The likelihood that the firm's information systems are insufficiently protected against certain kinds of damage or loss is known as "systems risk." Risk can be managed or reduced when managers are aware of the full range of controls available and implement the most effective controls. Unfortunately, they often lack this knowledge and their subsequent actions to cope with systems risk are less effective than they might otherwise be. This is one viable explanation for why losses from computer abuse and computer disasters today are uncomfortably large and still so potentially devastating after many years of attempting to deal with the problem. Results of comparative qualitative studies in two information services Fortune 500 firms identify an approach that can effectively deal with the problem. This theory-based security program includes: (1) use of a security risk planning model, (2) education/training in security awareness, and (3) Countermeasure Matrix analysis. abroad, the Local Government Audit Inspectorate (1981). Estimates of annual losses vary, but some set losses at between $500 million and $5 billion per year in the U.S. alone (Flanagan and McMenamin, 1992). If anything, losses have become even more serious as time goes on (Schwartz, 1990). Back-Burner Issue Yet, in spite of voluminous public evidence that systems risk is high and that many organizations are under-secured, many managers continue to ignore the issue and to be "naive" in their responses to the challenge posed by this growing threat (Loch et al., 1992, p. 183). Why is this so? One viable explanation is that systems risk has been a back-burner issue for decades, even among managers who specialize in information technology (IT), and it is difficult to change a perception with such momentum. Tellingly, although IT executives have included systems security in their list of critical issues (Ball and

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Chemical process design is a multi‐objective optimization problem with conflicting objectives. It can be solved efficiently by calculating the Pareto frontier, a set of Pareto‐optimal compromises. This work describes how multi‐objective optimization and decision support techniques have been implemented in the process simulation software CHEMASIM. The Pareto frontier is calculated automatically and an innovative slider concept is used to navigate the results and to support the decision making. With the help of two examples, the optimization of the process design workflow is demonstrated.

This essay is a speculation of the impact of the next generation technological platform — the internetwork computing architecture (InterNCA) — on systems development. The impact will be deep and pervasive and more substantial than when computing migrated from closed computer rooms to ubiquitous personal computers and flexible client‐server solutions. Initially, by drawing upon the notion of a technological frame, the InterNCA, and how it differs from earlier technological frames, is examined. Thereafter, a number of hypotheses are postulated with regard to how the architecture will affect systems development content, scope, organization and processes. Finally, some suggestions for where the information systems research community should focus its efforts (if the call for relevance is not to be taken lightly) are proposed.

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators' panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise.