2016/06/05 by Harry Zurita, Zurita, Harry, Sean B. Maynard +3
Computer Science · Social Sciences · #Computers and Society (cs.CY) #Cryptography and Security (cs.CR) #Cybercrime and Law Enforcement Studies #FOS: Computer and information sciences #Information and Cyber Security #Privacy, Security, and Data Protection
paper · pdf · doi:10.48550/arxiv.1606.01448
openalex publication_date 2016/06/05 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Research articles can support teaching by introducing the latest expert thinking on relevant topics and trends and describing practical real-world case studies to encourage discussion and analysis. However, from the point of view of the instructor, a common challenge is identifying the most suitable papers for classroom teaching amongst a very large pool of potential candidates that are not typically written for teaching purposes. Further, even in practice-oriented disciplines such as Information Security Management (ISM), high-quality journals emphasise theoretical contribution and research method rather than relevance to practice. Our review of the relevant literature did not find a comprehensive set of criteria to assist instructors in evaluating the suitability of research articles to teaching. Therefore, this research-in-progress paper presents a framework to support academics in the process of evaluating the suitability of research articles for their teaching programs.