Discuss ethical concerns you see in your project. How will you address or prevent them? IN THE FILE IS WEEK 5 ASSIGNMENT THE MAIN FOCUS IN PREVIOUS WOR

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Identify theory

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1. Introduction: Identifying a Potential Theory

· Chosen Theory: Social Cognitive Theory (SCT) is one of the promising guiding theories for this research. SCT is useful when understanding why people act the way they do given their belief system and the environment in which they operate, as cybersecurity concerns reflect employee training, compliance, and social interventions.

· Rationale for Theory: The focus of SCT on behaviour and learning processes aligns the investigation of the factors influencing cybersecurity education, awareness and the organisational culture on security practices and the preparedness of the workforce to the objectives of SCT.

2. Theory Application in Articles

Most of the selected articles use theories related to SCT, with concern to behaviour, learning, and awareness to explain or prescribe cybersecurity.

3. Theory Usage and Role in Each Article

· Admass et al. (2024): In terms of SCT, this paper revisits the role of behavioural interventions in the context of cybersecurity. The theory here focuses on how the behaviour of individuals affects security risk management and how training affects security.

· Li & Liu (2021): Drawing with references to SCT principles, the study review of employee behaviour and the role of changing threats describes how perceiving influences the response to risks. According to the authors, SCT informs their discussion toward the alteration of cybersecurity behaviours depending on threat events.

· Furnell (2021): SCT is used to investigate the behavioural characteristics of cybersecurity learning and training, where theories of learning and motivation provide a rationale for engagement from the workforce.

· Dillon & Tan (2024): SCT is used to advise the way in which this study analyses how education promotes security consciousness among the cybersecurity workforce. The theory is helpful in explaining the development of security skill sets.

· Shaukat et al. (2020): This article applies SCT by discussing what has been presented about machine learning to forecast behaviour-based threats and how models refine the cybersecurity process from behavioural patterns.

· Safitra et al. (2023): SCT can be seen when studying frameworks of proactive behaviour minimizing risk. It informs the proposed principle for risk management from an employee perspective.

· Handa et al. (2019): SCT applies in developing the understanding that awareness as well as knowledge sharing is critical for the employees’ compliance with security processes.

· Li et al. (2019): SCT is integrated into this article explicitly to explain how awareness contributes to employees’ cybersecurity practice, policy knowledge, and behaviour change.

· Xu (2019): In this sense, SCT principles contribute to building a foundation of thinking for working in network security from positions of prevention and prevention-related behaviour, which pays special attention to the social and organizational aspects of organizing defensive actions.

· Nizich (2023): Decision makers use SCT to assess requirements for training a workforce by examining the learning theories that help predict future security threats.

4. Role of Theory in Studies

· Primary Role: SCT is mainly used to explain how individuals’ behaviour relates to security practices across the various studies. It offers the basis for understanding the cybersecurity training, awareness, and the policy impact on individual and organizational security.

· Impact on Findings: SCT underpins insights into relevant educational and training interventions to promote safer and more secure behaviours in cybersecurity contexts where persons undertake behavioural changes towards more educative and positive cybersecurity cultures.

5. Role of Theory in the future research design

· In Quantitative Research: SCT can lead research works that measure the extent of the effects of training on the practice of cyber security like studies on the level of awareness among respondents before and after the training. It enables hypothesis testing and conducts statistical modelling of behavioural paradigms.

· In Qualitative Research: SCT can use interviews or case studies for example to look at the practice or perception of the employees on cybersecurity. Still, there is a way in which qualitative data can complement insights into facilitators and challenges to safe practices.

· Differences: Quantitative applications highlight the number of times behaviour occurs as a key result feature while qualitative applications shed light on details of why behaviour occurs.

6. Identified Gaps in Theory or Practice

· Observed Gaps: The articles often document a call for more investigation concerning the organizational culture and awareness training towards improved permanency of cybersecurity. Lack of knowledge is there with regard to the identification of more particular motivational factors that give rise to security-indicative behaviour.

· Implications for Future Studies: Herein, expanding on these gaps enables future research to utilize SCT to investigate the organizational practices that support cybersecurity awareness and prevention of employee behaviour.

7. Conclusion: Scholar-Practitioner Perspective

· Application in Practice: SCT can benefit the scholar-practitioner in as much as it generates theoretical underpinnings for scholar-practitioners to design contextualized interventions intended to promote the sustainable implementation of security paradigms. Since SCT focuses on social and individual behaviour, it enhances theoretical contributions to the field and contributions to practice elements of the cybersecurity workforce.

References

1. Admass, W. S., Munaye, Y. Y., & Diro, A. A. (2024). Cyber security: State of the art, challenges and future directions. Cyber Security and Applications, 2, 100031.

2. Dillon, R., & Tan, K. L. (2024). Cybersecurity workforce landscape, education, and industry growth prospects in Southeast Asia. Journal of Tropical Futures, 1(2), 172-181.

3. Furnell, S. (2021). The cybersecurity workforce and skills. Computers & Security, 100, 102080.

4. Handa, A., Sharma, A., & Shukla, S. K. (2019). Machine learning in cybersecurity: A review. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 9(4), e1306.

5. Li, L., He, W., Xu, L., Ash, I., Anwar, M., & Yuan, X. (2019). Investigating the impact of cybersecurity policy awareness on employees’ cybersecurity behavior. International Journal of Information Management, 45, 13-24.

6. Li, Y., & Liu, Q. (2021). A comprehensive review study of cyber-attacks and cyber security; Emerging trends and recent developments. Energy Reports, 7, 8176-8186.

7. Nizich, M. (2023). Preparing the cybersecurity workforce of tomorrow. The Cybersecurity Workforce of Tomorrow, 117-146.

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