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Department of Business and Information Sciences
In Partial Fulfillment of the Requirements for the Degree of
Doctor of Science
BY
Sharon L. Burton, DBA, MBA-HRM, MBA-Mgmt, LSSMBB, CCMP
CYBERSECURITY LEADERSHIP FROM A
TELEMEDICINE/TELEHEALTH KNOWLEDGE AND
ORGANIZATIONAL DEVELOPMENT EXAMINATION
Educate. Innovate. Inspire.
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CYBERSECURITY LEADERSHIP FROM A
TELEMEDICINE/TELEHEALTH KNOWLEDGE AND
ORGANIZATIONAL DEVELOPMENT EXAMINATION
Approved:
Accepted and Signed:
31 January, 2022
Dr. Darrell N. Burrell, Exegesis Chair Date
31 January, 2022
Allen H. Exner, External Exofficio Committee Examiner Date
31 January, 2022
Dr. Ian McAndrew, Date
Dean of Doctoral Programs
An Exegesis Presented in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy (PhD) in Cybersecurity Leadership
Capitol Technology University, Laurel Maryland
January, 2022
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Table of Contents
Department of Business and Information Sciences ............................................................................ 1
Chapter 1: Introduction and Background ............................................................................... 6
Problem Statement................................................................................................................... 10
Assumptions ........................................................................................................................................ 12
Limitations .......................................................................................................................................... 12
Delimitations ....................................................................................................................................... 13
Organization of the Remainder of the Study .................................................................................... 13
Chapter 2: Review of the Literature ...................................................................................... 14
Method for Reviewing the Literature ................................................................................................ 14
Method for Analyzing the Literature ................................................................................................ 15
What is the Weakest Link in Cybersecurity? ................................................................................... 18
Digitization Technology ...................................................................................................................... 19
Andragogy (Adult Learning) ............................................................................................................. 20
Investment in Technology Training vs. Leadership Skills ............................................................... 22
Characteristics of Effective Knowledge Leadership ......................................................................... 23
Tactical Communication .................................................................................................................... 24
Conclusions and Discussions .............................................................................................................. 25
Chapter 3: Article 1 - Artificial Intelligence (A.I.), Disability, and
Telemedicine/Telehealth: Building and Academic Program ............................................... 29
Chapter 4: Article 2 - Technological Digital Disruption in the Age of Artificial
Intelligence: A New Paradigm for Leadership ...................................................................... 60
Chapter 5: Article 3 - 3) Artificial Intelligence (A.I.) and Augmented Reality (A.R.)
Disambiguated in the Telemedicine/ Telehealth Sphere ...................................................... 95
Chapter 6: Recommendations for Future Research ........................................................... 108
Original Contribution to Knowledge in the Field ............................................................... 110
REFERENCES ....................................................................................................................... 118
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ACKNOWLEDGEMENTS
Numerous exceptional people helped me through this exegesis, a labor of love. To Dr.
Ian McAndrew, the Dean of the Cybersecurity Leadership program, you offered support and
asked the right questions. Dr. Darrell N. Burrell, my exegesis chair: thank you for your insightful
guidance and comments; you prepared a path for me to pace. Thanks for the inspiring
interchange and discussion that elevated my own research and analysis during this process.
You have been the best to my immediate family (Yoshino W. White, MSc., Cameron R.
White, and Solomon R. White). I made it through six (6) months of research in the cold of New
Hampshire. My father, Roosevelt Burton, left a generational roadmap to life beyond reproach;
thank you. Aunt Shirlee (Lillian) White, thank you for being there for us. To Synster A. Johnson,
Myrtle C. Jackson, Tekeela S. Austin, T-4, and Margie Ree Hill, thanks for answering the calls
during my breaks and offering encouragement. Duane E. Cartwright, your math advice continues
to live. WHEW! Extended NH and MA families (Baljit Jackson, MST., R. Stanton Jackson, MS.,
and Bernard Jones), thank you for the encouragement and good meals. Simran Jackson, keep
pushing to complete that PharmD.
Dr. Francene Perry-Brown, thank you for articulately stating the case for a doctorate and
why I should move toward a terminal degree. For Dr. Johnnye Maye Witcher: your name moved
to the annals of time, yet you left an indelible mark on me and others. Your continued
encouragement helped me get to the end of this process. You reminded me of hard-core grammar
and using the correct subjunctive mood, introductory participial phrases, etc. Thank you for the
many prayers to Cannon, Dr. Edwin Earl Smith, and Mother Alma Smith (deceased). Mrs.
Rudyne D. Brown, thanks for the many words of wisdom. To Ranlin Sanders: thanks for keeping
my computer going while I ran this race because it tried to drop out numerous times. To the
entire Capitol Technology University: I appreciate the learning, teaching, and research
opportunities, instruction, great conversations, advice, and support. Thank you to my friends for
allowing me to disappear for another year and always welcoming me back when I needed a break
from my research.
Allow me to thank my prominent friends and colleagues. To Judge Diane Clarke-Streett,
Lydia C. F. Anderson, Esq., Lydia Cox Backstrom, Esq., Patricia Smith-Walker, Stephen
Walker, Esq., and Gloria V. McCray: thank you for the years of encouragement. You are great
examples to my esteemed colleagues who lead the way with two and three doctorate degrees –
Dr. Darrell N. Burrell, Dr. Maurice Dawson, and Dr. Calvin Nobles. To my writing team
members, Dr. Kim L. Brown-Jackson, Dr. Dustin I. Bessette, Dr. Shanel Lu, Dr. Jorja Wright,
Dr. Jonathan Abramson, Dr. Dawson, Dr. Calvin Nobles, and Yoshino W. White: you all are
amazing.
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ABSTRACT
Scholars and businesses are expansively engrossed in researching cybersecurity and its
intricacies and complications from an operational, technical, and planning perspective. This
examination seeks to investigate the people, processes, and technological aspects of
cybersecurity. Vital is this investigation because health care professionals, their actions,
expertise, advancing digitization, and security of patient care and monitoring represent the most
fundamental and indistinct aspects of cybersecurity leadership. The findings revealed from this
investigation accentuate the significance of cybersecurity researchers, educators, and
practitioners increasing their acumens and discernment telemedicine and telehealth development
to interlock in a more all-inclusive approach to cybersecurity leadership and fortification.
Keywords: cybersecurity, digitization, communication, artificial intelligence, telemedicine,
telemedicine, continuous improvement, training, andragogy, and transdisciplinary
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Chapter 1: Introduction and Background
A noticeable fact is the United States and other countries are experiencing an
amalgamation of identified and unidentified susceptibilities (Hoffman, 2018). These
susceptibilities precipitously intensify challenger know-hows and exhibit significant and
widespread threat and susceptibility mindfulness (American Hospital Association [AHA], 2021;
Hoffman 2018; House Energy and Commerce Subcommittee On Oversight and Investigations
Hearing, 2011; Olsen, 2020). Within this active setting and climate, leadership is challenged with
and must tackle cyber security threats that continue to flourish as aimed, more complex, and
more critical (American Hospital Association [AHA], 2021; Olsen, 2020). Confidential data is
being pilfered from healthcare facilities and institutions (Surveys Raises Concern, 2019),
government, the private sector, therefore leading to destabilization of public assurance in the
information systems and the distribution of information (Public-Private Analytic Exchange
Program, 2019). In other words, breakdowns exist for offering inappropriate cybersecurity
training and controls within the critical infrastructure sectors; such disquiets and failures leave
the United States and others exposed to attacks that could leave destructive, overwhelming, and
ruinous effects on security (Dawson et al., 2021; Martin et al., 2017; Muller, 2021; Olsen, 2020).
The shortcoming to treating cyber security as a foremost business strategy is disadvantageous to
the health of any organization's information security processes, critical systems, and data (Oltsik,
2017).
The knowledge, skills, and capabilities required to manage valuable national intellectual
capital are significant. Yet, the current burden to be understood is accessibility, shielding data
and other high-value assets, and reliability of our information infrastructure (Dawson et al.,
2021; Olsen, 2020). Modern society continues to transmute from technology associating
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physical, digital, and biological worlds, the fourth industrial revolution (Daemmrich, 2017), to
the fifth industrial revolution encompassing cybersecurity's augmented reality and artificial
intelligence. At the center of the transformation exploded a pandemic, COVID-19. On January
30, 2020, the World Health Organization [WHO] broadcasted the COVID-19 outbreak as a
Public Health Emergency of International Concern (Ohannessian & Yaghobian, 2020). Owing to
the existing COVID-19 pandemic, telemedicine and telehealth technologies are experiencing an
upsurge and quickening utilization by healthcare professionals and patients (Tuckson et al.,
2017). The COVID-19 pandemic lingers to consequence inordinate connectivity in the healthcare
arena (Simon, 2019). The eruption of security issues due to the COVID-19 pandemic and more
people working from home added to the cybersecurity leadership concern (Lohrmann, 2020;
Morgan, 2016). Specifically, cyber threats and hacks are expected to exacerbate as the demand
for internet-driven technology resources is foreseeable to increase exponentially (Nayyar, 2021).
Also, the sprint to cloud technology is causing security void challenges, misconfigurations, and
outages. The problem existed to stabilize cybersecurity management needs with business
priorities, including time and resource constraints (Healthcare & Public Health Sector
Coordinating Councils, n.d.). The operating ideas between healthcare organizations and their
security operations centers (SOC) and security incident event management (SIEM) providers
were not in sync. Attacks arose due to the need for more knowledgeable providers to effectively
manage healthcare operations firewalls and endpoints 24x7x365 (Public Health Emergency,
2017).
According to the Healthcare Information Management System Society, HIMSS (2021a),
the healthcare workforce has a discrete necessity to comprehend the privacy and security policies
of the healthcare organization; thus, in the current electronic world, cybersecurity in healthcare
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and protecting data is imperative for the standard functioning of healthcare organizations.
Healthcare organizations encompass countless types of specialized hospital information systems
(e.g., clinical decision support systems, EHR systems, e-prescribing systems, Internet of things
devices, practice management support systems, radiology information systems, and
computerized physician order entry systems). Attacks to these systems, such as ransomware, can
be devastating and is a sizeable threat to the confidentiality, integrity, and availability of data
(HIMSS, 2021a). Thirty-eight attacks interrupted patient care at approximately 963 locations by
August 2021, contrasted with 80 separate incidents at 560 hospital locations that impacted 2020
(Bilyeau, 2021). As early as 2013, documentation shows every hospital, including their
reputations, is at risk of cybersecurity vulnerabilities and intrusions (Callahan, 2013). Increased
use of networked technology, minimal training, learning and development, new technology
additions, internet-enabled medical devices, shifting technology to the cloud, and electronic
records databases are all vulnerabilities to business evolution and growth (Burrell et al., 2018;
Burton, 2019). Therefore, consistent and systematic cybersecurity awareness knowledge &
development in healthcare are vital (HIMSS, 2021a). The healthcare knowledge & development
challenge is for leaders at all levels to understand threats, converse about dangers, and
comprehend processes and procedures in case of actual cybersecurity incidents (HIMSS, 2021a).
More substantial change is expected to affect healthcare. Leaders must understand cybersecurity
as it relates to digital health, artificial intelligence (A.I.), and machine learning (ML), and
financial health (HIMSS, 2021b). Knowledge includes machines and humans working together
wherein machines can extend the know-how of their human colleagues and, from time to time,
help establish new experts (Daugherty & Wilson, 2019). However, caution is required. The data
shows that organizations utilizing A.I. and automation security underwent breach costs of $2.90
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million, contrasted to $6.71 million for organizations not using A.I. and automation security
(IBM Security, 2021).
Progressing and insistent threats, data-breaches, are dominating healthcare. There is no
matching focus on educating the leadership and technical management to prepare forces to guard
against attacks. The data shows that executive and management level education dawdles behind
business practice education (Arbaiza, 2016), thus unveiling a void in the development of leaders,
and organizational resiliency, specifically in cybersecurity education. This void in understanding
and resiliency is evidenced by numerous cyberattacks and ransom payments in healthcare
organizations.
Healthcare institutions are primary targets of cyber-attacks because hackers find the
astonishing number of records stored and the access to patients' information as significant to sell
on the dark web; black market (Healthcare & Public Health Sector Coordinating Councils, n.d.).
Also, healthcare personnel are many times ill-equipped to manage cyber risks. Further,
healthcare institutions are targets because of legacy and outdated technology as well as the fiscal
budget constraints owning to expensive capital equipment and minimal capital budgets
(American Hospital Association [AHA], 2021). Targeting these institutions are bad cyber actors
(American Hospital Association [AHA], 2021) to include nation-states actors and non-state
actors (Public-Private Analytic Exchange Program U.S., 2019). In 2018, North Carolina's
Catawba Valley Medical Center experienced two initially undetected phishing attacks that
exposed patients' names, birth dates, medical data, health insurance information, and some Social
Security numbers (Davis, 2018). October 16, 2018, the Centers for Medicare and Medicaid
Services announced a 75,000 record hack regarding Affordable Healthcare enrollments (Morse,
2018). The year 2019 did not go without cyber-attacks. The New Jersey Health System paid an
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undisclosed ransom to release 17 hospitals and clinics of Hackensack Meridian Health (Eddy,
2019). In an effort to educate and offer significant data points, the Healthcare Cybersecurity
Coordination Center (2020) provided that 239.4 million cyber-attacks were attempted in 2020.
Hospital critical vulnerability points are Networks, Records Disposals, Remote Work, Internet of
Things, Data Storage, and Personal Devices (Healthcare Cybersecurity Coordination Center,
2020). After this publication of crucial points, 2021 begins with patient names and results of
their U.S. hospital colonoscopy examination results that appeared on the dark web (Wetsman,
2021). Despite year-after-year of cyber-attacks and hacks on healthcare systems and published
data, there is the realization that cybersecurity has to be a long-term strategy. Yet, year after year,
leaders are experiencing the embarrassment of cyber hacks and possibly paying ransom to get
systems released. The focus on leadership understanding is no longer a want but has risen to be a
requirement to protect people, processes, and technology.
Problem Statement
Healthcare is experiencing more considerable cyber risks than other sectors due to
essential and integral weaknesses in the overall security posture (Davis, 2020; Martin et al.,
2017). The average total cost of a data breach for healthcare in 2021 at $9.23 million; this is an
increase of 29.5% from the 2020 figure of %7.13 million (The IBM Security, 2021). The
Information Systems Security Association International (ISSA, 2021) fifth annual global study of
cybersecurity professionals offers that cybersecurity knowledge, skills, and abilities crisis
persists on a descending, multi-year trend of bad to worse and has negatively influenced over
half (57%) of organizations. According to Mimecast Threat Center Research (2021), current and
future concern are that cybersecurity professionals’ knowledge, skill, and abilities are not better.
Cybersecurity professionals must learn to change the way they perform the same as
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cybercriminals continue to change how they do business and remain atop of changes. Eggleton
(2017) posited that the people aspect in knowledge, skill, and abilities has been the most acute
and disregarded in cybersecurity; organizations must develop digital transformation and ensure
that people are included in the change journey. The data shows that 62% of organizations
miscarry in efforts to offer sufficient knowledge & development to continue situational
mindfulness on business and information technology risks (Oltsik, 2017).
A problematic component of this knowledge, skill, and abilities void is the gap could be
noticeably decreased if organizations offered plausible support to the cybersecurity mission -
career development and leadership development. Professional and leadership development
continues as a minimal priority for cybersecurity and information technology professionals
(Oltsik, 2017). A precise difficulty is when there is a choice between increasing current
cybersecurity personnel knowledge versus cybersecurity leadership development; organizations
have placed more effort into cybersecurity personnel (Tsado, 2016). The abyss in understanding
is that technical skills are not enough to manage cybersecurity operations and concerns
effectively; stopping cybersecurity attacks depends as much upon governing the online conduct
of employees as is the installation of firewalls (Murray, 2018). A further complication is the
necessity to educate and develop cybersecurity leaders at all levels who can understand, work
through, and converse regarding cybersecurity concerns – people, process, and technology
(Burton, 2019). The general research problem is that cybersecurity leadership has the knowledge,
skill, and development impediments and difficulties. The specific problem is to comprehend
better the knowledge level and leadership concerns associated with cybersecurity leadership. The
literature gap is that cybersecurity research is focused on technological processes and procedures
(American Hospital Association [AHA], 2021; Public Health Emergency, 2017; Tasdo, 2016).
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Yet, limited research is couched on the people side of the people, process, and technology
equation (Akçayır & Akçayır, 2017; Tasdo, 2016; Burrell, 2018; Tulgar, 2019). This researcher
sought to investigate, analyze, and advance scholars' research in cybersecurity leadership.
Assumptions
Reliance included the belief that published researchers were experts who had rich and
credible experience in cybersecurity, knowledge & development, and telemedicine/telehealth
initiatives. This cybersecurity research and literature review relied on this researcher's
assumptions that documents are accurate. First, organizations in all sectors are assumed to face
comparable challenges for establishing cybersecurity development programs and obtaining well-
prepared leaders at all levels; therefore, they stand to benefit from the findings of this research.
Second, cybersecurity leaders are assumed to recognize that internet-driven and cloud-driven
technology is increasing and is affecting educational pursuits, organizational structure, and
organizational resiliency.
Limitations
The results of this study were limited to cybersecurity and cybersecurity leaders at all
levels in telemedicine/telehealth and journalism. Next, limitations of this research are on the
critical infrastructure, people knowledge, skills, and abilities. Although there are not clearly
defined lines between private organizations and government, both concerns are knotted and
entwined; both are plagued with cybersecurity issues. Variations in the research documents,
including organizational procedures, the size of the organizations in the research documents to
embrace the organizational culture, may influence the applicability of the results to other
organizations.
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Delimitations
Delimitations provided the boundaries for this research. Delimitations are leadership
knowledge concerns and the growth of cybersecurity leadership, digitization technology,
andragogy, and training in the cybersecurity landscape for telemedicine/telehealth and academic,
journalistic organizations. Discussions of cybersecurity leadership are interspersed throughout
this research. The final results identified in this research document may or may not be applicable
to all cybersecurity organizations.
Organization of the Remainder of the Study
Five chapters comprised this exegesis. Chapter 1 provided background and rationale and
the problem statement. Chapter two (2) presented a review of the literature. Chapters three (3)
through five (5) are published documents via scholarly publishing organizations. Chapter six (6)
presented a discussion for future research.
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Chapter 2: Review of the Literature
Method for Reviewing the Literature
The method for reviewing this literature comprised copious steps. First, questions
regarding the exegesis topic were developed and organized by categories into a systematic
examination process to ascertain whether scholarly data were obtainable. Next, pursuits and
reclamation of relevant literature were performed using academic fee-based databases and the
internet. The fee-based databases and their hosts (shown in parentheses) included ABI Inform
Complete (ProQuest), Academic Search Premier (EBSCO), Business Source Premier (EBSCO),
Chronicle of Higher Education (Chronicle of Higher Education), e-Book Collection (EBSCO),
and ERIC (EBSCO), and First Research. The internet search engine, Google, was utilized to
rescue peer-reviewed literature. Using these databases offered a measure of confidence about the
authority of the retrieved data. The research underwent rigid, meticulous, thorough, and
controlled evaluation systems, which are the characteristics of scholarly work. Historical data
located via internet searches was successively confirmed via searches utilizing academic
databases.
In reviewing the literature, the researcher divided 500 documents into two categories:
primary resources and secondary resources. The primary resources category included original
materials, first-hand accounts of an event or topic utilized by a business or organization. The
secondary resources offered an analysis, clarification, or a restatement of primary sources. These
resources are literature reviews of specific subjects that entailed a generalization, synthesis, and
analysis of earlier work. Examples are diaries, letters, photographs, weblogs, articles published
in magazine articles, press releases, reviews, and annual organizational reports (University of
New South Wales Sydney, 2021). These two categories of research documents, information was
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further categorized according to the subject matter: cybersecurity leadership, technological
digitization, andragogy, and training in the cybersecurity landscape. The categories were
organized and reviewed. Subsequently, key documents from each category were logged on a
spreadsheet for comprehensive analysis. Of the 500 resources, 377 are within the last five-year
range. One hundred and twenty-three are outside of the previous five-year range of the
finalization of the exegeses. The number of documents designated as primary is 400. The number
of documents designated as secondary is 100. Chapter 2 includes 109 references, of which 87 are
within the last five-year range, and 22 are outside of the previous five-year range of the
finalization of the exegeses. See table 1.
Table 1: Literature Tree
Exegeses Literature Tree
Total
References
in Exegeses
References
within last
5 years
References
outside the
last 5 years
Number of
Documents
Designated
as Primary
Number of
Documents
Designated
as
Secondary
Chapter 2
- Total
References
Chapter 2
within the
last five
(5)years
Chapter
2
outside
the last
five (5)
500
377
123
425
75
109
87
22
Method for Analyzing the Literature
The choice of research studies in each category was sorted according to keywords and
phrases. These words and phrases are as follows: cybersecurity, digital technologies disruption,
communication, artificial intelligence, telemedicine, telemedicine, continuous improvement, and
transdisciplinary. Next, the research documents were analyzed to use a qualitative methodology.
Themes were determined for the extended organization of data. Bringing together the data
according to themes helped design a research strategy for investigating cybersecurity research
focused on the people side of the people, process, and technology equation. Research documents
were also scrutinized for a void of consistency, which aided in recognizing supporting and non-
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supporting information. Next, this researcher examined the strengths and weaknesses of past
research. This analysis offered a comprehension of missing data from the current body of
knowledge as reflected in the literature.
Additionally, this practice led to an improved understanding of how the absence of data
could formulate a proper research topic and the techniques utilized to examine and scrutinize
academic works. Analyses of the overall literature offered guidance for the design of this
research topic. A prominent feature of the primary resources was the culmination of suppositions
by researchers and educators that inspired and directed future research. Lastly, data and
documents were examined to detect present-day investigation of cybersecurity research focused
on the people side of the people, process, and technology equation.
The purpose of Chapter 2 is to review scholarly literature related to leadership knowledge
concerns and growth of cybersecurity leadership, technological digitization, andragogy, plus
learning and development in the cybersecurity landscape. Additionally, this text discusses
concepts of cybersecurity leadership that can be combined to create an overall transdisciplinary
framework for the investigation of modern society as it continues to transmute from fourth
industrial revolution technology fusing physical, digital, and biological worlds (Bruhn et al.,
2019; Daemmrich, 2017). Next, the fifth industrial revolution embraced cybersecurity's business
continuity planning, operational security, end-user education, and leadership commitment (Clim,
2019; Fisher et al., 2017; Roohparvor, 2019). The transdisciplinary framework references
leaders' cybersecurity knowledge through curriculum mergers which disband the boundaries
between the conventional disciplines (International Bureau of Education, 2021) such as
Computer Engineering, Computer Science, Information Systems, Information Technology, and
Software Engineering (Canadian Centre for Cyber Security, 2020). And then, the
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transdisciplinary framework organizes learning and teaching around building meaning in the
perspective of real-world complications or themes (International Bureau of Education, 2021).
These real-world complications and themes include subject matter such as business
administration, ethics, human factors, human factors, law, and risk management (Canadian
Centre for Cyber Security, 2020). Application of the framework occurs through understanding
and awareness. Cybersecurity awareness is a series of training, policies, and actions that steer an
organization's enhanced security culture (Bada & Nurse, 2019; Michellehavich, 2021; Zuopeng
et al., 2021). An overall find is it is essential to understand and recognize cyber threat actors
(e.g., individual hackers, cyber-terrorists, hacktivists, cybercriminals, and state-sponsored
hackers (Kim et al., 2021; Osliak et al., 2019) to ensure that cybersecurity leaders remain
knowledgeable in the ever-advancing field.
According to Beich (2018) from the Association for Talent Development, when
knowledge and skills are the concern, training is the solitary solution. Maccoby (2007) and the
Futures School (2021) expressed that technology leaders must develop foresight to include
technology and static processes. Also, technology leaders must understand people (the customer)
to know how best to examine the research and development for hints of future concerns and
breakthroughs. The notion of improving the nation's cybersecurity, precisely the precarious
necessity for the country to advance its cybersecurity defense, is not just a technical issue; it is a
business issue that has to be grasped appropriately by cybersecurity leaders at all levels (Clinton,
2009; Sallos et al., 2019). Ershadi (2021) references the technology readiness level, which
includes 18 key subjects, with the first topic being data analysis. When using data analysis,
leaders should understand inspecting, cleansing, transforming, and modeling data for the
expressed goal of learning beneficial knowledge informing established conclusions, plus
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strengthening decision-making (for present or future endeavors). Eggleton (2017) and Gastaldi et
al. (2018) posited that organizations must develop digital transformation and ensure the people
are included in the change journey. Further, the people aspect has been the most acute and
disregarded (Eggleton, 2017).
What is the Weakest Link in Cybersecurity?
In today's world of digitization and aggressive growth, the leading challenge for
cybersecurity is connecting disruptive technologies (whether internet-driven or cloud) and
human cybersecurity behavior (Diffee & Datta, 2018; Imran et al., 2021). The data shows that
people's involvement remains the weakest and most vulnerable link in cybersecurity and risk
management regarding the people, process, and technology triad (Help Net Security, 2020; Jalali,
2018; KPMG, 2017; Nobles, 2018; Tessian Webinar, 2020). Currently, employees control
organizations' most sensitive data (Tessian Webinar, 2020). Systems are only as secure as their
human layers, which control digital systems and data (Nobles, 2018; Poulter et al., 2020).
Knowledge leadership is an essential feature of leadership (Chieh-Peng et al., 2020; Lakshman,
2005). Further, in-depth knowledge of the business is swathed in the ability of leaders to lead via
energizing and inspiring (Caza & Posner, 2019; Welch & Welch, 2005).
Cybersecurity breaches are on the increase and occur through voids in knowledge
(Dawson et al., 2021; and Muller, 2021), plus rule-breaking, mistakes, and employee hacks
(Tessian Webinar, 2020). The data shows that 78% of business executives report that they cannot
identify how or when a cybersecurity incident will hit their organizations (Accenture, 2021).
Also, cybersecurity structures are outdated (Lu & Burton, 2017; Sezer & Caliyurt, 2018). In the
1990s, cybersecurity leaders' focus shifted from guarding networks to implementing firewalls to
establish a hurdle between the internal network and incoming traffic from external sources so as
to impede viruses and hackers. In 2010, cybersecurity leaders' focus shifted from protecting
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devices to utilizing endpoint detection response (EDR) platforms, technology platforms designed
to alert security teams of viruses and hackers, plus permit quick examination and suppression of
attacks on endpoints. In 2020, recognition changed to protect people through Knowledge &
development, policies, and rule-based technology (Karagiannis & Magkos, 2021; Sezer &
Caliyurt, 2018). A salient concern is that a mere 19% of employees are suitably mindful of the
cyber risk (KPMG, 2017). According to Blair (2017), organizations are dynamic functioning
within an interrelated system driven by change, competitive behavior, and misuse. The challenge
remaining is a shortage of cybersecurity talent in all organizations – specifically personnel
educated and trained to lead cybersecurity risks (HM Government, 2017; Olsen, 2020).
According to (Chowdhury et al., 2019), factors that impact the actual behavior of the employees
are behavioral, skill-based. IT behavior challenges include a void in the development of leaders
(Hickman et al., 2018; Morris, 2019), and environmental difficulties include a gap in
organization resiliency (Arbaiza, 2016).
Digitization Technology
Digitization technology is the learned use of digital technologies to transform a business
model and afford new revenue and value-producing occasions. The overall topic, technology
disruption, began to affect society during the first industrial revolution (Burton, 2019). The data
shows various methods to analyze the digital shift. These methods are technological (Schwab,
2017), or post-industrial (Burton, 2019) revolution, a conversion to an information (Pinto et al.,
2018) or network (Gupta et al., 2021) society, a shift to a meta-literacy view - learner at the
center of four – learning, affective, behavioral, and metacognitive, and cognitive, inter-related
domains of (Friedman, 2021) reflecting the change in human consciousness (IESE Business
School of Navarro, 2020). Each of these methods supplements the other to make a complete
picture of the vital phenomenon of this period. Today, digitization has advanced, and artificial
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intelligence infused digitization (Burton 2021; Massat, 2018; Ramesh et al., 2021). In other
words, digitization technology is the procedure and progression of shifting to a digital business
(Ramesh et al., 2021). Democratized access to culture, previously limited to privileged classes or
physically bound to specific influential neighborhoods, is fundamentally welcoming digital
technologies that place content digitally over networks (Yeo, 2020). The anytime and anyplace
internet has enabled escalating entry to cultural content, with digital systems and applications
being understood as essential to technological progress (Bhatti, 2021; Levin & Mamlok, 2021).
Another view is that a plethora of daily access to culture is not due to technological advancement
but is because of corporate-led digitization of overall culture. This change has modified public
cultural organizations into means and channels for capital and continues to transform and absorb
these organizations into the digitized technological marketplace (Yeo, 2020). As digitization
technology maturity progresses and consumer demands expand, organizations need to acclimate
to these alterations (Computer, 2020; Russell, 2019). Digitization technological is the sole
answer to safeguard business growth and development and continuously change to evolving
normal (Computer, 2020). Digitization technology knowledge is learned at work or in
institutions of higher learning (Dawson, Jr., 2020). This learning occurs through Constructionist
Learning Approach in the Digital Age (Levin & Tsybulsky, 2017), the technique known as
andragogy, adult learning (Burton, 2014, Knowles, 1975, 1980).
Andragogy (Adult Learning)
Andragogy is specific to this text as it relates to adult learning required by leaders to
understand technology, technology disruptions - cybersecurity threats hack in a telemedicine and
telehealth environment. Siala et al., (2020) applied andragogy and the Technology Acceptance
Model (TAM) in research to examine if learners from different cultures adopt technology to
facilitate the learning of transferable leadership skills (ethics) and knowledge. The trend to use
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technology to train people in organizational environments is not new and continues to be used
(Larson, 2019). As given by Brown-Jackson (2017), the Technology Acceptance Model (TAM)
and TAM2 in their cleanest forms indicate recognized worthwhileness, and distinguished ease of
use would forecast user acceptance and adaption of information technology in telehealth, a
disruptive technology (Brown-Jackson, 2017; Holden & Karsh, 2010).
Andragogy, a learner-centered method introduced in 1968 (Burton, 2014; Cooke, 2010),
is the opposite of pedagogy, an educational instructor-focused approach (Burton, 2014; Ozuah,
2005). Malcolm S. Knowles, the father of andragogy, offered the theory of andragogy. Knowles
postulated that adults learn differently from younger learners – problem-centered, applicable, and
impact on their specific lives, connection, and the application of their individual experiences
(Saunders & Wong, 2020). Consequently, adult learning necessitates a dissimilar educational
approach to pedagogy (Knowles, 1975, 1980). Characteristics of andragogy theory applied to
technical knowledge and application principally pertinent to this text are: (a) self-directedness,
(b) need to know, (c) use of experience in learning, (d) readiness to learn, (e) orientation to
learning, and (f) internal motivation (Burton, 2014; Taylor & Kroth, 2009). Disruptions fueled
innovation in the form of COVID19. Technology advanced extraordinarily, the internet has
reached every part of society, and web-based technology is prevalent in organizations (Ju, 2019).
Telemedicine, and telehealth technology usage are increasing exponentially to enhance access to
healthcare in remote, rural, and underserved locations, thus spreading specialty care to these
types of places (Brown-Jackson, 2017; Taylor and Burton, 2018).
Due to COVID19, Telemedicine and telehealth exploded onto the virtual stage. They
added to the education required by cybersecurity leaders to comprehend and safeguard systems
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used for remote monitoring, record keeping, and extended care. Through this lens can be
understood how telehealth connects andragogy and training in the cybersecurity landscape.
Investment in Technology Training vs. Leadership Skills
The data shows a skills gap in the number of skilled cyber technology professionals. The
initial thought was that cybersecurity is an I.T. problem when it is a business concern (Nobles,
2018; and Murphey, 2020). Ironically, cyber leaders have the atrocious and essential goal of
securing an organization (Doan, 2019). On the other hand, when organizations work through
major strategic decisions such as business models, digital strategy, product mix, and M&A, the
cybersecurity team and leadership is a codicil, without a seat at the decision-making table (Doan,
2019). The salient question is, why are organizations squirming to guide cybersecurity as a vital,
tactical segment of overall strategy, operations, and culture?
Three concerns exist. The first concern is that awareness by executive-level human
capital is not building fast enough. A solitary 16 percent of organizations are equipped to handle
cybersecurity risks (Choi et al., 2019) such as risk assessment, risk treatment, risk management,
security assurance, and auditing (Gyun No & Vasarhelyi, 2017). The second concern is that
cybersecurity leaders' average length of employment is right at 18 months (Doan, 2019). A dual
factor that produces a nonconformance and should be constantly excluded via process
improvement is (1) Cybersecurity is treated as an administration and support personnel job, and
(2) the majority of cyber leaders are incapable of wielding strategic influence (Doan, 2019). Just
what is propelling this gap? The third concern is organizations are hiring and promoting human
capital professionals with purely technical skills. However, the data shows that such roles are not
consistently equipped with management skills. According to Smith (2021) and White (2020), the
top skills to be a successful manager are communication and motivation, forward planning and
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strategic thinking, interpersonal, organization and delegation, mentoring and coaching,
organizational awareness, plus problem-solving and decision-making.
Advances in technology, for example, artificial intelligence, autonomous vehicles, data
mining, and IoT, are broadening the knowledge gap (Murphey, 2020). Also, executive-level
leadership must be made aware of the concern prior to a cyber hack. Hiring additional staff to
increase knowledge, skill, and ability is not the final solution, even though this solution can help.
Conquering the cybersecurity skills gap necessitates broader and more imaginative resolutions,
such as offering education and training (Hayter, 2020; Rooksby & Hayter, 2017). As posited by
Murphey (2020), a precise manner to reduce and eliminate the skills gap is to invest in human
organizational capital. There should be a top-down and bottom-up push for knowledge &
development of human capital at all levels of organizations. This change increases their security
awareness and better comprehension of how to recognize cyber hacks, bad actors, and protect the
organizations against cybersecurity crimes (Murphey, 2020). Experiential training should be
considered, too (Boyd et al., 2020). These changes can be indispensable.
Characteristics of Effective Knowledge Leadership
As given by the Stratford Group Ltd. (2021), solid and grounded leaders connect with
people to render their knowledge into initiative and advantages that benefit the organization.
Also, such leaders guide via their actions and behavior, not just words. As opposed to hoarding
knowledge, solid and grounded leaders share the knowledge quickly, generously, and proactively
(David et al., 2020). These leaders do not foster reliance on their uncommon individual skills but
pursue educating, mentoring, and coaching others to become more successful and valuable,
therefore less needful (David et al., 2020; Stratford Group Ltd., 2021). Effective and influential
leaders realize that knowledge sharing is a precarious element of knowledge management
(Ballesteros-Rodriguez, 2020). Knowledge management is usually denoted as how an
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organization generates, retains, and shares knowledge. Therefore, knowledge sharing is the
practice by which leaders at all levels exchange communication to create new knowledge
(Ballesteros-Rodriguez, 2020).
Communication can be strategic such as key performance indicators, or tactical such as
metrics. Strategically communication concerns the sustainability of corporate decisions. Tactical
communication promotes proactive actions to prevent issues and contributes to the definition of
organizational objectives, and supports the attainment of organizational objectives (Lurati &
Eppler, 2011). Effective and influential leaders relate KPIs to metrics to achieve tactical
communication.
Tactical Communication
Knowledge is a significant intangible organizational asset gleaned from an organization's
production processes, investment history, or workforce (Güell, 2012; Jolalee, 2014). Knowledge-
intense organizations are those wherein the principal activity is grounded on the employment of
knowledge, whether within teams or across organizations (Andreeva, 2009; Ballesteros-
Rodriguez, 2020). Cognitive resources, knowledge within an organization is
underutilized when it is not shared. Knowledge enables leaders at all levels to be more receptive
and able to handle unforeseen circumstances (Rohman et al., 2020). Once knowledge is gained,
and to advance organizations' competitive advantage, this knowledge can be shared in several
ways. Sharing is through cross-functional mentoring, cross-functional project works, the usage
of collaboration portals, and promoting the value of teamwork and knowledge sharing from the
leadership at all levels of leadership through to all levels of employees (David et al., 2020).
Knowledge sharing permits organizations to improve and cultivate needed skills and
competencies, enhance value plus maintain their competitive advantage (David et al., 2020). This
flow of knowledge helps to facilitate the making of new knowledge (Ballesteros-Rodriguez,
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2020). In other words, the creation of knowledge should be intense. Within knowledge-intensive
organizations, knowledge sharing is the critical resource that has enormous conceivability to pull
forth positive results such as creativity (Lei et al., 2021), innovative organizational behavior
(Vandavasi et al., 2020), and overall team performance (Lui et al., 2020). Effective cyber-
security is necessary to avert business disruption and consequently to safeguard operational
continuity (Gordon et al., 2015). Leading in the knowledge and management of cybersecurity is
a knowledge-intensive task (David et al., 2020).
Conclusions and Discussions
Transdisciplinary leadership encompasses seeking information to comprehend better and
address challenges inherent in current and subsequent implications for program planning and
development. This type of leadership lends to the process by which leaders of all levels and
policymakers labor collectively apply a shared vision and language that pulls collectively
scientific, experiential, and contextual comprehension and realization to work through a
complicated communal conundrum resourcefully. Transdisciplinary methods are dissimilar from
the more customarily applied interdisciplinary and multidisciplinary approaches. This
dissimilarity is because the aim is to spawn solutions while revealing effective communication
crossways in multiple sectors (Lawlor et al., 2015). The concept of transdisciplinary represents a
traditionally vital driving force in interdisciplinary approaches (Petrie, 1992). Explicitly, the
representation is the substance of the attractiveness of mixing knowledge into a profound whole
(Petrie, 1992). The application of the interdisciplinary approach references issue-driven
concerns. It denotes that no single instructor or sector can answer the intricacies of the difficulty
(Burton, 2014; Waltner-Toews, 2017). Using transdisciplinary leadership is demanding because
this leadership necessitates knowledge amalgamation that pilots ambiguities, rigidities, varied
interactions, and risk sharing (Burton, 2014).
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Transdisciplinary leadership entails traversing across different knowledge forms and
views. The results must include business and socially relevant resolves that demand reciprocal
and communal learning processes that apply the understanding of science and society (Lang et
al., 2012). Cybersecurity leaders must have a sense of quality and risk management efforts as
attacks can weaken the quality of outputs and damage expensive physical assets (Radziwill,
2018). Importantly, cybersecurity leaders are responsible for sharing knowledge and
collaborating (Burrell et al., 2021; Muller, 2021). This method can be exceptionally crisis
stimulating, expressly when past experiences are siloed or limited (Barrett et al., 2019; Burrell,
2021). Needed is the application of transdisciplinary leadership skills - teamwork, collaboration,
communication, and conflict resolution (Barrett et al., 2019).
The role of cybersecurity leaders necessitates the need for strong communication and
influence when encouraging teams to realize the overall vision and gain support so that the
vision can be attained. To mentor and coach teams toward the vision, teams must be attracted to
the idea. Team members must have selfless envisioned outcomes, for example, improved cyber
health of the organization. Irrespective of the team's reasons, the challenge remains for
cybersecurity leaders to weather the concerns and devotion of the teams. For example, the Chief
Information Security Officer (CISO) is answerable to understand the mission, share specific
knowledge, work for risk avoidance, and communicate bad news. These leaders must organize
knowledge from varied people, disciplines, perspectives, and divisions (Barrett et al., 2019). In
other words, efficient communication skills are fundamental to this transdisciplinary leadership.
The data shows that gaps in understanding between scientists and practitioners could lead
to disagreement (Wang et al., 2019). Even when difficulties can be agreed upon, there could be
uneven ownership of the problem. Instances are when leaders are involved passively instead of
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proactively and have pre-determined preferences. In 2018, Atlanta, GA, was subject to a
ransomware attack. Before the attack, Atlanta's government's critique of not upgrading its I.T.
infrastructure enabled numerous vulnerabilities open for attack (Hutcherson, 2018). The initial
request was $35 million (Kearney, 2018) to correct the I.T. concerns; however, that cost was
denied. The lack of transdisciplinary leadership, working across disciplines to resolve the
concern, led to a hefty price. After the ransomware attack, the price rose by an additional $9.5
million (Kearney, 2018). This incident represents what is likely a significant challenge for
cybersecurity leaders, effectually communicating unpopular needs and requirements such as $35
million to correct infrastructure.
The data shows that leadership needs more learning and development to be effective on
the job. The realism of cyber risk for organizations, accompanied by the void of preparedness,
lingers as evident with each cyber-attack (Fisher at al., 2017; Fisher at al., 2021). Sixty-two
percent of organizations have miscarried in their efforts to provide adequate knowledge &
development, to carry on situational mindfulness on business and information technology risks
(Oltsik, 2017). The idea of excelling at work is not new; what needs consistent change is the
practice (Hayek et al., 2018; Murthy, 2014). Organizations should no longer allow leadership to
work in silos but create paths of understanding for team development and consensus making, and
managing crises (Paquin, 2018). Through the interdisciplinary approach, leaders are trained to
expel pre-existing notions and apply cognitive thinking using the facts.
