NL samenvatting: In dit verkennend onderzoek werden social engineering-aanvallen bestudeerd, vooral de aanvallen die mislukten, om organisaties te helpen weerbaarder te worden. Fysieke, telefonische en digitale aanvallen werden uitgevoerd met behulp van een script volgens de 'social engineering-cyclus'. We gebruikten het COM-B model van gedragsverandering, verfijnd door het Theoretical Domains Framework, om door middel van een enquête te onderzoeken hoe Capability, Motivational en vooral Opportunity factoren helpen om de weerbaarheid van organisaties tegen social engineering-aanvallen te vergroten. Binnen Opportunity leek sociale invloed van extra belang. Werknemers die in kleine ondernemingen werken (<50 werknemers) waren succesvoller in het weerstaan van digitale social engineering-aanvallen dan werknemers die in grotere organisaties werken. Een verklaring hiervoor zou een grotere mate van sociale controle kunnen zijn; deze medewerkers werken dicht bij elkaar, waardoor ze in staat zijn om onregelmatigheden te controleren of elkaar te waarschuwen. Ook het installeren van een gespreksprotocol over hoe om te gaan met buitenstaanders was een maatregel die door alle organisaties werd genomen waar telefonische aanvallen faalden. Daarom is het moeilijker voor een buitenstaander om toegang te krijgen tot de organisatie door middel van social engineering. Dit artikel eindigt met een discussie en enkele aanbevelingen voor organisaties, bijvoorbeeld met betrekking tot het ontwerp van de werkomgeving, om hun weerbaarheid tegen social engineering-aanvallen te vergroten. ENG abstract: In this explorative research social engineering attacks were studied, especially the ones that failed, in order to help organisations to become more resilient. Physical, phone and digital attacks were carried out using a script following the ‘social engineering cycle’. We used the COM-B model of behaviour change, refined by the Theoretical Domains Framework, to examine by means of a survey how Capability, Motivational and foremost Opportunity factors help to increase resilience of organisations against social engineering attacks. Within Opportunity, social influence seemed of extra importance. Employees who work in small sized enterprises (<50 employees) were more successful in withstanding digital social engineering attacks than employees who work in larger organisations. An explanation for this could be a greater amount of social control; these employees work in close proximity to one another, so they are able to check irregularities or warn each other. Also, having a conversation protocol installed on how to interact with outsiders, was a measure taken by all organisations where attacks by telephone failed. Therefore, it is more difficult for an outsider to get access to the organisation by means of social engineering. This paper ends with a discussion and some recommendations for organisations, e.g. the design of the work environment, to help increase their resilience against social engineering attacks. https://openaccess.cms-conferences.org/publications/book/978-1-958651-29-2/article/978-1-958651-29-2_8 DOI: 10.54941/ahfe1002203
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Presentation given at EURCRIM 2022 conference
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In the current discourses on sustainable development, one can discern two main intellectual cultures: an analytic one focusing on measuring problems and prioritizing measures, (Life Cycle Analysis (LCA), Mass Flow Analysis (MFA), etc.) and; a policy/management one, focusing on long term change, change incentives, and stakeholder management (Transitions/niches, Environmental economy, Cleaner production). These cultures do not often interact and interactions are often negative. However, both cultures are required to work towards sustainability solutions: problems should be thoroughly identified and quantified, options for large change should be guideposts for action, and incentives should be created, stakeholders should be enabled to participate and their values and interests should be included in the change process. The paper deals especially with engineering education. Successful technological change processes should be supported by engineers who have acquired strategic competences. An important barrier towards training academics with these competences is the strong disciplinarism of higher education. Raising engineering students in strong disciplinary paradigms is probably responsible for their diminishing public engagement over the course of their studies. Strategic competences are crucial to keep students engaged and train them to implement long term sustainable solutions.
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The pace of introduction of new technology and thus continuous change in skill needs at workplaces, especially for the engineers, has increased. While digitization induced changes in manufacturing, construction and supply chain sectors may not be felt the same in every sector, this will be hard to escape. Both young and experienced engineers will experience the change, and the need to continuously assess and close the skills gap will arise. How will we, the continuing engineering educators and administrators will respond to it? Prepared for engineering educators and administrators, this workshop will shed light on the future of continuing engineering education as we go through exponentially shortened time frames of technological revolution and in very recent time, in an unprecedented COVID-19 pandemic. S. Chakrabarti, P. Caratozzolo, E. Sjoer and B. Norgaard.
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This paper describes a model for education in innovative engineering. The kernel of this model is, that students from different departments of the faculty of Applied Science and Technology are placed in industry for a period of eighteen months after two-and-a-half year of theoretical studies. During this period students work in multi-disciplinary projects on different themes. Students will grow to fully equal employees in industry. Therefore it is important that besides students, teachers and company employees will participate in the projects. Also the involvement of other level students (University and high school) is recommended. The most important characteristics of the model can be summarized in innovative, interdisciplinary and international orientation.
