Communication, Theatre, and Art

Targeted social engineering attacks use personal information about an individual to create compelling behavioural hooks which draw the target to interact with a malicious payload or give out valuable information, more successfully than unsophisticated generic attacks [1]. Such attacks can hijack trust by pretending to be friends or trusted authorities [2], or can leverage a user’s personal interests to entice them into responding [3]. Currently, technically adept social engineers are able to craft these personalised attacks by mining the information that the targets themselves make readily available on social networking sites (SNSs), achieving more effective phishing attacks (up to 52% increase [1]). Extracting such information from SNSs and crafting personalised attacks has historically been a manual and skilled process. Current tools go some way to allowing social engineers to perform a large-scale personalised attack across all identified employees of an organisation. Fortunately...

Business ethics is certainly not a new topic, but highly publicized corporate scandals have renewed the call for ethical decision-making in the business world. Colleges and universities are being challenged to better prepare future business leaders for ethical decision-making. The purpose of this paper is to share how the Economics and Business Department faculty from a small, liberal arts institution explored one model for integrating ethics education into the department curriculum. A team of department members explored ethics programs at other institutions and researched models for integrating ethics into the curriculum. Using ideas from their research the faculty team created an ethics colloquium that could be effectively piloted within the current department structure and curriculum. This paper describes the structure of the colloquium, student reflections on the benefits and suggested improvements for the course, and lessons learned by the faculty team that facilitated the course.