Negandhi et al. (2015) delineated interdisciplinary leadership abilities, and practices that
are precarious for leadership achievement include the following:
• Be self-aware
• Visionary with a sense of mission
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• Self-regulation
• Committed and motivated
• Decisive, courageous, and honest
• Good communication/interpersonal skills
• Influence peers to innovate
• Strategic and tactical planning
• Networking, team collaboration
• Encourage innovation and facilitate transformation
• Set a direction
• An effective change agent and role model
The given competencies are about developing leaders to perform at their best. More than being
known as the leader, leadership is about growing the personal qualities needed to function
essentially and realistically with others (Peter et al., 2021; Negandhi et al., 2015). Organizations
hinge on talented and proficient leaders to direct them through extraordinary changes. However,
there is sufficient confirmation in the news and current reports that some prominent and most
respected organizations are waning when adjusting to change, implementing security
cybersecurity resiliency, employing strategic plans, or priming for prolonged and doubtful times.
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Chapter 3: Article 1 - Artificial Intelligence (A.I.), Disability, and
Telemedicine/Telehealth: Building and Academic Program
This chapter is referenced as Burton, 2021a.
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Chapter 4: Article 2 - Technological Digital Disruption in the Age of
Artificial Intelligence: A New Paradigm for Leadership
This chapter is referenced as Burton, 2021b.
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Chapter 5: Article 3 - 3) Artificial Intelligence (A.I.) and Augmented
Reality (A.R.) Disambiguated in the Telemedicine/ Telehealth
Sphere
This chapter is referenced as Burton, 2021c.
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Chapter 6: Recommendations for Future Research
The goal of this exegeses was to offer comprehension and add to the body of knowledge
regarding cybersecurity leadership from a telemedicine/telehealth knowledge and organizational
development examination. As given by Dr. Clishia Taylor, "Educational institutions are diverse.
Telehealth and telemedicine education must be engaging, relevant, renewed, and all-
encompassing to remain effective. It is impracticable to ignore or miss the impacts of
telemedicine and telehealth on society. Internet-driven technology continues to drive
technologies in healthcare. The result is that healthcare organizations are spending exponential
sums on technology and cybersecurity to upgrade their practices for safe, secure, virtual
telemedicine and telehealth technologies."
The task of researching and preparing an exegesis is arduous. Numerous research was
reviewed. No data revealed a transdisciplinary framework with four methods - cybersecurity
leadership, digitization technology, andragogy, and training in the cybersecurity landscape. This
cross blending of methodologies produces a framework that comprises the traits of all the parent
methodologies to create a model with hybrid robustness. This robust hybrid methodology can be
comprehended through its biological associates. Postulated by Greiger et al., (2011), positive
hybrid robustness in plants and animals can prevail over diminished genetic variation because of
minute originator population size and permits organisms to endure, blossom, and efficaciously
adjust to a new set of environmental conditions. Three recommendations are suggested based on
the findings.
First future research should be conducted using two different groups of cybersecurity
leaders - senior managers and middle to lower-level leaders. Research topics should include five
aspects. The aspects are the (a.) types of technology to be understood, (b.) needed number of
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courses, seminars, and webinars that such leaders have completed, (c.) topics for cybersecurity
learning, (d.) frequency of interactions among other cybersecurity leaders, and (e.) the level and
method of knowledge delivery. Research particular to learning topics should include pre-
determined issues (i.e., A.I., ransomware, cybersecurity, and business resilience), specified sub-
topics to include various learning modalities, and the amount of practice available to
cybersecurity learning participants. Conducting additional research on how cybersecurity leaders
can increase their knowledge can affect their knowledge capital and empower them to become
more informed leaders. More knowledgeable and well-informed leaders would add to the body
of knowledge for cybersecurity leadership. Additional benefits are increasing telemedicine and
telehealth knowledge and organizational development examination to ensure cybersecurity
leaders remain up-to-date in knowledge, skills, abilities, and specific cybersecurity learning
communities' bodies of knowledge.
Second, future research should examine the development of a process for cybersecurity
leaders to offer feedback on improving a pre-determined course, better help other cybersecurity
leaders, and strengthen cybersecurity leaders' learning experiences. The research should be
qualitative and include data reviews (i.e., cybersecurity leaders at all levels evaluations, surveys,
and faculty surveys), semi-structured interviews, and semi-structured focus groups. The
recommendation is for organizations to conduct this type of research semi-annually. Each new
examination report should be compared and contrasted against changes in the previous year's
data.
Third, future research should examine instructors' knowledge and ability to teach others.
The study should gather feedback on how instructors enhance their knowledge, improve courses
and interactive exercises, share knowledge with other instructors, and improve cybersecurity
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instructors' learning and teaching experiences. Akin to the learners, the research should be
qualitative and include data reviews (i.e., cybersecurity leader instructors at all levels
evaluations, surveys, and student surveys), semi-structured interviews, and semi-structured focus
groups. The recommendation is for organizations to conduct this type of research semi-annually,
the alternate year for learners. Each new examination report should be compared and contrasted
against changes in the previous year's data.
In business, technology, and the social sciences, hybrid robustness can enable researchers
to understand the transdisciplinary framework better. The transdisciplinary framework negotiates
cultural borders and disciplines, is presumptuous, learner-centered, constructivist, and helps
researchers produce evidence pertinent to sustainability-positioned decision-making (Shakya et
al., 2019).
Original Contribution to Knowledge in the Field
This study added to the scholarship and the body of knowledge in the field of study,
cybersecurity leadership. The direct beneficiaries of this study are telemedicine and telehealth
organizations that are responsible for ensuring that their cybersecurity leadership, at all levels,
are educated and developed who can understand, work through concerns, and converse regarding
cybersecurity concerns – people, process, and technology. Because of the high incidence of
cybersecurity threats and incidence, the need for educated and developed cybersecurity leaders
continues to grow (Akçayır & Akçayır, 2017; Healthcare Cybersecurity Coordination Center,
2020; Tulgar, 2019). The data shows that a meager 19% of employees are suitably mindful of the
cyber risk (KPMG, 2017). Effective cybersecurity leadership and development programs must
convey knowledge of their dynamic functioning organizations within an interrelated system
driven by change, competitive behavior, and misuse, and how to apply process improvement
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(Blair, 2017). The challenge addressed is preparing cybersecurity leadership talent in all
organizations – specifically personnel educated and trained to lead cybersecurity risks (HM
Government, 2017; Olsen, 2020). The results of this qualitative literature review and
ethnography research study offered three contributions to the body of knowledge that supported
a learning and development practice to ensure that cybersecurity leadership, at all levels, are
educated and developed to understand, work through concerns, and converse regarding
cybersecurity concerns – people, process, and technology.
