Was ist das eigentlich? Cyberrisiken verständlich erklärt

Es wird viel über Cyberrisiken gesprochen. Oftmals fehlt aber das grundsätzliche Verständnis, was Cyberrisiken überhaupt sind. Ohne diese zu verstehen, lässt sich aber auch kein Versicherungsschutz gestalten.

Beinahe alle Aktivitäten des täglichen Lebens können heute über das Internet abgewickelt werden. Online-Shopping und Online-Banking sind im Alltag angekommen. Diese Entwicklung trifft längst nicht nur auf Privatleute, sondern auch auf Firmen zu. Das Schlagwort Industrie 4.0 verheißt bereits eine zunehmende Vernetzung diverser geschäftlicher Vorgänge über das Internet.

Anbieter von Cyberversicherungen für kleinere und mittelständische Unternehmen (KMU) haben Versicherungen die Erfahrung gemacht, dass trotz dieser eindeutigen Entwicklung Cyberrisiken immer noch unterschätzt werden, da sie als etwas Abstraktes wahrgenommen werden. Für KMU kann dies ein gefährlicher Trugschluss sein, da gerade hier Cyberattacken existenzbedrohende Ausmaße annehmen können. So wird noch häufig gefragt, was Cyberrisiken eigentlich sind. Diese Frage ist mehr als verständlich, denn ohne (Cyber-)Risiken bestünde auch kein Bedarf für eine (Cyber-)Versicherung.

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CABA test Format | CABA Course Contents | CABA Course Outline | CABA test Syllabus | CABA test Objectives

Exam ID : CABA

Exam Title : Certified Associate Business Analyst

Questions : 100

Pass Marks : 70%

Duration : 75 minute

Exam Type : Multiple choice

Test Center : Pearson VUE Testing Centers

The need for improved and more reliable information transfer calls for Software Business Analyst professionals who can effectively bridge the knowledge and language gap between the business and IT communities. Certification is recommended as a means to define the Common Body of Knowledge for the practice of business analyzation, and evaluate an individuals ability to apply that knowledge to practice. Acquiring the designation of Certified Associate Business Analyst (CABA) indicates a professional level of competence in the principles and practices associated with the business analyst profession.

Candidates who rely only on limited experience / education do not successfully obtain this certification. Do not apply unless you feel confident that you have a good understanding of the CABA Common Body of Knowledge (CBOK) and your work / education activities and past experience will help in preparing you for the CABA certification program.

Business Analyst Principles and Concepts

Management and Communication Skills

Define, Build, Implement and Improve Work Processes

Business Fundamentals


Software Development Processes, Project and Risk Management

Acceptance Testing

Commercial Off-the-Shelf Software and Performance Based Contracting

Knowledge Category 1 ~ Business Analyst Principles and Concepts

In this Skill Category they examine the evolution of quality concepts and practices around the world. It also provides an introduction to the basic tools of implementing quality processes and procedures.

Knowledge Category 2 ~ Management and Communication Skills

This Skill Category reviews how Theories of Management evolved and the role the attitude of management plays in the successful implementation of improvement initiatives. They have also look at the management and communication skills needed for the Business Analyst to be able to successfully perform their job.

Knowledge Category 3 ~ Define, Build, Implement and Improve Work Processes

This Skill Category is focused on understanding processes as they relate to the role of the Business Analyst. It looks at how various national and international models and awards provide support for process-oriented thinking

Knowledge Category 4 ~ Business Fundamentals

This section discusses a view of the business part of the organization which is often undiscovered by much of the Information Technology staff. The section lays a firm foundation for learning about the specific instantiations of the business practices within the organization.

Knowledge Category 5 ~ Requirements

This Skill Category addresses the single most important part of the development process, Requirements. The steps taken to move a vaguely understood, poorly articulated want or need to a clearly actionable statement are detailed. Methods for gathering the information, refining it and prioritizing it are presented.

