View source for Decomposed level 1

{| class="wikitable"
|+
!CMM Segment <br /> (Line Title)
!Risk Source
!Risk Name <br /> (Decomposed)
!Impact
!Typical Responses
|-
|'''Initial'''
|Hardware shortage
|'''Lack of suitable devices (PC/laptop absence)'''
|Students forced to use mobile phones only; unable to run LMS, write essays, or access complex simulations
|Device loan programs, emergency hardware grants, partnerships with local libraries for computer access
|-
|'''Initial'''
|Connectivity instability
|'''Unreliable or no Internet access'''
|Frequent disconnections during live sessions; inability to download/upload materials; missed assessments
|Low- bandwidth mobile data packages, offline content packs (ZIP/USB), asynchronous submission windows, ISP subsidies
|-
|'''Initial'''
|Environmental constraint
|'''No quiet study space at home'''
|High cognitive load from noise/distractions; inability to participate in oral exams or group discussions
|Provision of quiet study rooms on campus, noise- cancelling headphone loans, scheduled “quiet hours” in libraries
|-
|'''Initial'''
|Socioeconomic/ability gap
|'''Digital literacy &amp;amp; accessibility gap'''
|Students cannot navigate LMS, use collaboration tools, or access content due to disability 
Lack of skills
|Mandatory onboarding tutorials, simplified UI modes, screen-reader testing, peer tech-support mentors
|-
|Initial
|Process immaturity
|Inconsistent course delivery
|Confused learners, missed objectives, reputation damage
|Minimum delivery standards, instructor quick- guides, peer mentoring, centralized templates
|-
|Initial
|Assessment design weakness
|High cheating / academic integrity Inc.
|Erosion of standards, unfair grading, regulatory issues
|Authentic assessments, randomized banks, honor pledges, remote proctoring, forensic review
|-
|Managed
|Scheduling &amp; workload
|Time-management failure
|Lower completion, stress, poorer outcomes
|Pacing guides, check-ins, automated reminders, smaller milestones, study skills modules
|-
|Managed
|Tech reliability &amp;amp; support
|Platform downtime &amp;amp; poor support
|Missed classes/assessments, frustration
|SLA with provider, redundant channels, extended support, status page, contingency procedures
|-
|Managed
|Data &amp;amp; privacy weak
|Student data exposure
|Legal/regulatory fines, trust loss
|Privacy settings enforcement, staff training, data minimization, backups, encrypted storage
|-
|Defined
|Pedagogy gap
|Poor instructional design (online)
|Low engagement, passive learning, poor transfer
|ID review mandatory, online pedagogy training, standardized outcomes mapped to activities, peer review
|-
|Defined
|Social/engagement factors
|Student isolation &amp;amp; weak soft skills 
|Lower participation, mental health issues, weaker collaboration
|Synchronous group tasks, virtual community spaces, peer mentoring, wellbeing resources
|-
|Defined
|Accessibility oversight
|Non-compliance with accessibility
|Exclusion of learners with disabilities, legal risk
|Accessibility checklist in sign-off, captioning, screen-reader testing, remediation plan
|-
|Quantitatively Managed
|Analytics blind spots
|Incomplete/misinterpreted analytics
|Wrong interventions, wasted resources
|Consistent metrics (engagement, timeliness), instructor dashboards, model validation, data governance
|-
|Quantitatively Managed
|Quality variability
|Inconsistent outcomes across sections
|Accreditation risk, student dissatisfaction
|Statistical monitoring, standard rubrics, targeted faculty coaching
|-
|Quantitatively Managed
|Security threats
|Cyberattacks (phishing, account takeover)
|Service disruption, data breach, exam compromise
|MFA, phishing training, incident response playbooks, pen-testing, patch cadence
|-
|Optimizing
|Innovation risk
|Poorly tested new tools (AI, XR)
|Wasted investment, learner confusion, bias issues
|Pilot programs, ethical review, phased rollouts with metrics, vendor due diligence
|-
|Optimizing
|Change fatigue
|Overload from continuous updates
|Reduced adoption, staff burnout
|Stakeholder co-design, prioritized roadmap, communication calendar, change impact assessments
|-
|Optimizing
|Long-term wellbeing
|Chronic screen-time &amp;amp; mental decline
|Reduced retention, health complaints, poorer learning
|Blended modality targets, enforced breaks, wellbeing curriculum, survey monitoring and support referrals
|}
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