No Cover Image

Conference Paper/Proceeding/Abstract 295 views 55 downloads

Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes / Tom Crick, James H. Davenport, Paul Hanna, Alastair Irons, Tom Prickett

IEEE Frontiers in Education Conference (FIE'20)

Swansea University Author: Tom Crick

Abstract

This Innovative Practice Full Paper explores the diversity of challenges relating to the teaching of cybersecurity in UK higher education degree programmes, through the lens of national policy, to the impact on pedagogy and practice.There is a serious demand for cybersecurity specialists, both in th...

Full description

Published in: IEEE Frontiers in Education Conference (FIE'20)
ISBN: 978-1-7281-8962-8 9781728189611
ISSN: 1539-4565 2377-634X
Published: Upsala, Sweden IEEE 2020
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa55013
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2020-08-18T15:07:11Z
last_indexed 2021-03-10T04:18:50Z
id cronfa55013
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2021-03-09T09:55:58.3906319</datestamp><bib-version>v2</bib-version><id>55013</id><entry>2020-08-18</entry><title>Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes</title><swanseaauthors><author><sid>200c66ef0fc55391f736f6e926fb4b99</sid><ORCID>0000-0001-5196-9389</ORCID><firstname>Tom</firstname><surname>Crick</surname><name>Tom Crick</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2020-08-18</date><deptcode>EDUC</deptcode><abstract>This Innovative Practice Full Paper explores the diversity of challenges relating to the teaching of cybersecurity in UK higher education degree programmes, through the lens of national policy, to the impact on pedagogy and practice.There is a serious demand for cybersecurity specialists, both in the UK and globally; there is thus significant and growing higher education provision related to specialist undergraduate and postgraduate courses focusing on varying aspects of cybersecurity. To make our digital systems and products more secure, all in IT need to know some cybersecurity &#x2014; thus, there is a case for depth as well as breadth; this is not a new concern, but it is a growing one. Delivering cybersecurity effectively across general computer science programmes presents a number of challenges related to pedagogy, resources, faculty and infrastructure, as well as responding to industry requirements.Computer science and cognate engineering disciplines are evolving to meet these demands &#x2014; both at school-level, as well as at university &#x2014; however, doing so is not without challenges. This paper explores the progress made to date in the UK, building on previous work in cybersecurity education and accreditation by highlighting key challenges and opportunities, as well as identifying a number of enhancement activities for use by the international cybersecurity education community. It frames these challenges through concerns with the quality and availability of underpinning educational resources, the competencies and skills of faculty (especially focusing on pedagogy, progression and assessment), and articulating the necessary technical resources and infrastructure related to delivering rigorous cybersecurity content in general computer science and cognate degrees.Though this critical evaluation of an emerging national case study of cybersecurity education in the UK, we also present a number of recommendations across policy and practice &#x2014; from pedagogic principles and developing effective cybersecurity teaching practice, challenges in the recruitment, retention and professional development of faculty, to supporting diverse routes into post-compulsory cybersecurity education (and thus, diverse careers) &#x2014; to provide the foundation for potential replicability and portability to other jurisdictions contemplating related education and skills reform initiatives and interventions.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>IEEE Frontiers in Education Conference (FIE'20)</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher>IEEE</publisher><placeOfPublication>Upsala, Sweden</placeOfPublication><isbnPrint>978-1-7281-8962-8</isbnPrint><isbnElectronic>9781728189611</isbnElectronic><issnPrint>1539-4565</issnPrint><issnElectronic>2377-634X</issnElectronic><keywords/><publishedDay>21</publishedDay><publishedMonth>10</publishedMonth><publishedYear>2020</publishedYear><publishedDate>2020-10-21</publishedDate><doi>10.1109/fie44824.2020.9274033</doi><url/><notes/><college>COLLEGE NANME</college><department>Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2021-03-09T09:55:58.3906319</lastEdited><Created>2020-08-18T16:04:33.3844106</Created><path><level id="1">College of Arts and Humanities</level><level id="2">School of Education</level></path><authors><author><firstname>Tom</firstname><surname>Crick</surname><orcid>0000-0001-5196-9389</orcid><order>1</order></author><author><firstname>James H.</firstname><surname>Davenport</surname><order>2</order></author><author><firstname>Paul</firstname><surname>Hanna</surname><order>3</order></author><author><firstname>Alastair</firstname><surname>Irons</surname><order>4</order></author><author><firstname>Tom</firstname><surname>Prickett</surname><order>5</order></author></authors><documents><document><filename>55013__17981__fccc01883cdd46ceba11187bc10a4554.pdf</filename><originalFilename>FIE2020.pdf</originalFilename><uploaded>2020-08-18T16:07:49.4650087</uploaded><type>Output</type><contentLength>146038</contentLength><contentType>application/pdf</contentType><version>Accepted Manuscript</version><cronfaStatus>true</cronfaStatus><copyrightCorrect>true</copyrightCorrect><language>eng</language></document></documents><OutputDurs/></rfc1807>
