As technology keeps integrating further into our personal and professional lives, digital security is a growing concern for our individual and public safety. Email phishing is the most common attack vector, often utilized by malicious actors to trick victims into taking irresponsible actions that benefit the attackers. Phishing attacks targeting large organizations have demonstrated the ability to incur costs that reach great magnitudes. Justifiably, many organizations invest in defense solutions against such attacks. This research investigates the different attack and defense strategies that can affect the success rates for phishing attacks. A retrospective data analysis is performed, on the interaction data of employees with simulated training campaigns, at an organization running a security training program for the last three years, and survey and interview studies with the employees are conducted. The results show that personal qualities such as attachment to the organization, and technological ability have an effect on the employees’ susceptibility to phishing attacks. Attack strategies which exploit human emotions, such as fear through the use of authority, and curiosity through the use of current events, are effective at inducing higher interaction rates. Educational training programs are deemed successful at reducing the employees’ susceptibility to phishing attacks. However, such programs should be implemented carefully to avoid resource waste and produce the sought after results. We determine that a holistic defense strategy should combine multiple security layers, by utilizing technical solutions such as email filters to reduce the number of attempts that are viewed by the employees, with well designed educational solutions, such as the training programs, to reduce the number of interactions with phishing emails, and reporting features to mitigate the potential losses incurred from successful attacks. / Allteftersom teknik upptar en större plats i våra liv blir digital säkerhet en växande fråga för samhällets säkerhet. Nätfiske via e-post är den vanligaste attackvektorn i cyberattacker. Nätfiskekampanjer riktade mot större organisationer har visat sig kunna åstadkomma stora kostnader. Detta orsakar många organisationer att investera pengar ämnade till försvar mot nätfiskeattacker. Den här forskningen undersöker möjliga attackstrategier som används för nätfiskeattacker samt deras framgång, och de olika försvarsåtgärderna som organisationer kan ta. Data från ett IT företag över hur dess anställda påverkas och interagerar med ett säkerhetsutbildningsprogram över 3 års tid, samt enkät och intervjustudier analyseras. Resultaten visar att personliga egenskaper som engagemang för företaget och teknisk förmåga påverkar de anställdas mottaglighet för nätfiskeattacker. Attackstrategier som spelar på känslor, såsom rädsla genom användning av auktoritet, eller nyfikenhet genom användning av aktuella händelser, är effektiva. Säkerhetsutbildningar påvisas vara ett framgångsrikt sätt att minska de anställdas mottaglighet för nätfiskeattacker. Utbildningarna bör dock implementeras noggrant för att undvika resursslöseri och för att försäkra deras effektivitet. Forskningen fastställer att en holistisk försvarsstrategi bör kombinera flera säkerhetslager, genom att använda tekniska lösningar som e-postfilter för att minska antalet försök som de anställda utsätts för, med väldesignade utbildningslösningar för att minska mottagligheten till nätfiske-e-postmeddelanden, och rapporteringsfunktioner för att minska effektiviteten av framgångsrika attacker.

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It is the purpose of this thesis to give the reader a picture of the labor shortage hampering the Defense Production Program, to describe the structure and development of the corporate plan for the National Defense Training Programs conducted by the Federal Security Agency for Texas, to evaluate the effectiveness of this plan, and, in conclusion, to point out such developments as might possibly effect our general educational systems.

In 2003, Gauteng Department of Education (GDE) introduced policies on performance management in an endeavour to improve the quality of teaching and learning in schools. With these policies, schools are supposed to be constantly audited, monitored, and supported by district officials. Within district offices, there are unit supervisors who are responsible to manage PMDS to inculcate a performance culture. This performance culture is subsequently cascaded down to schools to yield quality matric results and yet this remains to be seen. Furthermore, the study aimed to explore the experiences and perceptions of supervisors and officials on the PMDS management within districts. With an interpretive paradigm, the researcher was able to analyse data from interviews and questionnaires. The study revealed that PMDS is generally acknowledged and positively perceived albeit with significant challenges to its implementation in the GDE districts. / Educational Leadership and Management / M.Ed. (Education Management )

Within the last decade, continuous quality improvement (CQI) has been embraced by higher education management. An important component of the quality philosophy is to institute training for everyone: faculty, administrators, staff and students—in order to achieve a cultural transformation. The purpose of this study was to identify and describe the implementation characteristics of CQI training programs and to determine whether or not and to what degree relationships exist between these characteristics and training program effectiveness, as perceived by selected individuals at two- and four-year colleges in the United States. A survey instrument was designed to elicit the perceptions of both the chief administrators and those quality professionals who are charged with the training process as they relate to specific implementation characteristics such as training content needed to convey the appropriate philosophy, program implementation processes, and the perceived effectiveness of the respondents' quality training program. A 21-item questionnaire was used to gather the data from a sample of 524 individuals at two- and four-year colleges in the United States. The dependent variables in the study related to items addressing program effectiveness based on four types of program evaluation, and the independent variables related to specific implementation characteristics. Spearman correlation matrices were executed to test the relationships between and among implementation characteristics and between the four levels of evaluation. Multiple regression analyses were computed to determine which and to what extent implementation characteristics accounted for variation in each of the four measures of effectiveness. Analyses revealed that using a variety of philosophies, tools and content segments, providing training in quality awareness, team leadership, management and leadership, and assessment, using internal trainers, and the extent of staff and faculty support accounted for the largest proportions of variance. The statistical results for the two hypotheses which were derived from the research questions were also reported.

