Instructional Designs and the Development of Cybersecurity Workforce Readiness Skills: A Qualitative Content Analysis of Cyber- or Information Security Syllabi

Autor/in	Murphy, Colleen F.
Titel	Instructional Designs and the Development of Cybersecurity Workforce Readiness Skills: A Qualitative Content Analysis of Cyber- or Information Security Syllabi
Quelle	(2018), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-2466-2
Schlagwörter	Hochschulschrift; Dissertation; Instructional Design; Computer Security; Information Security; Labor Force Development; Professional Personnel; Job Skills; Career Readiness; Course Descriptions; Professional Education; Entry Workers; College Students; Barriers; Transfer of Training; Learning Activities; Skill Development; School Business Relationship; Curriculum Evaluation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lesson concept; Lessonplan; Unterrichtsentwurf; Computervirus; Computersicherheit; Arbeitskräftebestand; Personalbestand; Produktive Fertigkeit; Kursstrukturplan; Berufsausbildung; Collegestudent; Training; Transfer; Ausbildung; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	By 2020, the global need for information security professionals is expected to reach six million and the shortfall in meeting that need is expected to be over one and a half million. Not only is there a shortage of cybersecurity professionals but those who are graduates of a cybersecurity program are not adequately skilled to assume significant security responsibilities upon hiring. The problem studied within this research was higher education institutions with cybersecurity programs, whether designated as cybersecurity centers of academic excellence or not, are failing to prepare skilled cybersecurity graduates for the workforce. The purpose of this qualitative study was to investigate what course activities were most prevalent in cyber- or information security courses and whether course activities and learning outcomes support the capabilities most needed in entry-level professionals. To examine this problem, 27 syllabi were collected via an Internet search from 20 U.S. institutions. Selected syllabi were from advanced cybersecurity courses at the undergraduate or graduate level. Results of this study suggested that deficient course designs may be contributing factors to cybersecurity graduates not being prepared to assume cybersecurity roles. The findings from this study imply that institutions are overwhelmed by the challenges of teaching cybersecurity. The tendency by institutions is to place a heavy reliance on knowledge transfer activities (research and writing) and less emphasis on the use of applied learning activities which develop skills. The foremost recommendation for practice is that institutions should engage industry partners and establish a curriculum review process leading to relevant and meaningful cybersecurity courses. Further research is recommended in examining the cause for the overemphasis on writing tasks, the effectiveness of applied learning tasks, and the differences in the Cybersecurity Centers of Academic Excellence (CAE) undergraduate and graduate programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01