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Component-based Software Engineering (CBSE)

Purpose This paper’s purpose is to provide a current best practice approach that can be used to identify and manage bring your own device (BYOD) security and privacy risks faced by organisations that use mobile devices as part of their business strategy. While BYOD deployment can provide work flexibility, boost employees’ productivity and be cost cutting for organisations, there are also many information security and privacy issues, with some widely recognised, and others less understood. This paper focuses on BYOD adoption, and its associated risks and mitigation strategies, investigating how both information security and privacy can be effectively achieved in BYOD environments. Design/methodology/approach This research paper used a qualitative research methodology, applying the case study approach to understand both organisational and employee views, thoughts, opinions and actions in BYOD environments. Findings This paper identifies and understands BYOD risks, threats and influences, and determines effective controls and procedures for managing organisational and personal information resources in BYOD. Research limitations/implications The scope of this paper is limited to the inquiry and findings from organisations operating in Australia. This paper also suggests key implications that lie within the ability of organisations to adequately develop and deploy successful BYOD management and practices. Originality/value This paper expands previous research investigating BYOD practices, and also provides a current best practice approach that can be used by organisations to systematically investigate and understand how to manage security and privacy risks in BYOD environments.

Research endeavours in software development have found that failures and deficiencies of software systems are often rooted in the requirements activities undertaken. One possible cause for poor requirements activities is the appropriateness of the education of those engaged with the requirements component of software development. This education is largely based on model curricula used as guidelines. This paper examines the requirements component of model curricula in the disciplines of computer science, information systems and software engineering. These are compared to the opinions of a small but representative group of practitioners, assembled through personal interviews. The results reveal that the model curricula address to a high degree the expectations on the formal education preparing for requirements activities practitioners have mentioned. However, the results also show that practitioners see shortcomings in formal education, particularly with respect to more generic skills, such as communication and team skills.

The restructuring of a course in Advanced Software Design to address issues raised by students wishing to engage in more 'real-world' scenarios provided the opportunity to develop a problem-based learning environment. This paper focuses on the requirements of such an environment and discusses initial feedback on its application.

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting