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Networks are resilient, but a year of remote work has taken its toll on organizations.

The Dual Career Negotiation is a two-party, multi-issue role-play based on the true story of a real couple. Alma and Pierre (not their real names) are employed by the same company, Rikoff Projects, a French firm specializing in the design and construction of large-scale infrastructure. When Alma is assigned to a major project in Kuala Lumpur, Pierre seeks a position with Rikoff in Malaysia to support her career progression and enable them to live together. Then her project is cancelled. The company no longer has a job for Alma in Kuala Lumpur, only for Pierre. It can offer her a position in Dubai at a higher rank and higher pay – equivalent to their current earnings combined – but can’t offer Pierre a job there. If they stay in Kuala Lumpur, Alma has no job so their income will be halved. If they move to Dubai, Pierre has no job but Alma’s new salary will almost double what they currently make. The couple need to discuss what to do about their respective careers and their future together.

Teaching objectives

The role-play enables students to practice managing interpersonal relationships while simultaneously handling the substance of a negotiation. The teacher should cover the following points when de-briefing the class: • How traditional gender roles and family responsibilities intersect with professional careers • The unequal division of labour – unpaid in the home – within dual-income couples • A gender gap in expectations and perceptions of careers and family responsibilities • The importance of clarifying unstated assumptions regarding career prioritization • Managing the substance, the relationship, and the process of communication in a negotiation. The case comes with PowerPoint slides. The script to accompany the slides and supporting references can be found in the notes underneath each slide.

The Dual Career Negotiation is a two-party, multi-issue role-play based on the true story of a real couple. Alma and Pierre (not their real names) are employed by the same company, Rikoff Projects, a French firm specializing in the design and construction of large-scale infrastructure. When Alma is assigned to a major project in Kuala Lumpur, Pierre seeks a position with Rikoff in Malaysia to support her career progression and enable them to live together. Then her project is cancelled. The company no longer has a job for Alma in Kuala Lumpur, only for Pierre. It can offer her a position in Dubai at a higher rank and higher pay – equivalent to their current earnings combined – but can’t offer Pierre a job there. If they stay in Kuala Lumpur, Alma has no job so their income will be halved. If they move to Dubai, Pierre has no job but Alma’s new salary will almost double what they currently make. The couple need to discuss what to do about their respective careers and their future together.

Teaching objectives

The role-play enables students to practice managing interpersonal relationships while simultaneously handling the substance of a negotiation. The teacher should cover the following points when de-briefing the class: • How traditional gender roles and family responsibilities intersect with professional careers • The unequal division of labour – unpaid in the home – within dual-income couples • A gender gap in expectations and perceptions of careers and family responsibilities • The importance of clarifying unstated assumptions regarding career prioritization • Managing the substance, the relationship, and the process of communication in a negotiation. The case comes with PowerPoint slides. The script to accompany the slides and supporting references can be found in the notes underneath each slide.

Since its foundation 30 years ago, the Federal Office for Information Security (BSI) has developed into an internationally and nationally recognized center of competence for IT security. With a steady increase in tasks, the discussion about the governance of the office has become stronger - many voices are calling for greater independence of the BSI. The article examines the reasons for and options for greater independence of the agency. As a result, it argues for a further development of the agency's governance that represents a balance between independence and political responsibility.

[Seit seiner Gründung vor 30 Jahren hat sich das BSI zu einem international und national anerkannten Kompetenzträger für IT-Sicherheit entwickelt. Mit stetigem Aufgabenzuwachs ist die Diskussion über die Steuerung des Amtes stärker geworden – viele Stimmen fordern eine größere Unabhängigkeit des BSI.]

How these companies embraced innovation to take the lead in their markets provides lessons for small and medium enterprises (SMEs) everywhere.

The article survey the current situation concerning the operative cybersecurity cooperation of public and private-sector entities in Germany and compares it with solutions implemented in the United States, Israel, and the United Kingdom. Subsequent to the analysis, the establishment of trust between the different involved actors is identified as the principal challenge for efficient cooperation in this subject area.

[Der vorliegende Artikel stellt die bisherige Situation der operativen Zusammenarbeit zwischen Staat und Wirtschaft in der Cybersicherheit in Deutschland dar und vergleicht sie mit den Lösungen, die in den USA, Israel und Großbritannien für das gleichlautende Problem gefunden worden sind. Im Anschluss wird die Herstellung von Vertrauen zwischen den beteiligten Akteuren als größte Herausforderung für eine effiziente Zusammenarbeit näher beleuchtet.]

To guarantee maximum ROI for its clients, executive education needs to fulfil some key criteria. The content must be tailored to individuals’ profoundly personal career paths, knowledge gaps, and blind spots, and the format must also suit the learning style and working context of each participant (podcasts, TED talks, print – no learning method is invalid). Self-paced online modules are a good step in this direction, allowing a decoupling from the rigid corporate calendar or the availability of teaching faculty. But individualization must also mean creating regular opportunities to reflect on and assimilate new skills and knowledge. Furthermore, executive participants should feel they have the toolkit and the support network they need to continue their learning journey long after they leave campus.

The legal implications of digital information warfare in the context of armed conflict have so far received only scarce attention. This paper aims at filling this gap by exposing some of the legal issues arising in relation to mis- and disinformation tactics during armed conflict in order to serve as a starting point for further debate in this respect:

What, if any, limits exist concerning (digital) information operations in armed conflict? Does the humanitarian legal framework adequately capture the humanitarian protection needs that arise from these types of (military) conduct? Where and how to draw the line between effects and side-effects of digitalised information warfare that should remain either within or without the protective ambit of international humanitarian law (IHL)? What are, or what should be, the limits of disinformation campaigns, “fake news”, deep fakes and the systematic manipulation of a given information space in times of armed conflict?