Tourism entrepreneurs adapted to regulations during COVID-19 by introducing creative solutions. The crisis was said to be a unique opportunity for innovating sustainable businesses. This study investigates crisis as a driver for innovation and its relevance to service design. Interviews with entrepreneurs are the empirical base that highlights that finetuning existing services is an established approach instead of innovative service design. Few expressed lessons were learned from the creative solutions made during the pandemic, suggesting that strategies for innovation need to be developed.

The implementation of artificial intelligence (AI) is rapidly growing in many fields. AI tools now aid decision-makers by providing insights through analytics with advanced data processing and analysis techniques. AI can assist organisations in cybersecurity governance, cyber hygiene practices, and cyber resiliency, e.g. strategies, routines, and practices to ensure an ability to prepare, adapt, withstand, and recover from cyberattacks. However, AI can also assist cybercriminals in developing harmful code faster and scaling up attacks. Antagonists can also swiftly spread disinformation and fake news with false identity on a large scale, targeting employees directly as an example. AI benefits are manifold, but its challenges on organisations and work must be reflected. Voices are raised today to review AI implementation and use in organisations. This chapter aims to contribute to the reflection by discussing AI’s organizational and managerial challenges in cybersecurity.

The article presents an empirical study of critical infrastructure service providers in consulting, energy, and mining. The study aims to investigate how such service providers perceive and explain information security and challenges in the context of an information technology-operational technology (IT-OT) interconnected environment, that is, Industry 4.0. The study is based on qualitative data from semi-structured interviews with informants holding three different types of positions at the organizations, that is, OT security advisor, business developer, and information security coordinator. The study indicatively concludes that role and responsibility significantly impact practitioners’ reasoning and standpoints. Similarly, security focuses, or prioritization, differs between IT and OT. In line with the literature, the findings indicate that mindsets or mental models need further attention. The article, thus, suggests three research directions to develop insight for expanding information security practices to encompass human and organizational challenges based on behaviors, roles, norms, and attitudes.

High-Order Thinking Skills, HOTS, dvs. analys, syntes och utveckling (Anderson & Krathwohl, 2001), är centralt i aktivt lärande. Aktivt lärande har fokus på att engagera studenterna i sina lärprocesser snarare än att de ska vara mottagare av information (Bonwell & Eison, 1991). Interaktioner mellan studenter är ett effektivt verktyg för att gynna individuell och personlig utveckling (Crouch & Mazur, 2001). Humankapital, dvs. individers kunnande, egenskaper och fallenhet att lära av och lära på nytt, är numera pga. samhällets omvandling en eftersökt kompetens (Henning, Jakobsson & Johannesson, 2019).

Undervisning som sker i lärosalar som är anpassade för aktivt lärande och som görs med matchande pedagogik visar att den fysiska miljön har en positiv inverkan på lärprocesserna (Kepez & Üst, 2022). Fortfarande sker undervisning oftare i traditionella fysiska miljöer, dvs. kateder, bänkar eller hörsalar, där eventuell ommöblering görs så gott det går för att stödja aktivt lärande. Antalet variationer i en sådan fysisk miljö är väldigt begränsade, medan valet mellan olika läromiljöer med hjälp av digitala verktyg är oerhört många fler. Det har dock visat sig att det är idén att replikera traditionell lärmiljö som begränsar (inter)aktivt lärande (Salmon, 2013).

Pandemin gjorde att vi lärare tvingades ta ett stort och snabbt kliv in digital undervisning som vi inte var förberedda för. En undersökning från våren 2020 när distansundervisning pågått några månader visade att studenterna upplevde sämre välbefinnande, att studieprestation och kvalitén i undervisningen blev sämre, samt att en digital studiemiljö var mentalt krävande (SFS, 2020). Videokonferensverktyg såsom Zoom och Teams blev praktiska för fortsatt undervisning, men tillgodoser inte behovet av samverkan mellan deltagarna. Märkligt nog då sådana sociala digitala verktyg sägs överbrygga distans och stödja interaktion.

Vi har under mer än ett decennium studerat olika typer av undervisningsmiljöer, både fysiska och digitala, och dess koppling till aktivt lärande i program och kurser för ingenjörer, informationssystem, samt inom informationssäkerhet. Syftet med vårt bidrag är att dela med oss av våra erfarenheter att av olika digitala verktyg för aktivt lärande i distans- och hybridkurser.  Det finns utmaningar i verktygen i sig, dvs. finns ingen universallösning och att kombinationer av olika verktyg måste göras. Det finns också utmaningar i lärarens roll som facilitator för aktivt lärande som i sin tur ställer krav på hur lektioner designas.

