Browsing by Author "Darby, Roger"

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    Chapter 10: cyber security and knowledge management
    (Routledge, 2021-11-29) Darby, Roger; Dodd, Lorraine; Hilton, Jeremy
    This chapter discusses fundamental assumptions relating to concepts that are central to Cyber Defence as they need to be understood by organisations for purposes of cyber resilience and security. The ability to understand and anticipate your organisation’s part in an increasingly complex operating environment plays a key role in its continued survival. The chapter argues that the utility of the key asset of knowledge, and the management of this vital resource, plays a major role in the success or failure of this necessary objective. It is axiomatic that knowledge sharing has many comparable benefits for organisations and individuals. The chapter further argues that systemic risk and cyber threats challenge existing paradigms for managing data, information and knowledge and suggests that a more radical approach to gaining and sharing knowledge is a requirement to remaining organisationally agile in the fast-moving, technologically advanced wider defence and security sector. The defence sector now acknowledges data, information and knowledge as strategic assets, therefore it needs to be more organisationally aware and place Knowledge Management at the centre of its strategic management approach to cyber resilience, to be enhanced rather than compromised by powerful IT systems.
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    The development of a KIM behavioural framework to support science and technology knowledge transfer in the UK defence sector. A case study approach
    (World Scientific Publishing, 2016-06-15) Darby, Roger; Kirke, C. M. St G.
    A framework is presented for investigating and understanding human behaviour connected with knowledge and information management (KIM), developed from a case study in the UK defence sector. Qualitative research was undertaken in three organisations within the wider defence and security sector. The research showed that particular areas of sensitivity leading to resistance to change when KIM systems were introduced include a perceived lack of usability of KIM IT systems, the length of time required to learn how to use them, their perceived lack of reliability and the users’ consequent lack of trust in them. These issues led to the widespread use of “work arounds” to cope with the demands of the job without using the KIM systems as designed. The framework’s purpose is to contribute to the current field of knowledge about how organisations can best approach and implement required KIM changes, taking these human issues into account.
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    Evaluation of ‘learning’ as a main thrust in transferor‐transferee relationships: small satellite technology transfer collaborative projects between developed and developing countries ‐ the case of Algeria
    (Intellect, 2021-06-01) Ayad, Ahmed; Darby, Roger; Matthews, Ron
    This article focuses on the transferor‐transferee relationship in the context of technology transfer collaborative projects between developed and developing countries. The case of the Algerian satellite industry, which utilized three small satellite collaborative projects with foreign companies over twenty years in order to acquire technology from abroad, has been used as an empirical study. The study evaluates transferor‐transferee relationships when small satellite collaborative projects are used as a technology transfer mechanism. It assesses whether technology transfer effectiveness or ‘learning’ is mutually understood by the two key transferor and transferee actors. It identifies a potential schism when transferor motives are often economic (business-oriented) whilst transferee motives are non-economic, aiming to learn and develop local capabilities for national developmental objectives. The study reveals that this initial non-alignment of objectives led to the adoption of a transfer mechanism where learning is not the main thrust. The principal finding extrapolated from this research is that this inadequacy is rooted in the fact that Algerians had not clearly dissociated the objective of ‘satellite technological learning’ from that of ‘satellite applications’. Recommendations for future research include the need to clearly prioritize the objective of ‘technological learning’ to avoid confusion as to the transfer mechanisms to adopt.