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Conference Paper/Proceeding/Abstract 292 views 38 downloads

A UK Case Study on Cybersecurity Education and Accreditation / Tom Crick, James H. Davenport, Alastair Irons, Tom Prickett

2019 IEEE Frontiers in Education Conference (FIE)

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: 2019 IEEE Frontiers in Education Conference (FIE)
ISBN: 9781728117461
ISSN: 1539-4565 2377-634X
Published: Covington, KY, USA, USA IEEE 2020
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URI: https://cronfa.swan.ac.uk/Record/cronfa51085
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spelling 2020-10-06T13:45:37.4202461 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 2019 IEEE Frontiers in Education Conference (FIE) IEEE Covington, KY, USA, USA 9781728117461 1539-4565 2377-634X Cybersecurity, curricula, accreditation, computer science education, public policy, UK 12 3 2020 2020-03-12 10.1109/fie43999.2019.9028407 Extended preprint available here: http://arxiv.org/abs/1906.09584 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2020-10-06T13:45:37.4202461 2019-07-15T08:30:04.1061726 College of Arts and Humanities School of Education Tom Crick 0000-0001-5196-9389 1 James H. Davenport 2 Alastair Irons 3 Tom Prickett 4 0051085-14082019145522.pdf 1906.09584v2.pdf 2019-08-14T14:55:22.8830000 Output 420254 application/pdf Accepted Manuscript true 2019-07-17T00:00:00.0000000 true 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
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom, Crick
author Tom, Crick
author2 Tom Crick
James H. Davenport
Alastair Irons
Tom Prickett
format Conference Paper/Proceeding/Abstract
container_title 2019 IEEE Frontiers in Education Conference (FIE)
publishDate 2020
institution Swansea University
isbn 9781728117461
issn 1539-4565
2377-634X
doi_str_mv 10.1109/fie43999.2019.9028407
publisher IEEE
college_str College of Arts and Humanities
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hierarchy_top_title College of Arts and Humanities
hierarchy_parent_id collegeofartsandhumanities
hierarchy_parent_title College of Arts and Humanities
department_str School of Education{{{_:::_}}}College of Arts and Humanities{{{_:::_}}}School of Education
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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 2020-03-12T04:10:56Z
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