a Welsh higher education case study
title_full Smartphone security awareness, perceptions and practices: a Welsh higher education case study
title_fullStr Smartphone security awareness, perceptions and practices: a Welsh higher education case study
title_full_unstemmed Smartphone security awareness, perceptions and practices: a Welsh higher education case study
title_sort Smartphone security awareness, perceptions and practices: a Welsh higher education case study
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
author Desireé Cranfield
author2 Desireé Cranfield
Isabella M. Venter
Rénette J. Blignaut
Karen Renaud
format Conference Paper/Proceeding/Abstract
container_title INTED2020 Proceedings
container_start_page 3014
publishDate 2020
institution Swansea University
isbn 978-84-09-17939-8
9788409179398
issn 2340-1079
doi_str_mv 10.21125/inted.2020.0891
publisher IATED
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url https://library.iated.org/view/CRANFIELD2020SMA
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description Higher Education students are purported to be heavy users of technology; specifically, smartphones,which are “Internet of Things” devices. These have revolutionized every sector of public and personallife, including teaching and learning within Higher Education. The way students engage with each other,with institutions of higher learning, and with their own education, has changed dramatically. Thesmartphone pervades all areas of their lives with a plethora of security issues accompanying its use.Cybersecurity perceptions are said to inform security practices and precautionary-related behaviours. Ifperceptions are skewed, the necessary security behaviours might be inadequate. The main objective ofthis quantitative study was to investigate the level of smartphone security awareness of HigherEducation students undertaking a Business degree at a Welsh University during the 2016-17 and 2018-19 academic years. Understanding whether students have acquired prior cybersecurity knowledgethrough formal means was key to understanding whether there was a link between security education,security awareness, smartphone security behaviours, perceptions and practices. This researchtherefore aimed to investigate: 1) The level of smartphone security awareness depicted in the attitudes,behaviours, knowledge and competences of these university students; 2) Any gender differences interms of attitudes, behaviours, knowledge and competences regarding smartphone security awareness;and 3) The importance of cybersecurity awareness & training. Participants in this study were largelymale, with half of the participants having undertaken a prior information communication technologycourse. Almost all participants recognised that there were issues with social networking applications andlocation sharing. The majority did not deploy measures to prevent viruses, this being the case forsignificantly more females. More than half of the participants used mechanisms to protect their data.However, significantly more of the 2018-19 participant group, as compared to the 2016-17 participantgroup, did not do this. This study suggests that formal information communication technology trainingimproved awareness of the security risks and more secure behaviours. Even so, smartphone securityawareness is not as high as hoped. This study suggests that as technology and digital literacy gainimportance, smartphone security literacy training should not be left to chance. It is clear that educationand training should occur early in the education life cycle, and be a lifelong learning activity.Keywords: Smartphone, cybersecurity, life-long learning, higher education, mobile phone.
published_date 2020-04-18T04:07:08Z
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