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This paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive, and a more positive experience, with the aim of increasing student success. Central to this approach is segmenting materials into “bite-size” instalments by way of short micro-lecture presentations and reducing other content. The aim of this “less is more” strategy is to reduce unnecessary cognitive load as an impediment to learning so that focus can shift to prioritising the most essential skills and content. The purpose of this trial is to explore the efficacy of micro-learning as a means for increasing student engagement and learning.

The trials involved a mixed mode methodology drawing on qualitative and ratings data from course satisfaction surveys and records on grades and completion.

To date, results have shown significant increases in student engagement and satisfaction, and also performance. Our application of micro-learning included reducing volume of content based on its practical value, use of novelty (e.g. infusing guest presenter input) and design of practical and collaborative student activities.

Early results are encouraging regarding apparent utility for engaging learners and ease of application, i.e. implementability and transference potential. However, the rapidly expanding area of online learning requires further research to establish a well-validated evidence base for effective online teaching practices.

The findings are relevant to universities involved in online and blended learning. Micro-learning design methods show promise in being able to address major engagement barriers including cognitive overload.

More students are struggling with learning in today's social environment brought about with the massification of higher education. Micro-learning seeks to address major barriers these learners face with methods that go beyond traditional teaching practices.

Findings here are encouraging and contribute to existing understanding on ways to increase learner engagement in the competitive and fast-growing area of online learning for universities globally.

Intellectual property (IP) theft is an increasing threat that can lead to large financial losses and reputational harm. These attacks are typically noticed only after the IP is stolen, which is usually too late. This paper aims to investigate the psychological profile and the socio-technical events that statistically predict the likelihood of an IP threat.

This paper analyses 86 IP theft cases found in court documents. Two novel analyses are conducted. The research uses LLMs to analyse the personality of these insiders, which is followed by an investigation of the pathways to the attack using behaviour sequence analysis (BSA).

These IP theft insiders scored significantly higher on measures of Machiavellianism compared to the normal population. Socio-technical variables, including IP theft via photographs, travelling overseas, approaching multiple organisations and delivering presentations, were identified. Contrary to previous assumptions that there is a single pathway to an attack, the authors found that multiple, complex pathways lead to an attack (sometimes multiple attacks). This work, therefore, provides a new framework for considering critical pathways to insider attacks.

These findings reveal that IP theft insiders may come across as charming, star employees rather than the stereotype of disgruntled employees. Moreover, organisations’ policies may need to consider that IP theft occurs via non-linear and multiple pathways. This means that sequences of events need to be considered in detecting these attacks instead of anomalies outright. The authors also argue that there may be a case for “continuous evaluation” to detect insider activity.

This paper offers a new framework for understanding and studying insider threats. Instead of a single critical pathway, this work demonstrates the need to consider multiple interconnected pathways. It elucidates the importance of a multidisciplinary approach and provides opportunities to reconsider current practices in detection and prevention.