Knowledge Category 6 ~ Software Development Processes, Project and Risk Management

Planning for and executing successful Information Technology projects requires a sound understanding of the various development approaches, their strengths and weaknesses. This Skill category discusses the role of the Business Analyst in identifying business related risks and helping to assess various strategies for effectively managing them.

Knowledge Category 7 ~ Acceptance Testing

Skill Category 7 examines one of the key roles of the Business Analyst in the development of a software product, the successful execution of the acceptance testing needed to verify that the product is ready for production. It examines how creating an effective acceptance test plan that begins in Requirements, and allocates resources to these early life cycle activities, allows the Business Analyst to leverage the total resource contribution and minimize the amount of genuine testing time required.

Knowledge Category 8 ~ Commercial Off-the-Shelf Software and Performance Based Contracting

This Skill Category discusses the special issues and approaches needed to work with vendors for the development and acquisition of software products. This may range from completely custom, developed from the customers requirements, to completely off-the-shelf.

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New on the Job: Hung-Tao (Michael) Chen, Kennesaw State University

Hung-Tao (Michael) Chen first realized his passion for student engagement when teaching elementary education in Taiwan.

Kennesaw State University

Chen, now a Kennesaw State associate dean for student success and engagement in the college of humanities and social sciences, was born in Taiwan but grew up in Belize before studying at Berea College in Kentucky. After completing his undergraduate degree, Chen returned to Taiwan to complete his military conscription and was assigned to be a civil educator in a small mountain town.

There, Chen taught English to around 50 children from kindergarten to fifth grade, quickly learning the importance of engagement in the classroom and how it impacts student success.

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Chen spoke to Inside Higher Ed about his new role at Kennesaw state, his interest in research-backed interventions and the importance of holistic support in promoting student success.

Q: What led you to a career in higher education?

A: While I was serving [in the military], the Ministry of Education … looked for people that fit their needs. And they were like, “You can speak English, so they want to send you to one of these really remote mountain villages—it’s all tea farmers—to teach English to the kids.”

So I went to boot camp, special training, and they shipped me off to this really remote mountain school. It was K-5, elementary school, each grade only had one class.

But it was during that time that I thought, how do I teach these students? Because when I first showed up, I had a lot of enthusiasm … I had my guitar out and things like that to engage the students. It was easier with the younger students … but when I was talking to the fourth grade and fifth grade, it’s much harder to engage them. Because they were like, “Why do they need to learn English? When they graduate, we’re going to go to middle school, and once they finished high school, we’re going to work at the local gas station or 7-Eleven.”

For them, getting off the mountain to town, that’s all that they needed. If they can just do that, that was their end goal.

It was during that time that I really got into reading about education, psychology and cognitive psychology journals—how do I teach these students and engage them? How do I structure my class so that learning is effective?

I realized that I really enjoyed reading these psychological research studies. That led me to a grad program back at the University of Kentucky. When I graduated, I got a job with Eastern Kentucky University as a professor. So that’s how I got into higher ed in general. But then from then on … my research is all about learning, design of lecture videos, interventions in the classroom. I’m very much a scholarship of teaching and learning person, not just in the classroom, but also in the lab as well.

In my role, I work with both students and faculty members, but always I am still thinking about student success. How do they help students learn? How do they keep them engaged in the classroom? How do they inspire them for a career right for bigger and better things? Thinking back to my kids in the mountains, the elementary school kids, that’s where it all started. And I’m still going down that same path, doing similar things.

Q: What strategies do you use for student success initiatives, particularly since COVID?

A: My methodology has always been, “Let me look at the research.” … COVID is so new, the students are coming out and … we’re seeing a lot of different things. But there’s not a lot of guidance on how to engage them. But I think some of the existing frameworks still could inform us about this.

We have to be careful too with research because there are things that look really good in the lab, and they don’t necessarily translate well to real-life settings.

There were research studies out there that when I first got into it, I thought, “Oh, wow, this is awesome. This can change a lot of students’ lives, I need to implement this.” But once I tried to implement it, I realized that the effect size and the genuine real-world effects were very, very small. You can exert all this effort into this, but you don’t get much in return.

So I try to look at student success with a more holistic approach. The one that I always go back to is Vincent Tinto, he’s got a more holistic approach to look at different layers of how students engage.

Q: How have student engagement needs changed?

A: When students went from online [learning] to back in-person, they see that they really crave that interpersonal interaction. This is super interesting, because for a freshman orientation, first-time students, young 18-year-olds coming to college, when they are registering, overwhelmingly, they hear them say—and this is across two institutions, here at Kennesaw State, Atlanta population, versus where I came from previously, Eastern Kentucky University, more rural—"I want in-person classes, I don’t want online.”

First-time students, they want that engagement, they want that socialization. The research shows that when a student has these really strong social connections, the quality and strength of those relationships predicts success. The more strong, quality relationships you have, the more likely you are to be successful.

But what they find is that when students become juniors and seniors, overwhelmingly, they’re starting to take online classes, they just gravitate to taking online classes … And I don’t have the research findings for this. This is just observing, observing in the classroom, as I’m running orientation and registration. It seems that once students come in, and they have formed those social network bonds, then they say, “OK, I have these connections, now I want to focus on getting things done as quickly as possible, and as flexibly as possible, so that I can go on to a career.”

That’s more of a trend post-pandemic … So how do they address that?

Q: How do you apply the research to your work at Kennesaw State?

There is the part of the research that talks about how the institutional experience can shape students’ behavior.

There are really four parts: there’s the academic part that divides into formal and informal and then there’s the social part, also formal and informal.

The academic formal part—curriculum and pedagogical stuff into the classroom—we have another associate dean who works on that. My part is the academic informal part, so advising—I, along with another university unit, they oversee advising for my college. So it’s talking to my advisers, “What are you seeing? What are the students saying, how can they encourage them to take 15 credit hours per semester? How do they help them graduate on time? How do they catch the people who are on early alert and try to bring them back?”

And then there’s the social part, I don’t work on the social informal part, I feel like that would be an overreach of my job. But the formal social part, I put on a lot of events. For example, they have one that’s called “365 Days of Learning and Service” that is a mixture of service learning, but also lectures. Even with the lectures, I try to provide students time to ask questions and to have a time to interact with the speaker afterwards. That part is giving students the opportunity and space to form those connections.

One thing that I’m doing right now, that’s not yet implemented, but I will start to implement—again, I’m one month in. Whenever I put on these service learning programs and such, we’re going to ask students to use their ID to tap [in], so they can track the students who come. So for each event that they put on, all the students that are coming, their student demographics, are they commuters or are they residential students? Gender, ethnicity. Are they reaching the students most at risk? Are they coming to these events? Are they building relationships?

We don’t have that in place yet, but I want to build that system, but also, they will build this dashboard. I just met with their analyst a couple of days ago. We’ll build this dashboard so that at the end of the semester, they can say, at a glance, they have these events that they had put on, these are the type of students that come, these are the events that they attended the most. Then I go back to my collaborator on the curriculum and the faculty side and say, “Hey, tell me who are the students who are most at risk here … what sort of program can they put on to promote success for these students?”

Q: What are your goals within the role?

A: Really, the first year is just to learn how things are done, and implement one thing. And that one thing for me right now is the data tracking.

Once I have the dashboard built, and I have a more holistic measure and picture of how students engage with the university—or at least engage with their college—then I can start to look at scholarship of teaching and learning that’s the soul, the research part, and think, “OK, so how do I revise my programming so that I can identify students who are at risk, and reach out to them?”

The first step is to build a system to identity students at risk, or at least know how their programming or different events are effective or not effective. And then with the research, then have a very targeted approach … and then revise accordingly. So that’ll be the end goal, where they can start to do that smoothly.

Seeking stories from campus leaders, faculty members and staff for their Student Success focus. Share here.

Du unveils ‘Envision’: An exclusive ICT event platform, paving the way for a better future through the power of advanced technologies.

