Social technologies and cyber security challenges in Zimbabwean universities: A case of the University of Zimbabwe

Abstract

The introduction of social technologies in the education sector saw an upsurge in the intensity of their use on campus data networks. This study was driven by this phenomenon in a bid to determine if the uses of these social technologies contribute to a myriad of other challenges that institutions of higher learning have to grapple with as well as determining the level of usage and the diversity of the social technologies that are used in these institutions. After this determination, recommendations were given in line with the findings.

The study was conducted in the form of a case study. It was a quantitative survey that utilised questionnaires as the sole form of data collection. The data was collected from 3 groups which are non-technical staff, students and technical staff.

The study discovered that there is intensified use of diversified social technologies at the University of Zimbabwe. These social technologies have resulted in an increase of cyber security risk of the University of Zimbabwe. This risk increase was strengthened by a number of factors which include limited financial resources, lack of prioritisation, and threats awareness of the users and the perception of cyber security by the users. It was therefore recommended that for future studies with the same structure, triangulation should be applied. Furthermore, the university should come up with programmes to raise awareness on cyber security as well as changing the perceptions of users on cyber security roles. There is also the need to mobilise financial resources so as to bridge the gap between technological development and the status quo.