It Consumerization: Byod-Program Acceptance and its Impact on Employer Attractiveness

Many firms are considering ‘bring-your-own-device’ (BYOD) programs, under which their employees are allowed to bring their own devices to work and use them for both private and business purposes. This study examines what factors determine an employee's intention to participate in a corporate BYOD program and how such programs affect employer attractiveness. We approach our study of acceptance of corporate BYOD programs from the perspective of technology acceptance research. For this purpose, we propose a modified and extended UTAUT model. The model was tested by surveying students in their final term (n = 444). We show that performance expectancies have the strongest positive effect on intention, while perceived threats negatively impact intention. Finally, behavioural intention was positively associated with employer attractiveness, which leads to clear indications for companies considering establishing corporate BYOD programs. BYOD seems to play an increasingly important role in attracting and retaining future talent.     

“Bring Your Own Device (BYOD)” for seamless science inquiry in a primary school

This paper reports a one-year study on the project of “Bring Your Own Device (BYOD) for seamless science inquiry” in a primary school in Hong Kong. BYOD in this study refers to “the technology model where students bring a personally owned mobile device with various apps and embedded features to use anywhere, anytime for the purpose of learning”. The study aims at investigating (a) what advancement of content knowledge students made in their science inquiry in a seamless learning environment supported by their own mobile device; (b) how the students advanced their content knowledge in science inquiry; and (c) what students' perception is regarding their learning experience supported by their own mobile devices. The topic of inquiry was “The Anatomy of Fish”. Data collection included pre- and post-domain tests, self-reported questionnaire, student artifacts, class observations and field notes. Content analysis and a student artifact tracing approach were adopted in the data analysis to examine and trace students' knowledge advancement. The research findings show that the students advanced their understanding of the anatomy of fish well beyond what was available in the textbook and they developed positive attitude toward seamless science inquiry supported by their own mobile devices.     

XACML的移动应用安全策略及测试方法

随着移动互联网技术的发展,具有计算功能的移动终端被大量部署,并在大量移动应用的支撑下完成各项任务;愈来愈多的企业允许员工带着他们的个人设备进入工作环境(BYOD模式)。但不同的人员有不同的角色,不同的资源有不同的访问权限,敏感资源一旦被泄露,将可能给企业带来重大的损失。因此,要想全面支持BYOD,保障数据和系统的安全,需要相应移动应用对敏感资源的访问控制进行明确的规定,并在移动应用运行过程中执行。XACML是访问控制策略的统一描述语言,但目前还未见其对移动应用和BYOD的支持。提出基于XACML语言描述移动应用的访问控制策略,研究XACML访问控制策略的测试方法;在此基础上,面向BYOD,针对Android平台上的项目管理APP进行了实例研究,结果展示了所提方法的有效性。     

Implications of Monitoring Mechanisms on Bring Your Own Device Adoption

Bring Your Own Device (BYOD) programs permit employees to use personal devices to access organizational information. Users gain convenience, while employers benefit from increased productivity and reduced IT expense. Security boundaries must extend to personal devices to mitigate data exfiltration, thereby infringing on employees’ privacy by monitoring their personal devices. These monitoring mechanisms play a critical role in employee participation in a BYOD program. Our results demonstrate that the BYOD monitoring mechanisms and privacy concerns suppress the benefits of increased job performance expectancy when evaluating whether to participate in a BYOD program. This research identifies that tasks measured, frequency of monitoring, and organizational control are significant impediments to behavioral intention for BYOD participation.     

BYOD在高校中的应用研究

在高校中应用BYOD旨在鼓励师生在教与学的过程中个性化地利用自己的信息设备获取教学资源,实现教学交互,达到优化教学效果的目的。本文首先分析了BYOD在高校中应用的必要性,然后提出高校中的BYOD设计方案。设计方案包括系统设计、基础网络设计、服务平台设计、软件设计和网络安全设计。最后分析了在高校中应用BYOD面临的挑战。     

What's the difference? Learning collaboratively using iPads in conventional classrooms

Since its release in 2010, Apple's iPad has attracted much attention as an affordable and flexible learning tool for all levels of education. A number of trials have been undertaken exploring the device's efficacy for specific purposes, such as improving delivery of course content and learning resources at tertiary level, and the performance of apps for meeting specialised learning needs. However, with increased mainstreaming of these devices through iPad-supported modern learning environment (MLE) and Bring Your Own Device (BYOD) programmes, data are becoming available that provides insight into how these devices function as part of regular classroom environments. This article reports an analysis of data collected over almost 3 years from nearly 100 New Zealand primary (elementary) students of different ages, who used iPads daily for most curriculum tasks. Specifically, it uses different data sources to explore how observed and recorded device design and app attributes, affected the students' ability to work collaboratively.Results suggest fundamental differences exist between iPads and other digital devices that helped these students collaborate, and that when combined with cloud-based apps and services such as Google Docs, extended this collaboration to much wider audiences well beyond the school gate. It concludes that beyond the hype and rhetoric, exciting potential exists for this tool to support a ‘blurring in the line’ between learning in formal school and informal environments.     

Wi-Fi的应用与安全

本文阐述了目前广泛应用的Wi—Fi技术，从算法和机制上分析了该技术自身存在的安全问题，并提出了一些网络安全策略和使用建议．     

基于校园无线网的BYOD认证系统设计与实现

BYOD(Bring Your Own Device)在近几年越来越成为一种潮流。在如今的校园无线网络中,一个用户多个无线终端的接入模式已经变得越来越普遍。随之而来的是对于数量激增的无线接入终端,原有的无线网络管理模式已经无法满足用户的精细管理,无线网络安全问题日益严重。针对这些问题,在分析了BYOD在校园网中的现状之后,结合无线Web-Portal认证,构建出一个BYOD环境下合理高效的基于终端识别的无线网络认证方案,实现用户多个接入终端的区分并提供与之相对应的业务,并给出相关的实际使用情况。     

Evolution and use of mobile devices in higher education: A case study in Portuguese Higher Education Institutions between 2009/2010 and 2014/2015

Mobile devices’ popularity, particularly tablets and smartphones, has increased over the last years as a result of their versatility and multifunctionality. That consequently led to a wide daily use by everyone and especially among young people. Since 2010 the sales market for mobile devices has not stopped growing. This is justified by the fact that these devices present many advantages, namely usability, portability, versatility, adaptability and an ability to customize individual experiences. In the context of the teaching-learning process, mobile devices allow overcoming the temporal and physical boundaries of the classroom, since information is omnipresent and no longer limited to a specific time and place for learning, thus promoting the mLearning. In this way it is important to analyze the use of mLearning, particularly the acceptance rate and uses of mobile technologies devices in higher education Portuguese institutions. In order to answering this issue, this paper analyzes the evolution and trends in the use of mobile technologies in higher education institutions in Portugal (North region) between 2009/2010 and 2014/2015.     

BYOD企业移动设备管理技术

提出了中兴通讯自带设备办公（BYOD）解决方案.方案在终端层、接入层、控制层、应用分别解决企业面临的设备安全管理、应用安全管理及数据安全问题.终端层提供BYOD安全套件;接入层提供信令媒体接入网关和统一接入控制服务,提供移动设备安全接入服务,并提供统一的设备鉴权认证及用户鉴权认证;控制层用于控制移动用户及设备的行为模式;应用层用于提供具体的企业移动服务,包括通用的企业通信服务、企业办公应用支撑、虚拟桌面、企业网盘,以及企业业务相关的移动应用.