A pre- and postexperimental design with a control group was used to evaluate the effectiveness of a management development program. Subjects were 48 first line staff supervisors employed by a major manufacturing company. The training group subjects (n = 24) attended the company's 1-week training program. Subjects in the control group (n= 24) were similar with respect to plant location, job assignment, etc. A 42-item employee-opinion questionnaire was constructed to measure supervisory style and work.-group climate. The subjects' subordinates (n = 313) completed the questionnaire before and after training. Eleven items identified by content analysis as most relevant to the training content comprised the measure of training effectiveness. An analysis of covariance was performed using the pretest as the covariate. Results indicated no significant training effects.

Grandy's Country Cookin' Inc. is a chain of restaurants specializing in fried chicken dinners. standardized instructional films were needed to teach employees Grandy's operational procedures. The producer was commissioned to make five films to provide visual job descriptions for new employees and managers. These fast-paced films depict actual job situations: "Chicken Cutting," "Breakfast Preparation," "Customer Relations," "System of Operation," and "Drive-Thru Relations," "System of Operation," and "Drive-Thru Service." An accompanying production book describes the making of Grandy's Training. The book examines the background against which the project was proposed, details the problems and procedures of production, and describes the experience of dealing with a client at a professional level.

This study was made: first, to determine the vocational opportunities for commercial graduates of Denton Senior High School as a basis for more effective guidance; second, to determine whether the commercial training program in the local high school is providing adequate vocational preparation for the principal commercial positions in Denton, Texas, third, to discover the chief commercial weaknesses of the present employees in Denton, Texas; fourth, to secure information necessary for appropriate commercial curriculum for the local high school. It is the further aim of this investigation to determine the social as well as the personal business needs of the average individuals." --leaf 1

In 2003, Gauteng Department of Education (GDE) introduced policies on performance management in an endeavour to improve the quality of teaching and learning in schools. With these policies, schools are supposed to be constantly audited, monitored, and supported by district officials. Within district offices, there are unit supervisors who are responsible to manage PMDS to inculcate a performance culture. This performance culture is subsequently cascaded down to schools to yield quality matric results and yet this remains to be seen. Furthermore, the study aimed to explore the experiences and perceptions of supervisors and officials on the PMDS management within districts. With an interpretive paradigm, the researcher was able to analyse data from interviews and questionnaires. The study revealed that PMDS is generally acknowledged and positively perceived albeit with significant challenges to its implementation in the GDE districts. / Educational Leadership and Management / M.Ed. (Education Management )

A pesquisa enfoca programas institucionais de formação do professor universitário em universidades públicas. Estudos evidenciam a escassez de programas que focalizam a formação pedagógica de professores do Ensino Superior, tendo em vista construção recente do campo epistemológico da Pedagogia Universitária no Brasil. O estudo tem como objetivo investigar programas de Pedagogia Universitária em instituições do ensino superior no país. Fundamenta-se no referencial teórico a universidade pública brasileira, as políticas educativas, a Pedagogia Universitária e os saberes dos professores na construção da identidade docente. Na metodologia utiliza-se abordagem qualitativa, com instrumentos para coleta de dados (pesquisa documental e entrevistas semiestruturadas) e análise de conteúdo para estudo dos dados. Na pesquisa documental foram reunidos documentos impressos e digitais acerca dos programas de Pedagogia Universitária de cinco instituições públicas de educação superior, representativas de regiões geográficas do Brasil. As entrevistas foram realizadas com membros da equipe coordenadora de cada programa institucional e analisadas a partir da categoria central (Programas de Pedagogia Universitária) e suas dimensões: organização, objetivos, avaliação e desafios. Resultados apontam que os programas ofertam variadas ações voltadas aos seus professores, tais como, seminários de acolhimento, palestras, cursos, disciplinas, grupos de estudo, contemplando temáticas pedagógicas (docência no ensino superior) e instrumentais (orientação sobre a organização administrativa). Os entrevistados apontam como um dos principais desafios conscientizar professores a participar das atividades, fato que pode estar ligado a concepções dicotômicas de ensino e pesquisa, e ao preconceito com a Pedagogia. Assim, observou-se não somente a necessidade de políticas institucionais consistentes, como também incentivos institucionais que dialoguem com seus professores, conscientizando-os a pesquisar e a refletir pedagogicamente sobre sua prática. O campo epistemológico da Pedagogia Universitária concentra-se, prioritariamente, em fortalecer a docência da Educação Superior, valorizando o processo de ensino-aprendizagem e a formação pedagógica profissional. / The research focuses on institutional programs of university teacher training in public universities. Studies evidenced the scarcity of programs that focus on the pedagogical training of Higher Education teachers, in view of the recent construction of the epistemological field of University Pedagogy in Brazil. The purpose of this study is to investigate University Pedagogy programs in higher education institutions in the country. The Brazilian public university, the educational policies, the University Pedagogy and the teachers\' knowledge in the construction of the teaching identity are based on the theoretical reference. The methodology uses a qualitative approach, with instruments for data collection (documentary research and semi-structured interviews) and content analysis for data analysis. In documentary research, printed and digital documents about the University Pedagogy programs were gathered from five public higher education institutions, representative of geographical regions of Brazil. The interviews were carried out with members of the coordinating team of each institutional program and analyzed from the central category (University Pedagogy Programs) and their dimensions: organization, objectives, evaluation and challenges. Results show that the programs offer a variety of actions aimed at their teachers, such as, host seminars, lectures, courses, disciplines, study groups, contemplating pedagogical themes (teaching in higher education) and instrumental ones (guidance on administrative organization). The interviewees point out as one of the main challenges to educate teachers to participate in activities, a fact that may be linked to dichotomous conceptions of teaching and research, and to \"prejudice\" with Pedagogy. Thus, it was observed not only the need for consistent institutional policies, but also institutional incentives that dialogue with their teachers, making them research and reflect pedagogically on their practice. The epistemological field of the University Pedagogy concentrates, as a priority, on strengthening the teaching of Higher Education, valuing the teaching-learning process and the professional pedagogical formation.