  • Under the Patronage of the UAE Ministry of Industry and Advanced Technology
  • Envision’s comprehensive agenda highlights du’s commitment to smart manufacturing, AgriTech, smart cities, and sustainability.
  • Envision is aligned with “We the UAE 2031” and Net Zero by 2050 and aims to forge strong partnerships within the ICT industry.
  • Dubai, UAE: du, from Emirates Integrated Telecommunications Company (EITC), is set to host ‘Envision’, an exclusive event showcasing the latest ICT solutions that are revolutionising the future of work. Under the patronage of the UAE’s Ministry of Industry and Advanced Technology (MoIAT), the event will contribute to the objectives of the Technology Transformation Program by highlighting how ICT solutions are driving economic growth, and enhancing productivity, competitiveness, efficiency, sustainability, and inclusivity in the UAE manufacturing ecosystem with a focus on immersive, experiential technology.

    Held with the presence of Her Excellency Sarah bint Yousif Al Amiri, Minister of State for Public Education and Advanced Technology under the theme of "Enabling Future Makers for a Better World", the event sets the stage to explore the transformative potential of advanced technologies, and it aligns with the goals of "We the UAE 2031" vision, the National Strategy for Industry and Advanced Technology Operation 300bn, and the UAE Net Zero 2050 strategy.

    Fahad Al Hassawi, CEO of du, stated: "Under the patronage of the esteemed MoIAT, ‘Envision’ embodies the immense transformative capabilities of emerging technologies. They are co-creating the future of work through their strong partner ecosystem, powered by an innovative spirit. As the preferred ICT solutions provider, advisor, and partner, they passionately drive forward the digitisation agenda, paving the way for a future that is both sustainable and digitally empowered. By bringing together leaders, innovators, and stakeholders from all sectors, their visionary platform will demonstrate how industries can thrive and grow, catalysing economic success as they shape a greener, safer, and ultimately more prosperous tomorrow.”

    A Glimpse into the Future of Work

    The event aims to bring together industry experts to explore the transformative impact of technologies such as 5G, edge computing, and cloud and their contribution to global competitiveness and sustainable development. Through a collaborative ecosystem of regional and local telcos, hyperscalers, system integrators, and the analyst community, Envision aims to propel the digitisation and transformation agenda, fostering innovation and driving economic growth and sustainability.

    Attendees will have the opportunity to experience technology through innovative use cases that illustrate how ICT solutions are revolutionising four key areas:

  • Smart Manufacturing: 5G connectivity optimises processes, reduces waste, and drives higher efficiency and productivity in manufacturing, and by doing this, meeting so the goals of Operation 300 billion and the Technology Transformation Program.
  • Smart Cities: Capitalising on the UAE government's vision of sustainable smart cities by 2030[1], ICT solutions enhance urban living, infrastructure, and environmental sustainability.
  • Agritech: To meet the growing food consumption demands, the UAE is focusing on agritech to enhance food security through local production. Against the backdrop of a projected annualised growth rate of 3.5% in food consumption[2], the event will showcase ICT’s pivotal role in harnessing agricultural technology to ensure sustainable and secure food supply.
  • Sustainability: Aligned with global sustainable development initiatives such as the United Nations Sustainable Development Goals, the UAE government has set ambitious sustainability goals. ICT solutions play a central role in achieving these goals in areas like renewable energy, waste management, water conservation, and green transportation.
  • Expert-led panels will cover trends like building people-centric cities, and utilising advanced technologies like IoT, AI and Metaverse to create future factories powered by data. There will be discussions on the role of 5G in enabling digital-first operations and Industry 4.0 in manufacturing, the significance of edge computing in delivering intelligence to data-driven cities, and the integration of drones and robots in manufacturing automation. Organisations will be able to explore how to utilise technologies, such as public cloud infrastructure, to achieve sustainability goals and lower the carbon footprint.

    Experts will also focus on the disruptive changes in the agricultural industry and the need for tech-enabled quality assurance and traceability. Discussions will revolve around leveraging data and automation to Improve food safety, manage supply and demand fluctuations, and provide end-to-end traceability across the value chain.