spelling 2021-03-09T09:55:58.3906319 v2 55013 2020-08-18 Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2020-08-18 EDUC This Innovative Practice Full Paper explores the diversity of challenges relating to the teaching of cybersecurity in UK higher education degree programmes, through the lens of national policy, to the impact on pedagogy and practice.There is a serious demand for cybersecurity specialists, both in the UK and globally; there is thus significant and growing higher education provision related to specialist undergraduate and postgraduate courses focusing on varying aspects of cybersecurity. To make our digital systems and products more secure, all in IT need to know some cybersecurity — thus, there is a case for depth as well as breadth; this is not a new concern, but it is a growing one. Delivering cybersecurity effectively across general computer science programmes presents a number of challenges related to pedagogy, resources, faculty and infrastructure, as well as responding to industry requirements.Computer science and cognate engineering disciplines are evolving to meet these demands — both at school-level, as well as at university — however, doing so is not without challenges. This paper explores the progress made to date in the UK, building on previous work in cybersecurity education and accreditation by highlighting key challenges and opportunities, as well as identifying a number of enhancement activities for use by the international cybersecurity education community. It frames these challenges through concerns with the quality and availability of underpinning educational resources, the competencies and skills of faculty (especially focusing on pedagogy, progression and assessment), and articulating the necessary technical resources and infrastructure related to delivering rigorous cybersecurity content in general computer science and cognate degrees.Though this critical evaluation of an emerging national case study of cybersecurity education in the UK, we also present a number of recommendations across policy and practice — from pedagogic principles and developing effective cybersecurity teaching practice, challenges in the recruitment, retention and professional development of faculty, to supporting diverse routes into post-compulsory cybersecurity education (and thus, diverse careers) — to provide the foundation for potential replicability and portability to other jurisdictions contemplating related education and skills reform initiatives and interventions. Conference Paper/Proceeding/Abstract IEEE Frontiers in Education Conference (FIE'20) IEEE Upsala, Sweden 978-1-7281-8962-8 9781728189611 1539-4565 2377-634X 21 10 2020 2020-10-21 10.1109/fie44824.2020.9274033 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-03-09T09:55:58.3906319 2020-08-18T16:04:33.3844106 College of Arts and Humanities School of Education Tom Crick 0000-0001-5196-9389 1 James H. Davenport 2 Paul Hanna 3 Alastair Irons 4 Tom Prickett 5 55013__17981__fccc01883cdd46ceba11187bc10a4554.pdf FIE2020.pdf 2020-08-18T16:07:49.4650087 Output 146038 application/pdf Accepted Manuscript true true eng
title Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes
spellingShingle Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes
Tom, Crick
title_short Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes
title_full Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes
title_fullStr Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes
title_full_unstemmed Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes
title_sort Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom, Crick
author Tom, Crick
author2 Tom Crick
James H. Davenport
Paul Hanna
Alastair Irons
Tom Prickett
format Conference Paper/Proceeding/Abstract
container_title IEEE Frontiers in Education Conference (FIE'20)
publishDate 2020
institution Swansea University
isbn 978-1-7281-8962-8
9781728189611
issn 1539-4565
2377-634X
doi_str_mv 10.1109/fie44824.2020.9274033
publisher IEEE
college_str College of Arts and Humanities
hierarchytype
hierarchy_top_id collegeofartsandhumanities
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
document_store_str 1
active_str 0
description This Innovative Practice Full Paper explores the diversity of challenges relating to the teaching of cybersecurity in UK higher education degree programmes, through the lens of national policy, to the impact on pedagogy and practice.There is a serious demand for cybersecurity specialists, both in the UK and globally; there is thus significant and growing higher education provision related to specialist undergraduate and postgraduate courses focusing on varying aspects of cybersecurity. To make our digital systems and products more secure, all in IT need to know some cybersecurity — thus, there is a case for depth as well as breadth; this is not a new concern, but it is a growing one. Delivering cybersecurity effectively across general computer science programmes presents a number of challenges related to pedagogy, resources, faculty and infrastructure, as well as responding to industry requirements.Computer science and cognate engineering disciplines are evolving to meet these demands — both at school-level, as well as at university — however, doing so is not without challenges. This paper explores the progress made to date in the UK, building on previous work in cybersecurity education and accreditation by highlighting key challenges and opportunities, as well as identifying a number of enhancement activities for use by the international cybersecurity education community. It frames these challenges through concerns with the quality and availability of underpinning educational resources, the competencies and skills of faculty (especially focusing on pedagogy, progression and assessment), and articulating the necessary technical resources and infrastructure related to delivering rigorous cybersecurity content in general computer science and cognate degrees.Though this critical evaluation of an emerging national case study of cybersecurity education in the UK, we also present a number of recommendations across policy and practice — from pedagogic principles and developing effective cybersecurity teaching practice, challenges in the recruitment, retention and professional development of faculty, to supporting diverse routes into post-compulsory cybersecurity education (and thus, diverse careers) — to provide the foundation for potential replicability and portability to other jurisdictions contemplating related education and skills reform initiatives and interventions.
published_date 2020-10-21T04:11:49Z
_version_ 1717734326387343360
score 10.842861