First, the results of this study expanded knowledge regarding the skills that should be
taught to cybersecurity leaders as part of an effective leadership development program for
cybersecurity leadership. Based on the literature review, this was the first study to offer current
compiled data regarding the specific skills that should be taught as part of the learning and
development of cybersecurity leaders within telehealth and telemedicine environments. These
findings offer information for preparing to identify the necessary cybersecurity leadership skills
to establish them as standards of practice. The development of knowledge is grounded on
applying Knowles’ six characteristics of adult learning (Požega et al., 2020; Taylor & Kroth,
2009). Through embracing an andragogical adult learning method, the outcomes may be
regarded in the framework of cybersecurity education learning points and educational
innovations. This perspective led to a comprehension of how andragogy’s self-directedness could
employ communities of learning for cybersecurity leaders. In these types of communities,
cybersecurity leaders can frequently practice the andragogical characteristics of self-directed
learning. This happens by applying prior experiences and new information to deliver novel
learning into their repertoires, remain ready to received learning and development, plus value
and welcome the relevancy of learning about cybersecurity threats and incidents as they evolve.
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Moreover, cybersecurity leaders can instantaneously relate new knowledge, skills, and ability to
unravel new challenges; stay internally inspired and driven via recommencing their tenacities
and speaking their goals; and realizing why they need to learn about new cybersecurity and
threats knowledge, skills, and abilities.
The second contribution to the body of knowledge of these research findings relates to
the content that should be included in an effective cybersecurity learning and development
program, whether face-to-face or online education. The expansion of this body of knowledge
was explored by developing an academic business integrated conceptual framework that can be
developed into distinct models. See figure 1 and chapter four (4).
Figure 1: Academic Business Integrated Conceptual Framework
Adopted from S. B. Burton, 2021b
There are eight constructs/elements to this Academic Business Integrated Conceptual
Framework. “These constructs/elements are continuous process improvement, best practices in
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[telemedicine/telehealth] journalism learning and development, standard operating procedures,
costs evaluations, organizational change management, knowledge management, partnership, in
addition to technology, digitization, and artificial intelligence” (Burton, 2021b). This literature
review and ethnography distinguish these evidenced-based constructs/elements as topics that
cybersecurity leaders and educators do not always comprehend; the data shows understanding at
19% (KPMG, 2017). Regularity can be achieved by implementing this framework developed in
chapter four (4). Overall, this framework offers the body of knowledge of how cybersecurity
learning and development must reflect new data delivery and reception approaches.
Cybersecurity leaders, practitioners, and learners, through this framework, will gain heightened
education, plus practitioner and learner viewpoints to study arguments and experiences, as well
as investigate the manner that this data explains the formation, and exercise of cybersecurity
telemedicine/telehealth journalism, expertise, traditions, applications, determinations,
coincidences, purposes, agreements, and risks (Burton, 2021b). This detail, a forward-looking
framework founded on technological continuous process improvement, should better prepare
learners to compete in this technologically digitized society.
The third contribution of the findings of this research relates to the manner that the
telemedicine/telehealth healthcare industry, grappling with increased workload and advancing
digitization technological concerns, can offer appropriate cybersecurity controls within a critical
infrastructure that sheds applicable light on the advanced persistent threat (APT) that could have
incapacitating effects on organizations. Data analysis offers what to incorporate in cybersecurity
leadership learning and development guidance to construct knowledge where enhanced
knowledge and skills are entrenched in the learning and application process. The data showed
that a detangling of healthcare tool usage and application should exist that offers learning and
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development for cybersecurity leaders at all levels regarding continuous leadership development.
This text (Burton, 2021c) offers to learn regarding the following:
Cybersecurity leaders gain a heightened awareness of AI and AR connections to
cybersecurity for the telemedicine/telehealth environment. This learning offers a channel for
leaders and educators to acquire necessitated, practical, and desired knowledge; sharpen their
applicable skill sets, and communicate knowledge aimed at impacting cybersecurity personnel
this 21st century. Cybersecurity leaders and educators receive enhanced learning and
development through digital technological interpretations and critiques for effective leadership
development programs whether face-to-face or online. This education meets the sprouting
international demand for education, meets the demand for flexibility in cybersecurity education,
is a response to societal change spurred by the internet, and supports an emphasis on continuous
learning and development. Through this research, the data offers the critical significance for
organizations to consistently support cybersecurity leaders to understand the industry and remain
atop of the hurdling changes and distinctions. “…a review of how AI [artificial intelligence] and
AR [augmented reality] serve as co-technologies to support the security of patient care and
monitoring, examine impacts on individuals’ and overall healthcare organizations, address how
enhanced comprehension of AI and AR could guide medical professional leaders’ decisions and
boost the overall patient experience.” The findings from this work have added to the body of
scholarship and knowledge in cybersecurity leadership in telemedicine and telehealth. Healthcare
Cybersecurity Coordination Center (2020) logged that 239.4 million cyber-attacks were
attempted in 2020. Hospital critical vulnerability points remain as networks, records disposals,
remote work, internet of things, data storage, and personal devices (Healthcare Cybersecurity
Coordination Center, 2020). This research helps to fill a void in knowledge and understanding
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and helps with the comprehension that learning and development have to be a long-term
cybersecurity strategy.
From these findings, cybersecurity telemedicine/telehealth leaders and educators can
recognize the need to offer continuing education and learning options in a technological digitized
disruptive society. Moreover, information from this research can help the telemedicine/telehealth
cybersecurity leaders and educators establish leadership development initiatives. Furthermore,
identifying a leadership development program's necessary scope and involvement is significant
to support the long-term mission.
This transdisciplinary study offers information to close knowledge and practice gaps in
cybersecurity leadership, technological digitization, andragogy, plus learning and development in
the cybersecurity landscape. To cross and navigate disciplines, the methods must work
concurrently in a transdisciplinary approach that is forward-moving, leader-centered, and
constructivist. In this research, the transdisciplinary approach is applied to review discipline-
specific theories and fields, clarify and disambiguate their interactions, and connect them to a
circumnavigated concept of positively impacting cybersecurity leadership learning and
development. Diverse cybersecurity leaders, educational institutions, and telemedicine/telehealth
organizations can benefit from this examination by applying the findings as a strategy to reduce
and eliminate cyber hacks and develop continued learning and development for cybersecurity
leaders, practitioners, educators, and learners. From this perspective and standpoint, a knowledge
gap was closed considering cybersecurity leadership learning and development as a rapidly
developing distinct discipline that has surpassed objective and subjective deliberations of the
internet, healthcare, and digitized technological advancements alone.
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In conclusion, this study offers a basis and groundwork that other researchers may further
investigate these topics. The internet has produced a ubiquitous environment of perpetual
digitized technological evolution and diminished distances. Whether face-to-face or online,
cybersecurity leaders, practitioners, learners, and educators must understand and embrace
cybersecurity leadership learning and development. Relevant to this study, focus on leadership
learning and development is a business concern (Nobles, 2018). It is no longer a want but has
become a requirement to protect people, processes, and technology (Burrell, 2021; Caza &
Posner, 2019; Westman, 2021).
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