Today, few companies would manage to continuously stay competitive without the proper utilization of information technology (IT). This has increased companies’ dependency of IT and created new threats that need to be addressed to mitigate risks to daily business operations. A large extent of these IT-related threats includes hackers attempting to gain unauthorized access to internal computer networks by exploiting vulnerabilities in the behaviors of employees. A common way to exploit human vulnerabilities is to deceive and manipulate employees through the use of social engineering. Although researchers have attempted to understand social engineering, there is a lack of empirical research capturing multilevel factors explaining what drives employees’ existing behaviors and how these behaviors can be improved. This is addressed in this thesis. The contribution of this thesis includes (i) an instrument to measure security behaviors and its multilevel determinants, (ii) identification of multilevel variables that significantly influence employees’ intent for behavior change, (iii) identification of what behavioral governance factors that lay the foundation for behavior change, (iv) identification that national culture has a significant effect on how organizations cope with behavioral information security threats, and (v) a strategy to ensure adequate information security behaviors throughout an organization. This thesis is a composite thesis of eight papers. Paper 1 describes the instrument measuring multilevel determinants. Paper 2 and 3 describes how security knowledge is established in organizations, and the effect on employee information security awareness. In Paper 4 the root cause of employees’ intention to change their behaviors and resist social engineering is described. Paper 5 and 8 describes how the instrument to measure social engineering security behaviors was developed and validated through scenario-based surveys and phishing experiments. Paper 6 and 7 describes experiments performed to understand reason to why employees fall for social engineering. Finally, paper 2, 5 and 6 examines the moderating effect of national culture. / <p>QC 20160503</p>

Lifelong Learning is a key concept in modern ‘knowledge-based’ society and it is viewed as a commodity, a personal drive or a social necessity. This thesis aims to unravel its many dimensions and the values that are ascribed to it by the teachers of Greek Model Experimental High Schools. A Model Experimental High School is a relatively new type of state school in Greece, which is highly differentiated from other schools in terms of curriculum, inter-school activities, staff and students and emerged in the Greek education system in 2011. For this reason, research on the effects of this differentiation in the aspects of Lifelong Learning is scarce. The mixed methods strategy was used in order to form a complete picture of the Lifelong Learning dimensions and the research was conducted in two parts. The first part was quantitative and aimed to categorize the elements that constitute Lifelong Learning for the teachers, the factors that encourage or discourage it and its positive and negative dimensions on a macro level as, through a questionnaire, and as a result responses were collected from the thirty-six Model Experimental High Schools in urban and semi-urban areas of Greece. The second part was qualitative and through semi-structured interviews, it explored more in-depth the issue of Lifelong Learning and the concept of vocational vitality which is related both to Lifelong Learning and a teacher’s professional life. Following the propositions of the Theory of Work Adjustment, the research revealed that through the various non-formal and informal activities that the demanding context of Model Experimental High Schools promotes, Lifelong Learning acts as a reinforcer and a means of sustaining the balance between the school and the teachers by increasing their satisfaction. Moreover, both the quantitative and the qualitative methods revealed that teachers consider Lifelong Learning firstly as a means of personal development and secondly as continuous professional development. Lifelong Learning as investment in the human capital was not found as important as the previous two. Furthermore, the vocational vitality of teachers was found to be thriving due to the importance that Lifelong Learning plays in their life a and despite the difficulties which arise from the work demands or the difficult socioeconomic context in Greece due to the economic crisis of the recent years.

abstract: Newer communication technologies (CTs) will always vie with more mature technologies for the attention of time-constrained legislators. As continual advances in CT make new methods of communication available to legislators, it is important to understand how newly introduced CTs influence novel and changing legislator behaviors. The mixed-method research presented in this study provides deep insights into the relationships between legislators and the CTs they use. This study offers many contributions, among them: it effectively bridges a gap between existing Internet Enabled CT (IECT) behavioral studies on non-legislators by expanding them to include legislator behavior; it expands existing narrowly focused research into the use of CT by legislators by including both IECT and mature CTs such as face-to-face meetings and telephone; it provides a fresh perspective on the factors that make CTs important to legislators, and it uncovers legislator behaviors that are both useful, and potentially harmful, to the process of democracy in the United States. In addition, this study confirms and extends existing research in areas such as minority party constituent communication frequency, and extends the topic of legislator CT behavior into some unanticipated areas such as constituent selective behaviors and the use of text messaging during floor debates which effectively enable lobbyists and paid consultants to participate real-time in floor debates in the Arizona House and Senate. / Dissertation/Thesis / Ph.D. Public Policy 2014

Mothers with intellectual disabilities (ID) have been for a long time a marginalised population, both from a research perspective, as well as from the everyday practice of social workers and medical personnel. The first aim of the research presented in this thesis was to analyse how women with intellectual disabilities expereinece their motherhood and what are their experiences with formal and informal support. The second aim of this thesis was to explore how professionals (i.e., social workers and medical personnel), accept women with intellectual disabilities and how they perceive support they provide to these women. The author used mixed method approach, specifically interview and survey approaches. There were 19 women with intellectual disabilities and 504 professionals (175 medical workers and 329 social workers) who took part in this study. The author also developed four case studies which illustrate the development of mother's identity across divere contexts. This research concluded that women with intellectual disabilities experience their mother's role in the same way as their peers without disabilities, however they need adequate support for performing their role of a mother and for daily tasks. This research also found that professionalism and support offered by social workers and...

