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Employees must receive proper cybersecurity training so that they can recognize the threats to their organizations and take the appropriate actions to reduce cyber risks. However, many cybersecurity awareness training (CSAT) programs fall short due to their misaligned training focuses.

To help organizations develop effective CSAT programs, we have developed a theoretical framework for conducting a cost–benefit analysis of those CSAT programs. We differentiate them into three types of CSAT programs (constant, complementary and compensatory) by their costs and into four types of CSAT programs (negligible, consistent, increasing and diminishing) by their benefits. Also, we investigate the impact of CSAT programs with different costs and the benefits on a company's optimal degree of security.

Our findings indicate that the benefit of a CSAT program with different types of cost plays a disparate role in keeping, upgrading or lowering a company's existing security level. Ideally, a CSAT program should spend more of its expenses on training employees to deal with the security threats at a lower security level and to reduce more losses at a higher security level.

Our model serves as a benchmark that will help organizations allocate resources toward the development of successful CSAT programs.

The purpose of this paper is to share the authors' experience gained while implementing a systematic knowledge‐centred support approach to providing both support and service innovation within an organization whose mission is the offering of instructional design, learning technologies integration, multimedia production, and faculty development to faculty members. As it proposes a knowledge‐centred support (KCS) framework for faculty support and service innovation, this paper aims to help other faculty support organizations to improve their current knowledge management and support practices.

This paper shares the authors' practical experience in implementing a knowledge‐centred support approach for both faculty support and service innovation. The paper uses the authors' experience to introduce the proposed framework.

This paper develops a KCS framework for faculty support and service innovation. Practical concerns and insights are provided to help other faculty support organizations adopt and implement the framework. It is hoped that this sharing of best practices can increase discussion about using knowledge management approaches to improve service quality and innovation among other faculty support organizations.

Because the framework has been developed based on the authors' organizational environment, the framework may lack generalizability. However, other faculty support organizations are encouraged to revise or to adapt this framework to suit their specific organizations' cultures and goals.

Increasing service quality and innovation are major concerns for many faculty support organizations. Many faculty support organizations are exploring ways to provide a better service experience to faculty. This paper shares the authors' experience in this area and has the potential to inspire other faculty support organizations to examine, rethink, and improve their current practices, using a knowledge management perspective.

Few articles discuss how faculty support organizations can use knowledge management approaches to increase service quality and innovation. This paper identifies such a shortage in the literature and can be used as a starting point to motivate other faculty support organizations to share their knowledge management experience for improving service quality and innovation.

The purpose of this paper is to propose a process‐oriented lifecycle model for ensuring quality in e‐learning development and delivery. As a dynamic and iterative process, quality assurance (QA) is intertwined with the e‐learning development process.

After reviewing the existing literature, particularly focusing on QA frameworks, procedures, and methodology, a process‐oriented model structured around three sequential non‐linear phases is presented: before: planning and analysis; during: design, prototype and production; and after: post‐production and delivery. This model is supported by an advanced information system used to organize, track, collect, and generate reports regarding QA changes and needed updates.

Following a process‐oriented lifecycle approach, the paper emphasises that QA requires a supportive environment that explicitly recognizes quality as a work value and as an enabler for reaching organizational goals.

The paper proposes a practical QA model which follows e‐learning development phases. For each development phase, practical steps, including sample checklists, are recommended.

The proposed model has the potential to transform QA from a static, after‐the‐fact state to a more iterative and dynamic state, thus promoting a culture of ongoing self‐improvement, rather than of circumstantial compliance, within the e‐learning community.

The purpose of this study is to propose a sustainable quality assessment approach (model) for the e-learning systems keeping software perspective under consideration. E-learning is becoming mainstream due to its accessibility, state-of-the-art learning, training ease and cost effectiveness. However, the poor quality of e-learning systems is one of the major causes of several failures reported. Moreover, this arena lacks well-defined quality assessment measures. Hence, it is quite difficult to measure the overall quality of an e-learning system effectively.

A pragmatic mixed-model philosophy was adopted for this study. A systematic literature review was performed to identify existing e-learning quality models and frameworks. Semi-structured interviews were conducted with e-learning experts following empirical investigations to identify the crucial quality characteristics of e-learning systems. Various statistical tests like principal component analysis, logistic regression, chi-square and analysis of means were applied to analyze the empirical data. These led to an adequate set of quality indicators that can be used by higher education institutions to assure the quality of e-learning systems.

A sustainable quality assessment model for the information delivery in e-learning systems in software perspective has been proposed by exploring the state-of-the-art quality assessment/evaluation models and frameworks proposed for the e-learning systems. The proposed model can be used to assess and improve the process of information discovery and delivery of e-learning.

The results obtained led to conclude that very limited attention is given to the quality of e-learning tools despite the importance of quality and its effect on e-learning system adoption and promotion. Moreover, the identified models and frameworks do not adequately address quality of e-learning systems from a software perspective.