    About du

    Operating under the steadfast umbrella of Emirates Integrated Telecommunications Company (EITC), du is an integral driver of the UAE’s economic, social and digital transformation. Thriving on digitally innovating all facets of the contemporary telecom experience, they touch the lives of millions of customers everyday as a dedicated enabler of connectivity, continuity and growth across consumer and enterprise segments. Whether delivering state-of-the-art Smart City infrastructure, bespoke enterprise ICT solutions, government communications, secure data solutions, or the very best in home entertainment and value, they are a reliable telco and ICT player shaping the future of communication for a more connected tomorrow.


    [1] https://sustainabledevelopment.un.org/content/documents/20161UAE_SDGs_Report_Full_English.pdf[2] https://www.moec.gov.ae/en/-/agritech-en


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    Warum sind Cyberrisiken so schwer greifbar?

    Als mehr oder weniger neuartiges Phänomen stellen Cyberrisiken Unternehmen und Versicherer vor besondere Herausforderungen. Nicht nur die neuen Schadenszenarien sind abstrakter oder noch nicht bekannt. Häufig sind immaterielle Werte durch Cyberrisiken in Gefahr. Diese wertvollen Vermögensgegenstände sind schwer bewertbar.

    Obwohl die Gefahr durchaus wahrgenommen wird, unterschätzen viele Firmen ihr eigenes Risiko. Dies liegt unter anderem auch an den Veröffentlichungen zu Cyberrisiken. In der Presse finden sich unzählige Berichte von Cyberattacken auf namhafte und große Unternehmen. Den Weg in die Presse finden eben nur die spektakulären Fälle. Die dort genannten Schadenszenarien werden dann für das eigene Unternehmen als unrealistisch eingestuft. Die für die KMU nicht minder gefährlichen Cyber­attacken werden nur selten publiziert.

    Aufgrund der fehlenden öffentlichen Meldungen von Sicherheitsvorfällen an Sicherheitsbehörden und wegen der fehlenden Presseberichte fällt es schwer, Fakten und Zahlen zur Risikolage zu erheben. Aber ohne diese Grundlage fällt es schwer, in entsprechende Sicherheitsmaßnahmen zu investieren.

    Erklärungsleitfaden anhand eines Ursache-Wirkungs-Modells

    Häufig nähert man sich dem Thema Cyberrisiko anlass- oder eventbezogen, also wenn sich neue Schaden­szenarien wie die weltweite WannaCry-Attacke entwickeln. Häufig wird auch akteursgebunden beleuchtet, wer Angreifer oder Opfer sein kann. Dadurch begrenzt man sich bei dem Thema häufig zu sehr nur auf die Cyberkriminalität. Um dem Thema Cyberrisiko jedoch gerecht zu werden, müssen auch weitere Ursachen hinzugezogen werden.

    Mit einer Kategorisierung kann das Thema ganzheitlich und nachvollziehbar strukturiert werden. Ebenso hilft eine solche Kategorisierung dabei, eine Abgrenzung vorzunehmen, für welche Gefahren Versicherungsschutz über eine etwaige Cyberversicherung besteht und für welche nicht.

    Die Ursachen sind dabei die Risiken, während finanzielle bzw. nicht finanzielle Verluste die Wirkungen sind. Cyberrisiken werden demnach in zwei Hauptursachen eingeteilt. Auf der einen Seite sind die nicht kriminellen Ursachen und auf der anderen Seite die kriminellen Ursachen zu nennen. Beide Ursachen können dabei in drei Untergruppen unterteilt werden.

    Nicht kriminelle Ursachen

    Höhere Gewalt

    Häufig hat man bei dem Thema Cyberrisiko nur die kriminellen Ursachen vor Augen. Aber auch höhere Gewalt kann zu einem empfindlichen Datenverlust führen oder zumindest die Verfügbarkeit von Daten einschränken, indem Rechenzentren durch Naturkatastrophen wie beispielsweise Überschwemmungen oder Erdbeben zerstört werden. Ebenso sind Stromausfälle denkbar.

