Abstract
Unified Communications (UC) have the potential to dramatically simplify and improve enterprise communications, reducing costs and improving revenue opportunities. However, these benefits do not come without risks. The introduction of an IP-based UC solution brings an array of new vulnerabilities into the enterprise, exploited by a growing number of malicious programs. This paper presents the most common of risks faced by the major dominant technologies used in unified communications solutions and an approach to mitigate them.

Abstract
As the social character of the Web grows stronger, online multimedia resources become more tangled, exhibiting multiple and complex relationships. Often, these relationships are not easily spotted by search engines because they are not explicit. Still, when searching for content, users would certainly appreciate to receive results indicating all resources that are somehow related to their topic of interest without having to explicitly request for it. In spite of this trend, current technology for declaring and describing resources on the Internet as well as their inter-relationships is very much fragmented and the most commonly used standards, such as HTML, do not offer adequate functionality. While the goal of the MPEG-21 standard is to provide an all encompassing, universal and standard way to perform the declaration of digital resources, the work being developed in the IST CONVERGENCE project has shown that this standard, (specifically its part 3, Digital Item Identification), also has a limited ability to specify relationships between digital resources. This document presents a proposed extension to MPEG-21 Digital Item Identification, which enables it to support a uniform, semantically expressive and precise specification of the relationships between MPEG-21 digital items, rendering it a much more effective tool for a ubiquitous representation and interconnection of digital resources. © 2011 IEEE.

Abstract
Universities are continually pursuing ways to adapt their educational practices, looking to develop new learning culture that encourages creativity and active engagement. The adoption of augmented lecture podcast scenarios, based on a content-centric paradigm, looks a promising way to reach a new level of interactivity. This paper analyzes the main advantages provided by this innovative approach comparing it with the traditional podcasting developing model. Additionally, it proposes possible business models based on content distribution and augmentation, to enable wider exploitation of the approach within university environments. © 2012 Infonomics Society.

Abstract
PurposeThis study aims to identify and explore the factors affecting social entrepreneurial intentions considering an educational institution in Portugal. It also intends to determine the relevance of moderating factors in the antecedents and entrepreneurial intention of these students. Design/methodology/approachA panel of 177 undergraduate students enrolled in a social entrepreneurship course between the academic years 2018 and 2021 is considered. The data is explored quantitatively considering descriptive analysis techniques, correlational analysis and hypothesis testing. FindingsThe findings reveal that entrepreneurial intention depends on multiple individual, organizational and contextual dimensions. Students' entrepreneurial intention remains unchanged regardless of the student's profile. However, students' professional experience is a more relevant factor for the identification of organizational dimensions related to curriculum and critical pedagogy, while previous involvement in volunteer activities contributes to a higher prevalence of individual factors. Originality/valueTo the best of the authors' knowledge, this study is original in exploring the role of entrepreneurial intention and its antecedents considering a heterogeneous students' profile. It offers theoretical and practical contributions by extending the literature on social entrepreneurial intention that can be used by higher education institutions to offer specific training more focused on the student's profile.

Abstract
PurposeThe current student selection process for short-term mobility actions under the Erasmus + program (i.e. intensive programs and blended intensive programs) is based exclusively on the students' order of enrolment and their grades. This study offers an alternative approach using the analytic hierarchy process based on a four-layer model that collects information about the specificities of each project and the profile of the students and also promotes greater inclusion and homogenization of the project teams.Design/methodology/approachA decision support system was built by decomposing it into three stages: the predesign stage, in which the problem is characterized, and the user requirements are identified; the design stage, in which the models, the database and the interfaces are formulated; and the field stage, in which six test scenarios were built to validate the proposed solution.FindingsThe results show that this model can be applied with various selection criteria among students and consider both their hard and soft skills. It can also be applied to help build teams in which the students' knowledge is aligned with the technical skills required by the projects.Originality/valueThe proposed approach is innovative in that it responds to the emerging challenge of short-term European mobility programs that aim to involve students with multidisciplinary competencies. The solution considers both hard and soft skills in the selection of students, which allows changing the student selection paradigm and obtaining potentially more homogeneous multicultural teams with greater learning potential.

Abstract
This article seeks to present an initiative to integrate a serious game into an entrepreneurship course, attended by tourism students, which enables them to have a more reliable and comprehensive experience of the multiple dimensions of this phenomenon. The study uses a mixed-methods approach to explore several dimensions of the impact on the use of the game by measuring student performance and conducting semi-structured interviews. The findings indicate that FLIGBY has helped the tourism students to have a more complete and reliable perception of the business reality and to practice their skills in a wide range of areas such as emotional intelligence, conflict management, time management, strategic thinking, or leadership. The results also indicate the development of analytical skills in the area of business management and viniculture due to the central theme of FLIGBY.