ERIC Number: ED576350
Record Type: Non-Journal
Publication Date: 2017
Pages: 160
Abstractor: As Provided
ISBN: 978-1-3697-4141-4
ISSN: EISSN-
EISSN: N/A
Contextualizing Secure Information System Design: A Socio-Technical Approach
Charif, Abdul Rahim
ProQuest LLC, Ph.D. Dissertation, Nova Southeastern University
Secure Information Systems (SIS) design paradigms have evolved in generations to adapt to IS security needs. However, modern IS are still vulnerable and are far from secure. The development of an underlying IS cannot be reduced to "technological fixes" neither is the design of SIS. Technical security cannot ensure IS security. Generations of SIS design paradigms have evolved, all with their own sets of shortcomings. A SIS design paradigm must meet well-defined requirements, yet contemporary paradigms do not meet all these requirements. Current SIS design paradigms are not easily applicable to IS. They lack a comprehensive modeling support and ignore the socio-technical organizational role of IS security. This research introduced the use of action research in design science research. Design science paradigm was leveraged to introduce a meta-design artifact explaining how IS requirements including security requirements can be incorporated in the design of SIS. The introduced artifact CSIS provided design comprehensiveness to emergent and changing requirements to IS from a socio-technical perspective. The CSIS artifact meets secure system meta-design requirements. This study presented a secure IS design principle that ensures IS security. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Information Security, Information Systems, Design, Action Research, Design Requirements
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A