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A UK Case Study on Cybersecurity Education and Accreditation / Tom, Crick

49th Annual Frontiers in Education Conference

Swansea University Author: Tom, Crick

Abstract

This paper presents a national case study-based analysis of the numerous dimensions to cybersecurity education and how they are implemented and accredited; from understanding the interaction of hardware and software, moving from theory to practice (and vice versa), to human factors, policy and polit...

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Published in: 49th Annual Frontiers in Education Conference
Published: Cincinnati, USA 2019
URI: https://cronfa.swan.ac.uk/Record/cronfa51085
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spelling 2019-09-25T12:11:11.3412811 v2 51085 2019-07-15 A UK Case Study on Cybersecurity Education and Accreditation 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2019-07-15 EDUC This paper presents a national case study-based analysis of the numerous dimensions to cybersecurity education and how they are implemented and accredited; from understanding the interaction of hardware and software, moving from theory to practice (and vice versa), to human factors, policy and politics (as well as other important facets). A multitude of model curricula and recommendations have been presented and discussed in international fora in recent years, with varying levels of impact on education, policy and practice. This paper address three key questions: i) What is taught and what should be taught for cybersecurity to general computer science students; ii) Should cybersecurity be taught stand-alone or in an integrated manner to general computer science students; and iii) Can accreditation by national professional, statutory and regulatory bodies enhance the provision of cybersecurity within a body’s jurisdiction?Evaluating how cybersecurity is taught in all aspects of computer science is clearly a task of considerable size, one that is beyond the scope of this paper. Instead a case study-based research approach, primarily focusing on the UK, has been adopted to evaluate the evidence of the teaching of cybersecurity within general computer science to university-level students. Thus, in the context of widespread international computer science/engineering curriculum reform, what does this need to embed cybersecurity mean more generally for institutions and educators, and how can we teach this subject more effectively? Through this UK case study, and by contrasting with the US, we demonstrate the positive effect that national accreditation requirements can have, and give some recommendations both for future research and curriculum developments. Conference Paper/Proceeding/Abstract 49th Annual Frontiers in Education Conference Cincinnati, USA Cybersecurity, curricula, accreditation, computer science education, public policy, UK 16 10 2019 2019-10-16 Extended preprint available here: http://arxiv.org/abs/1906.09584 COLLEGE NANME School of Education COLLEGE CODE EDUC Swansea University 2019-09-25T12:11:11.3412811 2019-07-15T08:30:04.1061726 College of Arts and Humanities School of Education Tom Crick 0000-0001-5196-9389 1 James H. Davenport 0000-0002-3982-7545 2 Alastair Irons 3 Tom Prickett 4 0051085-14082019145522.pdf 1906.09584v2.pdf 2019-08-14T14:55:22.8830000 Output 420254 application/pdf Enhanced Version of Record true 2019-07-17T00:00:00.0000000 false eng
title A UK Case Study on Cybersecurity Education and Accreditation
spellingShingle A UK Case Study on Cybersecurity Education and Accreditation
Tom, Crick
title_short A UK Case Study on Cybersecurity Education and Accreditation
title_full A UK Case Study on Cybersecurity Education and Accreditation
title_fullStr A UK Case Study on Cybersecurity Education and Accreditation
title_full_unstemmed A UK Case Study on Cybersecurity Education and Accreditation
title_sort A UK Case Study on Cybersecurity Education and Accreditation
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author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom, Crick
author Tom, Crick
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description This paper presents a national case study-based analysis of the numerous dimensions to cybersecurity education and how they are implemented and accredited; from understanding the interaction of hardware and software, moving from theory to practice (and vice versa), to human factors, policy and politics (as well as other important facets). A multitude of model curricula and recommendations have been presented and discussed in international fora in recent years, with varying levels of impact on education, policy and practice. This paper address three key questions: i) What is taught and what should be taught for cybersecurity to general computer science students; ii) Should cybersecurity be taught stand-alone or in an integrated manner to general computer science students; and iii) Can accreditation by national professional, statutory and regulatory bodies enhance the provision of cybersecurity within a body’s jurisdiction?Evaluating how cybersecurity is taught in all aspects of computer science is clearly a task of considerable size, one that is beyond the scope of this paper. Instead a case study-based research approach, primarily focusing on the UK, has been adopted to evaluate the evidence of the teaching of cybersecurity within general computer science to university-level students. Thus, in the context of widespread international computer science/engineering curriculum reform, what does this need to embed cybersecurity mean more generally for institutions and educators, and how can we teach this subject more effectively? Through this UK case study, and by contrasting with the US, we demonstrate the positive effect that national accreditation requirements can have, and give some recommendations both for future research and curriculum developments.
published_date 2019-10-16T04:10:59Z
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