Critical success factors of information security projects
- Authors: Tshabalala, Obediant
- Date: 2016
- Subjects: Management information systems Business enterprises -- Computer networks -- Security measures Information technology projects -- Management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/10397 , vital:26746
- Description: The research shows the critical success factors when implementing information security projects. Many Information security projects in the past have not been successful because these factors were not identified and emphasised effectively. By identifying these factors the research basically presents a model by which information security projects can be executed with guaranteed success. The factors identified during the study cover the following streams: top management commitment as a factor of success; accountability as a factor of success; responsibility as a factor of success; awareness as a factor of success and an information security policy as a factor of success. For the empirical study, a physical questionnaire was administrated to a pool of experts in project management and information security. The study consisted of 60 participants who were verified to have minimum requirements core for questionnaire completion. The questionnaire requested for biological information of the participants and their perceived relations (based on their experience) between project success versus accountability, information security project success versus responsibilities, information security project success versus training & awareness, information security project success versus top management commitment and information security project success versus information security policy. The participants’ responses were structured according to a Likert-type scale. Participants had to indicate the extent to which they agreed with each of the statements in the questionnaire. The responses obtained from the survey were presented and analysed. The researcher observed in this study that information security projects are so specific that critical success factors need to be emphasised from project inception. With the identified critical success factors, the researcher recommends that a project methodology be structured to include these factors so that there is a standard in running information security projects successfully. The researcher also identified that amongst the critical success factors identified, there are some that need to be emphasised more than the others due to their level of importance in such projects.
- Full Text:
- Date Issued: 2016
- Authors: Tshabalala, Obediant
- Date: 2016
- Subjects: Management information systems Business enterprises -- Computer networks -- Security measures Information technology projects -- Management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/10397 , vital:26746
- Description: The research shows the critical success factors when implementing information security projects. Many Information security projects in the past have not been successful because these factors were not identified and emphasised effectively. By identifying these factors the research basically presents a model by which information security projects can be executed with guaranteed success. The factors identified during the study cover the following streams: top management commitment as a factor of success; accountability as a factor of success; responsibility as a factor of success; awareness as a factor of success and an information security policy as a factor of success. For the empirical study, a physical questionnaire was administrated to a pool of experts in project management and information security. The study consisted of 60 participants who were verified to have minimum requirements core for questionnaire completion. The questionnaire requested for biological information of the participants and their perceived relations (based on their experience) between project success versus accountability, information security project success versus responsibilities, information security project success versus training & awareness, information security project success versus top management commitment and information security project success versus information security policy. The participants’ responses were structured according to a Likert-type scale. Participants had to indicate the extent to which they agreed with each of the statements in the questionnaire. The responses obtained from the survey were presented and analysed. The researcher observed in this study that information security projects are so specific that critical success factors need to be emphasised from project inception. With the identified critical success factors, the researcher recommends that a project methodology be structured to include these factors so that there is a standard in running information security projects successfully. The researcher also identified that amongst the critical success factors identified, there are some that need to be emphasised more than the others due to their level of importance in such projects.
- Full Text:
- Date Issued: 2016
Education is an essential service
- Authors: Geyer, Simone
- Date: 2014
- Subjects: Collective bargaining -- Education -- South Africa , Right to education -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10254 , http://hdl.handle.net/10948/d1020875
- Description: This treatise investigates the extent to which education could be declared an essential service. This is informed by an ongoing public perception that education is in a crisis as a result of the ease within which teachers embark on wildcat strikes, the level of absenteeism in schools, the manner in which communities prevent learners from attending school to place pressure on the state to meet service delivery demands, the lack of professionalism among teachers and the performance of our learners in achieving international benchmarks of results. The treatise critically explores the debate, in the South African context, on the need to declare education as an essential service in South Africa. This is done by examining the international benchmarks set by the International Labour Organization (ILO) in relation to essential services and what motivating reasons exist, if any, to proceed with declaring education as an essential service. There is a dire need to find a balance between the teachers’ right to strike and the learners’ right to basic education. At the moment there is a threat to this balance with the rights of teachers appearing to override those of learners and this has a negative impact on the learning outcomes and stability in education. The question that arises is what measures must the South African government put in place to ensure that the fundamental rights to education are not compromised. If the current situation continues to prevail it has the danger of retarding the development of a society in transition. There is a need for urgent intervention that takes on a consensus-based approach of identifying education as an essential priority in the interests of all. Can this be achieved by developing a minimum service level agreement for education that outlines which levels of teachers may go on strike? Can policy be regulated that outlines the duties of principals and deputy principals as those who are in the authority of the state and as such may not go on a strike? Can this be achieved without compromising the rights of any citizen as guaranteed in the Constitution of South Africa? The solution that this treatise provides to these vexing questions attempts to balance the rights of teachers with those of learners with a view to normalizing and stabilizing education in South Africa. It recommends that policy be set in place for principals and deputy principal that identifies them as part of those public servants who are in the authority of the state and therefore may not embark on a strike. This will enable the state to gain control of striking situations in education to ensure that there is still authority at the schools to maintain some level of minimum service, especially where there are very young learners. At the same time this will not be so severe as to render a strike in education ineffective for the teachers’ not to be able to exert force on the state to achieve improved conditions of service for themselves.
- Full Text:
- Date Issued: 2014
- Authors: Geyer, Simone
- Date: 2014
- Subjects: Collective bargaining -- Education -- South Africa , Right to education -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10254 , http://hdl.handle.net/10948/d1020875
- Description: This treatise investigates the extent to which education could be declared an essential service. This is informed by an ongoing public perception that education is in a crisis as a result of the ease within which teachers embark on wildcat strikes, the level of absenteeism in schools, the manner in which communities prevent learners from attending school to place pressure on the state to meet service delivery demands, the lack of professionalism among teachers and the performance of our learners in achieving international benchmarks of results. The treatise critically explores the debate, in the South African context, on the need to declare education as an essential service in South Africa. This is done by examining the international benchmarks set by the International Labour Organization (ILO) in relation to essential services and what motivating reasons exist, if any, to proceed with declaring education as an essential service. There is a dire need to find a balance between the teachers’ right to strike and the learners’ right to basic education. At the moment there is a threat to this balance with the rights of teachers appearing to override those of learners and this has a negative impact on the learning outcomes and stability in education. The question that arises is what measures must the South African government put in place to ensure that the fundamental rights to education are not compromised. If the current situation continues to prevail it has the danger of retarding the development of a society in transition. There is a need for urgent intervention that takes on a consensus-based approach of identifying education as an essential priority in the interests of all. Can this be achieved by developing a minimum service level agreement for education that outlines which levels of teachers may go on strike? Can policy be regulated that outlines the duties of principals and deputy principals as those who are in the authority of the state and as such may not go on a strike? Can this be achieved without compromising the rights of any citizen as guaranteed in the Constitution of South Africa? The solution that this treatise provides to these vexing questions attempts to balance the rights of teachers with those of learners with a view to normalizing and stabilizing education in South Africa. It recommends that policy be set in place for principals and deputy principal that identifies them as part of those public servants who are in the authority of the state and therefore may not embark on a strike. This will enable the state to gain control of striking situations in education to ensure that there is still authority at the schools to maintain some level of minimum service, especially where there are very young learners. At the same time this will not be so severe as to render a strike in education ineffective for the teachers’ not to be able to exert force on the state to achieve improved conditions of service for themselves.
- Full Text:
- Date Issued: 2014
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