No abstract

The European Union promotes collaboration between authorities and the private sector, and the providers of the most critical services to society face security related obligations. In this paper, critical infrastructure is seen as a system of systems that can be subject to cyber-attacks and  other disturbances. Situational awareness (SA) enhances preparations for and decision-making during assessed and unforeseen disruptive incidents, and promoting Cyber effective situational  awareness (CSA) requires information sharing between the different interest groups. This research is constructive in nature, where innovative constructions developed as solutions  for domain-specific real world problems, while the research question is: “How can cyber  situational awareness protect critical infrastructures?” The Observe – Orient – Decide – Act (OODA) loop is examined as a way to promote  collaboration towards a shared situational picture, awareness and understanding to meet challenges of forming CSA in relation to risk assessment (RA) and improving resilience. Three levels of organizational decision-making are examined in relation a five-layer cyber structure of an organization to provide a more comprehensive systems view of organizational cyber security. Successful, crisis-management efforts enable organizations to sustain and resume operations, minimize losses, and adapt to manage future incidents, as many critical infrastructures typically lack resilience and may easily lose essential functionality when hit by an adverse event. Situation awareness is the main prerequisite towards cyber security. Without situation awareness, it is impossible to systematically prevent, identify, and protect the system from cyber incidents.

The Covid19-virus outbreak during the spring of 2020 forced many changes in work, life and society. Laurea University of Applied Sciences (Laurea) closed all of its six campuses on March 9, 2020, and all teaching activities were transferred to online communication and learning platforms such as Zoom, Teams and Optima. This article presents qualitative case study research. Six teachers of Laurea University of Applied Sciences wrote short narratives of their experiences in moving from classroom to online teaching. The narratives were analysed, and the results grouped under relevant themes: Level of Preparation, Challenges and Risks, and Student Feedback and New ways of Work. The transition from classroom to online teaching was relatively easy for the respondents. The main reason was that the program already had created extensive online content and could be used for a fast transition. The contribution of this article is in presenting one practical case of rapid transition from classroom to online learning.