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In this paper we will describe and present the results of an experiment at the Fontys University of Professional Education in which engineering students work together with students from other disciplines in a multidisciplinary group at the end of their study on a real-life environmental problem outside the university. Since 1994 there has been a possibility for engineering students to graduate in this way, in a multidisciplinary group. First a rough sketch will be given of the background and the educational model. In this sketch attention will be paid to the different role which the student as well as the teacher play in this kind of education. The characteristics of this model will be explained. Then it will be made clear what the results were in the past years with respect to content as well as to the learning of skills. At the end some conclusions will be given.
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This paper is a case report of why and how CDIO became a shared framework for Community Service Engineering (CSE) education. CSE can be defined as the engineering of products, product-service combinations or services that fulfill well-being and health needs in the social domain, specifically for vulnerable groups in society. The vulnerable groups in society are growing, while fewer people work in health care. Finding technical, interdisciplinary solutions for their unmet needs is the territory of the Community Service Engineer. These unmet needs arise in local niche markets as well as in the global community, which makes it an interesting area for innovation and collaboration in an international setting. Therefore, five universities from Belgium, Portugal, the Netherlands, and Sweden decided to work together as hubs in local innovation networks to create international innovation power. The aim of the project is to develop education on undergraduate, graduate and post-graduate levels. The partners are not aiming at a joined degree or diploma, but offer a shared short track blended course (3EC), which each partner can supplement with their own courses or projects (up to 30EC). The blended curriculum in CSE is based on design thinking principles. Resources are shared and collaboration between students and staff is organized at different levels. CDIO was chosen as the common framework and the syllabus 2.0 was used as a blueprint for the CSE learning goals in each university. CSE projects are characterized by an interdisciplinary, human centered approach leading to inter-faculty collaboration. At the university of Porto, EUR-ACE was already used as the engineering education framework, so a translation table was used to facilitate common development. Even though Thomas More and KU Leuven are no CDIO partner, their choice for design thinking as the leading method in the post-Masters pilot course insured a good fit with the CDIO syllabus. At this point University West is applying for CDIO and they are yet to discover what the adaptation means for their programs and their emerging CSE initiatives. CDIO proved to fit well to in the authentic open innovation network context in which engineering students actively do CSE projects. CDIO became the common language and means to continuously improve the quality of the CSE curriculum.
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The phenomena of urbanization and climate change interact with the growing number of older people living in cities. One of the effects of climate change is an increased riverine flooding hazard, and when floods occur this has a severe impact on human lives and comes with vast economic losses. Flood resilience management procedures should be supported by a combination of complex social and environmental vulnerability assessments. Therefore, new methodologies and tools should be developed for this purpose. One way to achieve such inclusive procedures is by incorporating a social vulnerability evaluation methodology for environmental and flood resilience assessment. These are illustrated for application in the Polish city of Wrocław. Socio-environmental vulnerability mapping, based on spatial analyses using the poverty risk index, data on the ageing population, as well as the distribution of the areas vulnerable to floods, was conducted with use of a location intelligence system combining Geographic Information System (GIS) and Business Intelligence (BI) tools. The new methodology allows for the identification of areas populated by social groups that are particularly vulnerable to the negative effects of flooding. C 2018 SETAC Original Publication: Integr Environ Assess Manag 2018;14:592–597. DOI: https://doi.org/10.1002/ieam.4077
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The paper summarizes two models for engineering education, as discussed in earlier papers. The first model (Corporate Curriculum) aims to bring Industry into the school, while the second model (I3) intends to bring the school into Industry. The contribution of the presented models to the Bologna Declaration and to the Renaissance Engineer idea are discussed.
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There are over 1400 age-friendly cities and communities worldwide, and the efforts to create a better quality of life for older people progressively intersect with sustainability goals. The intentions and behaviours concerning sustainability among older are, however, not yet well understood. Therefore, there is a need for assessing these intentions and behaviours through the use of a transparently constructed and validated instrument which can be used to measures the construct of environmental sustainability among older people. The aim of this study is to develop a questionnaire measuring how older people view the theme of environmental sustainability in their daily lives, with a focus on the built environment, providing full transparency and reproducibility. The process of development and validation of the SustainABLE-16 Questionnaire followed the COSMIN protocol, and has been conducted in five phases. This rigorous process has resulted in a valid, psychometrically sound, comprehensive 16-item questionnaire. This instrument can be applied to assess older people's beliefs, behaviours and financial aspects regarding environmental sustainability in their lives. The SustainABLE-16 Questionnaire was created in Dutch and in British English.
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