1. Phillip L. Davidson, Ph.D, Kenneth W. Hasledalen, Ph.D With the University of Phoenix School of Advanced Studies Faculty Phoenix, AZ Presented by Lynne Devnew, DBA (3/21/2014)

2. Background to the Problem Online education systems are “soft targets” because education systems tend to lag in both technology and trained personnel. Theft of American intellectual property (IP) is estimated to be valued at hundreds of billions of dollars per year, roughly the size of all U.S. exports to Asia (NBAR, 2013). American universities are the primary target for IP theft. Security breaches of university systems result in costs to universities in millions of dollars.

3. The Problem There are more than 6.7 million students in the United States taking at least one online course (Blair, 2012). Colleges and universities may lack the robust network security needed to protect student ID theft (Marklein, 2006). The result of inadequate security measures can cost the universities significant sums of money, loss of intellectual capital, and potentially a loss of students.

4. Purpose of the Study To gain a better understanding of the cyber threats faced by online learning programs. To forecast strategies that might prove effective in dealing with cyber threats in online learning platforms.

5. Research Method An e-Delphi technique was selected as this research design involves an expert panel, and this topic requires expertise in both cyber-security and online educational platforms. Delphi was designed (Linstone & Turoff, 1975) as a technique to use experts to look into the future (hence the name “Delphi), and come to consensus. Consensus is reached through a series of rounds where questions and answers are exchanged.

6. Expert Panel Panel members were solicited from a group of experts in online education information technology. Those solicited were actively in the business of security solutions for education, published in this area, and actively worked with both education and information systems. The identity of the panel members was kept anonymous until after the study.

7. Delphi Process Delphi uses a series of exchanges (“rounds) between the researcher and the panel. This study involved three rounds. Round one consisted of a single question to the panel. Round two involved the ranking of responses from round one. Round three (final round) involved textual responses to the top three ranked issues, then coding of those response for common themes.

8. Results: Round One Participants were asked the following question: Assuming that online educational systems are vulnerable to cyber-attack and that there are issues of cyber security, please list three of the most important issues that, in your opinion, institutions of higher learning must address now and especially in the future. The expert panel returned a total of 17 issues. Similar issues merged, creating a list of seven for round two.

9. Results: Round Two The expert panel were asked to rank the seven specific issues (1 being the most important, 7 the least important). The top three issues (highlighted) were then sent to the panel with the request that they explain (in detail) the best methods to implemented these suggestions.

10. Results: Round Three The textual responses to each of the three issues were manually coded for categories, sub-categories, and themes.

11. Themes Discovered

12. Summary Authentication and verification on all individuals using the LMS is essential. internal threats are likely more significant than external threats Suggested solutions might add complexity, which will not students and faculty will not like. Biometrics may help. Costs are an issue. Unanswered questions: MOOCs Shadow Scholars

13. References Blair, B. S. (2012) “Babson research study: More than 6.7 million students learning online”, [online], Babson College, www.babson.edu/news- events/babson-news/pages/130107-2012-survey-of-online-learning- results.aspx Linstone, H. A., and Turoff, M. (Eds.). (1975) The Delphi method: Techniques and applications. Boston, MA: Addison Wesley Publishing, Boston. Marklein, M. B. (2006) “Colleges are textbook cases of cybersecurity breaches”, [online], USA Today, usatoday30.usatoday.com/tech/news/computersecurity/hacking/2006-2008- 2001-college-hack_x.htm The National Bureau of Asian Research (NBAR). (2013) “The IP commission report: The report of the commission on the theft of American intellectual property”, [online] www.ipcommission.org/report/IP_Commission_Report_052213.pdf