    Menschliches Versagen/Fehlverhalten

    Als Cyberrisiken sind auch unbeabsichtigtes und menschliches Fehlverhalten denkbar. Hierunter könnte das versehentliche Veröffentlichen von sensiblen Informationen fallen. Möglich sind eine falsche Adressierung, Wahl einer falschen Faxnummer oder das Hochladen sensibler Daten auf einen öffentlichen Bereich der Homepage.

    Technisches Versagen

    Auch Hardwaredefekte können zu einem herben Datenverlust führen. Neben einem Überhitzen von Rechnern sind Kurzschlüsse in Systemtechnik oder sogenannte Headcrashes von Festplatten denkbare Szenarien.

    Kriminelle Ursachen


    Hackerangriffe oder Cyberattacken sind in der Regel die Szenarien, die die Presse dominieren. Häufig wird von spektakulären Datendiebstählen auf große Firmen oder von weltweiten Angriffen mit sogenannten Kryptotrojanern berichtet. Opfer kann am Ende aber jeder werden. Ziele, Methoden und auch das Interesse sind vielfältig. Neben dem finanziellen Interesse können Hackerangriffe auch zur Spionage oder Sabotage eingesetzt werden. Mögliche Hackermethoden sind unter anderem: Social Engineering, Trojaner, DoS-Attacken oder Viren.

    Physischer Angriff

    Die Zielsetzung eines physischen Angriffs ist ähnlich dem eines Hacker­angriffs. Dabei wird nicht auf die Tools eines Hackerangriffs zurückgegriffen, sondern durch das physische Eindringen in Unternehmensgebäude das Ziel erreicht. Häufig sind es Mitarbeiter, die vertrauliche Informationen stehlen, da sie bereits den notwendigen Zugang zu den Daten besitzen.


    Obwohl die Erpressung aufgrund der eingesetzten Methoden auch als Hacker­angriff gewertet werden könnte, ergibt eine Differenzierung Sinn. Erpressungsfälle durch Kryptotrojaner sind eines der häufigsten Schadenszenarien für kleinere und mittelständische Unternehmen. Außerdem sind auch Erpressungsfälle denkbar, bei denen sensible Daten gestohlen wurden und ein Lösegeld gefordert wird, damit sie nicht veröffentlicht oder weiterverkauft werden.

    Ihre Cyberversicherung sollte zumindet folgende Schäden abdecken:


    • Soforthilfe und Forensik-Kosten (Kosten der Ursachenermittlung, Benachrichtigungskosten und Callcenter-Leistung)
    • Krisenkommunikation / PR-Maßnahmen
    • Systemverbesserungen nach einer Cyber-Attacke
    • Aufwendungen vor Eintritt des Versicherungsfalls

    Cyber-Drittschäden (Haftpflicht):

    • Befriedigung oder Abwehr von Ansprüchen Dritter
    • Rechtswidrige elektronische Kommunikation
    • Ansprüche der E-Payment-Serviceprovider
    • Vertragsstrafe wegen der Verletzung von Geheimhaltungspflichten und Datenschutzvereinbarungen
    • Vertragliche Schadenersatzansprüche
    • Vertragliche Haftpflicht bei Datenverarbeitung durch Dritte
    • Rechtsverteidigungskosten


    • Betriebsunterbrechung
    • Betriebsunterbrechung durch Ausfall von Dienstleister (optional)
    • Mehrkosten
    • Wiederherstellung von Daten (auch Entfernen der Schadsoftware)
    • Cyber-Diebstahl: elektronischer Zahlungsverkehr, fehlerhafter Versand von Waren, Telefon-Mehrkosten/erhöhte Nutzungsentgelte
    • Cyber-Erpressung
    • Entschädigung mit Strafcharakter/Bußgeld
    • Ersatz-IT-Hardware
    • Cyber-Betrug