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The rising volume of open government data (OGD) contrasts with the limited acceptance and utilization of OGD among citizens. This study investigates the reasons for citizens’ not using available OGD by comparing citizens’ attitudes towards OGD with the development of OGD portals. The comparison includes four OGD utilization processes derived from the literature, namely OGD awareness, needs, access and consumption.

A case study in China has been carried out. A sociological questionnaire was designed to collect data from Chinese citizens (demand), and personal visits were carried out to collect data from OGD portals (supply).

Results show that Chinese citizens have low awareness of OGD and OGD portals. Significant differences were recognized between citizens’ expectations and OGD portals development in OGD categories and features, data access services and support functions. Correlations were found between citizens’ OGD awareness, needs, access and consumption.

By linking the supply of OGD from the governments with each process of citizens’ OGD utilization, this paper proposes a framework for citizens’ OGD utilization lifecycle and provides a new tool to investigate reasons for citizens’ not making use of OGD.

To address the key problem of lack of use in the advancement of open government data (OGD) portals from the aspect of good usability, which is an essential prerequisite to the acceptance and usage of a portal, this paper aims to develop a usability framework including design principles and criteria for OGD portals and to discover problems in the present usability design.

This study builds the usability framework by extending usability principles for general websites to address the specific needs of OGD portals. Criteria for each principle are developed accordingly based on the literature. A comparative heuristic evaluation involving five expert evaluators and 13 Chinese province-level OGD portals has been carried out to test the capability of the usability framework.

A usability framework with 24 principles and 63 criteria has been built. The heuristic evaluation shows OGD portals performed better in meeting general principles than the OGD portals specific ones. Insufficient help functions weakened OGD portals' usability. Similarities and differences were found of Chinese OGD portals compared with similar studies in the United States.

This paper proposed a usability framework for OGD portals and proved its capability in recognizing usability problems and its causes by carrying out a comparative heuristic evaluation in China. By comparing the evaluation results with other studies in the United States, the findings and lessons learnt in this study can thus be shared across international borders.

To protect information and communication technology (ICT) infrastructure and resources against poor cyber hygiene behaviours, organisations commonly require internal users to confirm they will abide by an ICT Code of Conduct. Before commencing enrolment, university students sign ICT policies, however, individuals can ignore or act contrary to these policies. This study aims to evaluate whether students can apply ICT Codes of Conduct and explores viable approaches for ensuring that students understand how to act ethically and in accordance with such codes.

The authors designed a between-subjects experiment involving 260 students’ responses to five scenario-pairs that involve breach/non-breach of a university’s ICT policy following a priming intervention to heighten awareness of ICT policy or relevant ethical principles, with a control group receiving no priming.

This study found a significant difference in students’ responses to the breach versus non-breach cases, indicating their ability to apply the ICT Code of Conduct. Qualitative comments revealed the priming materials influenced their reasoning.

The authors’ priming interventions were inadequate for improving breach recognition compared to the control group. More nuanced and targeted priming interventions are suggested for future studies.

Appropriate application of ICT Code of Conduct can be measured by collecting student/employee responses to breach/non-breach scenario pairs based on the Code and embedded with ethical principles.

Shared awareness and protection of ICT resources.

Compliance with ICT Codes of Conduct by students is under-investigated. This study shows that code-based scenarios can measure understanding and suggest that targeted priming might offer a non-resource intensive training approach.

Cybersecurity vulnerabilities are often due to human users acting according to their own ethical priorities. With the goal of providing tailored training to cybersecurity professionals, the authors conducted a study to uncover profiles of human factors that influence which ethical principles are valued highest following exposure to ethical dilemmas presented in a cybersecurity game.

The authors’ game first sensitises players (cybersecurity trainees) to five cybersecurity ethical principles (beneficence, non-maleficence, justice, autonomy and explicability) and then allows the player to explore their application in multiple cybersecurity scenarios. After playing the game, players rank the five ethical principles in terms of importance. A total of 250 first-year cybersecurity students played the game. To develop profiles, the authors collected players' demographics, knowledge about ethics, personality, moral stance and values.