Abstract When personal data are collected and utilised to produce personal data intensive services, users of these services are exposed to the possibility of privacy losses. Users’ information privacy concerns may lead to non-adoption of new services and technologies, affecting the quality and the completeness of the collected data. These issues make it challenging to fully reap the benefits brought by the services. The evaluation of information privacy concerns makes it possible to address these concerns in the design and the development of personal data intensive services. This research investigated how privacy concerns evaluations should be developed to make them valid in the evolving data collection contexts. The research was conducted in two phases: employing a mixed-method research design and using a literature review methodology. In Phase 1, two empirical studies were conducted, following a mixed-method exploratory sequential design. In both studies, the data subjects’ privacy behaviour and privacy concerns that were associated with mobility data collection were first explored qualitatively, and quantitative instruments were then developed based on the qualitative results to generalise the findings. Phase 2 was planned to provide an extensive view on privacy behaviour and some possibilities to develop privacy concerns evaluation in new data collection contexts. Phase 2 consisted of two review studies: a systematic literature review of privacy behaviour models and a review of the EU data privacy legislation changes. The results show that in evolving data collection contexts, privacy behaviour and concerns have characteristics that differ from earlier ones. Privacy concerns have aspects specific to these contexts, and their multifaceted nature appears emphasised. Because privacy concerns are related to other privacy behaviour antecedents, it may be reasonable to incorporate some of these antecedents into evaluations. The existing privacy concerns evaluation instruments serve as valid starting points for evaluations in evolving personal data collection contexts. However, these instruments need to be revised and adapted to the new contexts. The development of privacy concerns evaluation may be challenging due to the incoherence of the existing privacy behaviour research. More overarching research is called for to facilitate the application of the existing knowledge. / Tiivistelmä Kun henkilötietoja kerätään ja hyödynnetään dataintensiivisten palveluiden tuottamiseen, palveluiden käyttäjien tietosuoja saattaa heikentyä. Käyttäjien tietosuojahuolet voivat hidastaa uusien palveluiden ja teknologioiden käyttöönottoa sekä vaikuttaa kerättävän tiedon laatuun ja kattavuuteen. Tämä hankaloittaa palveluiden täysimittaista hyödyntämistä. Tietosuojahuolten arviointi mahdollistaa niiden huomioimisen henkilötietoperusteisten palveluiden suunnittelussa ja kehittämisessä. Tässä tutkimuksessa selvitettiin, kuinka tietosuojahuolten arviointia tulisi kehittää muuttuvissa tiedonkeruuympäristöissä. Kaksivaiheisessa tutkimuksessa toteutettiin aluksi empiirinen monimenetelmällinen tutkimus ja tämän jälkeen systemaattinen kirjallisuustutkimus. Ensimmäisessä vaiheessa tehtiin kaksi empiiristä tutkimusta monimenetelmällisen tutkimuksen tutkivan peräkkäisen asetelman mukaisesti. Näissä tutkimuksissa selvitettiin ensin laadullisin menetelmin tietosuojakäyttäytymistä ja tietosuojahuolia liikkumisen dataa kerättäessä. Laadullisten tulosten pohjalta kehitettiin kvantitatiiviset instrumentit tulosten yleistettävyyden tutkimiseksi. Tutkimuksen toisessa vaiheessa toteutettiin kaksi katsaustyyppistä tutkimusta, jotta saataisiin kattava käsitys tietosuojakäyttäytymisestä sekä mahdollisuuksista kehittää tietosuojahuolten arviointia uusissa tiedonkeruuympäristöissä. Nämä tutkimukset olivat systemaattinen kirjallisuuskatsaus tietosuojakäyttäytymisen malleista sekä katsaus EU:n tietosuojalainsäädännön muutoksista. Tutkimuksen tulokset osoittavat, että kehittyvissä tiedonkeruuympäristöissä tietosuojakäyttäytyminen ja tietosuojahuolet poikkeavat aikaisemmista ympäristöistä. Näissä ympäristöissä esiintyy niille ominaisia tietosuojahuolia ja huolten monitahoisuus korostuu. Koska tietosuojahuolet ovat kytköksissä muihin tietosuojakäyttäytymistä ennustaviin muuttujiin, arviointeihin voi olla aiheellista sisällyttää myös näitä muuttujia. Olemassa olevia tietosuojahuolten arviointi-instrumentteja on perusteltua käyttää arvioinnin lähtökohtana myös kehittyvissä tiedonkeruuympäristöissä, mutta niitä on mukautettava uusiin ympäristöihin soveltuviksi. Arvioinnin kehittäminen voi olla haasteellista, sillä aikaisempi tietosuojatutkimus on epäyhtenäistä. Jotta sitä voidaan soveltaa asianmukaisesti arviointien kehittämisessä, tutkimusta on vietävä kokonaisvaltaisempaan suuntaan.

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The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)