@inproceedings{65583,
  abstract     = {{As digital products become increasingly embedded in organisational operations, cyber resilience – the ability to anticipate, withstand, recover from and adapt to cyber disruptions – has become essential. This paper investigates how professionals in German organisations interpret cyber resilience within the software development lifecycle and how socio-technical factors influence its implementation. Drawing on the MITRE Cyber Resiliency Engineering Framework for data collection and coding on Socio-Technical Systems as an interpretive lens, the study adopts a qualitative approach based on semi-structured interviews with 14 professionals across five organisations. The findings reveal a pronounced socio-technical imbalance: while technical measures centred on anticipate and withstand are comparatively established, the corresponding social factors – shared understanding, dedicated responsibility structures, and systematic learning – remain underdeveloped. These conditions are compounded by resource constraints and the absence of strategic prioritisation. Six exploratory hypotheses capture these patterns and offer empirically grounded starting points for future research on product-level cyber resilience.}},
  author       = {{Taaibi, Samira and Kahraman, Emanuel and Berg, Kevin and Dziwok, Stefan}},
  booktitle    = {{ECIS 2026 Proceedings}},
  keywords     = {{Cyber Resilience, Software Development Lifecycle, Qualitative Study, Cyber Resiliency Engineering Framework}},
  location     = {{Milan, Italy}},
  title        = {{{Beyond Security: A Qualitative Study of Cyber Resilience Across the Software Development Lifecycle in German Organisations}}},
  year         = {{2026}},
}

@article{52807,
  abstract     = {{Many preservice mathematics teachers lose their motivation during their first year at university. This phenomenon has been repeatedly described in recent years but is not yet fully under­stood. Since motivation may relate to different objects such as mathematics or teaching, we aim to qualitatively reconstruct different facets of the central motivational constructs of Situated-Expectancy-Value theory (intrinsic value, attainment value, utility value, cost, and expectancy of success) for preservice mathematics teachers. The analysis of longitudinal group interviews of 14 pre­service higher-secondary mathematic teachers from a German university revealed different objects of motivation (e.g., teaching mathematics, scientific mathematics, procedural mathematics, or proof-based mathematics) in preservice teachers' values and expectancy of success. Furthermore, relations between those values and expectancy of success were identified that played a significant role in preservice teachers’ motivational development over their first semester (e.g., relations of attain­ment value for scientific mathematics and psychological cost). Theoretical and practical implications towards a teaching-specific conceptualization of expectancy of success and values and value interventions are being discussed.}},
  author       = {{Gildehaus, Lara and Liebendörfer, Michael and Schukajlow, Stanislaw}},
  journal      = {{Quadrante: Revista de Investigação em Educação Matemática}},
  keywords     = {{Situated Expectancy-Value theory, identity, teacher education, longitudinal qualitative study}},
  number       = {{2}},
  pages        = {{25--48}},
  title        = {{{Preservice teachers’ mathematics-related values and expectancy of success in their first study year}}},
  doi          = {{10.48489/QUADRANTE.31191}},
  volume       = {{32}},
  year         = {{2023}},
}