Computer viruses have become a major security issue during the last few years. They pose a threat to the reliability and validity of many aspects of computing (Hafner, 1988; Highland, 1990a, 1990b; Zajac, 1990; Alexander, 1991; Thimbleby, 1991). No system is immune from contamination: Viruses have been found on stand-alone microcomputers, networks, minicomputers, and mainframes. They are transmitted through many sources, including disks shared by individuals, bulletin boards, disks from vendors, and shrink-wrapped disks from a variety of sources.
Some of the better known viruses are products of college students or have experienced pronounced proliferation on college campuses (Highland, 1991). For instance, the BRAIN virus surfaced at the University of Delaware in October 1987 and was followed 1 month later by LeHigh University's COMMAND.COM virus. The first strains of the Jerusalem virus were found at Israel's Hebrew University. Robert Morris, Jr.'s Internet worm, perhaps the most celebrated virus, began at Cornell and infected thousands of computers on the Internet in only a few hours (Highland, 1990b).
There is little or no research that addresses the role of business school education in combatting and preventing the spread of computer viruses. We undertook this study to begin to fill that void, although our report is primarily exploratory and descriptive in nature. The purpose of the study was to assess business student awareness and perceptions of computer viruses. In this article, we hope to provide information that may be used by educators to heighten awareness of the occurrence and implications of computer viruses. Without this type of education, students are entering the work-place unprepared to deal with a very real and rapidly growing destructive phenomenon.
Conclusions and Implications for Educators
Computer viruses will continue to invade college campuses for some time to come. Teachers who expect computer use in their classes have a responsibility to discuss CVs with their students. The impact of knowledge about viruses cannot be overlooked. Results indicate that when students are more informed, they understand more thoroughly the importance of scanning, the insidious nature of viruses, and the danger of sharing disks with other individuals. Education can certainly make a difference by making students aware of the nature and effects of computer viruses.
If students do not fully understand the scope of damage and the potential sources for viruses, then they are more likely to be lax about virus detection/containment activities during their college careers and will continue this bad habit when they enter the workforce. Without education, it is difficult to control or contain the potential damage that CVs can cause.
Here in lies a major task for educators who shoulder a responsibility for computer virus education. This responsibility is heightened in educational environments because of the extent of software and data sharing (whether ethical or not) that take place among students.
There are three primary areas on which educators should focus. First, they should make students aware of the multiple sources of CVs, such as disk sharing, downloading, and shrink-wrapped software. Second, instructors should describe to students the breadth and extent of damage of existing CVs, not only in educational institutions, but also in the other public- and private-sector environments. Viruses are everywhere, and their effects can be devastating on an organization. Third, instructors should inform students of virus detection and removal methods. These may be provided through different sources, depending on the particular campus environment.
In addition to these three areas, reinforcement, as with other teaching strategies, is vital for virus education. Attention should be given to these findings by instructors in all classes that require student use of computers. Reinforcement in additional classes will increase student awareness of viruses. This awareness will result in more secure working environments for the students not only while they are in college but also when they enter the workforce.
Source:
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