1. Dr. James P. Lawler Dr. John C. Molluzzo
A Study of Data Mining and Information Ethics in Information Systems Curricula
Dr. James P. Lawler
Dr. John C. Molluzzo
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2. Introduction Data mining:
“Set of automated techniques used to extract buried or previously unknown pieces of information from large data bases” (Cavoukian, 1998)
Much of data mined is public or semi-public in nature.
What we purchase
Where we surf the Web
Where we work
Where we travel …
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3. Ethical Issues in Mining Personal Data
People generally unaware their personal information is being collected
Do not know to what use their data will be put or that the data will be manipulated
Do not consent to such collecting or using of their data
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4. Ethical Use of Data by Mining Professionals
Recent survey of information systems data mining professionals shows they “Prefer to focus on advantages of mining instead of discussing possible dangers” (Van Wel and Royakkers, 2004) and argue mining does not threaten privacy.
One may question why professionals are not concerned nor aware over possible misuse of mining.
Part of the reason might lie in content of data mining courses taken by mining students and in textbooks used to learn their craft.
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5. Focus of Study
Our study analyzes content of contemporary data mining textbooks to determine extent to which they introduce and discuss
Issues relating to privacy of consumer data
Laws that govern use of personal consumer data
Professional guidelines for collection and use of consumer data
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6. What Is Privacy?
Privacy is not easily defined because the notion of privacy is evolving and there are different definitions under different conditions and in different cultures.
Our study concentrates on Information Privacy
a person’s ability to restrict access to and to control the flow of his or her private information. (Tavani, 2004)
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7. The Law vs. Actual Practice
No Constitutional guarantee of privacy
Most laws in United States govern what federal government can do with personal data.
No laws govern collection and use of personal data by commercial enterprises except
Health care (HIPPA, 1996)
Financial data (Gramm-Leach-Bliley, 1999)
Children’s data (COPPA, 1998) data).
Many U.S. Business follow the Code of Fair Information Practices of the OECD,
EU nations must adhere to European Directive 95/46/EC
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8. Factors in the Education of Information Ethics
The factors in Table 1 are inputed in this study to be important in introducing information ethics into data mining curricula.
Few studies in the literature include this diversity of principles and practices in analyzing the adequacy of ethics in data mining education.
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9. Table 1 - Constructs, Factors, and Sources in Information Ethics
C1 Business, Consumer and Ethical Constructs
Ethics Codes
C1-1
Definitions of Privacy
C1-2
Functions of Privacy
C1-3
Personal vs. Group Privacy
C1-4
Studies of Privacy
C1-5
C2 Governmental and Organizational Constructs
Constitution
C2-1
Court cases
C2-2
Federal Legislation
C2-3
State Legislation
C2-4
Authorities
C2-5
Organizations
C2-6
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10. 11/29/2018 C3 Managerial and Methodological Constructs
Chief Privacy Officer
C3-1
Personal Privacy Policy Standards
C3-2
Personalization Techniques
C3-3
Privacy Systems
C3-4
Protection of Systems
C3-5
C4 Pedagogical Constructs
Privacy Studies
C4-1
Privacy Publications
C4-2
Privacy Conferences
C4-3
Scholarly Journals
C4-4
Privacy Groups
C4-5
C5 Technological Constructs
Digital Rights Management
C5-1
Platform for Privacy Preferences
C5-2
Privacy Aware Technology
C5-3
Privacy Invasive Technology
C5-4
Privacy Software Technology
C5-5
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11. Methodology of Study
Sample of –2000 data mining textbooks chosen and analyzed for content inclusion of 26 factors in Table 1
The rating scale of Table 2 was used for each of the 26 construct factors.
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12. Table 2 – Rating Scale
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13. Table 3 Summarizes the results of the analysis
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14. Analysis (continued)
Table 3 - Continued
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15. Analysis (continued)
Table 4 – The Number of References of At Least One Construct (ranks 1 through 5)
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16. Table 5 - Book Rank Based on Total Number of References
Analysis (continued)
Table 5 - Book Rank Based on Total Number of References
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17. Analysis (continued)
Table 6 summarizes the results of Table 5 by aggregating books according to the total references into ranges 0-9, 10-19, 20-29, and 30 or greater.
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18. Preliminary Implications
Inadequacy of contemporary mining textbooks for instructors attempting to effectively introduce information ethics in computer science and information systems curricula.
Importance of having improved ethical frame of reference for data mining textbooks.
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19. Opportunities for Research
Survey data mining instructors for inclusion of mining textbooks and ranking relevance of factors in Table 1
Survey students in data mining courses if feasible for learning or non-learning of ethical principles and practices
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20. Conclusion
Study in its preliminary state furnishes a framework for improving inclusion of information ethics and privacy in data mining curricula
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21. A Study of Data Mining and Information Ethics in Information Systems Curricula
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