Introduction

Active school transportation (AST) can be a powerful strategy to promote physical activity and improve children's health. Parents' perceptions of traffic risks are an important factor in their decision concerning their child's transport mode to school and addressing discordances between the percieved risks and actual incidents might contribute to promote children's AST. This study adopted a game originally designed for the context of information security to resonate with the context of Swedish AST and the aim of the study was to describe parent's experience of playing the game.

Methods

A qualitative approach was chosen and data was collected using focus groups with 16 parents for totally 29 children aged 7–12. The collected data were analyzed using qualitative content analysis.

Results

The results formed one main theme “Playing promotes parents' awareness and consideration of active school transportation” and three subthemes; “Fast, fun, and functional; Experiences from playing the game” showing that the parents perceived the game to be fun, easy, and time efficient to play. “Then and now. Own childhood experience vs being a parent” showing that parents' perception of risk can sometimes be barriers to their children's opportunity to use AST. “Personal perceptions vs statistical risk” showing that playing the game addressed the discordance between the parents' perceived risks and actual incidents, as well as promoted parents' awareness and consideration of AST.

Conclusions

Including an intervention component such as a game for parents and using schools as the arena for implementing projects promoting AST to improve children's physical activity levels, might be a fruitful avenue.

Ingenjörens kompetenser beskrivs traditionellt som tekniskt orienterade. Eftersom industrin i dag är i en omvandling, mycket pga. klimatkrisen, men även pga. digitaliseringen, blir samverkan och innovation i kombination med tekniska baskunskaper ett uttryckt behov att tillgodose i ingenjörsutbildningar. Sådan mellanmänsklig och mer abstrakt kompetens blir central för arbete i tvärfunktionella utvecklingsteam, men även för utveckling av allt mer tjänsteinriktade produkter. Studenters olika preferenser för hur de tar sig an öppna problem är en utmaning för varje lärare i campusundervisningen, men blir allt mer utmanande att hantera i distansutbildningen. I det här bidraget reflekterar vi över våra erfarenheter från utbildning av ingenjörer inom innovativ produktdesign, tillsammans med erfarenheter från utveckling och genomförande av distans- och hybridkurser. Syftet är att dela med oss av våra erfarenheter hur studenter tar sig an en öppen frågeställning, dvs. verklighetsbaserade problem. Med bidraget vill vi inspirera till samtal om distansundervisningens hinder och möjligheter specifikt för moment som kräver att studenten reflekterar på ett annorlunda sätt.

This article presents scenarios designed to support abstract and reflective thinking necessary to inculcate information security awareness among IT service designers. Data for the study was obtained in empirical interventions and through an action research approach in cooperation with an IT company. The findings highlight the need for training that, in combination with traditional contents, also integrates organizational, business, and social aspects into information security awareness. Rethinking a strategy for training to be grounded in scenarios from day-to-day business activities is one implication of the study; another is the suggestion to frame the scenarios as dilemmas, that is, problematic and realistic situations having multiple solutions depending on interpretations and perspectives, and a final conclusion is the importance of enabling structured in-depth dialogues among employees.

An innovative design process which has been conducted under the restrictions during the covid-19 pandemic is in focus in this study. Visits were banned so user-centred design activities were particularly challenged by the necessity to meet and work online. The purpose of the study is to present and reflect on how user-centred design was done under those conditions. The potential users, the reindeer herders, were merely contacted online, the user investigation were supported by for example using videos and storytelling. Also, the final concept is presented.

This paper presents an explorative study and the results of 17 interviews with informants from different companies. Its purpose is to identify the challenges associated with implementing agile methods along with the established procedures for early design. The study exemplifies project leaders’ experiences and implementation efforts. As leaders of design projects, they have proposed the use of a new method that involves teams engaging in testing and evaluation, which aids in the understanding and introduction of change initiatives. The challenges that are identified are as follows: (1) a lack of approval not only from top managers but also from critical peers; (2) an unprepared organization that did not allow teamwork; and (3) a lack of specific company success factors to support new methods.