The authors built models to predict the importance of each of the five ethical principles. The analyses show that, generally, the main driver influencing the priority given to specific ethical principles is cultural background, followed by the personality traits of extraversion and conscientiousness. The importance of the ingroup was also a prominent factor.

Cybersecurity professionals need to understand the impact of users' ethical choices. To provide ethics training, the profiles uncovered will be used to build artificially intelligent (AI) non-player characters (NPCs) to expose the player to multiple viewpoints. The NPCs will adapt their training according to the predicted players’ viewpoint.

The term computer‐assisted instruction, or CAI, may apply to all instructional uses of the computer. More specifically, CAI means using the computer as an instructional tool: to present new information to the user, test a user's knowledge of information previously presented, or allow her or him to discover new concepts. No instructor need be present, since the user interacts directly with the computer. All necessary directions are included within the lesson. The user is allowed to control the process by pressing keys to advance or review, all at his or her own pace. The lesson may require the user to answer questions periodically, and will react appropriately to the user's responses. Animation and graphics may be used to add visual interest and aid in the understanding of difficult concepts. Various modes of instruction and innovative design strategies help make CAI lessons stimulating for the user. Lessons may be done at any time, and the instructor may be spared many hours of time‐consuming or repetitious instruction.

Computer assisted instruction (CAI) is a powerful technology that librarians have been quick to discover. However, surprisingly little quality software exists for library applications. Librarians are faced by the necessity of designing their own software to support specific objectives. The design and production of CAI software involves numerous steps, which are discussed in this article.

A problem for many organisations today is what is referred to as the “knowing‐doing gap” or the difference between possessing the knowledge and the actual application of it. This paper aims to explore the perception that differences exist with regard to soft or tacit knowledge‐knowing and utilisation in the IT workplace, but at the level of gender and ethnic‐culture specifically. Through a statistical examination of electronic survey results from two ICT organisations in Australia, the study explores the validity of such claims.

Continuing from previous grounded theory research, a series of workplace scenarios testing for such knowledge utilisation were created. After trialling the initial scenarios on a pilot population, they were further refined and made part of an online survey questionnaire. Some 119 employees of two Australian ICT organisations rated how they would deal with soft knowledge situations both in principle and in practice. The sample was not selected along gender or cultural lines beforehand; however statistical analysis was conducted to determine if differences to situation‐handling existed.

The paper provides empirical insights into how genders and cultures deal with soft knowledge situations in different ways. The findings do tend to support certain stereotypes such as females generally appearing more passive, relationship and high context oriented and less individualistic. Whilst males appeared more achievement‐oriented and individualistic, Anglo‐males were closer to females for relationship and high context ideals.

Due to the limited sample size the research results may lack generalisability. Furthermore criticism of Likert scales also exists, as does the use of language other than English as a representation of ethnic culture.

The study adopts a novel use of soft knowledge inventories when applied to the parameters of gender and culture.

The purpose of this paper is to describe a project involving information and communication technology (ICT) students in Australia and Singapore, working together as a virtual global team. The authors investigated the question: Can differences be found in the behaviours and attitudes of our two cohorts to working in teams? This would allow the authors to better manage the project and reflect on its success/failure.

The authors ran a one semester cross‐cultural software development project. An anonymous online survey measured three temporal dimensions commonly used in time‐at‐work studies and seven cultural dimensions. The results are discussed in the context of cohort behaviours, project outcomes/outputs and related literature.

Differences were found along the temporal dimensions of punctuality, time boundaries and awareness of time use. While conformance with national cultural stereotypes was evident, only selected statements in the cultural dimensions showed significant differences. Some gender differences were also identified.

Generalizability beyond the domain of ICT students would need further investigation. Though larger numbers would strengthen the paper's claims, some statistically significant results show differences between Australian and Singaporean cohorts requiring further investigation.

Education providers should carefully design, implement and monitor cross‐cultural learning opportunities to prepare graduates to work in global teams.

The project provided rare cross‐cultural and virtual team experience and revealed that providing this experience is likely to be effort intensive for all parties, involve higher project and people risks but potentially deliver greater (life‐long) learning gains.