Independent School Districts in Texas: A Focused Ethnography on Cybersecurity Barriers

Autor/in	Riley, Stan
Titel	Independent School Districts in Texas: A Focused Ethnography on Cybersecurity Barriers
Quelle	(2022), (126 Seiten) PDF als Volltext Verfügbarkeit D.B.A. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8721-8
Schlagwörter	Hochschulschrift; Dissertation; School Districts; Computer Security; Information Security; Best Practices; Public Schools; Computer Networks; Barriers; Legislation; Training; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; Computervirus; Computersicherheit; Public school; Öffentliche Schule; Computernetz; Computernetze; Kommunikationsnetz; Gesetzgebungslehre; Ausbildung
Abstract	Cybersecurity best practices were the focus of this work and their use within the public school system. The problem of this study centered on the cybersecurity barriers Texas Independent School Districts faced during implementation. The educational system saw ransomware spread across the state, and without the implementation of best practices, more schools may fall victim to these attacks. The purpose of this qualitative study was to analyze and explore the barriers ISD's faced while attempting to implement cybersecurity best practices. The structure found in game theory assisted with identifying the training in place for employees concerning cybersecurity best practices. A qualitative study occurred with a focused ethnographic method as its catalyst. The data analysis process utilized triangulation to ensure the data formed themes. In the results, a primary theme formed, and the focus was a limitation around the cybersecurity legislation in place. Within the limited professional theme, the cybersecurity coordinator role was found not to influence the TMT, and legislation requirements could move the role into an executive position within the leadership hierarchy. Limited knowledge from an end-user perspective occurred due to legislation that did not hold the schools accountable for their security awareness training. With limited legislation in place, no funding occurred for the cybersecurity coordinator position or a cybersecurity program within the ISD, resulting in the limited funding theme. The implications found in this work focused on the need for legislation that holds the Texas ISD's accountable while also supporting their need for additional resources in the area of cybersecurity. The barriers observed required legislative support to motivate the public sector to implement cybersecurity best practices into their business operations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01